Natasha Fernandez – UAB Institute for Human Rights Blog

Brighter Futures for Little Blazers at UAB: A Youth Mentoring Program

Introduction

The clamor of tiny voices filled the UAB lecture hall, a space usually reserved for undergraduates and professors. At the front of the room, a small hand shot up. “What’s college like?” one of our mentees asked, eyes wide with curiosity. In that moment, I realized the importance of our work—not just mentoring but planting the seeds of possibility in young minds.

In a previous blog, How Youth Mentoring Can Instill Resilience in the Next Generation, I shared the story of my time mentoring a young girl through Big Brothers Big Sisters (BBBS). That experience illuminated the transformative power of mentorship and the deeper systemic barriers that prevent many children from accessing quality education. Today, I want to expand on those themes, exploring how these barriers represent a fundamental human rights issue and how initiatives like my student organization, Brighter Futures for Little Blazers at UAB (BFLB), are working to address these inequities.

The Inaccessibility of Education

The Universal Declaration of Human Rights declares that “everyone has the right to education.” Yet, for millions of children in the United States, this right remains elusive, especially those from marginalized communities. According to the U.S. Department of Education, students from the lowest income quartile are five times less likely to complete a bachelor’s degree than those from the highest.

For children experiencing Adverse Childhood Experiences (ACEs), such as poverty, neglect, or violence, the barriers to education are even more significant. These experiences correlate with reduced academic performance, lower high school graduation rates, and limited access to higher education. The Centers for Disease Control and Prevention (CDC) reports that nearly 61% of adults have experienced at least one ACE, and these adverse experiences disproportionately affect children of color and those living in low-income households.

Systemic inequities further compound these challenges. Schools in underfunded districts often lack essential resources, such as experienced teachers, extracurricular programs, and adequate infrastructure. A study by the Education Law Center found that schools serving predominantly low-income and minority students receive $1,800 less per student annually than those in wealthier districts despite having greater needs.

These inequities not only violate the principles of equality and non-discrimination but also perpetuate cycles of poverty. Without access to quality education, children face limited career opportunities, which in turn limits their earning potential and ability to improve their socioeconomic status.

The Role of Brighter Futures for Little Blazers at UAB

I founded Brighter Futures for Little Blazers at UAB (BFLB) in the Fall of 2023 in response to the systemic challenges children in Birmingham face. As a student at UAB and a mentor with BBBS, I saw firsthand how a lack of volunteers, compounded by logistical barriers like transportation, limited children’s access to mentoring opportunities. BFLB was designed to bridge these gaps by leveraging the resources and enthusiasm of college students.

Big Brothers Big Sisters pairs Bigs (mentors) with Littles (mentees) to connect kids who have faced ACEs with mentors who can provide an extra support system. BFLB is not an isolated initiative but rather a tailored offshoot of BBBS’s Beyond School Walls program. This program connects youth with workplace mentors to help them develop professional skills, explore career opportunities, and build confidence. At its core, Beyond School Walls is about exposing children to environments that inspire and prepare them for the future. While BBBS traditionally partners with corporations and businesses for this initiative, BFLB brings the concept to a university setting. Instead of pairing Littles with corporate employees, BFLB pairs them with college students, creating a relatable and aspirational mentoring dynamic. This modification aligns perfectly with Beyond School Walls’s goals while addressing our community’s specific needs.

Our program buses Littles to UAB twice a month, creating a space where mentorship and education intersect. While the primary goal is to instill resilience and emotional support, BFLB also seeks to inspire children to envision a future that includes higher education. During their visits, Littles participate in STEM activities, career preparation workshops, and campus tours, helping them associate college with possibilities rather than obstacles.

This image is an example of one of the STEM activities Bigs and Littles worked on together. Their goal was to produce the balloon that could travel the fastest on a string. — Image 2: This image is an example of one of the STEM activities Bigs and Littles worked on together. They aimed to produce a balloon that could travel the fastest on a string. Source: Natasha Fernandez

This approach aligns with research showing that mentoring programs tied to real-world experiences significantly improve youth outcomes. Exposure to higher education environments substantially increases the likelihood that children from low-income backgrounds will aspire to attend college. A study by the National Mentoring Partnership found that mentored youth are 55% more likely to enroll in college and develop career aspirations than their non-mentored peers.

