I recently read Midnight Run: My Narrow Escape to a Better Future by Kevin Honeycutt and Terri Peckham. It’s Kevin’s story about his life growing up, the challenges of growing up in generational poverty, and how he applied the lessons he learned in his present life as an educator, a motivational speaker, and guest presenter at schools and districts.
I met Kevin during a few What Schools Could Be virtual sessions, and we follow each other on social media. I knew him as a creative, passionate educator-presenter. But there is so much more to him and what drives him to ignite learning in students and teachers. He is determined to change the lives of students by sharing his own story.
If we look at the pattern of generational poverty, defined as two or more generations living in poverty, it is remarkable that Kevin was able to overcome his challenging circumstances to become successful as a husband, father, teacher, writer, and speaker. How did he do it? In his book, he credits a teacher for seeing his potential and providing him with an opportunity to gain confidence and a passion for the arts which opened up new opportunities. Our kids who are experiencing poverty need those kinds of teachers as well as opportunities and resources in order to overcome the challenges that too-often hold them back.
Kevin’s book got me thinking about schools and how we often fail children in poverty. Title I funds from the federal government and free meals in school are, unfortunately, not enough. We need an understanding of poverty - its causes, how it impacts families and individual students, and how we can address those needs. It may be difficult for students living in dire circumstances to be successful and engaged in middle-class schools while dealing with the challenges of living in poverty.
All children from disadvantaged families need access to resources that would give them a head start and support to be successful in school. Educators who have not experienced poverty may not be aware that teaching these students may require different strategies and resources. This is especially critical in elementary schools when students acquire the skills to be independent and engaged learners so they can be successful from elementary to middle to high school and into adulthood. A child living in poverty faces many challenges including the most basic needs such as food, shelter, clean water, clothing, safety, and sleep. When a child is hungry, tired, or cold, or does not feel safe, success in school will be negatively impacted.
As an early childhood educator who spent 15 years as a Head Start teacher, I believe strongly in improving educational opportunities and providing comprehensive support for all students but more importantly, for those who are impacted by poverty. This means engaging parents even before the child is born and connecting them with social services, health services, and child development. Children from disadvantaged families generally have exposure to far fewer experiences and have heard far fewer vocabulary words than those from middle or higher-economic backgrounds. Poor language and school readiness skills negatively impact students’ success when they enter kindergarten.
Our state is finally making a huge investment in providing opportunities for students who would otherwise not be able to attend preschool. The Ready Keiki initiative is ambitious. I'm grateful that our State leaders realize that a quality hands-on, language-rich, preschool program can address some of the challenges and problems children from disadvantaged families often face when they enter kindergarten. We need to close that gap. Each student is an individual, and we need to recognize that there is no one-size-fits-all, no one program or way of teaching that will ensure success for every child.
In this day and age, we should be looking at students through a wider lens. Test scores or goals such as "reading on grade level" should not be the only way we define them. Instead, kids need choices about what and how they learn. What are they passionate about? What do they want to learn? What are their strengths and their challenges? How do they learn best? How do they work with others? What interests do they have outside of school? How do they get their information? What are their goals? How can we making learning relevant for all students? When we ask these questions, we are personalizing learning for our students.
Kevin Honeycutt's story was inspiring. Despite his years as a child living in very challenging conditions and moving around from school to school, a teacher turned things around for him and made him believe in himself. And that, more than anything else, is what will pull kids out of poverty and difficult situations - someone who believes in them and helps them to visualize possibilities to realize their full potential.
