TOO MANY, TOO YOUNG Why Teachers Are Unifying to End Gun Violence | page 4 - ALSO IN THIS ISSUE: VALUING BLACK LANGUAGE AND CULTURE
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VOL. 46, NO. 4 | WINTER 2022–23
aft.org /ae
ALSO IN THIS ISSUE:
VALUING BLACK LANGUAGE
AND CULTURE
PAGE 14
PARAPROFESSIONAL-TO-
TEACHER PATHWAYS
PAGE 22
GROWTH MINDSET
PAGE 35
TOO MANY,
TOO YOUNG
Why Teachers Are Unifying to End Gun Violence | page 4
WHERE WE STAND
Freeing Our Kids from Fear—and
Helping Them Recover and Thrive
RANDI WEINGARTEN, AFT President
IN NOVEMBER’S ELECTIONS, Ameri- would have saved lives in St. Louis, where deal with pandemic fallout, including
cans chose freedom and democracy over the shooter’s mother asked police to take mental health services. She signed nation-
MAGA extremism and fear mongering. his gun away. We’re also fighting for more leading pro-choice legislation and funded
The results showed a deep well of support community schools and more mental community-based gun violence interven-
for the promise and potential of public health care—like the Biden administra- tions. Her opponent, NRA- and Trump-
education and for the sustained invest- tion’s $1.7 billion federal investment in endorsed Lee Zeldin, wanted to restrict
ment that parents want to help their kids mental health supports for schools and how race is taught in schools, supported
thrive. Because of our votes, states like communities—so troubled youth like the education vouchers, and voted for defund-
California, Massachusetts, New Mexico, St. Louis shooter don’t “slip through many ing Planned Parenthood and against the
and even Florida passed ballot measures cracks,” as a teacher who knew him wrote. Assault Weapons Ban. Hochul won.
and funding boosts. And governors who We know what won’t work: arming
ran on these issues largely won. teachers. We need fewer guns in our
Young people voted in historic schools, not more. As Everytown for Gun
numbers for their futures—for fixing Safety writes (page 11), “Supportive and
the climate crisis, for freedom from
gun violence and election deniers, for
trusting school environments are the
strongest way to prevent school violence.”
There is a deep
reproductive and LGBTQIA+ rights, and
for economic security, including student
Voters want our country to come together
around caring for our kids; that’s why they
well of support
debt relief. (By November, almost 26 mil-
lion Americans had applied for student
elected progressive problem solvers.
In Michigan, Gov. Gretchen Whitmer
for the promise
loan forgiveness.) In Florida, 25-year-old
Maxwell Alejandro Frost ran on these
made the largest investment in K–12
education in state history. She also created
and potential of
issues and became the first Generation Z
member elected to Congress.
nearly 25,000 auto jobs, championed
reproductive freedom, and supported
public education.
Gun violence—this American Educa- secure gun storage and red flag laws. Her
tor’s cover story—was a key issue for young opponent—NRA- and Trump-endorsed/
voters. In the United States, it’s the leading DeVos-funded Tudor Dixon—ran on
cause of death for children and teens culture wars (like excluding transgender In Arizona, Katie Hobbs, a former social
(unlike our peer countries, where vehicle athletes) and school vouchers. Dixon worker serving as Arizona’s secretary of
accidents and cancer are to blame), with opposes abortion (even for rape or incest) state, focused on ensuring reproductive
roughly 4,000 killed and more than 15,000 and red flag laws. Whitmer won. rights, preserving democracy, supporting
wounded every year. In Wisconsin, Gov. Tony Evers made public education (including more school
While I had fire drills as a kid, children historic investments in public education. counselors), and demanding common-
now go through active shooter drills. As I A science teacher who became the state sense gun safety. Opponent Kari Lake, a
was visiting St. Louis’s Central Visual and superintendent, Evers delivered the first Trump-endorsed election denier, favors
Performing Arts High School, where a special education funding increase in school vouchers, wants to end social
teacher and student were gunned down by a decade. He also vetoed GOP bills to and emotional learning, and rejects any
a former student, news broke of the shoot- expand concealed-carry rights and is restrictions on gun ownership. Hobbs won.
ing at the University of Virginia. That’s two championing efforts to repeal Wisconsin’s Our country remains deeply divided,
more schools—on top of at least 66 others 1849 law criminalizing abortion. Evers’s and we didn’t win all the races we hoped
this year—reeling from shootings. opponent, Trump-endorsed Tim Michels, to win. But these expectation-defying
The AFT has long fought for safe called increasing school funding the midterms sent a message that Americans
and welcoming schools; that starts by “definition of insanity,” opposes red flag reject election deniers and extremists—
eradicating gun violence in our schools laws, and is against reproductive freedom. and want pathways to a better life like
and communities. We’re partnering with Evers won. public education and freedom, including
Teachers Unify to End Gun Violence, a In New York, Gov. Kathy Hochul made freedom to make reproductive choices
grassroots group founded by three coura- record investments in healthcare, educa- and freedom from violence. Now let’s keep
geous AFT members, to win sensible gun tion, infrastructure, and the environment. fighting for what kids and communities
reforms. That includes red flag laws, which She won $100 million to help schools need to thrive. ☐
AMERICAN EDUCATOR | WINTER 2022–23 1
Download this issue for free at aft.org/ae
www.aft.org/ae.
.
VOL. 46, NO. 4 | WINTER 2022–23
aft.org /ae OUR MISSION
The American Federation of Teachers is
a union of professionals that champions
fairness; democracy; economic
4 Too Many, Too Young opportunity; and high-quality public
education, healthcare and public services
Why Teachers Are Unifying to End
for our students, their families and our
Gun Violence
communities. We are committed to
By Abbey Clements, Sarah Lerner, advancing these principles through
and Sari Beth Rosenberg community engagement, organizing,
Teachers and school staff have had collective bargaining and political
enough of the gun violence that has activism, and especially through the work
devastated so many of our communities. our members do.
