Do We Really Need To Call The National Guard?

When Brockton High School students go to school—if they go to school at all—they need to avoid hallway fights, open drug use, and verbal abuse. As recently reported in the Boston Globe, the Brockton Enterprise, and other news outlets, Brockton High School is in a state of chaos so dysfunctional and disruptive that some officials have called for the National Guard to step in to restore order. Turning our schools into a militarized zone is not the answer, but the call to do so speaks to the desperation in our communities. The fact that the idea is even being considered is a powerful and cautionary tale of the dangers of neglecting education.

Underfunding and understaffing are fueling astronomical rates of teacher and student absenteeism in the city and across the state, leaving parents, students, and educators in despair. It is no wonder that children avoid and fear going to school. They avoid going to the bathroom all day to stay away from drug users and are warehoused in the cafeteria with little or no supervision as a safety measure, while their teachers are bullied by groups of teenagers. This turmoil and debilitating absenteeism is alarming. Chronic absenteeism is becoming entrenched in student and school culture, and with every day that passes, it is more difficult to reverse and remove barriers to coming to school.

Each school day without enough teachers devalues the education a student can receive, and each school day missed by a student increases the likelihood that yet another young person will quit school permanently and be left with fewer opportunities to get ahead but with greater chances of falling behind into poverty, poor health, and even premature death.

These problems are not only in Brockton or Massachusetts but throughout the country. As absenteeism rates soar and chronic absenteeism increases, hundreds of thousands of students are disconnected from their communities, their schools, their teachers, and their friends. Social isolation is detrimental to student emotional health as well as their educational life in a world already beset by loneliness.

These challenges aren’t new. They are the result of decades of policies that have ignored the needs of students and teachers. This is exactly why we started Coaching4Change 13 years ago, to find better ways to support school systems such as Brockton, whose student body is 60% Black and 20% Hispanic.

While there is no single fix, communities and schools must take action now to begin drawing students back—and, most importantly—to keep them coming back through graduation. The responses have to be comprehensive and multi-faceted to combat the enormity of the problem, but they do not have to be complicated to make a difference.

Near-peer coaching and mentoring were two of the pragmatic solutions recently explored at the National School Staffing Summit 2024 that make a significant difference for under-staffed inner-city schools and particularly for deeply stressed and challenged students of color, such as those in our Gateway Cities.

Mentoring is clear in its simplicity and straightforwardness. Give a child a mentor, someone who looks like them, with relatable background experiences, and with time to spend talking one-on-one, and almost invariably, they want to come to school. Time after time, research has shown that mentoring can provide powerful results, reversing absenteeism, curbing behavior problems, and boosting academic learning. It contributes to increased graduation rates and success later in life. However, it is also only part of a critically needed support system for teachers who are overworked and struggling to be their best. If we are to show teachers that we value them, we need to help create an atmosphere where they, too, can thrive.

At New Heights Charter School in Brockton and in mentoring programs in other Gateway Cities, where C4C has placed diverse, college-age mentors, teachers say they feel more supported, and mentors are finding their experience so enriching that many of them are entering the educator pipeline. Students state time and time again that interacting with mentors makes the school day meaningful.

Bringing in the military to occupy our schools is not a solution. Students would benefit more from being surrounded by teachers who feel appreciated, from having counselors trained in mental health and substance abuse available, from being involved in peer-to-peer conflict resolution programs, and from seeing more adults in their schools who reflect their community.

Every day a student attends school prevents them from falling behind and increases the chances they will lead a happier, healthier, and wealthier life. We must find more ways to make sure that happens.

Building the Soft Skills of Success

A staggering 53% of recent college graduates are unemployed or underemployed for months after walking across the stage to get their diplomas. Talking with business leaders, one reason for this comes up again and again. People who do the hiring say that they hesitate to take on many recent graduates because, despite their schooling, students fresh out of college often lack the soft professional skills that make them valuable employees. In other words, they aren’t “job ready.” Classroom education and a degree are not enough.

Internships can help bridge that gap, but only those that value the student and build the “soft” skills of success. Our internships are designed to give college students a mix of valuable experiences, allowing them to develop the interpersonal and productive skills that employers want such as communication, leadership, critical thinking, curiosity, resilience, problem-solving, inquisitiveness, accountability, reliability, and a willingness to learn. It’s true that most people have these qualities to some extent, but to be considered job ready, jobseekers must show they’ve spent time practicing these skills. They need to show they know how to engage in conversation, seek out answers, and take on new responsibilities.

While C4C is all about introducing diverse college students to education careers in a way that lifts younger students and helps educators in under-resourced schools, we are also about bringing our interns the soft skills they need to prosper even if they do not continue on in education. Recently, one of our past participants who was a mentor in his sophomore year reached out to say how much his C4C experience helped him, not only to build his resume but also to navigate his next internship–in accounting.

Isaiah Saint-Vil is now a senior at Roger Williams University, majoring in finance and accounting. His exposure to education has made him think he may want to teach in later years because he wants to give back to the community. For now, though, he will pursue finance. He said the C4C internship provided him with invaluable insights beyond the world of education.

When he was younger, Isaiah worked other jobs, but none intentionally treated him as a professional and specifically trained him to develop his interpersonal and leadership skills. Of course, if he wants to thrive in his chosen field, he must continue mastering the hard skills involved, but without the softer skills, he easily could find himself floundering in the workplace.

The work that our mentors do is far from busy work. During their time working with middle school and high school students, they work as part of a team with parents, teachers, and administrators to come up with ways to support the schools and the younger students. Our mentors have substituted as classroom teachers, engaged as translators, developed plans to mitigate disruptive behaviors, worked one-on-one with students, worked as family liaisons, and helped with administration. Time and again we hear from school leaders how our mentors have helped raise the level of learning with their leadership, problem-solving, and communication skills.

Their internships make a difference, not only to the folks in the schools but also to themselves. Even if they do not go on to pursue careers in education, the mentors learn skills that are transferable and invaluable. Outside of the classroom, we regularly meet with the mentors to discuss problems and troubleshoot solutions. We work to identify end goals and ways to get there. They learn how to think critically, tackle tasks with passion and compassion, and work collaboratively with others.

Working as a mentor, for example, Isaiah said he realized how important listening could be to doing a job well and creating a productive workplace. As a C4C intern, he had to listen to the younger students and understand their difficulties and listen to the teachers to comprehend their issues and expectations. Then, he had to act on that knowledge.

“It definitely gave me a different perspective on things,” he said. “It made me more patient, and it made me see how important it is to listen and understand expectations not only for others but for myself.”

His experience as a C4C intern helped him crystalize a critical lesson: If you want to give the most and get the most, you need to learn how to work in tandem with others and be part of shaping the narrative.

Whenever he is faced with a new task or situation, Isaiah said his first order of business is to identify expectations and map out a plan. Working as a mentor, he learned that every teacher and every student had different takes on what they expected. He carried this over to his corporate internship.

“Right after I introduce myself, I try to determine what the other person’s expectations are for me and for whatever it is we are doing,” he said. “I listen. I let them know how I can help them, how I can I make their job easier. I listen to learn what they need from me. And I try to determine what my own expectations are so together we can be as successful as possible.”

When I hear about mentors like Isaiah taking their C4C experience into the world, whether it’s in education, business, healthcare, or another field, I definitely count that as success.

Supreme Decision

 When the Supreme Court recently announced its decision to reverse affirmative action, my heart deflated with a rush of emotions: disappointment, hurt, fear, anger. How can we still be fighting about the legitimacy of providing opportunity and community in higher education, so it reflects the tapestry of our nation?

As someone who works closely with marginalized groups in Gateway Cities, I regularly witness the promise and talent of both our college-age mentors and middle and high school mentees. As part of a wide coalition of organizations focused on finding ways to not squander that potential, we provide guidance to individuals facing significant obstacles in their pursuit of education and training. But these efforts aren’t enough. Heartbreakingly, I see many young people fall by the wayside. I worry that without measured thoughtfulness on society’s part, we will see more left behind as the dust settles from the Supreme Court decision.

