 On a random day in March, the sun shone, and the sky was bright and blue, unlike the blank nothing of the winter air. The 75-degree weather came from nowhere, and the brisk cold of Chicago was somehow dissipated.
People around the city went from being bundled up in winter coats, to being hat and gloveless, with only long sleeves on. Winter jackets were nowhere to be seen, and it felt like an early spring. While we might be accustomed to Chicago’s unpredictable weather, there’s more to these sudden shifts than meets the eye. As we head into spring and prepare for upcoming activities with the children at HOPES Sites, such as the much-anticipated zoo trip in May, we’re reminded that these erratic weather patterns are linked to much larger, global shifts. Understanding Global Warming and Its Effects on Weather After this shift in weather, we found ourselves back indoors, and wondering how we could explain this phenomena of weather to the children. Why in Chicago can it one day go from bright sun and warm air to frigid cold? What we noticed was, when the weather decided to be nice out, people seemed more excited than anything. Suddenly, a day later, everything seemed to change. It was back to being cold outside and the excuse was, “It’s just Illinois weather.” Despite Illinois’ janky weather patterns, the reason might be a little deeper than you think. The Earth’s weather patterns in general should cause a fright for everyone. This roller coaster of temperatures is just a sign that global warming is directly affecting every person, everything, and every area as I type this blog. Our Role in Educating and Inspiring Change As we prepare for Earth Day on April 22nd, it’s essential to remember that awareness and education are key to combating climate change. At HOPES Sites, we’re focused on educating the next generation about the importance of protecting the planet. In recent weeks, the children have participated in activities designed to teach them about sustainability and environmentalism. One of the highlights was the creation of grass seed chia pets, an interactive way for the kids to learn about gardening and the life cycle of plants. These activities not only introduce them to the joy of nurturing life but also provide a hands-on understanding of how our environment works. Alongside these projects, we’ve read books that explain the environmental crisis in an age-appropriate way, ensuring that even young children can grasp the urgency of protecting our planet. At HOPES, we believe that every small effort—whether it’s reducing waste, conserving water, or planting a tree—adds up. By teaching kids about the environment and showing them how they can take action, we’re empowering them to make positive changes that will benefit our planet for years to come. As we celebrate Earth Day, let’s remember that while the challenges of climate change are vast, the solutions are within our reach. Together, we can help raise awareness, educate the next generation, and take small but meaningful steps toward creating a more sustainable world.
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 By: Lashawn Gordon, AmeriCorps State & National Member Ensuring that shelters provide nutritious meals tailored to the dietary needs of children is essential for their health and development. Unfortunately, this isn’t always the case. Children in shelters often face poor nutrition due to inadequate meal planning and a lack of resources for balanced diets. Studies have shown that shelter meals are often high in fat and low in essential nutrients, putting kids at risk for long-term issues like obesity and malnutrition (Koh et al., 2015). For example, research from San Francisco revealed that meals in shelters were seriously lacking in fiber, calcium, potassium, and vitamins A and E, while containing too much fat (Koh et al., 2015). These nutritional gaps can negatively affect children’s physical and mental growth, highlighting the urgent need for shelters to step up and prioritize healthy meals.
Many people don’t realize just how much proper nutrition impacts every part of a child’s life, from their overall health to how well they perform in school. One study on a nutrition education program for kids in urban homeless shelters found that better nutrition isn’t just about food—it’s about giving children the tools they need to thrive (Rodríguez et al., 2013). When kids eat nutritious meals, they’re more likely to focus, learn, and grow in ways that set them up for success later on. This is why having nutritionists and structured programs in shelters is so critical. Research shows that involving trained professionals in meal planning can make a huge difference in improving the quality of food served. These programs can also include counseling and education for both kids and their caregivers, teaching families how to build balanced diets even within the limitations of shelter life (Coufopoulos et al., 2012). On top of that, implementing standardized nutrition guidelines could go a long way in reducing the health disparities homeless children face (Wetherill, 2023). In the end, it all comes down to this: shelters need to provide meals that truly support kids’ nutritional needs. Doing so not only helps them grow and stay healthy now but also lays the groundwork for a better future. By focusing on nutrition and offering comprehensive dietary programs, shelters can play a powerful role in breaking the cycle of poverty and poor health that so many families struggle with.  By: Tricia Murphy, AmeriCorps State & National Member When living in the third largest city in America, one can expect to be exposed to unhealthy air and questionable environmental conditions. Yet, how does exposure to environmental degradation affect Chicagoans differently? According to research done by the Department of Population Health at NYU School of Medicine, Chicago has the largest gap of the 500 American cities tested in life expectancy across different socioeconomic neighborhoods (Gourevitch 2019). In other words, residents in Chicago’s wealthiest neighborhoods are expected to live 30 years longer than those in more economically deprived and racially segregated ones (Gourevitch 2019). Despite the numerous reasons that may be attributed to such a large gap, the intense pollution in Chicago’s West and South side neighborhoods are difficult to ignore when analyzing the drastic differences in life expectancy.
