This year marked a significant shift in the lives of many students as immigration officers detained 20-year-old Dylan Lopez Contreras during a routine court appearance in New York. At that time, Contreras was enrolled as a freshman at the English Language Learners and International Support Preparatory Academy (ELLIS Prep), which helps students aged 16 and above to complete their high school education after arriving in the United States with limited formal schooling.
Originally from Venezuela, Contreras is currently held at a detention facility in Pennsylvania, as reported by Chalkbeat. His detention in late May was cited by advocates as part of a broader initiative by Immigration and Customs Enforcement (ICE) to apprehend individuals during routine court hearings. Contreras had entered the United States under a Biden-era entry program and was in the process of seeking asylum.
On May 6, 2025, the Department of Homeland Security announced the reversal of the Biden Administration’s guidelines that had prevented ICE from conducting immigration enforcement arrests in courthouses, an action deemed necessary to allow law enforcement to proceed effectively.
Eric Marquez, a history teacher at ELLIS Prep who taught U.S. history to Contreras last academic year, shared his thoughts on the emotional climate within the classroom following the detention of a classmate. He spoke with Education Week about the experience of teaching immigrant students amidst fear and uncertainty, and the ways educators can support those affected.
This interview has been edited for length and clarity.
What was Dylan Lopez Contreras like as a student?
Contreras was a quiet student, often contemplative, even while speaking Spanish. Despite the burdens he carried, including supporting his mother and siblings, he radiated compassion. During lunch breaks, he introduced a unique Uno game that brought joy to his classmates. Teachers never had to prompt him to settle down or pay attention; he was mature for his age, focused on his studies.
In response to his detention, the school implemented a letter-writing campaign that produced around 140 handwritten letters from students expressing their thoughts and sending well wishes to Dylan. We recently received a message from him, showing that despite the distance, he remains connected with us. In August, he sent a note through his mother that reached not only our school community but others who had shown him support.
In one of his messages in Spanish, he wrote, ‘I’m sorry, I don’t really understand the English letters very much. But I want to say thank you to all my inglés-hablantes.’
What kind of advocacy work is the school engaged in for Dylan’s release?
Dylan’s mother reached out to the school immediately following his detention, visibly distressed and confused about the legal situation. Our [9th-grade] counselor and various community members sprang into action, providing vital legal contacts willing to offer pro bono assistance.
Another teacher launched a GoFundMe page which successfully raised approximately $43,000 to support Dylan’s mother during this hardship, as he had been a financial contributor to their family. We organized protests outside the downtown courthouse and have been actively reaching out to the media for further advocacy.
How are Dylan’s classmates handling the news now that we’re at the start of a new school year?
The students have displayed remarkable resilience, often surpassing that of the adults around them. They regularly ask about Dylan during class discussions and seek updates from one another. This group of about 70-80 students is extraordinarily caring and respectful, even as they remain inquisitive about their friend’s situation.
Many have reached out to [Dylan’s mother] through WhatsApp, sharing messages of solidarity. They have shown me photographs of Dylan from his time in Venezuela, bringing him back to life in our classroom discussions. His wise sayings serve as a source of humility and hope for them, inspiring an optimistic outlook that we cultivate as a community.
How do you feel as an educator trying to navigate moving forward with a missing student?
The term ‘missing’ resonates deeply, evoking feelings akin to the desaparecidos, those who have disappeared. This situation marks the first time I have faced such a reality directly, witnessing it unfold amid the routines of daily life and learning. The fact that Dylan was detained outside the school during a moment we assumed was safe shakes the very foundation of trust we typically hold for our students’ well-being.
What advice do you have for teachers across the country with students fearful of immigration arrests?
On a personal level, I maintain an open-door policy, encouraging students to express their concerns freely. I keep a sign-in sheet for them to discuss any issues weighing on their minds.
If you work with English-as-a-second-language or undocumented students, take the time to get to know them. Too often, these students experience isolation due to language barriers; as educators, it’s vital for us to reach out. Compassion should be our cornerstone while ensuring transparency with parents and protection for students.
Our students still come to school, even amid their fears, because their families trust that our environment offers safety and education. Our commitment is to care for them as if they were family.
Ileana Najarro is a reporter for Education Week, focusing on race and educational opportunities across schools nationwide.
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