Kimberly Walton: Addressing Trauma in Austin Kids
Kimberly Walton, board member of The Neighborhood Bridge, has been a social worker at Catalyst Circle Rock School (CCR) in Austin for 18 years. During that time, she has been an integral part of the team of trusted adults at the school where 93% of children qualify for free lunch.
Walton says that, in many ways, the students at CCR are just like all children: they need to be valued, to see school as a safe space, and to know that the adults are looking out for them.
She sees students who face issues that can make it hard for them to focus on school. Her job is to help them navigate the traumas, large and small, that might keep them from reaching their full potential.
Food insecurity is one problem that impacts students.
“A lot of our families struggle with obtaining adequate food for several reasons,” she says. One big issue is that many families live in a food desert. The grocery stores they can walk to don’t often offer high-quality food at fair prices.
“For example,” she recalls, “a gallon of ice cream at Walmart is $6. When I went to the neighborhood store nearest to Catalyst to buy ice cream for a school event, I found that same brand and flavor for almost $14. I was disgusted.”
Walton points out that even for parents who are gainfully employed, money doesn’t go far in the neighborhood. As a result, “We have students who come to school who are hungry all day.”
CCR serves breakfast before school, and she keeps a stash of breakfast bars in her office for those who miss the free meal. Even with school-provided lunch and breakfast, though, children who are not getting enough food find it hard to concentrate and learn during the day.
Another issue is housing insecurity.
“We have a number of students who are in temporary living situations or what we call the ‘STLS program.’ They are essentially homeless. We’ve had students who have been in the program for six or seven years.”
Market-rate housing in Austin is becoming more expensive as the area gentrifies.
“A lot of elderly homeowners are being pushed out due to taxes, or they’re losing their homes,” Walton says. “Developers fix up homes and raise the prices and then the taxes go up.”
Through the STLS program, children are encouraged to attend school in the last place where they had housing so they can maintain friendships and their connection to a school. The program provides bus cards for enrolled students who need to take the bus to school. Those younger than sixth grade get a companion pass for a parent.
“The lack of permanent housing has an effect on a child’s mental and physical well-being and their academics,” Walton says. “A child might not have their books at their temporary shelter or have access to the internet, so they can’t do their homework. They might be more unkempt in appearance and often arrive late. They have a higher rate of absenteeism,” which is a problem with a lot of causes that in turn cause more difficulties for children.
Since the pandemic, Walton has also seen an increase in isolation among her students.
“A lot of it is transportation. They can’t get to their primary care physician. They have no means to get to school or the grocery store. It can lead to absenteeism. The kids are immobile, and it affects their ability to socialize.”
Missing out on school and social engagement not only means that kids are feeling depressed and alone, but also that they are not building important social skills vital to their development.
Food insecurity, housing issues, and isolation all play a large role in a child’s mental health. Some children require therapy and others need pharmaceutical intervention. Beyond these issues, Walton says, it is not uncommon for children to face significant trauma and grief.
“We have kids where one parent is not in their life for a variety of reasons: incarceration, a parent keeping a child from the other parent, parents not getting along, a parent who is physically present but not emotionally available due to problems with drugs or mental health.”
When children face these issues at home, the oldest child often takes on a parenting role in the family.
They might be doing laundry, changing a younger sibling’s diapers or feeding a baby.
“This can lead to children feeling angry,” she says. “It’s hard to keep up at school and do all of this at home. Children will rebel.”
And sometimes they are without hot water or heat at home. In these situations, children might be too embarrassed to share their problems.
She looks for clues that something is going on.
If she sees a dramatic change in demeanor or notices that students don’t want to be close to other students due to hygiene issues, she opens the door for them to talk.
“I’m so grateful that the kids trust me,” Walton says.
Students who already have a relationship with her are more comfortable having a conversation. She works to build that trust through her Friday “chill chats” in which she gets to know all of the students through games and casual conversation. She also runs the after-school program. Having multiple touch points is helpful.
“They get to see me in a lot of different ways, so there is no stigma to going to see me.”
There are times when she needs to reach out to parents or to social services on behalf of students, and when she does, it is important to maintain trust with the child.
“We agree on what I’m going to say, and a lot of times, they stay in the office when I call. They know I kept that trust. Some parents are grateful and some are prideful,” she notes.
“We are able to bridge it and go forward.”
You can help Austin families by training to become a volunteer Advocate for The Neighborhood Bridge. Learn more about the program by reading our Advocate blog post here.
Get information about all the ways you can volunteer with The Neighborhood Bridge on our Volunteer page here.