First Person

Yes, teachers do want safer schools, and ending suspensions is an important step

The author, sitting to the left of sign, at a Teachers Unite workshop for educators on restorative justice in 2015.

As an elementary school teacher in Brooklyn, I applaud the mayor’s recommendations, released last week, for ending suspensions in kindergarten through second grade and reforming the Department of Education’s metal detector policy. As one of many teachers concerned about the future of New York City school children, I’m glad the city is taking this step to keep students in school. Schools are a place where children should be educated in every sense: academically, in civic participation, and in the development of social-emotional skills. All students should be encouraged to find success and support, not pushed out through suspensions or made to feel like they are criminals.

In several schools where I have worked, I’ve often heard the following rationalization for suspending students who present challenging behavior: “Should the needs of one or two students take precedence over the needs of the whole group?” Why instead aren’t we asking ourselves, “Whose needs are constantly being compromised for the needs of the majority?”

In a second grade class I once taught, five of my students were black boys. The only suspensions given to students in their grade that year were for three of these boys, two of whom were suspended multiple times by the administration for behavior like having a tantrum. Did suspensions change the behavior of these students? No. Did suspensions further alienate these students and their families from the school? Yes. Even in second grade, students realize when they aren’t wanted in a space, and it can become difficult for them to distinguish the adults’ responses to unwanted behavior from a feeling of exclusion, that they aren’t wanted in general. From talking to other teachers, students, and parents, I know this dynamic plays out in classrooms across the city. Black students in New York City represent less than 30% of the student population, yet in 2014-15 they served 53% of suspensions citywide. The lives of black youth matter, and we have to keep them in the classroom.

As I thought critically about my role as a white educator in an institution that actively pushes out youth of color, I chose to seek out instructional practices that matched my belief about children. This led me to restorative justice, a philosophy rooted in traditions that emphasize building community. In the life of a school, that means knowing our students and responding, when students misbehave, to the needs of everyone impacted by the harm done, rather than pushing out students who, often looking for community and acceptance, exhibit behavior as a result of these needs. I have successfully incorporated several restorative approaches into my classrooms, but it is challenging work that needs more district-wide support and funding.

The mayor has committed to greater funding for this work in high-need schools, including mental health supports and professional development, in addition to the policy changes recommended. But the Department of Education still lacks a comprehensive strategy for reducing racial disparities in discipline and policing. Far more schools need multi-year funding to directly hire their own dedicated, school-based restorative justice coordinators and cover program costs. Additional policy changes are also needed: We have to end suspensions for minor misbehaviors in higher grades too, like the highly subjective “defying authority” infraction, long opposed by Teachers Unite and the Dignity in Schools Campaign-New York.

Even before the current conversation about institutional racism in the United States, the groundswell of activists fighting for black lives has resulted in local school district reforms in Chicago, Denver, Miami, Oakland, and elsewhere, that address the racial disparities seen in overused and ineffective suspensions. It’s about time New York City joined the list of cities beginning to answer the calls of their communities. The nation is challenging the widespread police killings of innocent black people through activism, protests, art and critical thinking, and community empowerment. Let’s ensure that New York City is really committed to the health and safety of black children. Greater investment in school climate will inspire academic success, rather than a foreboding sense of distrust and hostility.

New Yorkers deserve public schools that are adequately funded and resourced. If we want schools to be safe places for all students, we must ensure that black students are treated with dignity and acceptance.

Editor’s note: This story has been edited to remove an incorrect reference to the school safety budget.

First Person

How I navigated New York City’s high school admissions maze in a wheelchair

PHOTO: Monica Disare
Students at the citywide high school fair at Brooklyn Technical High School.

Public school was something I had been thinking about for years. It seemed like an impossibility when I was younger. Reliant on a wheelchair due to cerebral palsy, I was too disabled. So many didn’t have an elevator. How could I keep up?

So for the last eight years, I have been at the Henry Viscardi School. It is a private school for kids with severe disabilities. The majority of the students are in wheelchairs and many use assistive technology to communicate, as I do. I am nonverbal, which means I cannot speak, so I use computers and switches to write.

While Henry Viscardi is a good school, as I went through middle school, I felt like I had plateaued in what I was learning. I was bored in school and it wasn’t fun. So I approached my parents about going to a public high school. My mom has been very involved in the educational world, serving on different committees throughout my life. She could also tell it was time for me to go to public school, but she knew it would be a difficult road.

PHOTO: Courtesy of Abraham Weitzman
The technology Weitzman uses to communicate

Most kids start to look at high schools by picking up the big book of high schools the Department of Education gives out. That wouldn’t work for me. Probably 80 percent of those schools couldn’t work based solely on accessibility.

I wanted a small school, a shorter bus ride, and academics that would prepare me for an Ivy League college. My siblings wanted a safe school because I am vulnerable. My dad said we needed the right principal. My mom used the School Finder app and found about five schools that might work.

