Edición Instituto Cervantes at FAS - Harvard University
Estudios del Observatorio/Observatorio Studies. 097-05/2025EN (Trans.)
Abstract: This report addresses the need to support the international migrant population located along the Mexico–United States border—a group that, by all indications, has not received adequate assistance from either the Mexican or U.S. departments of education. Through a theoretical and conceptual review, this research analyzes a program designed to integrate minors upon their return to, or initial enrollment in, schools in Mexico and the U.S. With nearly two decades of implementation, the program provides valuable data on the number and nationalities of students in migratory transit—information that helps guide teacher training efforts. It also identifies schools with the highest concentrations of migrant students and supports intergovernmental collaboration with civil society, United Nations agencies, and academic institutions. It is important to note that the current Mexican administration has prioritized six strategic initiatives for the Secretaría de Educación Pública (SEP), one of which focuses on addressing the needs of international migrants. This report contributes to the broader analysis of transborder mobility among migrant minors, with particular attention to California and Baja California—regions with the highest levels of cross-border interaction. Our findings highlight educational inclusion as a key strategy for integrating migrant youth into school systems.
Key words: transnational students, Mexican and U.S. schools, “the students we share,” bilingual teachers, student migration