Q+A: Catholic board’s first Black graduation coach on guiding students

Aaliyah Ilupeju is seven weeks into her new job at the London District Catholic school board as the first Black graduation coach in the London area. One of nine graduation coaches in the region, the other seven at Thames Valley school board and another with the Catholic system, all work with Indigenous youth. With a background in the non-profit sector and Children’s Aid, Ilupeju will support Black students by “creating a soft landing” before they enter or leave high school.

Q: What disparities do Black kids face?

Black students are more likely to perceive discrimination based on their treatment by the teachers, school suspensions, practices and feel over-surveyed in school. Black students are more likely to be monitored and disciplined, which often leads them to feel they are being pushed out of school or that school is not a safe environment. Black students generally have a lack of trust or low expectation applied to them, which ultimately contributes to poor outcomes for the students.

Q: What kind of things do you do?

The main job is challenging some of those systemic inequalities, so that is helping with providing cultural responses toward building students’ success based on whatever they want that to be. Information that I get from students about how they want things in their schools, and how they would like to create it so they have a sense of culture and belonging, that is information I can share with the board. All with their consent, obviously.

Q: Can you give some examples of what you do?

Students may be identified by guidance counselors that they need additional support or connection to community or support exploring their identity. There may be behavioral or academic pieces that they are looking for support with. The kids can decide if they want to work with me. It’s all voluntary. That’s the pretty unique piece, there’s a lot of student voice involved.

Q: What else can you tell me about your job?

The cool thing is my role is led by the student voice and ultimately I get to affirm the identities of Black African Caribbean students. I can mentor or advise and advocate for them and connect them to community. (I can find) other Black services, Black mentors to pair these students with so they have more sustainable positions out of school. The graduation part of the role makes it seem like my only focus is . . . graduating. But it’s more about creating that soft landing in a circle of support and care for when they transition out of high school and when elementary kids transition into high school.

Q: Anything else you want to mention?

I don’t want it to seem that all Black students are always struggling. There is this really cool opportunity to bridge some gaps for Black students who are academically excelling. So, supporting them with networking opportunities by connecting them with Black scholarship, grants and Black entrepreneurship programs.

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