On August 12, 2020, Gordon Wayne began a 16 day, 550-mile trek from Virginia to Boston College, all on foot. At first glance, Gordon may appear to be an average, middle-class college student. However, last year, Gordon was facing very different circumstances. Despite working extremely long hours and attending community college, Gordon was experiencing homelessness. With his car as his only means of shelter, Gordon applied to Boston College and was accepted with a full financial aid package which included housing. Months after, during a pandemic that caused a rise in foreclosure and evictions, Gordon took to the streets – literally – to create awareness and raise money for homelessness.
Gordon is far from alone in his experience of homeless – in Virginia alone, there are almost 6,000 people experiencing homelessness every night. Throughout the United States, the number increases to over 550,000, with about 68,000 of those individuals being college students. In fact, a recent study showed that 60% of college students had experienced food insecurity or housing insecurity within the last 30 days. The current COVID-19 pandemic has put an increased strain on the available resources for students who were already struggling. The time spent residing on campus during the semester was often a safe space for these students, who may now have to find alternate arrangements.
With many colleges now going remote, some students are left with no place to go to finish their semester. Some schools regularly have programs to address homelessness among students; for example, Kennesaw State University’s Campus Awareness, Resource & Empowerment (CARE) Services is a program that offers assistance with housing, food insecurity, and supportive services. A growing number of schools host campus food pantries, which have grown in popularity during the COVID-19 pandemic. While other schools may not have ongoing dedicated programs like KSU, many are able to provide guidance to students about local resources.
Depending on the area they live in, people experiencing homelessness can face harsh weather conditions if they are unsheltered and struggle to access basic necessities like food, water, and bathrooms. Without access to bathrooms or similar facilities, it can be near-impossible to maintain a socially acceptable presence, making it even harder to find a job. On top of all of this, many people experiencing homelessness encounter high levels of violence and do not have access to adequate healthcare. The inability to access healthcare can leave many physical and mental problems untreated.
One of the most effective programs to reduce homelessness is the federal housing assistance program. While it can take time to access due to waiting lists, this is a stable solution to housing insecurity. Recent years have seen a push for a new approach using the Housing First model. Housing First means that while housing is the top priority, services are available to help in other aspects of life as well, while taking the whole person into account. Housing First takes away many of the traditional barriers to accessing housing and offers it to those who want it, not just those who have proven they are “ready” for housing by maintaining sobriety or meeting other prerequisites.
Gordon’s journey was an incredible display of both human resilience and generosity. A few strangers brought Gordon supplies during his walk and even more donated to his fundraising site. Since starting his walk, Gordon has raised over $160,000 to benefit the National Alliance to End Homelessness.
No one deserves to sleep on the street. Hunger and Homelessness Awareness Week starts on the 15th. Join the call to end homelessness. #HHWeek #Time4Homes #HousingIsAHumanRight Learn more at https://t.co/Q9peLiFcZJ pic.twitter.com/eWaeOUmN8O
— Time For Homes (@Time4Homes) November 9, 2020
This year, the week of November 15-22 was National Hunger and Homelessness Awareness Week. Every year the National Coalition for the Homeless works with the National Student Campaign Against Hunger and Homelessness to raise money and awareness for individuals struggling with food and housing insecurity. To make a contribution to National Hunger and Homelessness Awareness Week, click here. For those in need of assistance with food, here is a list of food pantries.
With winter approaching and many unknowns still surrounding the COVID-19 pandemic, the stressors each individual is facing are constantly changing. Until December 31, 2020, there is a national eviction moratorium, meaning you cannot be evicted from your apartment due to the nonpayment of rent or fees. In order to be protected under this moratorium, you must submit a form to your landlord. If you are in need of help with rent, there are COVID-19 rental assistance programs throughout the country. You can also find local resources by calling 211 or visiting the 211 website here.
Trigger Warning: A Chinese Father Saved More Than 300 People at Nanjing Yangtze River Bridge
“I understand these people. I know they are tired of living here. They have had difficulties. They have no one to help them.” – Chen Si
Since the Nanjing Yangtze River Bridge was first built in 1968, an estimated 2,000 people have died from suicide involving the bridge. According to data from 1995-99, in China’s first national survey in 2002, death from suicide accounted for 3.6 percent of the country’s total deaths. During that period of time, 287,000 Chinese people died from suicide every year, putting the average suicide rate at 23 per 100,000 people.
Chen Si, also known as The Angel of Nanjing, has been patrolling this bridge every Saturday for more than 20 years and has managed to save more than 300 people from death by suicide. He is a 52-year-old father from Nanjing, the capital of Jiangsu province of the People’s Republic of China. Following the loss of a close relative to suicide, Chen Si has taken up this cause because someone needs to.
