Pandemic Perspective; Invisible Barriers

Written by: Jenifer Rayne

Equity and access, two of the most important concepts in education, are irrevocably non-negotiable. In recent weeks, distance learning has become a necessity. The idea that all students must have access to certain materials in order to learn, is concrete and resolute. Internet connectivity, laptops, tablets, pencils and paper, even a quiet space to work, are tangible. In the minds of many educators, students either have access or they don’t. Day after day, community leaders and educators are coming together to ensure that students have essential items and thus, opportunities to learn and achieve success in an equitable manner. Devoted teachers are in contact with students and families, and communicating the needs to administrators, a fluid pipeline that is creating a means for items getting into the hands of kids. Learning is at the heart of educators. When students don’t have what they need, teachers immediately elicit the help of the school community, relentlessly warranting access to learning for everyone.

But what about invisible barriers that loom in the lives of children and their families? What about mental health needs, trauma, hunger, stress, and worry that have presented themselves? What about feelings of not-belonging, hopelessness, the impacts of prejudice and bias, home-life issues, poor peer-relationships? The list of invisible barriers, and barriers to learning, can unfortunately, be endless.

How powerful would it be if school leaders treated invisible barriers with the same sense of urgency as internet and devices? If school leaders and school systems at large addressed emotional welfare as vigorously as academics, how many students would be met with immediate care, understanding, and help? If school leaders first thoughts were triaging invisible barriers, how much more access could we ensure? If school leaders always proceeded with the assumption that invisible barriers prevent students from participating in critical opportunities, would educational achievements of the future look differently? Would opportunity gaps continue to be prevalent?

Empathy and understanding are the first steps to creating accessible and equitable spaces for our children. Although the journey toward equitable and accessible education for all is far from complete, I have seen the words equity and access used more times, by more people, in recent weeks, then in recent years. I implore all educators to keep this intensity going when our children are back in our hallways and in our classrooms. Let’s break down barriers, both diagnosed and invisible, with the intensity and urgency our kids deserve.