By sharing our stories and working
RANDI WEINGARTEN
together for meaningful change, we can President
help end gun violence and keep our FEDRICK C. INGRAM
Secretary-Treasurer
students—and all of us—safe.
EVELYN DEJESUS
Executive Vice President
11 Keeping Students Safe from
Gun Violence LISA HANSEL
Chief Publications Editor
LESLEY R. GONZALEZ
Assistant Editor
14 Lift Every Voice LUKE STEELE
Editorial Coordinator
Valuing Black Language and SEAN LISHANSKY
Copyeditor
Culture in Classrooms
JENNIFER CHANG
By Anne H. Charity Hudley, Art Director
Christine Mallinson, Rachel Samuels, JENNIFER BERNEY
Graphic Designer
and Kimberly Bigelow
RACHEL ANDERSON
Junior Graphic Designer
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Enduring Impact of Housing
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2 AMERICAN EDUCATOR | WINTER 2022–23
sharemylesson
By Educators, For Educators
Building Successful Community Schools
As schools collaborate with families and education and the family-school relation- Finally, in “Cultivating Stories About
their communities, they can become ship is characterized by trust and quality Family Migrations,” Share My Lesson partner
valuable resource hubs that lead to greater communication, families can better support Re-Imagining Migration focuses on increas-
student learning and well-being, healthier students’ learning at home. ing family engagement by appreciating
families, and stronger communities. The The Share My Lesson collection includes a the richness of students’ family histories.
community schools approach integrates webinar series led by educators, parent advo- Part one of this resource is geared toward
learning supports, social services, and other cates, and community school practitioners to middle and high school students; through
supports to meet students’ and families’ address aspects of the family-school partner- a family interview project, students better
needs. When these schools are high quality ship. “Community Schools: Family Engage- understand and communicate with their
and well implemented, they enhance ment, Social Justice and Equity” explores how families, and educators gain meaningful
students’ academic, social, and emotional the sustainable community schools initiative insights into students’ home lives. Part two,
development and increase school atten- helps achieve racial, social, and educational “Moving Stories at the Heart of Family Life,”
dance and motivation to learn.* justice. “Community Schools: Building is intended for students in preschool through
The AFT has long prioritized develop- Relationships in Classrooms Through Social primary grades. Caregivers and students read
ment and support of community schools Justice and Anti-Racist Curriculum” continues Junot Díaz’s Islandborn and then caregivers
and is expanding its initiatives to add many this discussion with an overview of the ways share their own stories with students and
more community schools nationwide. As that community schools create safe spaces document and reflect on the experience.
K
part of this effort, Share My Lesson offers where students, caregivers, and communities
several resources in its Building Successful all have a voice in students’ learning. eep monitoring this collection for
Community Schools collection to help edu- Also included is practical guidance for new resources added through spring
cators learn how to develop the collabora- engaging caregivers in students’ learning. 2023 with more tools that can help
tive relationships needed to establish and “Field Guide: Enhancing Parent Engage- educators build a successful and
sustain community schools. ment for Student Success” highlights the sustainable community school. And to learn
importance of working with caregivers both more about the AFT’s advocacy for commu-
Launching a High-Quality in the classroom and at home to support nity schools, including additional case studies
Community School students. Educators can build on this and teachers’ perspectives, visit aft.org/
Educators and school staff cannot create knowledge with “Essential Tech for Better position/community-schools/resources.
the learning conditions that students need Family-School Communication,” a resource Please reach out to us with any
alone. In community schools, educators by Share My Lesson partner National PTA, additional ideas or requests at content@
and school staff partner with families, which considers how school communication sharemylesson.com.
community members, and service providers strategies can better use technology to
to address barriers to learning and well- facilitate information sharing with families. –THE SHARE MY LESSON TEAM
being—from Wi-Fi access to healthcare to
help finding housing.
Educators can learn how to launch and
fund a high-quality community school
Recommended Resources
in the five webinars included in “Free
Community Schools Webinars with the U.S. To access these free resources, visit
Department of Education.” One of these aft.org/ae/winter2022-2023/sml.
webinars is the Learning Policy Institute’s Free Community Schools Webinars with
“Community Schools: An Evidence-Based the U.S. Department of Education
Whole Child Approach to Education.” This
resource reviews how community schools Community Schools: Family Engagement,
can best serve students as they recover from Social Justice and Equity
the COVID-19 pandemic and how all schools Community Schools: Building
can adopt the same practices. Relationships in Classrooms Through
Social Justice and Anti-Racist Curriculum
Partnering with Families
Family engagement is a critical component Field Guide: Enhancing Parent
HISPANOLISTIC / E+ / GETTY IMAGES
of successful, sustainable community Engagement for Student Success
schools. When families are partners in Essential Tech for Better Family-School
Communication
*For an example of a thriving community school, plus a
sidebar summarizing the research, see “Building Cultivating Stories About Family
Community with Community Schools” in the Summer Migrations
2021 issue of American Educator: aft.org/ae/
summer2021/dubin. Moving Stories at the Heart of Family Life
AMERICAN EDUCATOR | WINTER 2022–23 3
Too Many, Too Young
Why Teachers Are Unifying to End Gun Violence
By Abbey Clements, Sarah Lerner, and Sari Beth Rosenberg
4 AMERICAN EDUCATOR | WINTER 2022–23
I
n the wake of the Oxford High School shooting in Michigan on We are union members who work closely with leaders to ensure
November 30, 2021, we checked in on one another in a group text. the public and our elected officials know about these pervasive
Like so many educators and school staff across the country, we concerns about safety, fear, and anxiety among children, educa-
were shocked, disgusted, distraught, angry, and heartbroken that tors, and school staff. The mission of Teachers Unify to End Gun
this had happened yet again: another school shooting bringing death, Violence is to elevate the narratives of current and former educa-
injury, terror, and abject fear. As teachers, we—and our students—are tors, school staff, administrators, and other stakeholders impacted
on the frontlines of America’s gun violence epidemic. But rarely, if by school and community shootings because gun violence leaves
ever, does the public hear from those of us enduring these horrific no one unaffected. Teachers Unify is expanding the conversation
school shootings, caring for kids impacted by shootings in their com- about gun violence by supporting, empowering, and leading with
munities, and fearing that our loved ones or our students will be next. those on the frontlines. Every teacher and school staff member has
The news cycle moves fast. Reporters sweep in and out, rarely a story to tell about gun violence and the fear of gun violence. It is
capturing the authentic scope of trauma and grief, especially the imperative that these narratives are heard in order to change hearts,
long-term effects of loss and fear. And rarely captured is the everyday minds, and policies to make our schools and communities safer.
