Speaking Up

George Washington High student shares views on tolerance, inclusion and wearing a head scarf

PHOTO: Colorado Education Initiative
Haneen Badri, a senior at Denver's George Washington High School, during her speech at the Colorado Education Initiative's Healthy Schools Summit.

Haneen Badri, a senior at Denver’s George Washington High School, earned a standing ovation after a poignant speech last week in which she discussed the need for tolerance and inclusiveness in schools and society.

Her parents, who are Sudanese, immigrated to the United States in 1995 with Haneen’s older sister. They first settled in Washington, D.C., where her older brother was born, and later moved to Denver, where Haneen was born.

Haneen, 17, said her parents came to the U.S. because they wanted better educational opportunities for their children.

Haneen is president of the mock trial and pep clubs at school, leads the Colorado Muslim Society’s girls youth group and is a youth representative for an association of Young Sudanese. Next year, she hopes to study pre-law and international relations at Colorado State University, Arizona State University or Washington University in St. Louis.

She spoke with Chalkbeat after her speech at the Colorado Education Initiative’s Healthy Schools Summit. This interview has been edited for length and clarity.

What decision did you make in seventh grade about how you would dress?

Muslim women, it’s religious that you wear a head scarf and you get to choose when you do that. During seventh grade it just felt right for me.

It was just really odd as soon as I started wearing it, I was a completely different person to everyone. They didn’t see me as Muslim until after I started wearing it. The ignorance, the fear of how I’m different caused some of my relationships to fall apart.

In your speech, you mentioned a startling playground incident that felt like an assault on your dignity. What happened?

During the spring of that year, we had lunch and while we were outside a female peer ripped [my head scarf] off.

Do you know why did she did it?

No. I never really did get a clear answer, but I did get an apology. I did get the chance to educate her about Islam.

What was it like to educate her about Islam?

I guess I was kind of used to it because my parents taught us to be open about who we are. We met up the summer of that year. It was me and my parents and her parents and her. We just sat down and talked and let them ask all the questions that they had and answered them.

How did that incident impact you?

It made me realize that it happens more often and that we don’t really talk about it. Once I started the (Colorado Muslim Society) girls youth group, other girls came forward about, “This has happened to me before and I haven’t been able to talk about it because I thought I was the only one.”

It was kind of eye-opening about how much pressure we put on students not to talk about their personal experiences. And that developed me in a way where I do like talking to groups who are underrepresented or traditionally not accurately portrayed in our classrooms and I do like including them in all lessons and decisions.

What do people assume about you?

Usually, they think I’m angry or that I’m close-minded or I’m biased because of my religion or that I’m intolerant of other people or other races. It’s kind of funny because I’m completely the opposite.

You talked about feeling that inclusiveness is lacking in schools. How so?

The norm in our society is a white, rich male who’s Christian, who’s straight. If you don’t really fit into that norm, you’re an exception. Society tends not to accurately portray you and so it’s in our media, in television, in children’s books, in education.

We spend only two days on African-American history, and only discuss slavery and civil rights, and the rest of the year we discuss the creation of America from Christopher Columbus all the way until now. We don’t discuss Native American history besides the Trail of Tears. Latino history is rarely discussed at all.

It’s just kind of heartbreaking that we do want to promote diversity but we aren’t doing any actions to show that.

In years past, there’s been tension at George Washington because of a sense of separation between students in the International Baccalaureate program and the traditional program. How’s that going?

We’ve started a Safe Zone panel, which is once every semester. We have a panel of students and it’s student-led. Teachers come and ask us questions about how they could make their room more inclusive and how they could integrate students of all backgrounds in their classrooms. It’s a great start, but I think there could be more.

Over the summer, we started the student ambassador program and that was a week-long process at (the University of Denver.) The first two days were just ambassadors—sophomores, juniors and seniors—and the last three days were “Freshman Academy,” where we taught the freshmen that inclusion is the key to succeeding in life and how to interact with students they don’t tend to identify with.

So far, I think it’s going great because yes, the (upper) classes are experiencing difficulties, but the freshman class tends to be more cohesive and understanding of each other. I think that’s the real key to changing George because once we keep on educating each incoming class then the student environment will be able to change.

If you could wave a magic wand and make one change at school, what would it be?

