Winter break is usually a time for travel, family gatherings and celebration of Christmas and the New Year. However, for many international students in the United States, the decision to make a trip home during the holidays now involves legal and financial uncertainty.

Faced with visa rules, high travel costs, embassy delays, and advisories from international student offices, many students on F-1 visas, which allow international students to study full time in the U.S., say they are choosing to stay put this winter, even when it means spending the holidays far from home.

A computer science student from Uzbekistan studying in Los Angeles said she checked flights and visa rules multiple times before deciding not to travel. Leaving the U.S. would require a new visa application abroad, a process she described as expensive, time-consuming and uncertain.” Every time I leave, there is that worry in back of your mind about the interview,” she said. “Considering the break is only one month, it didn’t feel worth the risk.”

She is not alone. Other students shared similar worries, and all of the students interviewed for this story, including one from Uzbekistan, requested anonymity.

For international students, travel is not just about buying a plane ticket. Their legal stay in the U.S. depends on both immigration status and a valid visa. Most F-1 students are admitted to the U.S. for “duration of status (D/S),” meaning they may remain as long as they are enrolled full time and follow school rules outlined by the Department of Homeland Security’s Student and Exchange Visitor Program. However, the visa itself controls re-entry. Students can legally remain in the U.S. but still risk being denied re-entry if they leave. If a visa has expired, travel would trigger a required visa application abroad, a process that can take weeks or months and does not guarantee approval.

According to the U.S. Department of State, the visa processing timelines differ sharply by country and embassy, with some locations reporting limited availability or not accepting student visa appointments at all.

Adding to the uncertainty, the Department of Homeland Security has proposed changes that would replace the current duration-of-status framework with fixed admission end dates. While the proposal is not in effect, immigration attorneys say the change could require students to apply for extensions more frequently and increase the risk of falling out of status if applications are delayed or denied, complicating travel and long-term planning.

On top of that, in late 2025, U.S federal agencies also expanded social media screening for some visa applicants, requiring them to provide social media handles and adjust privacy settings to make accounts public during the visa process. Boston University’s International Students & Scholars Office warned that added screening could slow visa processing and lead to closer review for students, including students with F-1 visas. 

Students’ concerns have been shaped not only by federal policy but also by guidance from universities themselves. Earlier, in December 2024, several universities urged international students to return to the U.S. before the presidential inauguration, citing uncertainty around possible immigration policy changes, according to reporting by the Associated Press.

That caution continued into 2025. On March 28, Brooklyn College’s International Student Office emailed students warning of potential federal travel restrictions and advised avoiding non-essential international travel until clearer information was available. The message cited uncertainty around visa processing, entry requirements, and possible delays that could affect students’ ability to re-enter the U.S.

Other institutions issued similar advisories. In June 2025, the University of Southern California warned some F-1 and J-1 students about travel risks following a presidential proclamation.

Boston University later warned that expanded vetting, visa delays, and the possibility of new travel bans could continue into Winter 2026.Several students said the warnings changed their travel plans.

A graduate student from Kosovo at Brooklyn College said unclear rules make travel feel stressful.“The issue that bothers many F-1 students is the chance of not getting admitted back into the country,” he said.“It feels like a gamble.”

A business student from Kazakhstan at Baruch College said she decided to stay after hearing stories of students being denied re-entry. “Many people want to go home,” she said, “but they are scared.”

A cybersecurity student from Turkey at John Jay College said he cannot travel because he does not currently have a valid visa. “Even if I could go, I wouldn’t,” he said. “The situation doesn’t feel calm.”

For some students, travel is not realistic at all. A biology student from Russia studying at Queens College said the U.S. Embassy in Russia remains closed. Renewing her visa would require traveling to a neighboring country at significant cost, with no guarantee of approval. “I wish I could spend the New Year with my parents,” she said. “But it will have to wait.”

Not all students stay because of fear. Many point to practical barriers, including airfare prices and the short length of winter break. An Indian student majoring in computer science and economics at Columbia University said flight prices were too high to justify a three-week visit. “The travel itself would take two full days,” she said. “I’d rather use that time to rest and work on a project.”

In contrast, another student from India said she plans to travel home anyway. She said she has not seen her family in over a year and felt prepared for the return. “I’m definitely still concerned,” she said, “but I’ve taken steps to make sure my return is safe. Some of my friends traveled over the summer and were able to come back without issues.”

