Latest News

Talk with a Teen Girl Today, Episode 2

We are excited to release our second episode of Talk With A Teen Girl Today, our newest video series where Crittenton girls have an opportunity to interview different powerhouse women and role models in their community!
Our latest episode features Senior SNEAKERS girl, Naomi Conteh, and Colonel Jennifer Aupke, U.S. Air Force Helicopter Pilot. Colonel Aupke is also a Co-Founder of The Milieux Project, a nonprofit connecting girls to aviation.
In this episode, you’ll learn about aviation careers for women, Colonel Aupke’s personal journey serving in the military, building prosperous opportunities for women in male-dominated fields, and more.

Talk with a Teen Girl Today

We are excited to announce our first episode of Talk With A Teen Girl Today, our newest video series where Crittenton girls have an opportunity to interview different powerhouse women and role models in their community!
We begin this series with our very own SNEAKERS girl and rising Dunbar High School Senior, Iman Bangura, and joining her is the incredible Dr.Evelyn Boyd Granville, Dunbar’s class of 1941 Valedictorian and the second African American woman to receive a Doctoral Degree in Mathematics.
Iman and Dr. Granville discuss life at Dunbar, what to expect when entering college and what it was like for Dr. Granville attending Smith College during WWII, her career as one of the first Black women in STEM, and more.

Message from the Crittenton Board

Crittenton Services of Greater Washington announces that Siobhan Davenport has stepped down from her role as President & CEO as of June 30, 2022. Please join us in thanking Siobhan for her many contributions over the past 3 years. She has been integral in expanding the delivery of programs that empower teen girls in the Greater Washington area, securing local and national grants, and evolving our communications approach while mentoring both staff and girls. The Board of Directors wishes her the best of luck in future endeavors. 

We currently are in the process of identifying a new President & CEO. Longtime Board member Aaron Myers will serve as interim President & CEO until a new candidate has been selected.

A Vision to See Entire Communities Help Raise Kids: A Podcast

Siobhan shared her “bold and brave vision” for a future in which the community – from neighbors, to businesses, to schools, and churches – are wrapped around the youth to help raise them up into adulthood for a thriving future.
Listen in as Siobhan and host Amanda Bocik discuss:

  • The mission of Crittenton Services and the important programs they are providing for young girls
  • How Siobhan’s upbringing impacted her and led her to where she is today
  • The devastating impact of COVID-19 on young, underserved girls
  • What adultification bias is and how to be aware of it
  • How the Crittenton team pivoted to serve the girls in their community through the pandemic
  • Her advice for building relationships with teens in your community
  • The importance of the whole community for raising kids
  • And more!

Hear the full Podcast, here.

How Food and Housing Insecurity Imprints on Young Brains in D.C.

Ambar Castillo | Washington City Paper

Young D.C. residents who dealt with food and housing insecurity during the pandemic are still dealing with the consequences, even when more resources are available.

Long before the start of Fall 2021 classes were on anyone’s radar, caretakers, teachers, and other adults in children’s lives already had reason to fear that the kids were not alright. In D.C., food insecurity and housing instability, in addition to disruptions from their routines, the longtime isolation from peers, and the loss or illness of family members due to COVID-19, meant children’s mental health was in a precarious place during this formative time in their development. The return to in-person classes—and subsequent high number of quarantines due to potential COVID-19 exposure that has marked the start of schools—didn’t help the problem. 

Dr. Stacy Cary-Thompson, a D.C.-based pediatrician who has seen patients in person throughout the pandemic, points out that child abuse has surged during the pandemic, partly due to such overlapping issues of insecurity. Child abuse has a significant correlation with mental illness and is something she, as a pediatrician, constantly has on her mind.

“Parents and other caregivers are stressed during COVID,” she says. “Their support networks have shrunken, [and] … there have been changes to job and financial security. And children feel the effects of this. And so certainly there can be changes in family dynamics that the children witness, but also the pressure of the changes can manifest in a violent way.” 

Housing Instability: Not Just a Home Issue for Students

“D.C. is a very special place in the sense that … a lot of what’s happening in the streets and in the homes often pours into the schools,” Sam P. K. Collins of The Washington Informer said during a “World in Black” virtual roundtable discussion on education Wednesday. “When students come in … they’re suffering from homelessness, they’re suffering from mental health issues, things that manifest in low grades and low educational attainment.” This is particularly the case in communities located east of the Anacostia River, Collins points out. 

Housing insecurity isn’t just the typical picture we have of homelessness, Alexis Taylor, a teacher and contributing writer for the Baltimore Afro American, reminded folks at the same panel. 

“Homeless doesn’t always mean that you’re on the street,” she said. “Homeless can mean that you’re bouncing from couch to couch each night, homeless could mean that sometimes you’re sleeping with a cousin at their house, and then other times with a family friend, so it’s not stable housing.” 

Along with housing insecurity, food insecurity is one of the top factors that has contributed to a “twin pandemic” of COVID and systemic racism and inequality, both nationally and in the District. Caregivers at the Grow Clinic at Boston Medical Center reported that the number of children they see for “failure to thrive” due to malnutrition rose by 40 percent during the pandemic. New patients were in more critical condition than pre-pandemic and an unusual number of “graduated” patients were returning for the same issue. In D.C., the Capital Area Food Bank’s 2021 hunger report showed large spikes of food insecurity among Black and Latino households. 

Particularly early on in the pandemic, with supply chains disrupted and supermarket shelves left bare, many families couldn’t get the food they needed during this critical period in children’s growth. Many folks, having lost their job or left their job due to COVID-related health concerns, struggled to put food on the table. With schools closed, school meals were no longer a food source on which low-income families with children could rely. Some families lost their SNAP benefits once the pandemic boost in unemployment benefits kicked in. Now that some pandemic unemployment benefits have ended, the city has been pushing for folks to apply or reapply for resources like SNAP.

But even now, with food supplies mostly restored and social service programs and community support helping fill the gaps for some families, children impacted aren’t left unscarred: For developing brains, even short-lived moments of food deprivation can contribute to social-emotional and behavioral problems, apart from other ailments. A BMC study published in late March of 2714 low-income families nationwide found that food insecurity was highly associated with anxiety and depression during the pandemic—it posed three times the risk of developing mental illness as that of losing a job. And researchers found that SNAP, unemployment benefits, and stimulus payments weren’t associated with a reduced risk of mental illness. 

When schools closed last March, Crittenton Services of Greater Washington conducted a needs assessment of the roughly 500 sixth- to 12th-grade girls the organization serves annually, finding that these teens were already experiencing food insecurity. The nonprofit, which partners with schools to deliver social-emotional learning and academic success programs for teen girls, was one of various organizations that stepped in to help fill the gap, helping more than 450 families in the DMV secure food and other essentials at the peak of the pandemic. 

‘No Time to Be a Child’

— A poem by Azariah Baker, a high school student in Chicago
For the past year and a half, Jamese Logan, a 15-year-old in Lanham, Md., found herself looking after four children. Her aunt died of cancer in May, leaving her children, the youngest just over a year old, in the care of Jamese’s mother.
And when Jamese’s mother goes to work, it has been Jamese’s responsibility to look after her cousins, juggling their needs with her homework and virtual school.
For Yanica Mejias, a 17-year-old in Gaithersburg, Md., these last 12 months have been a huge financial strain. Her parents divorced in November, and Yanica, her mother and her 14-year-old sister moved into the basement of her aunt’s house. Yanica took on extra shifts at a burger restaurant to help keep the family afloat.
“It was kind of like we were starting from zero,” she said.
And Azariah Baker, a 15-year-old in Chicago, has been caring for her 70-year-old grandmother, who had a stroke at the start of 2020, as well as her 2-year-old niece. Her grandmother is the legal guardian for Azariah and her niece but since the stroke, which left her extremely fatigued with blurry vision and headaches, Azariah has done the heavy lifting at home. She would wake up every day at 7 a.m., make them all breakfast, then log on for virtual school at 8 a.m.
When school was out, she’d go to work at a grocery store. Then she’d come back home and cook dinner. She often felt overwhelmed. “I remember one night, I was making dinner and I was having a panic attack. I was crying, I felt like I couldn’t breathe, and my heart was racing,” Azariah said.
“But then my alarm went off for something in the oven,” she said, and she put her own needs aside.
These three stories encapsulate the ways in which the pandemic has affected the lives of young women of color across the United States, even if they weren’t directly touched by the coronavirus. Black and Hispanic youth were more likely to have lost a parent or a family member to Covid-19. They have fallen further behind in school than their white counterparts, and they had far higher unemployment rates last year than older adults and young white women, even during the summer, when youth employment typically goes up. Some of those who held on to or found new jobs became crucial breadwinners because their family members were more likely to have been laid off.
Black and Hispanic teenage girls were also more likely than white girls and their male counterparts to shoulder care responsibilities at home, according to a report by the Institute for Women’s Policy Research. At the same time, they were leading racial justice demonstrations across the country, most notably last summer, channeling their energy into confronting and changing systemic inequities.
“Black girls were on the front lines of racial justice movements, they were essential workers and they were primary caregivers,” said Scheherazade Tillet, a founder and the executive director of A Long Walk Home, an organization that empowers Black girls in Chicago. “There’s no other group that was all three of those things at once.”
All of this has taken a psychological toll. In June, the Centers for Disease Control and Prevention reported a sharp spike in emergency room visits after suspected suicide attempts by girls ages 12 to 17 in the first months of 2021 compared with 2019. This is possibly because of “more severe distress among young females than has been identified in previous reports during the pandemic,” the report said, though the study didn’t break down the data by race.
A survey of over 2,000 young people, published in June by the nonprofit organization America’s Promise Alliance, found that 78 percent of girls ages 13 to 19 reported in the past 30 days at least one sign of decreased mental health, such as feeling distressed or being unable to sleep, compared with 65 percent of boys. A Long Walk Home found in a survey of about 30 girls that nearly 70 percent reported increased anxiety and an inability to sleep in the last year. Twenty-seven percent reported having suicidal thoughts. Crittenton Services, an organization based in Washington, D.C., and Maryland that supports girls of color, found that out of the nearly 400 girls in its network, 63 percent felt stressed, and half had trouble sleeping, according to an internal survey that was shared with The Times.
“This is the crisis that they have come through,” Ms. Tillet said. “So what systems are in place now to support their emotional and psychological needs?”
Behind the numbers are lives upended, dreams shattered, the burden of suddenly becoming a caregiver or a provider. A Long Walk Home found that many girls in its network felt like they’d lost their childhood, or as Azariah put it: “There was no time to be a child.” And as schools and some workplaces open their doors again, the burdens for these young women are still very present. They may even be greater.
But these are also tales of resilience, of girls who become leaders in their communities and rise to the occasion for their families, with creativity and determination buoying them through crises and chaos.

