Tag Archives: #endingfragmentation

How Bellwether Transformed Agencies Supporting Youth in Utah, California, and Louisiana, Part 1

Quote from Atila in El Dorado County, CA saying "I just always felt behind/I never felt smart" and ""as far as learning went, there wasn't a whole lot of that. i never was able to stay in one spot for one full school year, until 7th grade. really didn't even learn to read until about 6th, 7th grade."

Atila in El Dorado County, CA (from a series of Bellwether visuals)

Young people served by multiple agencies — like schools, mental health providers, child welfare agencies, and community nonprofits — experience a fragmented network of care. In fact, as Bellwether has pointed out again and again, fragmentation across care agencies results in uncoordinated, poorly communicated, and insufficient supports for some of our nation’s most vulnerable young people. And this means they are not getting the education they need and deserve.

We’ve been working on these issues, both as researchers and consultants on the ground, for more than two years. We’ve developed a unique approach to supporting local leaders as they streamline the educational supports for high-need students and break down the silos that exist between care agencies at the state and local levels.

Our approach places the education system at the center of all services, acting as the through-line for students. We do this because schools are the places where every kid shows up — education can be the one constant in the midst of chaos. Continue reading

Story-driven Education Reform — That Doesn’t Burden the Storyteller

“I don’t talk to many people about this,” she started. “But if you’re here to make sure this doesn’t happen to someone else, then I want to tell you.” And then this young woman, a student we met through our work on education fragmentation, told us the story of how her stepfather sexually abused her and how her mother pulled her out of school after she reported it to a teacher. Erica (a pseudonym I’m using to protect her privacy) didn’t go back to school until six months later, once she’d moved cities to live with another family member. As far as she knew, her previous school never asked any questions — no one ever called the house or came looking for her.

This student was one of more than a dozen who we spoke to in schools across the country that shared their experiences of major disruptive life events that changed their education trajectories. Erica’s story in particular has stuck with me and makes me wonder: How we can help education systems better meet the needs of students for whom education may be the only consistent through-line in an otherwise chaotic time?

I believe that one of the first steps is to share stories like Erica’s. Many times, the people working to improve systems fragmentation for youth who experience disruptions to their education pathways are themselves removed from the direct impact of this work. Stories help practitioners know why this work matters and better understand the consequences of getting it wrong.

While empathy is a powerful tool for change and is, perhaps, a fundamental precondition for it, how do we account for the cost of sharing a personal story to the storyteller?  Continue reading