A nursing student from South Korea at George Washington University said she will stay in the U.S. “Winter break is too short, and I want to save money,” she said. “Also, it is not really safe to travel. If immigration thinks I’m suspicious, I might not be able to re-enter.”

According to the National Association of Foreign Student Advisers (NAFSA), international students contributed $43 billion to the U.S. economy during the 2024-2025 academic year through tuition, housing, and daily expenses. For many students, that financial investment represents years of savings and family support, making the risk of being unable to return especially heavy. 

Even when students say staying is the logical choice, many still feel homesick. Students described spending the holidays alone or with friends instead of family. A student from Hunter College said the winter season is difficult. “Everybody looks forward to holidays to see their families,” he said. “That makes me sad that I can’t.”

The Uzbek student shared, “Back home, we celebrate with many people,” she said. “Here, my friends are with their families.” Still, she tries to stay hopeful. “It’s not a terrible life,” she said. “Just bad timing.”

Even so, universities acknowledge that some international students will still choose to travel. International student offices advise students to confirm that passports and visas are valid, obtain updated I-20 forms, which verify a student’s F-1 status, and carry additional documents such as enrollment verification. Colleges also recommend checking visa appointment availability before traveling and allowing extra time to return. Universities note that preparation may reduce risk, but it cannot guarantee re-entry, as admission decisions are ultimately made by federal officers at ports of entry. Students are also encouraged to discuss travel plans with their international student advisors before departing.

This caution around winter travel in fact reflects larger challenges in international education that are already affecting enrollment. According to Reuters, U.S. colleges saw a 17 percent drop in newly enrolled international students in 2025, raising concerns about how immigration uncertainty is shaping student decisions.

According to data from the Open Doors Report, published by the Institute of International Education, international students make up a significant share of U.S. higher education, across undergraduate, graduate, and Optional Practical Training (OPT) programs. However, federal systems do not track how many students travel during academic breaks or how many decide to stay.

For many international students, winter break has quietly shifted from a time of reunion to a period of careful decision-making. With no clear travel ban but continued warnings, students say the responsibility falls on them to decide what risks are worth taking.

This winter, many are choosing to stay.

The City University of New York’s Accelerated Study in Associate Programs (ASAP) is making a difference in addressing low graduation rates in the two-year colleges it serves. Founded in 2007, and offered at 14 CUNY colleges, including some four-year programs, ASAP provides holistic support to students, helping them complete their associate degree in three years or less. 

Three-year graduation rates among ASAP students rose from 36.2% in FY2024 to 38.5% in FY2025, according to the most recent Mayor’s Management report. 

The program offers free unlimited OMNY cards for transportation, tuition scholarships, advising, career exposure opportunities, and textbook assistance. ASAP requires full-time enrollment.

ASAP has increased its support for CUNY students over the years, currently serving some 25,000 students annually, and a total of over 120,000 since it began. As of fall 2025, the program supported 44% of first-time, full-time associate degree-seeking students, according to a recent CUNY ASAP Fast Facts evaluation report. 

The report also showed that 69% of ASAP graduates enroll in a bachelor’s degree program upon entering ASAP, and of those, 43% earn their degree.

“It’s really that kind of commitment, ensuring that students, have all of the resources they need that are very customized to their needs,” said Christine Brongniart, Executive Director of CUNY ASAP. Brongniart also heads Accelerate, Complete, Engage (ACE), launched in 2015, which follows the ASAP model to support bachelor’s degree students. It currently serves seven CUNY colleges and over 7,856 students since its start. 

Brongniart hopes that more investment in ACE’s expansion will create a clear pathway for graduates to complete their bachelor’s degree through ACE.

“The hope is that the city and the state continue to invest in an expansion so that we can ensure that the majority, if not all, of our ASAP graduates are moving to a support structure that will continue to support them to maintain academic momentum and ensure that there is a pathway to bachelor’s completion,” said Brongniart.

In late November, the NYC Council Committee on Higher Education held a hearing, led by the Chairperson Eric Dinowitz, to examine CUNY’s graduation rates. Since 2018, according to the  Mayor’s Management report, graduation rates for associate’s degree students increased from 33.1% in FY2018 to 37.6% in FY2024  Baccalaureate students saw a similar pattern: 56.6% in FY2018, rising to 60% in FY2024. Both showed a slight dip in FY2025. 

Dinowitz urged CUNY administrators to boost these numbers and explore support systems to help students and CUNY. 

“The graduation rates, in my view, they’re not where they need to be, and we need to set our sights a lot higher,” said Dinowitz in the Council hearing. “We are partners here in the City Council to make sure that our students are achieving everything they can, both to benefit themselves and, of course, our entire city at large.”

