برچسب: Lives

  • At LA’s Homeboy Art Academy, arts education saves lives

    At LA’s Homeboy Art Academy, arts education saves lives


    Fabian Debora uses art as a tool for gang prevention at Homeboy Art Academy in LA.

    Credit: Courtesy of Fabian Debora

    As a restless eighth grader at Dolores Mission Catholic School in Los Angeles, Fabian Debora often drew pictures at his desk. One day the teacher confiscated his artwork and ripped it up in front of the whole class. Debora, who cherishes his drawing, felt betrayed. He lost his temper, threw a desk at the teacher and got expelled.

    The incident led to an epiphany. Debora was summoned before Father Greg Boyle, the beloved parish priest who runs Homeboy Industries, a renowned gang intervention program in East Los Angeles. Instead of chastising him, Boyle asked Debora to draw him something and later persuaded his probation officer to let him work as an apprentice to Wayne Healy, a pioneer in the city’s Chicano mural movement. Art became his lifeline.

    “I realized that I’m an artist,” said the soft spoken Debora, 49. “I discovered it young enough to know that this is something that belonged to me, and no one’s gonna take that from me. And I held onto it.”

    That drive led him to co-found Homeboy Art Academy, a group that uses arts education to empower formerly gang-involved and incarcerated youth.

    “Man, as a formerly incarcerated, gang-involved individual, there aren’t many spaces for me,” he said. “I don’t have the means to go join an art school of some sort. So I’ll have to create a space where these kids can come and all services are free.” 

    A mural titled “The Power of the Woman,” by Fabian Debora.
    Credit: Courtesy of Fabian Debora

    Part sanctuary, part vocational training center and part studio, the academy resists the notion that art is a precious and rarified pursuit for the elite. Here art is raw and real. You learn to paint your truth, to be unblinking about what you see, but also to feel the freedom of a blank canvas.

    “They are the absolute best, completely authentic, devoted to helping people,” said Diane Luby Lane, founder of the poetry education group, Get Lit. “Fabian teaches people to be artists. He respects and utilizes real life experiences and perspectives.”

    The recipient of the prestigious National Endowment of the Arts Heritage Fellowship, Debora believes art has the power to change lives. In addition to working as an artist, he is also a teacher and mentor to others seeking to find purpose through art.

    “Let’s flip arts education on its head,” said Debora, as he walked around his studio at the art academy. “Let’s take the language and the vocabulary of the arts and tailor it to the lived experiences of this population while introducing relevant information such as in hip hop and street art.” 

    Born in El Paso, Texas, Debora first discovered art as a little boy weathering a tumultuous childhood in Boyle Heights, which he describes as  “one of the roughest projects east of the Mississippi.” The tension bled into his family life, he said. He remembers hiding when his parents fought. 

    “I used to blame myself,” he recalled wistfully. “I would go and hide under a coffee table, and I would start to sketch, and I would just create my own world to escape my reality. That’s when I found art to be more than just a gift. It was almost like a big brother who held me.”

    Violence was embedded in the ecosystem he grew up in, with eight gangs jostling for supremacy and few safe spaces from crime and addiction. By 12, he joined a gang, began to deal drugs and got addicted to them.  He wrestled with substance abuse for years before trying to commit suicide at 30, by running across the freeway. That’s when he found his spiritual center and his salvation, his cause. 

    Now he tries to bring the succor of art to young people who feel hopeless to shape their own destiny. 

    Artist Fabian Debora teaches the art of painting, graffiti and street murals to students at LA’s Homeboy Academy.
    Credit: Courtesy of Homeboy Academy

    “Art is a vehicle for healing, art is motivating,” says Debora. “It gives you a sense of breathing room, you’re escaping from your realities, as you’re creating. You feel inspired when you realize what beautiful work of art has come out of this. It opens up senses in the brain that haven’t been tapped into.” ​​

    While Debora specializes in visual art, the academy also offers classes in everything from creative writing and photography, to coding and poetry. He takes on those who believe they have nothing to lose. That’s who he used to be.

    “I want the kids who are hanging out in the basketball court smoking weed all day, kids who are overlooked,” he says, lingering in front of the academy’s altar to indigenous gods. “If you’re gang related and struggling with a drug problem, if you’ve been incarcerated, that’s what qualifies you for this program.”