Jamese Logan

A 15-year-old student at DuVal High School in Maryland who takes care of four children under 10.


Photographs by Erin Schaff/The New York Times

Jamese’s aunt learned she had Stage 4 brain cancer in February, and she died in May. Since then, Jamese’s focus has been on taking care of her cousins. Child care for four children was impossible to find and would have been too expensive for Jamese’s mother, anyway.
For months, Jamese spent most of her days with her brother, 14, and cousins at home. The six of them made TikTok videos, played games and danced in the living room. Every now and then, she would treat them to pancakes made with a recipe she learned from her grandmother. She felt responsible for the happiness of everyone else around her.
“I wanted to make sure everybody wasn’t sad or angry,” she said. “I wanted to stay energetic and smiling even though my aunt had just passed.”
At the same time, Jamese found it increasingly difficult to focus on schoolwork, and the spotty Wi-Fi at home didn’t help. Her grades started falling.
In May, she reached out to Kahlil Kuykendall, a program director at the Crittenton support organization, for emotional help. Ms. Kuykendall, whom some girls call “Mama Kahlil,” made frequent visits to Jamese’s home to check in on her. She also arranged to send Jamese’s family food and money for her aunt’s funeral.
Eventually, with the help of her teachers and Ms. Kuykendall, Jamese’s grades inched back up, and she spent the summer getting her reading score to where it needed to be.
Going back to school in person this month has been “rocky,” she said in a recent phone interview. In the background, her cousins were screaming and crying for lunch. The chicken sandwiches she had made were still cooling in the oven.
Normalcy, Jamese said, would take a little bit of time. “I’m trying to figure out a way to balance it all out,” she added.

Yanica Mejias

A 17-year-old at Gaithersburg High School in Maryland who feels the need to support her family financially.

Photographs by Erin Schaff/The New York Times
Yanica used to live in a house where she and her sister had separate rooms. But almost overnight, her parents’ divorce forced Yanica, her mother and her sister all into one room, in the basement of an aunt’s house. Yanica’s job at a local burger drive-through that was once just for “fun” became a lifeline. She now pays her own phone bills and chips in for the car insurance.
The coronavirus pandemic derailed Yanica’s plan to take a course last year to become a certified nursing assistant, so she did it this summer, virtually. Her dream to go to the University of Miami after high school is dependent on how financially stable her family will be at the end of the year — otherwise, Yanica said, she’ll take a two-year course at a community college. 
At the burger place, Checkers, Yanica was promoted from cashier to shift manager, taking on more responsibility when the business couldn’t retain workers or lure them back. She made sure that everyone was wearing a uniform and that the store was cleaned. She closed at the end of the day, counting the money and putting it into the system.
Between schoolwork, her job, nurse assistant training and her parents’ divorce, she had less and less time to spend with her friends. When she looked around, they seemed to have had an enjoyable summer break with their families.
“Sometimes my sister would ask me if I wanted to go to the pool with her,” Yanica said. “But usually when she wanted to go, I had to work.”
Yanica recently graduated from her nurse assistant program. She didn’t tell many people in her family because, she said, the ceremony was virtual and it felt underwhelming. “I kind of just kept it to myself,” she said. She didn’t even dress up for the virtual ceremony, or take screenshots of the event.
Other matters demanded her attention the week she graduated: School reopened in person, and her family moved again. She quit her job because of scheduling issues, but now she’s doing a paid internship at a day care.

Azariah Baker

A 15-year-old at George Westinghouse College Preparatory in Chicago who juggles school with caring for her grandmother and toddler niece.

Last summer, Azariah felt compelled to participate in the racial justice movement that was sweeping the country. In an after-school program, she and her friends brainstormed practical solutions to systemic inequality and realized that the recent closure of a local grocery store during the pandemic meant that their neighborhood had limited access to fresh food.
With the help of a nonprofit organization, the 12 high schoolers tore down an abandoned liquor store and opened a fresh produce market, sourcing fruit, other food and flowers from local suppliers across Chicago. Azariah and the other students work there three times a week.
To balance it all, Azariah multitasked, helping customers one minute, finishing her homework in the corner the next. “I’d have my computer on the counter while I’m setting up a flower station,” she said. Her peers started calling her “Miss President” because of how much she could handle with grace. Azariah was also doing interviews when the story of the new grocery store got picked up by local and national press.
But behind the scenes, she was growing worn out, particularly with virtual school and the caregiving — for her grandmother, whom she calls “mom,” and her niece — at home.
“The reality is that a large portion of the time, I’m not OK,” she said. “There’s a part of me that wants to have fun and be a kid and take up space.”
Azariah is now back in school in person. As great as it has been to see friends again, the transition has been stressful. “I live 20 miles from my school,” she said, and the commute means she has to be up by 5 a.m. at the latest. “I am also overwhelmed trying to keep up with schoolwork, go to work after, and I worry about my mom’s physical and mental health.”
In the slivers of time that Azariah had to herself, she wrote a poem:

I would like to write a poem to honor my girl/friends

to the ones who pushed pins into their skin

and the ones who were forced under someone else’s

to the ones who smile in the midst of a battle zone

and to those who carry the battle zones in their hearts

to the ones that always look for something to smile about

with their broken eyes and

eyes that don’t grow weary and

eyes afraid to close

This is a poem to the black girls who have cried about being a black girl

Who filled their bodies with hate and envy and disgust

Hate, and envy, and disgust

Hate, and envy, and disgust


Black girls deserve to be children.

See original article

Alisha Haridasani Gupta is a gender reporter covering politics, business, technology, health and culture through the gender lens. She writes the In Her Words newsletter. @alisha__g

Social Justice in the Classroom: How a Restorative Justice Framework Can Prepare Teachers and Staff for the New School Year

Siobhan Davenportl |

I was recently appointed to the Montgomery County Taskforce on School Safety. Alongside Councilmembers Will Jawando, Craig Rice, and other community leaders and students, we will craft a roadmap to police-free schools and safer learning environments for youth. 

This issue is personal to me. Not only am I the parent of two teenagers, but Crittenton works with Black and Brown teen girls who live in communities with the highest incidents of poverty and violence in our region. In our Declare Equity for Girls Report—a landmark study that revealed the obstacles girls face in achieving education equity, girls shared that their school environments were not conducive to learning and identified persistent bullying and difficult interactions with teachers and staff as some of their primary concerns. 

Safe and supportive environments, whether at school, home, or in the community, are essential to unlocking the potential of our youth—no matter their backgrounds. Here’s how to use a Restorative Justice Framework to create safer schools and communities for our teen girls as they prepare for the new school year. 


“Bad vibes everywhere! Negativity is everywhere in the school building. Nobody can get along. It’s always something with somebody.” – A Crittenton girl from the Declare Equity for Girls Report

Restorative justice seeks to repair damaged relationships. Before any learning takes place, administrators must first acknowledge that the relationship between staff and students is damaged. Prior to the pandemic, the trauma that some youth experienced in the community manifested as difficult behavior in the classroom. Teachers and staff bore the brunt of these interactions on top of demands to perform at underfunded schools in challenged communities. The result was despair. Now, after a global pandemic and an emotionally exhausting school year, we should expect students and staff will bring some historical trauma and current frustrations into the classroom too.  


“The teachers are always talking about ‘you have to respect them.’ You have to respect me if you want respect.” – A Crittenton girl from the Declare Equity for Girls Report

Trauma-informed care starts with creating a safe space. Safe spaces create cultures of mutual respect. Administrators can mend their relationships with students by establishing new dynamics with each other. Acknowledging the leadership of another person is crucial to fostering respect. At Crittenton, we position our program coordinators to become the trusted and caring adult who is a partner in a girl’s success. They do this by seeing and respecting teens as experts in their lives. Girls are then excited to be a part of Crittenton’s sacred sisterhood and activate their inner leader. A similar experience can be replicated in the classroom. The most successful educators create safe environments to learn and recognize the leadership of teens to interpret or reimagine information to deepen their learning. 


“I don’t have any negative feelings towards my school because after a while, you just zone out.”– A Crittenton girl from the Declare Equity for Girls Report

Restorative Justice Framework contends that everyone has a personal responsibility to restore the relationship and create a better future.  We open every cohort with a group-building activity. A simple yet effective activity is Group Agreements. Group Agreements maintain the structure and order of the group and also encourage personal responsibility to the cohort. Teachers can interpret this exercise for the classroom. Create space for students to write their desired rules, needs, and expectations of the classroom to do their best learning. Once the class has created a comprehensive list, give students an opportunity to decide agreements are necessary. Also, give the class a chance to suggest consequences for breaking the agreements. Simple exercises like this give teens a chance to express themselves, any hidden needs, and also feel ownership and autonomy in their education. 


“The drama stops people from learning.”– A Crittenton girl from the Declare Equity for Girls Report

Toxic learning environments shut students down. Administrators, teachers, and school staff must work to repair the culture of negative schools to reignite the desire to learn. Restorative justice acknowledges that all damage cannot be repaired; however, change must begin immediately and fully for parties to gain their self-respect and respect for others. Adults have control over the following: providing students with adequate school supplies and better-funded schools, ensuring staff is trained in culturally competent teaching practices and undergoing unconscious bias and gender-bias training which impacts academic performance. I also recommend increasing the number of mental health specialists and trauma-informed counselors to show commitment to providing the proper care and resources needed to meet the needs of students and to transform the school culture.


“One of the positive things about my school is some of my teachers’ support and give tough love on the bad days.” – A Crittenton girl from the Declare Equity for Girls Report

The restorative justice process ends with reintegration. Parties must contribute to and collaborate on a new path forward. Teens will need time to reintegrate into structured learning and social environments with school staff and their friends. Administrators cannot assume that things can or should go back to normal. In DC alone, more than 40% of students are considered at-risk youth. Additionally, our internal needs assessment revealed that 22% of girls took on additional caregiving responsibilities during the pandemic. Returning to normal is not an option. The old normal resulted in poor academic achievement, discriminatory discipline, and ultimately the push out of Black and brown girls in schools. The new normal must be better for Black and brown teen girls and we must engage them in developing solutions that heal their trauma and match their current and future needs.


