Ellie Mahlendorf

A STUDY OF THE EDUCATION OF REFUGEES: HOW TRAUMA AFFECTS EDUCATIONAL ABILITY AND HOW EDUCATION LEVEL AFFECTS SOCIETY

Upon beginning my service journey, I was overwhelmed with the various programs in Nashville in need of volunteers. Having no idea where to start, I decided to reflect on my past service days and determine when I felt my time was most effective to the community I was helping. I arranged to volunteer with the Nations Ministry Center to enhance my passion for being physically present while assisting others.

Nations Ministry Center aids “refugee families in becoming self-sufficient through education opportunities, immigration assistance, and family support.” (Nations Ministry Center). By providing a trauma-aware environment, their goal is to provide a space with a sense of safety and security to permit the educational growth of all children. Specifically, I volunteered at the summer program, which helps refugee children enhance their reading level, regardless of their current academic abilities. Many of the students at Nations come from diverse cultures and countries, and a large portion of them are refugees. A refugee is someone who has fled from their home country due to war, persecution, or even a natural disaster. Approximately “60 million people have been forced to leave their homes” (TED-Ed) to escape these treacherous disasters. However, Donald Trump’s presidency created an all-time low number of refugees welcomed into America. A limit of 18,000 refugees dropped to 15,000 the following year. Joe Biden’s electoral campaign “pledged to set the figure at 125,000 per year if elected” (Miroff). Although some refugees forced out of their homes still manage to live in the same country of origin, countless people have been forcibly displaced outside of their homes, their lands, and across the borders of another country.

According to the United Nations 1951 convention, a refugee is “someone who is outside their country of nationality and is unable to return to their home country because of well-founded fears of being persecuted” (UN 1951). The fear of persecution could be spawned due to their ethnicity, faith, nationality, membership in a social group, or even a political opinion. Unfortunately, over half of the world’s population of refugees are children (UNHCR). “An estimated 35 million (42%) of the 82.4 million forcibly displaced people are children below 18 years of age (end-2020)” (UNHCR). Frequently, these refugee children are separated from their families, and many of them “are at risk of abuse, neglect, violence, exploitation, trafficking or military recruitment” (UNHCR). Some children may have the resources to flee their country by various transportation methods, free of danger and violence. However, many children do not possess this capability and therefore must endure draining journeys across countries while being exposed to assault, deprivation, and lack of personal hygiene. The removal from one’s home can cause extreme amounts of trauma, especially to an undeveloped child. The UNHCR, United Nations High Commissioner for Refugees, assists refugees in locating their new country. They prioritize women, children, medical conditions, the elderly, and additional vulnerable individuals. This relocation process can sometimes take between one to two years. Regardless of the duration of this process, the entire approach can be highly

damaging, overwhelming, and traumatizing. Due to this trauma created for children of young ages, their brains have been damaged, inhibiting their ability to learn properly and be prepared for future education. The extremely high rates of refugee children led me to my central question: “How does being a refugee affect the education level and intellectual growth of a child? Which techniques and methods are scientifically proven to increase the education levels amongst children of lower-class refugee populations?”

For children and youth who experience trauma, the brain development may be interrupted, leading to further setbacks. A child’s development is disturbed, but a child’s emotional availability is also affected. The diagram below shows that the activity contrast between a healthy brain and an abused/trauma-induced brain is significant. In the neurological scan below, the right brain (abused) has severe damage to the temporal lobes, the brain area that controls emotions and receives signals from the senses. Severe trauma at such a young age, such as fleeing one’s home country, can leave a child in a constant state of fight-flight or freeze. Harvard University’s Center on the Developing Child defines toxic stress as “excessive or prolonged activation of stress response systems in the body and brain.” That sort of activation can lead to dysfunction in the prefrontal cortex, the area of the brain linked to cognition and decision-making” (Las Cruces Sun-News). The inability for children to form decisions and express emotions is an extreme disadvantage to their emotional growth. The lack of decision-making and self-expression directly harms childhood education. Not only do the traumatic memories continue to pop into the mind of a child, but on a larger scale, they lead to a decreased IQ and reading ability (TSA). It is evident that the trauma associated with the culture of being a refugee negatively impacts children’s ability to learn.

Although the trauma associated with refugees is a crucial disadvantage in a classroom, the entirety of Tennessee’s education program is behind ideal rates for a typical elementary school student. Spring TCAP assessments indicated that only 22% of third-grade students were on track in their reading skills, and only 10% had mastered reading skills for this grade. Correspondingly, “1 in 7 economically disadvantaged students is meeting grade-level expectations in ELA, English

Language Arts proficiency. The most negative impacts were noted for economically disadvantaged students, urban/suburban students, English Learners, and students of color” (Tennessee Department of Education). Although most Tennessee elementary students struggle with literacy, the economically disadvantaged children retain a much smaller array of academics. The question is then posed: “How has Tennessee attempted to improve these continuously decreasing literacy skills, especially for children who are not exposed to countless opportunities?”. In January of 2021, the idea of “Reading 360”, a 100 million dollar project, was announced. On February 3rd, 2021, Governor Bill Lee signed the Tennessee Literacy Success Act due to the critically low literacy levels in the state. “The law requires school districts to develop a Foundational Literacy Skills Plan to articulate locally driven solutions to improve literacy outcomes for students” (Tennessee Department of Education). Governor Lee believes that if the young members of our state can excel in their academics, then the entirety of the state will benefit.

