Category: Children’s Rights

Child Soldiers in Northeast Syria

Exposure to warfare at a young age has been associated with distress that does not easily wither away. This correlation can be seen in the reality of many children as young as 12 years old in the autonomous northeastern region of Syria. The region is governed by the Kurdish Autonomous Administration of North and East Syria (AANES) and led by its active military wing, the Syrian Democratic Forces (SDF). Under the SDF control are various organizations such as the unarmed Kurdish youth group, Revolutionary Youth Movement, or, as referred to by the locals, Tevgera Ciwanên Şoreşger. Since late 2020, the members have stopped hosting intellectual and networking events and rather directed focus onto military enlistment. Consequently, for years, the group has become a prominent player in the sudden recruitment of child soldiers in Syria whilst holding the claim that the voluntary consent of each child is collected prior to placement in their educational training programs. However, several international organizations have reported the Revolutionary Youth Movement for unsolicited recruitment of children from Syrian regions within and outside of the AANES control with fraud claims of offering educational courses, in addition to coercion. 

Map illustrating the geographic divisions of control in Syria.
Image 1: Map illustrating the geographic divisions of control in Syria. | Source: Yahoo Images

Speculated Training Procedures  

Initial recruitment by the Revolutionary Youth Movement has been speculated to have a direct method with young teenage members approaching children in public settings, building trust, and inviting them for educational lectures with the intention of luring them into joining military positions. A Syrian human rights researcher, in an interview conducted by Human Rights Watch, shared that following recruitment, children are put through dogmatic training and then transferred for integration into a selected armed group. The researcher expands to note that some children receive supplementary training on utilizing force and violence from the Kurdistan Workers’ Party (PKK), an armed group based in Turkey and Iraq, in the Qandil Mountains. When the Human Rights Watch team directly asked the PPK regarding the matter, they denied the observed reports of child recruitment, denied having any relations with the Syrian youth movements, and emphasized their objective to comply with the regulations of the Geneva Convention, integral international treaties that maintain the moral boundaries of warfare. In contrast, the statement of the researcher has been supported by references made in a Danish federal agency report, the Centre for Documentation and Counter Extremism, of sighted training camps for indoctrinated children in the Qandil or Sinjar Mountains of Iraq. Another supporting document identified is the U.S. State Department Trafficking in Persons report, which notes observations of the Revolutionary Youth Movement coercing children to undergo military training in the Qandil mountains. Both reports are from 2024. 

A child dressed in camouflage and holding a rifle in Syria.
Image 2: A child dressed in camouflage and holding a rifle in Syria. | Source: Yahoo Images

Direct Accounts  

Several sources have collected direct stories from families who have had their children taken away. In interviews conducted by Human Rights Watch, almost all families note that their children left home one day and have not been seen since. Following the initial disappearance, many searched and raised questions until eventually told through acquaintances or direct but anonymous calls with Revolutionary Youth Movement members about their child’s recruitment. Some families remark their children being used as support against Turkish intrusions in the AANES-controlled region, but not all know where their children are. 

The father of a missing 14-year-old daughter received a call offering him to see his daughter if he made a recording affirming his daughter’s recruitment was voluntary. The man denied the offer, and with over a year having passed, he has yet to see his child. It is worth noting that the father recalled his daughter communicating with a member of the group over Facebook Messenger prior to her disappearance.  

In another instance, a daughter was returned to her mother in Qamishli after her recruitment. However, soon after, the child received a phone call, which seemed to frighten her and led to her leaving again. The daughter did not share any details of her time with the group and has yet to return. 

Even after filing reports to the SDF and the Children Protection Office, families have been unsuccessful at bringing their children back home. As a result, devastated families experiencing the forced loss of their children, accompanied by distraught emotions and the realization that there is little that can be done, continue to occur in Syria. This struggle is further strengthened by the lack of communication and lack of certainty in knowing whether your child is safe, sleeping well, eating well, or even alive. 

Physical and Psychological Impacts on Children 

As this article began, the impacts of warfare exposure can be significantly detrimental in childhood. Testimonies of released children, by the Syria Justice and Accountability Center, discuss experiences of being imprisoned and beaten by trainers for disciplinary purposes. Such physical acts can lead to fright and fear being reinforced in the children again and again. Beyond physical harm, the psychological trauma of being a child soldier on one’s mental health is just as prevalent. Children being actively removed from their homes, schools, and societies with the loss of all contact results in the collapse of their social support systems and a reduced ability for social integration. Furthermore, young children must bear witness to violence and become vulnerable to the lasting effects of elevated distress and dysfunction in place of a time intended for their cognitive, behavioral, and social development. 

Legal Violations

Another facet of the matter is through the legal lens that regulates and raises questions of ethics. To begin with, the International Humanitarian Law, a globally applicable set of expectations, protects child well-being by preventing the recruitment or use of children as soldiers under the age of 15 in conflicts. Such young recruitment for armed support is further prohibited by the Rome Statute and is punishable by the International Criminal Court as a war crime. Syria does not fall under obligations to follow the Rome Statute, but if the UN Security Council were to report its concern to the ICC Office of the Prosecutor, this requirement would be considered a violation.  

Photo of Rt. Hon. Lamberto Dini, Italian Minister of Foreign Affairs, signing the Rome Statute at the 1988 Rome Conference.
Image 3: Photo of Rt. Hon. Lamberto Dini, Italian Minister of Foreign Affairs, signed the Rome Statute at the 1988 Rome Conference. | Source: Yahoo Images

Bringing a domestic focus on the country and region, in 2019, SDF signed an Action Plan with the UN requiring them to not only end all acts and support of military recruitment of children but also create protective and disciplinary measures in place to disincentivize such acts. However, in contrast to anticipated compliance, verified cases of child recruitment in NE Syria have remained steady, with a peak of 637 cases in 2022, and are yet to wither. Another legal defiance is of the Democratic Autonomous Administration of North and East Syrian Region (DAANES’) Social Contract, the 2023 version of the original “Charter of the Social Contract of Rojava,” which was created after the rejection of centralized governance that autonomized the northern Syrian region. Among the new 134 articles, the English translation of Article 55 states, “Children’s rights are protected, and the use of violence against them, their employment, exploitation, and recruitment are prohibited. This is regulated by law”. 

With such legal expectations and obligations, SDF has emphasized a commitment to putting efforts towards ending all child recruitment in the region. However, the contrary continuation of recruitment activities may be due to the groups being directly intertwined with the political and military hierarchies of the AANES and SDF control. This is supported by the fact that the primary transfer of the children to armed groups is to the People’s Protection Unit (YPG) and its associated branch for women, the Women’s Protection Units (YPJ), both of which are branches housed under the SDF.  

A young female soldier of the YPJ group branch dressed in camouflage with a rifle on her shoulder.
Image 4: A young female soldier of the YPJ group branch dressed in camouflage with a rifle on her shoulder. | Source: Yahoo Images

Action Steps 

It is important to realize that the situation in Syria is not a matter of concern for just the region but rather a matter requiring fulfillment of global duties and human rights. The acts of the SDF risk the physical well-being of children today as well as the social, financial, and psychological well-being of their futures. 

Therefore, with legal and moral obligations present, it crucially falls onto international bodies and organizations to become actively involved in the protection of the Syrian children who are having childhoods and playtimes be replaced with training camps and military weapons. Such actions can be reported to the ICC Office of the Prosecutor, decisions taken against violations of SDF obligations to existing policies, or changes in regulatory practices.  

From a public perspective, advocacy for active progression towards solutions, support for organizations already involved in fighting child recruitment, and the spread of awareness of the devastating reality of Syrian families are all factors that have the power to play critical roles in protecting the children of Syria.

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.

American Psychiatric Abuses: Residential Treatment Facilities

Content warning: this blog will include mentions of child abuse, child self-harm, child suicide, and child sexual abuse.

Psychiatric Residential Treatment Facilities (PRTFs) are in-patient institutions that provide inpatient psychiatric care to people under the age of 21. They are a common form of short-term psychiatric care for young people. Children do not choose to be committed to these facilities, and they do not want to be. Two children said they were being treated like animals. Many said, “I don’t feel safe.”

Physical Abuse 

Children in PRTFs are extremely vulnerable due to both psychiatric issues and the nature of living in institutionalized care. Facilities are often understaffed, leading to minimal supervision and increased opportunities for abuse – by staff and other children.

