In an age where so much time and effort is expended on coming up with a program title or just the right acronym, one would think that continuation high schools are actually continuing on where someone else left off. Similar to a relay race where the baton is passed seamlessly to the next runner who then sprints towards the finish line. In reality, students who are placed in continuation high schools, really never succeeded in the comprehensive setting and continuing along that path does not make a lot of sense. Using the same curriculum and same pedagogies, that did not work in the first place, would be similar to placing a round peg in a square hole. Perhaps teaching louder and slower and slower and louder will eventually pound and push that round peg into the square hole. The trouble is, while teachers are pounding and pushing, students are pounding and pushing back.
Continuation high schools are characteristically considered the “Islands of Misfit Toys,” where all are welcomed with open arms. Give us your Charlie-in-the-box and ostrich riding cowboys, they are all wanted here. Continuation high schools typically have much higher percentages of: socio-economically disadvantaged students, English Learner students, Special Education students, and students who come from trauma. A train that comes with square wheels will struggle to chug up the mountain of success if new and innovative ways of learning are not adopted.
The first and foremost innovation is that each child, each teacher, each lesson, and each system must be looked at through a trauma informed lens. When we consider that nearly seventy-five percent of human beings have been impacted by trauma, one can quickly figure out that the entirety of those students are not all in continuation high school settings. That being said, the vast majority of the continuation high school populations have been affected by trauma. It is understood that people who come from trauma are much more likely to drop out of high school, never attend college, commit suicide, have major health issues, and die much younger. The purpose of this writing was not to get into all of the data, however if the reader wishes to explore more information, they are invited to read a manuscript published by the National Drop Out Prevention Organization in The Journal of At-Risk Issues entitled, “Resilient Doctoral Students in California: A Reflective Study of the Relation Between Childhood Challenges and Academic Success,” which can be located at https://files.eric.ed.gov/fulltext/EJ1199053.pdf.
These dreary statistics can be changed once a school adopts a trauma informed approach. By doing so, they immediately begin building the protective arch of hope and support for students, families, and staff. Everything that is done at the site must fall under this protective arch of Love, Safety, and Connection. Under the arch of Love, Safety, and Connection are the four R’s: Relationships, Rigor, Relevance, and Reflection.
Relationships
Be an adult in that student’s life who is going to accept them and believe in them, no matter what. Understanding that all behavior is a form of communication. It may not necessarily be the way we would like things communicated, but knowing that the student is trying to communicate a need goes a long way in remembering that the event is not personal. We should be curious, not furious when it comes to behaviors. We should shift the paradigm from “What’s wrong with this student” to “What has happened to this student.” Build resources with students by talking about fond and positive memories. Find out their favorite foods, favorite things to do, and “best days ever.” These resources can come in handy and help stabilize a person when a student is triggered and coming out of their resilient zone, and they are also a great way to get to know students in a positive way to further build relationships. Ensure that the classroom is a place of safety and connection. Consistency in routines along with easy transitions help students who come from trauma. Understanding that despite your best efforts to prevent the unexpected, sometimes a student will trigger. Having a plan in place for this is important. Designate a space in the school or outside if a student needs to take a sensory break or to regulate their emotions. You can provide a kit of sensory calming tools that they can use to help regulate. All of these tools should be taught and normalized. Being upset or frustrated is part of the package deal with human beings. Teaching and helping students to understand the science behind the human brain and body and what happens to people when stressed should be explicitly taught. Be present for students. Students who come from trauma will build up social walls of defense. It is not easy to maneuver through these defenses, but be persistent and consistent by showing how much you care.
Rigor
Rigor is critical for all students especially students who come from trauma. If the work is too easy, students will know you don’t think they are smart, conversely, if the work is too hard it will paralyze them. The trick is finding the Goldilocks “Just right” area of learning for each student. Students must be taught at a level that challenges them in order to build high self-efficacy. Genuine success in education can build self-worth and self-efficacy. This is especially important to students have been verbally abused or haven been told that they will not amount to much. Success builds upon success. Adults must model and talk about the fact that making a mistake is okay. Learning from mistakes and trying to look at problems through a growth mindset is a tool that students will use forever. Explicitly teaching growth mindset is a great way to start a year especially in the subject areas that students historically struggle.
Relevance
Not only must the work challenge students, it must also be relevant and engaging. Using the same curriculum and same teaching styles that are used at the comprehensive sites will not motivate students. If they were not successful when the state standard was taught using the writings of William Shakespeare, then teach the standard using a contemporary artist or a relevant current event. Teach a graphing lesson on the basketball court using sidewalk chalk. Hands on, project based learning, helps students understand the relevance of a lesson while enjoying learning for the sake of learning. Another important factor for students who come from trauma, is that of autonomy and choice. People with a history trauma experience a lack of control. The power of choice in a classroom gives students a sense of autonomy. Perhaps a teacher has a certain essay that they wish students to write, allow students the freedom to research or choose a topic that has social and cultural interests for them.
Reflection
Another key element for success is reflection. Encouraging and asking students to reflect after each project is another way to develop relationships and build self-efficacy. A simple exit ticket or last question on a project could simply be: What did you do really well on this assignment and what could you have done better? Being reflective is how we all grow. If a student can assess and reflect on their own thoughts and emotions, this ability also provides them with self-regulation tools during times when they feel themselves slipping out of their resiliency zone. It is just as important for teachers to spend time in reflection. Not only in improving their craft, but also honestly evaluating themselves, their own emotions, and their personal triggers. Having a triggered teacher deal with a triggered student is never going to have a positive outcome. If a person is able to honestly reflect on their own state of mind, they can realize better outcomes for a situation and utilize support systems that are in place. Both staff and students alike should be trained in how to take care of themselves emotionally, physically, mentally, and spiritually. This must be a part of student learning and staff development.
Based on what has been described in this writing, it does not appear that continuation high schools are actually “continuing” anything. It sounds like an entirely new and exciting program for student success has been created at these schools. Perhaps changing the name to “Alternative education high schools,” will begin a paradigm shift on the way these important schools are perceived. In Alternative Education High Schools love, safety, and connection are achieved through relationships, rigor, relevance, and reflection. Who wouldn’t want their child to attend a school where dedicated and caring professionals actively engage students through the lens of helping the whole child? Maybe all high schools in America should be “Alternative education high schools.”
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