Education as a Tool for Change

The systemic inequities necessitating programs like BBBS and BFLB are deeply rooted in broader social and economic disparities. In the United States, low-income children are often concentrated in underfunded schools, where limited resources exacerbate the challenges posed by poverty and ACEs. These inequities are not accidental but are the result of decades of policies that have prioritized affluent communities over marginalized ones.

Mentorship programs like BFLB are not a substitute for systemic reform but serve as an intervention to mitigate the immediate effects of these inequities. For example, Schools with mentoring programs report 52% higher graduation rates compared to those without. However, the impact of mentorship extends beyond individual success. Programs like BFLB and Beyond School Walls challenge the systemic barriers that perpetuate educational inequities by building community partnerships and advocating for policy changes.

While education cannot single-handedly solve systemic inequality, it remains one of the most effective tools for breaking the cycle of poverty. Each additional year of schooling increases an individual’s earning potential by an average of 10%. Yet, for education to serve as a pathway to economic mobility, it must be accessible to all.

Initiatives like BFLB illustrate how community-driven efforts can address accessibility challenges. By combining mentorship with exposure to higher education, BFLB helps Littles overcome the psychological and logistical barriers that prevent many low-income students from pursuing college. At the same time, these initiatives highlight the need for systemic change. Policymakers must prioritize equitable funding for public schools, expand access to mental health resources, and invest in programs that support children facing ACEs. These changes are essential for ensuring that the right to education is not just an ideal but a reality for all children.

In This activity, Bigs helped Littles plan out and the build the tallest tower out of household supplies. — Image 3: In this activity, Bigs helped Littles plan and then build the tallest tower out of household supplies. Source: Natasha Fernandez

Conclusion

The right to education is a cornerstone of human dignity and progress, but systemic barriers deny this right to many children. Initiatives like BBBS’s Beyond School Walls program and BFLB demonstrate the power of mentorship to address these challenges and inspire hope for a brighter future.

However, achieving true educational equity is not a task for one person or organization. It demands a collective effort to dismantle systemic inequities and create a society where every child, regardless of their background, has the opportunity to succeed.

As individuals, we can contribute by volunteering, donating, or advocating for policies that promote educational access. Together, we can ensure that the transformative power of education is available to all, fulfilling its promise as a fundamental human right. As we work toward a more equitable world, civil society organizations must continue to intervene where systems fail.

It takes just one mentor, organization, or program to light the spark that can transform a child’s life.

How Youth Mentoring Can Instill Resilience in the Next Generation

Introduction

The summer heat made itself known even as the AC blew full blast. Amidst the brown, dilapidated apartments, the heat waves emitting off the asphalt appeared like an endless ocean. I exited the car and made my way toward the school tucked among the federal housing apartments. The playground equipment was rusty, trash floated down the streets, and the smell of smoke burned my nose. A secretary greeted me with a toothy smile and asked me to sit while I waited.

Then, she walked in. Her braids bounced off the sides of her head as she looked everywhere in the room except into my eyes. This was my first interaction with my Little (To protect her privacy, I will use a fake name, Shae, to refer to her). Shae is the sweetest, most curious, and energetic person I know. Whenever we meet, she asks me questions, eager to learn about my life, college, hometown, and family.

Yet, getting to this point took work. As we sat together in an empty classroom that first day, she did not speak once. I watched her curious eyes soak me in as she looked me up and down. She studied the intricate embroidery of my purple keychain and spent minutes staring at my hair. I gave her crayons and paper, and while she hesitantly heeded my request to color with her, she did not look into my eyes. I first tried to engage with her by asking questions about her life. Yet, receiving no response each time, I realized I needed to earn her trust first. So, I talked to her about who I am, what I am doing here, and what my life is like.