Throwing out affirmative action makes helping young people even harder and disregards the deep and ongoing inequities faced by students of color and others. Although not a panacea, affirmative action sought to level the playing field and address historical injustices with the aim of fostering diversity on college campuses. Without it, we must intensify our efforts to identify and support additional means to do so, such as increasing funding in federal, state, and local budgets for social programs and nonprofit initiatives to address and prevent barriers to successful higher education.

The Healey administration has made steps in the right direction, recently expanding college and career readiness tools and forming the Advisory Council for the Advancement of Representation in Education. Composed of education leaders, civil rights advocates, students, and others, the council needs to live up to its name and advance the goal of making college more accessible to students of color.

Growing up in Los Angeles, my neighborhood battled daily with poverty, drugs, and violence. Coming from a single-parent family, I (like so many others in my community and across the nation) struggled to even imagine walking across a stage to receive a college diploma. I am not sure if affirmative action played a key role in my being accepted to a small liberal arts college on the East Coast, but I do know that the experience was transformative for me. I want this transformative action for all young people. My education introduced me to leadership skills, professional networks, and a passion for helping others that enriched my life and led me to launch a nonprofit designed to lift others.

We must sincerely support initiatives and programs that provide marginalized students with the tools they need to succeed, such as access to education, paid internships, sustained academic and financial supports, professional networks, and limited debt. Creating the council offers the opportunity to address those inequities in a powerful way, but our leaders need to follow through.

While admissions offices can no longer rely on affirmative action, nothing stops colleges and universities from supporting diverse students seeking college and career pathways. They can create transparent and holistic admissions processes that consider various aspects of applicants’ backgrounds and experiences—including grades, curriculum, work experience, activities, socioeconomic backdrops, family circumstances, and character-forming challenges—so each applicant’s unique contributions can be fully appreciated. They can actively reach out to marginalized communities by creating partnerships with programs and organizations working with disadvantaged communities such as Gateway Cities like New Bedford, Lawrence, and Fall River, where poverty and under-resourced school systems hold students back.

Coaching4Change is an example of such partnership as we work closely with colleges to create paid internships for their students to become mentors in K-12 school systems in Massachusetts and Rhode Island. We partner with dozens of colleges to match diverse college mentors with schools. Students who have mentors, especially mentors who look like they do, do better academically and stay in school. Studies show that mentoring positively influences education experiences, increasing young people's chances of completing high school, staying away from substance misuse, holding leadership positions, participating in extracurricular activities, and going on to higher education. Yet, one in three young people report not having access to a mentor, and it is projected that more than 16 million young people, including 9 million considered at risk, will go through life without connecting with a mentor, leaving their chances for leading successful lives severely diminished.

As a society, we must get serious about funding the social programs and nonprofits working in areas to raise up students and their communities not just for the moment but for life–including health care, education, training, mentoring, literacy, housing, food insecurity, addiction, and violence reduction. The passion of the people behind these organizations inspires me, and the work they do fills me with hope.

Reversing affirmative action is a setback, but going backward is not an option. We must focus on the solutions to move forward. In order to address the world’s most pressing needs, society requires diverse leaders able to work together and understand the perspectives of others. We need people whose backgrounds and experiences reflect those of our nation. We must rise to the challenge.

The Foundation of Social-Emotional Learning

Anyone involved with schools—teachers, students, families, administrators, support

staff—felt the tear in the fabric of education when COVID-19 disrAnyone involved with schools—teachers, students, families, administrators, support

staff—felt the tear in the fabric of education when COVID-19 disrupted our lives. No one

was ready for this cosmic disconnect, and as we ease away from the pandemic, we are

seeing devastating losses both in academics and social skills. C4C mentors are

supporting teachers to keep children on task with academics, but also, importantly, our

mentors are filling a gap in social-emotional learning (SEL).

I recently visited a program in Providence where our mentors spend time with students.

Thoughtful and innovative educators, after noticing that many students who are

struggling with academics are also suffering with a variety of mental health issues—from

self-harming and feelings of helplessness and worthlessness to depression and

anxiety—created a voluntary Saturday school to lift students academically and

emotionally. Our mentors help the kids feel more connected and more positive in their

relationships, which makes it easier for the students to learn and tackle their academics.

The students connect with the college-age mentors who are not far removed from the

younger students and whose diversity reflects the student populations in the schools

they serve.

Every time I see our mentors in the schools, I’m proud of the work they are doing. The

stories of the children, though, are heartbreaking. In our Massachusetts and Rhode

Island programs, we hear about the difficulties vulnerable students face. One student, a

foster child, can often be found crying quietly at school because of feelings of isolation.

This child has little money to join extracurricular activities and also struggles with how

to deal with body odor, making it difficult to make friends. The student doesn’t seem to

have the adult network to help navigate the world.

This is where our mentors can gently help with social-emotional learning. They listen.

They guide. They reinforce ideas of persistence, resilience, curiosity, empathy, self-

worth, problem-solving, and community building. This is crucial. Not surprisingly, the

Covid-19 pandemic often hit children in communities struggling hardest with poverty.

Not only did their schools close, taking away safe havens and access to food and health

programs, but the pandemic distanced and sickened their families and teachers at high

rates, adding levels of fear and uncertainty to their lives already fraught with challenges.

Sadly, this important part of learning, growing up, and becoming a positive force in

society has become a political football in many places in the larger debate of what should

be taught in school. Anyone who has ever watched a child wonder if they fit in or

whether they should even try, if they have a future or whether they even want one,

understands that SEL shouldn’t be co-opted by politics. It’s the soft tissue that holds

everything together. Although it can sometimes seem difficult to define, which allows for

misunderstanding and misrepresentation, SEL is a critical part of creating better-

adjusted students as we try to knit back connections lost in the last few years. A recent

EdWeek research survey found that nearly half of the educators polled said the

academic learning gap consumes their time, leaving little for them to help their students

with social-emotional learning. Simultaneously, many are reporting an alarming and

rising rate of mental health and behavior problems.

There is no doubt that students have slipped drastically in math, science, language skills,

and other academics. But they are also suffering from falling behind in social-emotional

learning, and without this base, catching up in the academic arena is all the harder. If

you’re desperately lonely, consumed with anxiety, or thinking of self-harm as a way to

make sense of the world, it’s difficult to concentrate on a book report or the

multiplication tables.upted our lives. No one

was ready for this cosmic disconnect, and as we ease away from the pandemic, we are

seeing devastating losses both in academics and social skills. C4C mentors are

supporting teachers to keep children on task with academics, but also, importantly, our

mentors are filling a gap in social-emotional learning (SEL).

I recently visited a program in Providence where our mentors spend time with students.

Thoughtful and innovative educators, after noticing that many students who are

struggling with academics are also suffering with a variety of mental health issues—from

self-harming and feelings of helplessness and worthlessness to depression and

anxiety—created a voluntary Saturday school to lift students academically and

emotionally. Our mentors help the kids feel more connected and more positive in their

relationships, which makes it easier for the students to learn and tackle their academics.

The students connect with the college-age mentors who are not far removed from the

younger students and whose diversity reflects the student populations in the schools

they serve.

Every time I see our mentors in the schools, I’m proud of the work they are doing. The

stories of the children, though, are heartbreaking. In our Massachusetts and Rhode

Island programs, we hear about the difficulties vulnerable students face. One student, a

foster child, can often be found crying quietly at school because of feelings of isolation.

This child has little money to join extracurricular activities and also struggles with how

to deal with body odor, making it difficult to make friends. The student doesn’t seem to

have the adult network to help navigate the world.

This is where our mentors can gently help with social-emotional learning. They listen.

They guide. They reinforce ideas of persistence, resilience, curiosity, empathy, self-

worth, problem-solving, and community building. This is crucial. Not surprisingly, the

Covid-19 pandemic often hit children in communities struggling hardest with poverty.

