When low-income patients end up in the hospital with a medical emergency, it might not only be doctors, but also lawyers who save their lives.
Many medical facilities now have onsite attorneys offering free legal aid to such patients. This service makes sense, since issues such as eviction, homelessness and difficulty attaining services for a disabled or developmentally delayed child can negatively impact a patient’s health.
This model of partnership between the medical and legal professions began in Boston in 1993, and since then, it’s expanded to 260 locations in 38 states, according to NBC News.
The Cox family of Cleveland is an example of how these programs are effective. Tony Cox had a heart attack when he fell off a ladder during a roofing job. Out of work, he fell behind on his mortgage payments, and his family was on the verge of eviction when a legal services attorney stepped in and worked with the bank to renegotiate their loan. “We were getting ready to be homeless, to move in with family,” Donna, his wife, says. “We would have been separated.”
Colleen Cotter, director of Legal Aid Society of Cleveland, tells NBC News, “When we really look at the issues in our clients’ lives, there’s almost always a health issue involved. Poverty is unhealthy, and bad health can lead to economic chaos. I see everything we do as increasing the health and communities we serve.”
Pediatrician Robert Needleman of Case Western University Medical School says, “In general, medicine does not spend much time on the parts of patients’ lives that we can’t fix.” Needleman is striving to change that, however, by instructing medical students to chat with patients about stressors in their lives and issuing referrals to free legal aid when appropriate.
Not only do these partnerships between lawyers and doctors save people from eviction and bring about other positive changes in their lives, but they also save money. In Pennsylvania, Lancaster General Hospital established a clinic for “super-utilizers” (i.e. people who come to the emergency room frequently). When they added a lawyer to the services the facility offered, the patients’ use of the health care system declined by half.
As Megan Sprecher, a Legal Aid Society of Cleveland attorney says about one client she helped avoid homelessness by obtaining a tax refund that had been lost in the mail, “It was a very simple issue, but these systems can be hard to navigate if you’re not familiar with them.”
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Tag: low-income children
For Kids That Struggle with Reading, Digital Literacy Programs Show Promise
Can an electronic device actually improve literacy skills?
Schools with high percentages of low-income students are seeing promising gains in reading ability and enthusiasm since they’ve introduced tablet reading programs in about 30 schools in Brevard County, Fla.
Mackenzie Ryan of Florida Today writes about Christopher Jamian-Fleck, a student at Emma Jewel Charter Academy, who earned his own tablet computer last year and became an ebookworm with the help of a reading program called MyON.
While home sick, Jamian-Fleck began exploring the program’s library of 20,000 books and learned to read with the help of a program that highlights each word as it is read. (Other features that can assist kids with dyslexia or those that simply need extra help include the ability to increase font size or listen to the book read aloud.) The eight-year-old zoomed ahead from struggling with literacy to reading above grade level.
His grandmother Marcy Fleck says, “He wasn’t a reader before this, and now he’s enjoying it so much. He finds out things he never knew he was interested in. And he can go at his own pace.”
In fact, Christopher wouldn’t be able to check out books from his school without the tablet program because it doesn’t have a library. The charter school couldn’t afford to build one, so it used funding from the United Way to pay for MyON and Kindle e-readers for kids. Many of the families in the school don’t have Internet access or computers, so the e-readers make it possible for them to read e-books.
The program appears to be working even at schools with well-stocked libraries; Ryan writes that one principal noticed check outs of old-fashioned books at the school library increased once the digital program sparked the kids’ interest in reading.
Teresa Wright, who directs Brevard’s Early Childhood and Title I programs is working to secure funding to allow more low-income schools to get the program and the tablets it requires. “We’re hoping that students will have access before the holidays,” she says. “Reading is like a sport, the more you practice the better you get.”
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This Immigrant Turned Fast-Food Franchise Owner Has Been Serving Free Thanksgiving Dinner for 23 Years
On the Thursday before Thanksgiving, the line out of a McDonald’s in Denver extended out the door.
