Shuvette Marshall, Peer Support Associate with San Bernardino County Superintendent of Schools

This months focus will be an interview with Shuvette Marshall who works in the Homeless Education Department as a Peer Support Associate .

Transcript

Don  00:04

Hello, my name is Don English Director of Children Deserve Success and Executive Director of the San Bernardino County Wide Gangs and Drugs Task Force. And I want to welcome you to our Children Deserve Success Podcast. Monthly we will be sending out these recordings regarding all things related to child welfare and attendance, School Attendance Review Board, foster youth services, McKinney Vento Homeless Programs in our county and the San Bernardino County Wide Gangs and Drugs Task Force. This months focus will be an interview with Shuvette Marshall, Peer Support Associate with San Bernardino County Superintendent of Schools. Shuvette thank you so much for being here with us today.

Shuvette  00:47

Thank you. Thank you guys for having me. Again, this is an amazing opportunity. So thank you. 

Don  00:54

So with that could you please introduce yourself further and tell us about your position with SBCSS.

Shuvette  01:01

So hello, guys, my name is Shuvette, Michelle Marshall, I work for San Bernardino County Superintendent Schools, and Innovation and Engagement. The homeless education department as a peer support associate aside from the desk work, we go out to the community because there's two of us. And we speak to educators, students and anybody in that realm about lived experience in regards to homelessness, foster care, anything of that sort.

Don  01:31

Now, can you share with us a bit about your journey in education, and how it has shaped your educational experiences so far?

Shuvette  01:41

You know, this has been a real long, long journey, to be completely honest with you guys. I ended up being diagnosed with a cognitive learning disability, I was a special ed my entire life from preschool all the way up until high school. I did end up graduating high school I went to like four different high schools. And in that part of my life, I I didn't really believe at all that I was like smart enough. Or felt that I could go to college. Just because I knew where I came from. Being in our being a part of the foster care system. There's this stigma, right? Where you go to different places. And you feel like no one wants you. Right? So no one cares. And I, I took that with me everywhere I went, especially when it came to school. It's like, okay, you guys are teachers. You're supposed to be here, right? But do you really want to? And so with that type of mindset, I took myself there to each school, elementary, middle and high school.

Don  03:00

Wow. You said you talk about being referred to special education and your diagnosis. And you say a preschool? Did you know at the time about anything about being labeled? Whatever your diagnosis was, as well as being in a special education program? ,

Shuvette  03:21

No actually, I didn't. So I knew nothing about my diagnosis. I knew I knew that wasn't special ed. When I was younger, because I wrote the short bus. The short bus had like in the back, like wheelchairs and stuff like that. And it was different from my siblings, buses right, those are a lot bigger than mine was me and my sisters. And with that, that's how I knew that there was a difference. My siblings all had like, really big size, like rooms, and I only had like six students like in a room. You know what I mean? We Frank, we frequently had like field trips. Other classes did not. And I think that was a plus. But no, I did not know that. I had, oh, let me let me back up. I knew that I had. I was in special ed. I did not know my diagnosis. Not until I read it. Not until I read it after high school. I was given from regional center. I had asked my social worker if he can give me the packet. So I can read on what happened. Like, why did I get taken? What was the reason for me being placed in special ed and so on and so forth.

Don  04:38

Well, do you think it's important for young students to know about the diagnosis? Do you think that's important?

Shuvette  04:44

Absolutely. I the way I was brought up within the educational realm. I allowed a lot of things to be done for me. And with that, I had a hard time learning because I was so used to people doing stuff for me, I didn't push to do anything for myself, like at all, most of what I did was to prove to my family or to my dad, that I was smart enough to go to college. So that was the biggest step, the major step for me

Don  05:21

how did being in foster care intersect with your experience in special education one? And did it impact your access to resources or support systems within the educational system?