Teens Are Experts of Their Own Lives: A Podcast

President & CEO of Crittenton Services of Greater Washington, Siobhan Davenport, joins Daniel Bauer from Better Leaders, Better schools to share her insight into why teens are experts of their own lives. Listen in as they discuss:

  • Understanding barriers that girls face and teaching action advocacy. 
  • Creating safe space and suspending judgment as an intentional move as an organization.
  • The key to building world class culture with one question.
  • Reflection for leaders to help navigate and engage at school and at home.
  • Serve the whole child by suspending judgment with specific staff training. 
  • Evolution of a sacred sister circle-hood. “Meet girls where they are, but don’t let them stay there.”

“Let Teens Lead. As adults, we have wonderful experiences in our lives and we get to a point where we say, ‘Do this, do that, do the other.’ We forget that teens are the experts in their own lives. They come with so much experience and they know what they need, and we can be a support to them and get the services that they need.” – Siobhan Davenport

See original article


Crittenton girls host talk for teens on COVID-19 recovery

More than 100 teen girls from Washington, D.C. and Montgomery County school districts gathered on April 22 at 6 p.m. for a virtual community conversation about the impact of COVID-19 on the area’s youth.

Crittenton Services of Greater Washington (CSGW) hosted students and community members for the nonprofit’s annual High Tea. Due to the pandemic, this year’s event was virtual and the conversation centered on empowering young women through the effects of COVID-19.

Siobhan Davenport, president and CEO of CSGW, was one of the adults who participated in the High Tea. Davenport told the AFRO that COVID-19 has exacerbated the challenges that students of Crittenton already face.

“We as an organization have many conversations on how the inequity in healthcare, and housing and in education have risen to the top because of the pandemic,” Davenport said.

According to a CSGW news release, a February needs assessment showed that out of nearly 400 students surveyed, 63 percent of the students feel more stressed than usual and 43 percent are worried about their futures.

The event included a main session that was hosted by NBC reporter Juliana Valencia and featured appearances by the Mayor of Somerset, Md., Jeffrey Slavin, and Crittenton Honoree Catherine Leggett.

After the main session, the teen girl participants were placed into several small groups or breakout rooms where they had an open dialogue with one another surrounding the pre-chosen theme: “My Voice Matters.”

Read the full article

How one nonprofit helps at-risk teenage girls in DC and Montgomery Co.

Crittenton Services of Greater Washington aims to help hundreds of at-risk teenage girls across D.C. and Montgomery County, Maryland, every year — even during the pandemic.

The coronavirus pandemic has been challenging for people from all walks of life and at-risk youth are no exception.

“The pandemic has certainly impacted the young ladies that we serve,” said Siobhan Davenport, CEO of Crittenton Services.

The 133-year-old nonprofit works with 500 to 600 teens from sixth through 12th grade every year.

“Our teen girls experience economic insecurity, racial disparities (and) gender inequities. Our families experience housing insecurity and food insecurity,” she said.

Davenport added that the pandemic has “increased those challenges, exponentially” for those served by Crittenton Services.

One program the nonprofit offers, called Goal Setting Girls, is a 28-week program focusing on social and emotional learning for sixth- and seventh-grade girls from lower-income families.

There is also a 26-week program for girls in high school that provides information “on healthy relationships, careers, post-secondary education, nutrition and fitness and reproductive health and sexuality,” according to the group’s website.

Another program is designed for “young women who are pregnant or parenting.”

“We also have a policy-advocacy arm called ‘Declare Equity for Girls,’ which is a girl-led project where our young ladies are advocating for themselves and for their communities,” Davenport said.

She said Crittenton Services connects with students through school partnerships, and girls who join any of its programs do so voluntarily.

“Our greatest ambassadors are the girls themselves. We have girls who have recommended additional family members, best friends … because what they’re getting from the program is so important to them.”

Davenport added that alumnae have gone on to careers in health care, higher education, the military and politics.

The group’s annual ‘High Tea’ was held virtually this year, on April 22, due to the pandemic.

Crittenton Services said it offers an opportunity for its teens to share “their views on issues impacting their lives and showcase their leadership and advocacy skills” with community leaders.

See original article

Girls of Color Held Their Communities Together During the COVID-19 Crisis

One year ago, I posted the question, “Who does home care fall on?” I warned that COVID-19’s abrupt impact on home dynamics was falling disproportionately on girls, and particularly, girls of color in vulnerable communities. 

Now, after one year in the shadow of a virus, the data is in: the pandemic has had a devastating toll on women. Some experts have referred to this as the “Care Economy,” “Pink pandemic” and  “She-cession” because women have borne the brunt of the crisis by nearly every measure. The gender inequities that existed prior to the pandemic have worsened. 

Our teens were not immune to the impacts of the virus either.

Read the full article

How Philanthropy Can Recover Right from COVID-19

As the daughter of teen parents, I know a thing or 2 about defying conventional expectations for your life. Individual willpower is critical. However, beating the odds is nearly impossible without an environment conducive to success. 

The COVID-19 pandemic has been described in many ways, including “The Great Exposer,” for revealing the broken systems, misplaced priorities, and neglected communities in our society. Experts now warn against a K-shaped recovery that will exacerbate the disparities that previously existed.

I’m encouraged by the philanthropic community’s efforts to combat the impacts of the virus and support issues like racial justice and social equity. But, as a Black woman and nonprofit executive, I’ve never been more concerned that funders will inadvertently accelerate the K-shaped recovery by not evolving to meet the moment.

In a post-COVID world, funders have a unique opportunity to recreate the environments conducive to success by shifting how they do philanthropy.

Read the full article

Thank You for your support of our 600 teen girls!

A special message of gratitude from our President & CEO, Siobhan Davenport
Crittenton Community,  

I am deeply touched by your generosity toward our teen girls and their families. Thank you for your kindness of giving to our Giving Tuesday Covid-19 Emergency Fund. Since March 13th, we have continued virtual service to our girls and helped to serve their families, including 375 adults, children and babies. We have also provided resources to those who have contracted or are recovering from COVID-19.

I’m so proud of our team, who practice the mission, and are a source for factual information, comfort and continuity for our teen girls. We are grateful to be in a position to help provide some relief for our girls and their families during these uncertain times. I appreciate you greatly helping us in reaching our goal of raising an additional $5,000 to match the $5,000 that we received from the V&S Foundation. These funds will go a long way in helping our teens and families during this crisis.  

Thanks to your generosity, in partnership with HHS – SON, Victims’ Rights Foundation, Gandhi Brigade and Small Things Matter, we delivered much needed food essentials and hygiene products to 100 families yesterday afternoon.    

With gratitude,

Siobhan Davenport, President & CEO

An internship during the coronavirus pandemic is a crash course in adaptability


April 22, 2020 5:45 PM EDT

Subscribe to Outbreak, a daily roundup of stories on the coronavirus pandemic and its impact on global business, delivered free to your inbox.

Clarissa Garcia began her internship before COVID-19 hit. Her job at WishSlate Inc., an e-commerce app, was focused on PR and media relations. Unsurprisingly, her tasks quickly rendered incredibly difficult due to the immense focus that the media is having on the virus.

“It’s been pretty frustrating for me,” she considers. “I’ve had no success so far”. But while difficult, this unique situation is giving her an unexpected insight in navigating a start-up during a crisis. Tuning into weekly Skype meetings with the company’s CEO has kept her well informed as to how the company is navigating everything. “I find it helpful, and it keeps me and the rest of the interns engaged,” she says.

Interns like Garcia are used to work hard to prove themselves in temporary positions, but doing that remotely—and in the middle of a global health crisis—definitely add to the challenge. Some of the high schoolers, higher education students, and those who are in full-time, post graduation internships during the school year are lucky enough to make the remote transition. Others are even more fortunate, with their employers offering full-time positions upon graduation. But many are completely left without the experience—and sometimes money—they counted on having.

Laina Milazzo, a second year law student at Touro Law Center, was working as a legal extern at the Suffolk County District Attorney’s office in Massachussetts, in the district court bureau. Once COVID-19 hit, all externs were told not to return until further notice. The next day, the courts closed indefinitely. “Since it was an externship we get credit for, they needed to find somewhere for us in order to actually receive credit for all the work we had already done,” says Milazzo. 

She was reassigned to the appeals bureau, which allowed her to do research assignments from home. And she’s adapted: “The research is so different from the work I was doing in the district court bureau,” she says. “But now I have hands-on experience in two totally different bureaus—and I think overall it’ll help my career.” 

Some of the students in Milazzo’s class weren’t able to switch to another department. Although they won’t substitute the hands-on experience of an actual internship, their professor is creating new assignments for them to do in order to still gain knowledge and receive credit for the time they put in already.

Zaria Wilson faced a similar disappointment. A graduating high school senior, she’s been interning at the National Institutes of Health in the Department of Cellular Development and Neurobiology since last June. With her work taking place completely within a lab, the internship had no way to translate to remote work. Plus, her schedule was tied to her Maryland-based school, so the day it shut down, the internship ended.

While Wilson is fortunate to have interned since June, she’s being proactive to make up for the last few months at the lab that she’s losing. “I’ve been doing my best to make up for the last months of the internship by doing some online courses and staying aware of the science field and biology.”

However optimistic, adapting may seem too far-fetched for some. Wilson is worried about how losing her internship stipend will affect her paying for college. While keeping up with her reading and online courses, she’s applying for scholarships. And Sammy, who had graduated from high school last June, wouldn’t be starting college until the fall.

He had been working as an intern in an investing firm in New York City for less than a month when his office was suddenly shut down due to COVID.19. Since then, Sammy hasn’t worked for them, or for anyone else, for that matter.

“I know that people like me (interns) are going to be amongst the last to be hired back,” he fears. “I hope that my school will be well equipped to deal with helping us find opportunities. There aren’t really many for me to pursue right now.”

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What we learned from Girls and Gender Fluid Youth of Color at the COVID-19 Response Virtual Town Hall

Dear Crittenton Friends, 

Last Thursday, we co-hosted The COVID-19 Virtual Town Hall for girls and gender fluid youth of color with Black Swan Academy, YWCA National Capital Area and DC Coalition for Girls. We learned so much from Dr. Mariam Savabi, MD MPH and Necole D. Martinez and, especially, all the girls and gender fluid teens who were honest about their challenges and insightful about solutions.  

Our time together was inspiring and informative, yet a reminder that the crisis we face is much graver for it has exposed the fragility of systems that have not worked for decades for the communities in which we serve. Though local governments and schools have responded as best as they are able, this pandemic is devastating to vulnerable families. Yesterday we asked the teens “what can we do?” And they answered. 

They shared real mental health challenges: the struggles with self-isolation, of not having a schedule, of worrying about their parents, their community and missing the comfort of predictable routines.  

