02/06/2026
MAAN is honored to sign on to a letter calling for a moratorium on absenteeism-related calls to child protection services and automatic disenrollment during Operation Metro Surge.
Governor Walz
Minnesota House and Senate Education Leadership
Minnesota Department of Education
Dear Minnesota Leaders:
Organizations serving children with disabilities and immigrant communities write to request your partnership in addressing how absenteeism policies are being applied during Operation Metro Surge. We respectfully urge the state to establish a temporary, statewide pause on referrals to Child Protection Services for educational neglect related to absenteeism and on automatic school disenrollment related to absenteeism during this period.
Families across Minnesota are experiencing heightened fear and disruption due to increased immigration enforcement activity. Many are making the difficult decision to keep children home to ensure safety. At the same time, families fear that extended absences will trigger truancy processes or CPS involvement. This places families—particularly those with disabled, neurodivergent, or immigrant students—in an impossible position.
The fatal shootings of Minneapolis residents Renee Good and Alex Pretti by federal agents, as well as the countless injuries and removals of residents across the state, have intensified fear and instability in our communities. Over the last week, there have been increased reports stating that agents are now using tactics such as wearing plain clothes, removing masks, trying to blend into neighborhoods, sending flyers home for food support, and following people home.
Educational policies which mandate reporting to child protection services when students are absent for more than 14 days do not account for the current reality and risk causing further harm. Punitive or compliance-driven processes penalize families for circumstances beyond their control, increase surveillance and system involvement, and exacerbate trauma—particularly for students already navigating disability, language barriers, or immigration-related direct harm.
Schools provide important roles to communities far beyond education, and we should be taking a holistic look at how to fill those gaps that are occurring when families are too frightened to attend school.
Further, we recommend that the Department of Education, schools, and state leadership collaborate with disability-led and community-based organizations to ensure that attendance guidance reflects lived experience and does not further marginalize students who are already at the most significant risk.
Students cannot learn when they are unsafe, separated from caregivers, or navigating a crisis without support. Truancy and CPS systems that fail to account for disability, trauma, and systemic harm will not increase attendance—they will increase exclusion.
We call for the following actions:
Establish a consistent state-wide policy that puts a moratorium on referrals to child protection and automatic disenrollment for absenteeism during Operation Metro Surge.
Current guidance offered is vague and being implemented inconsistently throughout the state.
Communicate this policy directly to families, districts and the public
Families need to hear directly from leadership about statewide policies.
Make it clear that students who miss school, in person or virtual, because of fear of immigration enforcement, family safety, or home disruption are not counted as truant or educationally neglected.
Ensure flexible, supportive attendance practices
Students impacted by fear or disruption receive flexible, trauma-informed support.
Schools do not penalize families for keeping themselves safe
Provide alternative ways for students to continue learning
Not all families can send children to in-person school right now.
Students who choose online or other options receive the support they need, including help with technology or connecting to schoolwork.
The state ensures that resources are provided, so schools can offer this support effectively.
Develop plans for essential services and ongoing student support
Maintain vital school services (meals, special education services, mental health care, and other supports) for families who cannot attend in person.
Plan for re-entry once students return to school, including help for students who have fallen behind academically and support for those who have experienced trauma or separation from caregivers.
Increase support to educators and school staff:
Provide increased support to districts, ensuring they have the guidance, resources, and training needed to implement flexible attendance policies, alternative learning options, and additional student supports safely and effectively.
No one could have anticipated the current circumstances when existing education policies were developed. We are concerned that, without adjustment, well-intended policies may unintentionally compound harm for students who are already most at risk. We believe there is a strong opportunity for collaboration to ensure that Minnesota’s response reflects compassion, equity, and lived experience.
We welcome the opportunity to engage in further conversation and partnership with state leaders, the Department of Education, and school districts to develop solutions that keep students safe, connected, and supported.
In partnership,
Minnesota Neurodivergent Education, Advocacy and Therapy Services
Down Syndrome Association of Minnesota
Solutions Not Suspensions
Close Knit
PACER Center
Autism Society of Minnesota
United Hmong with Disabilities
MN Council on Disability
Educators For Excellence, MN.
DeafEquality
Multicultural Autism Action Network
S.T.A.N.D. Up Minnesota Parents United
Voices For Racial Justice
Somali Parent Autism Network
YWCA Minneapolis
Love First Community Engagement
Supportable Solutions
The Alliance Against Seclusion and Restraint
Council for Minnesotans of African Heritage
Institute on Community Integration
MN Disability Law Center
