Project Isaiah is a 501c3 Non-Profit Organization
Community Participatory Action Research Project
Community Participatory Action Research Project
Community Participatory Action Research Project
Centering Healing and Lived Experiences
Community Participatory Action Research Project
Community Participatory Action Research Project
Co-Creating Resources to Maximize Impact
Community Participatory Action Research Project
Co-Creating Resources to Maximize Impact
What is Project Isaiah?
The Problem
Every child deserves the opportunity to show up at school, authentically themselves, to SAFELY receive a free and appropriate public education…including Black boys.
Yet we continue to see Black boys overrepresented in discipline and in educational attainment gaps and underrepresented in positive educational outcomes.
Our Story
"Hearing my 8-year-old son, Isaiah, say things like 'I am broken' and 'I am bad' was heart-wrenching. Finding him the support he needed was incredibly challenging. Locating a school where he could learn and feel safe seemed impossible." - Barb Hanson
Isaiah's journey from kindergarten through 2nd grade reflects the broader challenges faced by many young Black boys in America, who encounter the effects of school-based harm. His experiences highlight the critical need for inclusive and equitable educational practices that acknowledge and address these pervasive issues.
- In Kindergarten, in the first week of school, he was removed from the classroom and sent to a dark office to sit facing the wall. The teacher explained it was for him to learn to "sit still." Developmentally, he was not acting outside the norm.
- In Kindergarten, at parent teacher conferences, I learned that for many weeks, Isaiah had been sitting at a desk toward the front of the room, facing the wall. The teacher noted it was because he was a distraction to other children, but she wasn't worried about his learning.
- In both of the above incidents, we had conversations about differentiating his learning, especially in the online modules used (which could be adjusted with ease); contributing some of the hyperactivity to boredom. This was not done.
- For support in demonstrating his academic ability, we requested the district assess him for giftedness. They reported back that he was "average" and "on track." Building and district admin had their beliefs reinforced.
- We didn't feel that was accurate, so we had an external assessment; showing he was not only gifted, he scored in the 99.9% for his IQ
- Fast forward to second grade, despite a disclosure of his neurodivergence and school-based PTSD, he endured tremendous trauma this academic year including multiple restraints.
Our Approach
Project Isaiah is embarking on a transformative journey, employing a community participatory action research approach to delve into the impact of school-based trauma on Black boys. This initiative is dedicated to crafting resources that aid in the healing process and foster safe learning spaces. Our team:
- Is traveling the country, engaging with students and schools to merge quantitative data with personal experiences, ensuring a holistic view that encompasses various intersections. The young leaders will be compensated for their invaluable insights at the same rate as the other consultants we work with.
- IS engaging with specialists on school-based trauma, such as Occupational Therapists, Researchers, Therapists, Artists, Educators, and Psychologists, to identify and integrate healing-centered practices throughout the research process and in our deliverables.
- We are conducting site visits to schools that have been positively reviewed by Black students and their families, in alignment with the school's performance data on student achievement and disciplinary measures. This will allow us to observe and understand the experiences that resonate and support successful educational outcomes.
We are as grass roots as it gets, and want to maintain this research phase to be as organic and authentic as possible. As we travel across the country, literally driving around the United States, we want to co-create solutions with those most impacted by school trauma, too, as we center healing throughout it all.
Stop 1: Atlanta
Our journey began with a 692-mile trek to Atlanta, GA. Along the way, we had many genuine conversations and experiences. Joshua shared his homeschooling journey while giving Isaiah his first set of twists. We also connected with Ebony, who spoke about her Black son’s experiences. We attended the NAACP’s Educational Forum, where local superintendents and a student participated in a panel discussion. To see details about our stops and visits, be sure to follow us on Facebook , if you aren't already or sign up for updates via text with Remind.
Stop 2: New Orleans
We traveled 946 miles by car to New Orleans from Cedar Rapids, where we spent 3 weeks, immersed in this city and culture. From experiencing a drum circle to participating in a soccer club, it felt like New Orleans embraced us warmly. Pictured here is Isaiah on the same steps that Ruby Bridges stood 64 years ago. Powerful moments like this, as well as meeting people with stories we will be sharing and organizations supporting the community via the arts, music, and more made this a city full of enlightenment and healing.
Stop 3: Fort Myers
We are currently in Ft Myers!
Follow our adventure, with more frequent updates, on social media: https://www.facebook.com/SupportProjectIsaiah/
To donate by check or to be a funding partner,
contact us admin@weareprojectisaiah.com