gun violence—the domestic violence, suicide by gun, unintentional W hat d o w e m e a n by
shootings, and more—that also impacts school communities. At the elevating narratives? Through
end of our text thread that horrific day in November 2021, we decided this article, we’re sharing the
to take action by launching a national organization for and by educa- stories of five educators—
tors and school staff. Alfred “Shivy” Brooks, Rori We hope
Two of us are school shooting survivors: Abbey, from the Sandy
Hook Elementary School shooting in 2012, and Sarah, from the Mar-
Abernethy, Jon Parker, Jean
Darnell, and Kiki Leyba—
everyone
jory Stoneman Douglas High School shooting in 2018. Sari is a New whose experiences with gun connected to
York City high school history teacher who, like millions of educators violence in their schools and
across the country, endures countless challenging drills and conver- communities offer unique the education
sations with her students about the fears and logistics of an active perspectives on why this world, whether
shooter on campus. crisis persists and how we
Abbey was teaching her second-graders on the day of the tragedy can end it. Likewise, through current or
in 2012. Her surviving students are high school seniors now. They are
watching. They are watching a country allow what happened to them
our podcast (teachersunify.
transistor.fm), people get to
retired, will
and their friends and neighbors happen over and over again. Some know many more voices and join us.
of Abbey’s former students have become activists, like her, and some stories of gun violence and
are still trying to process what happened in their childhood town. how it affects us physically,
Teachers Unify to End Gun Violence is dedicated to listening to the emotionally, in our relation-
voices of young people who have been left with this public health ships, at work, and at home. In addition, through collaboration
crisis at their feet. Partnering with them, following their lead, building and support—one-on-one, school- and district-wide, at education
a coalition of generations—this will force the change we need. conferences, and on social media—we share anecdotes, resources,
Sarah lives with the constant reminder of February 14, 2018. The camaraderie, and tips on how to get a seat at the table to improve
1200 building where students and staff were shot still stands. The fire districts’ safety plans, how to talk to students appropriately about
alarm and lockdown drills still trigger her. It’s been a difficult road gun violence, and how to move forward in the aftermath of a
to navigate through trauma and PTSD. Some days Sarah is OK, and school or community shooting.
some days she’s not. She knows she has to stay strong for her husband, We hope everyone connected to the education world, whether
children, family, and students. She knows that some of her coworkers current or retired, will join us. So many teachers and school staff
lean on her for strength. This is what happens when tragedy occurs; have decided that enough is enough. The public needs to hear from
a person either finds strength they didn’t know they had or becomes a coalition of voices speaking up for the safety and well-being of the
stronger than they already were. This is how Sarah keeps going. She is school community, including those who work there. To become a
strong and outspoken, which is why the founding of Teachers Unify to part of Teachers Unify to End Gun Violence, complete our survey
End Gun Violence means so much to her. She is able to use her voice, at go.aft.org/szh.
experience, and strength to help, encourage, and support others—
just as those who came before her, like Abbey, did for her. Abbey Clements is an elementary educator with over 30 years of
When Sari’s class went through their first active shooter drill of experience. Since surviving the Sandy Hook school shooting in 2012,
the school year last fall, she was horrified by the conversation that it she has been a gun violence prevention activist working alongside
generated. Students were discussing an escape route if there were survivors, advocates, and AFT leaders. Sarah Lerner, a survivor of
actually an active shooter in the school and determined they would the Marjory Stoneman Douglas school shooting in 2018, has 20 years
ILLUSTRATION BY EVA VÁZQUEZ
just jump out the window even though they were two stories above of experience teaching. The editor of Parkland Speaks, her writing
ground. Only later did the whole class realize how disturbing it was has appeared in several national publications. Sari Beth Rosenberg
that they even had to think about how to survive a mass shooting. is an educator with over 20 years in the classroom, the host of the PBS
There’s an important lesson here: even when schools do not become NewsHour Classroom Educator Zoom Series, and a senior adviser
the center of a mass shooting, the specter of the possibility is forever for Voters of Tomorrow. Together, Clements, Lerner, and Rosenberg
lingering, especially when participating in the drills. founded Teachers Unify to End Gun Violence.
AMERICAN EDUCATOR | WINTER 2022–23 5
The Solutions Our Students Deserve
By Alfred “Shivy” Brooks
W
hen I was 21 years old, an incident of gun violence
changed my life. My friend and neighbor, Sonny, a
senior at our local high school, was shot by another kid
after a verbal conflict with other teens. I was an active and aspiring
musician at the time, but Sonny’s passing changed that. I stopped
listening to music for four years. I just couldn’t stop thinking about
carrying my friend’s casket or having to plan for his tombstone. I
decided to become a teacher and dedicate my life to making my
world safer for Black kids.
