Thriving: Black Children’s Academic Success During the Pandemic

In 2019, Nikole Hannah-Jones, published the 1619 Project which re-examined the legacy of slavery in the United States. The legacy of slavery impacts the people of African descent (descendants of slaves, descents of free Blacks during slavery and Black immigrants) because the United States is a country whose foundation is rooted in white supremacy. One of the legacies of slavery is the implicit bias and systematic racism that Black people experience in this country. One of the systems that is full of implicit biases and systematic racism is our education system. The pandemic once again spotlighted the income inequalities, racial inequities, and systematic racism in our country.

During the pandemic, in the pursuit to return to “normal” there has been a push to re-open various sectors of our society, including schools. One of the “reasons” for the push to re-open schools during the pandemic is the negative impact of remote instruction on children of color, in particular Black children. There is a misconception that all Black children are experiencing the “COVID Slide”, which is like the summer slide when students experience learning loss because they are not engaging in face-to-face instruction. While it is true that there are some Black students that are experiencing difficulties due to the digital divide; not having access to the internet, the proper internet bandwidth and speed or the required technology for remote instruction. There are also students that are experiencing difficulties due to not having access to the support systems at home, that they need and have access to when they are in school. However, not all Black children are experiencing the “COVID slide”. Nevertheless, due to implicit biases of educators, the media and society the main narrative for Black children is one of a deficit model.

The story of Black children’s academic achievement during the pandemic with hybrid learning or remote instruction is incomplete; the voices of students that are doing well during this pandemic are not being heard. To tell a complete story of the academic achievement of Black children during the pandemic, I have had discussions with Black families whose children attend charter, public or private schools. These households have parents that are working from home as well as outside of the home. Although, each of these families have various experiences, what all of them have in common is that their children are thriving during the pandemic. These commonalities include creating structure and/or consistency, instructional support from schools and managing social and emotional well-being.

Creating Structure and/or Consistency

· Adequate technology for remote instruction and completing assignments.

· Support of older siblings, parents, or other adults to assist with assignments and/or homework.

· A schedule that includes breaks when necessary and remaining consistent.

· Removing as many distractions as possible during the school hours

· Making time daily to check work and ensure that your children are actively engaged.

· For families with multiple children, prioritize the needs of each of your children.

· Figuring out what works best for your family and sticking with it.

· Allowing some leniency for yourself and your children

Instructional Support from Schools

· Devices (tablets, laptops, hotspots) provided by school/school district.

· Consistent communication between families and schools.

· Continued options for remote and hybrid learning.

Managing Social and Emotional well-being

· Regular family time: cooking and sharing meals, games, bike rides, walk etc.

· Fun virtual activities with friends such as video games, virtual events

· Outside activities with close friends and family in small numbers

· Allowing each child to engage in fun activities of their choice at home.

· Therapy when needed.

To solve the racial inequities and systematic racism in our education system that impact Black students, the focus should shift from sharing the common narrative of the deficit model. Instead, we should focus on creating systems and infrastructure to ensure student success for Black students regardless of their zip code, household structure and socio-economic status.