We are thrilled to announce our newest Upper Ninety team member, Monitoring & Evaluation Intern Elaine Yang! In between crunching data sets, Elaine was kind enough to sit down and answer some questions so we can get to know her better.
1. Where are you from? I am originally from South Korea. I came to the States at the start of my sophomore year of high school. I lived in Salisbury, Maryland, for three years then moved to Baltimore to attend college, where I studied Psychology and Cognitive Science.
2. Where are you living now, and what are you up to? I am in Cambridge currently. I came to this city to study how to develop school-based programs and enhance their efficacy through the Prevention Science and Practice program at the Harvard Graduate School of Education.
3. Why were you drawn to intern with Upper Ninety? I applied to intern at Upper Ninety because of its mission in serving low-income communities by providing a support system that helps students succeed in their lives. I also share its vision in the positive outcome of its strength-based approach, so that students are enabled to learn and enhance their potential success both academically as students, and prospectively as adults. I pursued my application to partake in its mission, bring about its vision, and share the joy in seeing the positive growth in students in the communities in Austin.
4. What is your favorite thing about Mindfulness? I find great value in mindfulness practice because of its demonstrated effect on positive outcomes in many aspects of life across ages. It has helped many regulate and reduce academic stress, improve everyday functioning with increased self-regulation, and increase positivity and satisfaction in life.
5. When you're not busy studying or working for Upper Ninety, what do you like to do in your free time? I like cooking, so I go grocery shopping at Trader Joe's. I often bring back a bundle of flowers from TJ's since I like brightening up the space in the common areas of my apartment. I also like to lend an ear to those who need someone to listen to their thoughts.
6. What's one thing your HGSE classmates don't know about you? One thing that my HGSE classmates don't know about me is that I lived in Christchurch, New Zealand, for a year when I was 13 years old.
For more information on Elaine, check out her bio here.
Native American activist, poet, musician, and actor John Trudell once stated, “Protect your spirit because you are in the place where spirits get eaten.” I open our restorative circle, full of students of color, with this quote, asking that they reflect upon their experience at an academic institution where a majority of students neither look like them nor act like them.
I then pose the following questions: “Bring someone to the circle who is not physically with us. Who would you like to bring? Why are you bringing them to the circle at this moment? What wisdom can they offer our group?” Students pass the talking piece and offer stories of hope and hopelessness, of grandmas and childhood friends, of home and afar, of culture and history. As we manage the complexities of our lives, from family to school, restorative circles, like the one described above, serve as an essential space for personal and collective healing, reflection, and necessary sustenance.
These circles are an integral part of the toolbox that is Restorative Justice (RJ), a philosophical and practical approach that champions itself upon equity, inclusivity, accountability, community, and the prioritization of relationships above all.
Indigenous Roots of Restorative Justice
Long before RJ became a prominent approach in the Western world, it was first and foremost an Indigenous practice dating back thousands of years. Tribes from Australia to the Americas engaged in RJ or rather, peacemaking efforts in order to strengthen and sustain their culture, their families, and their communities. Today, many tribes continue to employ peacemaking in order to solve disputes, discuss local matters, and promote kinship among their people.
Common RJ practices of the present, such as the inclusion of a talking piece, marking a space with opening and closing activities, calling ancestors into the circle, as well as principles of unity, solidarity, and interdependency, are traditionally rooted in Native ceremony and customs.
As a Native American woman, I strive to keep my culture alive and vibrant through peacemaking efforts, and I take immense pride in sharing them with you. As you read and engage in RJ yourself, I ask that you acknowledge and appreciate the Indigenous infrastructure upon which it was built.
Restorative Justice in Schools and Youth Organizations
I am sitting in a science classroom, encircled by twenty ninth-graders and one teacher. It is our third consecutive circle where we explore a range of topics from classroom guidelines and discipline to what it means to be an adolescent and how it feels when adults ignore them. Students already know the routine as they depart from their science curriculum and welcome the distinct and unique structure that is RJ. I offer them critical questions like “How will you hold each other accountable in the classroom?” and “What are the purpose of rules?”
Students and the teacher answer the questions, passing the designated talking piece, a tennis ball that they use in their physics demonstrations, from one hand to another. Only the person that holds the talking piece may speak as the the tennis ball represents not only an essential guideline of RJ, but also the common purpose that ties the students and the teacher together. Due to the principles of RJ, every adolescent is given a voice of equal weight to both their peers and the adults in the room, empowering and enabling them to learn about one another, address disagreements, express opinions and beliefs, and ultimately, to build a community of trust and compassion. Students that never speak, finally do, and issues that were never confronted, finally are. After six circle sessions, the group has transformed itself. There is mutual respect, established understanding, and fostered empathy between the students and the teacher, leaving the community better prepared for academics in the classroom, as well as life beyond the school grounds. It is with a restorative approach, where power is shared, vulnerabilities are embraced, and relationships are built, that outcomes like this are possible.
In the past, RJ has become a viable alternative in the criminal justice system, seeking to resolve conflicts, provide reconciliation, and attend to both victims and perpetrators in disputes. It is this same approach, of understanding, forgiveness, and compassion, that has since become widely utilized in both schools and youth organizations—much like Upper Ninety. These institutions seek to build a positive, restorative climate with strategies and activities like circles, peer-to-peer mediation, conflict management workshops, social-emotional learning, and time allocated towards building relationships and community.
