Instructor Janie Ewell with one of her HSE graduates in July.
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
-Robert Frost
Students who do not graduate from high school with their peers find themselves on a path that
is filled with challenges and responsibilities. Their direction in life is often mandated by survival,
and they must continually overcome obstacles that are far more pressing than earning a high
school degree. Within two to twenty years of their broken high school experience, some of these
same students discover that their path, the one less traveled by, has miraculously led them to
Literacy KC.
For the last two years, about 20 of these students have joined my class to revisit a path they
abandoned for a myriad of reasons quite some time ago. For the most part, every adult
education student on the first day of class seems timid and self-protective. Once students share
why they want to earn their high school diploma, the energy in the classroom begins to
positively change. Goals are discussed and soon hope, potential, and class connections start
taking root.
One student raised his little sister during high school because their parents were on drugs. He
also turned to drugs, joined a gang, and was eventually incarcerated. Yet his path also led him
to meeting the love of his life, having a son, and starting his own business. He wanted his
diploma because he was tired of feeling held back and his young family deserved better. He
knew he deserved better. Another student, in her 40s, had been on drugs when she was a
young mom. Her children were taken away from her for some time. She wanted her diploma
because she had stopped using drugs, found a career path in hotel management, and was
ready to be more present with her children and grandchildren. One student had been in a car
accident in high school and left due to a head injury that took her over seven years to adapt to
such a painful and dramatic life change. A few left school due to Covid and one student was a
nun from Mexico wanting to become more literate in English and American culture.
When these students join my class, I try to understand their collective sense of uncertainty and
ease their fears. Self-doubt is often revealed. We look for common ground and talk about goals.
We review the overall plan for passing five subjects and what steps they can take to be
successful. We get to work on day one figuring out a baseline of what they know and what they
will need to know to graduate. I emphasize the importance of being in class, being on time,
completing assignments, and communicating with me like a professional since what they
experience at Literacy KC will lead to needed job skills and performance.
Within a few weeks, students begin to feel ownership of their educational journey and take a lot
of pride in academic and personal wins along the way. Conferencing one on one with students
allows me needed time to customize the experience for each student and to be sure educational
growth is being validated and celebrated every step of the way.
When I meet students who had a difficult time in school, I listen and validate. My hope is to help
transform their outlook on learning and to inspire students to enjoy the process. The most
joyful part of being an instructor at Literacy KC is witnessing the weekly renewal of confidence
and the strengthening of skills. Students also begin to share their aspirations: One student
wants to become a firefighter. Another wants to become a nurse. And another wants to stand
on her own and get respite from an abusive boyfriend. Every student has a unique mountain to
climb, and I am thankful to be on the journey with each of them.
When students graduate within an auditorium of family, friends, and teachers cheering for them,
the applause is so meaningful for those lucky enough to witness the celebration. Students have
earned the long-awaited recognition. The path ahead for students becomes more promising
thanks to education, increased self-worth, and Literacy KC.