They shared frustration with school: the challenges of dealing with uneven expectations and access to technology and teachers, of balancing school with new home responsibilities. 

They shared their solutions: including the need for access to masks, hygiene and required products; of safe housing for community members who need to be quarantined and also for the homeless. They had ideas of how the government can be responsive, of how caring adults can encourage, how parents can access resources, of how together, we can create a community of care. And in their telling they showed us a way forward, a way we can work together to connect, encourage and grow these next generations of people. 

At Crittenton we see a way forward. Core to our success is a caring adult providing judgement-free support, information, recommendations and referrals. While this has been essential to program delivery it is proving to be vital to responding to the current crisis. As have partnerships. We have an opportunity to work together, activating on Black Swan Academy’s call to action by signing the survey. LINK HERE 

At Crittenton we will continue to support girls in group and individually, make referrals and recommendations to the resources they need. We will test the idea of a senior-only group to address some of the real loss seniors are feeling as their graduations are canceled and colleges possibly postponed. We will continue to collect data on the individual and collective needs of 600 girls with a focus on their safety and mental well being. And we will continue to connect with incredible partners like you.  

I look forward to connecting with many of you in the days and weeks to come as we navigate the unknown change and if we are persistent (and a little lucky), real opportunities to create real change for girls of color in the DMV. 

With gratitude,

Siobhan Davenport

President & CEO

PS: Check out our Virtual Town Hall and hear for yourself the challenges girls and gender fluid youth of color are facing by listening to the recording HERE. (Access Password is L8^&11.7)

Who Does Home Care Fall On? Girls of Color Stepping Up for Their Families & Communities During the COVID-19 Crisis

By Siobhan Davenport
April 17, 2020

Undoubtedly, the COVID-19 crisis has shaken us all up. The very fabric of life as we know it has been transformed into a new, less favorable normal. As the dynamics of our country have changed with lockdown and stay-at-home orders, so too have the dynamics of home life. Parents are working from home, furloughed, or newly unemployed. With school closures, children—from daycare to college-aged—are home too. Families are juggling the tall task of finding a new balance, with limited resources, and heightened anxieties.

What is also clear, is that individuals across the country are feeling the consequences of these changes to varying extents, and in varying ways—and oftentimes those experiences are closely intertwined with the intersections of their gender, race, and socioeconomic status. This begs the careful consideration of how the changing home dynamics brought on by the COVID-19 pandemic are specifically and disproportionately impacting girls of color—and particularly girls of color from low-income communities.  For one, it is having a huge impact on how girls of color are being asked to show up as everyday caregivers to keep their homes afloat.

Black and Brown girls are and have always been natural leaders in their schools, their families, and their communities. While continuously at odds with the structural and systemic barriers put forth by the many traces of racism and patriarchy in the U.S. system, they are innovative, ambitious, and solutions oriented. Because of their lived experiences, they are often wise beyond their years. We can all learn something in trusting their leadership.

But Black and Brown girls are also—too, often—the first to feel the brunt of the crisis in a way that, if not called out, can go unseen. In the world of COVID-19, girls of color are being asked to show up in new ways, with new responsibilities. Girls who still have to show up as students, in the new virtual classrooms that they may or may not have good access to. Girls who, though perhaps not or never employed themselves, are now at home balancing school and labor.  

We’ve heard from so many of our girls—as young as 12 and 13—the new roles that they’re juggling while at home under lockdown. They have become the dominant care-provider for younger children in their homes, helping siblings adjust to home-school-style learning, aiding in the morning and nighttime routines, and assisting with homework help.  They are supervising playtimes, changing diapers, mixing bottles, and putting babies down for naps. And they’ve been showing up for elderly grandparents, great aunts, and great uncles, too: supporting them in complex medication regimens, preparing their meals, aiding them in getting dressed and moving around.

And beyond just their homes, they are stepping up to support child care and elderly care efforts in their communities, for neighbors and community members who are essential workers, and must leave home during the crisis, with no other access to home care. Middle and high-school girls, unpaid, are working around the clock to support their families and communities.

While there is no clear solution to this dilemma, it’s important to understand the implications. It’s important for teachers and school leaders across the country to deeply understand that the circumstances of students across their virtual classrooms are not the same. Shifting education from classrooms to living rooms is not just a change in location—the COVID-19 crisis has changed the responsibilities and priorities of so many families, including young girls.While there are indeed homes across the U.S. where children can remain mostly-sheltered from the many impacts of this crisis—where a change in daily routine does not mean a change in duties or labor—that’s just not the reality for too many girls of color. So, let’s see girls for their leadership—when they rise to the occasion because they want to, or because they have. And let’s provide them with the additional support that they’ll need—mentorship, additional academic support, trauma-informed approaches to instruction, grace—to persevere through these times.

To learn more about Crittenton Service of Greater Washington and to support their work, please visit their website.

Siobhan Davenport is President and CEO of Crittenton Services of Greater Washington and has more than 16 years of experience working with youth that face structural barriers. With her leadership, CSGW launched its Declare Equity Initiative, focused on the inequities that girls of color face in schools through D.C. Metropolitan Area.

Crittenton’s COVID-19 Resource Guide for Parents and Teens

Dear Crittenton Families,

We hope you and your loved ones are staying safe and well in the midst of challenging times. I’m checking in with an update about how Crittenton Services can be of service to you and your families during these uncertain times.  

Throughout all of this, our goal is to not only meet the current needs of our girls but also to continue to provide the support that help them achieve long-term wellbeing and self-sufficiency. We have compiled a resource guide of services that are available to you and your families to help during the COVID-19 Pandemic.

You can download the resource guide below for additional information on:

  • Virtual Activities Resources
  • Virtual Learning
  • Internet Access
  • Free Meals/ Groceries
  • Mental Health Support
  • Self-Care Tips

I welcome any questions, ideas and conversations. Please feel free to reach out via email at or by phone at 301-565-9333. I look forward to learning from you and discussing solutions as we dig deep to new find ways to support our girls during these challenging times.  

Warm Regards,

Siobhan Davenport, President & CEO

COVID-19 Virtual Town Hall For Girls of Color and Gender Fluid Youth of Color

Please join us in partnership with The Black Swan Academy, DC Coalition For Girls and YWCA National Capital Area next Thursday for a Virtual Town Hall Open discussion for girls of color and gender fluid youth of color to hear from a medical expert on the facts about the COVID-19 pandemic, as well as learn stress management techniques and self-care strategies from a licensed therapist.

This is a safe space, where the teens and young women can share concerns and challenges that they’re facing, and feel empowered to lead our community in thinking through the responses, solutions and actions that they and their families need. Please share with any youth you know that may be interested.

Register HERE:

Please read this important message, which includes information about meals during spring break, and Chromebook distribution for MCPS Students:

English | español | 中文 | français | tiếng Việt | 한국어አማርኛ

MCPS To Provide Extra Meals for Students on Wednesday, April 8.

This week, due to the upcoming spring break, MCPS will provide free breakfast, lunch and dinner meals for all Montgomery County children and MCPS students (regardless of age) today, April 7 and Wednesday, April 8. There will be no meal service Thursday, April 9, through Monday, April 13. On Wednesday, April 8, families will be provided with an additional meal bag for Thursday, April 9. The additional meal bag will include items for breakfast, lunch and dinner and will be available at all meal sites. The meals are not shelf-stable and will need to be refrigerated. MCPS meal service will resume on Tuesday, April 14. For a complete list of meal sites, please visit the MCPS Meals Service webpage. Women Who Care Ministries will provide weekend meals for families on Friday, April 10, from 11 a.m.- 6 p.m. at their Montgomery Village site located at 19642 Club House Road, Suite 620, in Montgomery VIllage. More information can be found here. Manna Food Center will distribute weekend food sacks on Saturday, April 11. The time and locations will be posted on the MCPS website on Friday, April 10.

Chromebook and Wireless Hotspot Distribution To Take Place April 8 MCPS is providing additional opportunities for students to obtain a Chromebook or a mobile Wi-Fi hotspot device for remote learning. For students who submitted a request to their school last week, devices will be available for pick up this Wednesday, April 8, from 1:30–4 p.m. These devices are available by reservation only. Students whose devices are ready for pick up will receive a message from MCPS letting them know where to pick up. Additional opportunities to obtain Chromebooks and mobile hotspots will be provided the week of April 13. If you did not have an opportunity to submit a request to your child’s school for the April 8 distribution, please contact your school to be added to the list for the next distribution.For families without internet access at home, Xfinity is providing free access to their Wi-Fi public wireless network. The Xfinity network should appear as an option when you attempt to connect devices to Wi-Fi at home. For a map of Xfinity Wi-Fi hotspots, Once at a hotspot, select the xfinitywifi network name in the list of available hotspots and then launch a browser. These are typically available even from within someone’s home.


by Lydia Blanco
April 1, 2020

Crittenton Services is Supporting Underserved Black and Brown Girls and Their Families During the COVID-19 Crisis

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.

Crittenton Services of Greater Washington

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


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.


Crittenton Services of Greater Washington

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.


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.

Organization Supports Young Girls

By Micha Green
AFRO D.C. Editor

With schools being out due to the COVID-19 (coronavirus) pandemic, organizations that support students, like Crittenton Services of Greater Washington (CSGW), have had to find creative ways to engage and encourage their youth, while staying true to its mission.  Despite the unique issues presented with the unprecedented spread of the virus and new demand for “social distancing”, CSGW, a program that helps vulnerable girls in sixth through 12th grades, and its President and CEO Siobhan Davenport, are committed to helping their pupils and even providing further support outside of their normal work during this difficult time in the city, nation and world.  

“We have moved our school based programs online and are meeting weekly with our teen girls, using various social media platforms [including] Party House and MeetMe apps, Skype, Zoom, etc.,” Davenport told the AFRO in an exclusive interview. “For some of our most vulnerable girls, we are providing a daily check in via individual phone calls or text.”

Despite social distancing and distance learning, Crittenton Services of Greater Washington (CSGW) is working to support their 600 teen girls and creating programming and funding to further assist them during this trying time. (Courtesy Photo)

These larger group and personal check-ins, as a result of coronavirus, have become a digital subset of CSGW’s 132-year-old program and the larger National Crittenton organization, which comprises of 26 sister agencies, with a base in Portland, Oregon.  There are 600 girls ages 12-19 in CSGW’s program, from Washington, D.C. (primarily Wards 5,7 and 8) and Montgomery County.

Under normal circumstances, Crittenton Services of Greater Washington “meets weekly over nine months in 43 groups of teen girls from the sixth through 12th grades,” Davenport said. “We offer a curriculum that is based on social and emotional practices, trauma informed, and incorporates positive youth development principles.”