 

A former child group home resident and his mother.
Image 1: A former child group home resident and his mother. Source: Yahoo Images

Staff members at PRTFs have frequent opportunities to abuse their charges. A staff member at Cumberland Hospital in Virginia “poured scalding water on a non-verbal 16-year-old.” An 11-year-old boy from Arkansas was pushed down, had his hair pulled, and had a staff member place her foot in his back. A staff member at Devereaux Brandywine in Pennsylvania was found guilty of assault after she “punched and kicked a 14-year-old in the head, face, and body until the child was unconscious.” In December 2023, a staff member at a facility in Arkansas told a police officer, “I went in there, and I basically twisted his ear real hard in order to get him off the bed, which we’re not supposed to touch them.” A staffer at a facility in South Carolina “hit the child twice, including punching the child in the head.” At a Devereux facility in Viera, Florida, a staff member hit a boy on his neck, leaving marks. It is sad that state governments pay pay thousands of dollars daily for children to be abused by their caretakers.

Further, due to apathy and unawareness from staff, children are also able to abuse other children in PRTFs. At Riverside Hospital in Virginia, a child was “repeatedly stabbed by another child.” At North Star Behavioral Health in Alaska, after two children were accidentally placed in seclusion together, one child gave the other a bloody nose. At the same Alaska facility, a child was “punched, slapped in the eye, and kicked by other children.”

None of these instances of abuse were reported to the children’s guardians in a timely manner. Some parents were never notified.

Sexual Abuse 

A caregiver at Lighthouse Care Center of Augusta, in Augusta, Georgia, was arrested and convicted of child molestation. An employee at a facility in Alabama was sentenced after sexually abusing a 13-year-old boy she should have been caring for. A man working at a facility in Chicago was charged with three counts after sexually assaulting minors in his care. A Utah man pled guilty to sexually abusing three male students at a residential school he worked at.

Staff members also allow sexual abuse to occur between children. At Devereux Brandywine in Pennsylvania, a 13-year-old boy asked not to be placed in a room with an older boy he was afraid of. They were placed as roommates, and “the older boy forced the younger child to perform oral sex on him on three successive nights in a walk-in closet.” This is one of many equally disturbing instances of staff enabling sexual abuse at facilities. One facility in New Mexico closed partially due to “the unchecked spread of HIV among patients” – something that brings to mind the hepatitis experiments of the 1950s, 1960s, and 1970s at Willowbrook State School, an infamous institution in New York.

A postcard from Willowbrook State School.
Image 2: A postcard from Willowbrook State School. Source: Yahoo Images

Neglect and Unsafe Environments 

Staff at PRTFs are often unable or unwilling to prevent children from harming themselves. Disability Rights Arkansas, the Protection & Advocacy Agency for Arkansas, reported that one girl “still had access to items to cut her arms. There were numerous new scars over her old scars.” The staff did not care. Another child at the same facility said that she had “used the second stall [with cracked and sharp shower tiles] to self-harm.” The staff did not care. If they had, the children in their care would be safe. A child at Palmetto Pines Behavioral Health in South Carolina “barricaded themselves inside of his suicide watch room…[and] used the plastics piece to cut his neck in an attempt to kill himself, but it was not sharp enough.” The staff did not care. A child at Provo Canyon School in Utah “caused personal injury during self-harm, with wounds that were one and two inches in length… through the fatty tissue.” At Oak Plains Academy in Tennessee, two 15-year-olds overdosed on Benadryl. The mother of one of them said, “I’ll never see her again; I just want justice for her; I just want her story told. And I want – I never want this to happen again to anyone.”

A box of Benadryl.
Image 3: A box of Benadryl. Source: Yahoo Images

Minority Children 

Children who are also members of minoritized groups, especially children of color and LGBTQIA+ children, have even greater difficulties in PRTFs.

According to a Senate report, “[T]he longer an RTF stay, the longer a child is at risk of exposure to harms, including the use of restraints and seclusion, physical and sexual abuse, insufficient education, and substandard living conditions. This risk is heightened for children of color, LGBTQIA+ youth, and children with I/DD (intellectual/developmental disabilities) who are most likely to live in these settings.” Black children are 35% more likely than white children to be placed in institutionalized care facilities.

Cornelius Frederick, a 16-year-old Black boy from Michigan, was killed at a facility in Kalamazoo, Michigan, in April 2020. Seven male staff members restrained Frederick for 12 minutes. The medical examiner ruled his death a homicide – asphyxiation.

In 2018, a gay 16-year-old was attacked while residing at St. John’s Academy, a Sequel facility in Florida. His attacker told him that he “didn’t want a fa***t in the pod.” Disability Rights Washington reported that two “crisis plans” for children residing at PRTFs used incorrect gendered pronouns when referring to the child. In 2020, two transgender girls resided at Sequel Courtland in Courtland, Alabama – a boys’ facility. One girl was being stalked by other residents. She did not feel safe.

Further Information 

For further reading about the kinds of abuses that go on in these facilities, consider reading a blog I wrote in April about group homes. You can also reach out to local representatives about ending or reducing out-of-state institutionalizations, which are harder to investigate than in-state institutions.

The Unrest in Haiti: Country in Crisis

By Jayla S. Carr

Political History

Haitis political challenges can be traced back to its revolutionary past. Following independence, the country faced the daunting task of establishing a functional government amid the ruins of colonial rule. The unmountable debt given to the Country of Haiti from its former colonial power, France, coupled with internal power struggles, set the stage for a volatile political environment that persists.

Haiti has a long history of corrupt leaders, the most notorious of whom were Francois Duvalier, also known as Papa Doc, and his son Jean Claude-Duvalier (Baby Doc), who ruled the country from the 1950s to the 1980s. The Duvalier family was known for its extravagant spending and mishandling of Haiti’s funds. Their regime was characterized by authoritarianism and totalitarian rule, and they used techniques such as extortion, repression, and embezzlement of government funds to maintain their grip on power.

Following the reign of the Duvaliers in Haiti, the country became even more susceptible to natural disasters, especially earthquakes and hurricanes, which further increased its economic vulnerabilities. The devastating earthquake that occurred in 2010 drew attention to the precariousness of Haiti’s infrastructure, leading to widespread destruction and loss of life. The subsequent challenges in rebuilding efforts imposed additional strain on the nations already fragile economy, further impeding its capacity to provide essential services and support its citizens. The earthquake has left many citizens, even years later, without stable housing or work.

Since then, Haitis government has experienced numerous periods of political instability, marked by changes in leadership, coup d’états, and challenges to governance structures. Frequent government changes have hindered the establishment of long-term policies and sustainable development initiatives.

Armed soldiers running away from protestors
Armed soldiers running away from protestors. Credit: Richard Pierrin/Getty Images

Present Crisis

Civil unrest was ignited in Haiti in 2018 when the government announced its intention to eliminate fuel subsidies. The situation was further exacerbated by several contributing factors, including the misuse of loans from Venezuela, social inequality, substandard living conditions, and, well into 2020, the poor management of the COVID-19 pandemic. President Jovenel Moïse faced criticism for seeking to extend his term amid allegations of police brutality, human rights abuses, and violence against protesters. Following Moïses assassination in 2021, the country’s period of crisis has only been exacerbated.

The country has been overrun with gangs and has excelled to new levels, with the gangs taking over and now moving into the country capital, Port Au Prince, a prison near the country capital, and letting out 4,000 prisoners. Many of the country cities were already not safe due to brutal violence such as sexual assault and killings happening daily. Two hundred thousand plus citizens have been displaced from their homes due to the escalating violence. Haiti is home to over 4 million citizens, but the number of police in the country is around 13,000. This massive imbalance of police to citizens has made it very hard for Haitis Political Officials to establish any order within the country.

A white building with domed roofs and a green gate
A white building with domed roofs and a green gate. Credit: Wikipedia

State of Emergency

Haiti declared a State of Emergency on March 3rd, The United States evacuated its Embassy, and the Regional leaders of the Caribbean Community and Common Market (CARICOM) held an emergency summit to discuss the Haiti crisis and establish a framework for a stable political transition. Furthermore, the President of Guyana, Irfaan Ali, commented on the meeting and let it be known that at the summit, plans were agreed upon to create a 7 to 9-member transitional government comprised of Haiti’s major political parties. The council will be in place and responsible for selecting a new prime minister. Recently, According to NBC News, the council has stated that its creation is almost complete. The group hopes to restore Haiti and put it back on the path to legitimate democracy.