A Long History
The relationship between mental illness and suicide is controversial in China. Those who follow traditional Chinese philosophy are not encouraged to express their feelings, nor are they encouraged to expect their environment to change to suit their needs. Therefore, intense misery and feelings of despair may go unrecognized, and suicidal symptoms are not easily detected by Chinese medical professionals. In fact, many doctors working in rural areas do not understand the symptoms of depression and often receive low salaries, which discourages more doctors from entering the mental-health field.
According to the World Health Organization (WHO) statistics, China’s suicide rate in the 1990s was 20 per 100,000 people. In the 1990s, female suicides were higher than male suicides by a factor of three. While China remains one of the few countries with a higher suicide rate among women than men, recent data shows that these disparities have evened out. In 2016, suicide rates among Chinese men and women came up almost even at 9.1 per 100,000 men and 10.3 per 100,000 women. Overall, China’s suicide rate in 2016 was 9.7 per 100,000 people, which was among the lowest globally.
A 2002 survey also revealed that 88 percent of females who died from suicide used agricultural pesticides or rat poison. Although China initially eliminated highly toxic pesticides to improve the safety of its farm produce, the elimination also had a substantial impact on the reduction of deaths from suicide among women. Research shows that men tend to attempt suicide through violent means such as hanging, whereas women tend to attempt suicide with medication. Overall, most studies indicate a decline in suicide rates among all gender and regional categories in China. The studies also recommended targeted suicide prevention programs, particularly for people in rural areas.
Women’s freedom, urbanization, and decreased access to toxic pesticides are key reasons behind the decline in suicide rates. According to Jing Jun, a professor at Tsinghua University in Beijing, “female independence has saved a lot of women.” The founding of New China in 1949 in combination with the opening-up policy in the late 1970s and the continuous growth of China’s economy has led to more equitable opportunities for women. Additionally, urbanization removed certain social constraints leading to more freedom for women. For instance, escaping an abusive partner or household may be easier in a city than in a small village.
Despite a decline in death by suicide rates in China, this is an area that we should pay more attention to. Chen Si acts as an angel, but he cannot do this work alone. He hopes that officials consider building a net across the Nanjing Yangtze River Bridge to prevent deaths by suicide.
The Crisis Intervention Centre, the first of its kind in China, was established by Nanjing Brain Hospital to provide psychological advice and support to Chinese people. The Centre also has a hotline, which can be reached at 862583712977.
The Lifeline Shanghai at (400) 821 1215 is a free, confidential, and anonymous support service that is open 365 days a year from 10am-10pm GMT+8.
Facebook and other social media platforms also offer many virtual support groups for individuals experiencing hardship. The National Suicide Prevention Lifeline at 1-800-273-8255 is a 27/4, free and confidential resource to support people in distress, prevention, or in an active crisis. Users should utilize the translate function on these web pages to adjust for language barriers, if necessary.
A 10-Year-Old Girl in Kenya Learns Coding in Milwaukee–Virtually.
The pandemic and a year of virtual schooling had an unexpected benefit for a little girl in Kenya who connected with Girls Who Code at the University of Wisconsin-Milwaukee.
“I use the computer for school, and I wanted to understand more about how they work,” said Elsie Maingi, who is 10 years old and lives in Nairobi.
However, computer classes in Kenya were geared to high school students and business people and were usually quite expensive, said her mother, Lilian Wangechi.
So in the fall of 2020, they turned to Google and found the free Girls Who Code program at UWM. Because of the time difference, Elsie got up at 2 a.m. for every class during that semester and the spring 2021 semester.
Encouraging young women
The national Girls Who Code program encourages young women of middle and high school age to get involved with computer sciences, according to Christine Cheng, an associate professor of computer science who launched UWM’s program in 2016.
“When we knew we were going to be online in the fall of 2020, it was a blessing in disguise because it allowed many people who were not living near UWM to attend classes,” she said, “but Elsie was the only one from a different country.”
Sammie Omranian, a graduate student and teaching assistant who manages UWM’s program, said she was amazed at Elsie’s persistence. “It was so surprising for me. I knew that she was from Kenya, but never thought about the time difference until her teacher, Anahita, told me.”
Anahita Qashqai, a graduate student who is one of the program’s teachers, also encouraged Elsie to overcome her shyness about using her English. Qashqai told her that English was also her second language since she grew up speaking Farsi. Another student piped up that her first language was Spanish. By the next class, Elsie had turned on the camera, unmuted, and was chatting away with her new friends and classmates from across the world.
“After that she felt more involved and engaged,” Omranian said. After falling a little behind for the first session because of the language concerns, Elsie quickly caught up. “Elsie was the only student who completed everything 100%,” Omranian said.
‘Awe for the amazing opportunity’
When the second class finished in the spring of 2021, Omranian sent Elsie the certificate and tote bag that all the students received. It took a few months to get to Kenya, but Elsie and her mom were so excited to get it that they sent a photo and a thank-you note.
