By FINA

When universities talk about meeting students’ basic needs, the conversation often centers on food and housing. While these are essential, the experiences of undocumented students show that the definition of “basic needs” must expand far beyond this scope. For these students, survival and success hinge not only on material necessities but also on access to trusted legal services and protection from immigration enforcement, as well as a sense of belonging and safety. Equally important is the assurance that higher education can lead to employment opportunities after graduation. Without these supports, undocumented students are left trying to learn while navigating uncertainty about their future and their personal and families’ safety.

The lived realities of undocumented students demonstrate that existing institutional approaches, such as opening food pantries or offering short-term housing, are often limited and insufficient. Some students, for example, are forced to choose between buying food and paying for textbooks, or they silently ration their meals to cover rent. Others avoid public transportation because of fear of encountering immigration enforcement, which in turn limits their ability to commute to class or work. Mental health challenges are also common, but too many students encounter counseling centers where staff lack the cultural and legal understanding needed to provide effective care. When basic needs programming does not account for these realities, students remain underserved and unseen.

These challenges are further compounded by systemic exclusions that uniquely impact undocumented students. Under existing legislation, undocumented students are ineligible for most federal forms of assistance, including FAFSA, Pell Grants, and SNAP benefits, and often excluded from public housing and health insurance programs. In states where driver’s licenses are restricted, commuting to campus itself can also be a risk. Many students also live in mixed-status households, where family responsibilities and financial burdens weigh heavily on their educational journeys. On top of these structural barriers, students live with the constant fear of immigration enforcement, which can be especially acute on campuses near the border or during times of heightened federal crackdowns. 

There are innovative programs across California that seek to support students navigating these challenges. At UC Davis, for example, the Aggie Compass Center integrates food, housing, and financial resources while intentionally reaching undocumented students. The COMPASS Center at CSU San Marcos embeds legal services, peer mentoring, and wellness initiatives into its core programming. Campuses are also creating healing and wellness spaces, such as CSUSM’s Healing Circles and a student support group, where students can find culturally relevant support. When counseling center staff collaborate with the Undocumented Student Center to train professionals on the undocumented experience, it further demonstrates the difference that informed care can make. These examples show what happens when institutions broaden their understanding of basic needs to align with the lived realities of their students, including those who identify as undocumented and from mixed-status families.

For institutions seeking to better support undocumented students, several steps are critical: 

1. Basic needs assessments should be redesigned to capture the ways immigration status shapes student well-being.
2. Partnerships with trusted legal service providers can ensure that students have access to the guidance they need in moments of crisis.
3. Protecting student privacy and ensuring anonymity when accessing services is also essential to building trust.
4. Hiring staff with lived experience in immigrant communities adds credibility and understanding that cannot be replicated through training alone.
5. Training front-line staff in admissions, advising, financial aid offices, and other campus services ensures that undocumented students are met with compassion and inclusive practices, rather than confusion or unintentional harm.

When institutions proactively weave legal, emotional, and cultural support into their basic needs programming, they communicate to undocumented students that they belong and that their futures matter. 

FINA is a doctoral student and advocate. She has worked extensively with undocumented students in higher education through direct service and research.

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Categories: Basic Needs, Educators/Counselors, Recommendations

Tags: basic needs, college, education, higher ed, Immigration, undocubasicneeds