Not only did their schools close, taking away safe havens and access to food and health

programs, but the pandemic distanced and sickened their families and teachers at high

rates, adding levels of fear and uncertainty to their lives already fraught with challenges.

Sadly, this important part of learning, growing up, and becoming a positive force in

society has become a political football in many places in the larger debate of what should

be taught in school. Anyone who has ever watched a child wonder if they fit in or

whether they should even try, if they have a future or whether they even want one,

understands that SEL shouldn’t be co-opted by politics. It’s the soft tissue that holds

everything together. Although it can sometimes seem difficult to define, which allows for

misunderstanding and misrepresentation, SEL is a critical part of creating better-

adjusted students as we try to knit back connections lost in the last few years. A recent

EdWeek research survey found that nearly half of the educators polled said the

academic learning gap consumes their time, leaving little for them to help their students

with social-emotional learning. Simultaneously, many are reporting an alarming and

rising rate of mental health and behavior problems.

There is no doubt that students have slipped drastically in math, science, language skills,

and other academics. But they are also suffering from falling behind in social-emotional

learning, and without this base, catching up in the academic arena is all the harder. If

you’re desperately lonely, consumed with anxiety, or thinking of self-harm as a way to

make sense of the world, it’s difficult to concentrate on a book report or the

multiplication tables.

Congratulations and Advice for Graduating Seniors from C4C

As the academic year ends, college seniors are getting ready to don their robes and toss their

mortar boards in the air. We’ve got many graduating C4C mentors about to celebrate this

milestone. I’d like to offer congratulations to them and all the graduates about to step into a

new chapter of their lives.

I’d also like to offer some advice. I know, I know. More advice, I hear you. You’re probably

getting a lot of this lately. You’re probably thinking you’d much rather an envelope full of cash

or gift cards (always welcome grad gifts). But bear with me here. This advice can be just as

valuable.

Coaching 4 Change has worked with many college seniors, and we understand the challenges

you face. It can be overwhelming as you pack up your textbooks and move out of your dorm

rooms. Most of you are filled with anticipation—and questions. What’s next? What do I want?

Who am I? Where do I belong? Where am I going? How do I get there?

Here are a few tips on things we’ve learned along the way at C4C to help you stay focused and

work toward achieving your dreams, even as you may be trying to figure out what they are:

·      Define Your Goals. The first step to any successful transition is defining your goals.

Don’t get paralyzed, thinking that you’re locked into these goals forever. Life changes,

and your goals will too. Reflect on what you want to achieve in your personal and

professional life. Write down your goals and prioritize them.

·      Network. Networking is one of the most important actions you can take as you begin

your career. Reach out to alumni, professors, and professionals in fields you are involved

in or considering. Attend networking events, career fairs, and conferences. Make

connections, and don’t be afraid to ask for help or advice.

·      Gain Experience. Experience is key. Look for internships, volunteer opportunities, or

part-time work that will give you the skills and experience you need to succeed in the

fields you want to pursue. This can be a great way to gain practical experience and build

your resume.

·      Take Risks. Don’t be afraid to take risks or be frightened by rejection. Everyone

experiences rejection along the way. It is part of the journey. Sometimes, the best

opportunities come from stepping outside your comfort zone—even if you might be

challenged or come up against rejection. Learn from the experiences.

·      Find Balance. As you embark on your career, finding balance in your life is important.

Work hard, but make time for your hobbies, friends, family, and yourself. Take care of

your physical and mental health. This will help you stay energized, motivated, and

focused.

·      Be part of your community. You cannot find happiness and peace by only making

yourself happy. Give of yourself to others. This can be through an organized group or in

a less formal way, such as helping a neighbor. Giving of your time doesn’t mean you

have to devote hundreds of hours a month to a cause. There are many opportunities to volunteer a few hours a week or month. Not only will you be helping others, but in the

act, you will also be replenishing yourself.

At Coaching 4 Change, we believe you can achieve your goals with a forward-looking mindset,

dedication to your ideals, and commitment to your work and community. Congratulate

yourselves on a job well done. And remember, believe in yourselves, take on new experiences,

and encourage and lean on each other.

Mass Mentoring Partnership Advocacy Day

A few weeks ago, Coaching 4 Change mentors and staff joined hundreds of others at the State House for Mass Mentoring Advocacy Day on March 22, 2023. We met with legislators to raise awareness of the importance of mentoring, especially significant now as schools and children continue to struggle with the aftereffects of the pandemic. We were there to assert our rights as citizens, and we lobbied for increased spending for all kinds of mentoring in the state budget. Organized by Mass Mentoring Partnership, the advocacy day was an amazing event of strength, and it was amazing to see this kind of grassroots democracy in action.

It's easy to think of state government officials as anonymous bureaucrats who care little about issues such as mentoring. That is not what we found. Meeting our legislators in person allowed us to see them as caring individuals and for them to see us as serious partners. Meeting each other made us all human, even if our time was limited. It was heartening to see how much our elected officials care for their constituents and want to know how they can help. It also made me realize how we can help them help us by outlining our challenges and coming up with reasonable asks that they can support. State Senator Michael Rodrigues and State Representative Carole Fiola have full calendars, yet they took the time to meet with us and hear about our program bringing diverse college mentors into under-resourced middle and other schools with high populations of communities of color. Our mentors support teachers and connect with students in ways that encourage attendance, bolster mental health, and boost academics. Our representatives learned about the different shapes and sizes of mentoring programs throughout the state—for the homeless, for young folks trying to learn a trade, and for schoolchildren such as those served in Coaching 4 Change’s programs throughout Massachusetts and Rhode Island.

For the first time since the pandemic began, the advocacy day was held in person, and youth leaders came to speak about the importance of mentoring in their lives and in the lives of those they mentor. More than 1,000 children are on waiting lists to be part of mentoring programs. Mass Mentoring Partnership is asking for a $300,000 increase in mentoring funds in the state budget, which would move us in the right direction to support more children. For more information about adding your voice to this request, visit Mass Mentoring.

Morabeza

Sometimes, it is all too easy to focus on trauma, crime, poverty, hunger, disease, disaster, homelessness — all the challenges and wrongs in a community. Negatives do exist, and I am not saying they should be ignored. Ignorance is, of course, no solution. But, if we are to help support solutions, we also should pay greater attention to what is good, to the ties that bind, to the traditions that lift people up, and the connections that build resilience — all that is beautiful, caring, and elevating in a culture, often in the face of overwhelming odds.

During a recent trip to Cabo Verde, I witnessed that kind of strength. In a word, you can find it in the country’s morabeza. Morabeza is not easily translated, but it is a distinctly Cape Verdean word that folds in warmth, hospitality, kindness, generosity, and more. Always more. At its root, morabeza is about giving, even when there may be little to give. Somehow, morabeza grows even greater in those situations. And it is about giving back, even when you it may be easier to take away and not look back.

Some words grow smaller in translation, but Cape Verdean morabeza seems to grow more expansive and encompassing. It is about gratitude, empathy, and compassion. It cannot be translated literally, but everyone you ask adds more to its meaning. Perhaps, that is because it is felt so deeply. It is about community in the truest sense.

I witnessed and felt morabeza during a recent visit to Cabo Verde. In an opportunity I am so grateful for, I was invited to be part of a delegation from Bridgewater State University that went to the island nation on an economic, cultural, educational, and governmental exchange. BSU President Fred Clark headed up the group, which also included legislators, educators, and governmental officials. Massachusetts has some of the largest Cape Verdean communities in the country, so the connections run deep and are heartfelt.

One of the places we visited was a Saturday school in Praia, Cape Verde. Children from pre-K to high school come here every weekend to learn English. We were able to sit around and share stories with the students and teachers who mentor and educate. What amazed me most was the sense that this endeavor wasn’t so much an individual pursuit to get ahead but a way of bettering their community. The students talked about how they wanted to learn to improve life for their friends and families: so they could bring more opportunity, so they could help raise the economy, so they could find ways to address issues such as accessing clean water, relieving hunger, bettering mental health, and ameliorating the devastation of the continued droughts plaguing the country.

