This blog post, like many of my posts, is my version of processing my own thinking and emotions “out loud” with others so I can learn and grow best. Please excuse how disjointed it may read as I try to put all my thoughts coherently together. With this post, I was fortunate enough that my good friend,, was willing to collaborate and co-process with me as the concept for this post was due to a powerful conversation we had regarding mental health and beginning the next school year.
In the area where I live, we have a large population of people who have immigrated here from Mexico. Some of them are documented, some of them are not. Some students’ parents have become citizens, some students are the first to have been born here. When there have been heated political discussion about immigration laws and deportation (regardless of how anyone feels on the issue) teachers in our area watched our Latinx students’ fear and uncertainty rise up. They couldn’t tell anyone how they felt because they were either unsure they should feel it or they didn’t want to get their family in trouble. Some of them didn’t even know what questions to ask to begin a conversation. Some of them became quiet and reclusive. Some of them began to show behaviors consistent with trauma. When the pictures of children in cages being separated from their parents began to cross the airways, things got even worse. It didn’t matter whether they were technically able to get deported or not, many feared for their lives and those of their family members. Learning about square roots and how to conjugate a verb doesn’t seem that important when you’re facing possible deportation and being caged. In the midst of this kind of upheaval, I witnessed the mental health toll that the situation was taking on our students and their families. I have never forgotten the looks on their faces. The way their parents seemed to age 10 years in a few months. It was like watching trauma every day unfold before my eyes.
I feel this same way about what has been happening in our country as of late with the murder of unarmed Black people by police officers, but particularly with the murder of George Floyd because the actual act (as in the video of his death) was so highly publicized. We know that racism all by itself breeds its own traumatic impact whether it’s systemic or specific experiences. The constant fear and hypervigilance that it takes to be Black or a person of color has to mimic the feelings of constant and ongoing abuse. We have never done nearly enough to address racism in our schools even though we are willing to begin to discuss mental health. We often address mental health as a way to moderate behaviors instead of a way to keep kids healthy and happy.
In this article titledauthor Courtney Connley writes,
“Racial trauma,” according to marriage and family therapist Dr. George James, “is the physical and psychological impact, and sometimes symptoms, on people of color who have experienced racism.” This includes seeing and hearing about the deaths of, , and countless others. It also includes feeling and experiencing injustices in everyday life through the microaggressions black people face inside and outside of work.“An accumulation of all of this,”…“creates racial trauma.”
So, as we move into next school year, there are some questions that we (Desmond and I) have been thinking about in regard to our Black students and students of color hoping that in highlighting these realities we may be able to support students more effectively instead of backpedaling. We definitely do not have all the answers, but right now, we do have a lot of questions. We also know that we haven’t thought of them all and I encourage anyone reading to please add to the questions and/or comment with thoughts. We feel like if we don’t answer these questions, more trauma will ensue.
How can we support Black or students of color who may be too young to have the vocabulary/words to express the worries they have and the questions they want answered?
How do we support Black or students of color who don’t feel like their schools are safe places (if they did feel that way before) due to teachers being seen as authorities (as are police officers) and not knowing if they can feel safe/will be protected by White teachers (perception of not being protected or feeling safe)?
How do we emotionally support students when they find their White friends may not be the anti-racists they thought they were? How do we support and understand their grief and also address the issue of racism?
How can we be more understanding of the trauma behaviors we may see increasing as school returns? How can we provide additional support, whether that be counseling services or otherwise?
Whether school continues online or not, will we see an uptick in student truancy that is rooted in fear of systemic racism?
What impact is having guards and school liaison officers going to have particularly if they are stationed with uniforms and guns? With incidents of school shootings, how do we balance the trauma that may be present between watching a police officer murder a man with safety measures that have been put in place due to armed intruders?
How, as a community, do we move forward with an anti-racist message? How are we going to communicate that being actively anti-racist is the focus of the district? How is the district going to react when someone openly disagrees in order to best support our Black students/families and students of color and their families? How are we going to recognize and address the systemic racism in our own districts?
I never claim to have all the answers but I have addressed mental health long enough to understand that there needs to be additional support offered to everyone. I think this help should address concerns starting from mid-pandemic, to going back into our schools, and well beyond that. Many of our Black students and students of color are going to have feelings and traumas that are heightened even beyond the systemic racism they experience daily. Beginning to address these issues is really just the tip of the iceberg, but hopefully will be the catalyst to real change in the view of mental health in schools and the specific support that our students need.
by Donielle Prince (ACES Connection Staff)
by Courtney Connley
by Dominique Parris, Victor St. John, Jessica Dym Bartlett