Pub Date : 2021-05-25eCollection Date: 2021-04-01DOI: 10.1093/cs/cdab007
Gordon Capp, Kate Watson, Ron A Astor, Michael S Kelly, Rami Benbenishty
The novel coronavirus (COVID-19) pandemic has created unprecedented impacts on our schools and society, requiring school social workers (SSWs) to attend to layered and cascading effects for students and their families. This study presents rich qualitative data from a national survey of SSWs about their personal and professional roles supporting students, families, and staff members as schools shifted to remote instruction. Findings indicate that SSWs are highly concerned about a lack of basic needs resources, including food, housing, and mental health support for students and families. SSWs highlighted the unequal effects of school closures for families without technology and Internet access as well as the difficulties providing services during the pandemic. Recovery policies should target resources to schools with the highest needs while prioritizing food, housing, mental health, and access to tools for online learning. SSWs also need additional and refined professional support to overcome their isolated roles in schools and bolster their ability to deliver online services effectively.
{"title":"School Social Worker Voice during COVID-19 School Disruptions: A National Qualitative Analysis.","authors":"Gordon Capp, Kate Watson, Ron A Astor, Michael S Kelly, Rami Benbenishty","doi":"10.1093/cs/cdab007","DOIUrl":"https://doi.org/10.1093/cs/cdab007","url":null,"abstract":"<p><p>The novel coronavirus (COVID-19) pandemic has created unprecedented impacts on our schools and society, requiring school social workers (SSWs) to attend to layered and cascading effects for students and their families. This study presents rich qualitative data from a national survey of SSWs about their personal and professional roles supporting students, families, and staff members as schools shifted to remote instruction. Findings indicate that SSWs are highly concerned about a lack of basic needs resources, including food, housing, and mental health support for students and families. SSWs highlighted the unequal effects of school closures for families without technology and Internet access as well as the difficulties providing services during the pandemic. Recovery policies should target resources to schools with the highest needs while prioritizing food, housing, mental health, and access to tools for online learning. SSWs also need additional and refined professional support to overcome their isolated roles in schools and bolster their ability to deliver online services effectively.</p>","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39650364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The novel coronavirus (COVID-19) pandemic has disrupted the educational system not only in regard to teaching and learning, but also in relation to the other services and supports (mental health services, meal and nutrition programs, and so on) provided to students and families. School district Web sites are critical access points for families during this crisis to learn information about key resources being provided during school closure. This study used content analysis to examine whether school district Web sites in one southeastern state provided information about COVID-19 and 11 other resources. Findings indicate that about half of the Web sites provided both COVID-19 information and additional resources. Few districts provided information on resources for students with disabilities, a subgroup of students at heightened vulnerability during this time of virtual learning. Approximately a third of school district Web sites provided no information on COVID-19 or any of the other resources. The article concludes with a discussion of the implications for school social workers related to crisis response and leadership around contributing to efforts that aim to address educational disparities and inequities and maximize student success during this time of crisis.
{"title":"Resources for Families during COVID-19: A Content Analysis of Information Provided on School District Web Sites","authors":"Aidyn L Iachini, T. Childs","doi":"10.1093/cs/cdab001","DOIUrl":"https://doi.org/10.1093/cs/cdab001","url":null,"abstract":"Abstract The novel coronavirus (COVID-19) pandemic has disrupted the educational system not only in regard to teaching and learning, but also in relation to the other services and supports (mental health services, meal and nutrition programs, and so on) provided to students and families. School district Web sites are critical access points for families during this crisis to learn information about key resources being provided during school closure. This study used content analysis to examine whether school district Web sites in one southeastern state provided information about COVID-19 and 11 other resources. Findings indicate that about half of the Web sites provided both COVID-19 information and additional resources. Few districts provided information on resources for students with disabilities, a subgroup of students at heightened vulnerability during this time of virtual learning. Approximately a third of school district Web sites provided no information on COVID-19 or any of the other resources. The article concludes with a discussion of the implications for school social workers related to crisis response and leadership around contributing to efforts that aim to address educational disparities and inequities and maximize student success during this time of crisis.