When I returned home, I came back with fantastic photos in my phone and other mementos tucked into my bags. As I upacked though, I realized that Cabo Verde had sent me home with a greater gift — a little bit of morabeza.

The Need to Grow: C4C aiming for 1,000 mentors in 1,000 days

As we ease our way out of the pandemic and into a brand new year, I’ve been thinking about the profound changes we’ve been through as individuals and as an organization at C4C. I feel as if we’ve grown to know how much more we need to grow.

Here at Coaching 4 Change, our people and our mission have responded to patch the cracks in our schools—cracks made all the more visible by the crises of the past few years and ones that shake the foundation of our education system. What we’ve discovered is that our support is more critical than ever—to students, yes, but also to educators.

When C4C first started up years a little over a decade ago, our main mission was to match young adult mentors from diverse backgrounds to middle-grade students in afterschool programs because we could see the need and benefits of these mentoring connections. Research and our own experience have shown the importance of these relationships. There’s no doubt that children thrive academically, personally, and professionally when they have mentors in their lives. We’ve helped lift thousands of children in their spirits and their academics since our beginnings.

But as time went on, we discovered something else. The needs in our school systems go much deeper. Schools started asking us to bring mentoring into the regular school day to help take the pressure off teachers. Students weren’t the only ones feeling overwhelmed and in need of extra support. Our educators, too, were and continue to be under enormous and growing pressures as we demand them to be so much more than just teachers. The pandemic exacerbated this.

Even before COVID-19 turned our worlds upside down, teachers felt overwhelmed, unhappy, and underappreciated as we asked them to take on more with less. With the pandemic, teacher shortages and teacher resignations made the lives of those in the classrooms even more difficult. We asked them to take on even more and, more often than not, without enough resources.

Our mentors stepped in as substitutes when teachers called out sick, as one-on-one aides for students who needed extra care to not disrupt the rest of the class, as extra office help to handle administrative tasks, as interpreters between schools and families, as technical help with technology, as assistants leading lessons while teachers focused on additional duties, and more. Teachers throughout Massachusetts and Rhode Island, where we have placed our college mentors, have told us how much they have helped, and schools are asking us for additional support.

As we navigate our way into a post-pandemic world, I hope some problems may lessen. But the strains on our teachers will not go away. We have tasked them with so much. We ask them not only to be teachers, but we are leaning heavily on them to be mental health coordinators, social workers, family liaisons, interpreters, tutors, nutritionists, disciplinarians, college and trades counselors, transportation advisors, technology experts, and more. They are being asked to teach more students and more needy students with every day.

It's time to recognize the enormity of what educators do today, and to find ways to bolster them. We at C4C are growing to meet that need on several fronts.

Going forward, we are training our mentors to not only be responsive to the needs of students but also to the needs of teachers. Continuing to expand on what we have learned, we are shifting our supports to include more in-school and in-class services to help lessen the burdens on teachers. Most important, we are planning to grow our mentor ranks to meet the needs of our schools.

Over the years, we have worked with hundreds of mentors, and we are actively recruiting on college campuses to grow our mentor ranks. We are launching a new initiative beginning September 1, 2023, to bring on 1,000 mentors in 1,000 days. It’s an ambitious goal, and it will take a lot of vision, funding, and strategy to make it happen. It will take partnerships with colleges, schools, philanthropists, parents, administrators, mentors, students, and communities. But it’s important that we do make it happen.

We know at C4C that our mentoring programs have made a difference, but we can’t stop there. Our mission and mentor numbers need to expand. We know that we need to grow, and after meeting the challenges of the last few years, we’re ready to do it.

The Wise of Whys in Us All

Any parent can tell you, answering the whys of a child can be exhausting. Why? Why? Why? As the father of two young boys, I get it. Sometimes, as much as the whys can be exhilarating, the questions can also be exasperating. But lately, I’ve been thinking more about whys, and how we need to encourage the whys not only in our children but also in our adult selves, and especially in our educators.

From the very beginning of our lives, we ask why. It’s in our nature to want to understand our world. Toddlers are the most vocal with their whys. They live in a world of new experiences and wonder. Yet as children enter school, we teach them to tamp down their whys so students can sit still, so they can take in the lesson, receive instruction, and follow directions. Some of this, of course, is necessary. We also need to foster patience and focus. But if we don’t keep the whys alive, we risk losing the kids along the way. We lose their interest and snuff out their curiosity. And curiosity, research has shown, leads to better learning, creativity, and well-being.

After a decade of overseeing mentoring programs in schools, I’ve seen a lot of great programs and heard a lot of criticism about schools. One of the most dangerous phrases I hear from kids is that “school is boring.” They have lost touch with the whys and the patience of discovery. Of asking why again and again, of sticking with something long enough to have a breakthrough. Sometimes, schooling – which is supposed to be all about learning, posing questions, and promoting growth — discourages the chaos of curiosity and relies instead on the neatness of rote answers and busy work. Curiosity takes a back seat. We see this not only in the students. We see it in the teachers, especially and more so after these long pandemic years. We call it burnout.

When asked why, most teachers say they came to the education profession because they love to share the joy of learning. They came in with a curated sense of curiosity and a wish to develop curiosity in their students. But we’re asking them to do so much more, and many educators are overwhelmed by the demands. We’ve piled on the duties of social worker, hall monitor, conflict resolver, disciplinarian, family therapist, child welfare worker, technologist, and more. It’s easy to lose sight of their personal whys.

We need to find ways to support our teachers, to reawaken and reignite their passions. One of the benefits of Coaching 4 Change’s mentoring program is that our college-age mentors help relieve some of the overwhelming duties teachers feel in the classroom. They help with one-on-one instruction. They redirect disruptive energies. They provide a break when a teacher needs one. Our hope is that this allows teachers to engage more fully with the students, to reconnect with their own personal passions and the whys that brought them to teaching.

I’ve seen the magic when a mentor or a teacher shares passion for learning. It might be a creative lesson about dungeons or dragons, science, or cooking. It could be about history, geography, or art. Their eyes light up as they teach. Their students bask in that glow. Sparks of curiosity fly. This is why most teachers came to teach. We have to help them do that.

Although the challenges teachers face in the classroom are very modern, the pressures of balancing curiosity and school rules are not new. Albert Einstein is often paraphrased as saying, “It’s a miracle that curiosity survives formal education.” As a society, we have to find ways to make sure it does survive – in our teachers and our students.

Why is more than a question. Why is a reminder that we are seekers. Of truth, of knowledge, of understanding. Why generates passion, and compassion. It turns out that curiosity—wanting to know more about everything including other human beings—also leaves us more open to hearing others’ opinions, even those that differ from our own. It gives our lives and learning meaning. It propels us to be better teachers, students, and citizens.

Mentors—and Murals—Matter

As New York City artist John Westbay joined Fall River students last month, I was struck by his inspirational story and the ripple effects of introducing a school mural project. It was transformative in so many ways.

From the energy, conversations, and enthusiasm, I think the students, faculty, and staff felt this too—murals and mentors are powerful. Murals leave a lasting impression, larger than the canvas and greater than the moment. Both have the power to transform and enrich students and school culture in deep and meaningful ways.

The environment that students learn in matters. It should be vibrant and constantly sparking children’s imagination.

During the mural projects at Fall River’s Talbot Middle and Henry Lord Community School, John, the artist, shared with students the exciting world of making art and the process of bringing an idea to life. The students joined in the creation. A line leads to shape, shape leads to form, and color can connect it all. Every piece of art is a progression. It can be exciting and joyful, but always a challenge.

Sometimes, there are disruptions and interruptions along the way that threaten to unsettle the patterns you are trying to create. But if you persevere, if you push your perspectives and your expectations, you can work toward your vision. Don’t give up. And that was the message of John-the-mentor.

