ET ICE & De-Escalation Training

Emma's Torch ICE & De-Escalation Training

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Welcome to the mini-course "Emma's Torch ICE & De-Escalation Training."

Because Emma’s Torch works directly with refugees and immigrants, it is essential that all staff understand how to respond appropriately if Immigration and Customs Enforcement (ICE) appears at the workplace. Because interacting with ICE or dealing with a crisis can be stressful, overwhelming, and triggering, we need to be as knowledgeable as possible and prepared to act calmly and rationally if a situation arises. This training will discuss potential reasons ICE may arrive, how to respond appropriately to the situation, and how to guide students in similar situations. It will also teach staff about de-escalation methods in moments of crisis.

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What is an ICE Raid?

• An ICE Raid is when ICE arrives at a workplace looking for people who are in the country without legal authorization
• ICE agents are not police officers, although their uniforms may say "Police" or "Federal Agent"
• ICE could arrive for 3 potential reasons: a Form I-9 audit, a raid, or to detain specific people

Question 1

Question 2

I-9 Audit

Things to Remember

Constructive feedback

Ability to attend to the interlocutor consciously and fully, understanding both what they say and what they mean.

An I-9 audit is when officials check records to confirm we follow I-9 rules (part of our onboarding process). If that happens, contact local leadership immediately and do nothing until they are contacted. Emma's Torch legally has 3 work days to produce forms.

Non-verbal communica-tion

Clear, firm, and respectful communication method, defending ideas without aggression or passivity.

Feedback aimed at improvement, expressed with respect, clarity, and a focus on growth.

Set of gestures, postures, and expressions that accompany or replace verbal language.

Assertive-ness

If ICE agents have a judicial warrant, we must comply. Stay calm, do not run to the exits, and if they do not have a judicial warrant, prevent them from entering private spaces.

Feedback aimed at improvement, expressed with respect, clarity, and a focus on growth.

Clear, firm, and respectful communication method, defending ideas without aggression or passivity.

Set of gestures, postures, and expressions that accompany or replace verbal language.

Question 3

Question 4

What to do if ICE arrives at Emma’s Torch

1. Stay calm, and be polite. 2. Send all students and prospective students into private areas. All Emma’s Torch spaces should have designated “private” areas with appropriate signage displayed. This includes downstairs/upstairs spaces and kitchens. 3. Call local leadership immediately. Call Kira (917) 071-5723; Alix (202) 329-5961; or Kerry, once she returns from maternity leave, (240) 441-6326.

Question 5

Question 6

What to do if ICE arrives at Emma’s Torch (cont.)

4. Have one other staff member record the interaction on their phone, and another team member manage engagement with cafe patrons and ask them not to get involved.

• Document, don’t interfere: Record time, location, agent behavior, and what is said/done—this protects staff and participants if questions arise later.

• Keep it low-profile: Record calmly and discreetly; avoid confrontation, sudden movements, or statements that could escalate the situation.

• Guide patrons clearly: Say, “For everyone’s safety, please remain seated and let staff handle this” to prevent crowding or escalation.

What to do if ICE arrives at Emma’s Torch (cont.)

5. If the ICE agent tries to follow students to private areas, here are a few things you can say:

• “I can’t give you permission to enter. You need to speak to my employer. ”
• “I am the employer. You cannot go to other areas of the workplace without my permission”
• “This is a private area. You cannot enter without a judicial warrant signed by a judge. Do you have a judicial warrant?”

Question 7

What to do if ICE arrives at Emma’s Torch (cont.)

6. If they announce that they are conducting an I-9 audit, ask them to wait while you contact leadership. Call Kira or Alix immediately.7. If they show you a warrant, ask to read it and use the tool provided in the training to determine if it is a judicial warrant. If they do not have a judicial warrant or if they have an administrative warrant, we can politely ask them to leave as we would any other private citizen. 8. If they have a judicial warrant for a specific student, we have to oblige. Give them no more information than you are asked, accompany them as they walk around, and ask the ICE agents where the student is being taken.

Question 8

Question 9

What to do if ICE arrives at Emma’s Torch (cont.)

9. Email local leadership (kira@emmastorch.org, alix@emmastorch.org, kerry@emastorch.org) with the following information and any other information you find important:

• How many ICE agents were present?
• How were they dressed? How were they armed?
• Did the agents make you or anyone else believe you could not move or leave?
• Did the agents mistreat anyone? If yes, how?

Question 10

Administrative Warrant vs. Judicial Warrant

Question 11

How to Advise a Student if ICE Approaches Them in Public

Staff should be prepared to respond to questions from students who may encounter ICE outside of Emma’s Torch. This guidance equips staff with clear, supportive language to help students understand their rights and how to respond safely in public settings.

• Stay calm & do not run: Running can escalate the situation. Encourage them to remain composed and aware of their surroundings.
• Know and assert rights: They can say, “I do not wish to answer any questions and I want to speak to a lawyer.” They do not have to disclose immigration status or provide documents without a warrant.
• Do not consent to searches: They can clearly say, “I do not consent to any searches.”
• Ask if they are free to leave: If yes, they should calmly walk away. If not, they should remain silent.
• Call for support: Contact a trusted person, legal aid hotline, or organization as soon as possible.

General De-Escalation Guidelines

• Stay calm and grounded: Your tone sets the situation—speak slowly, keep your voice low, and avoid sudden movements

• Create space and reduce stimulation: Limit crowding, noise, and audience attention whenever possible

• Use neutral, respectful language: Avoid confrontation—say things like “I hear you” or “Let’s figure this out together”

• Do not argue or challenge: Focus on de-escalation, not being “right”

• Designate one point of contact: One staff member should lead communication to avoid confusion or escalation

• Contact local leadership when any immediate threats are no longer present

High-Risk Situations (Including Weapons)

• Prioritize safety above all else: If there is any threat of violence, create distance and ensure staff and patrons move to a safe area

• Do not attempt to intervene physically: Avoid escalation—engage only if it is safe to do so

• Comply and de-escalate: If a weapon is present, remain calm, avoid sudden movements, and follow instructions

• Alert emergency services when needed: Call 911 or appropriate support as soon as it is safe

• After the incident: Document what occurred and check in with staff, students, and patrons

Question 12

Congratulations

You have completed the mini-course!