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Hamilton Southeastern schools adds new section to student handbook

1. HSE board of trustees as they discuss various plans for the district, on Sept. 15. Left to Right: Janet Pritchett, Julie Chambers, Yvonne Stokes, Sarah Donsbach, Sarah Parks-Reese and Suzanne Thomas. Photo by Veda Thangudu. Background: HSE emblem printed on table covers at board meeting. Photo by Veda Thangudu. The Hamilton Southeastern schools’ handbook committee works on updating the student handbook every year to make changes that strive to make the school community a better space for students and staff. “We make changes to the handbook in lots of ways every year: adding or deleting, to make sure we’re constantly trying to create an environment that’s the best for our students,” HSE board of trustees president Julie Chambers said. As a part of that process, one of the changes made for this school year was regarding microaggressions and how they shall be addressed in the school setting. According to Oxford dictionary, microaggressions refer to statements, actions, or incidents regarded as instances of indirect, subtle, or unintentional discrimination against members of a marginalized group such as a racial or ethnic minority. “I think post George Floyd, we are doing a better job as a society [and] learning community of understanding that there are various perspectives [as well as] lived experiences that people encounter,” HSE’s chief equity and inclusion officer Dr. Nataki Pettigrew said. On June 8, the student handbook update was approved in the HSE school board meeting, with a vote of 4-3. The rule went into effect on Aug. 5. “When we first received drafts of the handbook from schools, microaggressions were listed as a potential consideration for handbook change,” Dr. Pettigrew said. “The discussion around microaggressions came from the students who participated in providing feedback for the handbooks suggesting to their administrators that microaggressions are a problem in the schools that needs to be addressed.” The handbook’s section states that while the board understands that individuals communicating a microaggression might not intend to be biased, the school “recognizes the responsibility to educate students” on biased perceptions, for which issues regarding it “may be addressed through restorative conversations” led by school staff members, “rather than punitive measures.” Re-occurrences can lead to consequences of inappropriate conduct, as defined in Section 28. “I like how there’s an emphasis on how there’s no actual punishment,” senior Sujood Abdalla said. “Rather, it’s a restorative conversation.” Although administrators are emphasizing education rather than punishment, repeated offenses will cause measures to be taken and consequences will be faced. According to Dr. Pettigrew, the goal of the section is primarily geared towards promoting better understanding the impacts of microaggressions and allowing for growth mindset takeover.

Veda Thangudu thangved000@hsestudents.org

“It’s not meant as a punishment, it’s meant to be able to have those discussions when things arise,” Chambers said. Th e idea of including a section in the handbook dealing with addressing microaggressions was started by the student body. Students grades kindergarten to fi ft h raised concerns about facing microaggressions in the school community. Aft er being brought to the administrators, it then became a topic of discussion in the handbook committee. “[Student voice in the craft ing of the handbook] absolutely matters,” Chambers said. “It’s really a collaboration between the students and our staff .” Dr. Pettigrew believes that student voice makes an infl uential impact on how a certain part of the section is perceived by students. “What gives me hope is that this was student-led,” Dr. Pettigrew said. “Students are acknowledging the challenges in their buildings. I hope that knowing that this came from the student body, there would be an understanding that this is important to the students and their experiences in school, and that adults would understand that microaggressions are taken seriously.” According to Chambers, being educated means knowing how to participate and have a voice in the community. She says a student will not learn to have a voice out in the world if they do not have a voice in their school, therefore emphasizing the importance of being able to express their thoughts within the school community. Developing the same idea, Dr. Pettigrew thinks learning how to express one’s thoughts eff ectively is not only important in society, but also the ultimate goal of education. “[Th e] handbook [update] really says to me how we can usher in humanity, empathy, dignity and a better way to communicate, collaborate and talk to each other [in the school community],” Dr. Pettigrew said. “I think that really just goes in line with what an education should achieve.” Not everyone can achieve that goal in their fi rst try, but both Chambers and Dr. Pettigrew believe that it is more important that they acknowledge and learn from what caused harm. “Th is is really just to help educate,” Chambers said. “Th ese can be diffi cult topics to discuss and new for a lot of people, myself included. I’m always learning. Sometimes I may do or say something that I don’t intend to hurt another person, but if they tell me, I can learn and do better next time.” Microaggressions can be intentionally hurtful, but that is not the case every time. Even when it is not out of ill will, the impact of them should not be dismissed, according to Dr. Pettigrew. “It’s important to have conversations [regarding] implicit bias, even when there’s no bad intention behind any commentary,” Abdalla said. “Th e conversations need to be held about why it’s not appropriate.” According to Dr. Pettigrew, microaggressions aff ect people in the long run, especially if encountered multiple times. Th is can lead to a signifi cant negative impact on the person’s mental health and well being. “[Someone] described [microaggressions] as a million cuts over time,” Dr. Pettigrew said. “It may be a small cut today, a small cut tomorrow, but collectively a million cuts over time. Th ey do harm people.” Dr. Pettigrew acknowledges that when microaggressions occur and remain unchecked, it can contribute to students being depressed, having anxiety and lower self esteem. Being a home to a very diverse student body, addressing microaggressions is more important at HSE. “A lot of the students at Fishers are part of marginalized groups that are aff ected by microaggressions. I think it’s important for them to feel [that] that type of comment isn’t acceptable [it will be addressed], and that the people making those types of comments are being held accountable,” Abdalla said. Dr. Pettigrew encourages staff and students to consider how words are framed in a way that they can cause harm and what can be learnt from that. “As a parent, I understand that my words are impactful with my own children,” Dr. Pettigrew said. “As a former teacher, I understood how my words could be impactful to my students. As a former principal, I understood how my words can be impactful to my teachers and students.” Chambers believes that the staff members of HSE schools work hard to empower students to speak up when they notice something that needs to be addressed. Furthermore, Dr. Pettigrew believes that the staff does a good job dealing with microaggressions, and the handbook update will support them in the process. “If there was concern about how to address microaggressions, this handbook change allows adults to see that we have the power to address them, [along with] the support from the district [and] the board,” Dr. Pettigrew said. “I appreciate that there was a space available for students to share their concerns and felt comfortable in doing that. I appreciate the students for advocating, not just for themselves, but for their peers, so that we can all have the very best academic experiences possible.”