“Always keep the inner-doodling child alive,” he says.

As a child, John was drawn to the arts but was not encouraged to follow his dreams professionally. His passion, however, drove him to continue feeding his creative side. He worked other jobs, but he kept his dream alive, moving from a street tagger to
a celebrated artist whose works have been exhibited at galleries across the United States, Europe, and the Middle East. He has also created lines of streetwear and other gear.

“Just as John has dreamed of being an artist, there are many students in Fall River who have similar goals. He is living proof that if you ‘Dream it, see it,’ you can ‘Be it,’” Jacqueline Francisco, director of Fall River Public School’s Fine and Performing Arts, said.

John has inspired us at Coaching 4 Change too.

As a nonprofit mentor program, our main mission is connecting college mentors with middle school students because we believe, and the evidence bears out, that these relationships help children in under-resourced schools move forward to better attendance, better behavior, better education, and better lives. We now have more than 20 programs in Massachusetts and Rhode Island, connecting mentors of diverse backgrounds to schools like Talbot and Henry Lord, where students of color are the majority but often do not have many chances of having mentors of color. This is the first special project that Coaching 4 Change has sponsored, and we hope to continue to bring invigorating programs to schools.

A visit from John Westbay. What a way to start. You could feel the energy shift and the excitement of the students lift.

Talbot Middle School’s mural is on the outside of the building while the Henry Lord Community School’s artwork is showcased on the inside.

The new murals are the latest in a line of mural projects at Fall River schools.

“Mural work impacts our schools in creating a positive identity,” Francisco said. “We are extremely excited to see students engage with the artist as they discuss symbols and icons that represent their school, community, and city, and actually have input on the final work.”

As Talbot Principal Brian Raposa said, the murals send a message to the school body and the community at large. The new murals incorporated school colors and John’s signature heart-shaped symbols. They brighten the walls and hallways and expose students to art, but they also say finding your passion and following your dream is worth doing. They say the environment you learn in is central to your education. They say the arts are important. They say to the students, you are worth it.

“We are investing in our kids and in our community,” Raposa said. What better message to send than that?

Starting a Movement

Growing up “BALL IS LIFE!” was the motto. So the opportunity to play basketball or watch it on tv or talking about it in barbershops or watching dudes hoop on the streets was everything to me. I grew up loving watching the NBA. Watching the UNTOLD doc on AND1 took me back to the passion I had for the sport when I was in HS, a time when I was practicing moves on the playground that I could never pull off in a real game. AND1 helped me fall in love with basketball all over again.  I was inspired to be different.

“When untapped potential or talent is discovered and given an opportunity, it has the power to create a movement.” - Anonymous 

As entrepreneurs, the founding team at AND1 was up against their version of “Goliath” (NIKE). NIKE had everything polished and put together, and tailored their approach to appeal to the mainstream consumers with major purchasing power. NIKE was careful not to disrupt the emotions and attitude of middle-class or corporate “middle America”. As successful as NIKE had become, they left a clear void in the marketplace. There was an enormous community that was slipping through the cracks, yearning for engagement in the space of basketball and athletic apparel.

When AND1 launched as a clothing brand for the basketball community, including a line of basketball shoes, they assumed their only path to success was to follow the same path to mass appeal with brand ambassadors playing the game at the highest professional level. But how could they use the same formula and still compete for a share of the market? …the answer is, they couldn’t… and they figured it out the hard way.  All failure comes with important lessons if we’re willing to reflect and learn from it. 

The founders at AND1 decided to shift. They took a new approach to engage the “street baller” community. They engaged the leaders in this space of untapped potential/talent, and found a way to capture their message. The new approach helped to rebrand AND1 in a manner that was more personal, unique, and authentic to represent their shared experiences. They empowered streetball superstars, a charismatic hype man, and a message that resonated with an enormous community of passionate people who had felt forgotten and overlooked. The newly formed AND1 crew toured streetball venues across the country, released highlight reel tapes of their games, and engaged directly with the community. Before they could process what was happening, they had started a movement. Capturing the hearts and minds of basketball players and fans everywhere, people began to pay attention and show up to get involved. The clothes and shoes flew off the shelves, the games sold out, and streetball venues quickly turned into packed NBA arenas. They started a movement. Their message resonated with their audiences, their image represented those who couldn’t connect as well with the one-size-fits-all polished approach of NIKE, and they celebrated and valued everything that was new and different.

Coaching4Change is having a parallel experience to AND1. We were founded as an after-school program focused on sports based youth development through mentoring. This model of supporting student growth during after school time was effective, but not well received because it did not clearly translate into school day success. In addition, we found ourselves competing with our own “Goliaths” in the Boys & Girls Clubs and YMCAs. We learned that our true value was our ability to bring additional support to youth through mentoring. By partnering directly with schools and placing mentors into school day, after-school, and summer programs, we were able to fill the massive void that exists in education and youth development. This is our opportunity to find a more authentic, personal, and unique way to reach the people we need to serve.

The nation is facing a crisis in education with the stifling lack of staff and educators working in schools. Students and schools are being left without the necessary resources and personnel to accomplish the national goal of educating our youth and preparing them to become contributing members of our society. This could be the greatest threat to education that we have ever faced, and this is the void that we must fill. Utilizing college students as support staff in schools that struggle with staffing has become the secret sauce.  We recruit, train, and place diverse, talented college students with similar life experience and culture to work directly with students. This model addresses the immediate needs of the students and lack of school staff, while building a pipeline of future educator candidates.

I see the College Mentors at Coaching4Change similarly to the AND1 superstar streetballers. Our college student mentors are not in education prep programs (yet), they often have not considered careers in education (yet), and they don’t come in from a long line of educators in their family. They are majority students of color with shared background experiences and cultures to the students they serve, and they are often first generation college students. There is more diversity on college campuses today, than ever before. We are tapping into a space of untapped potential and talent to build a movement.

The Coaching4Change movement starts with our goal to place 1,000 college students in schools in the next 1,000 days. We need your support to reach this goal.  

Call to Action: 

1. Check out our website and social media (facebook, instagram, twitter)

2. Reach out to me to learn how you can get involved (email:  marquis@c4cinc.org)

3. Invest in the work by making a donation here

Celebrating Hispanic Heritage Month: Reflections from C4C’s Program Director, Jessica Tellez

As we enter Hispanic Heritage Month from September 15 to October 15, it is the opportune time to reflect upon the many achievements and histories of Latinos in the United States. This year’s theme, “Unidos: Inclusivity for a Stronger Nation,” speaks directly to the rich and diverse tapestry of Latino cultures we at Coaching4Change serve. Across Massachusetts and Rhode Island, the Latino population increasingly reflects the demographic shifts that are reshaping the entire United States. 

According to the U.S. Census Bureau, Latinos are the largest non-white population in the country and the fastest growing population in both MA and RI. In the past decade the RI Latino population grew by nearly 40 percent and is the second largest racial or ethnic group in both states. Currently, Latinos are concentrated primarily in the Gateway Cities, including Lawrence, New Bedford, Fall River, and Providence, all localities where Coaching4Change maintains school partnerships. According to a new report, school districts with large Latino student populations are among those struggling the most, with many in state receivership or turnaround status. Given the expanding amount of Latino youth in our schools, it has been critical for us to recognize the unique needs of this population in order to effectively serve them.

Over 60% of our college mentors identify as students of color and over a third are multilingual, because we know representation matters. In fact, studies show that Latino students' academic and behavioral outcomes improve when there is shared identity and language with their educators. In the ‘21-’22 school year, C4C successfully piloted our first after-school program serving exclusively English Learners in Attleboro and this year will be expanding our in-school model to provide EL-specific support in Providence’s Newcomer Academy and Lawrence Public Schools. As Coaching4Change rapidly expands its reach, a key focus continues to center a culturally responsive approach to serve even more multilingual learners and newcomers in our schools.  