Disease, illness and decreased quality of life occurs when people are faced with pollution and poor water quality, which many Chicagoans are. The National Institute of Environmental Health Sciences reported that poor air quality is associated with a greater likelihood for cancer, cardiovascular disease, respiratory disease, obesity and more (National Institute of Environmental Health Sciences). This is especially significant for children. A study that sought to investigate students’ health by surveying Michigan public schools and their proximity to air pollutants found that schools located in the most air polluted areas had the lowest attendance rates (Mohai et al. 2011). The effects of pollution–especially air pollution–are evident. These Chicago residents are revoked of clean air when industry occupies their communities, like in the 2022 case of General Iron. In South and West side neighborhoods, community members are constantly advocating for their right to a safe environment. After General Iron announced their plan to relocate their metal-shredding facility from Lincoln Park to an area on the Southeast side, protestors immediately fought back, claiming that they could not handle anymore pollution (Chase 2022). The community complaints lead to a lengthy investigation by the U.S. Department of Housing and Urban Development (HUD) into the city of Chicago’s abuse of Black and Latinx residents’ civil rights. HUD found that the city of Chicago violated these rights by conducting unlawful planning based in discriminatory practices (Chase 2022). In October 2023, General Iron’s wish to build their new operation was rejected and as of August 2024, the permit denial has been upheld by Judge Allen Walker (Chase 2024). Due to community activism, HUD intervened, thereby threatening millions of federal housing funds for the city of Chicago (Chase, 2022). This case study demonstrates how the work of residents and activists were catalysts for true change, a mission that continues to be upheld by various local environmental organizations in Chicago. Organizations like the Chicago Environmental Justice Network strive to combat such inequality. Through their web of environmental justice groups, members advocate for policy reformation, community education and the exchange of ideas on how to fight against environmental racism in the city. People for Community Recovery (PCR) is an organization that participates in this coalition. PCR focuses their efforts on the communities affected by “The Toxic Donut”, the neighborhoods of Riverdale and Altgeld Gardens on the southeast side of Chicago that is completely surrounded by landfills, industry and polluted water sources (People for Community Recovery). Not only does PCR initiate programs dedicated to economic development and safe and affordable housing, but they supply crucial aid to community members. From roof repairs to resources for tenant rights, PCR is a staple for community development and environmental advocacy on the south side of Chicago. As demonstrated by the ruling of the HUD, the city of Chicago is susceptible to racial and ethnic discrimination within their city planning. Therefore, defending the rights to health and safety is crucial for communities everywhere. Communities across the city of Chicago must continue holding aldermans and city officials accountable in order to guarantee the prosperity of everyone–especially those vulnerable to environmental racism. By continuing to pressure the city of Chicago to respond ethically to such issues, we cultivate a culture of equity and respect both locally and nationally. References: Chase, B. (2022). HUD accuses city of Chicago of environmental racism by moving polluters to Black, Latino neighborhoods. Chicago Sun-Times. Retrieved 15 August 2024. Chase, B. (2024). General Iron operating permit rejection by city of Chicago upheld by judge. Chicago Sun-Times. Retrieved 17 August 2024. Gourevitch, M. (2019). Large Life Expectancy Gaps in U.S. Cities Linked to Racial & Ethnic Segregation By Neighborhood. NYU Langone Health. Retrieved 15 August 2024. https://nyulangone.org/news/large-life-expectancy-gaps-us-cities-linked-racial-ethnic-segregation-neighborhood Mohai, P., Byoung-Suk K., Lee S. & Ard K. (2011). Air Pollution Around Schools is Linked To Poorer Student Health and Academic Performance. Environmental Challenges for Health 30(5). https://doi.org/10.1377/hlthaff.2011.0077 National Institute of Environmental Health Sciences. (n.d.). Air Pollution and Your Health. Retrieved 15 August 2024. https://www.niehs.nih.gov/health/topics/agents/air-pollution#:~:text=Public%20health%20concerns%20related%20to,neurological%2C%20and%20immune%20system%20disorders. People for Community Recovery, (n.d.). Riverdale. Retrieved 15 August 2024. https://www.peopleforcommunityrecovery.org/our-community/riverdale Resources: People for Community Recovery: https://www.peopleforcommunityrecovery.org/ (773)840-4618 Chicago Environmental Justice Network: https://www.chicagoejn.org/ (773)475-7732  By: Vince Parisi, AmeriCorps State & National Member Chicago set a record high temperature on Monday June 17th, with a temperature 16 degrees above normal as record breaking heat has become increasingly common in the city. As the effects of climate change continue to be felt by Chicagoans and humans across the globe, summers can only be expected to get hotter.
Urban Heat Islands “occur when cities replace natural land cover with dense concentrations of pavement, buildings, and other surfaces that absorb and retain heat. This effect increases energy costs, air pollution levels, and heat-related illness and mortality” according to the United States Environmental Protection Agency. Chicago could see up to 30 more days per year with temperatures above 100 degrees with continued high greenhouse gas emissions. Heat Islands can disproportionately affect those living in historically low income neighborhoods, including most of the families that participate in our Chicago HOPES for kids after school programs. As part of our Chicago HOPES network it is important to understand the impacts of Urban Heat Islands and what can be done to mitigate their effect. Impacts of Urban Heat Islands Increased Energy Consumption: Urban areas are typically densely covered in non-permeable surfaces like roads, sidewalks, and buildings, with few trees and little vegetation. As temperatures increase, heat is absorbed and reflected by the non-natural surfaces resulting in surface temperatures that can be 15 to 20 degrees warmer than surrounding areas. These higher surface temperatures cause air conditioning units to work harder to cool buildings, and while doing so consume more energy resulting in increased greenhouse gas emissions. During peak energy demand, typically on summer afternoons, heat island effects increase the strain on the electrical grid and may cause municipalities to implement rolling blackouts in order to prevent power outages. Elevated Emissions of Greenhouse Gasses: To supply the power for increased demand on air conditioning units during heat island effects, companies typically rely on fossil fuels to supply the power needed. Heat island effects, themselves exacerbated by climate change and increased temperatures, in turn cause greater greenhouse gas emissions and further the effects of climate change. Additionally, greater greenhouse gas emissions can increase urban air pollution. In 2023, Chicago experienced the second highest level of air pollution among major US cities. Urban heat islands will continue to exacerbate the impact air pollution has on the health, educational, and economic outcomes of city residents and children in particular. Compromised Human Health: Heat-related mortalities are the leading cause of weather related deaths in the United States, despite being preventable. Urban heat island effects lead to an increase in heat-related deaths and heat-related illnesses like heat exhaustion, heat cramps, and non-fatal heat stroke. Heat islands disproportionally affect the health of older adults, young children, and low-income populations:
Heat Island Effect Mitigation Local governments and municipalities can employ several strategies to reduce the increased surface temperatures that result from urban heat islands in tandem with efforts to raise awareness of residents that may be impacted. The implementation of early warnings of extreme heat to residents and availability of cooling centers are one way a municipality can protect the safety of residents while heat island effects are being experienced. The primary methods to mitigate heat island effects in the long term are as follows: Increasing tree and vegetative cover: On average, urban forests have temperatures three degrees lower than surrounding areas, as trees and vegetation lower surface temperatures by providing shade. Through a process called transpiration, they absorb water through their roots and release the vapor through their leaves, further cooling surrounding areas. In addition, trees and vegetation can decrease pollution by lowering air conditioning costs, and store carbon dioxide from the air. They improve water quality by storing and filtering runoff and treeshade can slow the deterioration of pavement. Trees cover just 19% of the area of Chicago, while by comparison Atlanta boasts 47.9% coverage. According to a 2010 editorial Chicago has lost 10,000 more trees than it has planted each year on average. Installing green roofs and cool roofs: Green roofs, or rooftop gardens, provide shade, remove heat and lower temperatures