The people weren’t clamoring for Big Macs, however. They were there to partake in a complimentary Thanksgiving feast that the owners of the franchise, Geta and Janice Asfaw, have been serving to the poor of their neighborhood for 23 years.
Originally, the Asfaws cooked up a meal consisting of turkey, mashed potatoes and stuffing for the area’s senior citizens, but lately, they’ve become even more generous. The event now includes a presentation of scholarships to high school students and a bike giveaway for elementary schoolers.
Last year, the Asfaws distributed 250 bicycles to low-income children nominated by their teachers for academic achievement or persistence in the face of obstacles. (Through the years, the Asfaws have united with other Denver restaurant franchise owners and nonprofits to distribute 1,700 children’s bikes.) Last year, Geta told Austin Briggs of the Denver Post, “We want them to hear that it doesn’t matter where they are today, it’s where you are 20 years from now that matters.”
Geta knows a few things about how to bring about personal transformation through hard work. He left Ethiopa to attend college in America in 1972, and after a coup in 1974 made it impossible to return home, he stayed in the U.S., earned his college degree and eventually became a citizen. In 1991, he bought his first McDonald’s franchise and now owns eight of them.
Last week, Geta told the Denver Post, “We’ve always felt that as local businessmen we should give back to the community — not just take the money. That’s what we said at the start. If we’re going to (be here), we’re going to do that. Even when we didn’t have much, we always felt it was our responsibility.”
So if you ever find yourself in Denver with a hankering for French fries, we can’t think of nicer people to get your craving satisfied by.
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When Families Can’t Make It to a Food Pantry, This Nonprofit Brings Food to Them
Food pantries run by nonprofits, churches, schools and other groups are often all that stands between a poor family and going hungry. But what if a family is struggling so much that they can’t find transportation needed to reach a food pantry?
To alleviate this problem, the Salvation Army in High Point, N.C., started operating a mobile food pantry this month.
High Point Salvation Army social services director Tashina Oladunjoye explains the need for the service to Sarah Krueger of Fox 8: “We have individuals in low income apartments that are in dry, food desert areas. These are individuals who cannot get out to pantries. Who cannot get out to their local grocery stores because of transportation, money in general.”
Each week, the mobile food pantry visits two different apartment complexes, reaching eight different locations in total before returning the first so that the needy in each building receives food once a month. Oladunjoye aims to add a refrigerated truck to the program within six months so that she can provide fresh produce to the families.
Darlene Graves, a single mother who received food from the truck, tells Krueger, “I thank God for the program and I thank God for the Salvation Army. It’s going to help me feed my family another day.”
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When Traditional Disciplinary Actions Don’t Work, Restorative Justice Can Bring About the Healing Process
Professor Carolyn Boyes-Watson remembers getting a call from distressed administrators at a Boston high school: “We have so many girls fighting,” they said, “we’re picking up clumps of hair in the hallways.”
Students were yanking each other’s hair out while brawling in the school’s corridors and cafeteria, and administrators couldn’t figure out how to make the violence stop.
So they called in Boyes-Watson, a sociology professor at Suffolk University in Boston, to train students and teachers in a conflict-resolution practice known as restorative justice. Drawing from Native American traditions, the concept uses ritualized dialogue to try to mend broken communities. Participants gather in circles to try to resolve problems through discussion, rather than retribution.
Across the country, more and more schools are turning to restorative justice as they realize that traditional disciplinary measures — suspensions and expulsions — often don’t deter misbehavior, but can instead set troubled students up for failure by further disengaging them from school.
While traditional justice systems are based on punishing perpetrators (usually by ostracizing or isolating them), restorative justice focuses on healing the harm that has been inflicted — personally and community-wide. Restorative justice programs in schools seek to establish cultures of openness, communication and respect.
Boyes-Watson helped the Boston school set up a practice in which groups of students and teachers met regularly to discuss problems while sitting in a circle. “The kids absolutely take to the circle immediately,” Boyes-Watson says. “They treat each other better. They’re kinder to one another. They feel a sense of belonging and connection. It’s really quite simple. … It’s a small intervention that makes such a powerful difference.”
