When we look at who we are at Laney, we need to be aware of how the world around us is impacting our ability to thrive. It’s a disservice to our school community to act as though the precarious times we live in don’t impact us in our day to day lives, especially in our ability to learn or teach.

The truth of the matter is: we are trying to live and learn while the climate is changing, hate and bigotry have taken power worldwide, and our economy is rapidly heading for a dive. These things effect all of us, every day, on and off campus. In this environment, going to college (to learn or teach) is a radical act of hope.

Sometimes, going to college doesn’t feel hopeful. In the wake of the 2016 election, and the housing crisis that has been sweeping the bay for decades, and in light of Oakland’s resolution to become a sanctuary city, it’s our duty to be aware of the barriers students face and actively work to dismantle them.

Laney is committed to accessibility, but our practice lacks in creating a learning environment that is accessible to students with Adverse Childhood Experiences or other invisible disabilities.

I plan to work with the administration and faculty to understand the impact that ACEs and invisible disabilities have on student retention and advocate for small changes that would make classes more accessible.

Trauma Informed Practices for Post Secondary Education: A Guide (By Shannon Davidson, Ph.D., Education Northwest, from acesconnection.com)
Trauma Informed Care on a College Campus (By Amy Hoch, Psy.D., Rowan University, Deborah Stewart, M.D., California State University Chico, Kim Webb, MEd, Washington University in St. Louis, and Mary A. Wyandt-Hiebert, PhD, MCHES, CWHC, U of Arkansas from the American College Health Association)
Tips for Accessibility, Bates University
Accessible Syllabus