# data[].attributes.body
Our schools must be extremely intentional when it comes to the ways we serve children who have experienced trauma. 2 points that made me pause were "my ankle monitor made me feel enslaved" and "the pat down by male officer re-traumatized her."

As an elementary teacher, these things don't often cross my mind when I think of ways to support my students who are dealing with trauma. However, given our nation's unrelenting pressure to care for all with dignity and respect, this is at the forefront in my mind. We, as school leaders, must uplift students rather than treat them in anyway that re-opens past traumas. Pat downs and ankle monitors are unacceptable. Given the appropriate funding for more school psychologists, therapists, counselors and other support staff, we can eradicate the need for these traumatic practices.

# data[].attributes.body
"Each girl I spoke with signaled in her own way that she wants to be treated as a human being who is capable of thinking on her own (Morris, p. 165).

This quote seemed to sing on the page as I reflected on, not only the chapter, but the current war against racism and Black Lives Matter movement that our country is experiencing. Our country is built on treating people of color as "other". Our girls, our families, and our community if fighting for a voice that is long overdo. If our focus continues to be solely academic proficiency (because even SEL and restorative practices get tied back to improving academic proficiency), rather than first and foremost building up our students of color to have voice and empowerment in a system that truly values them, than I think we will be complacent participants in continuing educational racism.

# data[].attributes.body
This chapter really emphasized how these girls are put in a no win situation. They are forced out of the schools and then put in an educational setting where they are not being pushed forward or moved ahead. The girls voiced their frustration in missing part of their education whether it was doing stuff that was at a higher level than they were or doing repetitive work. They also showed frustration in not getting credit for the work they were doing. They have been put in a punitive environment that prevents them from moving forward. That is the opposite of what schools should be doing.

# data[].attributes.body
"Histories of victimization and addiction, poor student-teacher relationships, being subject to zero toleranceand harsh discipline along with uninspired and poorly executed curriculum, and the school credit mismatch-independently and  together all these factors function to push Black girls in juvenile court schools further away from all schooling."
These factors just show the racial injustice. Black girls are usually punished more harshly in schools and this leads to them being pushed in the detention centers where their chances of success are less because of poor programs and individuals that have no investment in these girls succeeding. Brackeen

# data[].attributes.body
How people are treated is how they will learn to treat others.  We as adults, teachers,  and/or parents need to work better to recognize that students actions usually have a deeper cause behind them.  We do not know what others have seen or have been through.  We need to take the time to look deeper into the causes so that we can best help them.

# data[].attributes.body
What really resonated with me was the fact that these girls education was so punitive and not rehabilitative. They experience so much frustration as they feel that they do not gain anything by trying harder or paying attention. It seems they are surrounded by people waiting for them to fail again and have already decided what they are capable of. So many behaviors come from not being understood or "heard". The fact that Portia is so confident about her ability and her desire to be a veterinarian, but does not necessarily have that desire to really push herself to pursue her dream because she doesn't see the point in trying. She, like so many of our girls, need someone to believe, inspire and to nurture her. As a gifted teacher, I read her words and my heart breaks that this child with so much potential may not realize it because the system is set up to deny her the very things she needs most...someone to see past her transgressions and help her find her path.

# data[].attributes.headline
The critical importance of trauma-informed schools:  "More than 70 percent of girls in juvenile detention facilities have a history of trauma, and at least 60 percent have experienced rape or the threat of rape - a number that reflects reported incidents and is likely an underestimation.  Other studies show that up to 90 percent of girls in detention have experienced some form of sexual, emotional, or physical abuse.  We cannot ignore the very real impact of trauma." p.136-37

# data[].attributes.subject
The critical importance of trauma-informed schools:  "More than 70 percent of girls in juvenile detention facilities have a history of trauma, and at least 60 percent have experienced rape or the threat of rape - a number that reflects reported incidents and is likely an underestimation.  Other studies show that up to 90 percent of girls in detention have experienced some form of sexual, emotional, or physical abuse.  We cannot ignore the very real impact of trauma." p.136-37

# data[].attributes.body
I have been thinking a lot about how critical it is for our schools to be trauma-informed, and this chapter really reinforced that.  The numbers and stories in this book are overwhelming. And the reality is that after what we have experienced and seen in the past few months, it is more critical than ever that EVERY TEACHER in EVERY SCHOOL employ trauma-informed practices so that we are helping our students heal, so that we can then help them learn.

# data[].attributes.body
"Today Black girls in juvenile correctional facilities have continued to endure hypersegregated and inferior learning conditions that prevent their full rehabilitation and fail to support their healthy development."

I am baffled that this is something we are dealing with today, in the year 2020. How can we treat any member of our society this way? Not allowing them a chance to learn from an experience that happened and grow. I am really bothered by this. As elementary educators, it is imperative that we build strong relationships with our students because we can't really trust what will happen to them in the future if they end up making a choice that leads them to a juvenile correctional facility.

