We're back in the swing of things!
It's a new year, and we're back to learning and having fun at SYSS. The first week of January, we devoted a bunch of SEL time toward validating, discussing, and letting go of a lot of the feelings we had about the last year. There were a TON of feelings, both positive and negative, about living the past nine or so months inside a pandemic. Kiddos discussed feeling more liberated and secure to be themselves at home and able to "unmask" or not have to hide their neurodiversity or queerness from others. Some folks talked about missing certain activities or milestones that made in-person school "worth it" for them. Others talked about cramped spaces, lack of privacy or alone time, feelings of isolation, anxiety, and fear of the future year and the changes it may bring. Some of those same students discussed wanting to stay home in their safe and celebratory spaces where they can increasingly explore their queerness or their neurodiversity.
In true SYSS fashion, students lead these SEL conversations where they wanted them to go. Tutors are just the facilitators in these instances; asking open-ended questions to drive the conversation farther rather than give a map or guide toward a certain topic area. We'll be able to share some resources under the resource section of our website soon.
Students also dove right back into content-area subjects. W started the year off in math with a place value review complete with Legos!
After building a Lego structure, we counted the number of each color of Legos used and recorded them on our chart.
This week, W will be making a graph of all the Lego colors present on each of our charts.
Also in math, Miss SassyPants herself is embarking on an epic endeavor to build her dream house on paper and virtually in Sims3. After each room is constructed, we measure the area and perimeter, allowing for us to work on our addition and multiplication skills. Miss SassyPants only has a certain amount of money she can spend in building and furnishing materials per room, so she has to add, subtract, and budget her resources to make each room come to life in the game. So far, we're two rooms in with plans for many more to come!
Another of our students, Lucy Ball, is working with equivalent fractions. Last week, we made mosaics out of different fraction pieces and then added them together to see how many wholes we had altogether.
This week, we'll be using our mosaics to play around with different equivalent fraction pieces. We'll be able to see what sorts of pictures we can make on top of our mosaics using equivalent fraction pieces.
MLK Day of Service.
Yesterday, we were able to distribute over 200 care packages to homeless folks and sex workers in Ballard and Greenwood as part of the MLK Day of Service. We joined with Project Prevent, Project Solidarity, and Distant Worlds Coffeehouse to spread a little warmth and comfort. Special thanks go to Melissa, a parent from Salmon Bay, for stopping by to volunteer. W and her dad Jeff also stopped by to lend a hand. Hopefully, we'll be able to make care package distribution a regular community action in north Seattle!
In the coming weeks, we'll see a push to increase our footprint. Please refer us to your friends and neighbors in Seattle. The more we grow, the more services we are able to offer our community! We'll also be checking in on President Biden's Inauguration, deepening our commitment to trauma-informed teaching through a professional development day in February, and continuing to play and learn. Why don't you join us?
Our kiddos are in crisis.
Hey there folks. Happy Friday. How are you hanging in there? It's almost winter break! Are you all getting ready to (not) travel for the holidays? Are you wearing your masks? Good! I know this week has been crazy for everyone. It always is a crazy time the week before winter break. Like me, you may be telling yourself the same thing you do every. single. year. "Hang in there. This'll be okay. This week always sucks." TV talking heads, bloggers, vloggers ... they're all echoing the exact same thing. But folks, we need to have a chat. It's not the same. This is not normal. The kids are not alright, and treating this week (really, any week during this third wave) as a "normal" week is doing a huge disservice to our kiddos.
I found this note left for me this morning from one of my older students:
and here is the back:
Folks, no kiddo should be feeling this much shame or guilt ever about learning. Struggling, making mistakes, fixing them, and seeking help are all parts of being a learner. They're a part of school. Heck, they're a part of life! Those vital pieces of what education means are never meant as something to apologize for, and they are certainly never a waste of time. While I'm sure every adult has felt this way about their learning at one point or another, what is key here is the desperation in this note: the cry for help. The feeling of abject failure. And I'm not even this kiddo's teacher! I'm just the tutor helping out! If I am getting these notes, just imagine the amount of stress this particular kiddo is under. And this kiddo isn't alone. Another parent just last night mentioned:
"Yep, even our typically even-keeled-spreading-sunshine-and-glitter girl had a meltdown today. When she does, we all freak out because we know that it’s something serious."
