Author: crittentongw

The CORONA-VIRUS outbreak has exacerbated many of the issues that educators and community leaders face under normal circumstances. Here’s how they can adjust their programming to support vulnerable communities.

SIOBHAN DAVENPORT
Crittenton Services of Greater Washington

As federal, state, and local authorities work around the clock to mitigate the spread of the novel Coronavirus (COVID-19), those of us who work in education and other community-based sectors grapple with a new reality: How do we adequately care for the young people we’ve pledged to serve?

Identifying solutions is the top priority for Crittenton Services of Greater Washington. At Crittenton, we empower girls to overcome obstacles, make positive choices, and achieve their goals. We work with nearly 600 young women from the 6th to 12th grades, many of whom face structural barriers at the intersections of their race, gender, and zip codes.

We are fully aware of the challenges and barriers our girls face under normal circumstances. Through research from our Declare Equity for Girls report, we learned from young women—the experts in their own lives—that school environments, home and community stressors, and high rates of absenteeism all contribute to low academic achievement. The COVID-19 outbreak has only exacerbated these issues.

Here are the key ways to ease the transition for the communities we serve.

1. Set and maintain a consistent presence and schedule

Prior to COVID-19, our program leaders ran weekly group sessions in schools with our girls, focused on leadership, advocacy, and social and emotional learning. We created space for girls to connect, learn, and thrive. Now, with D.C. schools closed, girls are adjusting to countless shifts in the normalcy of their lives—interrupted learning and diminished access to resources.

For many girls, they’ve been pulled away from the relationships that ground them. This comes with the backdrop of parents being furloughed, taking unpaid leave, or losing jobs, and families balancing the competing needs of childcare and parent-care in multigenerational homes. For all of us, crisis and uncertainty brings stress and anxiety that can be tough without adequate access to mental health services. At Crittenton, this is a time to show up with and for our girls now more than ever. We’ve continued our program in a virtual format during the shutdown in order to remain a stabilizing force in the girls’ lives. We’re meditating together, discussing self-care, and creating accountability groups. We’re working to bridge technology gaps so all of our girls can have this access and support.

2. Adopt multiple modes of communication

Inequities can grow when we’re all in crisis. The digital divide in the U.S. will leave many students behind as society transitions to remote life and distance learning. My team has resorted to email, texts, individual phone calls, video chats, and group chats with apps like House Party, to keep in regular communication with our girls in lieu of in-person contact. All modes are necessary because digital integration is limited and inconsistent within the communities we serve.

According to Pew Research, 26 percent of adults living in households earning less than $30,000 a year are “smartphone-dependent,” 46 percent lack a traditional computer, and 44 percent don’t have access to home broadband service. Thankfully, numerous telecommunications companies have stepped up to offer free internet service to allow more families to connect during the outbreak, but that is just one piece of the puzzle.

3. Be a resource for timely and credible information

In less than three weeks, the COVID-19 situation has devolved from “take precautionary measures” to nearly every state issuing shelter-in-place orders. It is easy to get lost in the abundance, speed, and accuracy of information. In our case, one of our girls posted in a group chat that she read on the internet that the coronavirus comes from Chinese food. Before school closures, another student shared that her class went into a frenzy after a student sneezed from seasonal allergies. Everyone, especially those of us in leadership positions, must be discerning with our words and the information we share.

At Crittenton, we’ve chosen to only share information directly published from our local government, the Center for Disease Control, the World Health Organization, and trusted affiliate organizations. We find families want information about COVID-19 protocols, education plans, and meal distribution and other support sites should they experience an emergency. We’ve had 15 families, 115 adults, children, and babies run out of food and two students lose their jobs in less than a week.

Normalcy, reliability, and predictability are some of our greatest comforts in uncertain times. While we don’t know how long the COVID-19 outbreak will last, I have full confidence that my fellow educators and community leaders will do what we’ve always done—rise to the occasion.

Siobhan Davenport

Crittenton Services of Greater Washington

Siobhan Davenport is the President and CEO of Crittenton Services of Greater Washington. They serve over 600 girls in 20 school-based programs in the greater Washington area.

by Lydia Blanco
April 1, 2020

Crittenton Services of Greater Washington students (Image: Crittenton Services of Greater Washington)

America’s education system has been disrupted by the COVID-19 crisis. As a result of the new normal, underserved students and their families are heavily relying on educators, family support specialists, and agencies for educational support and access to basic essentials.