One of the sad truths about being an urban educator is the
number of students that we lose to interpersonal gun violence. I’ve Alfred “Shivy” Brooks
at a rally in Atlanta to
been a certified teacher in the greater Atlanta region for five years,
COURTESY OF ALFRED “SHIVY” BROOKS
demand legislative action
and I was a substitute for seven years before that. There’s never on gun violence.
been a school year—in 12 years—that I have not lost a student to
gun violence. Ever. What’s also sad is the number of firearms that
we discover in kids’ backpacks or on their person. This year, I feel
more unsafe than ever before because of the threat of gun violence
in or around my school or at school events. And I don’t think we
are having the conversations about gun violence that will produce
actionable, sustainable solutions.
The solutions that our political leaders are presenting—adding or dress—changing who you are—just to feel that you belong is
school resource officers, arming teachers—won’t make us safer. In exhausting. Some students skip or drop out of school to find other
fact, they will only put students who look like me in more danger. avenues of acceptance. They’re more likely to join a gang or find a
Adding school resource officers means more Black and brown job that undervalues their labor, which only perpetuates the cycle
students being adjudicated and put into the justice system, many of poverty and struggle.
times just for being kids. And even though I am a gun owner, I Instead, schools should center culturally responsive pedagogy
believe arming teachers is just as problematic. What happens and the soft skills our kids are really lacking. Now more than ever,
when a white female teacher is afraid of a Black male student and kids need to be taught how to dream and reach those dreams, how
shoots him in the classroom? to see the humanity in each other, and how to navigate conflict
Solving this crisis is going to require addressing the real prob- using empathy and intellect rather than weapons. We teachers
lems underlying gun violence—which, for communities like mine, are often told not to talk about politics or share with our students
are poverty and lack of opportunity. We’ve forced poverty upon so how we personally feel about the issues that our communities and
many communities that it is ingrained in the experience of young our world are facing. But we’ve become so polarized, unable to
people, especially Black youth. Street economies become the disagree and still share space with each other, and that’s partly a
best option for many of them to provide for themselves and their consequence of not learning how to process conflict in classroom
families. If we want to stop interpersonal gun violence, we have spaces where it should be safe.
to separate local taxes from how we fund our schools and invest Every time I’ve lost a student, I’ve been re-traumatized, taken
more resources in serving our children and their neighborhoods. back to the day I lost Sonny. He deserved to graduate high school
We have to make schools into hubs of hope for entire communi- and go to college. He deserved to become a father and leave his
ties by providing adult literacy programs and solutions for food own legacy. He deserved to live. Neither Sonny’s death nor the
insecurity and unemployment so that our kids don’t have to look deaths of my students over the last 12 years have made news head-
to the streets to meet their needs. lines or prompted legislation to make widespread change. That’s
Moreover, solving the gun violence crisis means dealing with why I use my voice and my relationships to impact the lives of as
school climate and culture to ensure students have a sense of many kids as I possibly can.
belonging. Our schools have become places where Black and As a teacher, I’ve made my classroom a space for kids to feel
brown kids are not empowered to be their authentic selves. like they belong, and I work with colleagues across the country
They’re forced to code switch to feel welcome or worthy to be in to advocate for learning spaces that are safe for Black and brown
that environment.* And the act of changing how you walk, talk, children. And I’m politically active in my community, not just in
voting, but in pushing for legislation and for leaders that will fight
for education and safer schools. I know that the changes I want
Alfred “Shivy” Brooks teaches economics, personal finance, and govern- have to come through me.
ment at Charles Drew High School in Riverdale, Georgia. He is the chair of
the Georgia NAACP Education Committee and founder of Teachers for *To learn more about code switching and ensuring Black students feel that they
Good Trouble, which advocates for the well-being of students, teachers, belong, see “Lift Every Voice: Valuing Black Language and Culture in Classrooms” on
and learning communities. page 14.
6 AMERICAN EDUCATOR | WINTER 2022–23
Our Kids Are Not OK
By Rori Abernethy
I
’ve taught middle and high school math in the Bay Area for 21 The longer I taught at Oakland High, the more heartbreaking
years—the first 13 in Oakland and the last 8 in San Francisco. stories I had. Stories of students like Xavier, a vibrant boy everyone
My students and I have experienced the fear and trauma of gun knew and loved.† Hearing he’d been shot and killed devastated us
violence in both cities. But it took an incident in San Francisco, all. There were almost 2,000 kids in our school, but the hallways
in which no one was hurt, to cement for me the disparities in were so quiet, it was like an all-school funeral.
America’s responses to gun violence. Orlando sold weed because his family depended on him for
In 2018, I was teaching at San Francisco’s James Denman survival. He was always worrying about how to pay their bills. One
Middle School when a student from a nearby school went on the day in class, he showed his gun to a girl he was trying to impress,
run after getting caught with a gun. The city’s response was mas- and it went off—thankfully, no one was hurt. He was terrified and so
sive. Law enforcement combed the area on the ground and from apologetic. The police took two hours to show up, and by that time
helicopters; news reporters swarmed around, broadcasting the Orlando had run and dumped the gun. Afterward, the community
story to the region. All the neighboring schools were on lockdown stayed in touch with him and made sure he finished high school. He
for hours. I was shocked at first because in Oakland, the authori- didn’t deserve to have his life ruined for a dumb decision.
ties could barely be bothered to show up. When guns are allowed to proliferate in our communities, our
My first teaching job was at a school deep in East Oakland, kids pay the price. Kids like Terrence, one of many who sold weed
where the majority of Oakland’s gun violence occurred. In my sec- or bought and sold guns when “flip that gun” was popular in Oak-
ond week, multiple people were shot on our block. Months later, land—and figured they didn’t need a high school diploma because
there was a shootout on the street right outside my classroom. they were entrepreneurs. I warned Terrence that this “business”
My sixth-graders, who had grown up with gunfire, immediately would end up with him in jail, disabled, or dead. Two days later, he
dropped to the floor, scared but calmly calling their parents. The was shot in the head. He survived but is severely disabled.
police strolled in a long while later to take a report, but there were Vu had been involved in gangs but was turning his life around.