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43115760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A s many have already pointed out, the novel coronavirus (COVID-19) pandemic, Black Lives Matter movement, and political upheavals of 2020 have laid bare the inadequacies and inequities of society and the social safety net in the United States. In addition to the enormous impact of COVID-19 in loss of life, loss of health, and disruption to systems of support, this reckoning has been painful to grapple with. Although these realities are present in nearly every aspect of our lives, there are few sectors in which these issues and their intersections have presented more starkly or been more deeply felt than education. Despite the heroic efforts of administrators, educators, social workers, and other school-based providers, the response of U.S. public education as a whole to COVID-19 could justifiably be characterized as inadequate and inequitable. As the school year began, hundreds of thousands of U.S. students continued remote schooling, a reality which has placed new burdens on families and communities. Many others went back to school in person, absent appropriate resources to prevent the spread of COVID-19, facing the possibility of frequent closures due to quarantine or the more serious threat of illness for students, families, and educators. “There are no good answers,” became the mantra of parents and educators in 2020. Although acceptance of the inescapable realities presented by COVID-19 was critical to survival and resilience, the fact that we did not have better answers for so many of our students is still deeply troubling. Many feel as if they have been shouting into the void. How is this possible? How could we open restaurants and college campuses while many of our most vulnerable youths were learning online without being provided systematic resources for accessibility or adult support? How could we ensure a COVID-safe National Basketball Association season but not a COVID-safe kindergarten experience? Why were we unable to address the dual risks faced by so many of our students for whom online learning is not accessible or adequate, but who come from the families and communities most at-risk of bearing the health consequences of COVID-19 should they attend in person? We can all agree that COVID-19 has offered no easy answers. And yet, it is hard to escape the conclusion that our political system has largely abdicated responsibility to find the best answers for our most vulnerable students. The failures of the public health response nationally and the absence of federal guidance or support have truly left most schools with no good answers. Although many of us have been asking, “How is this possible?,” it might be more appropriate to ask why we expected anything different. A reality in which schools struggle to contain the fallout of public policy decisions that ignore or harm our most vulnerable children and families is nothing new. Notwithstanding the valiant efforts of social workers, educators, administrators, and so many others who m
{"title":"COVID-19 and the Limits of Educationalizing Social Problems","authors":"Stacy A. Gherardi","doi":"10.1093/cs/cdab003","DOIUrl":"https://doi.org/10.1093/cs/cdab003","url":null,"abstract":"A s many have already pointed out, the novel coronavirus (COVID-19) pandemic, Black Lives Matter movement, and political upheavals of 2020 have laid bare the inadequacies and inequities of society and the social safety net in the United States. In addition to the enormous impact of COVID-19 in loss of life, loss of health, and disruption to systems of support, this reckoning has been painful to grapple with. Although these realities are present in nearly every aspect of our lives, there are few sectors in which these issues and their intersections have presented more starkly or been more deeply felt than education. Despite the heroic efforts of administrators, educators, social workers, and other school-based providers, the response of U.S. public education as a whole to COVID-19 could justifiably be characterized as inadequate and inequitable. As the school year began, hundreds of thousands of U.S. students continued remote schooling, a reality which has placed new burdens on families and communities. Many others went back to school in person, absent appropriate resources to prevent the spread of COVID-19, facing the possibility of frequent closures due to quarantine or the more serious threat of illness for students, families, and educators. “There are no good answers,” became the mantra of parents and educators in 2020. Although acceptance of the inescapable realities presented by COVID-19 was critical to survival and resilience, the fact that we did not have better answers for so many of our students is still deeply troubling. Many feel as if they have been shouting into the void. How is this possible? How could we open restaurants and college campuses while many of our most vulnerable youths were learning online without being provided systematic resources for accessibility or adult support? How could we ensure a COVID-safe National Basketball Association season but not a COVID-safe kindergarten experience? Why were we unable to address the dual risks faced by so many of our students for whom online learning is not accessible or adequate, but who come from the families and communities most at-risk of bearing the health consequences of COVID-19 should they attend in person? We can all agree that COVID-19 has offered no easy answers. And yet, it is hard to escape the conclusion that our political system has largely abdicated responsibility to find the best answers for our most vulnerable students. The failures of the public health response nationally and the absence of federal guidance or support have truly left most schools with no good answers. Although many of us have been asking, “How is this possible?,” it might be more appropriate to ask why we expected anything different. A reality in which schools struggle to contain the fallout of public policy decisions that ignore or harm our most vulnerable children and families is nothing new. Notwithstanding the valiant efforts of social workers, educators, administrators, and so many others who m","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49452866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I n March 2020, as transmission of the novel coronavirus (COVID-19) increased in the United States and schools shifted to distance learning, we began to think lessons would be learned that would be of value to school social workers in the future. At the time, we thought— or perhaps hoped—that this would be a short-term adjustment. We thought that this disruption would be more in line with those related to natural and human-made disasters. What we have