The effect was transformative. By the following year, the school had solved the problem of girls fighting — no more brawls in the halls.
With similar results being reproduced in other schools, restorative justice is catching on nationwide: Schools in California, New York, Pennsylvania, Colorado, Illinois and Minnesota are using the practice. Even the federal government is getting on board.
Earlier this year, the Obama administration released new school discipline guidelines asking administrators to move away from zero-tolerance discipline and begin using alternative measures like restorative justice. Secretary of Education Arne Duncan noted that suspensions often lead to additional disciplinary action, repeating grades, dropping out and ending up in the juvenile justice system. Restorative justice seeks to change that trajectory, known as the school-to-prison pipeline.
DIVERTING THE PIPELINE
The growth of restorative justice in schools comes in response to the failure of zero-tolerance discipline, which uses removal from school as a punishment. During the 1990s, suspensions and expulsions became increasingly popular, paralleling a dramatic increase in the country’s prison population as a result of the War on Drugs.
Initially, zero-tolerance discipline was focused on the most extreme offenses: guns and drugs in school. “But what happened over the years was that morphed into including more and more things into what were zero-tolerance offenses,“ says Dr. Martha Schiff, a restorative justice expert at Florida Atlantic University in Boca Raton, Fla., including bringing nail clippers or butter knives to school.
Not surprisingly, the number of suspensions and expulsions has nearly doubled since 1974.
Disproportionately, students of color have been the recipients of those punishments. Nationwide, while 17 percent of school-age children are black, African-American students comprise 37 percent of suspensions and 35 percent of expulsions. Additionally, black students are suspended or expelled at a rate three times that of white students.
“Kids who should have been in school were being systematically kicked out and winding up in the justice system,” says Schiff. A name for this dynamic emerged — the school-to-prison pipeline — highlighting the parallel failures of school discipline and the justice system, in which African-Americans are disproportionately incarcerated.
Now, as restorative justice takes root in schools, studies are showing that it does reduce suspensions and expulsions — often quite dramatically. Whether the practice addresses the racial disparities in school discipline is a question that requires further study, says Schiff.
Not everyone is sold on restorative justice. Annalise Acorn, a law professor at the University of Alberta in Edmonton, Canada, has written a book-length critique, arguing that the practice can traumatize victims and allow unrepentant offenders to fake their way out of trouble. And Dr. Hilary Cremin, a senior lecturer at the University of Cambridge in England, warns that restorative justice is not a panacea and must be implemented carefully in order to avoid causing more harm than good.
At the moment, however, critical voices are in the minority. “I’ve never seen the momentum and groundswell around it quite like it is now,” says Schiff.
MAKING IT RIGHT
In Oakland, Calif., the entire school district has adopted restorative justice practices, after seeing dramatic results at a single troubled middle school.
In 2005, Cole Middle School was in crisis. Student behavior at the school — located in West Oakland, a low-income, high-crime neighborhood — was out of control despite aggressive disciplinary tactics. The school had a suspension rate nearly five times higher than the district average and was expelling four times as many students.
Fania Davis, head of the organization Restorative Justice for Oakland Youth, helped the school implement restorative justice circles. In a single year, suspensions dropped by 87 percent and not a single student was expelled.
“In our first pilot, we were able to completely eliminate violence,” says Davis. Principals took notice, and by 2011 the Oakland Unified School District had hired a district-wide program manager to help administrators and teachers bring restorative justice into their schools.
According to David Yusem, Restorative Justice’s program manager, schools first establish dialogue circles as a regular practice in classrooms. Students sit with their teachers and establish group values, creating a space to connect and speak personally about events in school or in their lives. Circle members talk one at a time — without interruption — passing a “talking piece,” an object indicating whose turn it is to speak.
On their own, dialogue circles have a dramatic impact, says Ina Bendich, of the Restorative Justice Training Institute in Berkeley, Calif. “Eighty-five percent of your problems will be taken care of when you really focus on community building,” she says.
