Dispatches From The Schoolyard: Adolescents’ Stories to Fight for Safety, Belonging, and Self-Esteem.
When we adults define adolescents and see them through our stereotypical glasses, we often label them impulsive, moody, and rebellious. However, listening to the Code Switch podcast episode “Dispatches from the Schoolyard" will turn those negative words into much more humanizing and positive ones. Those stories should change how someone defines adolescents and prove that when they are given the right tools along with a stage, they are capable of telling different stories.
Here is my recap of nine different stories featured in the podcast. (Click here for a better resolution)
In the podcast, middle and high school students across the USA shared their stories, revealing who they are beyond stereotypical labels. Some shared about needs and acceptance. Some talked about being true to themselves and safe spaces they belong to, while other stories highlighted pride and self-esteem in their identities.
Listening to those stories reminds me of the basic needs humans try to fulfill throughout their lives, as outlined in Abraham Maslow's hierarchy of needs. This hierarchy will help explain why people, including adolescents, act the way they do when certain conditions are met or missing. (Here is the link you can check if you are interested in this topic: https://www.newportacademy.com/resources/well-being/maslows-hierarchy/)
There is one common topic they shared, that adolescents often feel unseen, overlooked, stigmatized, misunderstood, and even threatened, and they fight back with their voices. Here is my mapping related to the specific needs that these students try to fulfill through their stories. (Click here for a better resolution)
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Let’s take a look at some more closely.
Sssh! Periods team, for example, pushed menstruation/period as a normal subject while demanding freedom from shame and physical discomfort surrounding a very basic biological function for girls. Not only did they present their concerns, but they also came up with ideas about what schools could do. In another story, Aubrey addressed the world’s doubts about how deaf people develop their social lives, showing how she used her voice to break down some social barriers. I also love that she shared practical ways listeners should communicate with deaf people, shifting common barriers into much more friendly, humanizing ways to build real conversation with them. These two stories indicate that adolescents seek safety, love, and a sense of belonging. These two stories indicate that adolescents seek safety, love, and a sense of belonging, and at the same time propose ways schools, teachers, and communities can fulfill these needs.
Some other stories highlighted how students seek respect and recognition, as in the stories of Crow Agency students and Stellan Pedo. Another story in VRP Breakdown even moved from past mistakes to leaving a positive message, showing us the need for self-actualization.
Analyzing those nine stories from Dispatches from the Schoolyard through Maslow’s hierarchy of needs demonstrates that adolescents also hold an identity as rational human beings, that their storytelling and behaviors are driven by a fight for fundamental human needs, such as safety, belonging, and self-esteem.
Then, it will be interesting to hear your thoughts on whether our schools (including the learning in our schools), which often demand academic excellence and achievement, successfully meet the basic needs of our adolescents, as these students seek them.
I really liked how you connected the podcast to Maslow’s hierarchy of needs. I thought that was an interesting way to look at the different stories because it shows that many of the behaviors we associate with teenagers being “moody” or “rebellious” can actually come from trying to feel safe, accepted, or understood. I think adults sometimes forget that adolescents are still figuring out who they are, and having a space where they feel comfortable enough to speak about their experiences can make a huge difference. Your last question about whether schools are actually meeting students’ basic needs also stood out to me. Schools put so much emphasis on grades, testing, and academic achievement, but it is hard for students to focus on those things if they don’t feel safe, accepted, or like they belong. I think that is something teachers especially have to keep in mind because creating that kind of environment could have just as much of an impact on a student’s ability to learn as the actual material being taught.
ReplyDeleteHi Elsie,
DeleteThank you for sharing your thoughts. I completely agree with your point that providing comfortable spaces for adolescents to speak up can make a huge difference. There have been so many stories of young teenagers finding comfortable spaces for themselves, only to end up in places they shouldn't be. It is surely not easy to create safe spaces where they belong and feel accepted, and, in fact, it takes many parties and all of us to do so. Yet, it is always part of collective responsibility, isn't it?
I really liked how you connected the students’ stories to Maslow’s hierarchy of needs. It helped me see that adolescents’ behaviors are often connected to deeper needs such as safety, belonging, respect, and self-esteem. I also agree that schools sometimes focus too much on grades and academic achievement while overlooking students’ emotional and social needs. If students do not feel safe, accepted, or respected, it can be difficult for them to fully engage in learning. The students’ stories show how important it is for teachers to listen carefully and create spaces where young people feel comfortable expressing themselves and being heard.
ReplyDeleteHi Zhengming.
DeleteI'm glad my post intrigued you and made you see how adolescents' behaviors are closely connected to their needs. Yeah, teachers should give young people more space to be heard, and I do believe that there are many stories out there that we have never heard enough. I'd appreciate it if you don't mind sharing ideas/stories on how teachers and our school systems, or maybe you as a gamer and future Math teacher, can create those safe spaces. Your stories and ideas could really make our schools better places for young people.
Di,
ReplyDeleteYou ask a great question which I speak to primarily from my experience in the classroom. I am torn on what is the responsibility of the school, of the students' guardians, and of the students' communities. Which basic needs should be met by the students' families and communities? Which are then the responsibility of the school?
I have many opinions on these questions, some conflicting one another. I've heard many people say it is not the school's job to feed, clothe, socialize, etc. In other words, students' basic needs must be met outside of school. The school is to meet the academic needs of the student only.
However, reality essentially breaks this idea. So many people are struggling, so many basic needs aren't being met simply because of inequity. Students come to school hungry, tired, etc. To your point, we can't expect to attend to higher order needs when the most basic ones are not met.
So what do we do? Is it the school's job to provide free breakfast and lunch? Is it the school's job to provide clothing and personal hygiene like showers, soap, etc? What happened to social and charitable organizations that provided that support net for people?
I am happy to provide for students' basic needs so they can thrive physically, mentally, and academically. I just wish teachers could take off a few hats and focus on what we're professionally trained to do.
I also really enjoyed how you linked the stories to Maslow's hierarchy of needs, I think its important for many to understand that kids are not acting any given way for no reason, but they're doing to try and get something they need or fighting against because they feel like they aren't being appreciated, understood, or listened to.
ReplyDelete