As a Latina who hails from a Texas border city where my Mexican-American background was the dominant culture, I can speak first-hand to the importance of comunidad. Only after I moved to New England did I realize the immense privilege I had seeing teachers and leaders who looked and sounded like me. My time at Coaching4Change has been an incredibly rewarding and affirming experience. I am proud to be part of an organization that values my Latinidad and seeks to strengthen educational opportunities for our Latino mentors and students.

Jessica joined Coaching4Change in 2021 and serves as Program Director. In this role, she leads the execution and evaluation of the program team and facilitates collaboration across Coaching4Change’s regional hubs. Jessica brings 10+ years of education, youth, and workforce development experience including within the U.S. Department of Education’s Office of Educational Technology and YouthBuild USA. She firmly believes that with equitable access and support, young people can become agents of their own learning and lives. Jessica is a proud first-generation college graduate, with a MA in Urban Education Policy from Brown University, and a BA in Political Science & Chicano Studies from the University of Texas at El Paso.

During Hispanic Heritage Month, we plan to amplify the impact and stories of our C4C Latino mentors and partners. We hope you will follow and support our continued efforts as we invest in the Latino youth of the future. 

URGENT: Teacher Shortage Crisis in Schools Everywhere!

The past year has been rough for everyone, especially for students and school communities feeling the immediate effects of the learning loss and lack of engagement opportunities at school. With the teacher shortage crisis being reported in the news on a daily basis, I am focused on outlining the magnitude of this problem on the ground for all to understand. We have a huge opportunity ahead of us to make lasting change in our communities as we build back to a new normal that provides much needed support to students and school staff. The need to address this issue is not new, but the pandemic has progressed this problem to a new level of urgency. 

I want to share a story that took place during the 2021-2022 school year. Below is based on a true story with names and location protected for privacy reasons.

Meet Jaden…

Jaden (6th grade student) walks into math class.  His math teacher, Mrs. Washington showed up today, but due to COVID, one-third of the other teachers are absent.  This means that his teacher is forced to watch over 2 classrooms at the same time standing in the doorway of both classrooms.  She passed out a work packet to both classes to give them practice. Unfortunately, Jaden is stuck on the second question.  So he raises his hand, but Mrs. Washington asks him to wait while she tends to two students arguing in the other classroom. She starts to raise her voice directed at the students who are misbehaving, but the situation continues. Meanwhile, Jaden notices the next 5 questions are all related to this fundamental Math skill that he doesn’t remember, and remains stuck waiting for assistance. His arm gets tired, and he begins to grow impatient.  Eventually Mrs. Washington forgets about Jaden’s request for support without his hand raised, and continues to multitask as she helps other students and manages classroom behavior.  As he continues to wait, Jaden loses motivation to complete his practice packet. He pulls out his phone to show friends funny TikTok videos which leads him to getting sent to the principal's office.

Now picture this parallel scene taking place in 8 other classrooms throughout the school on this same day because 30% of school staff is absent.  The Principal starts looking for creative solutions that provide student and teacher support.  She learns about Coaching4Change, an organization that brings college mentors to the school to provide additional academic and social emotional support to students.  65% of C4C college students are people of color and grew up in the area and/or lived very similar experiences to the students they serve.  Coaching4Change trains their college students on how to provide academic support, de-escalation/conflict resolution, and small group facilitation.

Coaching4Change trained and placed Kevin (C4C College Mentor) in the school to serve as the classroom student support aid in Jaden’s Math class. Kevin works with Jaden and five other students two times per week during Math, providing individualized support on tricky math concepts and leads small group time at a collaborative learning station.  Mrs. Washington is able to make her lessons more dynamic with the extra support of a trained adult in the classroom to support student learning and activity implementation.  The Principal and Mrs. Washington appreciates this mentor placement opportunity. Students are already 2-4 months behind coming into this school year, and the limited staffing presence in the building sets them up to fall farther behind. Forming these positive relationships between students and adults keeps Jaden and his friends engaged in productive learning behaviors in school. They stop getting written up and sent out of class, and feel motivated to attend school and see their mentors every day.

This scenario is happening at thousands of schools across the country.  This is why we’re on a mission to recruit, train, and place 10,000 college mentors to work directly in school buildings to support K-12 students during the school day, after-school, and in summer.
Visit Coaching4Change to learn more about the work we do in partnership with local schools and communities in Massachusetts & Rhode Island. You can follow us on social media.

Omicron presenting a new set of challenges

With 2021 in our rearview mirror, 2022 brings us opportunities to reflect upon our mistakes, make necessary changes, learn hard lessons, and grow. Coaching for Change wrapped up an unprecedented year. We learned how to make adjustments to best support students and school districts and saw our efforts pay off in new partner schools in addition to well-established ones.

While we’d all like to think that we are returning to some semblance of normalcy, one glance at the news says otherwise. CNN reports the last week of 2021 broke the COVID-19 record with an average of 355,990 infections reported every day, according to Johns Hopkins University. The Omicron variant, as the most contagious strain yet, affects young people at a higher rate than the other strains that we’ve seen. Teenagers and children aren’t vaccinated at the same rates as adults and are getting Covid-19 left and right. Schools, as we saw in 2020, are having to make hard decisions to keep people safe, while at the same time, continue educating their students.

As the holiday break quickly comes to a close, school districts across the country are feeling the pressure. In Massachusetts, state education officials have ordered Covid-19 antigen testing kits and N95 masks for school personnel, which were supposed to arrive December 31st. Due to unforeseen circumstances, the supplies have been delayed. The Massachusetts Teachers Association (MTA) has called for all K-12 schools to be closed on Monday to allow for Covid-19 testing for school staff because of the delay in testing kits. Nevertheless,  state education officials have decided to open schools Monday. This positions many school districts between a rock and a hard place. Many teachers and students are having to stay home and quarantine either due to being a close contact, waiting to schedule PCR tests, waiting on the results of those tests, or testing positive. In classrooms of 25 students, some schools will see less than half of those students return on Monday. Many of those classrooms will not have their regular teachers. School districts are scrambling to find substitute teachers. From December 16-22, the Department of Elementary and Secondary Education (DESE) reported 1,544 positive Covid-19 cases among public school staff members. There are approximately 140,000 employees in the public school system. Based on the numbers following the holidays, it is highly suspected that these positive case numbers will increase rapidly. 

Returning to an in-person school model presents a unique set of challenges. Many students will be absent and therefore missing academic content and lessons. Do teachers simply continue teaching and then when the students do return, try to catch them up to the rest of the class? Alternately, do teachers review until more students are in class? If they do just review, will they be able to teach all of the academic standards they are responsible for by the end of the year? And this is assuming that the teacher is present. What about those classrooms who will return on January 3rd without their teachers? Will districts be able to find substitutes for all the teachers who will be out? Will they be quality teachers able to teach real lessons and manage classroom behaviors? 

The anticipated low attendance rates will most likely further fragment school communities as students are not socializing with their peers and classmates. The social and emotional learning that takes place during a typical school day will look different. School adjustment counselors, psychologists, and behaviorists will see an even greater increase in their caseloads, although there will be less kids. The students who are in school will need more SEL support than before and the students who are isolated and quarantined at home will also need this support. How will they get it? Will school districts ask personnel to provide this SEL virtually to those kids at home? How will that work? It’s often hard to make connections with students and doing so virtually makes it just that much harder. These are questions that no one has answers to, but that we must not ignore. 

We have to ask ourselves what makes the most sense. We need to consider the remote learning option. We also need to consider a more flexible learning option. Do we hire teachers to teach virtually to the kids at home while other teachers teach the students present in school? There will be no easy answers or quick fixes. We need to think creatively and innovatively as we try to do what’s best for our students, our teachers, and our communities. 

Building Community & Serving an Unmet need!

It’s been 15 months since we’ve had to completely redesign the way we do things. It would be a lie to say that this has been easy. Every step of the way there has been obstacles and challenges. But let me be clear- children, their parents, and our educators have risen to the occasion. 

