Help for kids the education system ignores | Victor Rios

Summary

The speaker, a former 'at-risk' youth, shares his journey from poverty and incarceration to becoming an advocate for education reform. He challenges the 'school-to-prison pipeline' narrative by proposing a shift from labeling students as 'at-risk' to 'at-promise.' Drawing from his own experience with a caring teacher, he emphasizes the importance of valuing students' stories, providing resources, and implementing restorative justice in schools. His work in Watts, LA, demonstrates the transformative power of believing in young people's potential.

Takeaways

• 🏫 The speaker has dedicated over a decade to studying 'dropouts' and understanding the 'school-to-prison pipeline'.
• 👮‍♂️ Young people pushed out of school are often vulnerable to violence, police harassment, brutality, and incarceration.
• 🤔 The speaker challenges the audience to view these young people not as troublemakers but as assets to the education system.
• 🏆 The speaker advocates for a shift in labeling from 'at-risk' to 'at-promise', emphasizing the potential within these individuals.
• 👤 The speaker's personal story of growing up in poverty, experiencing incarceration, and overcoming adversity humanizes the issue.
• 👩‍🏫 A caring teacher, Ms. Russ, played a pivotal role in the speaker's life by showing understanding, cultural relevance, and persistence.
• 📚 The speaker proposes three strategies for educational success with disadvantaged youth: changing the deficit perspective, valuing students' stories, and providing adequate resources.
• 📈 The importance of grit, character, and resilience is highlighted as inherent in the students' experiences, which should be refined and celebrated.
• 💼 The necessity of practical resources such as job training, mentoring, and counseling is emphasized to support academic performance.
• 🌟 The speaker shares a success story of a young man named William, who transformed from a labeled 'criminal' to a security guard at a school district.
• 🌱 The mantra 'when you teach to the heart, the mind will follow' encapsulates the belief in the power of connecting with students on a personal level.

Q & A

What is the term used to describe the process of young people moving from the education system to the criminal justice system?

The term used is the 'school-to-prison pipeline.'

What does the speaker suggest as an alternative to labeling young people as 'at-risk'?

The speaker suggests changing the label from 'at-risk' to 'at-promise' to recognize the potential and promise these young people have.

Why does the speaker believe that the young people in his study have the potential to change?

The speaker believes they have potential to change because he himself is one of them, having overcome similar challenges and hardships.

What was the role of Ms. Russ in the speaker's life and how did she influence him?

Ms. Russ was a teacher who cared for the speaker, provided mentorship, and helped him believe in himself, ultimately leading to his return to school and graduation.

What is the significance of the phrase 'estamos buscando vida' mentioned in the script?

The phrase 'estamos buscando vida' translates to 'we're searching for a better life,' which signifies the struggle and determination of the speaker's uncle to improve their situation despite hardships.

What are the three strategies proposed by the speaker to succeed with young people like the ones he studies?

The three strategies proposed are: 1) Getting rid of the deficit perspective in education, 2) Valuing the stories that young people bring to the schoolhouse, and 3) Providing adequate resources to young people.

How does the speaker suggest we should treat the stories of young people who have faced adversity?

The speaker suggests that we should value and help young people refine their stories, recognizing the grit, character, and resilience they already possess.

What is the importance of resources according to the speaker in the context of supporting young people?

Resources are crucial as they provide job training, mentoring, counseling, and other forms of support that are necessary for young people's success beyond just having grit.

What is the concept of 'restorative justice' mentioned by the speaker and how does it relate to education?

Restorative justice is a practice that focuses on repairing the harm caused by criminal behavior through cooperative processes that include all stakeholders. The speaker proposes its implementation in high schools to address issues constructively rather than criminalizing students.

Can you provide an example of how the speaker's approach helped a young person named William from the Watts community?

William, who was initially resistant, eventually opened up and found purpose in helping heal others in his community. His story was refined to shift from being a victim to a survivor, and he went on to finish high school, get a security guard certificate, and work in a local school district.

What was Ms. Russ's mantra and how does it relate to the speaker's educational philosophy?

Ms. Russ's mantra was 'when you teach to the heart, the mind will follow.' This aligns with the speaker's belief in the importance of believing in young people, providing them with resources, and helping them recognize their own potential.