Recent surveys have shown that as many as 38% of kiddos nationwide are failing at least one subject in school currently. The typical failure rate is between 5-8% at a given time). That's over a quarter of ALL students nationwide. When we dig deeper, we see that the culprit is more complex than "COVID" or "distance learning", although those are the overarching buzz-words we hear. We know that distance learning is not working for a majority of kiddos locally and nationwide. That's nothing new. We've been discussing it ad-nauseum for months.
We know that those farthest from educational equity (students of color and those with IEPs and 504s) are more at-risk. In "normal times'', those are the students most likely to fail, drop out, be cited for behavioral issues, and turn away from school as a safe space. Notice I said "be cited for behavioral issues" and not "have behavioral issues'' - that's a topic for another time. The common thread? These students are at a much higher risk of experiencing some form of trauma than their more privileged peers. Much higher. In fact, "individuals with disabilities are over four times as likely to be victims of crime as the non-disabled population...(Sobsey, 1996)" and "...sixty-four percent of the children who [are] maltreated [have] a disability. (Sullivan & Knutson, 1998)." During COVID? Those students began at a disadvantage. They began with trauma. Add on three waves of a pandemic, staggering anxiety, depression, loss, and uncertainty? We have a nation of kiddos in crisis.
Psychologists, teachers, and parents have been saying this for months in small doses: an article here, a Facebook post pleading for advice there, and a teacher doing backflips to accommodate their students to the best of their ability over there. And still, we keep plodding on. And on. Towards grading like this is any normal school year (yes, I'm calling that teacher at Seattle Central out). Towards planning and then rescinding standardized assessments tied to school performance (yes, I'm calling you out, Seattle Public Schools). Towards evaluating teachers who were all forced to throw their entire career-worth of knowledge out the window and start from scratch to teach online (every teacher, veteran or otherwise, that I have talked to - every. single. one). And we wonder why I am getting notes like the one above. Or another student is sending an email like the one below:
If you are in this email, you are either a teacher of a class I am failing, or you are my parents, and my tutor...As you probably know, I am failing your classes. I take full responsibility for not reaching out sooner and getting everything done when it was supposed to.
I know that realistically, I would not be able to get a C or higher in your classes before the end of the semester. I have accepted that fact, however I plan to work on schoolwork throughout winter break. My hope is to get a passing grade at the least in all of your classes.
Again, I apologize for not reaching out sooner, and I'm terribly sorry to inconvenience you all right before winter break. I would like to know what work in your classes that I should prioritize, and get done first. I would really appreciate some guidance.
Thank you, and apologies for the inconvenience,
If you're finding it hard to breathe after reading that, don't worry. You don't need a COVID test. That's just the second example this week of a student in crisis reaching out to anyone who will listen, laying all of the blame at their own feet, and begging for help. That shortness of breath you're feeling? That's the feeling you get when you're experiencing needless mounting anxiety and panic first-hand. Here's my response:
"Hi Student, Teachers, and Parents,
I'm really sorry to see Student struggling in so many classes, especially when they are so bright. I think it is imperative to remember that this current online modality is really a struggle for many kiddos, Student included. Student is by far not the only kiddo in this same boat right now, nor the only kiddo having a similar moment of crisis this week before winter break...
I am contracted by Student's family to work on (subjects), but right now, we're focused so much on keeping their head above water emotionally and attempting to whack - a - mole with the rest to keep up that we really can't even begin to work on anything other than social-emotional skills and study skills at this point. When a kiddo who already has experienced trauma in their life runs into something as huge as a pandemic and a dynamic shift in the way learning is presented and relationships are formed, it's unsurprising that they struggle with engagement and work production. It isn't laziness, I assure you. It is a real physical, mental, and emotional hurdle to overcome to just engage on a basic level before any learning can take place. I'm sure we all feel some measure of that, but for kiddos with trauma, it is magnified tenfold. Anything we can do to compensate for this huge disadvantage, or to increase understanding and awareness is paramount. If I can be helpful in providing trauma-informed teaching resources, please let me know.