of the surrounding air through the same processes as trees and vegetation. Green roofs can be 30-40 degrees cooler than traditional roofs and reduce city-wide temperatures by 5 degrees. Cool roofs are made of highly reflective materials that remain cooler than other materials in peak temperatures. While both are effective strategies for reducing heat island effects, green roofs also absorb stormwater and carbon dioxide from the air while connecting residents and wildlife to the built environment through green space. Installing cool and permeable pavements: While conventional pavements can absorb 80-95 percent of sunlight, cool pavements use additives to create a surface that reflects solar rays. Permeable pavements absorb less heat than traditional pavement by containing pores that allow water to drain and evaporate, retaining runoff and cooling the ground level surface temperature. In summary, as the effects of climate change continue to be witnessed, it is important for cities to acknowledge and prepare for increasing instances of extreme heat. Chicago lacks the tree canopy needed to sufficiently mitigate the strain on the electrical grid that will result from increased heat island effects. In addition, many of its most vulnerable residents are at risk of heat-related illness and death due to housing instability and a lack of access to air conditioning. If the city wants to ensure a sustainable and safe future for its residents, a concerted effort to plant more shade trees and surface vegetation should be made, with potential incentives for homeowners and businesses to install green roofs. References: U.S. Environmental Protection Agency. (n.d.). Reduce urban heat island effect. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/green-infrastructure/reduce-urban-heat-island-effect U.S. Environmental Protection Agency. (n.d.). Learn about heat islands. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/heatislands/learn-about-heat-islands U.S. Environmental Protection Agency. (n.d.). Heat island impacts. U.S. Environmental Protection Agency. Retrieved June 28, 2024, from https://www.epa.gov/heatislands/heat-island-impacts Cool pavement. (2024, June 28). In Wikipedia. https://en.wikipedia.org/wiki/Cool_pavement Green, M. (2023, June 12). Chicago prepares for rising summer temperatures. Axios. https://www.axios.com/local/chicago/2023/06/12/chicago-summer-temperature Friends of the Chicago River. (n.d.). Restore Chicago’s tree canopy. Friends of the Chicago River. Retrieved June 28, 2024, from https://www.chicagoriver.org/blog/celebrate-margaret-frisbie-s-20th-year-at-friends/6/restore-chicago-s-tree-canopy Trees Atlanta. (n.d.). Urban tree canopy study. Trees Atlanta. Retrieved June 28, 2024, from https://www.treesatlanta.org/resources/urban-tree-canopy-study  By: Tyler Hughes, AmeriCorps State & National Member In the realm of education, afterschool programs emerge as vibrant hubs where learning, enjoyment, and personal development intersect seamlessly. They transcend the conventional boundaries of classrooms, acknowledging their fundamental significance in shaping the paths of the upcoming generation.
Afterschool programs serve as indispensable extensions of the school day, furnishing a secure and organized setting for students. Customized to accommodate diverse requirements, they furnish academic reinforcement, skill enhancement, and enrichment pursuits. Significantly, they address academic and socio-emotional needs, particularly among economically challenged families, providing reassurance to working parents (Afterschool Alliance et al., 2020). These programs play a crucial role in tackling alarming statistics: Over 15 million students—approximately 3.7 million of whom are in middle school—are left unsupervised between 3 and 6 p.m., prime hours for juvenile delinquency and risky conduct (Afterschool Alliance et al., 2020). By offering a supportive environment during these times, afterschool programs steer students away from negative influences, while also acting as bridges between families and community resources. They often furnish essential snacks or meals, alleviating stress for working parents. Additionally, afterschool programs wield a profound influence on academic achievements, school attendance, and socio-emotional learning, especially benefiting underprivileged students by narrowing achievement disparities and enhancing college and career readiness skills among older adolescents (Vandell et al., 2007). Furthermore, the advantages of afterschool programs extend beyond academic accomplishments. Studies indicate they cultivate positive behaviors and aspirations for higher education, contributing to a culture of academic distinction (Smink & Expanded Learning & Afterschool Project, 2013). Moreover, they diminish tardiness, reduce dropout rates, and mitigate juvenile delinquency and substance abuse (Council for a Strong America, 2019). Afterschool programs can also promote community engagement and social cohesion by engaging the community in planning and activities, fostering collaborative projects, celebrating diversity, integrating service learning, hosting events, forming partnerships, emphasizing community-based learning, implementing peer leadership programs, encouraging parent involvement, and maintaining open communication channels. These endeavors aid in forging stronger bonds between students, families, and the wider community, fostering a sense of belonging and civic duty. Through community-oriented objectives and initiatives, youth discover a sense of empowerment and healing as they recognize their capacity to effect positive change (BUILD, Inc., 2023). Despite their myriad advantages, financial limitations often hinder access to afterschool programs, disproportionately affecting low-income households (Afterschool Alliance et al., 2020). One recommended approach to support and expand afterschool programming is through Policy Advocacy Coalitions. These coalitions, comprised of educators, parents, and advocates, collaborate to advocate for increased funding and support for afterschool programs at the state level (California Afterschool Advocacy Alliance (CA3), n.d.). Through grassroots mobilization, public awareness campaigns, and legislative lobbying endeavors, the coalition endeavors to secure additional resources and policy alterations that broaden access to quality afterschool programming statewide. In conclusion, afterschool programs serve as catalysts for positive transformation, empowering youth, aiding families, and fortifying communities. Recognizing the pivotal role these programs fulfill is essential for nurturing the leaders of tomorrow and constructing a brighter future for all. By investing in afterschool programs, society invests in the potential of its youth, ensuring they are equipped with the skills, support, and opportunities requisite to thrive in an ever-evolving world. References: Afterschool Alliance, Edge Research, Burness, Anthony, K., Blyth, D., Chung, A.-M., Colman, A., Gwaltney, R., Hall, B., Sari, P., Lake, S., Little, P., Moroney, D., Roehlkepartain, E., Sneider, C., Warner, G., & Wills-Hale, L. (2020). America after 3PM Demand grows, opportunity shrinks. In America After 3PM [Report]. https://afterschoolalliance.org/documents/AA3PM-2020/AA3PM-National-Report.pdf California Afterschool Advocacy Alliance (CA3). (n.d.). About Save After School — California Afterschool Advocacy Alliance (CA3). CA3. https://ca3advocacy.com/about Council for a Strong America. (2019). From risk to opportunity: Afterschool programs keep kids safe. https://www.strongnation.org/articles/930-from-risk-to-opportunity-afterschool-programs-keep-kids-safe Smink, J. & Expanded Learning & Afterschool Project. (2013). A proven solution for dropout prevention: expanded learning opportunities. In Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. https://www.expandinglearning.org/expandingminds/article/proven-solution-dropout-prevention-expanded-learning-opportunities Vandell, D. L., Reisner, E. R., & Pierce, K. M. (2007). Outcomes Linked to High-Quality Afterschool Programs: Longitudinal findings from the Study of Promising Afterschool Programs. http://files.eric.ed.gov/fulltext/ED499113.pdf  By Faith Benson, AmeriCorps State & National Member A child’s school experiences play a huge role in healthy child development. Since most children spend a large portion of their childhood attending school, maintaining a stable and consistent school environment is vital to a child’s functioning both within that space and outside of it. Research has shown that children thrive on predictable routines (Hemmeter, 2006). Alternatively, children who change schools multiple times throughout their academic years are at developmental risk, emotionally, socially, and academically. In a national survey of K-8 students from 1998 to 2007, thirteen percent of all students changed schools four or more times within those eight years. (Government Accountability Office, 2010). Although there are many different reasons a child may be changing schools frequently, experiencing homelessness is the highest predictor. According to district data from Chicago Public Schools in the 2023-2024 school year, the number of students in temporary living situations (STLS) was 17,700 kids. That total is up 64 percent when compared to 2021-2022 when there were 10,836 STLS students identified (Matt Masterson, 2024). Parents, school staff, and social service personnel should be aware of the developmental risks moving frequently is having on children experiencing homelessness.