According to Al Jazeera, over 200 gangs are operating in Haiti, with two of the most extensive coalitions claiming Port-Au-Prince as their territory. The most infamous and the one who is making news waves is the leader Jimmy “Barbecue” Cherizer of the G9 gang, a former Haiti police officer who has been pushing for the resignation of Haiti Prime Minister Ariel Henry, whom former President Moise appointed. As of March 12, 2024, at the height of the violence and within days of the country calling for a state of emergency, Prime Minister Ariel Henry announced that he would be stepping down and “leave immediately after the inauguration of a new council.” However, Jimmy Barbecue does not like the idea and will resist the implementation unless he is given a seat at the council table. He has stated that the corruption of the “traditional politicians” has not done Haiti any good and are the ones “damaging the country.”

Since the state of emergency was announced the United Nations has estimated that 53,000 Haitians have fled the capital of Port-Au-Prince in March. Also, 1.64 million men, women, and children are facing severe acute malnutrition due to the rise of gang violence has only exacerbated the crisis.  The percentage of those who rely on humanitarian aide for food has only increased. Before the crisis, Haiti’s urban and rural communities had long relied on their city and town markets, which are sustained mainly by the work of Madan Saras, the women of Haiti who buy, distribute, and sell food and other essentials in these markets, serving as the lifeline of the communities. Still, unfortunately, they have become targets for gang violence, especially in recent times. The gangs seek to assert their power over the towns, and thus, the markets have become a hotbed of criminal activity, which has contributed to the decimation of Haiti’s economy. This is just one example among many of the challenges the people of Haiti face.

A group of people holding a flag
A group of people holding a flag. Credit: Guerinault Louis / Anadolu via Getty Images

Path of Uncertainty

Still, despite the council’s creation, a finalized plan has yet to be developed to assure Haiti and its citizens of a peaceful and stable environment. Kenya’s plans to assist the country and bring in military aid have been stalled, and the country’s future is uncertain. The government has been distressed for many years, and the plan to restore stability will require continued effort.

Several organizations are assisting the people of Haiti in the amid unrest. Here are a few of them:

Hope for Haiti Foundation

Hands up for Haiti

Global Giving has information about several ongoing projects in Haiti aimed at assisting citizens.

Group Homes for People with Disabilities are Harbors for Abuse

By James DeLano

“I don’t feel safe here.” 

That statement was uttered repeatedly in interviews performed by the Alabama Disabilities Advocacy Program (ADAP) with residents of Sequel Courtland, a psychiatric group home for boys in Courtland, AL. The residents of the home reported consistent patterns of abuse. One boy “reported witnessing a staff member lifting another resident up by the throat and slamming him to the floor.” Multiple boys reported being slammed into the ground and not being allowed to receive medical attention.

Three people standing outside the door of a group home
Group homes often house only a few people. Source: Yahoo Images

Sequel Courtland is a facility for boys. At the time the letter was sent in July 2020, there were “at least two transgender girls inappropriately placed at Courtland,” one of whom reported that she “is constantly touched, smacked on the butt” and that “they [other residents] try to watch me dress.” 

At a Sequel facility in Owens Cross Roads that was part of the same investigation, “male staff repeatedly enter girls’ bedrooms and put them in violent containments.” At the same facility, residents were frequently ordered to sleep in common areas rather than in their bedrooms as a punishment. Staff also failed to report or make any attempt to prevent suicide attempts. 

Sequel Montgomery practiced “Group Ignorance” as a punishment. Group Ignorance, or GI, involved staff and other residents completely ignoring the person being punished. The isolated person was unable to interact with peers in any way; just being within ten feet of another resident would be considered a violation. The facility’s then-current guidelines read that “They can participate with peers only during direct billable services—BLS and therapist-led group therapy.” One resident reported attempting suicide specifically because of the stress of being isolated under GI. 

Sequel Tuskegee utilized a “time-out room” for up to days at a time as a means of controlling residents. There was no mattress present in the room; boys were required to move the mat from their bedroom into the confinement area. It also lacked a toilet or sink. Because of that, residents were forced to either try – and often fail – to gain staff’s attention to use the restroom or, failing that, “urinate in the corner of the room and clean it up later.” 

A Sequel group home in Ohio was also investigated by that state’s protection & advocacy (P&A) agency,  Disability Rights Ohio. They reported that one of the children living at that home told them he was “Put in a hold so strong that it almost broke my arm; they kept holding me tighter and tighter; my hands and arms were tingling and going numb.” Another said, “I don’t feel safe.” 

Abusive group homes are not exclusive to Sequel. Group homes are often abusive, no matter what company owns them. 

At a residential facility called Canyon Hills Treatment Facility in North Carolina, “at least one-third of residents lost weight after they were admitted for treatment.” Canyon Hills’ residents were children who should still have been growing. When residents asked for more food, their portions were cut even further. At another facility in North Carolina called Anderson Health Services, “Ten staffers at this facility have been charged with child abuse since 2017.”

At a group home in California, a woman with severe autism often went out on rides in the home’s van. She occasionally tried to stand up, after which “the staff member driving would slam on the brakes and, like, brake check her.” That practice caused bruises. The same woman, who had harmed herself in the past, was frequently left alone and unsupervised, during which time she banged her head into the wall, leaving large holes in the process. 

Neglect in Group Homes 

Many group homes are chronically understaffed. That, along with low pay and a lack of care from and proper training for staff, collectively leads to preventable injuries and death. 

A woman choked to death at a New Jersey group home in 2017. She was unable to swallow large pieces of food; everything needed to be in small pieces, and she required supervision while eating. Two years prior, she had been taken to the hospital after choking on a bagel – an incident her family was never told about. 

As a result of poor staffing, a resident of an Oklahoma group home named Terry Brown was strangled by his roommate. There was only one staff member on duty; when she intervened, she was attacked as well and “watched Terry’s body turn purple, go limp and fall lifeless.” At a group home owned by the same company, a resident drowned in 2011 on an outing. He was supposed to be wearing a life jacket. When he died, there was no life jacket for him to wear. 

One Texas caregiver worked for almost 70 hours straight while caring for two disabled women; her only breaks were a short nap and a trip to run errands. She is the only caregiver for two women who require constant care and supervision. She was clocked in from 8:16 Tuesday morning to 10:08 Friday morning, and only four hours after clocking out she returned for another 19-hour shift. She said that, “I’m always here. The only thing I do for fun — besides sleep — is go to church, read my Bible, hang out with my family.” The only occasional help she has comes from equally understaffed and exhausted workers at other group homes. For her work – providing constant, necessary care to two people – she makes $9 per hour, which is a wage that is not uncommonly low and serves as one of many reasons group homes are so often neglectful.

At the previously mentioned Sequel group home in Courtland, Alabama, ADAP investigators found blood and feces on windows and floors. The same investigation had residents report insufficient and inadequate food and water, nonexistent education and medical treatment, and that “there’s mold in the showers, and rats and roaches in our bedrooms and the hallway.” 

Physical and Chemical Restraint 

Mental healthcare professionals generally agree that restraining someone who is in crisis only makes things worse. Many group homes do it anyway.

As part of the previously mentioned investigation into Sequel facilities in Alabama, numerous instances of inappropriate restraint were reported. A report compiling the results of several investigations by various state Protection & Advocacy Agencies (P&As) reads about an Alabama group home, “One boy described his head being caught on a nail in the wall during a restraint; another said he was picked up and slammed on his stomach onto the concrete. A boy who had visible gashes to his head said that facility staff had slammed him against a wall the previous night.” 

In 2020, a 16-year-old boy was physically restrained by several staff members at a Sequel facility in Kalamazoo, Michigan, for twelve minutes. They used their body weight to restrain his torso and legs. He died two days later due to being asphyxiated while he was restrained. His name was Cornelius Frederick. In the 18 months preceding his death, emergency services visited the facility 237 times. 