Crittenton Services of Greater Washington is a 132-year-old organization that supports 600 girls in the Washington metropolitan area. The organization’s mission is to empower teens to overcome obstacles, make positive choices, and achieve their goals through strategic programming and resources. The organization houses a team of researchers that focuses on equity for young women of color within the education system. In their latest study, The Declare Equity Report, the organization highlighted the disparities that young women living in vulnerable communities face like safety concerns within the household, and being distracted at school because of the need to assume adult responsibilities, and push out.

Amid the current health crisis, we spoke with Siobhan Davenport, president and executive director of Crittenton Services of Greater Washington, about how she and her team are finding ways to engage program participants, creating digital communities/safe spaces during social distancing, and partnering with parents to help their children continue their education during this time of uncertainty.

Siobhan Davenport, President and Executive Director of Crittenton Services of Greater Washington

SHOWING UP FOR THE COMMUNITY 

How are school closures impacting the young women that Crittenton serves?

During this COVID-19 pandemic shut down, we are specifically concerned about the young ladies that we serve and keeping them engaged in school. March 13th is when our schools were closed suddenly. And one of our funders reached out to us and we had a conversation about what role we can play just besides delivering our programs. We talked about some of the factors that we knew our teen girls face in their family, so they gifted us a $5,000 grant called The Emergency COVID-19 Funds.  And immediately on that Friday, our girls were reaching out to us.

They wanted to ensure that we were still going to have programs because in some cases our program leaders are their trusted adult. They meet with them weekly throughout the entire school year in groups of about 15 to 18 teen girls. So, there’s a lot of trust in built up in those groups. And of course, it’s a safe space for our teen girls.

We immediately said, Yes, we will continue to deliver programs, we’re just going to have to do it a little bit differently and be creative in that way.

The COVID-19 crisis adds another layer of trauma and anxiety for many underserved communities. How is your team responding to the young women and their families who are facing new insecurities because of the school closures?

The girls were reaching out and were concerned about food insecurity. We had three girls who lost their jobs. Restaurants were closed and a lot of our girls work in entry-level jobs. And for our girls, those part-time jobs actually contribute to the well-being of their household. So, this is a major blow to the family.

Parents have reported to us job loss as well and reached out to say, ‘can we get emergency food and essential supplies,’ which we were able to do and thus far we’ve helped 40 families and 181 parents, children, and babies.  

Our young ladies have reported inadequate Wi-Fi access or just simply not having a device computer in the home. Both of our school districts are looking at ways in which to distribute tablets, but we had to kind of fill in the gap and we let one of our families borrow a Chromebook because the dad needed to apply for unemployment benefits and didn’t have access to that.

CREATING SAFE SPACES 

Crittenton Services of Greater Washington students (Image: Crittenton Services of Greater Washington)

School is a safe haven for many students and a reliable resource for parents as they work. What are some of the ways that the organization is helping students and their families adapt to being home together?

We have a very structured curriculum, and it just so happened that part of the curriculum currently is on what is a healthy relationship, and that means your family, your friends, and of course significant others. Our program leaders are putting a heavy emphasis on that.

We’re really focusing on healthy relationships and communication. The program is steeped in social-emotional learning core competencies. We talk about identifying emotions. We’re all at high emotion at this point in time. We’re intentionally starting each session with self-awareness check-ins.

Our program leaders are helping our students with self-meditation, deep breathing exercises, and challenging them to continue to practice that throughout the week and then report in through the group chat or when they’re on a Zoom call to talk about how they’re managing their stress in a positive, productive way.

Family support is critical during this time as parents and guardians adjust their lives to become substitute teachers, providers, and everything in between. How can organizations like Crittenton support families during these times?

A big concern for parents is that the school structure is being lost. Parents are depending upon teachers to be the source of help for their children. And now all of a sudden, they’re thrust in that role.

We have parents who have English as a second language. They’ve actually come to our program leaders to have them translate how to access information for their children. There’s a lot of responsibilities that parents are taking on. We’ve taken it upon ourselves to go in learning what the schools are doing, what our school systems are asking for, and be able to help parents and guide them as they try to navigate the website and access the work that their daughters are doing. We’ve been on multiple fronts trying to anticipate and be a source of trusted information. For our families and our teen girls.