When schools shut down and went virtual in March 2020, my heart sank with the stark realization that this might be the end of a program that I, along with my staff, teachers, students, and many other stakeholders have put our hearts and souls into. The transition to virtual learning was chaotic. The workload and pressure were unyielding for teachers and administrators, leaving me to believe that adding the pressure of keeping after-school programs alive for kids may be the last thing on their priority list. It was hard to put together a coherent plan for how we were going to mobilize college students to provide mentoring and support to middle school students in a meaningful way when our in-person and relationship-building components were threatened. My team and I felt the crippling effects of being sidelined and watching our school partners struggle with their heavy workloads. We were trying to figure out how to use C4C in the best way to provide additional support to students because we were all worried about their social and emotional status. We found ourselves asking questions and in conversations that we had not engaged in before. We were engaged in questions that related to equity and capacity for families to provide life's basic necessities in a 21st-century world.  It wasn’t about whether our students were excelling academically. We were asking questions about whether they had enough food to eat? Were they being supervised at home? Is there any abuse going on that we don’t know about because we aren’t seeing them in person? Are their families healthy and safe during this time? The questions and answers were devastating. 

This was the hardest part. Coaching4Change is all about relationships. It’s about spending time together and working with one another. By January 2021, we had regrouped.  We identified trailblazing leaders and teachers, previous partners at C4C, who did not want to see their previous efforts to provide meaningful after-school experiences for kids be derailed by the COVID circumstance.   We were fortunate to start back virtually to be in front of kids again and ask what do you need? I was blown away by their responses. They wanted to know, “How can we help? We need to help! People are struggling and we can do something about it.” 

Because Fall River Public Schools was not allowing any outside organizations to enter their school buildings, we used a virtual platform to make connections. The virtual platform was something all students, college and middle school, were much more comfortable with so we took a leap of faith to restart our program virtually in January 2021.  Little did we know that the virtual world would allow college students to mentor middle school students while successfully leading a philanthropic community-based project aimed to improve the lives of a marginalized group in their immediate community.  We leveraged the virtual platform to allow for the recruitment of college students from a wide range of schools; we recruited from Dartmouth College, Tufts University, North Carolina A&T, Stonehill College, and Northeastern University.

Henry Lord Community School teachers, students, and C4C mentors came together regularly to participate fully in the C4C mentoring program.  They were all resilient in their commitment to each other and the mission of C4C.  We saw students grow together, plan for and execute with fidelity their long-term projects, while fostering relationships through the virtual world.  Our students chose projects that created awareness, spread kindness and tolerance, while leaving their mark for other students at Henry Lord Community School to see that they were in action during the pandemic.   C4C’s impact at HLCS and the Fall River community was incredibly special.  We were able to transition the program to in-person learning in April 2021 and really see the projects come alive to have their intended impact.  

Students participated in 3 projects:

• designed a marketing campaign for a diaper drive and baby supplies to initially support the Stepping Stone Women’s Center.  They received so many donations they were able to extend their donations to St. Vincents and Citizens for Citizens in the Fall River community. The students received more than 2,600 diapers/wipes, 5 cribs, 5 strollers, and many other baby supplies;

• developed a beautification project of Henry Lord school's bathrooms that included the painting of inspirational quotes of kindness and tolerance on the bathroom doors across all student bathrooms;

• created a podcast vlog and blog where students interviewed influential members of the Greater Fall River community and members of the Henry Lord Community School to create news stories focusing on the many messages of progress and positivity that were happening during the year.

Despite all of the headaches and challenges that 2020 gave us, the C4C partnership saw firsthand that relationships matter most during our most difficult times.  Our students and staff grew stronger, wiser, and ever-determined to make a difference, together, in the lives of others. We couldn’t be more proud.

Finding Success Through Civic Engagement

When I founded Coaching4Change, I was focused on providing schools with college students to help mentor younger students. As the program has evolved, we have consistently sought the most talented and engaged group of diverse college students to be part of our community. They have worked tirelessly to serve as mentors, tutors, and support systems to elementary, middle, and high school students. What’s in it for them? While originally I would have said college credit and money, it really goes much deeper than that. 

Civic engagement has improved college student success rates. The thread between helping their communities and self-improvement is undeniable. I never really stopped to think about how our work impacts the college students...it was always more about the results for the younger kids. The impact C4C has on elementary, middle, and high school students is important, but it doesn’t end there. College students, who are the vital changemakers in our organization, are also seeing a profoundly positive impact from being part of our family. 

Through formal surveys and informal conversations, we learned that mentoring younger students not only inspires college students, but it even helps them achieve great success themselves. Our college students receive 50 hours of coaching and training; work in small cohorts of 10 with like minded peers; mentor for 130 hours; and earn a stipend or academic credit. 

Although our intent was to create an amazing experience for middle school students, we realized that our impact has been more than just that. In fact, most of our college students stay with C4C for 1.5 years and have an 85% college retention rate. 50% of our college students identify as people of color. These black and brown students are succeeding in college at rates far greater than most black and brown students in the country. Their opportunity to mentor and serve as leaders has made a difference in their own success. I’m proud that C4C has played a role in helping to make these mentorships possible and demonstrated to all students that success isn’t about what you look like. As we grow as an organization and expand our impact, C4C will continue to look for innovative and authentic ways to improve the learning experiences of our students...both young and old.

The Power of Cross-age Mentoring

As schools work tirelessly to rebound from COVID-19, we see the canyon-sized achievement gap grow wider by the day. Low-income schools, and the families they serve, have arguably been hit the hardest by the pandemic. Parents who hold blue-collar jobs haven’t been able to work remotely. Forced to choose between a paycheck and the potential health and safety of their families, these parents are stuck between a rock and a hard place. The parents who have chosen a paycheck have had to find last minute, often less than ideal, childcare for their children. The parents who chose to leave their jobs now have even less money to provide for their families than before. And it wasn’t much to start with. These families are struggling. Now with most schools back in some form of hybrid learning, their children are struggling too. 

Due to the pandemic, school has been overwhelming for kids, parents, and teachers. It continues to be challenging as we all work to rebound from the academic slide students have experienced. School staff have to focus on academic content and support and are spread thin when it comes to helping children cope with difficult situations.  We need to think creatively and outside the box to meet the growing and changing needs of our students. They not only have academic needs but social-emotional needs as well. To help relieve some of the workload for teachers, C4C is providing support during the school day. In these classrooms and school buildings, college students will help provide social-emotional support to students in need. We truly believe in the power of cross-age mentoring.  C4C college students will tutor in academic content in addition to providing guidance, sharing strategies on how to cope with stress, helping students stay on task, and removing distractions from the classroom.

What is often overlooked is the value of near-peer mentoring and the ability of kids to help other kids. Not only will kids get a mentor with whom they can form relationships, but they can also begin to rebuild socialization skills that may have been lost. While the pandemic continues, our need for creative problem solving does as well. This mentoring and peer support network has the ability to create positive change. We strongly believe that our model is a powerful vehicle for change that can impact communities across the country.

The Importance of Schools Having a Diverse Workforce

We hear about the achievement gap all the time. What we don’t hear much about is the diversity gap among educators. When I think back to my K-12 education, I only had a handful of teachers of color.  It is disappointing to think that makes me lucky, compared to all the black and brown students who go through their entire K-12 experience with only 1 or 0 teachers of color.  Would having more black teachers have improved our educational experiences?  According to the New Schools Venture Fund Report, exposure to a same-race teacher during elementary school reduces the high school dropout rate for economically disadvantaged Black male students by about 39 percent.

Too often being a student of color today means that you attend schools that are overcrowded and underfunded. While public school teachers are working harder than ever to build relationships and help students learn, the racial and cultural divide makes it much more difficult to understand and empathize.  Most of these teachers are white. While you might think that doesn’t matter, I can assure you, it does. Some of my favorite and best teachers were white, but the ones I formed the strongest bonds with, the ones I considered role models and who I yearned to impress, were black. I saw myself in them. Having the same skin color was so much more than a surface-level similarity. To me, it meant that we had shared experiences and culture. We knew what it was like to be black in America, for better or worse.

