Share
November 18, 2024
Kimberly Ochs shares powerful insights from the Kempe Center’s 2024 Call to Action conference, exploring how educators can transform child welfare systems through mandated support, trauma-informed practices, and partnerships with families.
Share
This year, for the first time, I attended Kempe Center’s 2024 International Virtual Conference: A Call to Action to Change Child Welfare. It was an eye-opening and powerful experience. I want to share a little about each of the four sessions I attended—and end with some clear takeaways that synthesize all I learned. I hope this inspires you, as it did me, to keep learning about the most impactful ways we can help children thrive.
Background: Over the summer, the AFT invited me to join a small cohort of other educators to attend the 2024 Call to Action. This invitation positioned me to grow professionally, as well as to advise the union about the expanding portfolio regarding mandated support.
Mandated support names a set of policies and programmatic approaches that challenge schools and educators to rethink how we support children and families, as well as the role we can play in more effectively preventing and addressing the maltreatment of children. The AFT developed a mandated support action guide last year, and the webinar with educators introducing the concept was No. 1 on Share My Lesson for 2023 (as with all SML webinars, you can still watch for free at your own pace)!
With more than 15 hours every day for four consecutive days, I could choose from over 200 sessions. Lots of conference presentations focused on reforms and radical shifts in child protective services agencies. But many others more broadly covered how we think about, define, prevent and address child maltreatment—both abuse and neglect—as well as the root causes.
I was interested in conference offerings that could deepen my practice and help me think differently about big challenges, like poverty, bias and family engagement. The sessions highlighted crucial issues within child welfare systems, emphasizing the need for systemic change and how we, as educators and community members, can play a role in creating a more just and supportive environment for families. The learning directly connects to AFT's Student Trauma course, reinforcing the importance of addressing trauma at its root by supporting families and dismantling harmful policies.
AFT’s graduate-level course on Student Trauma deeply engages a wide variety of academic literature, scientific research and overarching theory to enrich educators’ understanding of how trauma impacts brains, bodies and behaviors—as well as what we can do to promote health and healing. Using case studies, discussion, diverse media, embedded practice, reflection activities, and more, participants develop trauma-informed skills. Learn more.
Shanta Trivedi’s session, “How Family Policing Harms Parents and Why It Matters,” was a powerful call to re-examine the way child welfare systems function, particularly how they police and penalize marginalized families. It was heartbreaking to hear that many cases of neglect stem from poverty, not willful disregard for children’s well-being. The stark reality is that Black, Native, LGBTQIA+ and economically disadvantaged families are disproportionately targeted. Systemic inequities and inadequate support exacerbate the trauma inflicted upon parents and children in these communities.
One of the most striking takeaways was parents' fear of being reported and investigated for seeking help.
One of the most striking takeaways was parents' fear of being reported and investigated for seeking help. This fear forces many to hide their struggles, often leading to worse outcomes. Trivedi’s message about needing compassionate support rather than punitive action resonated deeply. As educators, it’s clear that to support our students effectively, we must also advocate for their families and work to shift the narrative on child welfare from punishment to partnership.
Another impactful session I attended was “Parent and Professional Partnerships in Teaching the Breakthrough Parenting Curriculum.” It centered on the Breakthrough Parenting Curriculum, a program designed to empower parents and professionals to work together in creating supportive, nurturing environments. The session emphasized the importance of building parents’ capabilities and valuing their personal experiences as essential to reforming child protection systems. This approach aligns perfectly with the principles taught in AFT’s Student Trauma course—ensuring that educators view families as partners and leaders in creating safe, trauma-informed spaces for children.
Inspired by this, I am committed to becoming trained in the Breakthrough Parenting Curriculum and bringing it to families in West Warwick. R.I. This curriculum offers a unique opportunity to create lasting change by equipping families with the tools and strategies they need to thrive, even in challenging circumstances.
I am inspired and motivated to take action. The curriculum represents a powerful tool to uplift families and strengthen our community. I am committed to finding a path to bringing this curriculum to West Warwick, providing parents with opportunities to grow, heal and become advocates for their children.
A workshop called “Breaking Down Bias: The Gift of Intersectionality” highlighted the biases that exist within child welfare systems, particularly against parents with intellectual and developmental disabilities. It was an important reminder of how bias, both implicit and explicit, continues to harm families—not just in child protective services, but in our schools, too. We can create more inclusive and equitable support systems by understanding these biases and addressing them with intersectional strategies. This aligns with AFT’s emphasis on cultural competency and recognizing the unique needs of every child and family.
AFT director for children’s health and well-being, Chelsea Prax, hosted “Call to Action: Ushering in Mandated Support for Educators.” Her session on transforming the role of educators from mandated reporters to mandated supporters was particularly impactful. The current system, which often criminalizes absenteeism and pushes for compliance over compassion, needs reformation. It’s essential to empower educators with the skills to build meaningful relationships with families and connect them to support without fear of punishment.
We can become champions for the families we serve, transforming our classrooms into spaces of healing, empathy and empowerment.
AFT's Student Trauma course emphasizes the importance of understanding the systemic and structural challenges that affect students and their families. Prax’s message calls for professional development that fosters cultural competency, addresses bias and equips educators with practical strategies to act as compassionate supporters rather than enforcers.
This conference was more than just an educational experience; it was a call to transform our systems and practices. The Kempe Center usually thinks about change in child protective services agencies or the child welfare sector, but I found several clear connections to the education field as well. I am filled with gratitude for being part of this transformative event, which reaffirmed the importance of our collective role in driving meaningful change. As educators and community leaders, we must:
We can become champions for the families we serve, transforming our classrooms into spaces of healing, empathy and empowerment. By integrating what we learn and connecting it to our practices, we can truly make a difference in the lives of our students and their families. By building strong, supportive relationships with families, we can create environments where children not only feel safe, but also thrive.
I am thankful for the opportunity to be part of a community dedicated to such vital work, reinforcing the belief that through collaboration and commitment, we can achieve transformative outcomes for the children and families in our care.
Join fellow paraprofessionals and school-related personnel (PSRPs) nationwide and collaborate on innovative ideas and resources for your school and students.
Share ideas and resources with behavioral analysts, occupational/physical therapists, school counselors, school nurses, school psychologists, school social workers, speech-language pathologists, art therapists, dance/movement therapists, music therapists and other school-based healthcare providers.
Want to see more stories like this one? Subscribe to the SML e-newsletter!