    The impact of Debora’s work resonates throughout the Los Angeles arts community. It’s been a formidable example of how creativity can transform the arc of a person’s life. 

    “It’s astounding what they do at Homeboy,” says Austin Beutner, former LAUSD Superintendent and author of the arts education mandate, Prop. 28. “It’s hard work but they save lives, one by one. It shows you the power of art. You can be 8 or 28 and the arts can change your life.” 

    As a young man in ‘80s Los Angeles, Debora responded to the siren song of hip-hop music and graffiti art, the vibrancy of youth culture. The murals became portals to often forgotten Chicano history and culture.

    A portrait of the Madonna by Fabian Debora.
    credit: Fabian Debora

    The ancient meets the now in this audacious body of work, from graffiti to fine art. Debora delights in juxtaposing the eye of the masters with a modern urban vibe. Some of his most well-known paintings are fashioned after the manner of Italian master Caravaggio but rooted in the grit of Boyle Heights, such as a portrait of a girl from the barrio striking the pose of the Madonna. He’s now working on a project that deconstructs the Sistine Chapel.

    “We are reclaiming the universal language of art,” he said.

    Troubled souls often find solace in the universality of dark feelings, the way a painting from the Renaissance can capture how we feel today. That is the power of art as activism.

    “Carravagio was also an outcast,” he said. “He was a thug, a killer, a murderer yet he found his spirituality through art.”

    Debora uses art like a scalpel to cut away the layers of posturing and pretense that many of his students protect themselves with. He uses art to get at the truths they try to hide, even from themselves.

    “The work of Homeboy Art Academy is transformational in providing youth a pathway, learning how to take ownership of their own stories, which are often negated by others who deem themselves more powerful,” says Merryl Goldberg, a veteran music and arts professor at Cal State San Marcos. “Lifting up voices at risk of being suppressed could not be more fundamental to a just and compassionate society.” 

    Art opens a window to another life, Deborah says. In addition to his work at the academy, he also teaches drawing to inmates at Tehachapi state prison. He cherishes his work with “the lifers,” because they need the solace of art the most. 

    “People need to be seen, they need to be heard,” he said. “It’s a sense of hope. When we come in, we paint windows on those ceiling walls so they can escape for the time being.”





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  • Five years after Covid shuttered schools, parent empowerment lives on

    Five years after Covid shuttered schools, parent empowerment lives on


    Five years ago, when Esti Iturralde’s daughter was in the first grade, the little girl struggled with learning to read. The teacher told her mother not to worry, Winnie just wasn’t ready yet, but Iturralde knew in her heart something was wrong. 

    She blamed herself, until the pandemic hit, the schools shuttered, and remote learning gave her a chance to peek inside the classroom. What she saw opened her eyes and shocked her into action. 

    “It really wasn’t until the school closures that I began to understand what she was missing,” said the Piedmont mom of two. “I got to see up close what was wrong with the lessons.”

    Five years after Covid shuttered schools, the parent empowerment it sparked is going strong. While the pandemic inexorably disrupted everyone’s lives, parents faced a double whammy. Amid heated debates over masks, vaccines and school shutdowns, many parents found themselves on the front lines of hot-button issues on an almost daily basis. In that time of crisis, some families lost trust in the ability of the schools to meet the needs of their students. 

    Like Iturralde, some came to the conclusion that they had to fend for themselves. That’s one reason the pandemic became a watershed moment for a generation of parents. It shifted the dynamics between communities and schools, and, for some families, shook their faith in the school system in a lasting way.

    “When schools remained closed for far longer than any other institution or business,” said Scott Moore, head of Kidango, a nonprofit that runs many Bay Area child care centers, “this broke the social compact that schools are compulsory for children because it is a critical function of civil society. It left parents in the lurch.”

    That rude awakening spurred some parents to question all aspects of their child’s education, from the length of school closures to how reading is taught and how parental notification policies should work. Parents from all over the ideological spectrum, from people of color fighting for equity to conservative parents upholding traditional values, began to push for change. That surge of parental empowerment may be one of the lasting impacts of the pandemic.

    “Parent empowerment and engagement certainly reached a peak during Covid school closures,” said Megan Bacigalupi, co-founder of CA Parent Power, an advocacy group. “The academic, social and mental health harms done to kids by those lengthy closures kept many parents engaged in their districts long after they reopened. One of the silver linings is that parents got a window into the classroom.”

