In Memory of Isabella Faith Tichenor, Who Was Loved
Author’s Note: This article is about the humanity of a child of God. There are many of us who have experienced bullying and segregation. This article is solely about how we as communities accommodate those who stand but need support, how we treat those who are different or differently abled. Isabella Faith Tichenor was all of these.
Isabella Faith Tichenor, aged 10, died by suicide.
Saying that is enough to make anyone heartsick. Her story is more than her death.
She was a student in the Davis School District in Utah, at Foxboro Elementary School in North Salt Lake.
Her family nicknamed her Izzy. She loved and was loved by her mother and six siblings.
She was a Black student in a school district that had recently been investigated by the Department of Justice, which found “persistent failures to respond to reports of race-based harassment of Black and Asian American students by district staff and other students.” (You can read more about this investigation into the Davis School District on the website of a parent who reported the harassment to the DOJ.)
Since her death, Izzy’s mom has been sharing stories about the bullying her daughter experienced. She said Izzy’s teacher greeted each student every morning — but never said hi to her. She was on the autism spectrum, and the Tichenor family attorney states Izzy was called the n-word and was made fun of for being autistic.
Isabella’s mother reports that her teacher told the class they smelled bad. Students teased Izzy, saying she smelled and was dirty — because she was Black. She carried air freshener with her because she believed them.
Her mother says she brought the bullying and harassment to the attention of the administration of Foxboro Elementary School. The problems were not solved.
The Davis School District may believe they are fully accessible and fully integrated, but are they?
Eddie Ndopu, a South African activist who utilizes a wheelchair, says of making our spaces more inclusive, “I am not just talking about ramps, braille, and sign language. This is also about giving people with disabilities access to things like joy, love, and intimacy.”
By denying joy, love, and intimacy to Isabella, those at her school segregated her in their midst. What is worse — to be kept out of a space, or to be tormented while in a space? Is it charitable to do service to those most righteous, more like us, most able to give something back? Will you pay it forward if the one behind you has nothing to give?
Now [Jesus] also went on to say to the one who had invited Him, “Whenever you give a luncheon or a dinner, do not invite your friends, your brothers, your relatives, nor wealthy neighbors, otherwise they may also invite you to a meal in return, and that will be your repayment. But whenever you give a banquet, invite people who are poor, who have disabilities, who are limping, and people who are blind; and you will be blessed, since they do not have the means to repay you; for you will be repaid at the resurrection of the righteous.” (Luke 14:12-14; NASB)
When a child with a greater need is introduced into a classroom space, that child should be treated — in all cases — as a human being, and given more love, more compassion, and more assistance, if that is what is needed. That child is entitled to the entire experience of the classroom. The same joy that other children feel. The same love that is given to other children. The entire protection of administrators. The ability to speak intimately about humiliations and fears, and to have them addressed. This child is as good as any other. This child is as valuable as any other.
. . . [W]ill ye persist in supposing that ye are better one than another; yea, will ye persist in the persecution of your brethren, who humble themselves and do walk after the holy order of God, wherewith they have been brought into this church, having been sanctified by the Holy Spirit, and they do bring forth works which are meet for repentance—
Yea, and will you persist in turning your backs upon the poor, and the needy, and in withholding your substance from them?
And finally, all ye that will persist in your wickedness, I say unto you that these are they who shall be hewn down and cast into the fire except they speedily repent. (Alma 5:54-56)
Perhaps we should view each opportunity to help someone feel included as a test. Were we to greet the Lord today, would he say to us:
“. . . [W]hen I was hungry, you gave me nothing to eat; when thirsty, you gave me nothing to drink; when homeless, you gave me no welcome; ill-clad, you clothed me not; sick or in prison, you visited me not.” Then will they also answer, “Lord, when did we see Thee hungry or thirsty or homeless or ill-clad or sick or in prison, and not come to serve Thee?” But he will reply, “In solemn truth I tell you that in so far as you withheld such services from one of the humblest of these, you withheld them from me.” (Matthew 25:42-45; WNT)
A test was given to those who knew Isabella Faith Tichenor, who was loved. She was a flower in the bouquet of humanity. Every flower is different in size, in color, in scent. There are no weeds in humanity. She brought joy to her family. She brought love to those who wished to experience it. She was cut down by the actions of her peers and adults at Foxboro Elementary School.
