MAY, 2004

Rachel Bennet, Hunter College School of Social Work, ‘04

Journey From Teacher To Social Work

I am dedicated to creating social justice because poverty, racism, and oppression have always been deeply disturbing to me. I believe that education is necessary to the ongoing struggle for social justice.

I became a teacher because I wanted to provide a meaningful educational experience to the students who are neglected and discarded in under funded schools. I taught in an alternative high school in East Harlem because it had all of the elements I felt were necessary to help disadvantaged students succeed. We had caring, dedicated teachers, engaging thoughtful curriculum, and a reflective, collaborative administration. The school aimed to develop critical thinking skills so our students could eventually work to change the oppressive reality that accompanies poverty and racism.

I soon realized that our students faced enormous challenges that precluded their success in school. The more I listened, the more I understood about their realities at home and in the community: violence, addiction, incarceration, HIV/AIDS, loss and bereavement, homelessness, chronic illness, cancer, physical and sexual abuse, neglect, rape, mental illness, gang involvement, and drug dealing were common experiences for our student body. While many students succeeded despite facing such obstacles, others developed maladaptive coping mechanisms such as truancy and addiction.

One case of a 16 year-old female illustrates the challenge of participating fully in school when dealing with severe issues. This polite, intelligent and quiet student rarely came to school despite having excellent reading and writing skills. She was supposed to be a high school junior, yet she only had a few credits. Through a lengthy intervention including weekly therapy and a hospitalization, it was discovered that she had supported herself through prostitution since she was twelve years old. Her mother was a non-functional alcoholic and didn't provide any financial or emotional support to her daughter. The student was also grappling with her own issues of addiction as she tried to deal with the emotional consequences of her traumatic experiences.

Her story is one of many from students who endure unimaginable traumas. As a teacher I understood that these students couldn't concentrate on education and social justice while all their energy was spent on survival. I realized that the best curriculum in the world wouldn't make a difference unless someone assisted the students as they faced these enormous psychosocial stressors. That realization and my extensive efforts to help students with their life problems led me into the field of social work.

In June, I will obtain my MSW and I hope to return to the New York City schools as a social worker.   Through providing crisis intervention, referrals, individual, family and group counseling, I hope to support students in addressing their personal issues so they may eventually achieve their academic goals. As a school social worker I will continue to pursue social justice, but now I will be professionally trained to work with students, families, and communities to create meaningful change.

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