Spring Break Means (Fun) School

Ninth-grader Isabel Faustino was tired of thinking she had to change for somebody else, she said. So she etched out some words on a ​“vision board” as a reminder: ​“I am: Strong. Proud. Tough. Powerful. Enough. ME.”

“That’s exactly it!” said Nakisha Cadore. ​“We’ve got to get you running some circles.”

That was the scene Tuesday at Hillhouse High School. School was out for Spring Break. Spring Break Fun Club was in.

From 8:30 a.m. to 2 p.m. each day this week, over 150 sixth through 12th-graders are taking classes ranging from computer coding and gaming to swimming, sports, drumming, culinary, carpentry, art design, STEM, and an English class where they’re watching and discussing Twilight Zone. In this case, Cadore, a restorative practice coach for the New Haven public school system, was leading a ​“visionaries” class.

The school district is running similar programs for younger students at the Family Academy of Multilingual Exploration, Wexler-Grant Community School, Roberto Clemente Leadership Academy, and the Barack H. Obama Magnet University School.

The idea is to offer a combination of fun and productive activity along with, in some cases, a chance to address the social-emotional toll the Covid-19 pandemic’s disruptions have had on students.

Demetria McMillian, who is teaching a culinary class this week, said teachers signed up to lead classes to keep the students engaged over break. Some students would be sitting at home staring at screens if it weren’t for the program.

“We want to keep their brains active,” so they don’t ​“lose momentum,” in learning, she said.

Although learning may be an important component of the program, having fun is really at the center. Catrina Hawley, a basketball coach for Hillhouse, who is overseeing the program, said they’re trying to create a fun environment for the kids. The facilitators are encouraging that by dressing down — Hawley referenced the sweatpants she was wearing.

Around 11 a.m., Faustino was in the ​“Visionaries” course, designed by school counselor Haruki Cubeta-Yonamine. The students created posters to affirm their inherent self-worth and to envision their goals for the future.

Another student in the class, Destiny Cooper, was designing hers around goals of a basketball scholarship and entrepreneurship to help her community.

“A lot of homeless people are out here struggling. Some kids don’t know how spoiled they are,” she said.

Meanwhile, students in Cedric Allston and Mike Smith’s carpentry class were cutting wood to build boxes that could be used for jewelry or as a piggy bank.

In the gym, kids were breaking a sweat as they sprinted around for flag football.

In McMillian’s class, they were chopping vegetables to make a salad.

Mel Campbell, who was running the STEM class where students were building solar robots, shared that one student had said, ​“I thought this was going to be boring, but it’s not.”

Jayona Salmond, in a Cricut Art Design class, said that she had been wanting to learn how to create vinyl printouts like the ones they were making for a long time. ​“The only thing stopping me was I didn’t know how,” she said, excited that she had learned this new skill.

Everyone who participates is required to attend a morning Restore and Reconnect circle, with coaches like Cadore, to check in on their emotional state, build relationships with their peers, and have productive conversations about a difficult topic.

On Tuesday morning, the circles discussed their own relationship to environmentalism and brainstormed ways they can each play a part in sustainability.

Cadore said operating from this method of restorative practices is to help cut out suspensions and give students the skills to navigate challenges, which will inevitably come up. ​“We’re in a community where we’re allowing people to make mistakes, and then we’re reminding them of who they really are, and giving them tools to navigate that.”

“The intention of restorative practices is to build community and strengthen relationships. The best way to strengthen the culture and climate within a school is to have people know and understand each other,” said Gemma Joseph Lumpkin, chief of youth, family and community engagement for NHPS. She said many different divisions of her department were on site for the program, including dropout prevention specialists and community care coordinators.

Lumpkin said that federal money pays for the week-long program, and that her team is proud to be a part of something that ​“is so epic.” Schools Superintendent Dr. Iline Tracey thought it was important to give students a strong learning but also fun opportunity during spring break, Lumpkin said.

Also required for all Hillhouse-site participants is a Social Justice class, which features speakers from outside professionals, like University of New Haven professors or the executive director of Tow Youth Justice Institute.

Bethany Edwards, sitting in the Cricut design class, was raving about the subject she had learned about the day before in the Social Justice Class. They had learned about the CROWN Act, sponsored by New Haven State Rep. Robyn Porter, which passed last year. The law​“expands civil rights protections by prohibiting discrimination, including in the workplace and other public accommodations, based on hairstyles that are commonly associated with people of color, such as afros, afro puffs, Bantu knots, braids, cornrows, locs, twists, headwraps, and wigs.” Edwards said she hadn’t heard of it before Tuesday. ​“I learned a lot. More people should know about it.”

Edwards said that her favorite course had been carpentry. She joined the program without any of her friends accompanying her because she didn’t want to stay home again for another spring break.

On Tuesday, the Social Justice Class presenters taught students about their rights in the event of an expulsion. On Wednesday, they planned to discuss ​“Drug Use and Implicit Bias.” Thursday’s topic: ​“Domestic Violence and Participatory Action Research.”

The week will end with a field trip to the Maritime Aquarium on Friday. The students will all receive swag bags with items to reaffirm the lessons they learned about self-care and affirmations. They’ll receive prompted journals, pens, bracelets, posters, and more. 

Hawley said that one of the main takeaways they’re hoping students leave with is the reminder to think more about themselves. ​“We’re taught that it’s selfish to think about ourself. With the gratitude boards, the Restore and Reconnect circles, we’re trying to get students to consider themselves. That really opens the door for them to think about their future.”