Vulnerable Children: Families Have Been Denied Access to Open Communication Regarding Their Children

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On Thursday, February 28, 2019 the Committee on Children held a public hearing in which several community advocates, organizations, and state departments came forward to present their cases surrounding issues of Connecticut children. One such notable and impassioned speaker was Sarah Eagan of the State Office of the Child Advocate. In a compelling argument in favor of bill 892, “An Act Concerning the Safety and Well-being of Youths Placed in Out-of-Home Settings Licensed, Administered, and Investigated by the Department of Children and Families”, Ms. Eagan reintroduced the room to a prior case of a young girl named Destiny, who, due to abominable circumstances and poor ethics and resources in her place of care, committed suicide while 8 months pregnant less than one year ago. As Ms. Eagan rehashed this tragic story and the further suicide cases due to “immediate jeopardy of harm” in the South Campus of the Solnit Center, a children’s Psychiatric hospital in Middletown, CT, that were unveiled after the June 2018 investigation, the room was quiet with the heavy implications of the case.

It was made clear, however, that the intent of retelling this painful story was not merely to drudge up past horrors but was to instead shed light on the issue at hand in bill 892: an absolute lack of transparency in communication to families of highly vulnerable children in the state’s care. According to Sarah Eagan, when the case of 16-year-old Destiny was being investigated last year, a representative from the Solnit Center where Destiny committed suicide admitted that no attempts were made to contact either Destiny’s family about warning signs prior to the suicide, nor the families of the children involved in the 6 other suicide attempts that month at the same psychiatric hospital. Neither were there any attempts made to alert families of the “grave deficiencies” in resources and facilities discovered during the investigation (Eagan). The bill being proposed, that which Sarah Eagan on behalf of the Office of the Child Advocate vehemently supported, would mandate some sort of notification system to families regarding deficiencies found in psychiatric units such as the one in Destiny’s case. It would define and require a collaborative communication process between the Department of Children and Families (DCF), Office of the Child Advocate and other potential organizations in the interest of children, and families and communities of the involved children so that, as Eagan put it, the communication system is “not black-out in nature” (meaning there is more transparency).

I found Ms. Sarah Dougan’s argument to be incredibly compelling. Furthermore, after her explanation of the opaque nature of communication in matters surrounding the well-being of highly vulnerable children such as those in psychiatric hospitals, foster care, or within the grasp of the state, it seemed to me that such a bill was absolutely vital and ought to be a valence issue that passes with flying colors. There is no justifiable reason that parents and families, many of whom reluctantly and broken-heartedly had to reach out to the state and ask for help in better caring for their children, should be so in the dark concerning the state of their child’s health and safety. If put into law, such a bill would, in my opinion, go beyond easing the minds of concerned parents and extend into the territory of raising the standard for the ethics, care, and resources given to vulnerable children. A facility that is mandated to report any deficiencies in their care to parents and families would by its very nature put in effort to minimize such deficiencies, if for nothing more than to save face and not be forced to report as many grievances on themselves. And a facility, whether that be a foster home or a psychiatric hospital or anything in between, that provides a higher standard of care than is currently present will undoubtedly play a role in a child’s comfort and safety both in and out of the classroom.

Advocating for the Safety of Students and Teacher and Financial Literacy

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On Feb 21, 2019, at 11 am, I had the opportunity to attend a public hearing about potential educational policies.  The public hearing made me reconsider everything I thought I knew about policymaking in the department of education. Commissioner Dr. Diana Wentzel set the tone of the hearing by quickly summarizing the different bills that will be discussed. A large portion of the bills raised was concerned with issues in public schools and classrooms- but the two bills that stood out to me focused on public school safety and introducing financial literacy to the curriculum.