Despite the new style of support and mentorship, CSGW’S mission and commitment continues.  

The online and virtual programming, as well as regular check-ins through phone calls and text, have been integral for both the girls and the staff at CSGW. However, not all students have digital capabilities.

“According to Pew Research, 29 percent of adults with household income below $30,000 don’t own a smartphone, 44 percent don’t have broadband service, and 46 percent lack a traditional computer. Our educators and leaders must think about accessibility and equity in this environment,” Davenport said.

Crittenton Services of Greater Washington is stepping in where digital access is limited.

“We are providing chromebooks for any of our girls who are participating in distance learning or need to complete schoolwork at home. For girls in need of Internet access, we are providing free or reduced priced Internet resources to them and their families, such as Comcast Internet Essentials.  The abruptness of the move to distance-learning has really exposed the digital divide that exists in this country,” Davenport said.

As the young ladies often turn to CSGW for help and solutions, remaining a reliable source of information has also been key to their digital transition.

“There is a lot of misinformation on the Internet right now so it’s more important than ever for us to communicate timely and reliable information,” Davenport said. “We have created a list on our website of valuable resources, such as up-to-date COVID-19 information and food distribution sites for our teen girls and their families. Additionally, we have adopted a multi-channel outreach plan (email, phone, text, social, group chat, etc.) to ensure our girls and their guardians have multiple touch points.”

As many of the girls in the program already face challenges, the coronavirus pandemic has become yet another trial for the young women to face. 

“COVID-19 has exacerbated many of the challenges our girls faced under normal circumstances. So we are emphasizing routines and self-care and resources for stress management, (including five core competencies: Self Awareness, Self Management, Responsible Decision Making, Relationship Skills, and Social Awareness),” Davenport explained.  “This helps the girls maintain a routine and give some semblance of order.”

With some of the financial hardhships, CSGW is stepping in.

“Schools are closed, which means access to nutritious food is limited. We have been able to provide non-perishable food items, water, diapers, formula, wipes and gas cards to 21 families, impacting 100 adults and children,” she said.

“In the last few days, we have been made aware that some parents and guardians, in addition to our teen girls have either lost their jobs or had their hours severely reduced. Our teens work to help support their households so this loss of income is devastating,” Davenport added.

The organization received a $5,000 donation from V&S Foundation, which they used to create a COVID-19 Emergency Fund to support some of the girls. “We are looking to match funds and raise $10,000 total,” Davenport said.

To support CSGW’s COVID-19 Emergency Fund efforts visit:

Montgomery County HHS Update on County benefits

Status Update-Monday, March 23, 2020
Office of Eligibility & Support Services (OESS), the Office of Home Energy Programs (OHEP) and the Rental Assistance Program (RAP)

Message to Customers (Información en Español

In order to protect the health of Montgomery County residents, and comply with orders from the State of Maryland, the following service modifications will be introduced beginning Monday, March 23, 2020.

The Department of Health and Human Services (DHHS) will transition primarily to providing services and conducting eligibility screenings through phone, fax, online applications and email.  Walk-in services will only be provided in the case of emergency and/or for families with children seeking emergency shelter.  Any other individuals that come directly to any of the offices will be redirected and given the opportunity to schedule a phone interview.  On-site services will be limited to housing/shelter emergencies only.

To request an appointment, please call 240-777-1003. Phone lines are open from 8:30 a.m. to 4:30 p.m.  

Office of Eligibility and Support Services (OESS)

Please apply online at the following links:

Cash Assistance Programs/SNAP

Medical Assistance and Health Insurance

Long-Term Care Medical Assistance

You may also fax your application to:

  • Germantown   240-777-3477
  • Rockville         240-777-4100
  • Silver Spring   240-777-3070

Or email to

Working Parents Assistance Program:

Applications may be completed online –
Materials may also be returned by fax 240-777-1342 or sent by email to

For applications for the Maternity Partnership, Care for Kids, Senior Dental and Montgomery Cares, see below:

If you have other eligibility questions, please call 240-777-1003 for additional instructions.

Housing Stabilization Services:
Services for emergency housing needs, including homelessness prevention services and housing related financial assistance with eviction, foreclosure and utility disconnection.  To request a phone interview, please call one of the following offices.  Document drop-off stations are also available at each office location.  You may also be eligible to apply for some services online.

  • Germantown Office
    12900 Middlebrook Road
    240-777-4187 (FAX)
  • Rockville Office
    1301 Piccard Drive
    ​240-777-4254 (FAX)
  • Silver Spring Office
    8818 Georgia Avenue
    ​240-777-3154 (FAX)

Office of Home Energy Programs (OHEP):
Provides utility grants and shut-off prevention to eligible households.  Applications may be completed online.  Paper applications, and a document drop box is also available at 1301 Piccard Drive, 4th floor.  Document drop-off boxes are also located at each of the housing stabilization offices.  Phone appointments may be requested by calling 240-777-4450.

Rental Assistance Program (RAP):
The Rental Assistance Program has extended all benefits scheduled for renewal between March-May 2020 to continue through July 2020.  This will provide staff and applicants additional time to respond to document requests and to process applications.  During this time, documents can be dropped off, or mail to Department of Health and Human Services, Rental Assistance Program, 1301 Piccard Drive, 4th floor, Rockville, MD 20850.  Phone interviews may be requested by calling 240-777-4400 .

MCPS Laptop Distribution with internet to Begin March 26

MCPS is providing laptops to students with a need to ensure they can access instruction from home.

Laptop distribution will begin Thursday, March 26. Devices are in limited supply and are reserved for students who do not have access to a computer or laptop at home. 

To pick up a laptop, students (or the parent/guardian) will need to present their student ID (or provide the student ID number).  Distribution locations are organized by school level. Complete instructions as well as distribution dates, times and locations are listed below and on the MCPS Coronavirus Information website.  Students and parents can also call 240-740-7023 between 7 a.m. and 5 p.m. for information.  

Important Note:  For families without internet access at home, Comcast is offering free internet access through its Internet Essentials program. More information about this program is at MCPS also has a limited number of mobile Wi-Fi hotspot devices that provide access to the internet. These devices will be distributed at a later date.

Click this link, Printable List of Distribution Dates and Times for a list of distribution sites.

Where Should Families Pick Up Laptops?

High School Students: Pick up at the school that the student attends.

Middle School Students: Pick up at an elementary school close to your home (use the School assignment locator if you do not know which elementary school is assigned to your community).

Elementary School Students: Pick up at the school that the student attends.

Students in Specific Programs: If the student is in a magnet or Choice program, a regional special education program (such as School Community Based or Learning For Independence), or in a program at any of the sites listed below, a laptop can be picked up from any elementary school close to your home.

If you are unsure of where to go, use the School assignment locator to find the elementary school in your neighborhood.

We strongly encourage that an adult accompany any student who wishes to pick up a laptop.

If you are unable to pick up a laptop during the distribution days, MCPS will provide information on additional opportunities for laptop pick up in the coming days.

Instructions for Parents/Students for Distribution Day
If you are in a car, please hold up the student ID or write the student ID number on a piece of paper big enough so that staff can read it through your car window or from six feet away.  The staff person will record your student ID number and assign you a laptop.

If you walk up to the distribution site, please have the student ID or ID number ready.  The staff person will record your student ID number and assign you a laptop.

Remember to follow social distancing guidelines when you come to pick up a laptop (keep six feet between people). Please follow directions from MCPS staff who will be helping to manage traffic.

Students provided laptops will be subject to the Notification of Laptop Responsibilities form (see linked document below).

MCPS Notification of Chromebook Responsibilities
Printable List of Distribution Dates and Times

Crittenton Services High Tea Postponed

Dear Friends of Crittenton, 

It is with deep regret that we inform you that Crittenton Services of Greater Washington will be postponing our 2020 Talk With A Teen Girl High Tea, originally scheduled for Thursday, April 23rd, to a date to be determined. Our team has been in close communication with local public officials and we have collectively decided that this postponement is in the best interest of public health and safety.  

Please know that we continue to serve our 600 teen girls by moving our program delivery on-line. Now is a critical time for our services, especially as our teen girls are experiencing increased stress, social isolation, job loss for themselves and family members and food scarcity during this pandemic. 

As we continue to monitor the Corona-virus situation very closely, we are coordinating with our staff, schools and communities and adhering to the standards and regulations outlined by the CDC. Depending on the state of public health later this spring, we are aiming for a rescheduled High Tea in early June. We are excited about having our young ladies participate, learn and grow from the caring adults at the table for the High Tea in a safe and healthy environment.  

We know just how special of an event the High Tea is and hold so much gratitude for the community that has developed around it. That said, these are unprecedented circumstances and we must prioritize the health, safety, and well-being of our teen girls and our community.  

We thank you for your continued support as we move forward in the face of these difficult times and we look forward to seeing everyone at our next High Tea.  Some of you have reached out to ask how you can help our teen girls during this challenging time. The V&S Foundation generously provided on Friday, March 13th a $5,000 grant for an emergency fund. We are seeking to match those funds. In just one week, we have helped 22 families and 102 adults and children. If you would like to help, please donate, in any amount, to our COVID-19 Emergency Fund by clicking this link HERE. 

Take care and stay safe,


President & CEO

MCPS meal distribution sites and the availability of weekend meal packs

MCPS is providing free breakfast, lunch and dinner meals for children 18 years old and younger, and all MCPS students (regardless of age) at more than 40 sites (including mobile locations) throughout the county. Additionally, MCPS school buses will distribute meals in several communities.

MCPS is collaborating with Manna Food to distribute weekend backpack food sacks throughout the county. Distribution will take place on Fridays (locations TBD). Please visit to see the most up-to-date list of meal sites.

Meal Distribution Service for Students


It’s Our Time to Thrive!

Join Us for Crittenton’s 134TH Anniversary Celebration

Thursday, November 10, 2022 · 6:00pm Reception · 7:00-8:30pm Program · The Hamilton Live 

Every year we come together to celebrate the extraordinary girls of Crittenton alongside distinguished community leaders.

This year’s theme is “A Time to Thrive,” as we celebrate the incredible resilience of our girls in the wake of unprecedented challenges. By supporting our Anniversary Celebration, you can help us ensure that hundreds of teen girls continue to thrive.

2022 Leadership Award Honorees

Join us as we applaud the amazing girls of Crittenton Services of Greater Washington at this crucial annual fundraising event that powers our organization’s vital work.

By attending our 134th Anniversary Celebration, you can help us ensure that hundreds of teen girls continue to thrive.



