SILVIA LASERNA

Challenge:

Find maximum leverage points for Oakland International High School to engage Central American new comer students and reduce truancy rates.

Outcome:

Actionable recommendations on nutrition (education and food delivery), motivation (curriculum catering to two main segments) and community building (lessons from soccer without borders, shared rides to school and summer boot camp).

The journey across the US southern border presents a particularly high risk of physical harm, human trafficking, extortion, forced labor, sexual abuse and the intense fear of arrest. One of the biggest challenges presented by this exodus is the psycho-social recovery of minors’ after migration.

The Oakland International High School (OIHS) has taken on this challenge, serving as a hub for social service providers, fostering community development and providing educational and emotional support for newcomer students. Nevertheless, the school has expressed difficulty in having Central American students attend on a regular basis, therefore limiting the impact of their efforts, the state and federal funding.

Approach:

• Understand barriers to school attendance from student perspective through participant observation, student semi structured interviews and journey mapping.
• Understand teacher and school staff viewpoint through focus group and semi structured interviews.
• Acquire deeper understanding of socio-political context through expert interviews on migrant education, nutrition, human rights and the Oakland School district.
• Become familiar with theoretical frameworks about emerging categories through literature and digital media review.
• Map out a comprehensive system of stakeholders, needs, programs and relationships that displays relevance, connections and reveals the school's leverage points.

Findings:

• Two main groups of students according to motivation to attend school:

Dreamers: want to further the education level of their families and receive family emotional and financial support.

Survivors: want to acquire language level and high school diploma which will allow them to earn more in the short term so they can support themselves and their families.

• Motivation to work, parenting and adaptation are relevant to truancy but low-leverage points for the school.
• Energy, time and money are scarce resources for the students.
• School has most leverage in the energy component through nutrition and motivation.

My Role:

• Conducted research through participatory observation, interviews, focus groups and literature review
• Completed analysis of gathered data, synthesis of findings and formulated actionable recommendations
• Produced report and client presentation