Shuvette  05:33

So I would definitely go back to what I had just said. I did not do for myself. And I think that had had a significant impact in my life. When it comes to resources, I did not myself, reach out for resources until I was in a place in my life, where I had to fend for myself. Since again, everything I did, was sorry, everything that was done for me was based off of me having a disability. Right. Lengthy all papers talking about. She has I'm so sorry, guys. She has, what is it? speech impairment and the list goes on, right? Certain people believe that I can do it. But that was a small amount. I know for my mom, for instance, she had this like protective net, where, you know, she wanted us to, you know, fend for ourselves when she was extremely productive with everything. Right? She'll just do for us, just because not because she didn't believe we couldn't, you know, her to me, and my dad was the opposite. You know, let her do it. Let her fall. You know what I mean? And so I would, I would definitely say that I had a really hard time with gathering resources in the beginning, my upbringing was, you need to figure it out. And so when I came to a point in my life, right, and that was, after my mom had passed, I had to figure out how to get help. My dad told me to figure it out. Right. And so I didn't know how to navigate that. Because in my mind, I was just like, I gotta figure it out. I was supposed to already know this. So when it comes to resources, yes, it was completely difficult, especially with the fact that I was like, I was a special ed, I'm not smart enough. I dropped out of college. When I graduated high school, I went straight to a four year, Grand Canyon University. Because in my mind, I was trying to prove that I was smart enough, not because I can actually do it.

Don  07:44

Wow. Um, you kind of kind of led to this next question. What are some misconceptions or stereotypes that you've encountered about foster youth and special education?

Shuvette  07:56

I would say, I'm sorry. Can you repeat that again?

Don  08:00

Yeah. What are some misconceptions or stereotypes that you've encountered about foster youth and special education?

Shuvette  08:08

I will say that a lot of them believe and think that they're not smart enough. I had last year, like I was a part of East Valley SELPA their event where I was a break, I was a part of a breakout, right. And all those all the students there were special ed. So I told my story. And the individuals that came up to me, had told me that I inspired them. Now, a couple of them are going off to college. Others were staying in high school, but the ones that did come up to me had dreams and aspirations. And what was crazy about this is they would say that they want to do all of these things. But there was a but at the end, right? Where it's like, there shouldn't be. So with their diagnosis and what they go through, they believe that they're shortened in some way, shape, or form. I want to do this out of there, but I have a disability. I want to do this out and a third, but I'm in a wheelchair. It's like okay,

Don  09:20

wow. Wow. Um, and so when did you think that you matured into understanding how capable you were, as it related to not just your educational journey, but society and how you matriculate through society?

Shuvette  09:37

I believe I matured, back in 2018. When I decided to go back to college. I went to Chaffey College and there was two individuals. Lindsey LaVia and Lorena Corona, who like really, you know, pushed me to reach out for like resources. So I was guided to the taste center and that's where that already had started, I ended up going to therapy. And with that, that was a journey within itanself. But I had learned that a lot of the thinking processes that I had developed over the years from either foster homes, my adopted home, or just people in general, I couldn't take that with me for the rest of my life that no longer suited me. It didn't suit me in the beginning, but it couldn't go with me as an adult. And I personally, I struggle with that real, real hard, I was a big people pleaser. If I'll give you one, I was a huge people pleaser. And with that, I couldn't go forward with that type of way of going about stuff. I couldn't go with the thinking process of, oh, I'm dumb. I can't do this XYZ, do I still suffer? From having those thoughts? Absolutely. I aint perfect?

Don  10:58

You know, a lot of communities and cultures don't subscribe to mental health practitioners, etc. Did you have a challenge before you went to therapy? Like internet therapy? Or you were fine with it? 

Shuvette  11:13

No, I had a challenge. Back when I was, you know, a lot younger, I was placed in therapy due to issues I had happened in a previous home. And in my head, I was like, I'm not talking to this lady? No way I'm talking to you, you're gonna take me from the home, I'm gonna go put be put back in foster care, I ain't talking. So I sat there. And I was quiet, like real, real, real quiet. And she had told my adopted mom, she's not going to talk. It's been four months, she's not going to talk. And so from there, I had this this mindset of like, I don't want to be taken out of the home. So I'm not gonna say anything. I don't care what happens to me just be good. When I started therapy as an adult, I, the reason I went to therapy is because I tried to commit suicide, trying to jump in front of a bus because I was tired of life. I did not care. The woman that loved me the most was now gone. nothing mattered, right? When I decided to go to therapy, it was merely off of I need support. And also, there's something wrong with me, if I am going to do that low to the ground. And my therapist at the time, she really just sat there. We sat there for like, three weeks. Like no, I was just quiet. She was patient. She was patient with me. I didn't trust her whatsoever. But she had the patience to trust the process. And a lot of people don't have that. I mean, what's what's beyond is we are all human right? There, but there's always a but humans have struggles as well. So when it comes to people, and the way you operate people, sometimes that like, how do I explain this? There could be a kid who has behavioral issues, I was one of those. Like, back when I was younger, mind you, I did not remember this. I used to back kids into a corner and yell at him. And that was looked at as like, Oh, she has behavior issues we can deal with her. But like, why was that? What was the reason for that? Why is she acting out. But so many people are so quick to sit there and be like, You're a bad kid. But that's not what's happening in the home. You real quick to sit there and judge and I get your human. But there's always more to a story.