By definition, child development is the entirety of the time a child grows from full dependence on their caretaker into independent adulthood. This time period can look different for different individuals but it is usually from birth until a person is 18 or 21 years old. Child development includes all the changes a child goes through biologically, socially, emotionally, and in this case, academically. When a child’s development is said to be at risk, their socioemotional functioning is being threatened by some outside factors. Child development can be negatively impacted by many different types of adversities. Changing schools frequently throughout the early academic years is just one variable that can lead to a plethora of developmental delays. The first category of developmental risk moving homes and schools can have on a child pertains to emotional well-being. Children who are still developing experience many complex emotions that they have not dealt with before, such as their sense of identity, their self-esteem, and the ability to self-regulate their emotions. Oftentimes, beginning new grades, changing classrooms, or joining new extracurricular activities can be stress and anxiety-inducing for a child. On the flip side, remaining in the same school for a couple of years can help children develop familiarity with teachers and peers outside their classrooms. This reinforces a sense of belonging and overall emotional stability within the school environment (Entwisle and Alexander, 1998). Alternatively, children who have a history of frequent school changes may lead to that child to emotionally withdraw. In other words, the child could refrain from emotional investment in his peers and teachers because they feel as though another move is inevitable (Grigg J, 2012). Another way frequently moving negatively manifests itself in the classroom is a fear of trying new things, and anxiety surrounding transitions from one activity to the next. The second category of developmental risk changing schools can have on a child is with regard to their social interactions. For a developing child, the social aspect of school is arguably just as important as the academics. From a very young age, children are learning how to interact socially with peers and adults. They are learning who they are and what role they want to play within different social groups and environments. Thus, a large part of school is learning how to form social connections and bonds with one's classmates as well as their authority figures. For better or worse, many schools have a sort of established social system or hierarchy. Always being the new kid can make it close to impossible for that child to engage in social settings. Research has found that adolescents who move schools frequently tend to be more socially isolated and less involved in extracurricular activities than non-mobile adolescents (Pribesh, 1999). Children experiencing homelessness can also feel isolated when they try to engage with peers who have different living experiences and socioeconomic statuses than them. The third and final impact changing schools has on adolescents is lower academic performance. When children change schools they are at risk of missing out on materials, their grades dropping, and even having to repeat grades. Whether the child changes schools in the middle of the academic year or at the beginning of a new grade, curriculum, expectations, and pace vary between schools. Thus, any change can be taxing on a child’s academic performance. According to data from the University of Michigan's Panel Study of Income Dynamicound, “the number of moves the children made at ages 4-7, as well as at ages 12-15, had a significant and negative impact on whether the children had graduated from high school by the time they were 19-24 years old” (Moving On, 1998). As a society, we must understand and advocate for healthy child development. When a child frequently moves schools their emotional, social, and academic development are at risk. Early intervention in these scenarios may diminish long-term risk. Granted, moving is a part of life and unavoidable at times, but not in all cases. Spreading awareness about the risks that frequent moves have on a child can help parents, schools, and social service agencies better support children and families experiencing homelessness. The McKinney-Vento Act is one policy that advocates for children experiencing housing insecurity to not only remain in one school regardless of their living location but also attempt to alleviate some of the logistical strains that come with changing school districts. This Act was established to protect the educational rights of children experiencing homelessness. There are multiple facets of the McKinney-Vento Act as it pertains to what schools are required to provide pro-bono to youth experiencing housing insecurity. The first is documentation. According to McKinney-Vento, schools cannot delay a child’s enrollment due to missing documentation such as medical records, birth certificates, proof of residence, and proof of guardianship. This Act also protects undocumented students as it is illegal for schools to inquire about immigration status. Additionally, unaccompanied youth can enroll without a parent or guardian. The next section of this Act is additional school fees. According to McKinney-Vento, schools must waive all additional school fees for children experiencing homelessness. These fees include field trips, uniforms, sports equipment, school supplies, graduation, school dances or other events, and school lunches. In addition to this, school-aged children experiencing homelessness are always eligible for school services such as tutoring, counseling, before and after-school programs, and health services. The third and final section of this assistance act pertains to transportation. Under McKinney-Vento, Chicago public schools must provide bus transportation to and from the kid’s school or origin. A child’s school of origin is simply the school that they attended when they were permanently housed, or the school they began the school year off at. Additionally, children who become permanently housed during the school year are still eligible for transportation to their origin school until the end of the year (Chicago HOPES, 2022). During Chicago HOPES parent enrichment programs, the agency informs parents about the rights their children have through the McKinney-Vento Act. Many parents may be unaware of these rights, and when parents don’t actively pressure school faculty to adhere to the McKinney-Vento policies, schools may not always abide by these criteria. HOPES is an agency committed to advocating on behalf of underresourced communities as well as empowering those communities to stand up and advocate on their own behalf. The transportation section of McKinney-Vento also impacts HOPES in the sense that children involved in HOPES after-school programs are from many different schools. Sometimes kids have to come to the program late because their commute to school is much further than the local school district would be. In the same way, kids have different types of homework and teacher expectations because everyone staying at one of HOPES homeless shelter sites are not from the same school. This is one of the reasons Chicago HOPES creates individual tutoring plans for each child enrolled in their programs. Recognizing that the children in the programs have a diverse array of experiences, abilities, and academic skills, is an important step to meeting the kids where they are at. Individualized curriculum is not always an easy task, but it’s one of the aspects that makes HOPES programs so effective in improving children’s academic performance. References: Chicago HOPES for Kids. (2022). Resources. https://www.chicagohopesforkids.org/resources.html Entwisle DR, and Alexander KL 1998. “Facilitating the Transition to First Grade: The Nature of Transition and Research on Factors Affecting It.” The Elementary School Journal 98 (4): 351–364. Government Accountability Office 2010. K-12 Education: Many Challenges Arise in Educating Students Who Change Schools Frequently. No. GAO-11–40. Washington, DC: Government Accountability Office. Grigg J 2012. “School Enrollment Changes and Student Achievement Growth: A Case Study in Educational Disruption and Continuity.” Sociology of Education 85 (4): 388–404. doi: 10.1177/0038040712441374. Hemmeter, Mary Louise; Michaelene Ostrosky, and Lise Fox. