This mixed-methods study examines school social workers' perceptions of immigration enforcement on the lives of immigrant students. The article builds upon previous sociological and education research about how the contexts of reception impact immigrant mobility, immigration enforcement, and the role of school-based personnel support for immigrant students. The paper examines the relationship between 517 school social workers' perception of the effects of immigration enforcement and their actions to improve equity for immigrant students. Relationships are compared using multiple regression analysis with and without state fixed effects. Findings reveal significant differences across some of the key constructs and relationships. Implications are discussed for school social workers in U.S. schools as they continue to promote equity for immigrant students.