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• By Aurelio M. Montemayor, M.Ed. • March 2025 •

A few days after the board meeting where students Adrian Lara and Zariah Bermudez spoke out in support their immigrant classmates, Aurelio Montemayor, M.Ed., IDRA family engagement coordinator, who convenes area Cafecito y MAS gatherings, sat down with the students to reflect on their experience and activism.

When did you first think of this issue and feel it affected you? 

Zariah: The turning point for me was the new presidential administration. All the things they said during their campaign – and their plans once in office – were terrifying when we realized they were becoming reality. Even though I’m a U.S. citizen and the daughter of two U.S. citizens, I saw the growing concern among my classmates. Even when they joked about it, I could sense the worry behind their words.

This wasn’t just about field workers or people typically thought of as immigrants. It was affecting everyone around us. If you look like us – if you have the same skin color as immigrants – you could be seen as one. Even if you’re a fourth-generation American, you’re still at risk somehow.

For me, I’m third generation on my mom’s side and second generation on my dad’s side, but I have distinct Indigenous features. I’m not ashamed of them, but I know people see them first. That’s how the human mind works – it immediately notices differences.

Adrian: I first saw this issue when Trump issued executive orders for mass deportation across the country. I started talking with my peers, especially Zariah. We were both on the same page: We believed that all students should have access to education. That’s what led us to take action.

What convinced you to plan a board of trustees presentation? 

Zariah: The breaking point for me and Adrian was the rejection and hesitation from our principal when we created a petition. We followed all the rules, yet there was pushback. That made it clear that we had to take our concerns to the school board.

Adrian: Zariah and I would meet up and discuss these issues. She focused on petitioning, and I worked on addressing immigration policies. We talked about the lack of clarity on what students and parents should do if deportation affected their family. We also wanted to highlight Senate Bill 30, a Know Your Rights bill, so students understood what to do if they interacted with law enforcement.

What helped you prepare the testimony? 

Zariah: The biggest help was the meetings with teachers from different campuses and districts, teachers who were truly concerned about their students. The Cafecito y MAS meetings were especially valuable. Also, having a mentor-like relationship with [our teacher] outside of class gave us confidence. He reassured us that we knew what we were talking about and that our voices mattered.

Adrian: We practiced a lot. Zariah and I would time each other and make adjustments, especially when we found out we only had two minutes instead of three. It was frustrating that our last statements got cut off.

How did you feel when you stood to speak? 

Zariah: Before the presentation, Adrian and I tried to stay calm, but of course, we were nervous. I focused on staying collected on the outside, even though I was anxious inside.

Adrian: I was nervous, but I knew I had to do it. If I didn’t speak, who would? The more I spoke, the more confident I felt. As I shared my story and addressed policies, I could see the board was paying attention. I felt like my voice was being heard.

How did you feel immediately afterward? 

Zariah: I was still shaking. I was nervous about tripping over my words, and even though my mistakes weren’t as noticeable to others, they stood out to me. But as soon as I finished, I felt a huge sense of relief. I thought, Okay, it happened. Whatever’s done is done. I could finally take a breath.

Adrian: After we presented, I told Zariah she did great, and we agreed that this wouldn’t be the last time. We’d be back to address more issues.

Why is it important for elected officials to hear your words? 

Zariah: They need to understand who they are representing. They say they’re here for their constituents, but students are also their constituents. Age doesn’t determine whether a voice is important, what you say does.

This isn’t just about seniors. Eighth graders, ninth graders, even sixth graders have concerns. I remember being in sixth grade and knowing that deporting people was wrong. No matter our grade, we are students in their district, and they need to hear us.

Adrian: Elected officials have the power to change policies that affect us. Our voices matter, not just in our school district, but across San Antonio.

What other actions could students take? 

Zariah: Students need more support from teachers and parents who believe in them. Many overlook their children’s voices because of their age or grade level. But even parents feel hesitant to speak up because of fear of judgment.

Adrian: Students can take action by discussing issues at school, engaging their community in policy conversations, and addressing the board of trustees or even government officials. It doesn’t have to stay within their school.

What’s something I didn’t ask you about that you would like to speak about? 

Zariah: The DACA movement has been advocating for children who were brought to the U.S. as infants. They grew up here, went to school here, and many barely speak Spanish, yet they’re being sent back to a country they don’t know. It’s terrifying.

History doesn’t always repeat itself exactly, but it has rhythms. This reminds me of Operation Wetback and the mass deportations of the 1930s when even U.S. citizens were deported. Time and time again, Mexican Americans have been shown that a piece of paper doesn’t protect them. People see skin color first and act on their biases.

Adrian: I believe students should have the right to petition at school – before school, during lunch, and after school – without needing administrative approval, as long as it doesn’t disrupt learning. A petition provides real data showing that many students share the same concerns and want action.

At the next board meeting, I want to push for a “know your rights” flier or announcement for students and parents. I also want to emphasize freedom of speech and the right to petition in schools.

At the end of the day, it doesn’t matter how young or old we are. We all experience hesitation when it comes to speaking out. But that’s why it’s so important to use our voices, no matter how uncomfortable it may be.

[© 2025, IDRA. Permission to reproduce this article is granted provided the article is reprinted in its entirety and proper credit is given to IDRA and the author.]