learned, however, is that COVID19 has challenged our schools and practitioners in unprecedented ways. It has caused us to consider pandemic preparedness and to reconsider crisis response and trauma-informed practices in the context of the pervasive and insidious inequities in our communities that have been exacerbated by both the pandemic and the inadequate or failed response (Basset & Linos, 2020). Significant areas of concern, many of which are the focus of articles in this issue, relate to educational disparities, racism, white supremacy, mental health and traumatic reactions, distance learning and the digital divide, and ethics and leadership. Although we naively hoped the pandemic would be over by publication of this issue, we are now acutely aware that we are continuing to practice in the midst of the pandemic while also addressing the effects on schools, children, and families. The COVID-19 pandemic has revealed just how much society relies on schools to address needs that are not solely educational but also social and emotional in nature (Haynes, 2002; Long, 2020). It is also clear that schools are not given sufficient resources to address those needs (Trujillo & Renee, 2012). In addition, the pandemic has put a clearer spotlight on racial inequalities that affect access to both basic needs and technological resources to support remote learning. Research by McKinsey & Company has revealed that students of color were three to five months behind the expected levels of learning, and Black and Latinx students were less likely to have access to the devices and Internet service necessary for remote learning (Dorn, Hancock, Sarakatsannis, & Viruleg, 2020). As a result, a national dialogue has evolved with regard to how we get back to in-person school and what school will look like when we get there (Harris, 2020). This dialogue includes debates about who should be among the first to receive vaccines (Centers for Disease Control and Prevention [CDC], 2021), when and how schools should reopen, and when it will be safe for children and teachers to be back in the classroom every day (CDC, 2020; Turner, 2021). If schools are considered essential, shouldn’t teachers be at the front of the line for vaccines? The debate about in-person education has pitted teachers against families across the country (Manno, 2020). Teachers’ unions have been outspoken about the protection of teachers in this situation (Bellware & Reiss, 2021). Many parents want schools to reopen, and many teachers feel that the need to con
{"title":"When a Crisis Becomes the New Normal: Supporting Children, Families, and Schools during and after COVID-19","authors":"Eileen A. Dombo, L. V. Sosa, C. Sabatino","doi":"10.1093/cs/cdab004","DOIUrl":"https://doi.org/10.1093/cs/cdab004","url":null,"abstract":"I n March 2020, as transmission of the novel coronavirus (COVID-19) increased in the United States and schools shifted to distance learning, we began to think lessons would be learned that would be of value to school social workers in the future. At the time, we thought— or perhaps hoped—that this would be a short-term adjustment. We thought that this disruption would be more in line with those related to natural and human-made disasters. What we have learned, however, is that COVID19 has challenged our schools and practitioners in unprecedented ways. It has caused us to consider pandemic preparedness and to reconsider crisis response and trauma-informed practices in the context of the pervasive and insidious inequities in our communities that have been exacerbated by both the pandemic and the inadequate or failed response (Basset & Linos, 2020). Significant areas of concern, many of which are the focus of articles in this issue, relate to educational disparities, racism, white supremacy, mental health and traumatic reactions, distance learning and the digital divide, and ethics and leadership. Although we naively hoped the pandemic would be over by publication of this issue, we are now acutely aware that we are continuing to practice in the midst of the pandemic while also addressing the effects on schools, children, and families. The COVID-19 pandemic has revealed just how much society relies on schools to address needs that are not solely educational but also social and emotional in nature (Haynes, 2002; Long, 2020). It is also clear that schools are not given sufficient resources to address those needs (Trujillo & Renee, 2012). In addition, the pandemic has put a clearer spotlight on racial inequalities that affect access to both basic needs and technological resources to support remote learning. Research by McKinsey & Company has revealed that students of color were three to five months behind the expected levels of learning, and Black and Latinx students were less likely to have access to the devices and Internet service necessary for remote learning (Dorn, Hancock, Sarakatsannis, & Viruleg, 2020). As a result, a national dialogue has evolved with regard to how we get back to in-person school and what school will look like when we get there (Harris, 2020). This dialogue includes debates about who should be among the first to receive vaccines (Centers for Disease Control and Prevention [CDC], 2021), when and how schools should reopen, and when it will be safe for children and teachers to be back in the classroom every day (CDC, 2020; Turner, 2021). If schools are considered essential, shouldn’t teachers be at the front of the line for vaccines? The debate about in-person education has pitted teachers against families across the country (Manno, 2020). Teachers’ unions have been outspoken about the protection of teachers in this situation (Bellware & Reiss, 2021). Many parents want schools to reopen, and many teachers feel that the need to con","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48318878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Daftary, Erin P. Sugrue, B. Gustman, Stephanie Lechuga-Peña
Abstract The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers’ roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students’ parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers’ roles and responsibilities to include increased contact with parents.