A group home in Carlton Palms, Florida has yet another pattern of restraints being used. Those restraints include cuffs, residents being strapped to chairs or being tied down, and straitjackets. These restraints directly cause physical harm – broken bones, bruises, and broken teeth, to name a few. 

A box of Seroquel in front of a laptop.
A box of Seroquel in front of a laptop. Source: Wikimedia Commons

Seroquel is an antipsychotic drug that is approved by the FDA to treat some severe mental illnesses. Seroquel does not have an immediate effect. It is not approved as a form of chemical restraint or as a treatment for insomnia or anger management, among other off-label uses, but that is what it has been marketed and used for. Disability Rights Tennessee, the P&A agency in Tennessee, reported that “In one facility, staff increased a child’s Seroquel dosage from 50 mg to 300 mg as an emergency intervention.” The same problems occurred in North Carolina; “staff had administered Seroquel numerous times to a child who did not have any diagnoses that would indicate use of antipsychotics.”

What Is Being Done? 

Several of the group homes mentioned above have shut down since investigations into them concluded, including some Sequel group homes. Sequel changed its homes’ names to Brighter Path due to the negative press. In other cases, states have stopped sending children to abusive group homes or, rarely, revoked their licenses. Other group homes, while not yet shut down, are no longer receiving new residents or are being downsized. 

Deadly Earthquake in Afghanistan Magnifies Gender Apartheid Under Taliban Control

by Delisha Valacheril
Image 1. Afghan Man standing in the rumble caused by an earthquake. Source: Flickr
Image 1. Afghan Man standing in the rumble caused by an earthquake. Source: Flickr

The ongoing humanitarian crises as a result of the Taliban, an Islamic fundamentalist group, regaining control of Afghanistan have been exacerbated since the devasting earthquake hit the country, with women and children bearing the brunt of the struggle. The Herat province has been shaken by two 6.3-magnitude earthquakes in just five days, with at least 1,482 people killed, another 2,100 have been injured, and an estimated 114,000 people need humanitarian assistance. The detrimental aftermath has been felt by everyone in the country, especially women and children, since they encompass 90% of those killed. With homes demolished and livelihoods lost, obtaining humanitarian aid is of the utmost importance. However, women across the country are struggling to gain assistance due to the numerous human rights violations against them in Afghanistan. Women and children are the most affected when natural disasters strike, but they are often the least considered in the response and recovery process. With the death toll mainly comprised of this vulnerable population coupled with the existing humanitarian crises, the situation in Afghanistan is grave for the young women and children survivors.

Image 2 Afghani Women fully covered in accordance with Taliban rule. Source Flickr.
Image 2 Afghani Women fully covered in accordance with Taliban rule. Source Flickr.

Humanitarian Crisis

It is not just women who are suffering under Taliban rule; everyone is. The UNDP reports that the Taliban’s rule has also erased the Afghans’ standards of life. Since the takeover, the economy has collapsed by up to 30%, and there have been an estimated 700,000 job losses. Over 90% of people have experienced food insecurity in one way or another. The situation in Afghanistan remains precarious and uncertain, and the earthquake has only exacerbated this.

To provide context for the Taliban’s gender apartheid in Afghanistan, a proper foundation must be laid. In 2021, after the US withdrew troops from Afghanistan, the extremist group rose to power and established itself as the sole authority. Since resuming their regime, they have implemented restrictive, discriminatory practices against women. Women have been banned from attending and tutoring at universities, women cannot work, and most girls cannot attend secondary school. These Taliban-imposed constraints have left women and girls increasingly confined to their homes, which is why they suffered the most from the natural disaster. Even when women are allowed to go outside, they must comply with the strictly enforced dress code that requires them to be fully covered, and on top of that, they must be accompanied by a male chaperone.

Image 3 Children in a refuge shelter in Afghanistan. Source Flickr.
Image 3 Children in a refuge shelter in Afghanistan. Source Flickr.

What’s Currently Going On

Considering the plight women have to endure under this restrictive government, it has been extremely difficult for aid to reach these vulnerable communities. An obstacle women must overcome to get relief is they must have a male relative’s tazkera, a national identity card. Since there is an absence of women working at the distribution center, many women cannot obtain humanitarian aid if they don’t have male relatives who can access it on their behalf. They also need to adorn the Islamic hijab so they can dress appropriately to access services and relief. This natural disaster has decimated homes, destroyed families, and left many to grieve their loss alone. How can the government discriminate and impose restrictions on who can receive aid in a time of crisis? After losing their husbands, fathers, and sons to this calamity, what are women supposed to do? Is there life meaningless without a male associated with it? Are they not worthy of aid from Afghanistan’s government?

Sonita Bahram, who is part of a team providing medical assistance to survivors, recounts the hardships women have had to withstand during these trying times. “I saw dozens of women and girls each day, and I can tell you that 99.9% of them were suffering from some sort of psychological trauma,” she said. Bahram narrates how women who have lost their homes, some of them their entire families, now have to work together to exist. Survivors seek refuge in the sea of tents that now stand in the rubble of Afghanistan’s towns and cities. Women are tying tattered blankets and even their headscarves to construct some semblance of privacy. On top of the mental stress and trauma that these women have had to endure from their daily home lives, these devasting earthquakes add significantly to their worries.

Significance

Conflict, food insecurity, drought, displacement, and poverty were already prevalent among the women and children of Afghanistan, but since the deadly earthquake, the government has continued to marginalize this group. The obstacles Afghani women have to overcome to receive aid are egregious; the treatment of women survivors has been abysmal, and they make up the majority of the fatalities. The humanitarian crisis involving women’s rights has been festering for a long time in the country, but this catastrophe has only inflated the concerns and hardships of the minority group. The severity of this issue has reached a global extent, with international relief centers and governments limiting humanitarian help to Afghanistan since the Taliban took power because of the government’s flagrant breaches of human rights, especially those committed against women and girls. This is harmful to the women and children of Afghanistan because they are the ones in dire need. It is important to support and donate to NGOs that are providing aid. UNICEF has launched a $20 million appeal to support 96,000 children affected by the earthquake. Life USA is pledging funds to provide emergency relief to the survivors. 2023 Afghanistan Earthquake Relief is also a great organization committed to doing beneficial work. By supporting these organizations, we can help the women and children of Afghanistan even if their government chooses not to.

 

 

Inequalities in America’s Foster Care System

by Caitlin Cerillo

This picture shows a child pulling a suitcase and standing on top of a cliff-like figure, which depicts the harsh reality of children being relocated in the foster care system.
This picture shows a child pulling a suitcase and standing on top of a cliff-like figure, which depicts the harsh reality of children being relocated in the foster care system. Source: Yahoo Images

Common Misconceptions

Foster care is typically seen as a temporary living arrangement for children who are vulnerable due to circumstances like conflict in the family or home or until they are permanently adopted into a family. However, this is not the case for the hundreds of thousands currently living in the system in the United States. The average amount of time a child stays in the foster care system is just over a year and a half, with about 30% remaining in the system past two years. Many are awaiting being reunited safely with their biological parents or a relative, as their reasoning for being put in the system could have been due to anything from a parent being hospitalized to a death in the family.

On the other hand, many do not have parents or family members that they can be reunited with. Many children in foster care are subject to harsh living conditions, being moved and relocated multiple times during their time in the system, aging out, and the heightened risks of experiencing abuse and malnutrition, just to name a few. Each of these conditions can be extremely harmful to one’s mental and physical well-being. An estimated 50% of young people in the system possess a higher likelihood, 2.5%, of developing mental health disorders compared to their non-involved counterparts. Intersections of race, gender, sexuality, age, ability, and more play a significant role in the experiences someone in the system may face, which will be discussed in this article.

Overrepresentation in Foster Care

One glaring issue regarding the United States foster care system includes the overrepresentation of children of color. Specifically, Black children are among one of the most overrepresented racial groups in the American foster care system. This poses a problem because Black children represent 23% of the foster care population yet only makeup 14% of the general population in regard to children, according to KIDS Count.

This can be attributed to the social and economic disparities that Black families face. Intersections between race and socioeconomic status contribute to the hardships many Black Americans face, such as barriers created by systemic racism and economic inequality that put them on unequal footing. Systemic racism—also referred to as institutionalized racism—means that practices and behaviors that uphold white supremacy are instilled in all aspects of society. Just to name a few, systemic racism can appear in healthcare, educational, criminal justice, and economic systems. Systemic racism has caused Black Americans to face inequalities when it comes to accessing quality education, equal job opportunities, and housing, which all play a role in overrepresentation in the foster care system. Due to these circumstances, Black children may be more likely to be placed into foster care.