In this image, Shae is smiling with a christmas cookie we decorated together at her school — Image 1: This was the first picture I took of Shae. We decorated the Christmas cookie together, and she was proud of herself, so I asked if I could take a photo of her holding it. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

Adverse Childhood Experiences

I met Shae as part of Big Brothers Big Sisters (BBBS), an organization that seeks to connect kids who have faced adverse childhood experiences (ACEs) with mentors who can provide an extra support system. According to the CDC‘s (Centers for Disease Control and Prevention) definition, ACEs refer to potentially traumatic events that occur during childhood, such as abuse, neglect, or household dysfunction (e.g., domestic violence and substance abuse). These experiences can have long-term effects on physical and mental health, increasing the risk of chronic illnesses, mental health disorders, and negative behaviors such as substance abuse, as well as impacting educational and socioeconomic outcomes in adulthood.

Certain demographics are more at risk of experiencing ACEs due to a range of socioeconomic, familial, and community factors. Studies have shown that these experiences disproportionately impact children from specific backgrounds, often due to systemic inequalities, lack of access to resources, and heightened exposure to stressors. Children from low-income households are significantly more likely to experience ACEs. Financial instability often results in chronic stress, food insecurity, limited access to healthcare, and housing instability—all of which can exacerbate family conflict and increase exposure to violence or neglect. In addition to economic status, research consistently shows that children from Black, Hispanic, and Indigenous communities have a higher likelihood of experiencing ACEs. In the United States, 61% of black non-Hispanic children and 51% of Hispanic children have experienced at least one ACE. In comparison, 40% of white non-Hispanic children and 23% of Asian non-Hispanic children have experienced at least one ACE. ACEs are more prevalent among racial minorities because of issues like housing discrimination, limited healthcare access, and higher exposure to community violence. These groups are often more vulnerable due to systemic racism, discrimination, and fewer opportunities for economic and social mobility.

Mentoring programs like BBBS show evidence of academic and social benefits for mentees. These relationships encourage academic engagement, improving grades and attendance while reducing dropout rates. A mentor’s encouragement instills a belief in the child’s ability to succeed academically, directly impacting self-esteem and future aspirations. Additionally, social guidance helps children navigate relationships, develop empathy, and build trust in others—all critical components for lifelong success and resilience. At BBBS, 91% of our Littles reported feeling a strong sense of belonging among peers, and 93% plan to graduate high school and attend college.

My Personal Experience

This image depicts my first picture with Shae. We are on the playground and smiling — Image 2: This is the first picture Shae and I took together. When we were playing on the school’s playground she asked to take a selfie. (Shae’s parent authorized authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

I completed an initiation process with BBBS, including a background check, references, an interview, and training. Once everything was in order, I was paired up with Shae.

On that first day, I was filled with a mix of nerves and uncertainty. As I sat in my car, I couldn’t help but wonder, did I do a good job? Does she even like me? However, after a reassuring conversation with my match support coordinator at BBBS, I realized that my experience was not unique. I needed to stay strong and committed to my work, and with time, I would earn Shae’s trust.

Week by week, with each visit, coloring activity, game, and snack, Shae started to warm up to me. She slowly took down her barriers, starting by looking into my eyes. Then, she responded to my questions with yes or no answers and later in complete sentences.

The day Shae started asking me questions about my life, I was overwhelmed with joy. My Little took the lead, instructing me to ask her a question, and then she would reciprocate. We engaged in a lively back-and-forth for almost an hour. It was at that moment that I truly felt our bond had formed. Despite the three-month journey to reach this point, the reward was immeasurable.

Over the next year, Shae opened up, and we formed a close friendship. When the new school year began, her third-grade teacher said they were starting a new school-wide program, and I could only visit my Little during restricted time periods. Finding the perfect time to visit her was difficult with my already packed schedule. Somedays, upon arrival at the elementary school, the secretary would inform me that her mother did not bring her in that day. Somedays, when I brought Shae to the multipurpose room, they were holding a conference, and I could not bring her to the playground because another class was using it. At one point, the school completely repurposed the multipurpose room, and I could only visit on the days the school counselor was not using her office. For the next two months, I was not able to meet with Shae due to the problems with the resource-poor school. Therefore, I requested to transfer to BBBS’s community program, where I could bring Shae to my home. Through this program, I can engage in even more exciting activities with her that she normally wouldn’t be able to do at her home or school. She loves to bake, so we’ve made just about everything from cupcakes and cookies to homemade ice cream and caramel apples.