{"title":"Pivoting during a Pandemic: School Social Work Practice with Families during COVID-19","authors":"A. Daftary, Erin P. Sugrue, B. Gustman, Stephanie Lechuga-Peña","doi":"10.1093/cs/cdab005","DOIUrl":"https://doi.org/10.1093/cs/cdab005","url":null,"abstract":"Abstract The COVID-19 global pandemic led to the unprecedented shuttering of nearly all K–12 public education settings across the United States from March through June 2020. This article explores how school social workers’ roles, responsibilities, and work tasks shifted during spring 2020 distance learning to address the continuing and changing needs of families and the larger school community. Interviews were conducted with 20 school social workers in K–12 public schools, across three states, to understand the primary needs of children and families during the pandemic and to learn how school social workers can be most effective in responding to these needs. The data were analyzed using a grounded theory approach. Study findings revealed that during spring 2020, school social workers consistently had increased contact and interaction with students’ parents that centered around two major activities: (1) food assistance and referrals for families and (2) parent check-ins and coaching. The article discusses implications for the field of school social work during crises and beyond. Considerations include increased funding for schools that serve communities disproportionately affected by the pandemic and the reprioritization of school social workers’ roles and responsibilities to include increased contact with parents.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The mental health effects of the coronavirus pandemic are likely to be significant and sustained, especially for those who experience adversity or preexisting mental health difficulties. This article examines the experiences of older adolescents during the United Kingdom government’s “lockdown” period (April 2020 to June 2020) on mental health, social support, sleep, and routines using both quantitative and qualitative methods. Participants were enrolled in DISCOVER, a school-based stress management program, in London (N = 107; 72 percent Black, Asian, or minority ethnicity). The Coping with COVID-19 questionnaire was developed and administered online. Changes in mental health, sleep, and routines were reported during the lockdown period as well as increased worry about family members’ physical and mental health. Positive experiences of the lockdown period included improvements in quality of relationships and increased time to spend on hobbies. Participants reported the use of cognitive–behavioral therapy techniques for coping. Results have implications for supporting older adolescents during the pandemic, including on their return to school.
{"title":"Impact of the Coronavirus Lockdown on Older Adolescents Engaged in a School-Based Stress Management Program: Changes in Mental Health, Sleep, Social Support, and Routines","authors":"Sara S. Marques, Ruth Braidwood","doi":"10.1093/cs/cdab006","DOIUrl":"https://doi.org/10.1093/cs/cdab006","url":null,"abstract":"Abstract The mental health effects of the coronavirus pandemic are likely to be significant and sustained, especially for those who experience adversity or preexisting mental health difficulties. This article examines the experiences of older adolescents during the United Kingdom government’s “lockdown” period (April 2020 to June 2020) on mental health, social support, sleep, and routines using both quantitative and qualitative methods. Participants were enrolled in DISCOVER, a school-based stress management program, in London (N = 107; 72 percent Black, Asian, or minority ethnicity). The Coping with COVID-19 questionnaire was developed and administered online. Changes in mental health, sleep, and routines were reported during the lockdown period as well as increased worry about family members’ physical and mental health. Positive experiences of the lockdown period included improvements in quality of relationships and increased time to spend on hobbies. Participants reported the use of cognitive–behavioral therapy techniques for coping. Results have implications for supporting older adolescents during the pandemic, including on their return to school.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/cs/cdab006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A 2019 United Nations (UN) report declared the need for educational support by teachers for immigrant and refugee children across the world. These children directly or indirectly experience trauma throughout the migration process, which manifests in different aspects of their development. At the educational level, trauma can affect children’s ability to concentrate and learn. Trainings on trauma-informed teaching may not include the specific forms of trauma experienced by immigrant children during stages of migration or the impact of trauma caused by war, or the hatred that leads to genocide. This makes invisible the extreme, repeated, or varied traumatic events that may have been lived by children escaping from Central America’s Northern Triangle, which includes El Salvador, Guatemala, and Honduras. Teachers working with immigrant children need this information to be able to adapt their lessons and teaching style to meet children’s needs. The study discussed in this article attempts to address the reactions of trauma and fear on immigrant children by training and supporting teachers and staff in an elementary school who work with “Latine” children. This article presents a tested training module that responds to the call by the UN to assist immigrant children through the training of school personnel.