Social workers are professionals whose role is to promote social welfare, advocate for disadvantaged populations, and aid people in overcoming the challenges they are going through. Foster care social workers deal with ensuring the well-being of individuals in foster care by conducting home visits, monitoring the health, security, and academic performance of the child, and consulting with other professionals the child may interact with, such as counselors, teachers, and medical professionals.

Implicit biases are preconceived notions that one can have towards a specific group, which affects the ways in which they interact and view that group. Unfortunately, implicit biases that can be held by social workers have also been attributed to the overrepresentation of Black children. These biases can have an influence on how the social worker may handle cases and lead to disproportionate numbers of Black families being investigated and, as a result, becoming involved in the foster care system.

So, what can be done to correct the implicit biases that may exist among foster care social workers? Implementing diversity within the hiring process can ensure an inclusive environment, which can challenge potential implicit biases. Similarly, policies that ensure inclusivity can foster a proactive decision-making process when dealing with biases. Implicit bias training could also be helpful and open the conversation to important topics like the importance of cultural competence, the impact of stereotypes and microaggressions, intersectionality, and ways to recognize and address implicit biases.

Overcrowding in the System

This picture shows a young girl holding a sign with the words "I've been in foster care for 1015 days..."
This picture shows a young girl holding a sign with the words “I’ve been in foster care for 1015 days…” Many children will stay in the system for over two years while awaiting permanent adoption. Source: Yahoo Images

While the number of children in the system has decreased within the last two decades, there are still hundreds of thousands of children who will likely age out. As a foster care child gets older, their likelihood of being adopted into a family decreases. Younger children are more desired among prospective families, with children who are nine or older being much less likely to be adopted, according to the North American Council on Adoptable Children.

An effect of overcrowding is aging out, which occurs when a foster care child turns 18 when they are “emancipated” or no longer granted the protections and resources given to them by the system. Over 23,000 young people age out annually in the United States, which can cause them to be homeless, less likely to have access to educational resources, and often have problems with the transition to adulthood. Additionally, they may become more predisposed to a higher risk of substance abuse and teen pregnancy

This infographic shows various statistics pertaining the circumstances of young people who age out of the foster care system.
Statistics on young people who age out in the foster care system, provided by National Foster Youth Institute. Source: Yahoo Images

Addressing the problem of overcrowding requires several actions: policy changes and reform, improvements in the system as a whole, and public awareness and advocacy. Allocating appropriate funds to the child welfare and foster care system can ensure equal access to mental health services, supply improved technological systems to keep accurate and efficient data, and offer support services for foster parents. Each of these can benefit all entities involved. Public awareness of the system’s overcrowding issue can help recruit more prospective foster families and individuals seeking to permanently adopt a child.

The Connection Between Abortion Bans and the Foster Care System

In June 2022, Americans saw an overturning of Roe v. Wade by the Supreme Court. Roe v. Wade was a landmark decision passed in 1973, which essentially granted the right to abortion across the country. The 2022 decision to strike down Roe v. Wade has had damaging effects on the already overcrowded foster care system. People who are pro-life and against the right to abortion will commonly use foster care as a proposed alternative to the abortion procedure. However, abortion restrictions have been found to cause a significant increase in the number of children who are put into the system, according to an analysis conducted by Harvard Medical School researchers. This results in more children having less of a chance of being adopted into permanent families and increases the number of people who will most likely age out in the system.

 

World Teacher’s Day: A Glimpse into the Persistent Opportunity Gap in America & How a Birmingham Startup is Trying to Close It

“I was always told that America is the land of the free, a land of opportunity. What no one told me was how difficult it was to achieve the American Dream itself. Perhaps that is why they call it a dream—realistic but out of reach. Every time you inch forward, you think you are getting closer to your goal when, in reality, you are getting closer to seeing your greatest hurdles with clarity.”

–Navin Mawani, my mother, an immigrant from Pakistan

Today, October 5th is World Teacher’s Day. Teachers are equivalent to front-line workers who continuously connect young people to opportunity in the forms of learning, employment, and emotional and physical health. So why are there policies in place that create opportunity gaps for teachers and students alike?  

I am a first-generation student in the United States, and I am fortunate that my family could afford to live in a zip code that did not discriminate against me. This article will expose you all to some information about opportunity gaps that prevent children from attaining a sufficient education and will speak about STRIVE Birmingham, an organization that is trying to mitigate the effects of social and economic policies that affect all people.  

A book and pen with leaves around it saying "World Teacher's Day"
A book and pen with leaves around it saying “World Teacher’s Day”; Source: Yahoo Images

 

The Problem 

In Birmingham and several other cities, the opportunity gap—the way social and economic factors result in lower rates of success in a variety of life aspirations—affects all people within society. I consider this limitation on opportunity to be a violation of the human right to attain an education and to sustain a livelihood. The Close the Gap Foundation defines this gap as “the way that uncontrollable life factors like race, language, economic, and family situations can contribute to lower rates of success in educational achievement, career prospects, and other life aspirations.” One example of an opportunity gap is the low reading proficiency among children in kindergarten to third grade within Birmingham City Schools. To combat this opportunity gap, the City of Birmingham established the Page Pals Reading Initiative, a volunteer opportunity for all to read and converse with third-graders at elementary schools.  

If the problem is starting as early as elementary school, there is a drastic need to close this gap. And if that is not convincing enough, these statistics do not lie: 

  • The Annie E. Casey Foundation’s 2012 study found that “while 6% of children who’ve never lived in poverty will drop out of high school, that number climbs to 22% for children who’ve lived in poverty, even temporarily during the time of the survey.” 
  • According to the U.S. Department of Education, high-poverty districts spend 15.6% less on each student than those in more affluent districts. This can result in less student retention, lower earning potential after graduation, and high poverty rates in adulthood. 
  • A 2020 survey by Global Strategy Group of college undergraduates revealed that 77% of students said they fear they will not be able to stay on track to graduate due to hardships caused by COVID-19. That is 3 in 4 college students fearing failure. 
A group of children smiling and hugging one another.
A group of children smiling and hugging one another; Source: Yahoo Images

 

What Creates These Opportunity Gaps?

Unfortunately, there are several factors that contribute to creating and encouraging opportunity gaps. As per the Learning Policy Institute, “these inequities result from growing income inequality over the past three decades and the failure of many states to invest equitably in schools that serve a diverse student population.” Providing equitable access to deeper learning opportunities is perhaps the major challenge of 21st-century education in the United States.

You might be asking yourself what does income inequality have to do with public education and opportunity gaps? According to extensive research conducted by the Economic Policy Institute, a child’s social class is “one of the most significant predictors—if not the single most significant predictor—of their educational success.” Socioeconomic gaps that originated in the 1980s still affect children today. Income inequality has not been reduced, which has kept the educational growth of multiple children stagnant and has widened the opportunity gap.

A person standing in front of a wall of a arrow
A person standing in front of a wall of a arrow; Source: Yahoo Images

 

Income inequality is also dictated by where you live. In a New York Times article in the “America We Need” series, multiple teachers from varying cities in the United States attest to how the opportunity gap is promoted by place of residence, starting with “pollution and the stresses of poverty and [extending] to economic segregation and inadequate school funding.” Not only do teachers have to work within these structural inequities that impede many students from achieving their potential, but they also have to accommodate their way of teaching and communicating knowledge in a way that gives the students the extra boost they need.

And the teachers are right: zip codes have too much influence on the success of students, who are the future leaders, innovators, and entrepreneurs of our world. So why is it okay for nonwhite school districts to get $23 billion less than white districts, despite saving the same number of students? Let me help you out here. It is not. It is unfortunate that even after landmark cases like Brown v. Board of Education (1954), racial and economic segregation created by gerrymandered school district boundaries continues to divide our communities and robs children of their right to a satisfactory education that helps them advance in life.

 

How is STRIVE Birmingham Helping Close this Opportunity Gap?