However, a more personal approach to these lacking literacy skills is provided by Nations Ministry Center. As stated earlier, their mission is to aid refugee families in becoming self-sufficient by increasing their academic qualities. The primary approach to enriching and enhancing each student’s academics is a program called Lexia, which documents each user’s individual development and intellectual evolution. Upon beginning a Lexia journey, a placement test prompts each student. This test quickly analyzes and interprets a student’s current reading level. Lexia includes multiple activities such as reading a story, rhyming words, sounding out syllables, and more. Students can personalize the order in which they complete each level. After concluding a level of Lexia, students are rewarded with a stamp, and the stamps eventually accumulate to a prize. The instrument of encouragement and persistent rewards for the continuation of excellence constantly motivates children to pursue additional achievements on Lexia. In general, Lexia is a distinguished option for this elementary class because although not all students obtained the same English toolbox, since occasional language barriers occurred, they all could intuitively learn and mature each day of the Summer Program. Additionally, if a student missed a day of class, which frequently happened, they did not fall behind in lessons because each student has an individualized program to strengthen current skills. Through specific assistance towards elementary school students, the Nations Ministry Center enhances and specializes the process of education, especially to children who statistically perform worse on standardized English tests.

The importance of literacy is apparent. However, how are children who are not provided with information on reading, writing, and essential grammar skills affected in later aspects of their lives? Does lower-level literacy have a significant impact on the future of a child? A study performed in Kansas discovered “children who do not learn to read and write by the end of third grade are likely doomed to school and life failure that can often lead to drug use and criminal behavior” (The Wichita Eagle). The key to crime prevention is education. As of 2017, illiterate inmates compile approximately 75% of the U.S. prison population. Clifford “Spud” Johnson, sentenced to 210 months in prison, composed literature to entertain himself. Naturally, his fellow prisoners were intrigued by these fictional stories, yet very few of them acquired adequate

literacy to enjoy these stories. Various prisons provide education because of the strong connection between crime rates and illiteracy. An analyzed study by The U.S. Department of Justice “concludes that the expense of providing higher education to inmates is minimal when considering the impact upon rates of recidivism and the future saving that results from preventing rearrest and re-imprisonment.” Higher levels of education assist in preventing an additional crime from being committed. An increase in education levels directly correlates to the prevention of crimes as enlightened students can more successfully acquire occupational status and infuse their lives with opportunities. Undoubtedly, schooling improves personal growth and futuristic capabilities, but education on a more significant level enhances society as a whole.

After reflecting on the extensive research I compiled and the service I completed this past summer with Nations Ministry Center, I have genuinely been able to see Nashville, and the entirety of the country, through a different lens. Growing up with my lifestyle, I take my daily activities for granted. I am fortunate enough to attend a challenging yet caring school where I am provided with the utmost resources. However, just thirty minutes down the road from where I go to school, there are children who have been forced to leave their homes, and their levels of education and brain development have been altered due to these traumatic experiences they endured. Nations Ministry Center provides a lively, loving environment to ensure these children have the opportunistic life they deserve. After spending hours with these children, I can confidently say they are bright, and their futures are just as bright as anyone provided with the “correct materials” to succeed. I see the desire in them, and I see their passion. I know that their capabilities to succeed in life extend beyond their past experiences and economic situations. Nations Ministry Center has ignited the childrens’ fires, and I look forward to seeing how bright their light shines over our shared community.

WORKS CITED Berti, Benedetta, and Evelien Borgman. “What Does It Mean to Be a Refugee?” TED-Ed, 16 June 2016, youtu.be/25bwiSikRsI. Accessed 23 Feb. 2022. “Children”. The UN Refugee Agency, www.unhcr.org/children.html. Web. Accessed 23 Feb. 2022. “Foundational Literacy Skills Plans.” Tennessee Department of Education, TN.gov, www.tn.gov/ education/instruction/foundational-literacy-skills-plan.html. Accessed 23 Feb. 2022. Hensley, Dana. “Children Who Do Not Learn to Read, Write by 3rd Grade Face Tough

Future.” The Wichita Eagle, 5 Jan. 2019, www.kansas.com/opinion/opn-columns-blogs/ article223945135.html. Accessed 23 Feb. 2022. “How Does Trauma Affect Children?” Treatment and Services Adaptation Center. Treatment and Services Adaption Center, traumaawareschools.org/impact#:~:text=Symptoms%20 resulting%20from%20trauma%20can,decreased%20IQ%20and%20reading%20ability. Linn, Amy. “Science Reveals Severe Childhood Trauma Can Alter Developing Brain, Creates