And if thou draw out thy soul to the hungry, and satisfy the afflicted soul; then shall thy light rise in obscurity, and thy darkness be as the noonday: And the Lord shall guide thee continually, and satisfy thy soul in drought, and make fat thy bones: and thou shalt be like a watered garden, and like a spring of water, whose waters fail not. (Isaiah 58:10)
But people fail. And so do their systems.
“We have learned by sad experience that it is the nature and disposition of almost all men, as soon as they get a little authority, as they suppose, they will immediately begin to exercise unrighteous dominion” (D&C 121:39).
When the school’s administration does not address the behavior of students and teachers who do harm, this is unrighteous dominion. This is the failure to train up the children. What are the values of the Davis School District? What are they teaching? What is their future?
I can imagine a future where these issues are not addressed. It calls to mind a quote from George Orwell’s 1984. “If you want a picture of the future, imagine a boot stamping on a human face — forever.”
Dr. Cornel West once said, “Justice is what love looks like in public.” This is about giving people with disabilities access to things like joy, love, and intimacy.
Charlotte Mountain is the director of diversity, equity, and inclusion for Mormon Women for Ethical Government.
One Comment
Amanda Perkins
I am a substitute teacher and a mother with an adult son on the Autism Spectrum. Izzy’s story broke my heart, and even though I’m in a classroom almost daily, it was hard to imagine things being so bad for Izzy at 10 years old.
Then I substituted a 5th grade class that had a boy that seemed to fall on the spectrum. I was warned of some of his behaviors, and then I was pleasantly surprised that while I was setting up my expectations he was immediately trying to meet them. He wanted to be helpful, and I was glad he saw having me there as a clean slate.
He was one of three that were separated from the other kids in a lone desk in the back. Then when I started teaching, some attention seeking behaviors happened, and he climbed up on a stack of chairs. He became defiant when asked to get down, and seemingly disrespectful. I simply said how I really didn’t want him to get hurt, and I knew he would make a good choice and sit in the chair that had his backpack on it, and that good choices got stars. He came down after a little thinking. Then some kids made some snarky comments, so he ran out of the classroom. The other kids said, “he always does this, he’ll come back.” I had just enough time to ask the kids to help by ignoring any bad behavior and simply be encouraging and nice. I would choose which behaviors needed to be addressed as the teacher.
I was faced with that right away when we lined up for music and kids that talked were asked to try again or go to the back of the line. He looked at me and said, “no I don’t have to.” I said, “that’s a sad choice and erased one of the 2 stars he had earned at the beginning of the day.
Many kids were complaining about not getting PE and having the music teacher 2 days in a row, and I see why. She came in targeting this boy hearing him complain and said, “wa,wa,wa…cry me a wambulance” you don’t always what you want in life, get over it (saying the boy’s name)” He burst into tears and said even the music teacher hates me.” I told him he didn’t have to go to music and he could stay with me. He was relieved. I took him to the office to ask the Principle a question and the office lady said that at lunch a new girl came in with a big red mark on her face and said that it was a boy matching this kids discription that had slapped her. Then the principle came and I first told her of the music teacher’s inappropriate behavior towards this boy, and that I saw a serious lack of respect towards this boy especially. She thanked me for telling her and then brought the boy in to discuss the girl getting slapped. He insisted it wasn’t him, and said what he was doing at recess. He seemed to be truthful to me, so I told him not to worry about things he can’t control, and just concentrate on the things he could. If he did that he could have a great rest of the day. He did that and ended up being tied for 3rd most stars that day and getting a prize! After school, the principle said that they figured out it wasn’t this boy, and he was telling the truth.
I could see how he has been the scapegoat and blamed not only by students but by teachers. I left understanding now that Izzy’s story could be others story too, if we aren’t better as teachers and administrators at using positive motivation, showing them acceptance, respect, and love, and giving them a clean slate every day.