Definitely inclusion because I’ve noticed at George besides the segregation between IB and traditional (tracks), we tend to dismiss the special needs program. That personally angers me because our special needs department is in charge of recycling, they clean up after the school, they manage growing our trees. They’re just really underappreciated and dehumanized and demeaned…I think it’s just a matter of spreading more knowledge about there’s no difference between us and them and there’s no difference between traditional and IB.

How would you say you’ve changed since middle school?

In middle school it was really rough. I wasn’t able to speak up as I do now. It was hard finding my voice, but now—I do tend to shy away, but there’s my subconscious telling me, “No, go for it.”

It’s been great to see myself develop from this shy, timid girl to someone who can speak for herself and speak for others.

one hurdle down

Bill to ban corporal punishment in schools get first approval from Colorado House

PHOTO: Nicholas Garcia
Students at the AXL Academy in Aurora worked in pairs or small groups to solve math problems.

Colorado’s House of Representatives gave initial approval Monday to a bill that would ban corporal punishment in public schools and day care centers that receive state funds.

The bill, sponsored by Denver Democrat Rep. Susan Lontine, would forbid adults from using physical harm as punishment for students.

“It’s not OK for adults to hit each other,” Lontine said. “It should not be OK for adults to hit children — ever.”

Colorado is one of 19 states that has not outlawed the practice. However, reported incidents of corporal punishment are rare.

That’s one reason why some Republicans who disavow corporal punishment still oppose the bill.

“We’ve heard there is not a problem,” said Minority Leader Rep. Patrick Neville, a Douglas County Republican. Schools are “already dealing with this. Let’s let our local school districts do what they’ve been doing.”

Lontine’s bill won bipartisan support from the House Education Committee. Given the Democrats’ wide majority in the House, the bill is expected to win final approval Tuesday. But it’s unclear what sort of reception the bill will receive in the Republican-controlled Senate.

Senate Majority Leader Sen. Chris Holbert, a Douglas County Republican, said he hasn’t read the bill yet. But he said he is always concerned about education policy violating local school districts’ local control.

catching some zzzzs

One Colorado district moving toward later high school start times — maybe — while another shelves the idea

PHOTO: Chellseyy, Creative Commons

Of the two large Colorado school districts that were actively exploring later high school start times for the 2017-18 school year, one is moving ahead and one has dropped the idea for now.

The 55,000-student Cherry Creek district — the state’s fourth largest — continues to consider proposed start- and end-time changes at all school levels. While the district is still collecting community feedback, the current proposal would set elementary school start times at 7:55 a.m., middle school start times at 8:50 a.m. and high school start times at 8:15 a.m.

Currently, Cherry Creek elementary schools start about 9 a.m., middle schools start about 8 a.m. and high schools start about 7 am. A recommendation will go before the Cherry Creek school board this spring.

Meanwhile, the 31,000-student Boulder Valley school district won’t change school start times next year because of the complexity of managing school bus schedules and the prospect of higher transportation costs, district spokesman Briggs Gamblin wrote via email.

Changes are still possible for the 2018-19 school year if the district can find a way to keep transportation costs at their current levels, he wrote.

The push for later high school start times has gained steam nationally with increasing evidence that when school schedules match with teen sleep rhythms, students are healthier, more focused, attend school more regularly and do better academically. In the last two years, both the American Academy of Pediatrics and the Centers for Disease Control and Prevention have come out in favor of start times of 8:30 a.m. or after.

In districts that have considered changing high school start times or actually changed them, the logistics of bus schedules and after-school sports are typically the biggest hurdles.

In Colorado, some smaller districts, including the Montezuma-Cortez district in southwest Colorado and the Harrison district in Colorado Springs, have pushed start times to 8:30 a.m. or after for some or all secondary schools.

But large districts have been slower to join the club. Denver Public Schools, the state’s largest school district, briefly explored later start times for some high schools a couple years ago, but the effort did not lead to any changes.

In the Boulder Valley district, a task force spent the 2015-16 school year researching later high school start times, with one of the group’s leaders saying last August she hoped the district could move forward with changes in 2017-18.

In Cherry Creek, where changes to school start and end times have also been under consideration over the last year, a November survey on the topic drew 25,000 responses.

Seventy-three percent of respondents said they wanted high school start times to align more closely to the American Academy of Pediatrics recommendation. When respondents were asked to pick between six high school schedule scenarios, the 8 a.m.-3:30 p.m. scenario was most popular — garnering more than 7,000 votes.