Facing down fear: lessons from city schools

Nory Kong is no stranger to fear. The 12th-grader lives in San Francisco's hard-edged Mission District, where just walking to school can be unnerving. "Every two blocks there's a different gang, and you have to worry about what color to wear," she explains.

Many urban students are continually confronted with fear - fear of gangs and of crime, fear fed by the overall sense of danger that pervades some neighborhoods. But that doesn't mean they were less shocked than other US schoolchildren by the events of Sept. 11.

"In my neighborhood, I've seen people shot, but I've never seen thousands die like that," says Nory, a student at Gateway High School. "You could never expect to see a thing like that."

It's a paradox of urban education. Some students who have regular exposure to fear can be especially vulnerable to the feelings of insecurity sparked by cataclysmic events, experts say. But their responses can be unusually mature, too. And the fact that their schools are already engaged in helping them cope with various dangers - from crime and gangs to the possibility of being caught up in an instance of racial profiling by the police - means they may have lessons to offer students and educators around the country.

"The kids I work with have lived with violence all their lives, but they were devastated by this [terrorism]," says Julie Landsman, who taught for more than 20 years in Minneapolis inner-city schools and now serves as a writer-in-residence for several of them. What has impressed her, however, is the enormous sense of compassion many of these students develop.

"They were extremely empathetic," she says, referring to the reactions her students shared on the day of the terrorist attacks.

But the reactions were also complex, she adds. "These kids are used to exploring things that are complicated, because that's the way their lives are," Ms. Landsman says. "They don't rush to simplistic explanations or definitions of things."

Especially when the topic turns to thoughts of retaliation or revenge, she says, these students seem to grasp quickly that there is no monolithic enemy out there. "They understand the differences within groups," she says, in part because schools in Minneapolis now serve many immigrant groups, including large numbers of Somali and Hmong students. "They know, for instance, that not all the Somali kids are alike and that there are many differences that exist among them."

At one of the schools where Landsman has worked, there was a student enrolled for a time whose father had ties to the Taliban. The students who knew him, she says, were particularly capable of forming nuanced views of the current political situation.

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