In this image, Shae is eating a candy apple she insisted would taste better if it was dyed blue — Image 3: This image depicts Shae eating a candy apple that she insisted would taste better if it was dyed blue. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

I have been with Shae for almost four years now and have seen dramatic changes in her behavior and demeanor. She is prone to emotional outbursts, especially if she is losing a game. But, while she hasn’t completely lost this behavior, I have noticed differences over time. For example, last week, when we were playing Roblox, she became frustrated because the game started before she could finish getting ready. I started to calm her down, but before I could say a word, she said, “It’s okay because I will still have fun.” This brought tears to my eyes because she used my exact phrasing to self-soothe. I have also noticed an improvement in Shae’s communication and ability to express her needs. She now verbally expresses her emotions to me instead of becoming withdrawn or aggressive.

The Effects of Youth Mentoring

Youth mentoring can play a transformative role in the lives of children who have experienced ACEs. These children often lack consistent, supportive relationships with adults. A mentor provides a stable, caring figure who models positive behavior, emotional regulation, and healthy decision-making. Studies show that mentors offer critical emotional support, which can counterbalance the effects of past trauma by reducing feelings of isolation and promoting a sense of belonging. For instance, a meta-analysis on youth mentoring found that children with mentors exhibit better psychological adjustment and emotional well-being than their non-mentored peers.

According to Harvard’s Center on the Developing Child, “The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult.” Through mentorship, children are exposed to new coping strategies and problem-solving skills vital for resilience. Mentors can guide mentees in identifying their strengths, expressing emotions healthily, and navigating challenges. For children facing stressors, learning to manage emotions and reframe experiences can reduce anxiety, depression, and the likelihood of developing mental health disorders. Coping mechanisms gained through mentoring contribute to a child’s adaptability and perseverance in the face of adversity.

Children with ACEs are more likely to engage in risky behaviors as a coping mechanism. Mentoring relationships offer an alternative by providing a positive outlet and reducing the likelihood of substance abuse, delinquency, and violence. Mentors provide accountability and serve as advocates for healthier choices, which contributes to improved quality of life and fewer risk factors associated with ACEs.

In this picture, Shae and I are sitting in my car and she asked me to take a picture of her trying on my sunglasses. — Image 4: This is the first time I took Shae to my apartment. We were sitting in my car, and she asked me to take a picture of her trying on my sunglasses. (Shae’s parent authorized to publish the picture by signing UAB’s media release form) Source: Natasha Fernandez

Conclusion

There is a profound sense of satisfaction that comes with watching someone grow and knowing that a part of your best self lives in that person. I continue to meet with Shae weekly, and while some days are challenging and draining, I wouldn’t trade my time with her for anything. The progress she has made fills me with a deep sense of pride and accomplishment. It doesn’t take a lot to make a change: just one hour a week and enough love to share.

The Aftermath of Hurricane Helene

In this image, people scramble to collect themselves as a storm hits — Image 1: People scrambling to collect themselves as a storm hits. Source: Yahoo Images

Overview of the Issue

A raft carries a crying girl as she desperately clings onto the last remaining threads of her former life; her puppy licks away her tears even as the rain replaces them. As the wind carries away her hoarse cries for her mother, a kind woman offers her a warm blanket and reassuring words.

This image depicts a girl sitting alone at the edge of the water — Image 2: This picture depicts a girl sitting alone at the edge of the water. Source: Yahoo Images

While this story is completely fictional, its core is based on reality. Due to Hurricane Helene, more than 375,000 households were displaced, and those were the lucky ones – the ones who survived. An AI-generated image currently circulating on the internet illustrates a girl in a raft holding her puppy and crying. It depicts the realities of many families that were impacted by Hurricane Helene. While the image itself is not real, thousands of people online are empathizing with it, claiming that they imagine the baby could be their own.