Don  13:46

You know, Shuvette it's interesting because we in education, talk about root causes. I actually have someone say I'm tired of hearing that word, but we need to drill down and find out exactly what you say what's really going on with the kids that we serve. And so I think that's super important. In your opinion, what are some key areas where adults, and this includes teachers, caregivers, social workers, how can they improve their approach to supporting youth in education in general and special education in particular?

Shuvette  14:19

That's an amazing question. I would always say to honestly, always, this is gonna sound like interesting, but always keep it a buck. Kids are not stupid. As much as people think like, oh, they only know a certain amount, the day and age that we're currently living in they know way more than you ever think. We have. What you two being the biggest one. Social media is a huge one. Right? Instagram, Twitter, they could find out anything and honestly it's in our TV shows. The younger one wants to like the smaller ones. They can learn anything. So yes Keep it a buck, always be honest. And not only that, I would say, to help them get to the next level. For me, I had a struggle with believing that I could be anything in life, right? Although my mom told me, you know, do what you want to do. Don't listen to everyone else. I didn't get that from teachers. You know what I mean? I would hear a teacher talk to another student, like, you could be X, Y, and Z. But then there's me. Right? Or I hear individuals from different places, talking to my siblings, you have great talent. And then there's me. You got to speak life into all children at the end of the day. Okay, you can't just pick and choose because you see something great. And one kid. What about the rest? Which is crazy, right? Which is so funny, because no one would have thought I can get to this point. Not at all.

Don  15:56

I'll tell you, I remember, I always taught in community schools, kids who've been expelled probation referred foster youth experiencing homelessness, etc. And they would tell me, Oh, Shuvette's so smart. Now saying nah, Dave, you're just as smart as her, she just has access to more information than you. And so that really is powerful when people understand that, right? So thank you for that. Are there any specific policies or practices within the educational system that you believe should be changed or improved to better support foster youth in special education? And we can say foster youth and special education or we can say those experiencing homelessness, or we can say those who are simply having challenges in their home? What can we do specifically to improve?

Shuvette  16:52

This was a hard one for you. I'm not gonna lie. 

Don  16:54

Well that's okay. Because let me give you an example. McKinney vento law came into effect because students who were in the foster care system, I mean, students who were experiencing homelessness, they have certain rights. Right? One of the main rights is what you know what it is, what is it?

Shuvette  17:12

The homeless, you? They are there? Well, there's many, right? What's the main one? Do

Don  17:15

you know? You should know this? I know you do. Immediate and

Shuvette  17:20

like enrollment, it can't be over like 24 hours, like they don't need, like their immunization records or anything of that sort.

Don  17:28

Absolutely. So that's a policy. Okay, right. So we bring that policy in the focus so that we can help more kids. A practice would be, Shuvette you came five minutes late, to class. So now you have to stay for detention five minutes. That's not a policy necessarily. We know that we should not do that. Right? You're five minutes late, we should be encouraging you to come there. We love the fact that you're here. But are there some other policies or practices that you think should be changed or could be changed to help students?

Shuvette  18:02

Honestly, I think there needs to be like a deep understanding of policy and practice. And what I mean by that is, I do believe that students need to know what to do, what not to do and such. But a lot of I feel like a lot of authority. Authorities can bend rules. And even if policies and such are changed, it doesn't mean that those individuals would actually take the effort to change them. Like what you said about like, McKinney Vento, like I've switched to four different high schools. I remember at one point, we couldn't go to school for a whole week because mind you, I lived up North, my immunization records, my documents, my IEP's and stuff were up north and intercom high school that needs to be brought down here to Claremont, Los Osos. And so, yeah, I couldn't start school right away. You know what I mean? But those policies are put in place or are definitely important, because they knocked down certain barriers. But as far as like, like certain practices, there's a lot that needs to be like knocked down, I can't even like, double down to just one. Because it really starts with that own individual. We can say this, but it doesn't mean they're actually gonna do it. It's like a child. You say No, don't touch that. They might touch it. They might not. But if they do, you know, 

Don  19:38

So you're saying we have a systemic issue

Shuvette  19:40

Oh, absolutely.

