St. Paul charter school shifts to online learning amid reported ICE activity as community group urges noncitizens to stay home
Sejong Academy, a tuition-free Korean immersion charter in St. Paul, moved to online learning Jan. 14–15, 2026, citing concern for the school community’s safety. Local group Urban Village urged noncitizens to stay home amid reported immigration enforcement activity.
- Sejong Academy moved to remote instruction for Jan. 14–15, 2026, citing concern for the “safety and well-being” of its school community (Sejong Academy notice; reporting).
- Urban Village advised noncitizens and people without green cards to stay home, avoid driving and limit contact amid reported enforcement activity (reporting).
- Public funding: Sejong Academy is tuition-free and has received more than $7 million in government grants (reporting on school funding and context).
Background: what happened at Sejong Academy
Sejong Academy posted a notice on its website saying the school would “proceed with online learning for the remainder of this week (January 14 and 15)” and thanked families for their “continued support and cooperation as we prioritize the safety and well-being of our school community.” The notice did not name a cause such as Immigration and Customs Enforcement (ICE) action (school notice; reporting).
Students attended classes remotely on Wednesday and Thursday. A planned staff professional development day on Friday meant no classes were scheduled that day (reporting).
School notice: “proceed with online learning for the remainder of this week (January 14 and 15)… prioritize the safety and well-being of our school community.” (Sejong Academy notice)
Urban Village’s advisory and community response
Urban Village, a Minnesota community organization, posted messages on Instagram and released video statements urging noncitizens and people without green cards to stay home, avoid driving and limit contact amid what it described as heightened immigration enforcement activity. The posts were intended to protect community members who might be at risk of detention (reporting).
Local leaders and community members reported real effects: many parents missed work, medical appointments were skipped, and children did not attend school or after-school activities because families feared leaving home. The guidance reached a sizable portion of the local Myanmar community, amplifying concern and disrupting routines (reporting).
What officials have said — and what remains unclear
Sejong Academy’s public statement focused on safety and did not mention immigration enforcement or ICE. Reporting does not show direct coordination between the school and Urban Village, and no public statement from ICE or local law enforcement was included in the cited material (school notice; reporting).
Urban Village framed its guidance as protective for undocumented community members in response to reported enforcement activity, but public reporting did not include specific operational details — scope, targets or timing remain unclear (reporting).
Public funding and community concerns
Because Sejong Academy is publicly funded, the temporary shift to remote learning raised questions about transparency and circumstances prompting the decision. Reporting notes the school has received more than $7 million in government grants, highlighting its use of taxpayer funds (reporting on school funding and context).
At the same time, parents and advocates emphasized student safety and access to learning. For families who pulled children from in-person classes or stayed home under community guidance, immediate concerns included lost income, missed medical care and missed learning time (reporting).
Reporting limitations and open questions
Current reporting does not confirm that ICE was conducting enforcement specifically targeting Sejong Academy students or families. The school’s notice did not reference ICE, and there was no public statement from ICE in the cited material. It is not clear whether Sejong Academy consulted law enforcement, local government or community groups prior to switching to remote learning (reporting; school notice).
Further reporting should seek comment from:
- Sejong Academy leadership to clarify rationale and consultations (Sejong Academy notice).
- Urban Village for details on the timing and source of enforcement reports (reporting).
- Local law enforcement and ICE for confirmation of any enforcement activity on the cited dates.
Implications for the world
Economic impact
When a publicly funded school shifts to remote learning due to safety concerns tied to immigration enforcement reports, families can face immediate economic harm. Parents may miss work or avoid leaving home, producing lost wages and labor disruptions for employers.
Political consequences
The episode underscores tensions between enforcement and public institutions that serve diverse communities. Publicly funded schools must balance obligations to parents, taxpayers and oversight bodies while preserving community trust.
Social effects
Fear of enforcement can isolate communities, reduce access to health care, and disrupt education. The reported impact on St. Paul’s Myanmar community — missed medical appointments and children skipping activities — illustrates how enforcement-related fear affects social cohesion.
Cultural relevance
Language immersion programs help preserve immigrant community identity. Interruptions to those programs can damage trust between families and public institutions, especially when announcements lack detail about the reasons for changes.
Practical applications
Authorities, school leaders and community organizations can reduce disruption through timely, transparent communication, coordination with community groups, and clear guidance from law enforcement about the scope of operations when public safety allows.