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention."School Psychology Review 35(4) (2006): 583–601. Matt Masterson, WTTW News. “How Chicago Public Schools Tracks and Supports Its Unhoused Student Population: FIRSTHAND: Homeless.” WTTW Chicago, 19 Feb. 2024, interactive.wttw.com/firsthand/homeless/how-chicago-public-schools-tracks-and-support s-its-unhoused-student-population#:~:text=According%20to%20district%20data%2C%2 0the,were%2010%2C836%20STLS%20students%20identified. "Moving On": Residential Mobility and Children's School Lives Author(s): C. Jack Tucker, Jonathan Marx, and Larry Long Source: Sociology of Education, Vol. 71, No. 2 (Apr., 1998), pp. 111-129 Published by: American Sociological Association Stable URL: https://www.jstor.org/stable/2673244 Pribesh S, Downey DB. Why are residential and school moves associated with poor school performance? Demography. 1999; 36(4):521–534.  By: Vince Parisi, AmeriCorps State & National Member Gentrification is the process of neighborhood change that results from an influx of higher income residents. It is most often used as a pejorative to describe the displacement that can result when the original neighborhood residents can no longer afford to pay rent or property taxes on their accommodations. Displacement can occur directly through lease-non renewals, evictions, or physical conditions that make housing uninhabitable, indirectly due to rent increases, or culturally when services and shops have shifted to cater to a changed population. When higher income residents move to the city from surrounding areas, they bring valuable tax dollars that can help fund improvements, but in doing so may disrupt the lifestyle and livelihood of long-term neighborhood residents. While gentrification is a byproduct of an American capitalist economy, policy tools and strategies exist that help prevent unjust displacement and help keep urban neighborhoods places where people of all income levels and cultural backgrounds can share.
The relationship between American cities and their residents has been storied and complex. In the period following World War II, those who could afford it, often white middle class Americans, left the crowded cities for a new vision of the American Dream; a single family home, a yard, and a personal vehicle. This trend increased throughout the end of the 1900’s and was furthered by the dot com boom of the early 2000’s. However, today, as the millennial generation has begun to buy homes, a reversal of these earlier trends is becoming visible - young people want to live in cities. Citing a desire to escape from car-dependency and have access to walkable neighborhoods, public transportation, and live with a decreased carbon footprint, demand for urban housing and rentals has increased. While Chicago is still relatively affordable compared to other major American cities, this may make it a target for increased demand and gentrification in the near future. Pilsen is one area of the city that has experienced significant gentrification over the last three decades. The neighborhood was originally made up of Polish and Czech immigrants, but began receiving an influx of Mexican residents after World War II. Then, after the displacement of many Latino Chicagoans from the construction of UIC in the 1960’s, the area became one of Chicago’s first Latino-majority communities. Recently, from 2006 to 2020, the median household income in the Pilsen neighborhood has increased by almost 150%, primarily from the influx of white millennial residents. In response to the willingness of new residents to pay more for housing, and increased neighborhood rents, the City of Chicago has employed several strategies to preserve housing affordability in Pilsen, like the 2021 Anti-Deconversion ordinance that prohibits the conversion of multi unit buildings into single family homes. The following are additional policy tools that can be employed by city governments to preserve housing affordability and prevent displacement: Longtime Owner Occupants Program - This is a real estate tax relief program for homeowners, or occupants of a residency for the past 10 years. If the tax assessment has increased by more than 50% in the past year, this program caps the amount of an increase to 50%. To qualify for this program you must be current on property taxes or on an installment plan, and have an income below the limit for your family size. Single Room Occupancy Preservation/Protection - Single room occupancies or residential hotels typically house one or two people in a single room with a shared kitchen and bathroom. Single room occupancies can provide a safe, and accessible shelter for low income individuals, or people in transition. Unfortunately, many communities have adverse reactions to the creation or preservation of single room occupancies, and as a result they can be far from the central city and disconnected from public transportation. Land Value Capture - When the public sector makes an investment in infrastructure or land use, the private individuals who own the land surrounding the location of the change make a much greater profit than the initial cost to build the infrastructure or make a land use change. In Chicago, examples are The 606 or the redevelopment of the Fulton Market area. Both investments created huge increases in the value of land surrounding these areas, and likely priced out many residents who lived in the area before the change. By using land value capture, the public sector can recoup a percentage of the increase in land value and reinvest it back into the public. This could mean more bike lanes in disadvantaged areas, or the conversion of an office building into affordable housing. Inclusionary Zoning - When an area begins to gentrify, developers soon begin to join in on the action. This often results in high rise apartment complexes intermixed with existing historic buildings. This can mean demolition, or landowners allowing their building to deteriorate into unlivable conditions so tenants are forced to move out, allowing them to sell their land to a developer for a profit. Inclusionary zoning forces new developments to dedicate a portion of their units to designated affordable housing. This allows for new development, but can provide ways for the original residents of the community to remain and reap the rewards the private sector has brought to a gentrified area. Gentrification that results in displacement is an unfortunate consequence of urban demand. Our overarching economic system causes the real estate market to function as an investment good, and when there is a scarcity of housing, land owners can make money on their investment. If the city wants to ensure that it will remain an accessible and inclusive place for the years to come, residents should become aware of strategies to mitigate the displacement that results from gentrification, and become involved with politics at their own local level, working to be educated about future changes within the city and using their collective voice to preserve housing affordability and access. References: Lang, R. E., & Sohmer, R. R. (n.d.). Legacy of the Housing Act of 1949. https://www.tandfonline.com/doi/pdf/10.1080/10511482.2000.9521369 Florida, R. (2023, April 14). Three years into the pandemic, the “Urban Exodus” was overblown. Bloomberg.com. https://www.bloomberg.com/news/features/2023-04-14/three-years-into-the-pandemic-the-urban-exodus-was-overblown Impact of gentrification | mapping global chicago. (n.d.). https://mappingglobalchicago.rcc.uchicago.edu/2023-elpaseo/gentrification/ Apply for the longtime owner Occupants Program (LOOP): Services. City of Philadelphia. (n.d.). https://www.phila.gov/services/payments-assistance-taxes/payment-plans-and-assistance-programs/income-based-programs-for-residents/apply-for-the-longtime-owner-occupants-program-loop/ The state of anti-displacement policies in LA County July 2018. (n.d.-b). https://knowledge.luskin.ucla.edu/wp-content/uploads/2018/07/The-State-of-Antidisplacement-Polices-in-LA-County_071118.pdf Alliance, L. (2022, May 24). Land value capture, explained. Land Value Capture Explained. https://decentralization.net/2022/05/land-value-capture-explained/  Lashawn Gordon, AmeriCorps Volunteer In the heart of the South Side of Chicago lies the Englewood neighborhood Despite ongoing challenges such as poverty, unemployment and a lack of investment in the neighborhood throughout the neighborhood, the community stands strong. Currently, a movement is underway to change the lives of the residents and bring hope to the community. The movement’s goal is to make a positive change in the lives of children and families by shedding light on unrealized potential residing in Englewood along with providing resources such as educational support and assistance wWith a focus on empowering and equipping students with the tools they need to succeed in school and beyond, educational programs can become a beacon of hope for the community.
