When Community Conversations Support Literacy and Student Success
- Alonzo Moore
- Mar 13
- 2 min read
Across the country, school leaders are asking an important question: How do we strengthen literacy and improve student attendance while meaningfully engaging families and communities?
Sometimes the answer begins in places we might not expect.
I recently participated in the first “Meet Me at the Barbershop” gathering of the school year at Harrell's & Sons, and it was an encouraging and uplifting experience. Fathers, sons, educators, and concerned community members came together to discuss real concerns regarding literacy and student attendance. The conversation was honest, thoughtful, and focused on solutions.
What made the gathering especially meaningful was the willingness of fathers and community members to speak openly about their role in supporting children’s learning and growth. It was a reminder that conversations about education do not only belong in school buildings—they also belong in community spaces where people naturally gather and build relationships.
During the discussion, Dr. Jones raised an insightful question: Do we ever encourage children by telling them they would make a great teacher one day?
As a teacher educator and lifelong learner, I felt compelled to expand on that idea by reframing what it means to be a teacher.
Too often, young people see teaching as limited to standing in front of a classroom. But teaching is far more expansive than that.
A teacher is a community leader.
A teacher is a writer and an author.
A teacher teaches others by sharing knowledge through the power of printed words and ideas.
When children begin to see teaching through this broader lens, it can inspire more young people to consider the profession. It can also help students see themselves differently—not only as learners today, but as leaders who have the ability to influence others through knowledge, communication, and service.
Another powerful perspective came from Superintendent Sims, who shared real-life stories demonstrating the difference fathers make in the lives of their children. His stories clearly illustrated that when fathers are present, engaged, and invested, their influence can positively impact both literacy development and school attendance.
Moments like these remind us that improving literacy is not solely the responsibility of schools. It is a shared responsibility between educators, families, and communities.
The barbershop gathering offered a powerful example of how community conversations can contribute to educational progress. When fathers, educators, and community leaders come together to discuss the future of children, those conversations create opportunities for collective action and encouragement.
Perhaps one of the most important takeaways from the experience is this: community spaces can become places of learning, leadership, and literacy advocacy.
What might happen if more communities created spaces where conversations about education, literacy, and student success could take place openly and regularly?
Sometimes meaningful change in education begins with a lesson plan. Other times, it begins with a conversation.
And occasionally, that conversation starts in a neighborhood barbershop.
© Dr. Daneell Moore
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