By: Noor Abdullah, Opinions Editor
In light of recent horrific events in the Middle East, the Mills Thunderbolt feels compelled to address an inadequacy in the recognition and support of students from under-represented groups who feel an emotional and social isolation from the school community as world events ravage their native homelands.
In September, thousands of Moroccans and Libyans lost their lives after their countries were struck by multiple natural disasters, namely devastating earthquakes in Morocco and horrific floods in Libya. Since the beginning of October, large scale earthquakes have also occurred in Afghanistan. At Mills, and schools throughout the district, students from these areas quietly suffered, lived with uncertainty and fear, wondering if their relatives were injured or worse, killed.
Currently, the latest outbreak of violence in Palestine and Israel only intensifies. People in these countries continue to suffer as many are left without shelter nor access to medical aid, electricity, and water. The shockwaves of these calamities have crossed the ocean and struck close to home as students from the region restlessly worry.
Within our diverse district are students with heritage from every corner of the world, including the Middle East. For these students, their ties to their native countries are still strong, rooted by family in the region. Stronger yet, are the worries and fear that they have been grappling within recent weeks and months.
In times like these, students hurt mentally and emotionally. They struggle to focus and succeed at school as questions like “Is my family ok?” are constantly on their minds. Adding to their turmoil is the feeling of neglect they have expressed experiencing at school as the institutions meant to support them have not lived up to that promise.
During the natural disasters dismantling lives across Morocco, Libya, and Afghanistan, there was notably no district or school outreach. There was complete silence. Students were left to navigate the trauma of these events alone.
In light of the recent Palestine-Israel war, there was a statement released by the district, but no official statement has since been published as the casualties continue to increase. Nor has there been any further efforts to offer students any kind of emotional support to help them navigate these tenuous times.
The intensifying violence in Palestine and Israel is often treated as a taboo topic within institutions. As high tensions and greatly conflicting beliefs are intertwined through this conflict– as well as great political divide, institutions like our San Mateo School District often opt to remain silent. The silence stems from intentions to protect the peace within the district and prevent disputes, yet their well-meaning efforts are counterproductive and can cause more harm than good.
In the face of increasing chaos and death, the very last thing that schools and the district should be doing is remaining silent. When schools are silent about polarized events it doesn’t just leave struggling children feeling unseen, but it allows ignorance to grow and prevail. Ignorance is dangerous– it creates division and in times like these it sows hatred and fear.
Across the country, Islamophobic, anti-Semetic, and racist attacks are on the rise. Two weeks ago, six-year-old Palestinian-American Wadea Al-Fayoume was killed in an Islamophobic act of hate. The murderer was spurred on by his misconceptions regarding Palestinians, causing him to lack comprehension of the little boy’s humanity.
The terror has crossed into our borders, we must act to prevent it from entering our school district. As places of education, schools are responsible for countering ignorance. Students must be made to feel secure emotionally, physically, and academically.
We must develop forms that allow us to educate people about these issues. To inform people about how these events affect human life. In doing so, we can begin to combat ignorance. This will bring students together and make them feel supported. It will make our community safer and more united.
Students have started to act. The MENASA Alliance held a demonstration in school to voice their concerns and to raise awareness for the tragic loss of life taking place and the impact it holds on students. The group has also initiated a petition calling for action. Now, it is Mills’ responsibility to respond.
It’s imperative that the schools step up and set protocols for how to handle tragedies moving forward. The schools shouldn’t just rely on student action, they should be at the forefront.
It is necessary to act NOW. We cannot wait around for emotional distress to deepen and for ignorance to blossom. Schools should focus on immediate and direct responses to tragedies that have the potential to weigh heavily upon students’ mental health and well-being.
Schools have the ability to identify students and groups that may be sentimentally connected to the recent calamities. Initiating dialogue with these students is the first step to supporting them. At Mills, Principal Duszynski reached out to the MENASA Alliance to engage in discussion with the group and give them the opportunity to voice their troubles. This opportunity for dialogue and moment of recognition can be relieving for students who may have been unsure about reaching out on their own. While group exchanges can be sufficient support for some students, others that are more severely impacted may require one-on-one counseling. By communicating directly with affected students, administrators develop a broader understanding of their individual needs and ensure no one is left feeling alone and unsupported during challenging times.
Moreover, it is crucial to address these events with students who may not have a direct connection to them. School-wide education is vital for students who may be oblivious of the events taking place and the disruptions that their peers are experiencing. This can also be achieved without large assemblies or a large amount of class time. Brief discussions regarding current events can be incorporated into Social Studies classes. Many social studies teachers already educate their students on these social topics, and so should other classes. Teachers may also encourage respectful discourse amongst students regarding these topics, with use of the facts and context they should learn in class. These efforts will directly foster more awareness between students and across campus.
Lastly, but very importantly, schools and the district must address the recent rise in hate crimes across the country. The administration must discourage ignorance, condemn acts of hate, and reassure students that their safety remains a top priority.
These solutions are simple: reach out to affected students, create awareness among students without direct ties, and be sure to educate against misconceptions and hate that arise in times like these. All of these solutions share a common element– dialogue. Speaking, listening, and exchanging stories should become protocol moving forward. There must be an end to the silence.
These measures must reach further than Middle Eastern students and apply to all groups that may need extra attention during difficult circumstances.
From the staff of The Mills Thunderbolt, we pledge to always give space to student voices. For this we introduce our column, Vikings’ Voices, where students can send in ideas, comments, and concerns they think should be addressed. Students, to share your thoughts, please email thunderbolteditors@smuhsd.org.
