Creeping in as a health hazard, COVID-19 quickly wreaked havoc on socio-economic infrastructures and undermined decades of development gains made by both rich and poor countries. But the cruelest blow fell on our children’s education, turning it into a nightmare.
Our first step included surveying children’s families to understand their needs and get a handle on the potential obstacles to remote schooling. We also assessed our teachers’ needs. We sourced laptops and tablets for our teachers to prepare lessons. That was the easy part! Few of our children’s homes have a TV, and even fewer have a computer with WIFI. Some can’t even afford a cell phone.
The solution wasn’t ideal, but it had the maximum reach to the students. Our teachers developed weekly study lessons and assignments, packing them with food rations to be delivered to the children’s homes, or to be collected by their parents from Kids Alive sites. Those with cell phones got their study resources via social media along with instructional videos.
“A recent study showed that in some of our communities, less than 10% of students graduate from high school before age 20,” says Vic Trautwein, Country Director, Kids Alive Dominican Republic. He adds, “In sharp contrast to this, Kids Alive students have a graduation rate of over 80%, despite the fact that our kids come from the most challenging circumstances.”
As COVID-19 continues to loom large going into 2021, our teachers have redoubled their resolve to counter its impact on education.
We are grateful to you, our supporters, for continuing to walk alongside us, even as our teachers walk alongside our children.
Thank you!
An interview with Rosanna Molica, 4th-grade teacher, Santo Domingo East School 
Rosanna has been working at the Santo Domingo East School for three years.
What do you like about your job?
I like to help teach children important things, especially like teaching them lessons from the Bible.
How has teaching been challenging during the pandemic?
It’s been hard to be at home and not be able to see my students each day.
For children, many lack sufficient food. Additionally, families lack resources like internet connections, computers, or cell phones for children to stay connected and participate fully in virtual education.
What are some of the positive things you have seen during this time?
One particular student of mine, Aurora, has become more attentive to her classwork, and her mother, who wasn’t as involved in her studies, is now fully involved in her daughter’s education. Aurora’s mother is in daily communication and she encourages Aurora to complete her assignments. We are also grateful that God has given us additional training and technology to better support teaching and learning at this time.
What challenges have you faced in teaching during the pandemic?
At the school, we formed a teachers’ team to prepare study materials to send to children. For those families with cell phones, we could send the learning resources via social media and to others, we sent physical copies. Personalizing delivery so each child can work at home has been challenging. I have also had to dedicate more time to each individual student because we can’t meet as a class physically.
What has been difficult for the students?
Food has been scarce for many families as few parents are employed and haven’t been for many months. The school provided food during this time. More recently, we continue to provide food to the neediest families. Additionally, we have been distributing school supplies so students can work better at home.
Is there a specific encouraging thing that has happened during this time?
I mentioned previously my student Aurora. God has used COVID to help me connect better with her and her family and allowed us to provide better financial, emotional, and physical support. Praise God!
Ark Jarabacoa academic coordinator Romery circulates among the multigrade classrooms to give extra assistance and guidance. Many of our residential children arrive in our care behind in their schooling, this is a great opportunity to provide some "catch-up" education as well as forge deep connections.
Palo Blanco office staff Raquel, sorts through completed assignments that are ready for grading. The reviewing and grading of classwork has required detailed and creative planning. Our teachers trained in Trauma Competent Care, approach students struggling to complete their work with an awareness and understanding that there may be larger issues behind delayed assignments.
Palo Blanco School teachers Hember, Eric, and Ana Alba enjoy a moment of comradery while planning lessons and devotions for their students. Although held on the school campus, discipleship “Club” is an important time for students to connect it helps prevent at-risk teens from pregnancy, alcoholism, and drug abuse, as well as school dropouts.
Rosanny , teacher, Santo Domingo East, visits her 4th graders as she is concerned about their wellbeing. *Amanda presented her with a beautiful letter full of love and a desire to be back at school. Home visits challenging as the Dominican government has curfews in place as well as a mandatory mask requirement and a prohibition of students on school campuses.
Director Luz Angela, Constanza School, and her staff created detailed COVID-19 safety protocols for parents to visit the school campus for parent-teacher meetings and exchange of completed and new schoolwork assignments. Hand disinfection, masks, and proper distancing are all enforced to ensure everyone’s safety.