# data[].attributes.body
So many good quotes this week, but this one really stuck out for me.

"Black girls

are confronted by teachers who argue with them, avoid answering their ques-

tions, and label them as “difficult” for standing up for themselves or others

they believe have been treated unfairly. However, while students perceive this

relationship to be problematic, they also want to be engaged by their teachers,

to be loved by them."

Be love. Show compassion. Take the time to stop teaching to the test and create relationships. Practice patience. Listen.

# data[].attributes.body
One of my key take aways from this chapter was the realization of inequities occurring in education when in detention facilities. “For Black girls who were placed in public reformatories, the rehabilitative emphasis was not on making them more productive students, but rather on forming them into better servants for social elites.” (Morris p. 141).  When I read this quote, I was quickly provoked. As I read this section, I thought about all of the girls that have expressed their need for education to escape poverty and make a better life for themselves and their families. It feels like these juvenile detention centers are setting Black girls up for failure. By not educating and giving Black girls the academic attention they deserve and need, their struggle to accomplish their educational goals continues to increase. In turn, this terrible cycle continues of being incarcerated, going back into society behind on education, needing to get money quickly because education now seems out of reach, and ending up back in a detention facility because they feel there is no other way out of poverty. 

# data[].attributes.body
Like Ms. Hammond I was noticing recurring themes such as the quelling of questions and also the lack of material that that meets the individual's needs, most commonly a lack of challenging work. These trends signal a lack of regard for these girls as individuals-but identify them as only by race and circumstance.
This underscores for me the importance of taking the time to listen to and honor every voice in my class.

# data[].attributes.body
"Remember: Hurt people hurt other people":
We as educators need a greater understanding of the impact of trauma on Black Girls lives, and how trauma survivors develop coping mechanisms that can bring negative attention to themselves.  We need to learn what strategies can help trauma survivors to heal. Trauma occurs when an external threat overwhelms a person’s coping resources. Trauma can result in specific manifestations of psychological or emotional distress, and it can affect many aspects of the survivor’s life over time: her relationships, her ability to cope with stress, her physical health, and her ability to make her way safely in the world. Trauma can happen to anyone, but some groups are particularly vulnerable due to their circumstances, including women of color, people with disabilities, and people who are homeless or living in institutions. Being incarcerated is traumatic within itself.

The interpersonal impact of trauma can be devastating. Trauma destroys trust, so survivors may have difficulty establishing close relationships. It can undermine one’s sense of safety; survivors may engage in seemingly counterproductive behavior in their quest to regain a feeling of control over their environment, which can further erode relationships. What can we do? We cannot change the world overnight—but we can make a little difference in someone’s life each day. We can be a little more patient, give a little more “wait time”, and give a student another chance before a write-up or referral. Building trust is about building relationships, but we have work extra hard to earn the trust from someone who has been victimized, abused and made to feel unsafe.

# data[].attributes.headline
Historically, this vulnerability is further increased when teachers, administrators, and institutional policies project low expectations onto Black girls who have been labeled as delinquent.

# data[].attributes.subject
Historically, this vulnerability is further increased when teachers, administrators, and institutional policies project low expectations onto Black girls who have been labeled as delinquent.

# data[].attributes.body
I found this to be a powerful statement in this chapter because the expectation of student achievement is first set in elementary school. It's a common misconception that students that act out in class don't want to learn or that they can't do the same work as their peers. Their needs are overlooked and the bar for learning is set low from a young age. This sets them up for failure. Our students need to know that their teachers believe in their potential and trust that we are doing everything possible to help them reach that potential despite behavior issues that are being exhibiting in the class. The trust between students and teachers begins with us as their elementary school teachers.

# data[].attributes.body
At the end of the chapter, Morris states that schools no matter where are potential places to transforms and help girls make better decisions in their lives. This resounded with me. All students need to love something about school and feel loved, accepted and appreciated in school. So many of these young ladies in this chapter wanted to learn and wanted to make something of themselves and it was schools and teachers that were holding them back. We must do better! We MUST! I hope that I am never the one that holds back or makes a student believe that they can't or shouldn't be or do anything. This fear makes me want to learn more and work harder. In a way, thank goodness we have this time to start this journey together!

# data[].attributes.body
One theme I have noticed in this chapter and throughout the book is that many black girls in the system have a lack of confidence in the system and trust/confidence in their teachers (and rightfully so).

On page 154, Morris states that "almost half of them have perceived that a teacher in their juvenile court system had routinely refused to answer their specific questions about materials they were learning."

While perception may not necessarily reality, a persons' perception can become a person's reality. So perception has  a strong influence on how individuals look at their reality.  If black girls' perception is that they are routinely failed, that there is lack of care/follow through from adults early in their life and educational experiences, that perception can become their life long reality.

This reminds me, as a teacher, that the relationships we build with young black girls begin to form the foundation of their reality. That is powerful and scary at the same time...
Being a teacher is more than standing in front of the class and teaching academics. It also includes modeling compassion and acceptance. It is about love and listening. It so much more than a grade or score.

