‘Dis birtual school is not for me!’

That was Cate’s declaration in an all to common moment of extreme frustration this week.

This poor girl is finding ‘birtual’ (aka VIRTUAL) school to be not for her. I think there are so many kids that feel that way right now.

My Deaf girls have limited access to what other children have full access to. Their interpreters and teachers for the deaf are doing the absolute best they can, but this method of learning poses barriers for children with disabilities that creates inequities, even more inequities then are found during face-to-face learning.

Cate finds it frustrating. Our internet connection drops because so many kids are on it. Her computer is slow. The software goes down at inopportune moments. Her days often end in tears. How many other kids feel that way? In my experience, quite a few.

It puzzles me why our district would choose this moment to decide to focus on rigor, especially for our students of color, who are feeling the impacts of poverty and oppression now more than ever. Our district handed out internet hotspots that are less than optimal (let’s be real, they’re junk). Which kid is supposed to learn with those? And when you lack housing and are operating them off the dashboard of your parent’s car, which you are currently sleeping in, is rigor really the concern?

I am struggling so badly to understand the leadership choices I am seeing made in our district during the midst of a global pandemic. It is incredibly distressing to me as a mental health professional.

–FullPlateMom, who would like to see connection prioritized.

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