    All sorts of school governance issues that had long been taken for granted came under intense scrutiny, sparking a shift in thinking about public education. Some families got fed up. Instead of waiting for the system to adapt to their needs, they took matters into their own hands. 

    The dawning realization that Winnie was being taught to read by looking primarily at pictures, instead of words, was a red flag for Iturralde, who has a doctorate in behavioral science. 

    Esti Iturralde and her daughter Winnie read “Harry Potter” together at home in the living room while their dog Roscoe hangs out in August 2022.
    Credit: Andrew Reed / EdSource

    She decided to teach her kiddo to read at home, to see if she would bloom with more phonics, which she did. Winnie was soon reading above grade level. That showed Iturralde that sometimes you have to take charge of your child’s learning. 

    “Before, I was content to just trust and trust, and now I’m less trusting,” said Iturralde, who shared some of her lessons on YouTube to help other parents. “It’s like the curtain gets pulled away, and you see, all of a sudden, there’s no wizard out there.” ​​

    To be sure, Lakisha Young had long walked the do-it-yourself path, but the Covid era gave her new fire. She believes the pandemic merely highlighted the ways public education has always failed to meet the needs of low-income children of color. Nearly 70% of Oakland students failed to meet the standard for reading on the state’s Smarter Balanced test in 2023.

    “Nobody is coming to save us,” said Young, the co-founder and CEO of Oakland REACH, a parent advocacy group. “The system is broken. Black and brown kids are typically already behind their white peers before they even get to kindergarten, and then those gaps just get bigger. The reality is, we keep seeing generation after generation failing. Somebody’s got to stop the bleeding.”

    Young has worked with families where illiteracy has been passed down from one generation to the next, like an heirloom. She has tried to empower parents, to put families in the driver’s seat.

    “We’re freeing our families from the system,” said Young. “We’re liberating them from the system. If a parent shows up, does her part or his part, their kid’s going to get what they need.”

    During lockdown, Young connected families to everything from laptops and cash assistance to a virtual academy. Now REACH is a hub for parent and caregiver tutors, which they call “liberators,” who go into classrooms, teaching reading and math in partnership with Oakland Unified.  

    “These babies have to learn how to read and do math,” she said. “We have to empower families to make sure their kids don’t get left behind.”

    Left to their own devices at the kitchen table, many in the dyslexia community also experienced the pandemic as a lightning rod. 

    “People were frustrated their children were not getting the services they deserved,” said Megan Potente, co-state director of Decoding Dyslexia CA, an advocacy group. “There was a lot of learning happening among parents, who may have left things up to school if it weren’t for the unprecedented times of the pandemic and heightened feelings of urgency associated with seeing your child struggle at home.”

    Many parents first organized out of frustration with extended school closures, she said, but then parlayed that momentum to push for education reforms, such as evidenced-based reading instruction, amid the state’s deepening literacy crisis.

    “California schools are failing at their core function: teaching,” said Moore. “How many decades of data — showing less than half of students achieving proficiency in language and math — are needed before big innovation occurs?”

    Lakisha Young
    Credit: Courtesy of Oakland Reach

    Emboldened by having to step up in a crisis, many parents began to demand a voice. Parents Supporting Teachers (PST) in Los Angeles began as a Facebook group during the LAUSD teachers strike in 2019 but gained momentum during the pandemic as parents began asking questions about how the district uses its funding.

    “It’s important that we parents have a seat at the table when it comes to our children’s education,” said Vicky Martinez, a mother of three Los Angeles Unified (LAUSD) students and member of PST. “We know our kids best. You empower yourself with knowledge and ask questions and do some research and don’t be afraid. We need to be a part of the process so we can support our kids.”

    Many hope that parental empowerment will remain robust even as the Covid years recede into memory. They are optimistic that families will continue to push for more transparency about academic standards and practices in the wake of falling test scores and widening achievement gaps

    “People want a fair shake, for themselves and their children,” said Moore. “Education is seen as the main vehicle for upward economic and social mobility. Yet the reality is, California’s education system only does well for those born into privilege, and it fails most everyone else.”

    Many parents will continue to play a more active role in the education of their children. Iturralde, like most parents, has “bad memories” of the pandemic years and struggling to get her daughter what she needed, but all that effort has paid off. 

