Tag Archives: poverty

Shelley Callahan | March 31, 2020En Español

*Note: This blog was written prior to the COVID-19 pandemic. Although much has changed regarding our sponsored children’s learning experience in the past months, our On the Road stories remain relevant in regards to our volunteer coordinator’s work and the impact of sponsorship on children in our program thanks to our sponsors. We are pleased to continue to share stories with you about our work.

***

The remote community of Shonto is situated on the rim of its namesake canyon, some 150 miles north of Flagstaff, amid the incredible desert beauty of the Navajo Indian Reservation.

Our affiliated project, the Shonto Preparatory School, was established in the 1960s as a cluster of “hogans” – traditional Navajo dwellings made of logs and mud, constructed in an octagonal shape. The hogan has only one opening – a doorway – which traditionally faces east.

“This school is incredibly important for families in an area where the child poverty rate is 22.3%. Parents rely heavily on the support that their children get from the school administration and Children Incorporated sponsors,” said Renée.

“Shonto has been affiliated with Children Incorporated since 1969. The school itself is well-respected. Many children are bused-in from communities that are 40 miles away because Shonto provides such a quality education to students,” said Renée Kube, our Director of U.S. Programs.

Helping kids throughout their school years

“This school is incredibly important for families in an area where the child poverty rate is 22.3%. Parents rely heavily on the support that their children get from the school administration and Children Incorporated sponsors,” said Renée.

Additionally, because the school serves children from kindergarten through high school, children in our program often have sponsors from elementary school to graduation.

Meeting with Marlita

Our Volunteer Coordinator at Shonto Preparatory is Marlita. While meeting with Marlita at Shonto Preparatory School, Renée got to hear more about how Marlita manages the Children Incorporated sponsorship program.

“Marlita is very dedicated to her students, and she devotes many hours of additional time to help children at the school as well as in our sponsorship program,” explained Renée.

“She knows the Children Incorporated program well. In fact, Marlita’s mother was a sponsor for many years. At one point, they both visited our office in Virginia and enjoyed meeting the staff and learning more about how we operate.”

Marlita brings sponsored children to the school’s library to meet with them regarding our program.

According to Renée, Marlita worked for many years as the school librarian. However, more recently, she was transferred to cover a vacancy as lead teacher for 3^rd through 5th graders.

“The library is still Marlita’s ‘home away from home.’ She has a great relationship with the library manager, Mrs. Kee, who lets Marlita use the library to meet with students,” said Renée.

“Marlita says that because she has use of the library, she has an easy time pulling children out of class and getting to spend a little time with them. While she meets with sponsored children in the library, she gives them gifts from their sponsors or has them write letters, and they can take their time in a quiet place where they feel comfortable and won’t be bothered.”

Getting to know our sponsored children

During her visit, Marlita called a few sponsored children into the library to meet Renée.

Renée first met Elise*, who is a confident and happy fourth grader. Elise told Renée that her favorite subjects are art and Navajo language and culture, and she likes to draw. She also loves kittens.

After Elise returned to class, Marlita explained to Renée that Elise comes from a large family of three brothers and four sisters. Her father is unemployed, and her mother has a low wage job for a small local company. The family lives in a house with no running water or electricity.

“Marlita is very dedicated to her students, and she devotes many hours of additional time to help children at the school as well as in our sponsorship program,” explained Renée.

Next, Renée met Marcus* who is a sweet and rather shy second-grader.

Marcus loves math and wants to be a doctor when he grows up. According to Marlita, every day is a struggle for his family. He and his four siblings live with their parents. The mother is a homemaker. The father has a very low-paying job and has a tough time providing basic necessities for his children. They live in a small house with no running water. Like many homes on the reservation, water is hauled to the property in an assortment of bottles and buckets or is delivered and poured into a barrel. Marlita said that even though the family is very poor, the children are always neat and have clean clothes.

Lastly, Renée met Alexandra*. Alexandra is in seventh grade this school year. She is a bright and rather quiet girl who is the youngest of eight children. Alexandra’s mother is a homemaker, and her father is unemployed. They live in a traditional Navajo hogan without running water. Alexandra told Renée that when she grows up, she would like to join the Air Force.

*Names changed to protect the children.

***

Due to the generosity of our sponsors, all of our enrolled Native American children are currently matched. However, we have many other U.S. children who are in need of a sponsor’s encouragement and support. You may also wish to consider a donation to our Covid-19 Response Fund or one of our other special funds at this time. Please feel free to contact us for further information.

HOW DO I SPONSOR A CHILD?

You can sponsor a child with Children Incorporated in one of three ways: call our office at 1-800-538-5381 and speak with one of our staff members; email us at sponsorship@children-inc.org; or go online to our donation portal, create an account, and search for a child that is available for sponsorship.