Lifetime Risk.” Las Cruces Sun News, 21 Jan. 2018, www.lcsun-news.com/story/news/ local/new-mexico/2018/01/21/severe-childhood-trauma-alter-developing-brain-createlifetime-risk/1039104001/. Accessed 23 Feb. 2022. Mangrum, Meghan. “Tennessee Education Department to Use $ 100 Million to Target State’s

Lagging Literacy Rates.” Tennessean, 2021. Tennessean, www.tennessean.com/story/news/

Essay: Essay/Reflection: Ellie Mahlendorf education/2021/01/04/tennessee-education-department-use-100-million-covid-relieffunds-target-third-grade-literacy/4125508001/. Accessed 23 Feb. 2022. Miroff, Nick. “Trump Cuts Refugee Cap to Lowest Level Ever, Depicts Them on Campaign

Trail as a Threat and Burden.” The Washington Post, 1 Oct. 2020, www.washingtonpost. com/immigration/trump-cuts-refugee-cap/2020/10/01/a5113b62-03ed-11eb-88797663b816bfa5_story.html. Accessed 23 Feb. 2022. Sainato, Michael. “US Prison System Plagued by High Illiteracy Rates.” Observer, 18 July 2017, observer.com/2017/07/prison-illiteracy-criminal-justice-reform/. Accessed 23 Feb. 2022. Tennessee State, General Assembly, Assembly. Foundational Literacy Skills Plans. WWC

Intervention Report, ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_lexia_063009. pdf. Accessed 23 Feb. 2022. ---, ---, Assembly. Tennessee Releases 2020-21 Spring TCAP State Level Results. Tennessee

Department of Education, 21 Aug. 2021, www.tn.gov/education/news/2021/8/2/tennesseereleases-2020-21-spring-tcap-state-level-results-.html. Accessed 23 Feb. 2022. United States, Congress, House. Education as Crime Prevention: Providing Education to

Prisoners. U.S. Department of Justice, Office of Justice Programs, Sept. 1997, www.ojp. gov/ncjrs/virtual-library/abstracts/education-crime-prevention-providing-educationprisoners. Accessed 23 Feb. 2022.

REFLECTION: ELLIE MAHLENDORF

SERVICE SCHOLAR REFLECTION: LOOKING BACK ON 36 HOURS OF VOLUNTEERING

Throughout my nine years at Ensworth, I have been educated on the importance of giving back to others in any method possible. Ensworth has presented me with diverse opportunities to work with programs to give back to my community. These experiences allowed me to see Nashville differently while educating myself on the prevailing issues in my neighborhood: hunger, education, nature, and more. Although all of my service learning occasions have been impactful, I always felt my volunteering was the most meaningful when I could physically be with the individuals I was helping. To fulfill my drive for personal assistance, I chose to volunteer at a summer program for underprivileged children of refugee families.

For four weeks in the summer, accumulating 36 hours of service, I volunteered with the Nations Ministry Center. As a “classroom buddy” for the Nations Summer Program of 2021, I assisted in a classroom of elementary students. I aided with various activities such as reading, social-emotional learning activities, crafts, recreation, etc. As I have always loved being a leader to children, I figured this experience would be perfect for me. Quickly, I noticed the academic struggle amongst these children, as most of them did not possess the ability to read and struggled to pronounce “easy” words. I guided them in strengthening their reading levels, but their primary source of knowledge was Lexia, an individualized literacy program to help educate children about reading. Upon

completing a reading level on Lexia, they were rewarded, motivating them to educate themselves further. I watched their knowledge grow tremendously throughout the four weeks I volunteered, and I was incredibly proud of the personal progress each child made.

I observed growth in academic skills, and additionally intellectual curiosity, and social emotions as well. After my first day, I formed powerful connections with these children. They constantly requested I would sit by them when they did Lexia. Students asked me to read books to them, and they especially loved playing with the tinsel in my hair. I formed a relationship built on trust, joy, and mutual respect with each child. I made sure to give attention to all twelve children, prioritizing equal time with all students. Although my class improved individual education levels, students also participated in recreational activities to pair academics with athletics. Additionally, daily projects required teamwork, creativity, patience, and additional life skills.

While these elementary students were often well-behaved, they were still children and didn’t always like to be told what to do. I learned to handle and approach children who were unwilling to obey rules. Tolerance was the key to this approach. I learned the importance of emotional assistance, even to children of such young ages. For example, children waited in line to wash their hands to receive lunch each day. Children disobeyed this rule by attempting to skip the line. Disobedience resulted in being sent to the back of the line to teach them a lesson about manners.

Overall, I loved working with the Nations Ministry Center. I was able to meet so many new people, help my community personally, and enhance my view of Nashville as a holistic city rather than solely through my personal experiences. As a privileged white female at a private school, I am easily handed life on a silver platter. Seeing life through the eyes of less fortunate people, I understand the difficulties of aspects of life I would view as simple, such as education. By personally connecting with these children for a month, rather than one service day, I no longer felt as though I was completing my service hours; I felt as though I was helping people I loved to better themselves. Completing my service work was more than completing 35 hours of assistance, but 35 hours of learning about a topic I am passionate about while learning about myself and who I want to be as a person: charitable, patient, trustworthy, and open-minded.