Speak Truth: Destigmatizing Mental Health - Center for Inspired Teaching

By Jenna Fournel

When Sophia, an 11th grade student at Anacostia High School, watched the television show Chicago Fire with her grandma she was surprised to observe the heavy toll trauma took on the mental health of first responders. “You never really think about those things on a daily basis,” she explained. “People are so self-centered and they only worry about what happens to them. They never really think about the world around them and what other people might be going through.” That observation inspired her to lead our October 1 speak truth session on “The Impact of Trauma on Mental Health.”

Trauma and First Responders

In preparation for the seminar, students read an article about First Responders and Mental Health that explored both a high incidence of mental health issues in these professions and a high stigmatization around talking about and addressing these issues. Charley, a 9th grader at Phelps High School found this unsurprising because first responders “are put under a lot of pressure and a lot of responsibility and that can be overwhelming for a person.”

Micah, an 11th grader at School Without Walls pointed to the historical context for stigma around mental health. In the early 1900’s “a lot of people were forced to take factory jobs but they couldn’t quit because they wouldn’t be able to feed their families and if they had a mental health issue they were fired on the spot because there was an increased demand for steel and high demand for jobs. I feel like that paved the way for mental health ignorance.”

Lola, an 11th grader from DC International concurred, “in most of the world mental health has been incredibly stigmatized, i.e. people were put into asylums if they had anxiety or any sort of mental disorder. [In our country] historically first responders were expected to be really tough, and reliable, and physically strong. I think one of the main factors that goes into stigmatization is probably just that the first responder community doesn’t recognize that mental health and mental illness are not different than any other health care needs.”

Mental Health in the USA

Talking about the mental health of front line workers in the era of Covid-19 also inspired conversation about the mental health of our country as a whole right now. “Why do you think so many Americans suffer from mental illness?” Sophia asked the group.

Duane a 12th grader at Thurgood Marshall Academy said, “I really feel like one of the main roots is the fact that we exist in a capitalist society because capitalism kind of reinforces, at least for the lower classes, that you have to live working a 9-5 . . . Capitalism kind of reinforces that if you’re poor then you’re just poor, you’re not going to get any help. So you have to continuously work these long hours for slave work basically, slave pay-just so you can secure the safety of your family and yourself.” Others agreed that within this structure there is little room to both pay for and address mental health issues.

Caring for Our Own Wellbeing

When asked what they do to address their own mental health, students offered each other a variety of approaches. Camiya, an 11th grader at Phelps ACE High School suggested “taking a break from the stuff that is stressing you out. Sometimes I take a break from social media and talk about my problems to let everything out.” Nicki, an 11th grader from National Cathedral School, pointed to the importance of looking at the impact those around you can have on your wellbeing, “I’m a pretty social person but not all friendships are healthy, as you all know, so sometimes you have to take space from certain people.”

Lola talked about the importance of speaking with a professional or trusted adult if you have concerns and she also addressed the stigma around medication for mental health issues. “I think that taking medication if you need it and if you talk to a pediatrician or a doctor is perfectly okay. Taking medication for mental illness, whatever that may be, is kind of extremely stigmatized especially among teenagers and the media also.”

Sophia agreed. “We’re so controlled by what everybody else has to say about us and what social media thinks and everything, but if you need it then you should be able to take it without being judged. Why are we judging people if they really need help?”

Finding Purpose Amid Trauma

The discussion turned to specific things students are doing to get themselves through the isolation and trauma of this moment. Duane said, “I took it upon myself to really study the history that doesn’t get taught in high school. There is a lot of history about my people, my ancestry, and who I am as a person today [that isn’t taught]. This is the main motivation I have that is driving me to be a social activist or somebody who enacts social change. I know these things now and I know I have a powerful voice even with people around me, I affect them. I know I have the passion for it and the drive for it and it’s something that I’m willing to put my life on the line for, honestly. It’s all about the betterment of my people. Lately I’ve been trying to invest as much as possible in my friends’ businesses, Black owned businesses, everything that has to do with us moving forward. I feel like this goal of mine to enact change is larger than just myself. It’s more than just how I am as a person. It’s about my connection to everything else around me.”

Along similar lines, Micah said he’s “done a lot of research into history that isn’t taught in our textbooks. I’ve also had the opportunity to work on myself: do a lot more reading, a lot more working out, a lot more time at the basketball court and gym. But most importantly one common theme that I think that everyone has is enlightenment toward the racial injustice that is happening in America. My mom was saying that this is the first time that she’s seen people of all races really come together to fight against a lot of the problems that we have in the country today.”

Lola agreed. “Taking it upon ourselves to learn is one of the most important things this pandemic has provided teenagers with,” she added.

As the thoughtful discussion wound to a close Sade, an 11th grader at Stokes, commented that “It was nice to hear from so many different perspectives.” Once again, the diversity of thought and candid discussion proved to be a beautiful feature of the Speak Truth experience. We hope you’ll join us in a few weeks for our next session. Learn more and register here.

Dr. Michelle Edwards

Director; Founder & CEO, The Idari Collective

Dr. Edwards is the Founder and CEO of the Idari Collective. Idari means leadership in the Yoruba language. The Idari Collective is a coaching, mentoring, and consulting firm whose mission is to come alongside leaders, especially Black women leaders, so that they will thrive in leading their personal and professional lives.

She is a native Chicagoan and a career educator who found her way to the East Coast as a resident principal in New Leaders, Inc. during its inaugural year in Washington DC. She also served as a principal in Anacostia at Orr Elementary for almost a decade. Michelle returned to New Leaders in 2013 as the Director of the Emerging Leaders Program. Dr. Edwards served for nearly seven years as the Executive Director at Live It Learn It, an experiential learning nonprofit located in Washington, DC that partners with schools and cultural institutions to create and deliver experiential learning opportunities for Black and Brown elementary-aged students.

She earned a Doctorate in Educational Leadership from the University of Pennsylvania and received a Certificate in Executive Nonprofit Management from Georgetown University. Michelle is a graduate of Creative Results Management, where she was trained to coach. Dr. Edwards also advocates for social justice and racial reconciliation as a leader of the DC Unity and Justice Fellowship, a new 501c3 in Washington, DC where she serves as the inaugural Board Chair. She is a trained Urban Missionary, a proud, 25+ year-member of Delta Sigma Theta Sorority, Inc., and the mother of two adult sons, Darren and Dante.

Meag Campos

Project Manager

With over ten years of experience in education, Meag Campos is dedicated to making learning accessible for all students and to supporting their social-emotional growth. Her career spans working with elementary through high school students, during which she has served as a Teacher, Learning Specialist, and Instructional Coach.

She holds a Master's degree in Curriculum and Instruction with a focus on literacy leadership from the University of New Orleans. Her passion for education is matched by her love for reading and exploring the world with her husband and two sons.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Speak Truth Faculty

As Speak Truth Faculty, Brady helps to lead one of our model youth programs. She provides training and support to high school students as they lead and engage in Speak Truth discussions on issues important in their lives. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.