SPONSOR A CHILD

Shelley Callahan | March 22, 2020En Español

During the difficult time of changes due to the COVID-19 virus, donations to our Beds and Linens Fund from our donors — just like you —were able to help two sisters in need before they weren’t able to return to school for some time.

Our volunteer coordinator, Jackie, at one of our affiliated schools in Kentucky, became aware that these two young girls enrolled in our sponsorship program didn’t have beds at home. With funding from Children Incorporated, she purchased blankets, sheets, mattresses, and bed frames and arranged for them to be delivered and set up in the family’s home.

With funding from Children Incorporated, she purchased blankets, sheets, mattresses, and bed frames and arranged for them to be delivered and set up in the family’s home.

Thank you for all that you do to provide for children in need through your sponsorship and donation to our Beds and Linens Fund!

Because of you, these girls and other children in our program now have comfortable beds for a good night’s rest while school is out – and for after they return to school.

How do I donate to the bed and linens fund?

Children living in poverty often go without mattresses, bedding and linens. Many do not have beds of their own and sleep on cold, hard floors. Your donations will help us to provide these children with comfortable places to sleep.

Every year, we provide hundreds of children with beds and linens so they can sleep comfortably at night. To make a donation, visit our Beds and Linens Fund donation page, or email us at sponsorship@children-inc.org.

DONATE

Shelley Callahan | March 21, 2020En Español

After spending two weeks visiting our affiliated projects in Colombia and Peru, our Director of International Programs, Luis Bourdet, and I were scheduled to visit with our last school before returning home — the Villa School outside of Lima, Peru.

Located in the Villa El Salvador slum district in the outskirts of the capital, the Villa School is a “Fe y Alegría” school. Fe y Alegría schools are a federation of local organizations which offer educational opportunities to the poorest sectors of society.

About Fe y Alegría

Students wear matching school outfits with the name of the school and the neighborhood.

Founded in 1955 by the Society of Jesus in Venezuela as a movement to promote comprehensive education and social development, there are currently Fe y Alegría schools in 19 countries around the world. Fe y Alegría schools work to strengthen education for marginalized populations through specific methods:

-Teacher Training: Ongoing training provided for teachers and school directors, including in computer technology.

-Technical Education: Fe y Alegría schools provide students with technical training that prepares them for the workforce, with the aim of promoting sustainable development.

-Higher Technological Education: Training is also provided to prepare children for technical careers that respond to the needs of the local/regional economy in which the institutes are located.

-Rural Education: Fe y Alegría schools provide capacity building in rural areas of Peru, working to develop educational materials suitable to the needs of the local region.

-Basic Alternative Education for Adults: The schools offer adults who were unable to complete their school studies the opportunity to pursue elementary and high school-level studies.

-Inclusive Education: Fe y Alegría seeks to promote the participation and integration of children with disabilities in the education system. It does so through teacher training and the development of learning materials catered to the specific needs of disabled students.

Currently, Fe y Alegría is running 79 high schools, 161 schools in 6 rural areas, 268 technical schools and workshops, 7 institutes of higher technology, and 20 centers of technical and production education.

Many spoke of how important sponsorship was to them and how sponsors helped not only the children, but the entire family.

The Villa School

When we arrived at the Villa School, we met with our volunteer coordinator, Ines, who had a special presentation prepared for us. We gathered with a few dozen of our sponsored children and their mothers in a large room where chairs had been set up in a circle.

Luis and I sat, and a group of older children performed a traditional Peruvian dance for us. When the dance was over, mothers and students expressed to us sentiments about their sponsors.

Many spoke of how important sponsorship was to them and how sponsors helped not only the children, but the entire family.

A few of the mothers became emotional as they spoke, mentioning how grateful they were to know there were people in the world willing to help their children get through school so they could have the chance at a better life away from slum neighborhoods in Lima.

Happy children all around

Afterward, Luis and I took a tour of the large school, where multiple basketball courts and soccer fields were surrounded by classrooms, carpentry workshops, and buildings with spaces for dancing, music classes and other recreational activities.

As we made our way around the rectangular path of the school with Ines, hundreds of smiling students dressed in matching Fe y Alegría School uniforms walked, ran and skipped past us gleefully. It was apparent that they were enjoying their time with their friends and teachers. I could tell this was, indeed, a place of faith and joy for all the children at this special Fe y Alegría school.

***

How do I sponsor a child in Peru?

You can sponsor a child in Peru in one of three ways: call our office at 1-800-538-5381 and speak with one of our staff members; email us at sponsorship@children-inc.org; or go online to our sponsorship portal, create an account, and search for a child in Peru that is available for sponsorship.

