Three Years Post Katrina: A Look at Education in New Orleans
Summary: Three years after the after effects of Hurricane Katrina left the city of New Orleans in perils, the Educational System is making attempts to return stronger and more effectively.
Felicia Blacher-Wilson, Ph.D
204 Nottaway Drive
Destrehan, Louisiana 70047
[Phone] (985) 764-3242
[Fax] (985) 725-1143
Veryblessed1@cox.net
Words in manuscript: 2909
Three Years Post-Katrina: A Look at Education in New Orleans
“After the storm has passed over and gone…after the dark clouds have passed over, the sun will shine again…” The words to a beautiful spiritual hold hope for those going through personal, physical or mental storms. The thought of better days and sunny skies brings comfort during distressing times. Adults seemed to be able to grasp the devastation of a cataclysmic storm; their eyes saw homes sitting in streets, cars atop cars, clothes in the treetops, and even refrigerators on rooftops. Adults seemed to understand that pictures and personal treasures were gone-washed away by the waters. Adults understood, no matter how devastated they may have been.
Children, many who sat on roof tops for days without food, watched the water rise. Little children watched a beloved pet float away and were forced to stay in a home with a parent who died because of lack of medicine. Little children were placed on buses, some without their parents or any adult with whom they were familiar. What about these children? The children who lived all of their young lives in poverty, having little, returned to a city to find that the little that they had before the storm was now gone. Friends and family were scattered. There were no more snow-ball stands, or clean places to play. Where is the home-made basketball goal that played host to so many neighborhood ‘championship games’? The familiar is now unfamiliar. Schools and churches, once safe havens, are now boarded up. What lessons will be learned today? Two years later students have begun to show signs of distress and symptoms of trauma through the manifestation of negative behaviors as fighting, nightmares, flashbacks, heightened anxiety, depression, anxiety or behavioral regression (American Federation of Teachers 2005 Picking up the Pieces).
In Retrospect: The City that Care Forgot
New Orleans, called “The City that Care forgot” and “The Big Easy”, for many years prior to Hurricane Katrina, was in crisis. The city, which is famous for its French Quarter and its mixture of French, Spanish and native architectural styles, boasted a population of over 450,000 residents. Approximately 28 percent of that population was white; 67 percent was African American, and 2 percent was Asian, American Indian, and mixed parentage. Seventy five percent of people 25 and older held a high school diploma but only 46 percent of the population was owned their own homes. In 2002, the median household income was less than $30,000.00, and it was estimated that approximately 27 percent of the population lived below the poverty level. (U.S. Census Bureau, Housing and Household Economic Statistics Division February 17, 2005). The poverty rate was higher than the national average and meaningful jobs tended to be scarce. Economically, New Orleans had a relatively large civilian labor force but a high unemployment rate. Tourism was one of the largest industries in the city. Manufacturing and the petroleum, petrochemical, shipbuilding and aerospace industries also played a large role in the economy of the city. The per capita personal income in 2004 was estimated to be about $31,000.00.
Approximately 29 percent of the houses in the city were built prior to 1939 with only about 0.4 percent constructed after 2000. One could rent a reasonably fashionable house for under $700.00 per month (Louisiana State Census Data Center 2007).There were several large public housing developments (low or no-rent) strategically placed in the impoverished areas. These developments were quickly becoming hotbeds of strife and crime as young adults sought to “defend their turf”. Crime was rising and the murder rate was at an all time high. Many citizens had lost faith in the ability or desire of public elected officials to make meaningful change in these troubled areas.
New Orleans was and is a city that has a multiplicity of learning institutions. Prior to Hurricane Katrina the city played host to seven colleges and/or universities; approximately 74 private or Catholic schools and, 130 public schools. However, the public school system was in chaos with constant talk of a state takeover. Test scores in many of the schools were far below the national average (Louisiana State Department of Education 2007). Students in under funded public schools, required to take the Louisiana Educational Assessment Program’s assessment test (LEAP), did not fare well and were required to remediate through summer school classes or grade repetition. Students were, in many instances, graduating from public schools functionally illiterate. Many of the buildings that housed the public schools were old and in serious disrepair. In many instances, children did not have access to the latest technology and teachers were often required to teach without having the proper tools and materials to perform their jobs effectively. It is clear that New Orleans’ children were living with many challenges prior to Hurricane Katrina.