Until then, hang in there Student and fam. We're on your team."
After I sent my reply, I was thinking: ALL of my students are trauma students. I'd argue that the majority of students in the nation are trauma students right now. While there are certainly some that are thriving with remote learning, the vast majority, and certainly the majority of students with special needs, are exhibiting trauma responses whether the learning is in-classroom or remote. It's more important than ever to approach all teaching and learning interactions with a trauma-informed lens. To continue to neglect to do so, and to continue on with business as normal is slowly driving our kiddos to ruin.
For More Resources...
Click below for a few excellent trauma-informed teaching and learning resources. I'll also add a resource page to the main website. This is just a start, and while I've had quite a bit of training as a trauma-informed educator both in my career as a teacher and working with non-profits, I am not an expert.
Introduction to Trauma-Informed Teaching
The How and Why of Trauma-Informed Teaching
Trauma-Informed Teaching During COVID
**Note that all identifying information about students and families has been changed or deleted to protect their identities. I thank them for their honesty and courage in sharing space, time, and vulnerability so that we all can learn and benefit.
We have been SUPER BUSY learning, working in the community, advocating for our friends who need a hand and a voice, and keeping up with strict COVID safety protocols in this "new normal" as cases rise throughout the city and the nation. Here are some of the things we have been up to since we last posted:
We Made Silly Masks
To get ready for Halloween (and decorate for our awesome Haunted House!), Mr. Halloween himself made some wonderful masks.
The Haunted House... 10/29/2020 and 10/30/2020.
Our Mad Scientist Haunted House was a ton of fun and a huge success! Guests were first treated to story time in our outdoor pumpkin patch. Friend Steph had tons of fun spooking random adult passerby pretending to be a real scarecrow! Inside, each family was temperature checked before having access to sensory items and activities, making their way to the main event: a spooky mad scientist lab complete with science experiments gone wrong and even a scary werewolf transformation! Each family member also received a goody bag with Halloween stories written by SYSS kiddos, candy, and fun little sensory items. Together we raised $53 in donations for the Autism Self-Advocacy Network!
First Pop Rocks Experience
One of our kiddos had never had PopRocks before. I totally couldn't let that injustice stand, so I decided to dig deep and pull out a lesson I hadn't used since I lived in Baltimore County. First, Miss SassyPants had to try the PopRocks...
Miss SassyPants had such a fun reaction that I had to take two videos to catch all the awesome...
After all that fun, it was time to write!
Exploring Numbers >10
W has been killing it in math...to the point that it can be hard to keep up! That kiddo has advanced more and demonstrated more mastery in the past two months than she has since the beginning of COVID. Here is a short peek at the beginning of our work identifying place value and groups of tens and ones:
We had a visit from a slug friend.
We studied rocks, minerals, and fossils.
In science, Mr. Halloween and W learned about rocks, minerals, and fossils, the important job geologists do, used rocks to make cool art prints, and used magnifying glasses and a microscope to get an up-close look at different rocks and minerals. Both kiddos had a lot of questions, like:
We work on fine motor and problem solving skills.
Most of all, we have fun and build community.
What can Seattle Youth Safe Space do to help your student? Contact us with questions and comments.
That's right folks, we're starting a DnD club! Weekend days in October; time to be determined. Four players, one very experienced and queer DM, with Sarah there to supervise. Do you have what it takes? Fill out the info below to sign up. $15 entrance fee per session to cover snacks and sanitization protocols. (It's a pandemic after all!)
(Form Now Closed)
Sarah Abshire (she/her) is a former Seattle Public Schools teacher and current advocate for the transgender and non-binary community in Seattle. Sarah is bisexual, has a nine year old daughter, and a beloved husband that works in tech. She enjoys playing Animal Crossing, creating art of all types, and doing anything in the Seattle rain/shine (which is totally a thing).