    She used what she learned about the science of reading, from the need for phonics to the importance of background knowledge, to tutor her younger daughter, Lorea, as well. She now also coaches Winnie on math, a subject in which she is poised to skip ahead a year. 

    “What I try to advise parents to do is to take care of your kid and advocate for your kid, but also try to think about the community,” she said. “When I make a fuss about something, I’m doing it because I think there are other kids whose parents are not going to be able to help them. You’ve got to zoom out and think about the big picture.”





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  • EdTech, AI, and Mental Health: Improving Student Learning, Improving Students’ Lives


    EdTech, AI, and Mental Health: Improving Student Learning, Improving Students’ Lives

    Profile photo of Esan Durrani
    Esan Durrani

    By Esan Durrani, co-founder and CEO, Study Fetch.

    Students in high school now have already lived through two global economic crises, and live in a world that is literally burning at a record rate. They must handle all of this while also coping with the normal chaotic ups and downs of adolescence can be overwhelming. Into this maelstrom, students are supposed to shuttle from Geometry to Social Studies and maintain focus on their studies.

    The chaos of the post-pandemic world only adds to difficulties, as it has seen an increase in an already rising percentage of students dealing with mental health problems.

    Some of these problems arose in part due to the remote and hybrid learning necessitated by the global pandemic. While undoubtedly better than no learning, students are still recovering from that ‘learning loss.’ Furthermore, the social cost of such extended isolation cannot be fully understood as it has no modern point of comparison. In order to put students back on track, and best position them to succeed in the future, any solution must take into account both the mental and the educational barriers our students face.

    Fortunately, just as remote learning software mitigated the damage, proper investment in and uptake of available technology can put student learning back where it needs to be. 

    After the pandemic many school districts transitioned into hybrid learning systems, and educators had access to information about different learning styles previously unavailable. During and after the pandemic, Artificial intelligence (AI) enabled learning allowed educators to create personalized and inclusive learning for their students, progress that we must continue to build on.

    Elements of the remote and hybrid learning implemented during the pandemic must be replicated because without embracing the available technological resources, we are not giving our students the learning opportunities they deserve. Effective teaching must include any and all available resources to support students dealing with ADHD and other mental health issues, or anything else that may impact their learning experience. The increased use of educational technology (EdTech) has a long way to go to meet the need, with 71% of students strongly agreeing that EdTech helps them engage with course materials. Greater access to EdTech helps broaden access and equalize student learning, while AI-enabled platforms can maximize the benefit those students receive.

    When it comes to the benefits of AI-enabled EdTech, we cannot forget the impact the pandemic had on teachers as well. The very people responsible for our students and their learning outcomes feel overstressed and overworked, a situation that can only harm the education our students receive. Fortunately many of the same benefits to students enable teachers to perform better as well. With AI platforms able to assist with note-taking, students can pay closer attention in class. This not only helps students struggling with ADHD but those who are hard of hearing, those with reading disorders, or the visually impaired. 

    Better able to focus on the lesson, AI can then tailor student learning on the very lesson they just sat through. Furthermore, over time, AI platforms will learn about the learning style of students, tailoring advice and assistance on an individualized basis. Students from all ages and backgrounds can benefit, as it enables them to learn in ways that work best for them.

    Properly implemented AI will learn from the student just as the student learns from the software. This will lead to more inclusive and cohesive learning, able to cater to every students’ needs. By easing access to learning, and helping tailor learning assistance on an individual basis, AI can relieve the stressors burdens that contribute to poor mental health among students. This, in turn, makes it easier for students to learn, a cycle that can not only erode pandemic learning loss, but help students get ahead.

    EdTech and AI software are helping students all around the country, indeed all around the world, at this very moment. My team and I are proud to say we have helped over 250,000 students around the country combat mental health problems to improve learning outcomes. But that is not enough, that number does not even scratch the surface of what AI enabled EdTech can do for learning outcomes. Reducing the burden on our teachers, improving access to learning, and removing mental health barriers will foster a sustainable system of excellence.

    By taking the lessons of the pandemic and applying them to today, we can best prepare our students for the future. Not only will AI systems help them in the short-term, but increased AI fluency and comfort with accepting new and emerging technologies will prepare them to be ready to take full advantage of the next advancement as we move deeper into the Digital Era.



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