This week has reminded me of how important it is to continuing to be better and to do more.

# data[].attributes.body
How can we, schools, change the narrative about Black people if we are using punitive discipline and forcing Black girls out of school to only emphasize to white students that Blacks don't matter or they don't care about education? All because the teacher says they are disruptive and loud and need to leave the classroom? As I'm reading and listening to what is happening around me, I'm realizing I need to model how to treat Black girls to show other students how to be respectful and kind. I can tell students to be respectful but my actions are stronger and if I model how to talk a Black girl who is "loud" wanting to be heard, then other students will view Blacks different. Instead of using punitive discipline, stop and listen to what the child has to say. Black girls don't want to be an outcast but are crying to be heard and understood. I'll never be able to understand their experience but I can listen and hug and love the child. My heart jumped for happiness when Jennifer said, "I care about kids, When I get older I want to teach somebody instead of locking them up." This is the way we need to treat students and not jump to the conclusion they hate their teacher or don't want to learn.

# data[].attributes.headline
“The inability for girls to ask questions - clarifying or otherwise - was perceived as a problem by multiple girls getting their education in juvenile hall.” 

# data[].attributes.subject
“The inability for girls to ask questions - clarifying or otherwise - was perceived as a problem by multiple girls getting their education in juvenile hall.” 

# data[].attributes.body
The young women who have shared their stories in Pushout have a connected theme of being silenced. Repeatedly, they have been silenced by others. This idea is so relevant as we hear more and more stories about violence to Black people who are just going for a jog, getting gas, bird-watching, simply existing. And, now when communities are rallying together to say “enough is enough”, Black people are still being silenced about how/why/where they are protesting by people who have never been the target of racism.

This has been a hard week, with a lot of emotion. But, I am reading, listening, learning, and committing myself to be a better teacher, friend, and person, particularly to the Black community. Because, those voices and those lives do matter.

# data[].attributes.body
This week I want to share the quotes that resonated the most with me:
Pg. 137: “we cannot ignore the very real impact of trauma. “
Pg. 139:”it took Blossom four years to stabilize Juanita through medicine, counseling, education, employment, and intense mentor ship. But they did it.”
Pg. 160:”....noting that she positively responded to the teacher who she  said,”took her time and listened.”
The whole last paragraph of the chapter!

# data[].attributes.body
"These girls are not a "submerged tenth"  but rather our forgotten daughters. They are those among us who have suffered tremendous obstacle and personal traumas. They are the ones we adults have harmed and failed the most. They are the ones who have unsuccessfully attempted to improve life's conditions- often harming themselves and others in the process- but they are also the ones with the greatest opportunity for improvement. Education is likely to be their best chance to shape a better life- their best chance to rebound from their conviction  histories and emerge as productive engaged citizens capable of charting new paths toward redemption.
This whole paragraph really stuck out to me, particularly the words forgotten daughters.Those two words hit me hard. There are so many young women and girls who need to know they have a voice, and they matter. This chapter was hard to read, particularly when girls were repeatedly asking to be taught, and were continually dismissed. It challenged me to think of my own teaching.
Some teachers in the chapter admitted to feeling overwhelmed and often emotionally unprepared.   This chapter further reinforced to me how critical it is for teachers to receive training in trauma informed care.

# data[].attributes.body
"As potential places for developing the whole person, schools, whether in facilities or communities, can and should be transformative environments that help girls make better decisions in their lives. A school with professionals devoted to developing, not unraveling, Black girls' academic well-being and their mental health would provide a foundation for cultivating new ways to respond to their emotional, physical, and sexual trauma so they don't repeat mistakes that spiral them further into poverty, crime, addiction, violence, or worse."
I believe we need to be devoted to developing positive relationships and we need to cultivate new ways to respond to all students.

# data[].attributes.body
"Remember: hurt people hurt other people." (p. 161)
I believe this to be true everywhere. If people are treated a certain way, they will learn to react in a certain way. It becomes a trigger, an automatic reaction, or self-defense. On the surface, many of us (and by that I mean as teachers, as someone with white privilege, as friends, as anything) may see something that seems like an over-reaction, but we don't know what it's like to be them. We don't know what they have been through. We don't know why they have a certain reaction or trigger. We. Don't. Know. And it's ok not to know. What we have to do next is find out and help. We have to communicate.
Back to the book, in this chapter, I heard these girls begging for an education, but they had been written off and expected not to care. They weren't listened to - they weren't even asked what they wanted to be or do.

# data[].attributes.body
"Her ideas are not lost, her consciousness does not subside, and her hopes may not be quashed simply because she is in juvenile hall." So much is going on in our world right now. This chapter opened my eyes about how many CHILDREN we have in juvenile hall. It seems they are being treated as though they cannot be successful in society. This quote is so right--these children are humans and have a purpose and we cannot continue suppress their hopes, ideas, and dreams. We must change how we see black in America and how we deal with discipline in the schools so that juvenile hall does not exist or at least changed to serve a more positive purpose for children that truly need help.