I went to the high school fair with my brother, Izzy, and my best friend, Oriana. It was a maddening experience. We needed to go in the back entrance because it had the ramp. The specialized high schools were down a few steps, but we found another ramp. I wasn’t going to take the SHSAT [specialized high school admissions test], but Izzy and Ori were interested, and we always stay together. We found our friend Mav there too.

After we had our fill of the crowd, we got on line for the elevator to the Queens floor. We were welcomed wherever we went.

Everybody said I could go to their school. It felt good, but I knew they didn’t all have what I needed or what I wanted. Tired, we visited the Manhattan floor but gave up before we hit the other boroughs. My mom had a cocktail at lunch.

After the fair, I visited School of the Future with my parents and my assistant, and I thought it was perfect. The kids seemed nice. They didn’t stare and they made room on the ramp. I met the teachers and the principal. The classes and clubs sounded interesting. Bathroom? Fail! My wheelchair didn’t fit and my mom had to carry me into the stall. Clearly this was a problem.

I was disappointed, but my parents had another plan. They wanted me to apply for Bard High School Early College Queens. I don’t like standardized tests because my disability makes me tired before I can finish, so I never do well. My mom worked with Bard to make sure the test was printed large with one question per page. Bard gave me quadruple time over two days. I was able to finish all of the test parts. I cannot speak, so I interviewed by email. Bathroom? Awesome! Plenty of room and privacy. I ranked Bard first and waited.

This week my letter came. I’ll be going to Bard in September. It is exciting to think of all the people I’ll meet and the courses I’ll take. I know the workload will be much greater and I will be the only nonverbal person in the building. Mom, I’m ready.

First Person

I mentor students demoralized about not having a vote. Here’s their plan for getting civically involved before turning 18

Students in the Minds Matter program.

Every Monday night during the school year, I spend time with two wonderful young women. They’re high-achieving high school sophomores from low-income families whose success would be certain if they grew up in a more affluent ZIP code.

Along with a team of other mentors, I help the students improve their writing and communication skills to help them prepare for a successful college career. That’s what I’m prepared to do.

I was less prepared for what they brought to our meeting last week, the first time we met under the tenure of a new president. They talked about feeling the consequences of the national political shift, though at 15, they knew it would be years before they could cast a ballot of their own. “We feel left out of a system that affects us too,” they said.

So our task that night became to expand our ideas about what participation in the American political system really means.

Here are five ideas we came up with, designed to help high schoolers do just that.

1. Meet elected officials. Meeting state senators and representatives during their campaigns is often the easiest way to make contact. Attend a coffee event, a party meeting, or a fundraiser where students can introduce themselves and talk about their concerns. Encourage them to be more than just another face in the crowd.

There are plenty of young, local elected officials to learn from. Dominick Moreno, a prominent Senate Democrat on the state of Colorado’s powerful Joint Budget Committee, got his start running for class president as a high school sophomore. Still only 32, he has already served in the House of Representatives and as mayor pro tem of a Denver suburb.

2. Volunteer on a campaign. This is the best opportunity for students to get an inside look at the political process and can help them establish lasting relationships with real people working in politics.

Some legislators face tough races and are out knocking on doors for months. Others spend their time differently, and in either case, candidates need help reaching out to voters, managing social media accounts, answering emails or organizing events. Plus, this work looks great on student résumés.

I tell students about my own experience. It started small: When I was 10, I passed out stickers for local elected officials at holiday parades. When I was 16, I got the chance to intern at the South Dakota state capitol. At 21, I got my first job in Washington, and at 23 I started lobbying in Colorado, affecting policy that now touches all citizens of the state.

3. Think locally. There are so many small things that students can do that will help their community become a better place on their own timeline. Help students organize a neighborhood clean-up day or tutor at an elementary school. These might feel inadequate to students when they look at the big picture, but it’s important to remind them that these actions help weave a fabric of compassion — and helps them become local leaders in the community.

4. Pre-register to vote. Voting matters, too. It sounds simple, but pre-registering addresses a root cause of low voter turnout — missing deadlines. In Colorado, one must be a U.S. citizen, be at least 16 years old, and reside in the state 22 days prior to the date of the election.

5. Affiliate with a party.
This assures full involvement in the process. Before turning 18, students can still attend party meetings or even start a “Young Democrats/Republicans” group at school. If they don’t feel like they fit with either the Republican or the Democratic parties, that’s OK — unaffiliated voters can now take part in the primary elections and help name either Republican or Democratic leaders.

Talking through these ideas helped the students I work with realize voting isn’t the only way to make a difference. One of my students has started a group that helps other young women know about birth control options, after seeing girls in her high school struggle and drop out after getting pregnant. Other students in the group have asked to learn more about the legislative process and want to testify on legislation.

They’re proving that democracy doesn’t begin and end with casting a ballot — but it does depend on taking interest and taking action.

Zoey DeWolf is a lobbyist with Colorado Legislative Services, based in Denver. She also works with Minds Matter of Denver, a not-for-profit organization whose mission is to help prepare accomplished high school students from low-income families for successful college careers.