Imagine if black and brown students had adults in their schools who looked like them. Would these kids feel as I felt 20 years ago? Would they look up to these adults as leaders in life instead of just in the classroom? Would they be able to better connect with these black and brown administrators, teachers, guidance counselors, paraprofessionals, and other school support staff? Would kids feel seen? Would they envision themselves with future careers in education? According to the New Schools report, a student-teacher racial mismatch increases the likelihood that a student will be chronically absent by 3 percent.

Schools today need to change their recruitment strategies if they want more educators of color. While students of color are attending colleges, they are typically not education majors. Many times, black and brown children simply do not envision themselves working in schools. Maybe it’s because they didn’t love school, or maybe it’s because they never had a teacher that looked like them, so they don’t see that as a career path for themselves either.

In education, professionals often talk about windows and mirrors and how students need both to succeed. Mirrors allow students to see themselves, while windows allow them to see others. We have plenty of windows. We need more mirrors. Black and brown children deserve to have more teachers who look like them.

Coaching4Change (C4C) has created a diversity pipeline that attracts college students of color, places them in elementary and middle schools to serve as mentors for younger students, and introduces them to the idea of education as a future career. It’s a win-win-win. College students benefit because they get hands-on experiences in schools and earn college credit and/or money. Elementary and middle school kids benefit because they get one-on-one or small group academic and social support from college students who look like them. Schools benefit because they are giving their students what they need while also training future educators that look like their students.

By placing diverse, talented college students in schools, C4C is providing them with ideas about their future.  Our college students have a wide range of majors and are often interested in working with kids but typically do not pursue a degree in education. We need to find ways to motivate and inspire non-education majors to consider working in schools. And then we need to find ways to help them get certified as educators… by introducing them to jobs, graduate schools, Teach For America, and other teacher residency programs. 

We need to shift our focus to address this diversity gap among educators to create a more equitable education system for all students.  We know that educators have the largest impact on student achievement.  If the field of education is going to commit to creating a workforce that represents it’s student body, their recruitment efforts must change to include college students who are not enrolled in traditional educator pathways.  We have an opportunity to better meet the needs of all students, especially students of color.  Visit www.c4cinc.org to learn more about how your school/district can join the movement.

Morning of the Inauguration

On the morning of the 2021 Inauguration, I’m watching the news wondering if the transfer of power will go smoothly? Will the next 4 years bring us positive change? Will the country come back together stronger or will division continue to haunt us? So many questions. So much fear of the unknown. But still, hope. 

I’m not usually someone who discusses politics in a public forum, but I’m going to break from that for a minute here. If you look at Trump’s team, they are mostly white men. Not really surprising there. When we look at Biden’s team, we see diversity. President Elect Joe Biden has picked an extremely diverse cabinet to lead with him. In what will be the most diverse cabinet in US history, half of those Biden has picked are people of color. Biden didn’t just choose people of color; white people are also part of his cabinet. He chose the best people for the job, all the while, keeping the importance of diversity in the forefront of his mind. Regardless of where you stand on political issues, this is a big deal. 

The men and women about to lead our country for the next 4 years are actually representing and reflecting the people they will lead. Our divided nation, which is home to people of so many ethnicities and races, will have a leadership team that understands the perspectives and points of view of many, not just the few. Biden and Harris will come into office with the seemingly insurmountable task of healing a broken country.  The men and women who will serve with them know what it feels like to be people of color in the United States, to be the minority. This might not feel like a big deal to some people, but it is.

To the people of color who turned out in droves for this election, it matters. To the black and brown kids sitting in classrooms across this country, it matters. To single moms, it matters. To the hard workers making minimum wage, it matters. Knowing that people can rise up out of their situations to become people of power, especially when those people look like you, is important. 

Before we get the notion that this diverse team is the answer to all of our problems, let me be clear. It is only the first step. It is the baseline. Joe Biden was intentional about surrounding himself with people of color and building his leadership team with that in mind. We should all be intentional in building our own teams. We should be thinking about how to best represent the populations we serve. Diversity fosters different perspectives. This is increasingly important in all industries, in particular the field of education where innovation and problem-solving are critical.

In our schools, how many of our teachers and leadership teams are representative of the children we educate? The diversity of our educators is sorely lacking. People of color are largely not choosing education as a career path. Young people today want to make a difference but don’t know how. They want to change the world. We need to help them see education as a way to do that. 

Students benefit from having teachers who are highly engaging and committed to building real relationships with them. Now imagine if more of these teachers were people of color. Imagine if all students had some teachers who looked like them. Who had backgrounds and cultures similar to theirs. How powerful would that be? As we begin the next 4 years filled with anticipation, fear, and hope, we should think about Biden’s cabinet picks and how we, as educators and leaders, can try to replicate that within our schools.

Uncomfortable Conversations

I was mindlessly scrolling through Instagram yesterday, trying to give my mind a break from current events and the news for a few minutes. There was a post that stopped me mid-scroll. It was Dwayne Reed, a teacher in Chicago Public Schools, posted “Don’t, ‘I have a dream’ your students later this month if you’re not willing to discuss the nightmares many of them are living through today.”

This made me stop and think deeply for a minute. I’d be willing to bet that 90% or more of teachers, particularly in elementary and middle schools, discuss Martin Luther King Jr. and his iconic “I Have a Dream” speech. Typically, about a week before January 18th, Martin Luther King Jr. day, teachers pay homage to the civil rights activist. They want students to know who MLK was and why we get a day off from school to honor him. Let me be clear. There is nothing wrong with that. The issue lies in the 2nd half of the Instagram post I mentioned.

Many of these same teachers that talk about MLK and his famous speech, are not talking about the events of last week to their classes. Talking to kids about our country’s history of racial segregation and a man who fought to change racist laws is easy. Talking to kids about our country’s current racist policies and systemic targeting, albeit unofficial, is hard. Having a class of 25 ten year-olds in front of you and talking to them about current events, in particular the racial divide that we have seen widening over the last 4 years, is hard. Often we label this as an “uncomfortable conversation”. When it’s a class of white children, it’s uncomfortable. When it’s a class of black and brown children, it’s painful. How can you explain to kids, especially students of color, that oftentimes the same rules don’t apply to them? That if they were white, many people would treat them differently? And I know that some people would disagree with that statement, but as a black man, who was once a black boy, I know it to be true because I lived it and continue to live it every day.

I can only imagine how teachers feel. Being a teacher is always tough. I can’t even think how hard it is today. With current politics, racial inequities, the pandemic, hybrid/virtual/in-person learning, teachers have so much put on them. So many responsibilities. So much stress. So much heartache. At the same time, teachers are fortunate to have the greatest impact of all. Teachers have the opportunity to mold young minds every day. This couldn’t be more important than it is now.

I struggle with having these conversations with kids. As a black man in education, I find it really hard to talk to kids about the double standard that exists and what’s going on in the news. If I find it hard, I can’t even imagine how it feels for teachers who haven’t personally had to deal with the injustices of being black or brown. These conversations are probably not going to get any easier, but that’s exactly why they are so important. We all need, myself included, to get comfortable having uncomfortable conversations. Uncomfortable, and even painful, conversations are important and the only conversations that will create real change. I’m asking everyone, especially educators and youth workers, please be willing to dig deep within yourselves. Have these conversations with your students. I know it can be a hard and sensitive topic, but that’s why you need to do it. Don’t let the only information your students consume come from social media. Just like you teach them about reading strategies and multiplication, teach them about what’s happening every day, and help them process these events and feelings. Invite them to participate in the conversation and express their own opinions and feelings. This is your moment to be an ally. When they talk to you about what it’s like to be a black or brown child today, please validate their feelings and listen.

www.c4cinc.org

TEDx