Education has always been a powerful tool for change and empowerment. In Englewood, it is no different; teaching children important academic skills and maintaining a sense of hope and possibility for a brighter future is significant. Dating back to the '60s, the systemic challenges facing the community have had an impacting struggle on Englewood's educational environment. The youth's development is hampered by a lack of extracurricular activities, crammed classrooms, and limited resources. However, behind these issues is courage, determination, and potential that, given the necessary assistance, may change the course of their young lives. According to the South Chicago Black Mothers’ Resiliency Project, “… despite living in high-violence neighborhoods, [parents] show resiliency and commitment to well-being through fostering safe and enriched childhood experiences for their children” (Imarenezor, O., 2017). This statement shows that programs for education designed specifically to meet the needs of Englewood children interest those within the community and. By tackling the obstacles head-on, these programs can provide a glimmer of hope, giving young people a way out of hardship. Providing access to high-quality education equips young brains with the information and vital life skills they need to overcome obstacles and create better futures. The achievement gap caused by issues that plague communities like Englewood can be mitigated by mentoring programs and tutoring services, which provide individualized direction and assistance to make sure that no talent is overlooked. In addition, educational programs in under-resourced communities provide secure learning environments for enrichment. For example, similar to our programs here at HOPES that serves in the Englewood community,, there are other community programs in place with components of tutoring, mentoring, and enrichment such as LevelUp and R.A.G.E. Furthermore, they provide financial assistance opportunities to young adults, teens, and children that may relieve financial burdens and give them the support they need to thrive academically. Beyond supplemental after-school support, there are educational institutions providing such services directly on their campuses. Urban Prep Charter Academy for Young Men at Englewood provides a positive school culture and rigorous college prep program. As a result, 100% of seniors have been accepted to 4-year colleges and universities. This success has also been driven by a community that values college education and believes in its students' ability to achieve, despite limited resources and limited control over enrollment (King T., 2011). It is important for students, children, and members of the community to have a safe space and that mentioned sense of belonging. It helps remind the youth that their dreams are within reach and that, despite the challenges, they are not alone on their journey. Educational programs are more than an investment in individuals; it's an investment in the community's collective future. By nurturing a diverse range of talents, these initiatives pave the way for innovation and economic growth within the community. This not only benefits individuals but contributes to the overall revitalization of Englewood. By acknowledging struggles, recognizing the immense potential, and fostering hope through tailored educational programs, we can empower youth to break free from the cycle of adversity and build a foundation for lasting success. Together, everyone can create a culture of support and encouragement within our community, where everyone's potential is recognized and nurtured. By investing in the education and future of our young people, we can empower them to overcome any obstacles and reach for their dreams. If you're eager to get involved, there are numerous ways to make a difference. Whether it's volunteering your time, participating in fundraising events, or spreading awareness about the work being done in Englewood, every action counts. Resources: LevelUp R.A.G.E Works Cited Imarenezor, O. (2017). Chicago Black Mother’s Project on Violence, Depression, Resilience, and Sociogenomics. Undergraduate Research Journal, 2. https://www.semanticscholar.org/paper/Chicago-Black-Mother%E2%80%99sProject-on-Violence%2C-and-Imarenezor/7949d966488bd0c085de233eb13f9d627521bef3 King, T. (2011). Commentary: Swords, Shields, and the Fight for Our Children: Lessons from Urban Prep. Journal of Negro Education, 80, 191 - 192. https://www.semanticscholar.org/paper/Commentary%3A-Swords%2C-Shields%2C-and-the-Fight-for-Our-King/cadac93096f76efb2649fe042004f6a5d8ec32a7 (1963). From the Publishers. The Elementary School Journal, 63, 462 - 464. https://www.journals.uchicago.edu/doi/10.1086/460083 The Effects of Restorative Justice Practices on Black and Brown students with Disabilities9/28/2023  Jocelyn Tenorio, HOPES Development Manager Across multiple sources, the philosophy of Restorative Justice (RJ) has a common theme of humanizing students, rather than punishing them if they do something deemed as wrong. Rather than using punitive measures, such as detention, that work to physically exclude students, Restorative Justice practices seek to engage students and understand the root of their behavior. When engaging with historically marginalized Black and Brown students, educators should embed Critical Race Theory (CRT) alongside Restorative Justice practices when approaching students so as to not retraumatize them. Scholars also highlighted that though these practices are often a response to specific incidents, educators must instill Restorative Justice into the school’s culture using a whole-school approach. Though Restorative Justice practices have proven to be successful, one theme that has been widely neglected in these conversations is disability justice. Additionally, one must ask the question— what happens when the teacher is the offender? How does disability intersect with race, and how can Restorative Justice serve to mitigate potential harm? Whole school models have the potential to come to even greater fruition through policies.