Hurricane Helene made landfall on September 26, 2024, near Perry, Florida, as a powerful Category 4 storm with winds reaching 140 mph; it then moved into Georgia with continued Category 2 winds the following day. Helene caused widespread devastation, particularly through Florida, Georgia, South Carolina, North Carolina, Tennessee, and Virginia. This led to severe flooding and significant landslides in the southern Appalachians, with wind damage and tornadoes reported in parts of the Carolinas. The overall impact included hundreds of fatalities, substantial property damage, power outages, and displacement of thousands of residents. The death toll exceeded 200, with many still unaccounted for as recovery efforts continue. The economic impact is estimated to be between $95 billion and $110 billion.

The Impact on Marginalized Communities

What this image doesn’t show is that not everyone is equally affected by these disasters. Natural disasters like Hurricane Helene have a disproportionate impact on marginalized communities due to pre-existing social, economic, and geographic vulnerabilities. These communities, including low-income groups, immigrants, people of color, and indigenous populations, frequently live in areas that are more susceptible to flooding, landslides, and other natural hazards due to less expensive land or poorer infrastructure. When disasters strike, the lack of resources such as savings, insurance, and access to emergency services makes recovery significantly more difficult. Additionally, disparities in disaster preparedness and access to information can hinder evacuation efforts, leaving these groups at higher risk of injury or death. Post-disaster, marginalized communities often face greater challenges in accessing relief aid, rebuilding homes, and recovering livelihoods, further exacerbating cycles of poverty and inequality. This uneven burden underscores the need for more equitable disaster preparedness and response strategies that address the specific needs of the most vulnerable populations.

In addition to the challenges faced by marginalized groups during natural disasters, Spanish-speaking and immigrant communities in South Florida are particularly vulnerable. These populations often experience language barriers that prevent them from accessing crucial information about evacuation orders, emergency services, and disaster relief efforts. Many rely on informal networks, which may not always provide timely or comprehensive updates. This can lead to delays in taking protective measures, putting lives at risk.

This image displays the wreckage a hurricane can leave in its wake — Image 3: The photo above displays the wreckage a hurricane can leave in its wake. Source: Yahoo Images

The large immigrant population in South Florida, including many undocumented individuals, may hesitate to seek assistance due to fears of immigration enforcement. This fear can prevent them from accessing shelters or applying for federal aid programs, such as those offered by the Federal Emergency Management Agency (FEMA), despite being in dire need. Additionally, many immigrants work in sectors that are highly vulnerable to the economic impacts of disasters, such as agriculture, hospitality, and construction. The destruction of agricultural land and small businesses not only leads to a loss of income but also leaves these communities with limited options for recovery, as many lack the financial safety nets or legal protections afforded to other workers.

Furthermore, the weakening of infrastructure and social order during a disaster increases risks of violence, exploitation, and trafficking, which can be especially dangerous for undocumented individuals and those without strong social safety nets. Without strong social support systems or the ability to navigate the bureaucratic processes of disaster recovery, these groups may be more susceptible to labor exploitation or abuse in their efforts to rebuild. These compounded vulnerabilities highlight the urgent need for targeted disaster response efforts that consider the specific needs of non-English-speaking and immigrant communities. Effective response includes offering bilingual communication, ensuring that relief services are accessible to all, regardless of immigration status, and providing economic support to help rebuild livelihoods and restore stability. By addressing these gaps, relief efforts can better serve these at-risk populations and work towards more equitable disaster recovery.

What is Being Done on Site

Government efforts have been widespread in disaster relief. On October 2, the U.S. Environmental Protection Agency (EPA) launched a website to provide resources and information about the EPA’s efforts to assist communities affected by Hurricane Helene. The EPA’s Hurricane Helene website is updated with real-time information on response and recovery efforts for communities most at risk. Another resource is provided by FEMA. Individuals living in areas designated as presidentially declared disaster zones can apply for aid, which may cover temporary housing, home repairs, and other essential needs like medical care and transportation. FEMA also supports infrastructure repairs for communities, such as fixing roads and utilities, to restore access to critical services. These efforts aim to alleviate immediate hardships, promote recovery, and ensure that resources reach those most affected by the hurricane. To apply for assistance online, visit disasterassistance.gov.