Many of these institutions have adopted RJ in an effort to steer youth away from the “school-to-prison pipeline,” a term that denotes the manner by which certain students are exiled from the school system and systemically channeled into the prison system. Exile often occurs in the form of detentions, suspensions, expulsions, non-inclusive classrooms, and other forms of punishment and humiliation tactics, including the involvement of actual police officers in school matters. These punitive approaches, like zero-tolerance policies, heavily target youth of color and those with disabilities, further marginalizing these populations and jeopardizing their future trajectories. For example, you’ll see children get suspended for countless days due to minor infractions, missing school and missing their community. When your own school fails to support and accept you, where else do you go?
The Illinois Criminal Justice Authority reports that RJ allows youth to explore their identities, learn pro-social behavior, establish positive relationships, reflect upon one’s actions, engage in critical thinking, and become a valuable member of a community and the larger society. Important skills, such as empathy, listening, problem-solving, and teamwork, are established and further developed in restorative practices. With its positive results RJ has become well-known in education, law, business, and more.
Living Restorative Justice
I leave you with a thought from Rupert Ross, author of Returning to the Teachings: Exploring Aboriginal Justice. In his book, Ross advises that we cannot simply use peacemaking or RJ solely as an approach, rather we must live it and understand it to be “the source of meaning, identity, purpose and fulfillment in life.” RJ is not limited to classrooms, to police departments, or even to soccer fields. Restorative Justice is an all-encompassing philosophy that guides us beyond the boundaries that we know. It is a smile from your coach. It is your loved ones by your side. It is your team supporting you. It is your culture. It is healing. It is loving. It is community.
A School Counselor's Advice on Success from Middle to High School
I can vividly remember the first day I walked into my high school. I was very nervous, so I waited up for my best friend so we could walk into school together. The rest of that day is a blur, but I’ll never forget the mix of nerves and confidence I had walking into my homeroom. I was reminded of how difficult this transition is for students when I worked as a 9th grade teacher. I felt frustrated every day as I found myself teaching skills and having conversations that I thought already took place when my students were in middle school. Over time, I realized that the transition from middle to high school is often underestimated, with young people being sorely unprepared for a period in their lives that is instrumental in their high school and post-secondary success.
What I Learned from My Students:
Transition is hard and often taken for granted. My 9th graders thought high school was going to be a walk in the park and not much different than middle school. But the increase in work production and behavioral expectations can be quite jarring if you aren’t prepared or expecting it. Many of my students lacked the discipline and maturity to meet the expectations of their high school, so my course turned into a crash-course on how to meet the demands and successfully navigate high school.
This past year as a graduate student at the Harvard Graduate School of Education, I completed my first year as a school counseling intern at a middle school. I found that many of the 6th graders I supported struggled to control their emotions, behaviors, and thoughts when in class and navigating their new school. These students often needed frequent breaks, and re-direction in the classroom. A big part of my job was to help students build the vital skills needed to succeed in middle and high school. I also facilitated group counseling sessions, which allowed students to explore their identities, hopes, fears, and misconceptions about high school. As a group, they discovered their many strengths as well as the blind spots they’d need to build up as they geared up for high school.
Tips & Tricks for Students:
Transitioning from middle school to high school provides similar challenges as the transition from elementary to middle school. So, remember that you have been through this process before. Here are some tips and tricks when thinking about high school and the upcoming transition:
- Get connected. Join a school club, sport, or agency that is connected to your school.
- Gather information. Attend your school’s orientation, if they have one. Do an information interview with a current student and ask them about their experience as a high school student.
- Get online. Start a Facebook group for students who are also incoming freshmen. This has gained tremendous popularity with college freshmen and if you are attending a high school that gets students from multiple middle schools, it’s a nice way to connect with your new peers sooner
- Breathe. Breathing is important, especially on your first day of school!
- Remember: You’re not alone. Sometimes the anxiety of doing something new feels very personal and specific to us. Know that your peers may also feel the same. Sharing and discussing as a group is a great way to help one another and trouble shoot your issues as a group. It’s also important to note that our experiences are unique. Be sure to check in with a school counselor if you’re overwhelmed with the transition. Your counselor can help support you.
- Be open to change and growth. High School pushes you to be your best self. We all have areas where we can grow and be better. This is where our teachers, counselors, peers, and other supportive adults come in to help us find those blind spots so we can improve and be our best. You have four years, though. There is no need to rush though the process.
At Freedom House, their program team’s moto is: “Teamwork makes the dream work.” Though transition happens to individuals, it is a process that is best completed as a team. None of the students I have ever supported navigated middle and high school alone. They were supported by their families, communities, teachers, counselors, and other school support staff. Most importantly, their transitions were supported by one another. Over time, my role became their role as they began to teach and held each other accountable. They reminded me that we never stop learning or transitioning.
Though navigating the middle school to high school process can be scary, to successfully do so is one of the most important accomplishments of a young person’s life. These next four years will push you to grow in ways you never thought imaginable. The 9th graders that I taught all graduated from high school this year. Over 95% of those students are going to college in the Fall, with the other 5% opting to join the military or work after graduation! I remember some of these students being so distraught over their transition to high school that they thought they wouldn’t graduate, let alone go to college. And yet, as a collective team, they are all on a pathway towards success. It’s not always about how you start but how you finish. Remember that the transition to high school is but the start and does not define who you are or what you will accomplish. With a strong team around you, nothing is impossible.