For the other 15 percent of problems, schools use response-to-harm circles, designed to address the aftermath of specific conflicts, like two students fighting, or a student yelling at a teacher. With these, the affected parties talk about what happened and what they were feeling at the time.
“It gives the person who did the harm a chance to make it right, rather than pushing them out of school,” explains Yusem.
Taking responsibility for one’s actions can include things like public apologies or community service, or a modified form of a traditional punishment, such as in-school suspension instead of removal.
Kris Miner, executive director of St. Croix Valley Restorative Justice in River Falls, Wis., says she helped facilitate a healing circle that included parents, students and school staff after a white 11th-grader used the N-word and nearly got into a fistfight with a black student.
As the talking piece went around the circle, one father, a corrections officer, spoke about how damaging racial slurs can be and how, in prison, they can get you killed. A Latina guidance counselor talked about being called a “wetback” and a “spic.”
The circle created an opportunity for reconciliation for all parties involved — a moment that never would have occurred if the offending student had simply been removed from school.
The student who had used the racial slur became more and more emotional as people spoke. “I am so sorry that I said that,” he said, tearing up. “I will never say that word again.”
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With Odds Stacked Against Them, This Group Is Helping to Build Self-Esteem in Young Black Women
“Babies raising babies,” is how Tracey Wilson Mourning, a former journalist and wife of retired Miami Heat basketball player Alonzo Mourning, describes the group of teenage girls carrying their children near her neighborhood in Florida to The Root.
“I wondered, ‘Which one am I?’ out of that group, had it not been for the mommy I had, had it not been for the amazing women in my life,” she says.
This questioning led Mourning to start a mentoring group for young black women called Honey Shine.
Since 2002, the organization has been reaching out to young black women in Florida, offering group mentorship, a six-week summer day camp and bi-monthly workshops focused on education, health, nutrition, sex and drug education, and making goals for the future. The participants are called “Honey Bugs,” and sharing warmth and affection among the generations is a big part of Honey Shine’s mission.
Honey Shine turns even fun events into learning experiences. For example, a back-to-school shopping trip sponsored by Forever21 that helped 100 girls pick out clothes for school was also an opportunity to teach the Honey Bugs about budgeting and “shopping smart.”
Mourning tells The Root that these girls benefit from guidance in all aspects of their lives. “I know a lot of these young girls don’t have that mom that I had, don’t have those people pulling them up by their coattails or taking them outside of their neighborhoods,” she says. “We have girls that come from neighborhoods called ‘the Graveyard’ where two out of 12 are graduating from high school. Not on our watch.”
Most of all, Mourning wants Honey Shine to show the girls the possibilities that await them if they stay out of trouble and get an education: “[Women] run companies. We own companies. We influence the world,” Mourning says. “And if our girls see that, what a difference that makes. Self-esteem is a powerful tool. We all make dumb mistakes when our self-esteem is low, and I don’t know anyone immune from that, but I feel like if we build self-esteem in our young girls…it makes the world of difference.”
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How Texting Can Improve the Health of Babies Born to Low-Income Mothers
Some app designers are now thinking beyond the traditional targets for their products and are focusing on how technology can help the poor instead.
As we’ve pointed out, Significance Labs sponsors three-month fellowship for entrepreneurs and software engineers as develop technology that serves the poor. (Twenty-five million American families live on less than $25,000 a year, yet 80 percent of low-income Americans own some kind of mobile device, according to Significance Labs’s website.)
One tool that reaches low-income Americans is Text4Baby, which can help expectant low-income and teenage mothers give birth to healthy babies, writes Jill Duffy for PC Magazine.
Text4Baby is a free service that sends pregnant women and new moms text-sized bits of wisdom and advice to support their health and parenting skills. The messages, which are available in either Spanish or English, are also tailored according to the zip code of the mother and the due date of the baby or age of the child.