STAYING CONNECTED DURING ISOLATION

At Crittenton, young women are able to build community. How is the organization maintaining that sense of connectedness during social distancing?

Part of positive youth development principles is letting the youth lead. When we initially started conversations with our girls, we talked to them about how they want groups to meet. We were experiential and just tried different methodologies of reaching the girls.

Some program leaders said, ‘I’m just going to switch my platform to Zoom whereas other program leaders have said, the girls said they don’t want to download anything else taking up more memory on their phone and they’re already on Instagram Live and we’ve had a great response reaching them there.

As it relates to social-emotional learning, how is Crittenton helping the young woman understand this national moment of crisis, with all of the different layers of trauma that are experienced?

Our program leaders have been having conversations with our girls so that they get a sense that this [the pandemic] is bigger than their community. That part of social awareness of social-emotional learning is key in building empathy.

It is our obligation to follow those social distancing rules. I know it’s inconvenient and it’s not how they want to communicate. They actually want to be in school. They are reporting that they are bored, want structure, and want to be able to see their friends face to face.

We’re trying to help them understand that we are actually doing each other a great service by maintaining the social distance.

If you are interested in learning more about the resources offered by Crittenton Services of Greater Washington, visit its website for free tools and resources.

By Stell Simonton

Posted on March 19, 2020

Girls at several middle and high schools in Washington, D.C., in wards 5, 7 and 8 were already handling more challenges in their lives than many teens face.

They live in neighborhoods with high crime, high unemployment and low incomes.

Some have responsibilities at home caring for younger siblings, filling in for parents who are working. Some are teen parents themselves.

When schools closed a week ago and many businesses followed suit, the challenges increased. High school girls began to lose their jobs, said Siobhan Davenport, executive director of Crittenton Services of Greater Washington. The organization provides youth development programming for girls in eight D.C. and twelve Montgomery County, Md., schools.

On Monday, at least two girls in the program lost their part-time jobs at Burger King and Subway as those businesses closed, she said. Other girls scrambled to understand what was happening. They worried that their families wouldn’t have enough money for food, Davenport said.

Eight program leaders at Crittenton Services run the weekly after-school programs that provide girls with support in overcoming obstacles, making positive choices and reaching their goals, according to the organization.

When leaders checked in with the girls via phone and text, there were plenty of questions, Davenport said. How does coronavirus spread, exactly? Can you get it from Chinese food? (The answer is no.) One girl left her laptop computer at school. How would she get it?

Crittenton focused on providing accurate information about the virus on its website and through program staff.

Initially program leaders rushed to address problems such as whether the girls had the supplies they need for an extended period without school. Another problem they saw was that schools might not even have updated contact information on all their students because of address and phone number changes, Davenport said.

“Girls were concerned about food scarcity,” she said.  Almost immediately, program staff delivered gas cards and food to 12 families, she said.

Program leaders are checking in with the students using text messages and various apps. They’re looking at using multiple channels of communication, Davenport said. They’re emphasizing self-care and maintaining a consistent schedule, even as they worry about girls in difficult home situations.

“For some of our girls, their home environment is not a safe place,” Davenport said, referring to emotionally abusive relationships.

Program leaders may be the only — or one of the few — trusted adult in the lives of some of the girls, she said. The leaders also are concerned that girls practice social distancing and avoid getting together with friends in order to reduce the spread of COVID-19.

GIRLS DON’T FEEL SAFE AT SCHOOL, HOME

A survey of 71 girls and additional alumnae of the program, published in 2018 as the “Declare Equity for Girls” report, presented girls’ view of conditions in their schools and community.

Girls said they were frequently “put down,” as fellow students and adults make comments about their bodies and clothes. These comments reinforced negative stereotypes experienced by black girls, the report said. Girls described their schools as places of “drama” involving bullying and fighting.

They said their school environment was not conducive to learning and that their home and family environment added to the challenge. They said they don’t feel safe and respected in their school or neighborhood.

Program leaders at Crittenton plan to hold their weekly group meetings using various online apps, Davenport said. It’s important to maintain these key connections, she said. As the coronavirus pandemic changes daily life for everyone, the organization is doing its best to respond.

 “We’re all trying to figure this out. We’re building the airplane as we’re flying it,” she said.