Critical Race Theory (CRT) Brown (2021) argues that when educators use Restorative Justice practices, they need to engage with Critical Race Theory (CRT) and understand that Black and Brown individuals are largely suppressed in our society. Marginalized students already endure trauma and violence in their lives on a day-to-day basis, that be in the form of gang violence or microaggressions, therefore these practices must be trauma-informed so as to not retraumatize them. Comparably, Gwathney (2021) suggested a similar approach that applied Critical Race Theory (CRT) alongside ACEs (Adverse Childhood Experiences). A high ACE score (the more trauma experienced) indicates a higher risk for negative consequences, including low self-esteem and incarceration. In a case study done by Gwathney, they focused on following the journey of a Black, low-income student and found that his ACE score was an 8 out of 10 (Gwathney, 2021, pg. 351). Though assessments like these are helpful in teaching us how to approach trauma, we need to attribute the root of that trauma to certain systemic factors like racism. One way that Sandwick and colleagues (2019) suggest educators incorporate Critical Race Theory into Restorative Justice practices is through anti-racist, anti-bias, and culturally relevant pedagogy (Sandwick et al, 2019, pg. 25). However, Restorative Justice runs the danger of being used as just another disciplinary practice towards Black and Brown students. At the root of it, Restorative Justice originates from indigenous cultures, directly countering the white supremacist idea of punishment, and should be used to combat those ideas. Restorative Justice Practices Work In a case study by Brown, they focused on the effects of disciplinary measures in two middle schools on students. Davis Middle School in Oakland is a racially diverse school with students with disabilities, which had Restorative Justice practices in place, and Southern Middle School in Florida stuck to traditional punitive measures, was predominantly Black, and 19% of their students were diagnosed with a learning disability. Southern Middle School’s “In-School-Suspension (ISS) rate was 32%, while the Out-Of-School Suspension (OSS) rate was 47%.” Meanwhile, Davis Middle School had one of the lowest suspensions rates in the entire district (Brown, 2021, pg. 11). Looking at the qualitative data, Davis Middle School students, particularly the ones that were Peer Mediators, were cited by teachers to be more empathetic and confident. Though coming into less contact with the punitive school system is a sign that Restorative Justice practices work, and is a sign that students are not being retraumatized, this study did not have any particular data on the way that these practices impact Black and Brown/and or students with disabilities. Disability Justice and Educator Responsibility Ramirez-Stapleton and Duarte (2021) urge educators to use a disabilities framework when practicing Restorative Justice. According to their study, people with disabilities are the “largest minority group, with approximately one fifth of the US population experiencing disability at some point in their lives. The majority of those disabilities, approximately 74% will not be visible (e.g. learning disabilities, chronic pain, or mental health)” (Ramirez-Stapleton and Duarte, 2021, pg. 12). Duarte (a white Jewish woman) was Ramirez-Stapleton’s (a Black and queer woman) student during her undergraduate year for a deaf course, and Duarte had previously emailed Ramirez-Stapleton regarding accommodations that would be needed. Duarte was Deaf+ so she needed to have handouts in a larger font, however, her professor failed to do this on several occasions. There was an instance where Duarte had become very frustrated and left the class because again, she was not provided with the proper font size. While for Duarte this was an escape from a traumatic experience, Ramirez-Stapleton questioned if it was because she was a professor that was Black and queer. As the principles of Restorative Justice seek to include rather than to exclude students, disability framework which Ramirez-Stapleton and Duarte refer to as “‘understanding that all bodies are unique and essential, [and] that all bodies have strengths and needs that must be met” (para 13.), which includes not only students with disabilities and DDBDDHH [Deaf, DeafBlind, DeafDisabled, Hard of Hearing] students, but also students of color, undocumented students, queer students, students are parents, older students, and many others.’” (Ramirez-Stapleton and Duarte, 2021, pg. 12). Just as Ramirez-Stapleton was in the wrong, there should have been a dialogue built on these foundations of Restorative Justice and the disability justice framework so as to validate the feelings of her student at that moment, but to validate her humanity. Though this is only one example of the way that students with disabilities endure trauma, there are even more discrepancies when intersecting race and disability. According to a report done by the United States Government Accountability Office (GAO): K-12 Education Discipline Disparities for Black Students, Boys, and Students with Disabilities, “Black students with disabilities and boys with disabilities were disproportionately disciplined across all six actions. For example, Black students with disabilities represented about 19 percent of all K-12 students with disabilities and accounted for nearly 36 percent of students with disabilities suspended from school (about 17 percentage points above their representation among students with disabilities)” (GAO, 2018). The more historically marginalized students with disabilities are filtered out from our education system by such measures, the more they are likely to come into contact with our prison system. To mitigate this, Restorative Justice practices should not center their disability as an issue, rather it should work towards creating an individualized plan to accommodate them. It would not only serve to buffer that potential for future incarceration, but these students would have access to the education they deserve, free of trauma. School-Wide Restorative Justice While there are scholars who believe that particular individuals should lead Restorative Justice efforts, as is the case with Gwathney advocating for more social workers (Gwathney, 2021, pg. 353), other scholars advocate for it to be a school-wide effort involving all educators. Sandwick and colleagues point out that Restorative Justice should aim to change the culture among the entire school, which means teachers and administrators using skills such as mindful listening amongst themselves (e.g. staff meetings). They would not only use Restorative Justice practices in times of conflict amongst their students, but model how Restorative Justice philosophies serve to foster healthy relationships. An example of a school-wide approach to Restorative Justice could have been Ramirez-Stapleton listening to Duarte’s individualized needs, apologizing, and doing better to validate the humanity and needs of all of her future students. Brown urges educators to use this model across all environments, which can include an everyday classroom setting, field trips, parent events, etc. That said, it should operate from a Critical Race Theory (CRT) and disability framework. Conclusion Current literature supports the notion that Restorative Justice practices and a school-wide approach are one way to advocate for Black and Brown students, however, more of this research should focus on the intersection between race and disability. It is crucial to include the voices of Black and Brown students with disabilities. The systems in place disregard the mental health and disabilities of Black and Brown individuals, deeming it as bad behavior, which results in punishment instead of care. In what ways can schools be resources for these communities to have these conversations? How can we work towards inclusive policies that incorporate Restorative Justice outside of schools, such as in our prison system? Sources: Brown, Martha A. 2021. "We Cannot Return to “Normal”: A Post-COVID Call for a Systems Approach to Implementing Restorative Justice in Education (RJE)" Laws 10, no. 3: 68. https://doi.org/10.3390/laws10030068 Ramirez-Stapleton, L. D., & Duarte, D. L. (2021). When you think you know: Restorative justice between a hearing faculty member and a Deaf+ student. New Directions for Student Services, 2021, 11– 26. https://doi.org/10.1002/ss.20374 Gwathney, A.N. Offsetting Racial Divides: Adolescent African American Males & Restorative Justice Practices. Clin Soc Work J (2021). https://doi-org.proxy.libraries.rutgers.edu/10.1007/s10615-021-00794-z Ramirez-Stapleton, L. D., & Duarte, D. L. (2021). When you think you know: Restorative justice between a hearing faculty member and a Deaf+ student. New Directions for Student Services, 2021, 11– 26. https://doi.org/10.1002/ss.20374 Sandwick, Talia, Josephine Wonsun Hahn, and Lama Hassoun Ayoub. 2019. “Fostering Community, Sharing Power: Lessons for Building Restorative Justice School Cultures”. Education Policy Analysis Archives 27 (November):145. https://doi.org/10.14507/epaa.27.4296.  Stephanie Salgado, HOPES Site Coordinator Time and time again, migrants and asylum seekers are marginalized as their humanity is ignored and their stories go untold or are blatantly overshadowed by persistent negative stereotypes. Their journeys, which often start with hope for a better future, a seemingly simple dream, is a dangerous and deadly reality. In addition to risking falling prey to kidnapping and exploitation, among other horrible fates, while they await their claim, asylum seekers are in a legal and social limbo as their lives are essentially put on hold as they operate under the threat of deportation. On top of the psychological stress and financial burdens, migrants and asylum seekers are met daily with racism, xenophobia, and discrimination. While not everyone shares these experiences, it is a reality for many who are hoping for a better life as they make the life-altering decision to resettle in a different country.