The texts include health notices, such as the importance of cooking meat thoroughly and wearing a seat belt, descriptions of symptoms that shouldn’t be ignored and developmental updates as the baby grows. Texts also inform pregnant women when to schedule their next prenatal appointment and ask about blood tests they took in prior appointments.
These small, regular reminders, such as, “Even if U feel great, a pregnant woman needs checkups with a Dr./midwife (CNM/CM). For help with costs, call 800-311-2229,” can be a powerful tool for women with limited resources and support. Text4Baby messages also include information to help women access the necessary healthcare.
Tamara Grider, the director of marketing and communications for Text4Baby, says that while the service isn’t exclusively for low-income mothers, “We do put effort into [reaching them] and that includes women who are low-income, women who are African-American and Hispanic. We definitely have a target audience because we know where the need is the greatest, for one, and because of the infant mortality rate among ethnic groups.”
The National Healthy Mothers, Healthy Babies Coalition runs Text4Baby and collects no information from users beyond their zip code and the baby’s due date. It’s anonymous and easy to use for anyone with a cell phone — regardless of manufacturer.
Users can benefit from a number of special programs, such as a current promotion that offers free flu shots for all Text4Baby users at RiteAid.
Grider tells Duffy that the reminders help because lower-income people “have a lot to worry about. A lot of our moms who are low income or younger moms, for them it’s kind of like insurance: ‘I don’t know what I don’t know. But if I need to know something, Text4Baby is going to tell me.'”
It all adds up to a tech solution that is GR8 for low-income moms.
MORE: Where Helping the Poor Comes Before Innovating for the Privileged
Children Can’t Learn When There Are Problems At Home. That’s Where Community Schools Come In
Walking down a hallway of Chicago’s South Loop Elementary School, Melissa Mitchell heard a first grader unleash a string of profanities inside a classroom.
“I hear this little voice screaming every curse word I’ve ever heard,” Mitchell says. She looked inside and saw “teeny, teeny” Brianne, standing on top of a desk.
“I’m not going to do this — every word you can think of — spelling test!” the little girl screamed, Mitchell recalls.
At most schools, Brianne would’ve ended up in the principal’s office for discipline. But South Loop is a community school that includes a variety of social services for kids and parents — from medical care and counseling to food pantries and adult GED classes. These facilities, which are gaining in popularity, are based on the idea that no matter how great a teacher is or how many high-tech gadgets a classroom has, kids can’t learn if they’re struggling with challenges at home (think: unemployed parents, a lack of food, the threat of eviction).
Instead of being sent to the principal, Brianne ended up in Mitchell’s office. At the time, Mitchell served as the school’s resource coordinator and was in charge of determining what social supports the South Loop community needs and finding ways to meet them.
Mitchell learned that Brianne wasn’t simply being a brat. The little girl’s parents were going through an acrimonious separation, creating an unstable environment at home. At six years of age, Brianne didn’t understand everything that was happening; nevertheless, it was upsetting her and spilling over into the school day.
After identifying the source of the behavior problem, Mitchell worked with Brianne’s family to address some of the trouble at home. She helped the mother find stable housing and childcare subsidies and connected Brianne and her family to a counselor.
While the community school model that helped Brianne and her family has been around for years — maybe over a century — it’s recently been gathering steam as more and more educators and elected officials see the value of a holistic approach to education reform.
Advocates currently estimate that as many as 5,000 community schools exist in the U.S., with more on the way.
Last year, Michigan’s Republican Gov. Rick Snyder expanded a program placing social workers in schools — a step toward community schools. In June, Democratic Mayor Bill De Blasio announced plans to spend $52 million to open 40 community schools in New York City. And in July, Maryland U.S. Rep. Steny Hoyer and Illinois U.S. Rep. Aaron Schock introduced a bipartisan bill that would establish a grant program to create more community schools nationwide.
A strategy, not a program
Each of the community schools created by these efforts will look different. That’s because their underlying philosophy holds that each one should grow and develop in response to the needs of the community it’s in, not according to some pre-ordained plan.
“It’s a strategy, not a program,” says Jane Quinn, Director of the National Center for Community Schools, part of the Children’s Aid Society.
