
If you have ever heard anything about Holland, Mich, I know by this point you are probably thinking about that quiet Dutch suburb of Grand Rapids known for its small Christian college and a huge festival that celebrates tulips. Though I am
a proud graduate of that college and a huge fan of tulip time, I am here to
tell you about the other side of the mid-west coastal town that I have come to
know through my time at West Ottawa’s alternative suspension program.
When a kid gets suspended, it’s almost never because of one mistake. More often than not, it’s the last resort for addressing a long line of behavior issues. These behavior issues, which Holland has come to know so well, often stem from the same problem: home. Every day, society forces the poverty class into a survivalist mentality which can lead to what the middle class defines as absent parenting. While other structural factors like gangs, drugs, and peer pressure obviously lead kids into our program, our problem in Holland begins and ends here. This is the cycle of poverty.
Everyday, my
Ameri-awesome team and I come in to serve these kids, not only as a teacher but as an
advocate, mentor, and friend as well. Though our main goal is teaching them so
they can re-enter school without falling further behind, our not-so-latent
goals are much more important. One day at the suspension program I will
never forget involved a student who was only suspended for two days but was
desperately behind in math. After a significant amount of frustration and
working with him for almost two straight days, we had finally made a bit of
progress. Before he left he looked at me and said, “No one has ever helped me
like that before. I really can do this, can’t I?” This student’s problem was
never a lack of ability, but his own lack of self-confidence reinforced by the expectations placed on him. We use the suspension program to tell these students,
sometimes for the first time, that they can do this. That is how we fight the
cycle of poverty.

You may be wondering why exactly am I serving with the alternative suspension
program. I did not major in education nor do I have any intention of working in
a school after this year. Still, I would not trade this experience for
anything. I am working with the alternative suspension program because I
believe there is something better for these kids, their families, and this
city. I believe it is up to us to teach these kids when the schools have deemed
them unteachable; to advocate for them when society has tossed them aside; and
to value them when they no longer value themselves. And I believe that starts
right here, right now.
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