The Ferguson Crisis in the Classroom
Webster’s University’s Applied Educational Psychology Program Reviews Responses to
the Michael Brown Shooting in 54 St. Louis-area Schools.
(March 2, 2015) – Media outlets from around the world descended on Ferguson in 2014
covering the aftermath of the Michael Brown shooting and putting St. Louis in a global
spotlight. News stories focused on the facts and rumors of the case, the effect on
businesses, racial history of the area, civil rights and the response of law enforcement.
Students and faculty members in Webster University’s School of Education saw one group
that was not getting the media’s focus – children and youth in schools.
“After August 9 we started thinking about what could we do and how can we help the
kids in schools because nobody was talking about how children and teens might be affected,”
said Deborah Stiles, professor of Applied Educational Psychology and School Psychology
at Webster University. “The overwhelming majority of students in the Applied Educational
Psychology programs are working in area schools – they’re on the front lines. We knew
we had to take our knowledge of psychology and bring that understanding to children
and youth in schools.”
The School of Education quickly created a class called “The Impact of Community Violence
and Racial Strife on Children and Youth in St. Louis Schools.” Students of that class
along with additional students from an Applied Research class and other Applied Educational
Psychology programs worked together for more than five months discussing, studying,
and writing about schools’ responses to the Michael Brown shooting and the resulting
crisis in St. Louis. The investigation included analyzing data from 54 schools, reviewing
Ferguson lesson plans and curricula, studying media coverage, and interviewing two
inspirational school administrators in the aftermath of the Michael Brown shooting.
Deborah Stiles, along with Jameca Falconer, an adjunct instructor at Webster University,
and students in the class presented the findings of the research at the 32nd Annual Winter Roundtable at Teachers College in Columbia University. The Winter Roundtable
is the longest running continuing professional education program in the United States
devoted solely to cultural issues in psychology and education.
“We found that most schools had a minimal response to the Ferguson crisis,” said Stiles.
“Some schools had a moment of silence ‘for peace’; some told staff that they should
change the subject if Ferguson were to come up in the classroom.”
The faculty and student researchers categorized schools according to grade level,
distance from Ferguson, percentage of African-American students, extent of the school’s response and the psychological and
educational benefits of the school’s response. Schools were rated from least to most
extensive in their response and least to most beneficial in their response.
Sonja Brewer, an area educator and student in the Applied Educational Psychology:
School Psychology program describes how the complexity of the Ferguson crisis created
challenges for area school leaders.
“Broaching these subjects seemed to invite trouble if brought up in a school environment,”
said Brewer. “Students were coming in with pre-conceived notions, rumors and fears
regarding the Michael Brown shooting and there was also no guarantee that teachers
would be totally objective and divested of their own emotions and opinions. Therefore,
it became the easier route to have one minute of silence.”
Of the 54 area schools studied, only seven schools provided a response with positive
and meaningful psychoeducational benefits for students. Secondary schools with a positive
response encouraged discussion groups on race relations, created Teen Summits or used
support materials provided by the Morningside Center in New York. Discussion questions
in the lesson plans focused on getting the students to listen to each other, share
their frustrations about the crisis in a healthy way and learn about history, civil
rights and conflict resolution. In regards to the Michael Brown shooting, students
were taught to critically analyze evidence and to draw their own conclusions.
Early childhood and elementary educators faced challenges in figuring out a healthy
way to raise the subject that was appropriate for the age and emotional development
of students.
“Our research showed it is possible to discuss these complicated topics within the
early elementary grades,” said Stiles. “If the discussion is guided by adults who
are aware of the cognitive and social-emotional needs of young children, they can
be addressed without upsetting or frightening children.”
One successful program in this elementary age group encouraged students to send “Welcome
Back” cards to Ferguson students once they returned to school and then discussed segregation
and prejudice in social studies curriculum.
According to Stiles, “One area school district ‘got it right’ in their approach -
the responses of that school district were developmentally appropriate. The Early
Childhood Center participated in an area-wide effort known as Hearts for Ferguson
wherein all 11,000 students in the Ferguson-Florissant School District were intended
to receive a heart to symbolize community support. At the middle school level, select
students took part in all-day experiential discussions on diversity and equality and
the high school students met weekly to discuss topics related to race.”
In an interview, that district’s superintendent explained that they were not afraid
to face this crisis and wanted to make sure their community had an understanding of
what was going on. According to the superintendent, “This work about social justice
and equity is what we value and the central part of what we do. So, we’re not afraid
of this; we’re not afraid of laying into this crisis and helping everyone understand
it. We believe that the [Ferguson crisis] is a learning opportunity for our kids.”The Ferguson crisis was also a learning opportunity for the Applied Educational Psychology
and School Psychology students at Webster University. For student Sonja Brewer the
crisis showed the importance school psychology as it is currently practiced.