no helicopters or news reporters. He became a straight-A student and a talented peer tutor. Vu
A few years later, I transitioned to Oakland High. The school wanted to be a police officer, and I remember the beautiful letter
had wonderful kids and staff, but guns were everywhere. Every his dad wrote me, full of excitement about his son’s future. One
week, we found loaded guns in lockers, and we had so many lock- Halloween, Vu and his friends were in a park where a girl was
downs because of armed individuals on or near campus that I lost shot and killed. He was tried as an adult and sentenced to life in
count. Worse, students were always wearing T-shirts with the faces prison—at 16 years old—but I believe he is innocent.
of loved ones killed by gun violence. One summer, Joseph was in a course I taught for students who
needed to pass the California High School Exit Exam. We were in
the library when we heard gunfire. Another kid everyone knew
Rori Abernethy teaches math at James Denman Middle School in San
Francisco. She is also an AFT Black Caucus regional organizer and serves was killed. When the grief counselors arrived, Joseph asked me
on the Public Education Enrichment Fund Community Advisory Council to send them away. He’d lost so many people to gun violence
for the San Francisco Unified School District. that he couldn’t process another shooting. He needed to pass
the class, and he couldn’t do that and focus on
his mental health. “I already know I’m not going
to be OK,” he said.
I still cry over these stories. What if I’d asked
Xavier or Vu to stay after school or had one
more conversation with Terrence? What if we’d
changed gun laws 20 years ago or invested in
these kids and communities across America that
nobody cares about?
The kid who shut down our schools that day
in San Francisco had a better end to his story.
People advocated for and supported him instead
of just punishing him for his mistake. My students
in Oakland deserved the same. What happens to
the least of us eventually happens to all of us. We
need to care enough about all our kids, no matter
where they come from, to take meaningful action
on gun violence. If we don’t do something now,
none of us will be OK.
RUSS CURTIS
Rori Abernethy in her
middle school classroom †
Students’ names have been changed to protect their identities.
in San Francisco.
AMERICAN EDUCATOR | WINTER 2022–23 7
More Than Names on a List
By Jon Parker
L
ate at night last Easter, I found myself unable to sleep. I was
gripped by nervous anticipation, waiting for a list of names
of victims from a mass shooting three miles from Perry High
School in Pittsburgh, the school at which I had begun my high
school teaching career 17 years prior. Over 90 shots had been fired
into a party attended by hundreds of kids, mostly high school stu-
dents. I was afraid some of my current students would be among
the dead, and I was almost certain that others would be among
the wounded. My mind raced, worrying about who might have
been there and who I might never see again.
As is my tendency during times of worry, I started to make a
list. Not a list of school tasks—papers to grade, parents to contact,
meetings to attend—but a list of students I had lost to gun vio-
lence in my teaching career: Chaz, JoJo, Ricky, Jon Jon, Laffayette,
Michael, Donangelo, Maurice.
Eight students in 17 years. One name on that list is too many.
ANTHONY PUTHENPURACKAL
Eight is a number I cannot even comprehend.
I waited for the news the following day, desperately hoping my
list wouldn’t grow longer. After 17 years, I almost can’t watch the
news anymore, because every local story of gun violence could
involve one of my kids. No one hurt that night was my student,
and perhaps a little selfishly, I was glad for that. But they were
someone’s students. Other teachers were experiencing what I’ve
Jon Parker talking with
experienced eight times. community members about
That night wasn’t the first time I had nervously awaited a list In the week following public education in Pittsburgh.
of names from a mass shooting. Three years prior, on a Sunday Tree of Life, I supported
morning in October, I read the list of victims of the Tree of Life the students on our school
synagogue shooting in Pittsburgh, which is a mile from my cur- paper as they created a
rent school, Allderdice High School. I recognized a name: Irv, a tribute edition to the victims, and I was struck by their thought-
man I had coached baseball with. A parent who had spent years fulness as they wrestled with their new understanding of what
volunteering to help our underfunded high school baseball pro- far too many of their peers faced every day. We sat together in a
gram run a junior varsity team, Irv was also well known from our circle and talked about honoring the victims while being sensi-
community’s Little League program. tive to the trauma everyone was processing in their own ways.
I had read about mass shootings in other parts of the country, My students organized and attended vigils. Another teacher and
much like I imagine most people do, and I was horrified—but they I spent much of the week in the counseling suite with students.
felt abstract and distant. This antisemitic hate crime was uniquely Because we knew these students well, some were more comfort-
traumatizing for our school community. Allderdice serves a able talking with us than other staff or grief counselors. At the
diverse range of students and families, but the neighborhood end of the week, I collapsed on my couch and wept—utterly
where the school is located is predominantly Jewish. Many of our exhausted, unable to stop imagining the horrors that Irv and the
students closely identify with the Jewish community here, and other victims experienced.
they were dramatically impacted by the targeting of that crime. No matter how long you teach, your students are your “kids.”
At the same time, my students and I were also struggling with You get to know them in a deeply personal way, and you remem-
the contrast between how our school, community, and nation ber them long after they’re gone. I’m glad I remember Maurice’s
reacted to this mass shooting—with outpourings of support—and gentleness and Donangelo’s wide, kind smile. I’m glad I remem-
the lack of response to “ordinary” gun violence that overshadows ber a poignant letter Laffayette wrote to me at the start of his
the lives of so many of my students. In addition to the Jewish com- freshman year and Michael’s firm handshake accompanied by
munity, we also serve many Black students and other students of a “Good morning, Mr. Parker,” every day. I’m glad I remember
color from historically segregated and under-resourced neigh- Jon Jon’s toothy grin and Ricky’s keen sense of humor. I’m glad I
borhoods. Those are the students living with gun violence day to remember JoJo’s passion and Chaz’s smirk. And I’m glad I remem-
day—and the students on my list. ber Irv coaching first base in his signature cutoff T-shirt. When
gun violence affects those you love, lifting them up as real people
rather than distant statistics or names on a list is one of the best
Jon Parker has been an English teacher in Pittsburgh Public Schools for 17
ways to honor them.
years. He currently teaches English and journalism and is an adviser to the
student newspaper at Taylor Allderdice High School.
