Creating Space to Unite

My name is Andrea, I am a teacher and I also fulfill the inspection function at the school where Jose, a 13-year-old adolescent, studies.

 

In this school year 2022-2023, Jose entered school with various behavioral and learning difficulties. His classmates understood eighth grade material, but Jose was still unable to write. So we tried to change many aspects so that he can have the same opportunities as the other children.

We are three months into this school year, however, things have not improved. Situations of alleged aggression towards other students have even apparent. They have reported the student for his behavior. We as an institution have been involved from the beginning. That is to say, first talking with the father, the aunt, the collaborators of the Intervention Program as well. The next step was other disciplinary measure, which involved suspending him from classes for 15 days, and we did so.

 

   One of the requirements was to apologize to his classmates and to be involved in restorative actions at the school. Which he did.

 

But barely a week had passed, and we already have the same student behaviors. The rest of my fellow teachers are tired. They have exhausted several tools, in such a short time and from despair I think they are turning to resignation because of a lack of hope.

 

Today, the Intervention Program shared a workshop with us on "Inclusive Education". At first, I was very upset, I assumed that they would question our work, or what happens with parents, who blame us. However, during the workshop, rather than question, a space of trust developed which helped us to express ourselves about what each one of us is going through, as a teacher, not only with our student Jose, but with other cases that still do not receive attention from the authorities, because theses are processes that take a long time to get a response.

 

When my colleagues expressed themselves, I was able to show that they are not tired just because of Jose's situation, but because of our entire reality within the public education system. Surely education in our country is in crisis and it is very difficult. I think that Jose is one of the many cases that have caused us to be dragged down by problems that perhaps can be solved, but due to the lack of opportunities in his context and in our system in general, all those small problems that grow over time are dragging along, and sometimes even seem irreparable.

 

The colleague from the Intervention Program, she listened to us, was empathetic and explained new ways to include Jose, emphasizing that these activities can be carried out, as long as the rights of his colleagues are not violated. At the end of the day we find the sad story of this student, my classmates and I have done a lot to help, but what happens. when he is not responding, what happens when he is not progressing? It is not enough to just follow a protocol.

 

Although we are now more aware of all these problems, I feel grateful and calmer, because today the Intervention Program recognized our work, and we learned a lot from what we do, with clear examples. It was very practical and, above all, we regained our strength, because when there are institutions that validate the work, it helps us to know how we rely on these processes with the full intention of changing the reality of the children and adolescents who live these realities.

 

In the end, with my colleagues, we request that these processes be continuous in order to reinforce the knowledge of teachers, because it allows us to evaluate ourselves as professionals and as people and, I believe that to make a change, the basis is to raise awareness and unite.

Joel & Kim Delp