Can’t attend the Celebration? Please consider a donation.



sponsorship opportunities

FOR MORE INFORMATION AND TO SECURE A SPONSORSHIP, contact Aaron Myers, Interim President & CEO, Crittenton Services of Greater Washington: 301.565.9333 or

For sponsorships up to $5,000 you may also use the ticketing link to make your contribution.

Exclusive Presenting Sponsor ($40,000)

Impact: Supports 60 teen girls participating in our programs for an entire school year, ensuring they have access to a brighter future.

  • Recognition as Exclusive Presenting Sponsor on all event materials, including but not limited to: Crittenton website; event emails; signage; event monitors; press releases; and other digital opportunities
  • Full-page ad in program
  • Recognition as Host Committee members
  • Special invitation to Crittenton’s Fall Reception (Sept. 15)
  • Recognition as Exclusive Presenting Sponsor during event
  • Event speaking opportunity for executive
  • Exclusive branding in pre-event networking
  • Exclusive naming for signature cocktail
  • Two Premier Tables at in-person event (12 tickets)
  • Sponsor recognition for 2023 High Tea, including 10 tickets
  • Exclusive volunteer opportunity for your staff to work directly with our Junior and Senior girls during mock interview workshops for internships and jobs

Platinum Sponsor ($25,000)

Impact: Supports a Crittenton Group (12–15 teens) for an entire school year.

  • Prominent logo and/or name recognition on all event materials, including but not limited to: Crittenton website; event emails; signage; event monitors; press releases; and other digital opportunities
  • Full-page ad in program
  • Recognition as Host Committee members
  • Special invitation to Crittenton’s Fall Reception (Sept. 15)
  • Platinum Sponsor recognition during event
  • Two Premier Tables at in-person event (12 tickets)
  • Sponsor recognition for 2023 High Tea, including 8 tickets

Gold Sponsor ($15,000)

Impact: Closes the funding gap for the Crittenton “College Tour,” Goal Setting Girls’ STEM Cornerstone project, or Teen Peer Advocate program.

  • Logo and/or name recognition on all event materials, including but not limited to: Crittenton website; event emails; signage; event monitors; press releases; and other digital opportunities
  • Full page ad in program
  • Recognition as Host Committee members
  • Special invitation to Crittenton’s Fall Reception (Sept. 15)
  • Gold Sponsor recognition during event
  • One Premier Table at in-person event (6 tickets)
  • Invitation to 2023 High Tea, including 8 tickets

Silver Sponsor ($10,000)

Impact: Underwrites a PEARLS group of teenage mothers (4–7 teens) as they learn how to be excellent mothers and succeed academically.

  • Logo and/or name recognition on all event materials, including but not limited to: Crittenton website; event emails; event monitors; press releases; and other digital opportunities
  • Half page ad in program
  • Silver Sponsor recognition during event
  • 6 tickets to in-person event
  • Invitation to 2023 High Tea, including 6 tickets

Bronze Sponsor ($5,000)

Impact: Supports two Crittenton Girls for an entire school year.

  • Name recognition on all event materials, including but not limited to: Crittenton website; event emails; signage; event monitors; press releases; and other digital opportunities
  • Quarter page ad in program
  • Bronze Sponsor recognition during event
  • 4 tickets to in-person event
  • Invitation to 2023 High Tea, including 2 tickets

Friend Sponsor ($2,500)

Impact: Supports a Crittenton Girl for an entire school year.

  • Name recognition on all event materials, including but not limited to: Crittenton website; event emails; event monitors; press releases; and other digital opportunities
  • Name recognition in program
  • Recognition during event
  • 4 tickets to in-person event

Advocate Sponsor ($1,000)

Impact: Supports 20 Goal Setting Girls participants’ project materials for an entire school year.

  • Name recognition on Crittenton website; event emails; signage; and event monitors
  • Name recognition in program
  • 2 tickets to in-person event

Thank you to our 134th Anniversary Celebration Sponsors

What Our Girls Want You to Know

Every year, the Crittenton community comes together at our Talk with a Teen Girl High Tea to hear what’s on the mind of our remarkable girls. This year, the girls spoke to the particular challenges of being a black or brown teen girl during the pandemic. Here’s what our girls want you to know about their lives:


Our girls feel rushed and invalidated when talking with school teachers and counselors. They see limited funding going to their schools and communities and are frustrated with the lack of accessible mental health services for themselves and others.


Our girls recognize their parents and family members are suffering from their own trauma and mental health challenges. They urge adults to get help so they can better help the next generation.


Our girls believe that, “Because black women have been through a lot and always hold it all together,” they’re seen as always having to be strong. And if they’re the oldest, they have the added responsibility of child care. (See this New York Times article, No Time to be a Child, that features two Crittenton girls).


Whether it’s a teacher interrupting a lesson to answer questions, a counselor taking the time to get to know them, or a school day dedicated to mental health, they need a chance to take a breath, put their needs first, and tend to their own wellness.


Most importantly, our girls agreed that they need to speak up, to advocate for themselves and others. Each one had an important point to make about this:

Ruth: If something isn’t right, speak up, even if you’re talking to someone with more power than you and even if you get in trouble.

Amiya: Everyone has a boss, so if the problem really needs to be addressed, go to the Assistant Principal, to the Principal, or even the School Board! Also, be respectful when you talk to them.

Naomi: Speaking up is how you get progress. As long as you’re making a point and expressing yourself, it’s more important to speak up than to simply accept defeat.

Jasmine: It’s hard when you’re shy, like me. But if you tell one adult, they’ll tell another, and soon your problem will be heard.

You can watch the hour-long program here. And if you’re inspired, please make an investment in our remarkable girls. You can make a gift here.

2022 Virtual High Tea

At Crittenton, we believe that inter-generational conversations can be a powerful catalyst for positive change. Our annual High Tea is a cornerstone tradition that brings Crittenton teens together with community leaders from the corporate, government, higher education, nonprofit, and social advocacy sectors.

Once again we will gather virtually to give teen girls opportunities to share their views on issues impacting their lives and showcase their leadership and advocacy skills.


We invite you to participate in this online conversation, sharing your experience and joining us in celebrating the accomplishments of our resilient teen girls.

Thank you for making a difference for Crittenton girls today!

For more information or to become a sponsor of the event, contact Siobhan Davenport, President & CEO, Crittenton Services of Greater Washington: 301.565.9333 or


Thank you to our 2022 High Tea Sponsors

2022 High Tea

Crittenton’s 2022 High Tea was a smashing success! On April 28, we gathered virtually to give our teen girls the opportunity to share their views on issues impacting their lives and showcase their leadership and advocacy skills.

We believe that inter-generational conversations can be a powerful catalyst for positive change. Our annual High Tea is a cornerstone tradition that brings Crittenton teens together with community leaders from the corporate, government, higher education, nonprofit, and social advocacy sectors.

If you were there, thank you so much for being part of this amazing event. If you were unable to attend, you can watch the event, below. 


Your continued support helps guarantee that we can continue to produce these important events. Thank you for making a difference for Crittenton girls today!


Thank you to our 2022 High Tea Sponsors

How Crittenton’s Cupboard Campaign Makes a Big Difference in Our Communities

98% of Crittenton girls live in economically challenged communities. Over the years, when they’ve needed it most, we’ve stepped in—providing computers for school, safe rides home, feminine products, and school uniforms. During the pandemic we’ve also paid for groceries, car repairs, and, sadly, funeral expenses. Our aim is to prevent unanticipated financial hardships from snowballing into insurmountable challenges.

Last year we launched the Crittenton Cupboard Campaign to stock our virtual Cupboard of necessities and emergency funds. Below is one example of how these funds made a difference for an alumna of our programs.

February 2022
“Pray for me.” Jahnia asked Lameka, her best friend since they were in Crittenton’s Pearls program together.

After three years in an apartment with black mold, a broken oven, and a refrigerator that leaked constantly, Jahnia thought she’d finally found a new home for her and her boys. But the security deposit kept increasing. First it was $500, then $1,000. When it hit $1,500, she knew she was in trouble. She’d been saving; she had first and last month’s rent, $1,000 for the security deposit, and even money set aside for a DIY moving van. She needed another $500. Worst yet, she’d given notice and her current landlord wouldn’t grant her an extension. She had to be out in a few weeks.

Jahnia tried everything she could think of. She asked family members for a loan. She reached out to her church. She was stuck.

Lameka had been watching this saga play out over the past few years. She would have gladly lent Jahnia the money, but she and her husband had just moved their family, so money was tight. “I was thinking through options, and thought ‘Let me check with Miss Deb’”.

Miss Deb is the long-standing and much beloved advisor to many of the Crittenton Pearls groups, including the one where Jahnia and Lameka learned to balance the demands of motherhood and high school. “Whenever I had an issue—if my baby wasn’t latching—I could turn to Miss Deb. If she didn’t have the answer, she knew where to turn.” Lameka explained.

“Call Siobhan.” Miss Deb told her. “I think Crittenton can help.”

Crittenton’s CEO and President, Siobhan Davenport, got the call a few minutes later. Although she wasn’t on staff when Lameka and Jahnia were in Pearls, she happened to be honored by Crittenton their senior year. (In fact, it was Jahnia who introduced Siobhan at Crittenton’s 2015 Anniversary Celebration!)

Lameka explained the situation and Siobhan told her about the Crittenton Cupboard. Within two hours, Jahnia had the money in her bank account. The move went smoothly, and she and her boys are thriving.

“I’m so grateful.” Jahnia wants donors to the Cupboard Campaign to know. “I hope I can be part of something like this in the future, helping someone else in a similar situation. Thank you.”

The 2022 Crittenton Cupboard Campaign will take place in June. If you’d like to participate, please contact Siobhan Davenport at

Crittenton Services named a grantee in The Goldman Sachs One Million Black Women (OMBW) Initiative!


  • One Million Black Women announces new investments, impactful partnerships and philanthropic grants for 17 leading organizations and projects across the country to lift up Black women and girls.
  • One Million Black Women announces new partnership with the renowned King Center ahead of Martin Luther King Jr. Day.  

NEW YORK, January 12, 2022 – The Goldman Sachs Group, Inc. (NYSE: GS) today announced the next round of investments, partnerships and grants for the One Million Black Women initiative. The announcement was made following the January 12 One Million Black Women Advisory Council meeting, which consists of 17 Black business and community leaders. At the meeting, One Million Black Women highlighted a new partnership with the renowned King Center to prepare young people to be the global leaders of tomorrow ahead of Martin Luther King Jr. Day.