Displayed is a flooded suburban neighborhood — Image 4: Depicted is a flooded suburban neighborhood. Source: Yahoo Images

The International Economic Development Council (IEDC) has been involved in coordinating international aid and economic recovery efforts in the aftermath of Hurricane Helene. Their role primarily includes facilitating the mobilization of funds and support from international donors to help rebuild critical infrastructure, restore economic stability, and support affected communities. This involves working closely with other global organizations and governments to ensure that economic relief is efficiently distributed and reaches the communities most in need.

The IEC’s efforts complement domestic recovery measures, such as those led by FEMA and other federal agencies, by focusing on broader economic recovery. This includes addressing disruptions in trade, ensuring the stability of financial markets, and providing support for small businesses and agricultural sectors that have suffered losses due to the hurricane. Their involvement helps to bolster the financial resources available for recovery, contributing to a more robust response to the economic challenges that follow such large-scale natural disasters.

In addition to government efforts, many humanitarian groups are also on-site to help with harm reduction. Private organizations such as Greater Good Charities have been on site and have already “deployed 48 truckloads of assistance, millions of dollars in aid, including food, water, hygiene products, and pet vaccines, with many more trucks of aid on the way.”

The above image shows hurricane victims being rescued on rafts by a humanitarian group. In the first raft, a family of 7 paddles to safety while behind it, the second raft holds 4 flood victims — Image 5: The above image shows hurricane victims being rescued by a humanitarian group. Source: Yahoo Images

The American Red Cross is actively involved in assisting people affected by Hurricane Helene through its reunification services. This support is particularly crucial for those separated from loved ones during evacuation and rescue efforts. The Red Cross’s assistance includes tools and resources to help individuals reconnect with family and friends who may have been displaced or gone missing due to the storm.

Their services involve a dedicated online platform where people can register themselves as “safe and well” or search for information on missing relatives. This system allows both evacuees and those searching for them to exchange information, offering a vital means of communication when traditional lines might be disrupted due to infrastructure damage. The Red Cross also collaborates with local shelters and emergency services to ensure displaced individuals are accounted for and can be reached by family members.

Some businesses have adapted their operations to focus on disaster relief in the aftermath of natural disasters. For example, National Coating Inc. shifted its services during Hurricane Helene to support communities affected by the storm by rescuing stranded families and providing supplies to unreachable locations. The CEO, Zeb Hadley, started these rescue missions when he discovered a baby was born right before Helene struck and was in an unreachable area. He personally flew his private helicopter for 60 hours searching for the trapped baby and its family, and he arrived just in time. Paramedics documented that the baby was blue upon arrival, and they were able to stabilize it with oxygen.

Companies like National Coating Inc. exemplify the true spirit of corporate responsibility. They step up in times of crisis, using their expertise and resources for relief work. This commitment enables them to supply specialized equipment, personnel, and services crucial for recovery efforts in disaster-stricken areas.

This trend of businesses reframing their services to contribute to disaster relief can significantly improve the speed and effectiveness of recovery efforts, especially when public and nonprofit resources are stretched thin. It reflects a broader effort where companies leverage their skills and infrastructure to support both immediate needs and longer-term rebuilding initiatives. Such efforts complement those of humanitarian organizations and government agencies, creating a more collaborative approach to disaster relief and recovery.

Conclusion

In the wake of natural disasters like Hurricane Helene, marginalized communities face heightened vulnerabilities that can complicate their recovery and survival. Pre-existing economic and social inequalities, language barriers, and fear of seeking assistance make them more susceptible to prolonged displacement, loss of livelihoods, and even risks of exploitation and trafficking as social order deteriorates. As climate change worsens and the predicted severity of storms increases, this story is destined to repeat itself, and its impacts will be amplified. Addressing these disparities requires a concerted effort from government agencies, international organizations, businesses, and local relief efforts to ensure that disaster responses are inclusive and adequately address the specific needs of these vulnerable populations. Prioritizing equitable aid distribution and protection measures can help mitigate the adverse effects of disasters and support a more just recovery for all affected communities.