{"title":"Assisting Elementary School Personnel to Better Serve and Support Immigrant and Latine Heritage Children","authors":"Martha García","doi":"10.1093/CS/CDAA032","DOIUrl":"https://doi.org/10.1093/CS/CDAA032","url":null,"abstract":"\u0000 A 2019 United Nations (UN) report declared the need for educational support by teachers for immigrant and refugee children across the world. These children directly or indirectly experience trauma throughout the migration process, which manifests in different aspects of their development. At the educational level, trauma can affect children’s ability to concentrate and learn. Trainings on trauma-informed teaching may not include the specific forms of trauma experienced by immigrant children during stages of migration or the impact of trauma caused by war, or the hatred that leads to genocide. This makes invisible the extreme, repeated, or varied traumatic events that may have been lived by children escaping from Central America’s Northern Triangle, which includes El Salvador, Guatemala, and Honduras. Teachers working with immigrant children need this information to be able to adapt their lessons and teaching style to meet children’s needs. The study discussed in this article attempts to address the reactions of trauma and fear on immigrant children by training and supporting teachers and staff in an elementary school who work with “Latine” children. This article presents a tested training module that responds to the call by the UN to assist immigrant children through the training of school personnel.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/CS/CDAA032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44626516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Suburban schools, particularly those with majority white histories experiencing demographic shifts, are increasingly in need of addressing issues of racial equity. This qualitative study, using the extended case method, examined one suburban school district’s efforts to promote racial equity and focused particularly on how professional development was experienced by school personnel and on the perceived outcomes. Data sources for this study included focus groups with teachers, pupil personnel services professionals, and other school staff and administrators as well as observational data from participation in district events and meetings. This study is grounded in Gloria Anzaldúa’s nepantlera framework, which conceptualizes the in-between space between two or more cultures and those who occupy that space as “border crossers,” and nepantleras as cultural navigators, bridge builders, and advocates. Noteworthy themes included perceptions of the district’s level of commitment to racial equity; common barriers to facilitating racial equity training, such as white racial prejudice, resistance, and defensiveness; and the challenge of navigating self- and student social identities for teachers and staff of color. Implications for equity work in schools and the role of school social workers training are discussed.
{"title":"Constructions of Race and Equity in a Suburban School: Teachers, School Social Workers, and Other School Staff as Nepantleras and Border Crossers","authors":"L. V. Sosa, Michelle E. Martin","doi":"10.1093/CS/CDAA031","DOIUrl":"https://doi.org/10.1093/CS/CDAA031","url":null,"abstract":"\u0000 Suburban schools, particularly those with majority white histories experiencing demographic shifts, are increasingly in need of addressing issues of racial equity. This qualitative study, using the extended case method, examined one suburban school district’s efforts to promote racial equity and focused particularly on how professional development was experienced by school personnel and on the perceived outcomes. Data sources for this study included focus groups with teachers, pupil personnel services professionals, and other school staff and administrators as well as observational data from participation in district events and meetings. This study is grounded in Gloria Anzaldúa’s nepantlera framework, which conceptualizes the in-between space between two or more cultures and those who occupy that space as “border crossers,” and nepantleras as cultural navigators, bridge builders, and advocates. Noteworthy themes included perceptions of the district’s level of commitment to racial equity; common barriers to facilitating racial equity training, such as white racial prejudice, resistance, and defensiveness; and the challenge of navigating self- and student social identities for teachers and staff of color. Implications for equity work in schools and the role of school social workers training are discussed.","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43913400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Anti-Muslim Racism and U.S. Schools: Recommendations for Practice, Policy, and Advocacy","authors":"Suhad Tabahi, Layla W Khayr","doi":"10.1093/CS/CDAA033","DOIUrl":"https://doi.org/10.1093/CS/CDAA033","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Esohe R. Osai, James P. Huguley, Michael Giazzoni, J. Wallace
{"title":"Developing Justice Scholars: A Social Justice Intervention to Support Educational Equity for Urban-Residing Students","authors":"Esohe R. Osai, James P. Huguley, Michael Giazzoni, J. Wallace","doi":"10.1093/CS/CDAA030","DOIUrl":"https://doi.org/10.1093/CS/CDAA030","url":null,"abstract":"","PeriodicalId":35453,"journal":{"name":"Children & Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1093/CS/CDAA030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49184893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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