STRIVE Birmingham is a startup established in June 2023 that aims to bridge the opportunity gap by building a workforce and lifelong relationships. It helps those facing the toughest societal barriers to employment be able to access the training and support they need to build a career and escape social stratification.

STRIVE serves 92% of BIPOC (Black, Indigenous, People of Color), 41% of parents of minors, 44% of people who have been impacted by justice, 78% of people receiving public services, and 84% of formerly unemployed individuals. Since 1984, STRIVE has had more than 85,000 graduates and serves about 2,000 people annually at its locations in New York, Atlanta, and now Birmingham.

STRIVE Birmingham has partnerships within the Birmingham medical community and is able to get its students of all ages national certifications, has a 70% to 80% successful placement rate, and pledges a lifetime commitment to students. Once you are a part of STRIVE, you are able to receive professional development and essential employee skills, while having access to a network of professionals who are all rooting for your success.

A blue and white logo for STRIVE Birmingham
A blue and white logo for STRIVE Birmingham; Source: Yahoo Images

 

As a first-generation student, there is nothing more encouraging than knowing there are organizations like STRIVE Birmingham that exist to help bridge the opportunity gap that is so prevalent in communities like Birmingham’s through education. I am also comforted in knowing that there is no age limit on education; anyone can be an educator, and anyone can be a student.

As I reflect on who has influenced my educational journey on World Teachers’ Day, I am more aware of barriers to those who could not escape opportunity gaps. I am eternally grateful to my teachers and mentors for helping me excel, and I salute every teacher who has ever had to battle restrictions to their educational style because of policy-dictated opportunity gaps. Thank you, teachers, instructors, and mentors, for not giving up, even when the situations were not ideal. Thank you for not discriminating against your students, even if their ZIP code does.

 

Additional Information on the Opportunity Gap in Public Education

This TED Talk by Anindya Kundu summarizes the implications and other factors of the opportunity gap within U.S. public Schools, and I highly recommend it.

Some Resources for individuals with disabilities in the Central Alabama region

A word cloud around the word "disability" that includes the various positions that people with disabilities hold in their lives. Some are brothers and sisters, others are homeowners, still some are politicians and lawyers, while others are business owners and firefighters. Disability is only one part of the identity.
Source: Yahoo Images

These past few weeks, we have focused on the broader struggles that people with disabilities face in America. We also looked into the American Education system and explored the many obstacles children with disabilities face within it. This was a much-needed topic to explore, yet I recognize the heaviness and feelings of despair that can follow after reading such a blog series. So, in order to provide some hope, as well as meaningful resources to those struggling with these issues, I have compiled a list of local non-profit organizations that focus on providing services to children (and adults) with disabilities and their families. These organizations provide various services, including places to destress and socialize, and range from serving individuals with both physical disabilities and invisible disabilities. Please take a few minutes to look through this blog and find the resources that you or someone you know might benefit from.

Intellectual Disabilities and Neurodivergence

Oftentimes, people with invisible disabilities can be overlooked by their teachers, peers, and community members because their disability is not “obvious”. Many people with intellectual or learning disabilities struggle to have their needs met because people are either dismissive of them or completely refuse their lived experiences altogether. Navigating through life with an invisible disability can be difficult, especially for younger children, but there are resources in the local Birmingham area that can help children with invisible disabilities as well as their caregivers better prepare for their future. Some of the resources below address developmental needs, and workplace readiness, and offer a sense of community for both children and adults with intellectual and learning disabilities, while others focus on people with a range of disabilities of all ages.

An image that reads, "Invisible Disabilities: They don't all look the same"
Source: Yahoo Images

Mitchell’s Place

Located in two locations, (Southside, and Birmingham), Mitchell’s Place is a non-profit organization that works with children who may be on the autism spectrum. They provide research-based resources for children with disabilities and their family members. For parents and caregivers of children with disabilities, Mitchell’s Place provides education and resources on how to provide the best care for those under their care. They also provide many resources for children, such as helping them develop social skills, helping with feeding, speech, and occupational therapy, providing both psychological and psychiatric resources, and also early learning opportunities for preschool-aged children. Established in 2005 by parents who were unable to find resources for their child with autism, Mitchell’s Place has served over 2500 families and prides itself on being a supporter of diversity, equity, and inclusion. For those interested, their Southside location can be found at 2305 Arlington Rd. Birmingham AL, 35204, and the other one is located at 4778 Overton Rd. Birmingham, AL 35210.

The Arc of Central Alabama

The Arc of Central Alabama (ACA) is another great resource for people of all ages with intellectual and learning disabilities (IDD). Supporting individuals throughout Jefferson County and Blount County, the ACA is Alabama’s largest provider of disability services and prides itself on being the only non-reject program in the state. This means that as long as referrals follow the proper channel, no individual is rejected from being part of the program. A local chapter of The Arc of Alabama and the larger Arc of the United States, the ACA also serves as a crisis center for individuals with IDD, providing a safe space for individuals and their families in times of need. The ACA caters to individuals of all ages, and its various programs focus on these different age groups. Their early intervention programs provide support for infants and toddlers with IDD, along with education and resources for their caretakers and families. Their employment support program trains high school-age students with IDD to help them find better employment opportunities when they are ready to enter the job market. The residential programs focus on providing a safe space for adults of all ages, and a newer adolescent unit has also been created to address the growing needs within the Central Alabama region. Finally, their Community Day programs cater to adults of all ages, providing them with opportunities to socialize and engage with others within their community and develop daily living skills, from balancing their finances to helping with hygienic needs. These programs are tailored to each individual based on their needs, necessities, abilities, and interests. In addition to all these programs, the ACA also empowers its members by providing them with training in advocacy work, focusing on educating the public, following state and federal policies (and funding), and providing them avenues to advocate for their needs and rights. With four locations across Central Alabama – Birmingham, Blountsville, Cleveland, and Irondale – and lifelong opportunities for care and support, the ACA is an accessible and reliable resource for many across this region.

An image of two individuals with disabilities smiling at the camera in front of a microphone.
Source: Yahoo Images

The HANDS program/ the Alabama Autism Assistance Program (AAAP)

            Another resource for children with neurodivergent disabilities is the HANDS program, or the Alabama Autism Assistance Program (AAAP). This non-profit organization provides many services, including therapy (both clinical and home sessions), school services, summer programs for early childhood development, and also seasonal services. Their therapy services are individually catered based on assessments of the child’s needs, in which they provide two-hour, one on one sessions by licensed therapists that track the child’s progress to provide the best resources. Their school services provide additional support during the school year in both academics and behavioral areas. Their summer programs provide a structured environment for children to socialize, learn and play with peers and their seasonal services offer support for children interested in sports. For children with disabilities, socializing with peers can be stressful, so having a safe environment to be able to socialize and make friends can help them become more confident individuals in the future.

Alabama Easterseals Society

With over 50 facilities nationwide and 12 facilities throughout Alabama, the Easterseals Society was founded in 1934 to raise funds to provide services to people with disabilities and advocate for their “right to live a normal life.”  The organization challenges the narrative around disability as a burden and instead focuses on empowering individuals with disabilities with skills and resources. They have services for pediatric rehabilitation, which include speech therapy, feeding therapy, occupational therapy, and physical therapy. They provide services for workforce development, such as career classes which provide training for specific careers, and summer internships to prepare high schoolers for the job market. They also have recreational opportunities, with an emphasis on camping, which can be very therapeutic and great for your mental health. As with the ACA, the Easterseals also have an advocacy element, which spreads awareness about disability rights, supports the passage of legislation centered around disability rights, and provides the space to conduct solution-based workshops within their local communities. They provide additional assistance for elderly people with disabilities, veterans, and caregivers, with both resources and recreational opportunities. Some locations (such as the one in Tuscaloosa) even provide transportation services for those who are unable to drive themselves to work and other places.