8 AMERICAN EDUCATOR | WINTER 2022–23All I Can Do
By Jean Darnell
I
n December 2012, I was an English as a second language (ESL) the ugliness of life. They need to know how to process extreme
teacher at North Shore Senior High School in my hometown of emotions and understand that even the worst feelings will pass.
Houston. One of my students had just ended her relationship They are emotionally immature, and they make rash decisions
with another student, and he wasn’t taking it well—he was becom- because they don’t have the tools to make better choices. Having
ing obsessive, making threats. One morning, she was visibly upset transitioned from being a teacher to a middle school librarian, I
in class, and I overheard some unsettling things, so I reported see it all the time because students come to me when they need
the situation to our administration. They acted immediately, and support. We need to teach emotional literacy as a preventive strat-
police arrived to detain the young man. During my lunch duty a egy beyond the primary school years so that kids know how to
short time later, I watched from the cafeteria windows as he was ground themselves, work through their feelings, and realize there
discreetly led outside to a waiting patrol car. are alternatives to harming themselves or others. Their mastery of
Soon thereafter, I was headed to my truck for my lunch break those skills is just as important as their academics.
when I heard two gunshots. Then the screaming started. I couldn’t Many schools don’t have the counseling resources to handle
tell where the shots had come from, but everyone inside the school this training—and even if they do, some kids don’t feel comfort-
was running out. Kids were coming at me in the parking lot, and no able enough with their counselor to share what they’re feeling and
one knew what was going on. Everyone was just trying to escape. ask for help. But oftentimes they’ll open up to the librarian, who
I gathered as many kids as I could, and we sheltered in my truck. they may see more often than their counselor. This year, I wanted
We found out later that the shots were the young man attempt- to make it easier for that to happen. I’ve converted one of my tech
ing suicide with a gun he’d hidden in his shoes. Officers had patted rooms into a meditation space with books and activities that teach
him down and handcuffed him, but they never checked his shoes. students how to self-soothe, how to recalibrate in moments of
An incident like this changes your life. Since then, I have spent fear, anxiety, and rage to find a sense of calmness and healing. I
a lot of time thinking about safety. I think about how to protect call it the Zen Den.
students so they don’t experience the fear of their school turning I’m proud of this work, and I want to be here every day, making
into a crime scene. Lately, though, I think about that young man a difference for my kids and my community. But after 20 years in
who was so emotionally distraught. education and serving close to 3,000 students just as a librarian,
As educators, we spend so much time on active shooter drills, I don’t know if I can do it much longer. The increasing violence,
but we’re not doing everything we can for our kids’ safety and decreasing resources—and now we are also expected to carry
well-being, especially if we’re not giving them tools to handle guns in the classroom as some Texas teachers are doing? It’s ask-
ing too much.
I’m a Texas girl and love my home state. I was raised around
Jean Darnell is a former English and history teacher and is currently a
middle school librarian in Austin, Texas. She delivers professional develop- weapons and I’m a responsible gun owner. But I’ll quit before I
ment on literacy topics and shares diverse books and literacy resources on bring a gun into a classroom. First, I’m a Black woman. If I’m ever
her blog at awakenlibrarian.com. armed in a situation where there is an active shooter on campus,
I don’t want to be mistaken as the threat. I don’t
want somebody explaining to my mother that I
was shot dead by friendly fire.
But I’m also an educator. My focus should be
on keeping kids healthy, grounded, and learn-
ing. I should be asking, “Are my kids engaged
today?,” not “Is my weapon secure?” Live
weapons in the classroom just increase poten-
tial threats—including from our own students
or other adults who may spiral to the point of
instigating violence. We don’t want to believe
that would happen, but we have to be realistic
about the possibility.
Instead of arming teachers, I want to see
our elected leaders doing more to get the most
violent weapons off the streets. Instead of pre-
paring our kids for violence, we need to show
them how to give back something good to our
community and the world and teach them what
SUSANNAH KAY
an emotionally healthy citizen looks like. That’s
what I want to leave behind as an educator, as
Jean Darnell reading At the
Mountain’s Base to middle a librarian, as an advocate. That’s all I can do.
school students in Austin.
AMERICAN EDUCATOR | WINTER 2022–23 9their questions—it has been incredibly powerful to play a part
COURTESY OF KALLIE LEYBA
in their healing processes.
But each year, our community of survivors grows larger as our
country refuses to do what’s necessary to prevent gun violence.
So, I learned I can do more than support survivors in the after-
math of tragedy; I can work to prevent gun violence
as an activist. This work takes more than thoughts
and prayers. It takes our collective voices united to
Kiki Leyba speaking at a demand change.
rally in Washington, DC, to We need change in our under-resourced public
ban assault weapons.
schools so we are better equipped to care for the
mental well-being of our students. Few schools have
enough social workers and psychologists, and teach-
ers are increasingly called on to fill in the gaps. But we
We Need Your Voice and Your Vote also need trauma counseling and support services for teachers
and school staff. If we’re not caring for ourselves and each other,
By Kiki Leyba who will care for our kids?
We need change in the way we care for our communities,
M
y family has survived two school shootings. In 1999, I which are often left to fend for themselves following incidents
was a first-year teacher at Columbine High School. I of gun violence. They need additional funding to provide
was meeting with my principal, excitedly accepting afterschool programs for students, community outreach pro-
a continuing contract, on the April morning that two teenage grams for students and families, and mental health services
gunmen began shooting. They murdered 13 of us and injured for students, families, teachers, and staff. And organizations
more than 20. In 2010, my family was traumatized again when like Teachers Unify to End Gun Violence need our support so
a man opened fire at Deer Creek Middle School as school was that we can end gun violence, help our communities heal, and
dismissed, shooting two students before a teacher tackled him. prevent future trauma.
