Safe Passage: Making it Through Adolescence in a Risky Society
A Forum — June 12, 1998
Joy Dryfoos, author of the book Safe Passage: Making it Through Adolescence in a Risky Society believes American society is confused on how to ensure safe passage for children as they grow into responsible, participating adults. “We have no youth policy--but we do have a vast array of categorical programs that lack coordination,” says Dryfoos In addition, she argues that public education is being threatened by a systematic campaign aimed at its destruction. It is imperative to draw attention to programs that work and bring some rationality into youth policy.
Dryfoos' research has identified 24 common components of effective programs. A basic tenant of effectiveness is a close relationship between every child in the program and a responsible adult. Young people must gain cognitive skills and social competencies. Multi-agency partnerships are the key element to provide the necessary multi-component and sustainable programs, which can address the needs of children and their families in a modern society. Research also indicated that one-shot, poorly conceived or poorly implemented programs cannot be effective.
Full-Service Community Schools and the Role of Government
According to Dryfoos, full-service community schools "integrate the delivery of quality education with whatever health, social, and cultural services are required in that community." These schools are open most of the time and serve as a community hub. They bring families and communities into partnerships with schools to find solutions for problems that are common to all. These partnerships liberate teachers to do what they do best--teach--while other agencies provide expert health, mental health and other necessary services for youth in a wrap-around approach.
In full-service community schools, it is important that all those involved speak the same "language." Schools of education need to cross-train educators and other workers for this common language. The certification process also needs to be changed to incorporate all the workers involved in providing services to children. This type of school has the potential to reduce the need for more expensive programs: if children are better cared for from the beginning, states Dryfoos, fewer special education services would be needed, and special educators could be used to provide expert support to teachers and other services, like audiology, for all children. Individualized education plans should not be the privilege of special education students alone, but should be used for every student.
States have an important role coordinating the services of different agencies, eliminating bureaucratic barriers and avoiding turf conflicts. Many states have their own comprehensive initiatives. The federal government could pool funds used for categorical child and youth programs and support school/community partnerships. Existing resources such as Titlte I and Drug Free Schools could be used for more intensive, sustained, integrated youth development programs. A national "Safe Passage Commission" should be organized to develop initiatives across agencies and provide technical assistance for planning, implementation, and evaluation of the programs.
Rosa Agosto, Director of Community Services, Children's Aid Society of New York
Children's Aid Society is a 140-year-old, not-for-profit agency that continues to expand. Approximately eight years ago, the Society entered into a partnership with the Board of Education in New York City to open a Full-Service Community School in Washington Heights. Washington Heights is located at the northernmost part of Manhattan, and is an area characterized by high crime rates, high poverty, and overcrowded schools. The population is mostly immigrants from Central America and Eastern Europe. Currently, four out of the public 32 schools in Washington Heights are full-service but the school district is planning to expand the program to other schools.
The Washington Heights District program has two basic tenants: (1) education begins even before the child is born; and (2) to protect children, it is equally necessary to protect and strengthen families. The community schools provide on-site medical, mental health and dental care in addition to other services, such as foster care. The schools are open from 7:30 A.M. to 10:00 P.M., six days a week, and close only for a few holidays. The expanded programs are designed by educators to complement or enhance academic areas. The components are coordinated in such a way that the children do not feel the difference between the "in-school" and the "after-school" hours.
The programs are geared to different ages, from Head Start for children zero to three- years old, to adult education. Parenting classes are not focused exclusively on mothers, but also on fathers and other adult figures that are important in the child's life. In the area, 30 to 35 percent of the children live with grandparents. Therefore, the schools make efforts to integrate their senior population into their activities. They offer adult classes (English as a Second Language, English and computer literacy, GED preparation) and provide advocacy training. Adults and older youth have important roles as mentors for younger children. Families enjoy coming to school to meet friends and chat over a cup of coffee. Initially, the presence of so many families within the school without a clear function threatened the teachers and other professionals, but they got used to them. The costs for the extra services is $1,000 per child, per year (on average), but the schools are reimbursed about $400 per child from various social service agencies.
Conclusion
Dryfoos argues that schools can not limit themselves to focusing only on curriculum and testing. They have to address hunger, teenage pregnancy, violence and many other problems. But they cannot do it alone. Bringing in community agencies to provide human services is necessary to change the whole culture of education and the relationships between schools and community.
This information is from an American Youth Policy Forum held on June 12, 1998 on Capitol Hill, reported by Sonia Jurich.
The events of the Forum are made possible by the support of a consortium of philanthropic foundations: Pew Charitable Trusts, Charles S. Mott Foundation, Commonwealth Fund, W.K. Kellogg Foundation, Ford Foundation and General Electric Fund.