SPONSOR A CHILD

Shelley Callahan | March 15, 2020En Español

***

The town of Page is located amid the stark mesas, wild terrain, and incredible desert beauty of north-central Arizona, only a few miles from the Utah border.

One of the youngest communities in the United States, Page actually began in 1957 as a housing camp for workers building the Glen Canyon Dam on the Colorado River.

Today, the majority of its residents are Navajo; the town lies just off the western fringes of the Reservation, which comprises more than 27,000 square miles, extending into both Utah and New Mexico.

It’s hard enough for teachers to get high school age students to read without added obstacles such as the lack of books, the absence of a variety of books, or the lack of literacy software or computer programs that can help keep their interests.

Despite an ancient history and revered culture, Page’s economy is weak, and high unemployment and social problems fuel a cycle of poverty that has existed here for many years.

The importance of literacy

While visiting Page last year, our President and CEO, Ronald Carter, met with Page High School Principal, Mrs. Martin.

“I wanted to take the opportunity during our meeting to ask Mrs. Martin what she felt were the greatest needs of her students,” said Mr. Carter.

“She told me that promoting reading among the students is a priority for her. High school students often lose interest in reading as they find other hobbies or have less time to read because of sports or jobs. She feels that if the school had access to new books or other resources, she could encourage them to read more.”

Mr. Carter pictured with Mrs. Martin

It’s hard enough for teachers to get high school age students to read without added obstacles such as the lack of books, the absence of a variety of books, or the lack of literacy software or computer programs that can help keep their interests. According to the award-winning teacher, Nancy Barile, M.A.Ed., one of the best ways to encourage students to read is to offer them many different options or subject matters to choose from so they feel their interests are met.

But when a school doesn’t have the funds to have a well-stocked library, students might not even look for books to read because they feel their options are limited, and that can be detrimental to their education. Today, roughly 30% of adults in the United States only read at a third-grade level. Regular reading can help with not only literacy rate, but with brain function, vocabulary, and memory.

The need for teachers that care

Educators, such as Mrs. Martin, can have a significant influence on children’s desire and ability to read, and it is apparent that she cares a great deal about giving her students every opportunity to learn while they are at Page High School.

“It is great to know that students can rely on her to work hard for them and to have their interests in mind, even if there are roadblocks to overcome,” said Mr. Carter.

***

HOW DO I SPONSOR A CHILD?

You can sponsor a child with Children Incorporated in one of three ways: call our office at 1-800-538-5381 and speak with one of our staff members or email us at sponsorship@children-inc.org, or go online to our donation portal , create an account, and search for a child that is available for sponsorship.

SPONSOR A CHILD

Shelley Callahan | March 15, 2020En Español

Located along South America’s central-western coast, Peru comprises arid Pacific coastlands, spectacular mountain ranges and the vast Amazon rainforest. This land has been home to indigenous peoples for thousands of years, including the Inca Empire, the culture that constructed Peru’s most iconic landmark, Machu Picchu.

Peru’s rich culture, breathtaking beauty, and wealth of natural resources, however, belie the abject poverty in which many of its residents live. Many rural areas are still recovering from the Sendero Luminoso terrorist attacks of the 1990s, which claimed countless lives and caused thousands of families who had relied on agriculture for generations to seek shelter in large cities where they encountered even deeper poverty.

A safe place for girls

While Peru as a whole suffers from high unemployment, hyperinflation and other difficulties that poverty entails, problems like disease, malnutrition and crime are most pronounced in its overcrowded urban areas. These problems are the worst in the nation’s capital, Lima, where our affiliated project, the Puente Piedra Girls’ Home, is located.

Established by an order of nuns, the home offers girls ages five to twenty-two shelter and a safe place to receive a quality education all within the same vicinity. Currently, the Puente Piedra Girls’ Home serves over a thousand children in kindergarten through twelfth grade and is run by a dedicated staff of educators — many of whom are former students and residents of the Girls’ Home who grew up in our sponsorship program.

Seeing Lima for the first time

When our Director of International Programs, Luis Bourdet, and I arrived in Peru, we made our way to the Puente Piedra neighborhood to meet with our volunteer coordinator, Sister Ana Maria.

Located about an hour’s drive outside of the center of Lima, the extreme poverty in the sprawling urban areas was apparent just from looking out the window of the moving taxi. Perched on dusty hillsides, small shacks made of wood and corrugated tin towered above the highway. For low-income families living in these homes, their only option was to build houses without permission in places where no one else wanted to live. As these communities became more established, locals banned together to collect money to build roads or narrow staircases leading up to houses — things that the government might otherwise do if these shantytowns were legally recognized.

