Mass low-skilled migration from developing countries strains Anglosphere schools. Illegal entries and asylum claims by refugees from lower-Human Development Index nations introduce students with significant educational deficits into systems built for higher baseline skills. International student assessments show first- and often second-generation immigrants from these regions score substantially below natives in math, reading, and science. Schools divert resources to English as a Second Language, remedial programs, and behavioral support, which slows the overall pace of instruction. Cultural mismatches over authority, discipline, gender roles, and academic effort create friction, disruption, and safety concerns. Immigrant-headed households tend to have more school-age children, concentrating low-income, limited-English students in certain districts and increasing teacher workload. Above all, standards of civilization — orderly inquiry, merit, deferred gratification, and civic norms — decline when systems prioritize accommodation over excellence. Selective immigration systems that risk public perception as racist could mitigate this through skills-screening; open illegal flows do not. Without enforcement and strong assimilation pressure, average educational outcomes converge downward.