My son, Lucas, was just feet from the gunman. A friend grabbed We also need change in our leadership and legislation. Our
him, and they ran for safety. Their backpacks, left on the school’s political leaders must stop using rhetoric to avoid change and
front lawn, became part of the news coverage of the shooting. instead prioritize our lives and well-being. I volunteer with orga-
When I heard there’d been a shooting at my son’s school, all nizations that are pushing for the key legislation—like red flag
I could think was, “How can this be happening again?” But it and safe storage laws and a federal assault weapons ban—to
has happened so often over the last 23 years that our nation’s end the epidemic of gun violence in America. We’ve protested,
response to mass shootings has become predictable. We’re knocked on doors, and gone to Washington, DC, to take our mes-
horrified. We hold memorials for the murdered and fundraise sage to the public and to Congress: We can no longer accept the
for their families. Politicians send thoughts and prayers. Then, unchecked availability of assault weapons in our communities.
we move on to the next big story. But the shattered survivors We can no longer accept the mythology that guns and freedom
and their communities are just beginning their painful journey are inextricably intertwined. And we can no longer accept politi-
through the fog of trauma, enduring sleep loss, hypervigilance, cal leaders who refuse to represent the will of American voters
depression, and other symptoms of posttraumatic stress disor- on these issues.
der. Trauma swallows everyone; it does not care who you are, The Biden administration’s Safer Communities Act, signed
what you do, or if you have a family. into law in June, felt like the first bit of positive change in over
How do we support students, families, and communities 20 years. But we need more. I urge you to use your vote and your
who live with trauma for years after the news cameras have voice. I know that being vocal about preventing gun violence in
gone? People commonly reach out to me and other Colum- our current climate feels risky; there could be backlash. But the
bine survivors in the aftermath of tragedy. Over the years, I losses we all suffer because of gun violence require us to be brave
have dedicated myself to caring for survivors of shootings in and bold. It’s time to put the safety of children and schools first
Newtown, Uvalde, Las Vegas, and many other cities. I’ve sat and to protect all citizens from gun violence.
with them in their grief, listened to their stories, and answered I’m still teaching at Columbine, 23 years later. It has never
occurred to me to leave because my job—taking care of my stu-
dents—is unfinished. As educators, school staff, and community
Kiki Leyba has taught English at Columbine High School in Littleton, Colo- members, we all have unfinished work: fighting for change so
rado, for 23 years. He is also a public speaker, mentor, and advocate com-
mitted to gun violence prevention and supporting communities that have
that yet another student doesn’t have to endure years of trauma.
experienced trauma. These opinions are his own and do not necessarily Together, we can take back our power and make a difference for
represent Columbine High School or Jeffco Public Schools. our kids and our future. ☐
10 AMERICAN EDUCATOR | WINTER 2022–23Keeping Students Safe from Gun Violence
This article is adapted from How to Stop problem. Many “comprehensive” school
Shootings and Gun Violence in Schools: A Plan safety plans have been proposed over the
to Keep Students Safe, by the Everytown for last 20 years. Few have thoroughly
Gun Safety Support Fund in partnership with addressed the issue common in all school
the AFT and the National Education Association shootings: easy access to guns for those at
(NEA). Together, as the report states, we are risk of committing harm. Everytown, the
“working to ensure our approach to safer AFT, and the NEA firmly believe that any
schools is driven by evidence, expertise, and effective school safety plan must involve an
care.” The full report, which is available in effort to enact gun safety policies that
English (go.aft.org/9uh) and Spanish (go.aft.org/ enable intervention before a prospective
afl), includes detailed recommendations derived shooter can get their hands on a gun. These
from high-quality research on helpful and policies work hand in hand with school-
harmful practices. based interventions to create safer school
–EDITORS climates and to intervene before a student
becomes a shooter.
F
When communities are focused on
or the last 20 years, students, educa-
student well-being, schools can be places
tors, and parents have lived with the
of care and compassion for the challenges
reality of increasingly frequent school
kids face, while also creating the condi-
shootings. The worst period for this
tions for preventing school shootings and
violence has been in the 2021–22 school
other violence. Given that most school-age
year, which saw nearly quadruple the
shooters are current or former students
average number of gunfire incidents since
and that they nearly always show warning
2013. From an average of 49 incidents in
every school year since 2013, this past school
signs, the locus of school violence preven-
tion must necessarily center around
Any effective
year saw 193 incidents of gunfire on the
grounds of preschools and K–12 schools.
schools. Therefore, our recommendations school safety plan
address both gun safety policies and
We need meaningful actions to keep our
school-based interventions. must involve an
schools and surrounding communities safe,
actions that address what we know about Recommendations effort to enact gun
gun violence in America’s schools. It’s time
for our leaders to adopt a multifaceted
Gun Safety Policies safety policies.
approach that provides school communities 1. Enact and Enforce Secure Firearm Storage
with the tools they need to prevent
Laws
school-based gun violence. How to Stop
Shootings and Gun Violence in Schools: A The most common sources of guns used in 2. Pass Extreme Risk Laws
Plan to Keep Students Safe focuses on school shootings and across all school gun
approaches that have been proven most violence incidents are the shooter’s home or Extreme risk laws create a legal process by
effective, such as keeping guns out of the the homes of friends or relatives. This is which law enforcement, family members,
hands of people who shouldn’t have them unsurprising, as nearly 4.6 million American and, in some states, educators can petition a
in the first place, fostering safe and trusting children live in homes with at least one gun court to temporarily prevent a person from
school environments, crisis intervention that is loaded and unlocked. Secure firearm having access to firearms when there is
programs, access and lock upgrades, and storage laws require that people store evidence that they are at serious risk of
trauma-informed emergency planning. firearms securely when they are not in their harming themselves or others, giving them
The report provides a proactive plan to possession in order to prevent unauthorized the time they need to get help. Extreme risk
prevent active shooter incidents and, more access. Under these laws, generally, when a protection orders, sometimes also called red
broadly, address gun violence in all its forms person accesses a firearm and does harm flag orders or gun violence restraining
in America’s schools. Using what we know with it, the person who failed to securely orders, can be issued only after a legal
about school gun violence, our organiza- store the firearm is responsible. Twenty- determination is made that a person poses a
tions have put together a plan that focuses three states and the District of Columbia serious threat to themselves or others. They
on intervening before violence occurs. currently have some form of secure storage also contain strong due process protections
These solutions work hand in hand to foster law. In addition, several cities have passed to ensure that a person’s rights are balanced
ILLUSTRATIONS BY EVA VÁZQUEZ
safe and nurturing schools, to address secure storage laws. Everytown, the AFT, with public safety.
