ICE detained Des Moines high school student during routine immigration check-in, advocates say – KCCI

Report on the Deportation of a Des Moines Student and Implications for Sustainable Development Goals

1.0 Incident Summary

On September 30, a high school student from Des Moines, Iowa, was detained by Immigration and Customs Enforcement (ICE) agents during a scheduled immigration check-in at a federal building. The incident, reported by the Iowa Migrant Movement for Justice (Iowa MMJ), resulted in the student’s deportation. The sequence of events was as follows:

• Detention: The student was taken into custody by ICE agents in Des Moines.
• Transfer: The individual was first transferred to Hardin County Jail and subsequently moved to a detention center in Louisiana.
• Deportation: The student was ultimately deported from the United States.

2.0 Analysis of Impact on Sustainable Development Goals (SDGs)

This case directly intersects with several key United Nations Sustainable Development Goals, highlighting challenges to their achievement.

1. SDG 4: Quality Education
   The deportation constitutes a severe disruption to the student’s education, directly contravening the goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. By removing the student from their high school, the action terminated their access to the educational framework in which they were enrolled.
2. SDG 10: Reduced Inequalities
   The incident underscores the inequalities faced by migrant youth within national borders. The student’s legal status made them vulnerable to detention and deportation, an outcome that disproportionately affects non-citizens and limits their access to opportunities, thereby challenging the objective of reducing inequality within and among countries.
3. SDG 16: Peace, Justice and Strong Institutions
   This event raises critical questions regarding access to justice for all and the accountability of institutions. The process of detention and rapid deportation highlights potential vulnerabilities in the legal protections available to migrant youth, impacting the goal of building effective, accountable, and inclusive institutions at all levels.
4. SDG 11: Sustainable Cities and Communities
   The goal to make cities and human settlements inclusive, safe, and resilient is affected. While Des Moines Public Schools reiterated its commitment to providing “safe, welcoming places,” such enforcement actions can foster fear and instability within migrant communities, undermining the sense of safety and inclusion essential for sustainable community development.

3.0 Institutional Responses

Various institutions have responded to the student’s detention and deportation, reflecting different facets of the institutional framework related to SDG 16.

• Iowa Migrant Movement for Justice: This advocacy group publicized the incident and engaged with political representatives, including Senator Chuck Grassley’s office, in an effort to defend the student and advocate for justice.
• Des Moines Public Schools: The school district issued a statement acknowledging the situation and reaffirming its commitment to student well-being and the role of schools as safe environments. This response aligns with its mandate under SDG 4 but also noted the incident did not occur on school property.
• Office of Senator Chuck Grassley: The Senator’s office confirmed it was contacted by advocates. Its response involved providing procedural information regarding the relevant ICE office and clarifying the constitutional roles of the legislative and executive branches, stating, “Congress passes laws, and the executive branch enforces the law.”
• Immigration and Customs Enforcement (ICE): At the time of reporting, ICE had not provided information or a statement regarding the case, limiting institutional transparency.

Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article directly connects to SDG 4 because the central figure is a “high school student.” The act of detaining and deporting the student forcibly terminates their access to secondary education. The statement from Des Moines Public Schools, which emphasizes their commitment to being “safe, welcoming places for every student,” underscores the disruption to the educational environment and the well-being of its student population caused by such immigration enforcement actions.

• SDG 10: Reduced Inequalities

  This goal is relevant as the article deals with the treatment of a migrant, a group often facing significant inequalities. The student’s deportation is a direct result of their immigration status, highlighting inequality in rights, security, and opportunity. The event showcases how immigration policies can lead to the exclusion of individuals from society, contrary to the goal of promoting social inclusion for all, irrespective of origin or other status.

• SDG 16: Peace, Justice and Strong Institutions

  The article revolves around the actions of state institutions, specifically Immigration and Customs Enforcement (ICE), a law enforcement agency. It describes a process involving detention in multiple facilities (“Hardin County Jail” and a “detention center in Louisiana”) and deportation, which are all functions of the justice and legal system. The involvement of the “Iowa Migrant Movement for Justice” and a senator’s office points to the complex interactions between individuals, civil society, and government institutions in matters of law and justice.

What specific targets under those SDGs can be identified based on the article’s content?

SDG 4: Quality Education

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education.

  The deportation of the “high school student” directly prevents them from completing their secondary education in Des Moines, representing a clear barrier to achieving this target for migrant youth.

• Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

  The school district’s statement about being “safe, welcoming places” aligns with this target. However, the student’s detention and the resulting “concern among our students, families, and staff” show how external law enforcement actions can undermine the safety and inclusivity of the learning environment for migrant students.

SDG 10: Reduced Inequalities

• Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age… origin… or other status.

  The student’s deportation is an act of forced exclusion based on their immigration status, directly contradicting the goal of social inclusion.

• Target 10.7: Facilitate orderly, safe, regular and responsible migration and mobility of people, including through the implementation of planned and well-managed migration policies.

  This case illustrates a consequence of migration policy enforcement that can be seen as unsafe and irresponsible from the perspective of a child’s welfare and right to education. It highlights the challenges in creating migration systems that protect vulnerable individuals, such as students.

SDG 16: Peace, Justice and Strong Institutions

• Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children.

  While not explicitly labeled as such, the detention of a minor, transfer between multiple facilities, and subsequent deportation can be considered a traumatic and harmful experience, representing a form of institutional harm against a child.

• Target 16.3: Promote the rule of law at the national and international levels and ensure equal access to justice for all.

  The situation raises questions about the student’s access to justice. The involvement of an advocacy group, the “Iowa Migrant Movement for Justice,” suggests a struggle to navigate the legal system and defend the student’s rights, pointing to potential inequalities in accessing justice.

Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

The article does not provide quantitative data but offers a qualitative case study that can serve as an anecdotal indicator for several targets.

SDG 4: Quality Education

• Implied Indicator for Target 4.1: The number of students whose secondary education is interrupted due to deportation or immigration status. The article provides a specific instance of one such student.

SDG 10: Reduced Inequalities

• Implied Indicator for Target 10.7: The number of migrant children detained or deported. The article reports on one such case, highlighting a failure to ensure “safe” and “responsible” migration policy outcomes for minors.

SDG 16: Peace, Justice and Strong Institutions

• Implied Indicator for Target 16.2: The number of children detained within the adult justice or immigration enforcement system. The article specifies that the student was held in “Hardin County Jail” and a “detention center,” which serves as an example for this indicator.

SDGs, Targets, and Indicators Table

Source: kcci.com