
I’ve seen a few letters circulating from local school districts about student walkouts protesting ICE. Beyond our own communities’ borders, there’ve been other stories and accompanying images about students pouring out of school buildings, holding signs, chanting slogans, and presenting themselves as voices for compassion and justice.
At first glance, these walkouts—misspelled signs and all—can seem admirable to some, maybe even virtuous. I’ve read plenty of comments from folks in various Linden forums praising the students for exercising their right to protest. That said, there are plenty of others in those forums tippety-tapping my thoughts, making it so I don’t have to write a single word. On my part, I’m not convinced a majority of the participating students actually understand or even care about the actual protest itself, if only because there are so many reports of kids joining them just to skip school. Some of the parents in one particular forum admitted as much, saying their kids flat out told them they see it as a way to take a day off.
Still, I’m sure some sincerely believe they are standing up for people being mistreated. But even with that, I’m in relative disagreement. Apart from the fact that the events in Minnesota gave birth to the walkouts—and it’s only after $9 billion in fraud was discovered in the Somali community, thereby serving as the perfect, all-encompassing distraction—the whole situation has been framed entirely by emotion. There isn’t a single thing about it that suggests actual thought. It has “knee-jerk” in its soul. And if there’s one thing I know for sure, it’s that people have always been drawn to causes framed in emotional language—most especially youth.
When I say emotional language, I mean just that. Even the forum commentary surrounding all of this was perpetually framed in simple emotional terms. It was stuff like compassion versus cruelty, inclusion versus exclusion, justice versus oppression. These are powerful categories, and they resonate emotionally. And yet, the reality of immigration policy, law enforcement, and perhaps most importantly, national sovereignty, is far more complex than a misspelled protest sign allows.
The plain fact is that a nation, like pretty much anything, cannot function without order. Laws exist not merely to punish but to create stability and fairness. When students walk out of school to protest the enforcement of existing laws, they might “feel” they are expressing compassion or inclusion. But what are they doing implicitly? They’re arguing that the law itself should be disregarded when its necessary enforcement becomes uncomfortable.
But again, all of that said, I remain unconvinced that most of the students participating in these protests are even capable of reaching that conclusion without some help, which I assume the teachers and administrators who appear to be egging them on are disinterested in providing. I read one comment from a teacher implying that it brings her joy to see her students embrace anything that stands against Donald Trump.
That’s not helping students think through complex issues. That’s not teaching. That’s propagandizing. That’s the imposition of ideology.
Now, I’m not saying all protests are inherently bad. I stopped shopping at Target when they started letting men use the women’s restrooms. When they corrected course, I returned. But what I am saying is that public demonstrations—the kinds with people holding signs and marching and shouting—they are, by design, built on emotion. There’s no room for discussion or reflection in such demonstrations. The loudest voices, the most extreme slogans, and the simplest narratives that can be repeated as mantras tend to dominate. All nuance disappears. The quiet but necessary work of examining—of learning, reasoning, and weighing competing ideas is replaced entirely by chanting and the inevitable social media applause.
Which makes student walkouts like these somewhat satirical.
First of all, a human brain isn’t even fully developed until the mid-twenties. There are plenty of studies about how cognitive capability is inhibited until that point. So, my point about these kids not understanding what they’re doing remains fixed. I suppose secondly, education is meant to form the mind. Assuming a school is actually doing this, when students leave classrooms to protest rather than study, they are, by default, putting aside the very tools they need to grow into thinkers who understand the world they hope to change.
Notice I prefaced by saying “assuming a school is actually doing this.” There’s a reason homeschooling and classical/parochial education are booming right now. The modern American education system seems incapable of fulfilling its charter, especially given the results. America’s scores, compared to those of other countries, prove we are no longer leaders of the intellectual pack. But we’ve mastered gender confusion. We’ve graduated to “2+2=4” being racist. We most certainly excel at woke, and we’ve become top-tier engineers of Marxism-inspired social justice.
I suppose this stirs the question of responsibility. Schools are not ideological training camps. At least they’re not supposed to be. I suppose in their mineral form, they’re institutions entrusted with preparing young people for adulthood. One of the most important skills students must develop is the ability to think critically and to act responsibly as adults. When a school’s leadership allows a walkout—or worse, fosters and praises it—at a minimum, it risks teaching that obligations and responsibilities can be set aside whenever a person feels like it. That is not a lesson that serves students well in the long run.
For example, if I, as a parent, allowed my daughter to skip school or basketball practice because she felt more like going shopping, I would be teaching her that commitments are conditional and responsibilities are negotiable. I’d be setting her up to fail as an adult.
In adult life, obligations rarely disappear simply because you’d rather be doing something else. Learning to weigh convictions, fulfill duties, and perhaps, as it meets with these walkouts, to choose appropriate times and means to make one’s voice heard is part of becoming a mature and responsible person. Regardless of whether we like it, the fact remains that schools share in the task of teaching that lesson.
I guess what I’m saying is that any student who walks out should be treated the same way any other student who leaves school without permission is treated. The absence should be marked unexcused, missed work should have to be made up according to school policy, and whatever ordinary disciplinary measures apply—detention or suspension or whatever—should be imposed consistently. Rule enforcement like this does not mean administrators are cruel or that students should be forbidden from having opinions. To believe otherwise is to let one’s emotions steer. The lesson is that rules are important, and they only mean something when they are applied evenly.
The unfortunate thing is that many schools wouldn’t even consider doing this. And why? Because they’d become living contradictions. From what I’ve read, it sure seems that a significant number of teachers and administrators want the kids to protest. They want them to embrace progressive ideologies and demonstrate adjacent behavior. Holding them to school policies, especially in this instance, risks accidentally teaching that law enforcement is, at its core, about the rule of law. A school cannot function if its rules are treated as suggestions, obeyed only when convenient, and ignored when they aren’t. By holding students accountable to the school’s own rules, educators would be demonstrating how a lawful system—whether a classroom, entire school, or much larger society—is actually supposed to work.
Concerning immigration laws and ICE’s enforcement of them, they risk accidentally teaching that a school—or nation—that does not enforce its laws should not expect to remain for long.