For decades, an integral part of United States immigration law is the right to asylum. At the same time, it has been a touchstone of the U.S. political debate for decades as sizeable ideological differences in immigration goals collide. More recently, the city of Chicago has seen a surplus of migrants, mainly from South and Central America which has been met with mixed reactions by media and communities. The first bus with migrants, sent from Texas under Republican Texas Governor Greg Abbott, arrived on August 31st of 2022. Since then, as of August 2023, over 12,000 migrants have arrived in Chicago (Hernandez, 2023). The city’s government officials and local organizations have been scrambling to supply these individuals and families with necessities and place them in temporary shelters. However, it quickly became increasingly clear that the city is not able to provide the necessary support for these new arrivals as migrants, including pregnant women and children, are being forced to sleep at police stations and public parks as they await space in shelters. These living conditions are worsened as reports surface of infections and infestations, as well as expired food being provided (Schuba & Malagón, 2023). One of these police stations is located near the West Side in the 12th district, where dozens of families sit outside with everything they own, some having left their country with only “the clothes on their backs.”(Perlman, 2023) Johon Torres, a Venezuelan who was moved to this station with his three daughters and niece details his current living conditions where, “every morning, they’re told to leave the station until 6 p.m. At night, they are allowed inside, sleeping along with other families in tight quarters. They haven’t taken a shower since they arrived at the station. Now, they wait for help from the city and for a bed of their own.” (Perlman, 2023) As resettling migrants out of police station lobbies became a priority, temporary city-run shelters opened throughout the city including Daley College on the South Side and Wilbur College on the Northwest Side. These shelters, however, were quickly running out of resources and struggling to meet demand. More recently, hundreds of migrants have been moved from these temporary shelters and police stations to the Northside lakefront neighborhoods. Local organizations, volunteers, and mutual aid groups have extended a helping hand to migrants by providing pop-up showers, clothing donations, hot meals, recreational activities, transportation, health screenings, and other temporary resources (Nuques, 2023). While conditions have slightly improved, persisting are concerns surrounding availability of housing and additional resources as migrants continue to arrive. Along with temporary housing services being provided to newly arrived migrants, children and teens are granted the opportunity to be enrolled in Chicago Public Schools. “Kids who just arrived today, yesterday and this week are registered for school and get all the supplies that they need to set them up and welcome them are here in Chicago,” said Kathleen Murphy, one of the volunteers from the mutual aid group, Todo Para Todos, that that helps migrant parents enroll their children (Medina & Ong, 2023). Twelve-year-old Yasmari Leon, a Venezuelan native who migrated with her father to Chicago and stayed at a temporary shelter, was able to finish out the last school year alongside other CPS children (Loria, 2023). Her father, Jackson Leon, expressed the importance of her enrollment when he said, “Here she can study again, learn English and learn another way of life.” (Loria, 2023) Ensuring that these students will have the resources to succeed academically will prove to be difficult as schools prepare to welcome new students “in the thousands” of which many require translation services and other basic services. Nonetheless, a CPS team lead by the district’s language and cultural education chief, Karime Asaf, are striving to efficiently direct resources to schools receiving these new students (Issa, Loria, & Moreno, 2023). Families who haven’t enrolled in school are located and directed to schools who are most likely to have the programs and space to support the student. Currently, there isn’t any clear long term plans that have been proposed to address this growing issue as efforts have solely focused on supplementing resources at the immediate moment. However, city officials need to administer long-term solutions and policies given that this issue will continue to persist if proper action is not taken. They should consider implementing a stable infrastructure for housing and long-term accessible resources (e.g., physical and emotional health, education, food access, clothing, and employment, among other resources) in communities as not only will it meet the needs of those that are just arriving but also for the overwhelming minority community in Chicago. Providing stability in these avenues for individuals and families is pivotal as it will provide a foundation by which they can begin to start their new life in this country. Resources Esperanza Health Centers Latinos Progresando Chicago Public Schools Food Distribution Center La Casa Norte References Hernandez, Acacia. “40 to 50 Migrants Arrive to Chicago by Bus Daily, Officials Say.” WTTW News, 4 Aug. 2023, https://news.wttw.com/2023/08/04/40-50-migrants-arrive-chicago-bus-daily-officials-say. Accessed 22 Aug. 2023. Issa, Nader, et al. “CPS Juggles Funding, Bilingual Staff to Welcome Thousands of New Migrant Students.” Chicago Sun-Times, 20 Aug. 2023, https://chicago.suntimes.com/education/2023/8/20/23837103/cps-migrant-bilingual-students-public-schools. Accessed 22 Aug. 2023. Loria, Michael. “Dozens of New Immigrants Joining Chicago Public Schools as School Year Nears End.” Chicago Sun-Times, 22 May 2023, https://chicago.suntimes.com/2023/5/22/23732754/migrants-chicago-public-schools-students-chldren-enrolled-lawndale-little-village. Accessed 22 Aug. 2023. Medina, Andrea, and Eli Ong. “WGN-TV.” WGN-TV, 22 Aug. 2023, https://wgntv.com/news/chicago-news/chicago-non-profit-ctu-members-help-register-migrant-children-for-school/. Accessed 22 Aug. 2023. Nuques, Katya. “Little Village Is a Model for How to Help Migrants in Chicago Build New Lives.” Chicago Sun-Times, 30 May 2023, https://chicago.suntimes.com/2023/5/30/23742465/migrants-chicago-little-village-community-organizing-katya-nuques-op-ed. Accessed 22 Aug. 2023. Perlman, Marissa. “Chicago Police Station Houses Dozens of Migrant Families.” CBS Chicago, 9 May 2023, https://www.cbsnews.com/chicago/news/chicago-police-station-migrants/. Accessed 22 Aug. 2023. Schuba, Tom, and Elvia Malagón. “Immigrants Forced to Sleep on Floors, Eat Expired Meals at Shelters Run by Chicago Police.” Chicago Sun-Times, 1 May 2023, https://chicago.suntimes.com/2023/5/1/23707352/expired-food-infections-infestations-chicagos-police-stations-makeshift-shelters-migrants. Accessed 22 Aug. 2023. |
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