Community schools each do a comprehensive needs assessment to determine what supports are most needed and often end up with school-based health clinics to address student’s physical, mental and dental health needs, including vision-correction to make sure kids that can see the lessons on the chalkboard.
There’s a lot of evidence that wealthy kids succeed partly because they can take advantage of “out of school enrichment,” Quinn says. Community schools can level the playing field with an extended school day and more academic and extra-curricular offerings outside of the traditional school day.
At Earle STEM Academy in Chicago’s impoverished Englewood neighborhood, program supervisor Quintella Rodgers says that after-school activities include a job club that teaches financial literacy, a power group that focuses on social and emotional health and individual academic help, plus photography, karate, Pilates, volleyball, basketball and DJing classes.
For the whole family
In community schools, “the primary allegiance is to the kids in the schools,” said Sarah Zeller-Berkman, who works for Youth Development Institute, which runs Beacon Community Schools in New York City. “But they still need and want to serve the broader community.” One way they accomplish this is by offering programs for parents and finding ways to integrate them into the school.
Community schools offer extra programming by creating partnerships with existing organizations, like colleges offering classes or not-for-profits running mentoring programs. The social services offered in community schools don’t usually duplicate ongoing efforts, but seek to bring them together under one roof.
At Salomé Ureña de Henríquez, a Children’s Aid Society community school in New York’s Washington Heights neighborhood, for example, the additional services offered include a variety of classes and programs for parents.
On a recent tour of the building, Director Migdalia Cortes-Torres pointed out photographs depicting some recent grads, resplendent in caps and gowns, on a bulletin board outside the school’s health clinic. But they weren’t pictures of students who had finished high school or junior high; they were pictures of students’ parents who had received their GEDs through a program at the school.
In addition to the GED program, Cortes-Torres said the school, which serves a largely Dominican population, offers classes for parents in nutrition and cooking, child development, English language and computer skills. They can learn art history, go on poetry retreats and even travel internationally with other parents.
Lidia Aguasanta, the school’s parent coordinator, says that she’s been helping parents to not only get their high-school diplomas, but to go for college degrees as well. “I do trips with them” to local universities because, she says, “they’re scared to leave the community” and are intimated by the complicated process of enrolling in college since many don’t speak English.
In community schools, support for parents help students achieve success, too. Aguasanta recalls a struggling mom that she convinced to enroll at Boricua College in New York City. The woman is now thriving and the simple fact that she’s now pursuing higher ed makes it more likely that her daughter, a 7th grader at the school, will too, Aguasanta says.
Studies indicate success
Beyond anecdotes like this one, research studies are pointing to hard evidence that community schools can reduce absenteeism and dropout levels and improve grades and test scores.
Not everybody is sold on community schools, however. Jason Bedrick, a policy analyst at the Cato Institute’s Center for Educational Freedom, tells the Wall Street Journal that the model needs more study before people invest in it on a large scale. And the New York Times reported last year that while the creation of community schools in Cincinnati has led to some improvements, many of the schools “are still in dire academic straits.”
Nevertheless, staunch opposition to the model is rare. “Community schools have no natural enemies,” says Quinn, quoting Martin Blank, head of the Coalition for Community Schools. Instructors, including those that belong to the American Federation of Teachers, like community schools because they can focus on teaching, not on whether their students are hungry or in trouble at home.
There are, however, “rival hypotheses” about where school resources should go, Quinn says. Some people believe, for instance, that the key to improving education is high-quality teaching and that anything else is just a distraction.
Wendy Kopp, the founder of Teach For America, has dedicated decades to putting new young teachers in schools, based partly on the idea that better teaching is central to better education. But, she also voices support for the principals of community schools.
“All the successful schools … are taking a community approach,” she said at a recent NationSwell event. It’s important that schools are responsive to people on the ground, not to theorists with big fix-all theories. “You need to empower people at the local level.”
At South Loop Elementary, where locals can address education holistically, Melissa Mitchell’s response to Brianne’s profanity-laced tantrum worked.