CUNY students face challenges from multiple factors as they proceed through college.

They must often balance work, family, and school, which can be challenging for these students. This can lead to reduced course loads or increased stress, making it harder to stay in school.

“I was kind of doing less classes because I don’t have the ability to do five classes at once, so I take four classes,” said Ylé Blackburn, a Brooklyn College senior and double major. “For other students, I’m very much aware it just takes a slower time to get through the process than for others at times.”

There are also systemic issues, including limited courses, funding, and advising.

COVID-19 sparked a change in the way students attended school as they had to transition to remote learning. This shift disrupted accessibility, as some students lacked laptops or reliable Wi-Fi. The pandemic imposed financial and mental hardships on many families.

Blackburn, who started college back in 2020, has experienced challenges in her academics with disability support services because of the lack of communication during COVID.

“I went an entire semester without accommodations because during COVID, there was no direction on the website on where to submit my accommodations for help, and then I failed a class,” said Blackburn.

She adds that the accommodation process is ongoing and often challenging. While she appreciates the staff’s efforts to support students, she believes the current systems can be more of a hindrance than help.

Blackburn is set to graduate in May 2026. 

Another contributor to declining graduation rates for CUNY college students is unpreparednes. Not all city high schools prepare students for college.. 

“I think because the Department of Education(DOE) is so focused on increasing graduation rates, it graduates students who are unprepared for post-secondary careers and education,” said David Bloomfield, professor of Education Leadership, Law, and Policy at Brooklyn College and the CUNY Graduate Center. 

Bloomfield stressed that high schools should clearly explain college academic requirements to students, adding that the city’s college placement process is a key issue. “The city has a motivation for placing students in colleges, and I think sometimes it doesn’t inform students of both the economic and the academic consequences of that decision.”

Across the United States, about 71% of students who started at four-year public colleges in 2018 completed  their degrees within six years, while 43% of those starting at two-year public colleges graduated within the same time frame, according to a 2024 national report. 

The CUNY ASAP and ACE models are influencing efforts nationwide to improve these rates. According to the CUNY’s ASAP and ACE evaluation report, “More than 60 institutions across Ohio, California, Colorado, New York (SUNY), North Carolina, Pennsylvania, Tennessee, West Virginia, and Maryland have implemented — or are preparing to implement — the ASAP model with technical assistance from the CUNY National Replication Collaborative.”

Brongniart adds that it’s an expensive model, but the returns are clear, and scaling it could make a big difference. 

“We’re replicating this model through the country, and again it takes millions and millions of dollars up front, but I mean the return is more and more clear,” said Brongniart. “The potential to scale this model it makes such a dramatic impact to lift the tide across the university and other systems too.”

New data show a 17 percent drop in new international student enrollment in U.S. colleges this fall, signaling growing concerns across higher education about the country’s ability to attract global talent. 

That decline arrives even as President Donald Trump recently declared that foreign students are “essential” to U.S. institutions, warning that cuts would “destroy U.S. colleges,” according to Bloomberg. 

Yet for many students, the political rhetoric and lived reality feel increasingly disconnected.

One international student from Central Asia, who like the other students quoted here asked to be quoted anonymously,  posted publicly that she traveled home this summer to renew documents and visit family before her final semester in the USA. Weeks later, she discovered her Student and Exchange Visitor Information System (SEVIS) record had been terminated and her next visa appointment pushed months ahead. With only one semester remaining, losing her active status rendered her ineligible for post-graduation work options as  Optional Practical Training (OPT), a program that allows international students to work temporarily in the U.S. after graduation. 

Her story is one of the issues fueling this year’s enrollment decline. All those problems, including visa delays, unpredictable travel outcomes are leading to a growing fear that studying in the United States has become less stable and less accessible.

According to Open Doors data, published by the Institute of International Education, the number of international students enrolled in U.S. higher education has been shrinking, contributing to the sharp decline this year in new enrollments.

A computer science major from Kazakhstan described spending nearly all of July consumed by worry that he would be unable to return to the U.S. after his visit home. “Every day felt like ‘what if?’” he said. “What if the rules change while I’m abroad? What if I lose everything I’ve worked for?” Though he returned this fall, the stress remains as he prepares for graduation.

The financial burden of studying in the U.S. adds another layer of pressure. An Albanian student said the high cost of international tuition makes even small policy changes risky. “The fees are too expensive, and we can’t work off-campus. One rule change could ruin everything.”

