Introduction: Raised In A Climate Of Fear
During the 2024 presidential election, there was an undeniable buzz in our community. In the classroom, I was continuously overhearing students expressing deep concerns and fears about what the outcome might mean for them and their families. Given these anxieties, it felt as though teaching our standard lessons should temporarily be put on the back burner so we could address their needs. However, I tried my best to continue following the agenda, especially for our primary grade levels. For my little ones, I wanted to avoid addressing political discussions in order to protect their developing minds from adult apprehensions, to preserve their sense of innocence, and prevent them from absorbing complex concepts they are not yet ready to process. I wanted to maintain a safe space where students could ignore, if just for a while, what is going on outside of school—a moment to find peace and joy, explore new artistic mediums, and exchange creative art processes with their classmates while simply being kids. However, that hope was misguided; the realities outside our classroom walls cannot be hidden or ignored.
The news announced that Trump was elected president for a second term on November 5, 2024. My heart sank in disbelief. I was consumed with fear and worried about my family, friends, and students. Yet, I had to continue my routine as usual while trying to remain optimistic. I went into school, and I could already see that several of our students were absent. Our school was not as lively as it once was. That same week, I was scheduled to be observed; thus, I tried to put on a happy face. My kindergarten class, which is predominantly Spanish-speaking, arrived to art class, and that day, I planned to teach them two new elements of art: texture and space. I could see the students were trying their best to participate, but as I walked around during their studio time, I heard talk about Trump. At one point, a little boy asked me if I knew what was going on. In Spanish, he asks, “It is true that Trump wants to kick out Mexicans?” I hesitated in responding. I was flabbergasted that someone so young, 5 years old, would ask such a question. I wanted to be cautious as to what I was going to say because I knew that small children are very literal. In my experience, broad statements or complex arguments can leave them confused about how the world works, which may lead them to inaccurate conclusions. Immediately, another student sitting right next to him said “Yes!” She continued adding that her older sister (another student of mine, 7th grade) told her “He wants to send all the Mexicans back to Mexico.” The boy exploded in to tears, and cried “I don’t want to go to Mexico!” I rushed to console him and hugged him as I tried to reassure him that it wouldn’t happen. I wouldn’t allow it. At that point, several other students started crying and voicing intense concerns about being separated from their parents. I was as honest with the kindergarteners as possible, and let them know that while I am unsure of what the future holds, they have a strong support group here at school with several people who care about them. The classroom observer came to my aid, stopped taking notes, and joined me in reassuring the students. That was my point of realization. Even though we were trying to protect our young students from these issues, they were more aware than we realized. It was clear that the political climate was heavily impacting their emotional well-being.
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