“School psychologists are no longer defined as test-toting employees,” said Brewer.
“Their role has evolved and expanded with a paradigm shift toward treating the ‘whole’
child. More than ever before, there is a great need for school psychologists in schools
and clinical settings. Equipping graduate students in Applied Educational Psychology:
School Psychology is to help, on a greater scale, those communities such as Ferguson,
which have some traumatized and educationally disenfranchised students so they can
be helped at earlier stages in life with evidence-based practices and interventions
made on their behalf.”
Stiles hopes the research helps school districts recognize the importance of “courageous
conversations” about race, developmentally appropriate education, and the value of
school psychology and school psychologists. The symposium and roundtable discussion
at Columbia University helped promote the findings of the research study to educators
across the United States. The Applied Educational Psychology programs just submitted
an article titled, “Practicing Psychology in Challenging Times: Schools and the Ferguson
Crisis” for publication in an international journal in child psychology. Additionally,
Missouri Families 4 Families has nominated the Applied Educational Psychology students,
Stiles, and Falconer for a Shining Light Award for their research.
For more information on the Applied Educational Psychology program and the work that
they are doing, please click here.
- News & Events Home
- 2013 News Archive
- 2012 News Archive
- Contact Media Relations Experts
- Webster Today
- Fast Facts PDF
- Stroble Encourages Women’s Conference Attendees to ‘Join the Table’
- Freshman Preview Day 2/17/14
- Summer Registration
- Webster Men Gain SLIAC Basketball Championship Berth
- Functionality Test
- Alumnus Receives Assistant Attorney General Award
- Webster University Names Scott Kilgallon Director of Athletics
- Psychology Professor Linda Woolf Guides Adoption of American Psychological Association’s New Anti-Torture, Pro-Human Rights Policy
- Webster University’s Animation Program Ranked in National List
- Webster University Participates in Give STL Day
- Gorloks Finish Perfect 26-0 in SLIAC
- Webster University Chess Team Co-Hosts First Tournament for Local Schools
- Webster University Baseball Ascends to Top of d3baseball.com Poll
- Webster University’s Walker School Honors AT&T Chairman & CEO Randall Stephenson
- Gorloks Capture Fifth Straight SLIAC Title
- A World Class Family
- Metro UPass Program Extended into 3rd Year
- Cybersecurity Program Launches in St. Louis This Summer
- Webster Hosts S.O.A.R. Program
- Successful Kick-off for Centennial Film Series
- Webster University’s Study Abroad Program Ranked Among Best in the Nation
- Webster’s Study Abroad Program Ranked Nationally in Open Doors Report
- Ferguson Information
- Kiplinger’s Ranks Webster as a “Best Value” In the United States
- Celebrate Martin Luther King Jr. Day and Black History Month
- Secretary Tom Ridge to Discuss Cybersecurity in Downtown St. Louis
- Webster University Named a Best for Vets: Business Schools by Military Times
- Webster University’s School of Education Launches New Doctorate of Education
- Centennial Scholarship Established for Incoming Freshme
- Putting Theory into Practice One Word at a Time
- City, University Pave Way for Interdisciplinary Science Building in Webster Groves
- The Sounds of Success
- Webster University’s Chess Team Wins National Championship
- Webster Receives $100k Grant from The William Randolph Hearst Foundations
- Webster Singers Selected to Help Open Remodeled Pulitzer Arts Space
- Lewis and Clark Community College and Webster University Sign Agreement
- Community Invited to Make Public Art
- Webster University Chess Team to Help Community Members Improve Their Game
- Webster University Taps International Leadership for Global Positions and Enhanced Responsibilities
- Webster University Opens New Campus Location in Kansas City
- Starting Wars & Making Monsters
- Webster University Launches New Strategic Plan Global Impact for the Next Century
- Endowed Chair Created in Honor of Dean Peter Sargent
- Ombudsman Appointed to Webster University Thailand Campus
- Webster University Participates in Give STL Day
- From “Cap & Gown” to “Gown & Crown”
- A Global Perspective
- Benjamin Akande Named President of Westminster College
- Professor Jameca Falconer Earns Fulbright Award
- Five Freshmen Selected as Presidential Scholars
- Baseball Team Headed to 3rd World Series
- Webster University Adds New Undergraduate and Graduate Programs
- Webster University Launches Cyberspace Research Institute
- Webster, Oxford Brookes Sign Memorandum of Understanding
- Cybersecurity Program Launches in Kansas City
- Thomas Johnson Named Interim Dean of Webster University’s George Herbert Walker School of Business & Technology
- Helping Educators Teach for a Sustainable Future
- Jensen Named Interim Director of the Office of Corporate Partnerships