“It wasn’t a perfect rainbows and butterflies outcome,” says Mitchell, who’s now the head of Illinois’ Federation For Community Schools. But Brianne did settle down and “the father and mother came to a reasonable custody agreement.”
Leaving Brianne with a little less on her mind and giving her the ability to focus on what she was really in school for: Learning.
The Mobile Health Clinic That’s Been Helping the Poor for 40 Years
In 1976, Dr. Augusto Ortiz and his wife Martha looked to a donated school bus as a means to achieve their dream of providing free medical care to the poor of Tucson, Ariz.
Today, The University of Arizona Mobile Health Program (MHP) visits communities in a big, shiny trailer stocked with all the amenities of a regular health clinic — including an EKG — but the spirit behind it remains the same 40 years later.
The MHP makes regular rounds of communities in southern Arizona, serving about 2,400 uninsured and under-insured people, plus those that don’t have regular access to health facilities. Additionally, since 2003, the MHP has run group prenatal care appointments for expectant mothers, serving many who would never have received the important care otherwise and resulting in the delivery of more than 200 healthy babies.
Still, for all the poor that have been helped by the MHP, the impact on doctors-in-training may even be greater. The clinic is staffed with medical residents and students in public health, pre-med and pre-dental programs at the University of Arizona. Tammie Bassford, head of the Department of Family and Community Medicine at the University, tells Linda Valdez of AZ Central, “It has a profound impact on students.”
Bassford recalls one time when MHP staffers asked a patient if she needed any help with anything besides her health. She told them that she lacked a pot big enough to cook beans for everyone in her family. The MHP was happy to provide her with one.
Dr. Ortiz died at age 90 in 2007, but his wife Martha, now 90, is still involved in fundraising for the mobile health clinic that they founded. She believes in helping the poor for purposes of altruism, but also for the practical reason of preventing the spread of disease. “If somebody is standing next to you in the grocery line and coughing, it’s possible they have tuberculosis, and don’t know because they can’t get to a doctor,” she tells Valdez.
MORE: How A Big Blue Bus is Saving Needy Children Nationwide
When Food Is Left Unharvested, This Organization Gleans It and Feeds the Hungry
Dotting the Maine countryside are small plots growing more fruits and vegetables than the farmers who work the land could ever pick. But despite this bountifulness, some of the state’s residents forgo buying produce because of tight budgets.
This is where Hannah Semler, the coordinator of the gleaning initiative for the nonprofit Healthy Acadia, steps in. Semler leads a team of volunteers to pick whatever is left after farmers have harvested as much as they can.
In Blue Hill, Amanda Provencher and Paul Schultz of King Hill Farm welcome her regularly to their fields. “We just don’t have time to pick everything we grow, so we’d just till it right back into the soil or feed it to the animals, but it’s still totally good food,” Schultz tells Seth Freed Wessler of NBC News. “Hannah is identifying a resource that we have that otherwise we just would not be utilized because there are not enough hours in the day.”
At King Hill Farm and 18 other Maine farms, Semler and the volunteers for Healthy Acadia glean 30,000 pounds of food a year that would otherwise go to waste. They deliver it to food pantries for the needy and to the Magic Food Bus (sponsored by Healthy Peninsula), which delivers produce to schools and housing complexes for elderly people.
According to Wessler, about 40 percent of American crops are never harvested. Meanwhile, 15 percent of Americans are food insecure (i.e. they don’t have enough healthy food).
Rick Traub, the president of Tree of Life, a Maine food pantry that distributes food that Semler collects, tells Wessler, “Poverty here is everywhere. I go to the grocery store and the person who cashes me out, I see her the next day at the pantry. The problem of hunger in the U.S. has very little to do with a scarcity of food. There’s far more food available around here than people to eat it. The problem is really about access.”
With a team of volunteers using their time and muscle to harvest good produce that otherwise would go to waste, access to nutritious food is expanding in Maine. Let’s hope this practice spreads to other states, too.
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