Post-Katrina
Almost three years later schools once filled with students now for the most part stand empty. Many were flooded completely. In those that did not take on the full force of the raging waters, there are books and equipment that are water logged and ruined. The last assignment given that long ago day, is often still displayed on chalkboards. Those proudly displayed “A” papers hanging silently on bulletin boards in abandoned classes. By many standards, the education quality post-Katrina is not much better than the quality pre-Katrina. Interviews with students attending local schools revealed that many schools in the year immediately following Hurricane Katrina, especially those that are state run schools, began the year without most textbooks, fewer than needed teachers and sparse resources. Students in many schools had bag lunches due to faulty or inoperable school cafeterias. Students found themselves in schools that offered little, if any extra-curricular activities and school libraries displayed shelves where books once stood. Some improvement was noted in year two following Hurricane Katrina but it was apparent that there were still quite a few areas that needed to be addressed before students would have access to the educational facilities and processes that they need and deserve. Students and parents blamed the school districts for not insuring that students receive a quality education. School districts blamed the storm devastation for the lack of resources necessary and also the state government for failing to provide adequate funding. The state government blamed the federal government for not providing additional funding in a time of crisis. There was enough blame to go around, but the answers were not forthcoming.
Education officials said Katrina, which flooded 80 percent of New Orleans, created an opportunity for the flagging public school system to right itself. As the city fights to recover, its school system is still fractured and searching for unity. Instead of one unsteady system the city now has three different systems. The public school district with 130 buildings has been reduced to three districts with a total of approximately 59 operable schools. While these systems seek to be seen as ‘the best’ providers of educational services, it appears initially that only minor consideration had been given to the emotional toll that Hurricane Katrina has had on the children. Given that children process events differently from adults, schools faced the challenge of not only educating students but helping to restore their emotional health as well. It is imperative that schools begin to address the issues of fear, disengagement and loss that many students are feeling. It will be difficult, if not impossible, to educate children who continue to be filled with despair and dread, and whose minds still cannot grasp the ‘why’ of Hurricane Katrina and the devastation they see all around them.
The Realities of Now
The effects of Hurricane Katrina can be seen not only in the physical damage that is still quite visible but also in the mortality rate that has apparently increased substantially. The local newspaper, The Times-Picayune indicates that there were 25 percent more death notices in January 2006 than were in January 2005 (Louisiana State Census Data Center March 10, 2007). While there is no concrete data available, many health care professionals point to stress exacerbating existing health problems. The many area hospitals, which also provided mental health care for those in need, have been greatly reduced. Many of the physicians and health care professionals who once staffed these facilities have not returned to the city, thus leaving a void in the area of human resources. Crime, murder in particular, is prevalent and rising. As the city struggles to rise above the devastation, help rebuild lives, and provide funding and support to adults, it appears that many have forgotten the children. Recreational programs and city parks do, for the most part, no longer exist. And for those that do exist, there are modified schedules and operation hours. Children, in many instances, leave the school site to return to small trailers, with little to do to keep them occupied until the next school day. Parks that once were filled with basketball games and laughter now stand silent and often littered with debris. Many churches, once a source of spiritual and emotional guidance, have not returned to neighborhoods. This leaves a void in the activities that were directed toward children in the community.
As more and more families returned to the city and more children became a part of the educational systems, districts have begun to make efforts to find ways to address the needs of children who were both emotionally affected by the storm and academically challenged prior to the storm. Major steps were taken to first acknowledge that many students were emotionally and academically fragile and that special attention would be required to assist these students. Districts sought to address both needs, first by keeping class sizes small and seeking highly –qualified teachers to place in those classes, and, second by placing special emphasis on helping students heal emotionally by employing the services of specially trained professionals in the social services field. Districts utilize staff development as a means to provide staffs with intervention strategies that could be used with students. These strategies, such as play therapy, activities that allow the expressing of feelings through drama and art, anger activities and grief activities, are designed to help students begin to recover from the trauma and are best implemented in environments in which students feel safe and trusting.