violence at its earliest stages, and to block and the NEA recommend that states enact Because extreme risk laws are a proven
easy access to firearms by those who would and enforce secure firearm storage laws. In tool with strong due process protections,
do harm. addition, policymakers should promote they enjoy strong bipartisan support.
In order to effectively address violence in public awareness programs that can Nineteen states and DC now have extreme
our schools, we must first acknowledge that encourage secure gun storage and induce risk laws on the books. Everytown, the
school violence is, in part, a gun violence behavior change. AFT, and the NEA recommend that these
AMERICAN EDUCATOR | WINTER 2022–23 11states train law enforcement on the Current federal law requires that
availability and use of these laws and that background checks be conducted when-
public awareness campaigns help to make ever a person attempts to purchase a
knowledge of this option widely known. firearm from a licensed gun dealer, to
School officials also need to know that this ensure that the prospective buyer is not
tool is available to them as part of a legally prohibited from possessing guns.
comprehensive intervention with a For example, when a person becomes
student who is at serious risk to them- subject to an extreme risk protection
selves or others. order, that record is entered into the
federal background check database, and a
background check at the point of sale
prevents that person from buying a
firearm at a gun store. However, current
federal law does not require background
Targeted gun safety checks on sales between unlicensed
parties, including those at gun shows or
policies and school- online. As such, people with dangerous
histories can easily circumvent the
based interventions background check system. Everytown, the
can address violence AFT, and the NEA recommend that states
and the federal government act to pass
before it occurs. laws that require background checks on all
gun sales so that potential shooters cannot
every school has the appropriate number of
mental health professionals on staff and
easily purchase firearms. that other mental health support programs
are in place.
School-Based Interventions
6. Build a Culture of Secure Gun Storage
5. Foster a Safe and Trusting School Climate
3. Raise the Age to Purchase Semi-Automatic In addition to enacting secure storage laws,
Firearms Supportive and trusting school environ- policymakers and educators should encour-
ments are the strongest way to prevent age a culture of secure gun storage by
Despite the evidence that most active school violence. One means of creating safe increasing awareness of secure storage
shooters are school-age and have a connec- schools is to support them to become practices. Governors, federal and state
tion to the school, few states have stepped “community schools” that work with local departments of health and education,
in to close gaps that allow minors to legally partners to provide valuable services that legislatures, nonprofit organizations, and
purchase high-powered firearms. Every- help uplift the entire community. They not local officials should also work together to
town, the AFT, and the NEA believe states only become centers of education but fulfill develop and fund programs that increase
and the federal government should raise the a broader purpose of contributing to stable, awareness of the need to store firearms
minimum age to purchase or possess healthy, and safe neighborhoods. securely. Schools should distribute informa-
handguns and semi-automatic rifles and Everytown, the AFT, and the NEA tion to parents about the importance of
shotguns to 21 in order to prevent school- recommend that schools utilize district, secure storage. Thus far, school districts
age shooters from easily obtaining firearms. state, and federal funding to help schools comprising nearly three million students
Under federal law, in order to purchase a partner with community members to move have taken this vital action. Encouraging
handgun from a licensed gun dealer, a beyond the normal confines of a school, secure storage practices can make an
person must be 21. Yet to purchase that particularly in communities that experience enormous difference in reducing gun
same handgun in an unlicensed sale (online high rates of gun violence. In schools facing violence in school communities and would
or from a private individual), or to purchase high levels of violence in and outside of the address the most common source of firearms
a rifle or shotgun from a licensed dealer, a school building, a community school might used in school gun violence incidents.
person only has to be 18. Only a few states fund programs such as creating safe
have acted to close these gaps. Minimum- 7. Create Trauma-Informed Crisis Intervention
passages to and from school, granting
age laws can work in tandem with secure Practices in Schools
alternatives to out-of-school suspensions
storage and extreme risk laws to cut off an that offer meaningful educational oppor- The most important thing that schools can
easy way for shooters to obtain firearms. tunities for students, providing family do to prevent active shooter incidents—and
4. Require Background Checks on All Gun Sales counseling, increasing access to mentoring gun violence overall—is to intervene before
both in and outside of school, and incorpo- a person commits an act of violence. To do
Background checks are proven to reduce rating restorative justice into discipline this in a manner that serves students and
gun violence. Twenty-one states and the policies. Significant resources must also be protects the community, Everytown, the
District of Columbia already require a provided to assist students impacted by gun AFT, and the NEA recommend that schools,
background check on all handgun sales. violence. Educators see that the trauma concurrent with other community partners,
State laws requiring background checks for and anxiety that gun violence creates does create trauma-informed crisis intervention
all handgun sales—by point-of-sale check not simply vanish. Students carry this practices involving the convening of a
and/or permit—are associated with lower trauma and fear with them inside and multidisciplinary team that responds when
firearm homicide rates, lower firearm outside the classroom. All levels of govern- a student shows they may be in crisis. These
suicide rates, and lower firearm trafficking. ment must invest resources to ensure that teams receive information about a student
12 AMERICAN EDUCATOR | WINTER 2022–23You can also read
