Lucero Alejandra Cardenas moved to the United States from Mexico four years ago with her family, facing numerous challenges during the transition.
Her oldest son, now 10, struggled with anxiety and learning English at his first school.
Cardenas herself did not speak any English, which made it difficult to engage with teachers about her children’s progress.
She recalls the frustration of not being able to communicate effectively, making it hard to support her children’s education.
However, everything changed when she transferred her son to Fay Elementary School in City Heights.
For the past two years, Fay Elementary has operated as a community school, a part of a state-level initiative aimed at fostering partnerships between local schools and their surrounding communities.
Currently, San Diego County boasts 142 community schools, 25 of which are in the San Diego Unified School District.
The district plans to expand this initiative, adding 10 more community schools this fall.
As Fabi Bagula, the district’s interim superintendent, explains, the model relies on collaboration with the community to provide tailored resources that meet specific local needs.
At Fay, these resources include adult English language classes, workshops for parents, a food pantry, and amenities such as a washer and dryer on campus.
When Cardenas’ son began attending Fay in 2021, the positive changes were evident.
His English language skills improved; he experienced less stress, and recently passed his English language proficiency assessment.
Cardenas, too, found avenues for personal growth.
She enrolled in English language classes and attended workshops that covered topics such as neuroscience in teaching and social-emotional development, which were beneficial in parenting her three sons, aged two to ten.
This past September, she was hired as a campus supervisor, overseeing students during lunch and recess.
“The programs teach me how to work on my patience, and they also teach me how to participate here at school,” said Cardenas.
Moreover, the ability to learn English has empowered her to assist her children with homework and better communicate with their teachers.
“The school gives me the opportunity to enter classrooms and participate alongside my kids,” she remarked.
The overarching aim of the community school initiative, established by a 2021 state law, is to cultivate better relationships among schools, local governments, and communities, ensuring every student has the resources they need to thrive.
Understanding what each community school should provide is a collective process.
In the San Diego Unified School District, each community school identifies unique areas of need, such as wellness, attendance, engagement, and basic needs, among others.
Schools assess these needs by distributing surveys to families, students, and community partners.
Fay successfully achieved an 85% response rate through events like movie nights, community lunches, and a volunteer appreciation day.
Serving over 500 students from around 400 families, Fay’s survey responses highlighted priorities in improving behavior, communication, and the learning environment.
Daniel Castillo, the community schools program coordinator at Fay, emphasized that they use this feedback to develop relevant programming.
Parents expressed a desire to learn English and better understand their children’s educational experiences.
Consequently, Fay partnered with San Diego College of Continuing Education to provide language courses focusing on family and community-oriented language skills.
Additionally, UC San Diego Extended Studies collaborates with Fay to conduct parenting workshops, enriching parents’ knowledge and skills.
On the students’ side, the need for sports emerged, prompting partnerships with local organizations for additional activities.
Fay students now have opportunities to play soccer at Crawford High School and participate in golf clinics with Pro Kids, a nonprofit that aims to make golf more accessible to diverse communities.
Pro Kids program director Eduardo Corona mentioned that golf often carries a stereotype of exclusivity, yet Fay’s students are thrilled to engage in the sport, breaking traditional barriers.
Fay also collaborates with Say San Diego, which employs a full-time staff member to help families access essential resources such as housing assistance, clothing, and food support.
This model positions the school as a hub for both educational and community resources, creating an inviting space for families to seek additional support.
“We’re trying to make it essentially a resource hub,” noted Castillo.
Fay aims to reframe the perception of the school as just an educational institution, highlighting its role as a support network for families as well.
Such efforts have proven effective in engaging families, fostering trust, and breaking down barriers surrounding language and communication.
Cardenas has firsthand experience of this transformation.
She maintains a WhatsApp group with fellow mothers, recognizing how the support network fosters genuine involvement in school activities.
“Sometimes parents come in with fear but see all the help available, and they start getting involved,” she shared.
Creating a safe and supportive school environment is critical at Fay, where the majority of students come from economically disadvantaged backgrounds and many are English language learners.
Chronic absenteeism has been a challenge, prompting proactive measures from school officials who seek to understand the reasons behind students’ absences.
The staff has initiated home visits to uncover the factors contributing to absenteeism, building relationships of trust with families who may have previously been hesitant to engage.
Castillo noted that initial resistance from families is transforming into positive perceptions of the school’s supportive role.
This trust-building has become even more crucial since the Trump administration’s policy changes around immigration enforcement at schools.
In response to fears affecting attendance, Fay provided informative presentations to families detailing their rights related to immigration enforcement.
For Castillo, who himself immigrated as a child and benefited from DACA, this mission resonates deeply as he relates to the families at Fay.
“We’re here to truly protect your kids,” he affirmed.
Fifth-grade teacher Kinsey Klug emphasizes the importance of creating a nurturing environment where students feel safe and loved.
Her observations reflect significant improvements in school morale and community cohesion over the years.
The previously almost non-existent PTA has surged into a thriving contributor to school life.
Recently, Klug took her students to the San Diego Zoo Safari Park for an immersive learning experience, highlighting the positive developments at Fay.
“A lot of these kids come with so much more than just their schoolwork to carry,” she explained, acknowledging the diverse challenges many students face.
Students may come with backgrounds of trauma or from war-torn countries, making it essential to consider their complex experiences when teaching.
“You have to teach the whole child, not just focus on the academic standards,” Klug noted, emphasizing her commitment to understanding each student’s unique needs.
In practice, teaching literacy to a classroom of 36 students with varying backgrounds and proficiency levels is a complex task.
A diagnostic assessment informs Klug about the prior knowledge and skills of her students, enabling her to tailor instruction effectively.
With new students frequently entering her class, she often begins with foundational literacy skills to ensure every child can engage with the curriculum.
“I focus on the individual’s needs, rather than just their language background,” she remarked.
Cardenas acknowledges the reciprocal benefits of learning English, stating that her son’s growing language skills aid her in her own language development.
“He serves as my translator,” she said, highlighting their interconnected journey of learning.
While her son is a natural support, Cardenas also appreciates her progress through adult English classes, which allow her to develop independence in learning.
This aspect of the community school model, where parents grow in their capabilities as caregivers, is especially meaningful to Cardenas.
“Sometimes, as a mother, it’s hard to prioritize yourself when you are focused entirely on your family,” she shared.
“Being involved in these programs allows me to look after my children while also pursuing my own growth.”
The relationships being forged among families, children, and the school community are fostering a lasting network of support and collaboration.
“It’s no longer viewed as just help; it’s a community working together,” Cardenas concluded, emphasizing the shared commitment to education and personal development.
image source from：https://www.sandiegouniontribune.com/2025/05/27/these-schools-dont-just-teach-kids-they-help-families-build-a-community-where-we-all-work-together/