When we arrived at Puente Piedra, Sister Ana Maria took us on a tour of the beautiful facility.

Well-kept dormitories were divided by age group, and a house mother was assigned to each dorm to look after the children. An adjacent school offered classrooms, a library and a computer lab. The spacious grounds also had plenty of places for girls to play, with trees and gardens surrounding all the school buildings.

No other place to go

Sister Ana Maria explained to Luis and me that many of these girls come from homes where they are neglected because either they have no immediate family to take care of them or their families are so poor they cannot feed and clothe their children properly.

For these girls, living full time at Puente Piedra allows them to attend school and thrive in a nurturing environment. It also prevents them from experiencing the poverty their parents’ experience. Even on school holidays, most of the girls stay at the home, having no reason to return to their families where they would have nothing to eat and nowhere to sleep.

Former sponsored children ARE the next generation

We made our way to the school administration offices, which are centered among basketball and volleyball courts, where hundreds of students were enjoying recess.

As we approached the principal’s office, a teacher came out of one of the classrooms and introduced herself as a former sponsored child. Luis and I were pleased to meet her, listening to her talk about her fond memories of her sponsors, even remembering their name after more than 30 years.

A moment later, another teacher appeared and greeted us as a former sponsored child as well. Before I knew it, we were surrounded by ten administrators — including the principal — who had all been in the Children Incorporated program.

For these women, the motivation and encouragement, as well as the financial support they received from the sponsors, gave them a reason to stay in school, graduate, continue onto higher education, and return to Puente Piedra to lead other girls to success.

***

HOW DO I SPONSOR A CHILD IN PERU?

SPONSOR A CHILD

Shelley Callahan | March 11, 2020En Español

***

The remote community of Pinon is located amid the incredible desert beauty of northern Arizona on the Navajo Indian Reservation, 160 miles from the Grand Canyon. The Reservation comprises more than 27,000 square miles of spectacular but inhospitable countryside, extending into both Utah and New Mexico.

For many children from impoverished households, the Pinon Community School offers them the opportunity to receive a quality education while also receiving positive reinforcements from staff for good behavior.

Despite its massive scale and rich cultural heritage, residents of the Reservation are desperately poor. There is virtually no employment. Broken homes, alcoholism, and inadequate food are constant manifestations of poverty.

A small and desolate community

According to our Director of U.S. Programs, Renée Kube, “the community and its surrounding area consist of just over 1,000 people, and it is extremely poor. The child poverty rate is 54.7%. There is a small health center managed by the Indian Health Service, a small grocery store, and a scattering of houses and very little else.”

For many children from impoverished households in Pinon, our affiliated project, the Pinon Community School, offers them the opportunity to receive a quality education while also receiving positive reinforcements from staff for good behavior — other than receiving only punishments for bad behavior.

Seeing our HIA projects firsthand

While visiting the Pinon Community School last year, Renée met with Carol, our volunteer coordinator, who took her on a tour of the building and grounds.

“I was very pleased to see the reading pergola Children Incorporated had made possible last school year through our Hope In Action Fund. Carol told me they have cushions for the benches that are brought inside every evening and then brought outside each morning. The pergola gets a lot of use, and the children and teachers love it,” said Renée.

Our volunteer coordinator at Pinon, Carol, shows Renée the school garden.

Carol also showed Renée the school garden that was built, again, thanks to a donation to Pinon from our Hope In Action Fund. Carol pointed out corn stalks left behind from the most recent harvests that will eventually be turned under to nourish the soil before a new crop is planted. A hose had been brought over to water some of the herbs in the garden that were going strong.

Warrior Bucks for Kids

After taking a tour of the school, Carol and Renée met with Ms. Largo, the school’s principal, to discuss the Children Incorporated sponsorship program and what other needs the school might have that our organization could look into supporting.

“Ms. Largo told me that her focus outside of providing basic needs for the children is to build up the school’s ‘Positive Behavior Initiative’ program. She said so many of the children come from high-risk homes and some act-out in class. In replacement of a climate of punishment, she has instituted an environment of positive rewards,” explained Renée.

“Instead of always handing out punishments for poor behavior, students may earn ‘Warrior Bucks’ for various positive actions such as completing homework, improved attendance, and being kind and helpful to teachers or other students. The ‘bucks’ may be redeemed for small things such as snacks, hygiene items, and even Post It Notes, which are very popular with the students.”

***

HOW DO I SPONSOR A CHILD IN Arizona?

You can sponsor a child in Arizona in one of two ways: call our office at 1-800-538-5381 and speak with one of our staff members or email us at sponsorship@children-inc.org.

SPONSOR A CHILD