Don  19:42

I tell you, you alluded to this, there's a such thing as the letter of the law and the spirit of the law. And so that's really what you're talking about as it relates to practices. 

Shuvette  19:53

 Yes. 

Don  19:53

What is the spirit of the law? Looking back on your educational journey? What are some Moments are individuals that made a positive difference in your life.

Shuvette  20:03

So I did touch a little bit on two people that had made like a giant impact. But let's talk about the programs as those individuals were a part of. So for Chaffey College, I had independent scholars and EOPS, they connected me to the Ontario taste center, right? We have Ms. Tea, there's a ton of them, right? That whole organization who I ended up homeless in 2020, we can all imagine how that was right? They, they placed me in a motel in Ontario. And I was able to be there for almost two years. Right? As hard as it was. I was in the four walls of a motel that I did not want to be in. I had to just navigate life and still be in school, and still try to work my lost my car. That was not fun. So I took a bus. I'm telling you imagine how this was for me, masked up and annoyed. Even though internally, I hated it. There was a ton of people still on my side with the things that they were going through personally, they still showed up for me. You got I'm saying Chaffey College is like my home. When I was at work, I was there all hours. You know what I mean? So when I got taken away because of what COVID Oh, it really hurt me. Because now my home was taken away once again. Now I'm subject to four walls, right having to move 21 day every 21 Days to a new room. Oh, it's quite annoying. So from we're talking about Chafee, now we're at Cal State San Bernardino, right? I have EOP I'm not specifically EOP, but I'm in the RSP section of it, which is for foster youth by have well, Rosie Martinez, Reneesho Wilkes like those individuals who have, like helped me beyond measure. We have the basic needs with Director Dr. Anderson, who's helped me tremendously so there's there's been a lot of people in my corner that didn't have to be there. That loved me despite

Don  22:04

Wow, you will continue to be a shining light, you know, and and I'm really pleased that you're a part of our team. You, How would you say that you've grown since you've been with San Bernardino County Superintendent of Schools.

Shuvette  22:21

Well, let me start off with a person who decided to hire me. Miss Brenda Doughty. As much as I miss her. She was the start of it all. I had went to this summit for Rancho Cucamonga was called the Healthy Teen Summit event. And I spoke there and that's when Dre Basu had seen me and then referred me to Miss Brenda. Miss Brenda hired me and as nerve wracking as she was to me, I grew in not even confidence, my ability to work under pressure. I was horrible at desk work. I'm gonna just tell you that right now. If you told me to go packs and boxes, and you told me the order, I can do that within less than 30 minutes. I was great at physical work when it meant sitting at a desk and going through files and stuff. I would say that was extremely hard. But she was patient with me. She taught me and guess I caught a couple attitudes you know, but it was worth it. Now aside from Miss Brenda, there's the team. Right? Who put a smile on my face when I first immediately walked in will be Don. He was so what's wrong? And I'm like, nothing. Why aren't you smiling? Always put a smile on my face joking. Even when he was serious, he still made an effort to like show up in my life one way or another.

Don  23:53

Wow. Do you have any exciting news you'd like to share?

Shuvette  23:59

So yes. I am graduating this year from Cal State San Bernardino with my bachelor's degree in sociology. I graduate may 17. And I just got accepted to an impacted major for my master's program Masters of Social Work. So I am tremendously excited. I if I were to try to explain to you guys, I graduated high school in 2014. And now 10 years later, I'm graduated my bachelor's in 2024 It is never too late. It's never too late. And it rocked in my brain. Oh like I'm late and I watched everyone graduate. All of my friends because I told you I went to Grand Canyon university. Watch all them graduate in 2028. I mean 2018 It was hard because now they have kids they have the degrees they have their dream job and then here I am. So yes, I suffer from that thinking process. But my program was three years and In spring of 2028, I will be graduating with my masters. I'll be 29 years old.

Don  25:08

I'm super proud of you, you, you've grown tremendously in the time that you've been here. And so I always tell the youth that we work with, you know, you really your responsibility is to continue to improve this position so that we can continue to employ people like you and change their lives. Right. That's what we're really here for is to transform lives through education. Thank you for listening. We hope you find this information valuable. If you have any topics or questions that you would like address, please email them directly to cwa@sbcss.net. As always, we hope you stay well and continue to transform life through education.