Tag Archives: trauma

Violence Prevention Efforts Hit Close to Home for Me and My Students

I — like many Americans — have been engaging in a daily routine of relief every afternoon that the news does not report another school shooting.

But the violence in low-income, urban areas where I’ve lived and worked are also on my mind. I was a teacher in South Central Los Angeles, where my students risked their safety simply by walking to school. I’m from Chicago, a city notorious worldwide for its rate of violent crime (when I lived in London and mentioned I’m from Chicago, a typical response was, “Isn’t that the murder capital of America?”). And a prior student from St. Louis, Reh’yen — a black, male teenager, one of my all-time favorite students — was shot and killed a few months ago, an incident I am still grappling with.

“Violence in Chicago: Realities + Root Causes” panel brought young civic leaders and Cook County State’s Attorney @SAKimFoxx to the stage to share personal stories and real solutions. #ABetterChicago – at Venue SIX10

Panel photo via @_abetterchicago on Twitter

And yet, data presented at a recent conference — A Better Chicago’s annual Education Summit — was still shocking to me: In a survey of six hundred African American students in Chicago, one third reported seeing a dead body not related to a funeral. How can we possibly expect kids to focus (let alone flourish) in school when this kind of violence is an inescapable reality? And how can we accept that there is only 1 social worker per 1,200 students in Chicago Public Schools?

Weeks later I continue to be taken aback by the raw, simple, and necessary words of the panelists who spoke on the topic of violence at the Summit. Continue reading

Students Served by Multiple Systems of Care Deserve Better

At any given point in time, about 5 million kids are served in one or more of our nation’s child service agencies. These young people are living through traumatic and disruptive experiences ranging from homelessness to foster care placement to incarceration.

As I wrote in this piece nearly two years ago, these children are navigating a fragmented world of adults, programs, and agencies, often operating as the only central point among all of the services.

In our latest publication, Continuity Counts, Hailly Korman and I offer our recommendations for addressing this fragmentation and improving cross-agency coordination. However, our project differs significantly from most other policy papers because we approached our research using human-centered design. This means that we started by talking to the very people who are impacted by agency fragmentation: the children and youth served by these agencies. We also talked to the direct-care providers working in various agencies. The goal of these interviews was to better understand the needs, wants, and constraints of both the youth and the care providers, in order to build a set of recommendations that addresses the challenges they face.

Through our human-centered design approach, we identified two key levers for change: continuity of people and continuity of information. By identifying a single adult to operate like a child’s “chief of staff,” we can mitigate the need for a child to interact with a myriad of adults. By improving data collection, sharing, and storage, we can reduce the burdens on youth and their caregivers that result from missing or incorrect information.

The silos that exist among agencies did not appear overnight and will not disappear quickly. However, just because agencies have always operated in relative isolation from one another does not mean it must always be like this. Eliminating, or at least substantially reducing, the fragmentation that exists among schools, government agencies, nonprofits, and community-based organizations is possible with deliberate and concerted effort over a long period of time. And doing so is necessary if we ever hope to provide youth with a cohesive, streamlined system of support throughout their education trajectories.

Read our full report here or our op-ed in The 74 here.

How are New Orleans’ Littlest Learners Faring?

A decade after Hurricane Katrina led to a fundamental restructuring of New Orleans’ public school system, numerous articles and reports have documented and debated the impact of the changes on the city’s K-12 students. But how are younger children in New Orleans faring?

There’s a lot less evidence on this question–in large part due to the fragmented nature of early childhood systems, both in Louisiana and nationally. Because two of the clients I work with at Bellwether are involved in early childhood work in New Orleans, I’ve had opportunities to visit and learn about preschool programs in the city over the past two years, but I still feel perplexed by the early childhood landscape there. That said, three issues related to early childhood in New Orleans deserve particular attention:  Continue reading