Transportation Help

An image of an individual in a wheelchair being hoisted onto the bus, with the assistance of the driver.
Source: Yahoo Images

Of the many challenges that people with disabilities face, transportation is a key issue. Many people with disabilities who can drive require specially tailored vehicles to fit their needs, while others who are unable to drive have to depend on family members, friends, or community volunteers to help them get from one place to another. Due to the fact that many people with disabilities have to visit their healthcare professionals regularly, this can be especially challenging. ClasTrans, (which stands for Central Alabama’s Specialized Transit) serves people with disabilities within Jefferson and Shelby counties who require transportation to various places, including medical appointments, grocery stores, entertainment venues, and so much more. This service is available for those living in urban and rural areas, and they can plan their trips ahead of time to know exactly what they can expect for the day. ClasTrans drivers also provide riders with assistance during the ride, including boarding the vehicle and transferring into their seats. ClasTrans is available for elderly members and those who are able to verify their disability status. While the services are not for free, their rates are affordable, with one-way trips starting at $4. Regular riders can also purchase fare credits, which they can pay ahead of time to avoid carrying exact change on their person each time they use the service.

Therapeutic and Recreational Opportunities

An image of a person in a wheelchair taking care of their horse.
Source: Yahoo Images

Red Barn

An organization focused on incorporating Equine Assisted Services for low-income children with disabilities, Red Barn was founded in 2012 to serve the children in their local community. Equine Assisted Services (EAS) is a professional field of collaborative services that incorporate interaction with horses into therapy, learning, and development for children with disabilities. EAS has three areas of focus: Horsemanship, Therapy, and Learning. Horsemanship deals with activities such as learning how to ride a horse, taking care of the horses, and participating in other equine-related sports and activities. These services are conducted by specially trained individuals who are licensed to provide this training. The second focus of EAS, therapy, deals with counseling services, occupational therapy, physical therapy, psychotherapy, and speech-language pathology. All these therapy options are equine-based, incorporating interaction with horses and equine discipline within these sessions, which are led by licensed therapists. Finally, their third focus, learning, centers on equine-assisted learning in education (such as learning life skills, academic skills, and character development), organization (such as learning team-building skills, leadership skills, and participating in group activities), and development (such as learning skills pertaining to problem-solving, decision making, critical thinking, and communication). For children with disabilities, learning and developing while caring for horses can be a powerful, healthy way to become strong, independent members of their community. It can help encourage them to explore new avenues of interest and expand their opportunities for employment and life fulfillment.  

Exceptional Foundation

Founded in 1999, the Exceptional Foundation provides children (and adults) with disabilities with social and recreational opportunities that allow individuals in the Greater Birmingham region to engage with others on a socio-emotional level. At first, the Exceptional Foundation began meeting at the Homewood Park and Recreation Center but later grew to include a gym, office space, youth center, and other spaces to provide recreational opportunities for their members. Today, the Exceptional Foundation has branched out to include much of Alabama and even parts of Georgia, following the same foundations laid out by the Birmingham facility. They offer many afterschool and summer programs for their youth, including sports events (to both participate in and attend), clubs, and other activities to provide enrichment such as art and music lessons. For adults, there are a variety of daily activities that are offered, including cooking classes, dancing lessons, music classes, gym time, art classes, field trips, and many more. While many of the resources listed above focus on advocacy, education, and support, this organization provides the space for entertainment and enjoyment, encouraging a fulfilling lifestyle for its members. For many people with disabilities, recreational activities can be stressful, and opportunities can be rare. Having the space to engage with others and learn together can help improve social skills and life skills, and can foster a sense of community.

Resources for people with multiple disabilities and or sensory disabilities

An image of a visually-impaired child reading in Braille
Source: Yahoo Images

United Ability

Established in 1948 by concerned citizens, United Ability began as a place to offer help and resources for people with cerebral palsy. As it grew and expanded, United Ability became a place that offers a full spectrum of services for all people with various disabilities and prides itself as being the place that connects people with disabilities to their larger community.

They provide early learning and early intervention programs for children, that focus on encouraging children to learn, grow, and develop alongside other children, while also providing their families with the help and resources they may need. Additionally, United Ability provides a clinic that focuses on meeting the medical needs of individuals with disabilities, which includes various forms of therapy, evaluations, assessments, and any technical assistance they may need. Furthermore, they also provide adult programs for recreation and enrichment and even offer employment services to adults with disabilities. This includes their United Ability Enterprise, a large umbrella under which many people with physical, developmental, and intellectual disabilities are employed. The businesses under this umbrella include Gone for Good, an off-site paper shredding company, as well as Outsource Solutions, a company that offers a variety of projects, including sorting items, housekeeping needs, mailroom needs, and more. It is located in Birmingham for those who are interested in the organization.

Alabama Institute for Deaf and Blind

One of the most respected institutions in the world for its all-inclusive approach, the Alabama Institute for Deaf and Blind (AIDB) spans all over Alabama, with campuses in Talladega, Birmingham, Mobile, Huntsville, Decatur, Montgomery, Opelika, and more. It was founded in 1858, by Dr. Joseph Henry Johnson, and his brother was among the first 21 hearing-impaired students he served that year. In 1932, AIDB was responsible for a project that employed 10 visually impaired seamstresses, a project that laid the foundations for the Alabama Industries for the Blind, Alabama’s largest employer of visually impaired individuals. Similarly, in 1968, a trade school for visually impaired individuals and audio-impaired individuals was created to provide adults who did not want to (or could not) attend college with the necessary skills to enter the job market. The AIDB provides services for visually impaired individuals, audio-impaired individuals, and those with multiple disabilities. AIDB serves children, as young as infants and toddlers, to adults of all ages, including seniors with sensory disabilities. Among the many services they offer is aiding children with sensory disabilities in schools. They focus on education and rehabilitation and provide a variety of services, including early intervention for children, and counseling, interpretation, and transportation for individuals of all ages.

Finally, students with disabilities that attend the University of Alabama at Birmingham (UAB) are provided with support through the Disability Support Services (DSS) program. Some of the services provided are note-takers, sign-language interpreters, transportation around campus for mobility-impaired individuals, and specifically catered support such as time extensions on tests and assignments. UAB also provides ramps and sidewalk cuts for easy access to those using a wheelchair or walkers, and many accessible parking spots at the Hill Center for visitors. UAB empowers its students to advocate for themselves and provides the necessary support they need to have a pleasant educational experience.

Part Three: The Different Approaches to Disabilities and the Future of Disability Rights

An image of a woman with disability in a sunflower field with a banner that reads, "nothing about us without us!"

This blog is part three of the conversation around disability rights, especially as it applies to children within the American school system. If you have not read the first two blogs in this series, I suggest you do so. The first blog focused on the historical view of disability and the American school system’s approach to children with disabilities. The second part mainly focused on the struggles that children with disabilities face within the school system, and how these struggles have been exacerbated due to the recent pandemic. This final part will focus on some of the approaches that have been taken in the past to address people with disabilities, and how they differ from a human rights approach. We will also examine how we can help on various levels, whether we want to focus on our personal abilities or advocate for a larger movement.

The Rights of Children with Disabilities

What rights are protected?

An image depicting five children holding signs that read, "the right to be heard", "the right to a childhood," "the right to be educated," "the right to be healthy," and "the right to be treated fairly."
Source: Yahoo Images

Much of what we have established in modern society in terms of children’s rights comes from decades of struggles, from implementing child labor laws to fighting for the right to an education. Similarly, the fight to pass the Americans with Disabilities Act (ADA) was one sure way to protect individuals with disabilities from discrimination. These rights and more are protected under the United Nations, both in terms of people with disabilities, (Convention on the Rights of Persons with Disabilities, CRPD), and with children’s rights (Convention on the Rights of the Child, CRC). Yet, these developments have only occurred in recent years; the ADA and the CRC were passed in America and the UN respectively, in 1990, and the CRPD was not adopted internationally until 2006.

The ADA, passed in the United States, protected the rights of people with disabilities from being discriminated against in all aspects of society. This was the first major legislation that protected people with disabilities from being denied employment, discriminated against in places of business, or even denied housing. In addition to these protections, the ADA required industries to be inclusive of those with disabilities through (among other things) taking measures such as building ramps and elevators for easy access to upper-level floors and building housing units with people with disabilities in mind. While America had passed the Individuals with Disabilities Education Act or IDEA (originally passed in 1975, and renamed in 1990) by this time, the initial form of this legislation allowed schools to place certain students with disabilities in special programs for no more than 45 days at a time. It was not until its improved form was passed in 2004 that provided the necessary financial and social infrastructure for its successful implementation.

