The COVID-19 crisis can be defined as a collective trauma, which contributes to an upheaval of community connection and functioning. The current pandemic has also illuminated disparities in mental health supports. In this commentary, we highlight one community organization, located in metro Detroit, that has responded to the trauma by bolstering resources and supports for residents, many of whom are ethnoracial minorities.

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Much of the literature regarding Black youth experiences in schools considers the effects of racism and takes up inquiry through deficit views. Yet, to understand how to shift the system of schooling to provide equitable, liberatory learning experiences, it is critical to center Black children’s voices and perspectives. In the current study, we partnered with eleven Black elementary youth and their mothers to explore their dreams for re-imagining schools. We identified four themes related to school improvement from a child-centered, abolitionist lens. Our findings highlight the need to increase opportunities for youth voice in scholarship and practice, and join existing conversations that see education as the practice of liberation and freedom.

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