Empathy

As an APS parent for 13 years, I understand firsthand the importance of a child feeling seen and truly understood. My eldest graduated from the APS’ Life Skills program, where he was supported, valued, and set up for success. But that support was not always universal, there were moments when he was underestimated and not everyone believed in his potential. Today, he is thriving in a four-year university, proving what’s possible when students receive the encouragement and resources they deserve.

His journey is a reminder that when students are supported and engaged with empathy, they can thrive. Unfortunately, not every child has that experience. The disruptions of the pandemic made this even more apparent, leaving many students without the stability and encouragement they needed. Many are still recovering emotionally, and their social and emotional well-being must remain a priority alongside academic achievement.

Moving forward, we must continue to support the whole child, academically, socially, and emotionally, to ensure every student has the opportunity to succeed.

  • Recognizing each child’s unique strengths and challenges is important for overall well being and engagement. We must ensure students attend engaging classes no matter the language they speak, where they live, their tax bracket, their residency status, or if they are gifted, have an IEP, or whether they are typical or non-typical learners. Every student must receive the support and education necessary to reach their full potential.

  • Changes at the federal level are directly affecting the well-being and security of our school system and community.  Uncertainty surrounding job security, the threat of deportation, attacks on inclusive values, and harassment tied to these issues are creating unnecessary strain on our families, students, and staff; both inside and outside the classroom. Yet, in the face of these challenges, we remain steadfast in our values, committed to remaining a community that refuses to be divided by fear or distraction. We must seek collaboration with community organizations, our elected leaders, and adjacent school systems during this turbulent time.

  • Students and staff are still coping with the emotional and developmental impacts of COVID, and new challenges are creating additional anxieties. We must partner with Arlington community organizations to expand educational, financial, and life support services. Within APS, it is critical that we invest in programs that address social-emotional needs and equip teachers with the tools to create optimal learning environments. This includes prioritizing mental health support by ensuring adequate resources for school psychologists, social workers, and family engagement programs.

    Beyond the schools, increased collaboration between APS, the county, and local non-profits is essential. By using insights from the Your Voice Matters survey, we can build tangible partnerships and solutions that benefit everyone.

  • Threats to dismantle or eliminate the Department of Education is creating immense uncertainty for all school districts, and APS is already feeling the pressure. We must work with our state lawmakers to ensure protections if funding and regulatory oversight shifts to the state. This could impact teacher protections, our recently secured ability to engage in collective bargaining, and policies that negatively impact the classroom environment for staff and students. We must be vigilant to ensure extremist political actions and policies don’t make it harder to serve our students.

  • During these uncertain times, more families are facing anxiety and financial pressures. APS should look for ways to better partner with the County and community organizations to coordinate resources to help our families.  Coordinated food drives and food pantry deliveries could benefit from collaboration with our almost 28,000 student body. Needed quality afterschool care could be expanded through community partners.