However, there continues to be a need to provide on-going activities that will address the emotional needs of children who survived Hurricane Katrina. Districts must not only acknowledge but also remember that these children may be experiencing post traumatic stress and the teaching-learning process should take on a new dimension to address the needs of the children. While it is true that children are resilient, schools must find ways to foster this resiliency. Therefore schools should consider instituting comprehensive school crisis teams which would be a permanent part of the school faculty and be available to provide immediate support for students at the school. This team should include teachers, social workers, counselors, and, if possible, psychologists. Counseling sessions, both individual and group, should be infused in the school day in such a way as to reduce the stigma that is often associated with ‘being in counseling’ and allow children to see the process as an acceptable part of their school day.
Physicians in the New Orleans area suggest that there has been an increase in the number of children seen post Katrina who experience panic attacks during rainy days. According to Dr. Corey Hebert, (USA Today 2007, June) these children can’t be calmed because they are generally terrified that another hurricane is coming. In other instances, children demonstrate storm-related symptoms by being anxious or acting out or by becoming defiant and irritable. Some are depressed. The effects on children go much deeper than having to leave their homes and lose personal items. The Louisiana State University Health Science Center screened 1,000 children. Twenty-seven percent of those children displayed symptoms of trauma (Callimachi, 2006). Most experts believe that the actual toll is much higher. Lawrence Hardy (2005) reports that the memories, separation, and loss experienced may last a lifetime for some of these victims; children and adults alike. There has been advice given from various sources like DePelchin Children’s Center (2006), New York University Child Study Center and other mental health consultants on how to deal with children experiencing post-traumatic stress disorder (PTSD). It is in school where troubles are most often seen. Teachers, school personnel, and the educational system need to take on the role of counseling these children. The school setting is the most logical and convenient environment for healing techniques to be taught and learned (NYU Child Study Center, 2005).
From Here to Eternity: The Next Steps
New Orleans is home to the biggest free party in the world, Mardi Gras, and a city that manages to throw this party consistently without major problems. It is imperative that this same city find the solutions to educating and healing broken children. Whether it is one unified school district, or three separate districts, the educational and mental health needs of New Orleans’ children must become a priority in schools. The ability to help children overcome the emotional problems that they will experience in the aftermath of the devastation of Hurricane Katrina is probably one of the most important challenges that schools will face. The research indicates that children who live through catastrophic events begin to display a wide range of reactions and emotions and generally need support from the adults in their lives to avoid long-term emotional harm. New Orleans is positioned, by way of the greatest national disaster in our history, to redefine itself and create a more equitable and effective school system for its children. The school system is currently taking a critical look at itself and attempting to define what works and what doesn’t. The Recovery School District is developing a well-defined strategic plan that will address the issues of teacher- to- pupil ratios and seek ways to continue to attract and keep qualified, certified teachers. Districts must budget in such a manner that students will have adequate supplies and technology for every class in every curriculum. In several schools students have access to laptop computers in every class which helps in the facilitation of learning. However there continues to be a need to make a critical evaluation of how instruction is being delivered to students in the post-Katrina years. All three districts are in discussion about how to re-design the curriculum to include components that will help students gain a better understanding of the effects of natural disasters. In addition to what is being done, districts are encouraging educators to acknowledge the loss and destruction that students experienced and allow students to freely express their feelings in constructive ways. This means teachers must be prepared to have hard questions asked and be willing and honest enough to address these questions. To facilitate this, staff development designed to help teachers address these issues is being implemented that will demonstrate to teachers how they should engage students in activities that will promote positive coping and problem-solving skills. School districts must not forget the teachers. Teachers, many of whom were also affected by Hurricane Katrina, must address their personal issues and enter the classroom daily with an extra portion of concern and compassion for these children the unspoken and sometimes forgotten victims of Hurricane Katrina. School districts do not appear to be currently doing this but it may be necessary to provide a school support team for teachers that will allow faculty to freely address their concerns, fears and frustrations. When such help is available, teachers must be willing to utilize the services and do so without the fear of confidential information becoming a part of personnel files or records.
The children who faced the wind and water of Hurricane Katrina will need the support of an understanding and well-equipped school district if they are to heal, be educated and ultimately rise above the memories of the devastating waters that made them ‘Children of the Storm’.
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Last edited by Dr. Felicia Blacher-Wilson on Aug 18, 2008 11:51 am GMT-5.