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THE PESA POST
The latest news, views and announcements from
Parents, Educators/Teachers & Students in Action

February 4, 2021
SERVING KIDS WHO NEED IT MOST
From at-risk youth in crisis to middle-schoolers eager to learn, PESA’s partnership with Wilsona School District is a story of success
Pretty much nothing has been untouched by COVID-19. Case in point: The Wilsona School District in the Antelope Valley had its plans for a community-resource center completely upended by the pandemic. 

“About a year ago, we proposed the creation of a community-resource center” says Rebecca Handzell, principal of Challenger Middle School in that district, “and PESA would be our community partner. The school and the district was to be the hub, where students and parents could get services consistently. But then COVID hit, and we needed to rethink having social workers on campus with kids.”

Undeterred, PESA created a virtual model in which it could provide both therapeutic services to kids in crisis and educational programs to students studying from home. Just since August, a diverse group of some 30 presenters has provided 57 different hour-long courses on topics such as gratitude, mental wellness, body image, peer pressure, bullying, community service and positive thinking. There’s also a focus on the environment, waste reduction and recycling. In all, 2,488 student engagements have been achieved.

Consistency is one of the primary keys to success, according to Handzell. 

“I wanted to partner with PESA because they were able to consistently provide services,” she says. If a student needs therapeutic support, “PESA would be all over it. They would take the referral, connect with the parents, and they’re consistently there. I have an MOU with another therapeutic-support group. We would make the referral, a person would come out, they would have one session with the student, and then the provider would leave because there’s such huge turnover. We wouldn’t be notified, and I’d later ask the child, “Hey, how’s therapy?” and the kid would say, ‘I only saw them once.’ The parents would say, ‘we’re done with them. They want us to drive 200 miles to get to the place, and they’re never there.’ PESA makes sure things are consistently provided for the students.”
Another factor in the success of a program that serves a community of predominantly non-English-language speakers in which some 96% are socioeconomically disadvantaged? Relatability of the young and diverse social worker interns and presenters.

Handzell points to PESA’s Erika Martinez as a prime example. “She’s bilingual, first generation, she’s from the neighborhood, attended schools in our area, she’s an excellent role model for my students and their parents who don’t necessarily look like me, and who might relate better to Erika.”

And then there’s Araksya Nordikyan, who manages the educational aspect of the partnership. “I tell Araksya all the time that she’s a superstar on our campus,” says Handzell. “We had a Harvest Festival, and Araksya came for the drive-through portion. The kids wanted to see her in person and meet her. She and some others from PESA came to hand out awards and certificates—we know that that’s one of the ways you increase engagement—and it was very well received.”

In short, says the enthusiastic administrator, “This has been a very successful partnership for us. My kids are thrilled with PESA.” ■