The series of 17 new investments, partnerships and grants reflect One Million Black Women’s ongoing commitment to invest in the core pillars of healthcare, job creation and workforce development, education, affordable housing, digital connectivity, financial health and access to capital that impact Black women at every stage in their lives. Many of the organizations were identified through the more than 50 One Million Black Women listening sessions held with nearly 20,000 Black women from around the country, and the One Million Black Women Advisory Council.

“At our very first listening session, the one and only Dr. Johnnetta Betsch Cole, called One Million Black Women the start of a movement. With this next round of investments, partnerships and grants, we are reaching a new depth of how transformative Goldman Sachs $10 billion commitment is set to be,” said Melanie Campbell, Convener, Black Women’s Roundtable, President & CEO, National Coalition on Black Civic Participation.

“Through the listening sessions, we’ve heard from Black women all over the country. These women are building non-profit organizations and companies with their personal savings and loans from family members because they care so deeply about their communities,” said Dr. Ruth Simmons, President of Prairie View A&M University. “I am so pleased that with this next round of investments, partnerships, and grants, we are able to support these phenomenal women and we can see how transformative their initiatives and projects can be.”

New investment capital will be provided to expand the impact of the following seven organizations and entrepreneurs across the country:

  • Chime Solutions (Atlanta, GA) to provide capital to Shelly Wilson, co-founder of Chime Solutions to accelerate its mission of creating jobs and economic opportunity for people in underserved communities.
  • Grameen America Elevate Initiative (National) to make microloans and provide financial training, asset and credit building tools to underserved Black-women entrepreneurs across the country.
  • Funding U (National) to make loans to high-performing low and moderate-income students attending four-year, not-for-profit colleges across the United States.
  • Wonderschool (National) to reduce “childcare deserts” by scaling access to high-quality, flexible care for children and families.
  • On the Road (Dallas, TX) to expand existing operations and increase the number of women in high-paying, skilled auto repair jobs through an extensive apprenticeship program.
  • Sendero Verde (New York, NY) to finance the construction of a public-private, mixed-use, mixed-income development in East Harlem which will consist of a Harlem Children’s Zone K-5 Promise Academy, and affordable and workforce housing units.
  • South Meadows (Rome, GA) to provide capital to Dionne Nelson, CEO of Laurel Street to finance the construction of a 100% affordable residential development with 80 multi-family units, an onsite educational facility and community farm.

Four new partnerships will support the work of the following organizations:

  • The King Center (Atlanta, GA) to support the launch of the reimagined Beloved Community Leadership Academy over the next two years, creating a One Million Black Women cohort for Black girls from across the country.
  • Eat. Learn. Play. Foundation (Oakland, CA) to combat food insecurity and low literacy rates, the partnership will employ Black woman-owned restaurants to provide meals in high-needs areas and help distribute 500,000 books through new Eat. Learn. Play. Town Libraries used to promote neighborhood book sharing along with Eat. Learn. Play. branded bookshelves in local Black-owned small businesses.
  • New Leaders (National) to recruit and train principals of color. The grant will develop a one-year pilot program to support Black women in education leadership.
  • The Tory Burch Foundation (National) will partner with the venture leaders at the Fearless Fund and peer coaching platform The Cru, to scale a grants program and community for entrepreneurs of color.

New philanthropic grants will be provided to expand the impact of the following six organizations across the country:

  • Black Girls Breathing (National) to address systemic issues impacting Black women and girls’ access to health care by providing free and accessible mental health care resources.
  • BlackFem (National) to transform school-based learning so that girls of color have the skills, habits, and resources to build and sustain personal wealth.
  • Corner to Corner (Nashville, TN) to help underestimated entrepreneurs in Nashville plan, start and grow their own small businesses.
  • Crittenton Services of Greater Washington (Washington, D.C.) to support the social and emotional skills development of middle and high school-aged girls from low-income families to complete college and become economically secure.
  • Jeremiah Program (National) to help disrupt the cycle of poverty for single mothers and their children through quality early childhood education, a safe and affordable place to live, empowerment and life skills training.
  • The Fund for the School District of Philadelphia (Philadelphia, PA) to increase the hiring and retention of BIPOC teachers working in Philadelphia schools.

Goldman Sachs Black Womenomics research informed One Million Black Women’s investment strategy and ongoing research and measurement remains core to the initiative’s success. Through partnerships with The Ruth J. Simmons Center for Race and Justice at Prairie View A&M University (PVAMU), the Urban Institute and The Center for Racial Justice at the University of Michigan’s Gerald R. Ford School of Public Policy, additional research will be conducted centered on continued investment in Black women across One Million Black Women’s previously identified impact pillars.

“This next round of funding strategically connects the dots across several One Million Black Women impact areas and not only supports the infrastructure that Black women and their families need to thrive but has the potential to uplift communities and address generations of racial and gender inequities,” said Margaret Anadu, Global Head of Sustainability and Impact for Goldman Sachs Asset Management. “We are focused on deploying Goldman Sachs resources in the most effective and impactful ways, and so we are thrilled to support these entrepreneurs and organizations who have a demonstrated track record of supporting their communities.”

“We are proud to lift up the brilliant work of organizations positively impacting Black women and girls,” said Asahi Pompey, Global Head of the Office of Corporate Engagement and President of the Goldman Sachs Foundation. “The systemic gender and racial biases black women have faced won’t be reversed overnight, but with continued investment, coordination, and focus, we have good reasons to be optimistic.”

About the One Million Black Women Initiative

In partnership with Black-women-led organizations, financial institutions and other partners, Goldman Sachs has committed $10 billion in direct investment capital and $100 million in philanthropic capital over the next decade to address the dual disproportionate gender and racial biases that Black women have faced for generations, which have only been exacerbated by the pandemic. The initiative, One Million Black Women, is named for and guided by the goal of impacting the lives of at least one million Black women by 2030.

About Goldman Sachs

The Goldman Sachs Group, Inc. is a leading global financial institution that delivers a broad range of financial services across investment banking, securities, investment management and consumer banking to a large and diversified client base that includes corporations, financial institutions, governments and individuals. Founded in 1869, the firm is headquartered in New York and maintains offices in all major financial centers around the world. 

Leteria: A Sneakers Success Story


Twelve years ago, my life changed. 

On the outside, I looked like a typical 16-year-old high school student. But, on the inside, I was secretly suffering. It felt like the world was against me. I was the victim of vicious rumors by students, and racist school administrators made it hard to show up every day.

But, everything changed when I joined Crittenton’s SNEAKERs program. I remember the exact activity we did that day. We each wrote our names on paper, and each person in our group went around and wrote positive affirmations about each other. In a group filled with all the personalities and attitudes of high school girls, this was epic. For the first time in my teenage years, I had a group of girls I could actually trust and speak freely about the many issues I was going through at the time.  For the first time in my life, I genuinely felt validated by my peers in a positive light. SNEAKERS stands for Self-efficacy, Nurturance, Expectations, Assertiveness, Knowledge, Empowerment, Responsibility, and Success, and throughout the school year, we learned about safe sex, building healthy relationships, and creating SMART goals. I still use those principles as a foundation today.

My experience in SNEAKERS stayed with me well into adulthood because it was the first time I had ever had an open and transparent relationship with an adult in my life, too.

I didn’t feel comfortable talking to my parents, family members, or any other adults at school, but Crittenton’s program leaders were the trusted adults in my life. It made all the difference. 

Crittenton’s program left such an impact on me that I began my career in youth development work after I graduated. Little did I know there was an entire field of adults dedicated to working with kids in a way that prioritizes social and emotional learning similar to SNEAKERS! 

Crittenton also piqued my interest in philanthropy after volunteering with them. As an alumna, I learned about other NGOs and their missions to serve youth through different mediums. I began interning, volunteering, and working part-time for three different Montgomery County nonprofits. Then, at 23, I started my professional career as a full-time Youth Development Program Coordinator and Training Coordinator for the Montgomery County Collaboration Council.

For five years, I researched and developed digital platforms for youth workers, coordinated over 200 public events and symposia, and supported the distribution and monitoring of over 1.5 million dollars to fund countywide youth development programs–including Crittenton. Talk about full circle! I am proud to be a Crittenton girl who is not only an alumna but someone who is equally invested in uplifting our youth of color through advocacy AND action.

Now, 12 years later, as an Entrepreneur, Philanthropist, Wife, and the proud mommy of two,  I am forever grateful for the impact Crittenton programs have had and continue to have on my life. Crittenton puts the WHOLE girl first so that the future woman can prosper and evolve.







Get Ready for a Night to Remember!

Join Us for Crittenton’s 133rd Anniversary Celebration

Thursday, November 18, 2021 · 5:30 PM · Virtual

Transformational moments: We’ve all experienced them. Those moments—some big, some small—that ultimately have an enormous impact on our lives.

This year’s Crittenton Celebration theme is “Moments that Matter”—and we’ll be highlighting some of those moments in the lives of our girls and the distinguished community leaders we will be recognizing.

2021 Leadership Award Honorees

Join us as we applaud the amazing girls of Crittenton Services of Greater Washington at this crucial annual fundraising event that powers our organization’s vital work.

By attending our virtual Anniversary Celebration, you too can create a Moment that Matters for hundreds of teen girls.


sponsorship opportunities

For more information and to secure a sponsorship, contact Siobhan Davenport, President & CEO, Crittenton Services of Greater Washington: 301.565.9333 or

Exclusive Presenting Sponsor ($40,000)

Impact: Supports 60 teen girls participating in our programs for an entire school year, ensuring they have access to a brighter future.

  • Recognition as the Exclusive Presenting Sponsor on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition as the Exclusive Presenting Sponsor during event
  • Event speaking opportunity for executive 
  • Exclusive branding and speaking opportunity in pre-event networking
  • Exclusive naming for signature cocktail (if desired)
  • Unlimited admission to event and pre-event reception
  • Opportunity to present video series to our list of supporters (please contact for details)
  • Inclusion of pre-approved item(s) in event experience packages
  • 50 experience packages
  • Recognition as a sponsor for the 2022 High Tea and Leadership Summit, including 10 event tickets
  • Your staff can participate in an exclusive volunteer opportunity to work directly with our Junior and Senior girls during mock interview workshops as they prepare for internships and jobs

Platinum Sponsor ($25,000)

Impact: Supports a Crittenton Group (12–15 teens) for an entire school year.

