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Social work students at the University of Oklahoma were challenged to write letters about issues that affect many Oklahomans. Educational outcomes are a key concern in our state. Here are some excerpts from the students’ letters on that issue. They have been edited for length and clarity.
Students struggle to receive disabilities law supports
As a social work student, I have spent time learning about how educational systems shape opportunity, independence and long-term outcomes. One issue that continues to stand out to me is the persistent gap between disability education laws and the lived experiences of students with disabilities. While policies such as the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act are designed to protect students’ rights, too many students still struggle to receive the supports these laws promise.
During the 2022-2023 school year, about 7.5 million students ages 3-21 and about 15% of all public school students received special education services under IDEA. Behind this number are real students who depend on accommodations, assertive technology and trained educators to fully participate in schools. Yet limited funding, staffing shortages and inconsistent implementation often mean the access to these supports depends more on a school’s resources than on a student’s needs. In Oklahoma, many school districts continue to face shortages of special education teachers and support staff, making consistent implementation of disability services especially challenging.
What concerns me most is how these gaps follow students beyond K-12 education. In higher education, many students with disabilities receive little to no formal support, often because they are unaware of available services or fear being stigmatized for asking for help. When students are left to navigate these barriers on their own, it affects not only their academic success, but their confidence, sense of belonging and future opportunities.
The issue matters to me because social work is grounded in equity and dignity. Students with disabilities, particularly those from marginalized communities, face overlapping barriers that deepen existing inequalities. Improving access is not only a legal obligation, but a moral one. I urge Oklahoma policymakers and educational leaders to invest in disability support service, strengthen accountability for IDEA implementation, and ensure educators receive training in inclusive practices, so these protections are fully realized.
― Patrice A. Gates, OU student, Choctaw
Inclusive education, not book bans, strengthens communities
Book bans are rapidly changing the learning environments of children and teenagers across the United States. Communities are seeing books removed from school and public library shelves at a pace that few educators have witnessed before. In 2021, there were 729 attempts to ban books. One year later, that number rose to 1,269. Many of the targeted titles were written by or about Black, Indigenous, people of color and LGBTQ+ communities, which reflects a pattern of restricting viewpoints rather than understanding for young readers.
Parents and advocacy groups often justify these bans by claiming that certain topics are inappropriate for children. Yet research shows consistent benefits when students have access to inclusive literature. Removing books that reflect the realities and identities of marginalized youths can heighten feelings of invisibility and affect academic motivation. Studies show that a lack of diverse representation in school materials contributes to misunderstandings of history, decreased civic engagement and lower self-esteem among students whose cultural experiences are excluded.
The effects of these bans extend beyond the districts where they occur. A large-scale national study found that once a book is banned in one state, circulation of that title increases by about 12% across states. This rise is driven partly by children who become more curious once a title is restricted and by the increased visibility that banned books receive online. The study also found that both heavily Democratic and heavily Republican states experience this surge in readership, which suggests that young people consistently seek the information that adults attempt to limit.
Here are the three areas where book bans have a significant impact:
- Students lose access to accurate accounts of American history. Textbooks already minimize topics such as slavery, Indigenous displacement and system racism. Banning supplemental literature further narrows what students are allowed to learn, which restricts their ability to develop critical thinking skills.
- Youths who are exploring questions of identity lose opportunities to see themselves reflected in literature. This absence can intensify feelings of isolation and may worsen mental health outcomes for those who rely on stories for connection.
- Educators and librarians are pressured to avoid meaningful discussions about race, gender and inequality. The result is a learning environment shaped by fear rather than curiosity.
Oklahoma families deserve schools and libraries that support intellectual growth and emotional well-being. Students thrive when they have access to books that broaden their perspectives and help them understand the world. They need adults who trust them to engage with complex ideas rather than shielding them from them. Inclusive education strengthens communities. Limiting access to diverse stories weakens them.
— Simaria Mobley, Oklahoma City
Unstable family environments hold students back
There is no reason for children in our schools to struggle due to family instability. Family instability, including parental divorce, frequent moves or caregiver absence, significantly impacts students’ academic performance, social-emotional development and overall mental health. Research shows that children from unstable family environments are more likely to experience lower grades, increased absenteeism, and higher rates of behavioral challenges (Child Trends, 2023). In Oklahoma, nearly 40% of children live in single-parent households, highlighting the prevalence of family instability in our schools (Kids Count Data Center, 2023).
As a social work student who volunteers regularly in local schools, I witness firsthand how these challenges affect students’ ability to thrive. Teachers and administrators often struggle to provide support beyond the classroom, leaving children without the stability and guidance they need to succeed.
We can do better. I am calling for schools to implement targeted family support programs, including school-based counseling, parenting workshops, and community partnerships that strengthen family stability. Supporting families is not just a moral imperative; it is an investment in our children’s academic success, mental health, and long-term well-being.
I encourage parents, educators, and policymakers to take action: Advocate for family support initiatives in schools, volunteer mentorship programs and ensure that children facing instability have access to the resources they need to succeed. Together, we can create stable and nurturing environments that enable every student to reach their full potential.
― Isala Kice, Norman
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