The first bill, introduced by Dr. Wentzel, was S.B. NO. 852 An Act Concerning the Inclusion of Personal Financial Management in The Public-School Curriculum and the Establishment of a Personal Financial Management Pilot Program, and as the name suggests, it pushed to include financial literacy in the public-school curriculum.  Dr. Wentzel was happy to report that “the department supports the spirit of this proposal and we [the department] think that this is really important learning for our young people.”  The department already provides a standard curriculum in a model curriculum for financial literacy that covers topics such as banking, savings investment, financial planning, and risk management. Although the department wants to work directly related to the model curriculum, Dr. Wentzel mentioned that “they lack the physical resources to do so. Later, in the hearing, Senator McCroy shared that he believes it is important for students to be “equipped with some type of baseline knowledge of finance, how to budge and prepare for the future.” Sen. McCroy then mentioned that some school districts are at a disadvantage because they lack these types of resources. He stated that it was important to focus on making these types of policies a reality and “we’ll deal with the money later.”  Even though this idea of financial literacy is something that I know is a luxury for some public schools, it would be a great addition to the curriculum. That knowledge lays the ground for students to build strong money managing skills and avoiding debt.

The conversation didn’t just stop there, another proposed bill that sprung up a conversation was H.B No. 7110 An Act Concerning Enhanced Classroom Safety and School Climate. This bill is asking the board of education to modify their safety school climate plans and disciplinary/ or behavioral situations that occur within classrooms. When asked by Rep. McCartney, Dr. Wentzel took the time to break down the basis of this bill. For starters, it doesn’t change the rights that students have but if students’ need to be removed from a classroom because they are presenting a danger to others and themselves, they will have to be removed. Dr. Wentzel states that ” if that removal lasts 90 minutes or longer that is considered a suspension and needs to be reported to the Department of Education.” Although schools may vary in the way they carry out the suspension, whether students are either in an in-school suspension with an adult present or out of school suspension, students are still missing a lesson.  In this case, Sen. McCroy was quick to comment that he wants to see a different type of wording for this bill where the question needs to be: “how do we support the children in the class so that these incidents don’t occur often?” He believes that the bill needs to work towards identifying the problem and trying to fix it. Like Sen. McCroy explained, this can only be possible if children aren’t constantly being taken out of the classrooms and if there are additional resources and support systems are in place.

 

Video Analysis: Waiting for Superman

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In the film Waiting for Superman by David Guggenheim, the narrator expressed how success through the form of public education is based on the hands of luck. The public school system isn’t providing adequate tools to teach kids and provide them with future opportunities. The solution according to Geoffrey Canada is the creation of charter schools. Those who are wealthy enough to send their children to private schools choose that path for their children in order to provide their kids a better future, while those who can’t afford private schools are thrown into a failing public school system, or are entered into a lottery to be accepted into a charter school. Education is considered the great equalizer in order to fix the wage gap and ensure that all children are provided the same opportunities in the future, but when the education fails the kids, especially those of low SES, their only solution is to be thrown into a lottery.

The documentary allows viewers to see the struggle that families from lower socioeconomic status has to go through. The film follows five students who are entered into the lottery for a charter school. The most memorable scene however, was when the filmmakers highlighted the concept of baby schools and the boarding schools that the kids can apply to to receive a better education. In the process, they interviewed a young boy who stated “I want to go to college to get an education.” The filmmakers asked why and the child responded, “because if I have kids, I don’t want them to be in this environment…I want my kids to have better than what I have” (Guggenheim, 1:21:50). The fact that the child, at such a young age, understands that an education is important to succeed in life is remarkable within itself. However, the second part of his statement reveals his understanding that the problem isn’t just within the school system, but within the environment as well. His statements highlight Canada’s view that in order to change education you have to also change the neighborhood and the community as a whole. In order to receive honest answers from the child, filmmakers were sure to ask the child why receiving an education was so important. This opened the floor up to more discussion which was an important move on the part of the filmmakers.

At the end of the video the narrator stated we ask ourselves, did we do the right thing, did we do enough. The public school system has many failures within it that oftentimes penalizes the poor. Education is a broken system with too many holes, it seems that the only way to fix it would to be providing every student an equal chance, by providing equal incomes, equal environments, and equal home lives. The focus on equality; however, isn’t really a feasible task, and will never be a feasible goal. The rise of charter schools with this new lottery system of application seem to be a band aid to a much bigger problem. Kids who do not get their name selected are thrown back into the failing public school system. What then is the goal of education, if we know that providing equal opportunity is never truly feasible?

Source: Waiting for Superman 1:21:50
Source: Waiting for Superman 1:21:50

 

Source: Waiting for Superman 1:28:31
Source: Waiting for Superman 1:28:31

 

 

Bibliography:

Guggenheim, Davis. Waiting for “Superman.” 2010. Film.