  • Prominent logo and/or name recognition on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition as a Platinum Sponsor during event
  • Event speaking opportunity for executive 
  • Unlimited admission to event and pre-event reception
  • Opportunity to present video series to our list of supporters (please contact for details)
  • Inclusion of pre-approved item(s) in event experience packages
  • 30 experience packages
  • Recognition as a sponsor for the 2022 High Tea and Leadership Summit, including 8 event tickets

Gold Sponsor ($15,000)

Impact: Closes funding gap for the Crittenton “College Tour,” Goal Setting Girls’ STEM Cornerstone project, or Teen Peer Advocate program.

  • Logo and/or name recognition on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition as a Gold Sponsor during event
  • Unlimited admission to event and pre-event reception
  • Opportunity to present video series to our list of supporters (please contact for details)
  • Inclusion of 1 pre-approved item in event experience packages
  • 25 experience packages
  • Recognition as a sponsor for the 2022 High Tea and Leadership Summit, including 8 event tickets

Silver Sponsor ($10,000)

Impact: Underwrites a PEARLS group of teenage mothers (4–7 teens) as they learn how to be excellent mothers and succeed academically.

  • Logo and/or name recognition on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition as a Silver Sponsor during event
  • Unlimited admission to event and pre-event reception
  • 20 experience packages
  • Recognition as a sponsor for the 2022 High Tea and Leadership Summit, including 6 event tickets

Bronze Sponsor ($5,000)

Impact: Supports two Crittenton Girls for an entire year.

  • Name recognition on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition as a Bronze Sponsor during event
  • Unlimited admission to event and pre-event reception
  • 15 experience packages
  • Personal invitation to the 20221 High Tea and Leadership Summit

Friend Sponsor ($2,500)

Impact: Supports a Crittenton Girl for an entire year.

  • Name recognition on all event materials, including but not limited to: Crittenton website; email invitations and reminders; press releases; virtual banners; and experience packages
  • Recognition during event
  • 10 admissions to event 
  • 10 admissions to pre-event reception
  • 10 experience packages

Advocate Sponsor ($1,000)

Impact: Supports 20 Goal Setting Girls participants’ project materials for an entire year.

  • Name recognition on Crittenton website and in experience packages
  • Recognition during event
  • 5 admissions to event
  • 5 admissions to pre-event reception
  • 5 experience packages

Thank you to our 133rd Anniversary Celebration Sponsors

Sponsors as of 11/17/21

Black and Latina Teens Face Greater Mental Health Challenges During Pandemic

Ambar Castillo | Washington City Paper

When the District shut down last year, Black and Latina teens in D.C. had to step up as caregivers to younger siblings and family members. A seventh grade girl confided in staff at the nonprofit Crittenton Services of Greater Washington that she was taking care of four children at home, one of them an infant, while doing distance learning. A high school senior who had been caring for a sick elderly grandfather witnessed him die while she was taking care of him.

“That’s a lot of stress on our young girls at a time in their lives where children should just be children,” says Siobhan Davenport, CEO of CSGW and an author who writes about equity issues affecting girls and women of color.

On this last day of Suicide Awareness Month, it’s time to reckon with the intersections of race and gender that impact the mental health of Black and Latina girls in the District. Suspected suicide attempts by girls aged 12 to 17 increased by more than 50 percent in February to March 2021 compared to the same time in 2019 and surged by varying degrees at other times throughout the pandemic, according to Centers for Disease Control and Prevention data that looked at emergency visits nationwide. By contrast, suspected suicide attempts that led to ER visits among boys in the same age group increased by only 3.7 percent compared to the same period two years ago. ​​Race compounds the gender disparity in suicide attempts and suicides that researchers have seen as a silent pandemic. While the number of suicide attempts among White adolescents nationwide dropped from 1991 to 2017, the number of Black children attempting suicide increased. Suicide death rates among Black girls in the U.S. aged 13 to 19 rose by 182 percent from 2001 to 2017.

Girls of color are more susceptible than their White peers to face adverse mental health effects from the stress of pandemic conditions in the home. They are more likely to lose a family member due to COVID-19: Black residents in the District and across the nation have been disproportionately sickened and killed by the virus, as have Latinx people, in ways that can’t be solely attributed to socioeconomic status or underlying health conditions. They are also more likely to get worn out and strain other aspects of their wellbeing due to caregiving responsibilities, the New York Times recently reported. A 2020 World Economic Forum report sheds light on how COVID further contributed to gender inequities in caregiving among women and girls

These COVID-era findings reflect more of what CSGW had found in their Declare Equity For Girls Report back in 2017. The nonprofit serves mostly young Black and Latina girls and their families, providing programs on life skills, healthy behaviors, and pregnancy prevention. CSGW had conducted focus groups with 71 Black and Latina girls from wards 5, 7, and 8, listening to these teens describe their experiences and expectations in and outside the home. Through listening sessions and surveys, together with national and global research on caregiving disparities, staff found that girls of color face more expectations for caregiving and other household duties than do both White girls and boys of color. Apart from suicidal ideation, staff found that 63 percent of girls in their program reported significant stress, 43 percent reported they are worried about their emotional health, and 50 percent reported feeling worried about their academic performance and the uncertainty of their future. 

Lessons from Crittenton on Helping Young Girls Manage their Mental Health

Davenport’s greatest hope is for greater mental health support that teens can access. 

“That everyone … who is in the ecosystem of our teen girls—be it your caregiver, your parents, our immediate family, your teachers, counselor, et cetera—that everyone creates that safe space,” she says.”So that they can … continue to thrive, knowing that they are being nurtured and cared for … being listened to.”

Davenport highlights a couple strategies that she as a mother and CSGW as a community have tried in order to support the mental health of young girls:

• Self-Care: Encouraging youth to identify and nurture their passions and hobbies. CSGW girls have taken up activities like cooking, arts and crafts painting, micro-entrepreneurship (developing lip glosses and body butters), and singing as ways to nurture themselves.

• Safe Community Involvement: A CSGW program leader facilitated an exercise where she invited her teens to make a Mother’s Day gift while socially distanced. “It was just a meaningful exercise to show the girls that regardless of how they’re feeling,” she says. “[Even though] we all can feel a bit helpless during these times, there are things that we can do to bring joy not just to ourselves, but to those around us.”

Boys Need Help, Too

While girls are disproportionately impacted by gender-based inequities that contribute to mental illness, boys also need support.

“As a community, we need to allow boys the safe space to share how they’re feeling during these times but also outside of these times,” Davenport says.

Davenport says she is always doing check-ins with her son. “There are times when I get one-word answers and then there’s times when he just opens up a floodgate. And I’ve learned to be patient either way,” she says. “So the one-word answer pretty much means that now it’s not a good time to talk. But he does get around to sharing with me how he’s feeling throughout all of this.”

While city officials seek to make schools as back to normal as possible amid a heightened outcry for greater COVID safety precautions from parents, teachers, and advocates, normalcy may not cut it for the other pandemic facing teens and girls of color. 

“Normal wasn’t always so good for everyone,” says Davenport of the mental health crisis. “And it certainly wasn’t always good for children and the teen girls that we serve from vulnerable backgrounds.” 


How To Prioritize Your Teen’s Mental Health And Wellbeing.

As a mother to a teen girl and a leader of a nonprofit that’s helping our Black and brown girls navigate this pandemic, I see daily the importance of prioritizing the emotional wellness of our children. As parents, we must provide the tools, community, and support systems to help maintain our teen’s mental health and wellbeing for them to overcome challenges and thrive.

The COVID-19 pandemic has exacerbated the challenges we’ve all been facing, and teens are feeling the fear, strain of uncertainty, and the stress of competing at school, work, and extracurricular demands more than ever.

J.R. Celeste, founder & publisher of Successful Black Parenting Magazine, interviews Siobhan Davenport about the mental health of our Black girls and the effects of the pandemic.

“When You make space for teens to self-advocate for their personal needs, You create an environment where they feel safe and confident enough to use their voices and articulate their desires.”

They need help, but sometimes youth lack the skills and opportunity to communicate their needs. You can start by creating space for this at home. In recognition of Minority Mental Health and Awareness Month, here are some tips and best practices for parents to continue supporting teens’ mental health and wellness.

Foster a safe, non-judgmental space that inspires your teen to share what’s on their minds

Our Black and brown children are often looking for an opening to express themselves. You must keep at the forefront of your mind that youth voices matter and their experiences are real and valid. If you create an environment where kids believe their perspectives don’t matter, they may find it difficult to share their deepest concerns with you. You have to model for your children that you care, and show them what active and respectful listening looks like in conversation. They can carry these skills from home to school.

You can create the opening by asking specific questions about their day (for example: “How was class today with teacher X?” versus “How was school today?”). Asking more specific questions can help get to the core of what may be pressing or heavy for your child at that moment. Welcome and encourage frequent dialogue for your teen to express themselves to you. The more you keep an open mind, the more it builds a trusting relationship.

Encourage your teens to focus on the things they can control, even when life feels unpredictable

Help your children to identify what they can control in their lives. This includes helping them understand how to break down larger blocks of homework into smaller achievable goals, structuring manageable schedules, especially if they are engaged in multiple school and extracurricular activities. It can be simply directing them to keep their personal spaces in the home organized, as well as helping them ensure that family spaces and tasks are organized as well.

Show them that we also have control of taking care of our minds and bodies. This can be as simple as eating the healthiest food available, incorporating physical activity into each day, and getting consistent sleep — specifically, eight to ten hours of sleepper night as experts have long recommended for teens. Integrating routines will provide consistency to help keep teens’ mental health in check. These organizational skills not only provide structure but also help alleviate stress to maintain your teen’s mental health and wellbeing. It prevents young people from becoming overwhelmed when all of their “to-dos” come at them at once.

Encourage teens to practice self-advocacy and ask for help from adults and their peers

You can aid your teen in developing the skills and confidence to advocate for themself at school, out in the world, and at home. Being able to express their needs and desires is essential to them feeling valued. Asking questions and creating space for teens to first identify and then share what they are feeling, or what they need, helps them to feel as if they have a little more control over their experiences. I also have to spend more time listening to see how my daughter is working through challenges, instead of being so quick to offer solutions.

When you make space for teens to self-advocate for their personal needs, you create an environment where they feel safe and confident enough to use their voices and articulate their desires. In turn, this empowers a confident parent, equipped with the skills to be in dialogue with their children while honoring youth voices.

It’s been a tumultuous 16 months, and we need to make sure that our kids can recover. As a parent, it is imperative to create adequate spaces and support systems for your teen’s mental health and wellbeing. You can start some of the work to create spaces at home, but you’ll need every participant in your children’s learning ecosystem — schools, summer learning programs, youth-serving organizations, parents, families, and communities — to play a part in the recovery process so your children can reach their full potential.

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