“Today Elsie received her certificate from GWC and I can tell that it’s one of her best days,” Wangechi wrote in an email to Omranian. “I look back at the year 2020 and am at awe for the amazing opportunity my daughter got at your program. She had always wanted to understand how computers work and her dream came true.”
The UWM program was the perfect answer to their needs, she added, with the only requirements being an internet connection and the ability to go to class early in the morning.
“The program has opened a new frontier for Elsie that is boundless and she knows that her wildest dreams can come true. This is an experience as a parent that I could never have replicated,” Wangechi wrote. “We say AHSANTE (THANK YOU) to everyone who made this possible – the tutors, program coordinators and the donors.”
What is Girls Who Code?
Girls Who Code is a national program designed to encourage young women to enter computer sciences and other STEM fields.
In 1995, 37% of computer scientists were women. Today, it’s only 24%, according to Christine Cheng, an associate professor of computer science who launched UWM’s Girls Who Code program in 2016. The percentage will continue to decline if we do nothing, she told NPR station WUWM in an interview. “We know that the biggest drop-off of girls in computer science is between the ages of 13 and 17.”
UWM’s program attracts between 50 to 60 girls each semester, and offers three levels, depending on the students’ previous experience. The program is open to young women in middle and high school, though the majority are middle school age.
Graduate students in computer science and engineering are the teachers, along with some volunteers. Several young women who have competed the program have returned as volunteers, Cheng said.
While the program hasn’t had the resources to do a formal assessment of its impact, organizers do hear success stories from former students and their families. Makenzie Johnson completed the program in 2019, taking classes from the middle of her sophomore year to high school graduation.
Her mother, Tanika Davis, saw the national founder of Girls Who Code on MSNBC several years ago, but there were no chapters in Wisconsin at the time. She kept checking and eventually found UWM and Marquette had started chapters.
“Makenzie has autism and ADHD, but she was always good with computers and I knew that coding would expose her to see if that was something she was interested in and would do well in. It worked out really well,” Davis said.
Makenzie is now studying IT and software development at Milwaukee Area Technical College, with an eventual goal of becoming a graphic designer. She is also part of a program called Islands of Brilliance that helps people with developmental disabilities.
“Her mentors at Girls Who Code were great and really helped her thrive,” Davis said. “She felt like she was one of the gang. It was just a wonderful, wonderful experience with a diverse group of girls.”
Emma Maertz, a former student who is coming back as a volunteer in the program, said Girls Who Code is where she explored her love for coding and the program gave her the confidence to learn more elsewhere.
For this coming fall, Cheng and Omranian have decided to offer a combination of online and in-person classes.
Easy Strategies and Accommodations for Behavioral and Mental Health Needs in Learning Enviorments
The numerous accommodations and modifications that teachers make for students often amount to a lengthy list. These adjustments can involve altering not only instruction but also lesson materials, which tend to exhaust much of a teacher’s planning time. While circumstances, symptoms, and needs vary from student to student, there are some of the best “universal” practices that teachers can employ when a student is impacted by a medical condition, without causing a disproportional amount of stress to the teacher.
Symptom: Vision issues
Symptom: Working memory/memory processing difficulties
Symptom: Executive functioning difficulties
Symptom: Fine motor issues
Symptom: Behavioral issues
The classroom environment is filled with a countless array of personalities, abilities, and levels of motivation. Add to that the various medical considerations or chronic illnesses that students might experience and teachers no doubt feel stressed about making sure every learner receives what he or she needs in order to be academically successful. To ensure that students’ accommodations are met, every student must be provided with differentiated, personalized learning experiences to foster intrinsic motivation and appropriate levels of challenge.
Connect With SWHELPER
The Case for Ending the Anonymity of Egg & Sperm Donations in the United States
Egg and sperm donations in the United States have long proceeded under the cloak of secrecy. Twenty-five years ago, when...
Challenging Assumptions About the Use of Contraception by U.S. Muslim Women
By Henna Budhwani and Kristine Ria Hearld Contraception is complicated. Reproductive health scholars can comfortably weigh the protective benefits of...
Democrat-Led States Tended to Have Stronger Response to COVID-19, Which Improved Health Outcomes, Study Shows
BINGHAMTON, N.Y. — States with Democratic leaders tended to have responded more strongly to COVID-19 and have seen a lower...
How Investing in Young Black Women During Sexual & Reproductive Health Care Can Address Inequities
Dina took to Google after feeling some discomfort in her pubic area. Although she was in graduate school several hundred...
Mental Health7 years ago
Children Who Experience Early Childhood Trauma Do Not ‘Just Get Over It’
Social Work8 years ago
Ending the Therapeutic Relationship: Creative Termination Activities
Education5 years ago
5 Social Work Theories That Inform Practice
Education8 years ago
Want to Work With Children: 5 Skills and Qualities You Should Be Working On