The passage of the CRC, which applies to all individuals under the age of 18, focuses on non-discrimination, the right to life, survival and development, the State’s responsibility to ensure that the child’s best interests are being pursued, including ensuring that the child has adequate parental guidance. Additionally, it focuses on the child’s right to free expression, free thought, freedom to preserve their identity, protection from being abused or neglected, adequate healthcare and education, and includes certain protections the State is required to offer the children, including protection from trafficking, child labor, and torture. Article 23 of this Convention specifically focuses on the rights of children with disabilities, adding that these children have the right to the care, education, and training they need to lead a life of fulfillment and dignity. It also stresses the responsibility of the State to ensure that children with disabilities can live a life of independence and protect them from being socially isolated. Even though the UN passed this Convention in 2004, America is the only nation that has yet to ratify this treaty. This is why certain realities continue to exist, such as what is happening in Illinois.

Finally, we have the CRPD, which entered into force in 2008, only 15 years ago. Influenced by the ADA, the Convention on the Rights of Persons with Disabilities was passed to ensure that people with disabilities were fully protected under the law, including from discrimination, with the ability to function as fully pontificating citizens of their societies, with equal opportunities and the right to accessibility in order for them to lead a life with the dignity and respect afforded to their able-bodied counterparts. This convention had massive support and draws from both a human rights focus and an international development focus. What makes this convention unique is the implementation and monitoring abilities embedded within the treaty itself, and it includes non-traditional actors from communities (usually those with disabilities) with specific roles in charge of monitoring the implementation of this treaty. Unfortunately, the United States, while Obama signed the treaty and passed it to the Senate for their approval in 2009, has yet to fully ratify the CRPD treaty as well.

Some Approaches to Disability Rights

Upon understanding the various nuances of this conversation, we can now explore the three different approaches to defining disability in society. These approaches examine the issues that people with disabilities face and provide models influenced by differing fields of expertise. Many within society view disability as a medical issue and their solutions to the struggles faced by people with disabilities are medically focused. Similarly, others believe that disability is an issue of how society is structured, and their proposals for solving these issues lie within the realms of reshaping society to be more accessible to people with disabilities. Still, another approach built upon the foundations of human rights, focuses on the individual first, and the disability as an extension of their individuality. We will explore these three approaches and their pros and cons.

Approach 1: Medical Model of Disability

An infographic depicting what the medical model of disability stands for. At the center is an individual with arrows pointing to them to place the full responsibility of being disabled on the individual itself.
Source: Yahoo Images

            As mentioned above, some people view disability as a medical issue, and this approach can be categorized as the medical model of disability. This means that they believe that the “problem” of disability belongs to the individual experiencing it and that disability comes from the direct impairment of the person. The focus of this approach is to look for medical “cures” for disability, which can only be provided by medical “experts” based on the specific diagnosis. While it may be true that individuals with disabilities require medical help from time to time, their entire existence does not revolve around this notion of viewing disability as an illness. The focus here is to “fix” the person with disabilities, so they can become “normal” again. This approach also makes use of the “special needs” rhetoric, which can result in the isolation and marginalization of people with disabilities.  Media plays a big part in portraying people with disabilities as weak or ashamed of their disability, which can invoke fear or pity for people with disabilities within the larger society.

Approach 2: Social Model of Disability

A cartoon image to represent the social model of disability. In the image, there are many circular characters attempting to enter a square entrance, and cannot fit in. The gatekeeper informs them to change in order to fit into the system, and they reply back that the system could be changed instead to accommodate them.
Source: Yahoo Images

            Another approach that has been proposed is what is known as the Social Model of Disability. In this approach, the “problem” of disability is seen as a result of the physical and social barriers within society that exclude people with disabilities from fully participating in their society. Disability is seen as a political and social issue, and the goal of this model is to be more inclusive and recognize the prevalence of disability within our societies. This means looking closely at the ableist social institutions and infrastructures present within society and attempting to address these manmade challenges posed by people with disabilities. This model recognizes the social stigma around disabilities and recognizes people with disabilities as differently abled rather than viewing them as incapable of living an independent lifestyle. This approach places individuals with disabilities on a spectrum rather than the two categories of disabled and able-bodied. The goal of this approach is to be socially inclusive of all individuals, regardless of their disabilities.

Approach 3: The Human Rights Model of Disability

An image depicting various individuals with the saying, "Nothing about us, without us, is for us" around them.
Source: Yahoo Images

Finally, there is the Human Rights Model of Disability, which builds upon the foundations laid out by the Social Model of Disability and the Universal Declaration of Human Rights (UDHR). In this approach, the focus is on viewing the individual with a disability as a human first, recognizing that disability is a natural part of humanity that has existed as long as humans have been around. While it shares a lot of similarities with the social model, the human rights approach emphasizes not only the right of every individual to be treated equally before the law but also stresses that a person’s impairment should not be used as an excuse for denying them rights. This is essentially what the CRPD centers around, and the main goal of this approach is to ensure that people with disabilities have equal opportunities and protect their right to fully participate in society, politically, civilly, socially, culturally, and economically.

How Can We Help?

A cartoon image with EQUAL on the top, and many characters lined up with shirts that have individual letters on them that spell out "RIGHTS" below it. Below them is the phrase, "human beings are born free and equal - Universal Declaration of Human Rights 1947" on the bottom of the image.
Source: Yahoo Images

On the Internation Level

While the United Nations has a convention that focuses on protecting children’s rights, it is highly debated whether these treaties are being enforced around the world. Child labor is still common in various places around the world, including right here in Alabama. While it can be argued that the US has not ratified the treaty and that is why the UN cannot do anything about this issue, there are other places that have ratified the treaty that still places children in dangerous working conditions and face no real repercussions from these decisions from the UN. In 2019, many tech companies were sued for their use of child labor in other countries to mine the precious minerals they require to produce their devices. Many textile companies within the fashion industry use child labor in nations that have ratified the children’s rights treaty. While the United Nations is trying its best to protect and promote the rights of vulnerable communities, it has not been able to enforce these treaties and regulations, and as a result, atrocities against those vulnerable communities, (including children), continue to occur. How can we as human beings, ensure that all children are protected from harm, not just those able-bodied, living in wealthier nations? This is something that needs to be addressed, and it requires the cooperation of many different nations willing to put their differences aside and work together to find a solution.

On the Domestic Level

As we explored in the human rights model of disability rights, it is the responsibility of society to provide equal access to all its citizens. This includes its citizens who have disabilities, and not doing so would discriminate against those who have disabilities and violate the Americans with Disabilities Act. This means that both on a national and local level, our infrastructure needs to be updated with an inclusive mindset that makes the roads safer and more accessible to all the citizens using them. As a state, Alabama could not only fix the infrastructure, but also pass bills to ensure that people with disabilities receive the care they need, including employment opportunities, medical assistance, food assistance, and any financial help they may require. Furthermore, on a national level, the police (or another department focused on social work) can be better trained to recognize the various disabilities, both visible and invisible, so people with disabilities are not wrongfully imprisoned for “behavioral” issues. This training would help erode the school-to-prison pipeline that has replaced disciplinary standards in American schools and make way for a brighter future for children with disabilities. Finally, the United States can, at the bare minimum, ratify the Convention on the Rights of the Child, signed into existence in 1990 by member states of the United Nation. As we mentioned earlier, the United States is the only nation in the world that has yet to ratify this treaty.

On the Individual Level

We can all be more mindful of our actions and our ableist mindsets. Next time you walk down the street, pay attention to the roads and sidewalks. Are there any sidewalks for people with disabilities to use safely? Are there curb cuts, and are those curb cuts freely accessible or are they blocked? How accessible are public buildings such as restaurants, storefronts, or even the DMV? Are there enough parking spots allotted to people with disabilities, and are those spots easily accessible, or blocked off by other vehicles? Thinking outside of an ableist mind frame is the first step toward being more inclusive of people with disabilities. It might seem like a powerless and pointless step to take, but the more you start to notice the ableist structures within society, the more you will want to speak up about these issues the next time you have the opportunity. You will also be more mindful of your own ableist actions and how they may have unintended consequences. If you are a parent, you have the ability to question your school’s practices concerning children with disabilities and offer support to the children and their parents. As an individual, you can also contact your representatives to pass legislation that would empower people with disabilities to live independently. As a society, we need to get past the stigmatization of this group and normalize disability being an innate part of being human.