A student from Kyrgyzstan suggested the current climate may push more students toward Europe or Canada. “It’s already very expensive to study here, and jobs are limited,” she said. “If the rules keep getting more complicated, people will choose other countries.”

Some students compare the U.S. to other education systems and see differences. A Turkish student who previously studied in Argentina said the U.S. academic experience felt easier, but the immigration and job pathways weren’t stable. A Ukrainian student, educated in Europe and the U.S., said European programs offered better academic standards, while the U.S. offered post-graduation job potential but only if immigration pathways remained open.

Not all students expressed concern. An Albanian student pursuing an employment-based green card (EB-3) said he believes legal immigration pathways remain intact. “As long as students follow the rules, they should still have opportunities,” he said.

Across these varied voices, students described constantly monitoring policy changes, concerned that a single update could disrupt years of academic and financial planning.

According to NAFSA, international students contributed more than $43 billion to the U.S. economy last academic year. With enrollment declining and confidence shaken, colleges that rely on international tuition may face an increasingly uncertain future.

For many students, the challenge now is simply getting through their studies while managing the possibility that their entire plan could change overnight. “I want to stay,” the Kazakhstan student said, “but sometimes it feels like my future changes every time the news changes.”

The long-awaited reopening of the Gerritsen Beach Public Library has been pushed back to Dec. 11 due to construction delays, nearly a month after its previously scheduled Nov. 12 return. The branch has been closed since July 15, 2024 for an extensive capital project aimed at modernizing aging infrastructure across the Brooklyn Public Library (BPL) system. 

The BPL website was updated last week with the new date, attributing the delay to the final stages of construction, stating, “it’s taking a little longer than expected to put the finishing touches on the renovated branch.”

The closure is part of a wider, system-level rebuilding effort managed in collaboration with the city’s Department of Design and Construction (DDC). With a city and state capital budget, BPL has $240 million to spend for reconstruction on a third of its libraries. The renovations can take much longer than necessary because of their costs and management, as stated by the NYC Comptroller Brad Lander. According to DDC estimates, the project could take up to three years to complete, though the Gerritsen Beach location had expected to reopen ahead of schedule. 

To fill the gap left by the closure, BPL has relied on Bookmobile visits and events taking place online or at other libraries to maintain a presence in the neighborhood.

Marisa Kuras, the library’s assistant branch manager, spoke about the project at a Community Board 15 meeting on Oct. 28th, offering insight to the maintenance and to discuss the reopening day plan. 

“Gerritsen Beach Library closed for a necessary repair for the roof, the facade, and our community rooms,” said Kuras. “And for the last sixteen months our staff have been performing outreach in the community. But our patrons always let us know how much they miss their library and how excited they were for when we reopen.”

Despite the frustrations surrounding the extended timeline, BPL officials say it will be worth the wait. In a Nov. 15 update posted online, the library said it was “thrilled to welcome patrons back to a renovated branch featuring a new roof, ceilings, lighting, furniture, plus a dedicated children’s area and a brand-new teen space.”

If the Dec. 11 date sticks, the reopening will restore a long-missed community center that has served Gerritsen Beach for nearly a century. 

As college application deadlines loom, Brooklyn high schoolers are preparing for the next steps in higher education.

Governor Kathy Hochul announced on October 6 that close to 130 colleges across New York State would waive application fees in October as part of College Applications Month (CAM) for the third consecutive year. 

This initiative aims to assist high school seniors as they pursue higher education and tackle financial challenges. This includes all of the City University of New York (CUNY) and State University of New York (SUNY), as well as about 50 private colleges and universities. 

“College Application Month is about breaking down barriers and helping every student take that critical first step toward college success,” said Hochul on the NYS official website press release.

CUNY is waiving application fees from October 27-November 21 for NYC students and November 10-21 for out-of-NYC students. SUNY waives fees October 20-November for up to five applications per student. Private colleges and universities offer varying waiver periods. Application fees typically range from $50 to $90. 

“I think this is a good incentive to help low income students get more opportunities,” said Giselle Rodriguez, a Brooklyn College senior.

CUNY saw a positive impact on enrollment rates from its fall 2024 fee waiver initiatives, which helped the university system recover from declines during the pandemic. According to CUNY News, “During the free application period, the University received a record 55,050 applications, an increase of 62% from last year’s period. Overall, applications to CUNY were up 13% year-over-year.”

Although fee waivers eliminate application costs, students still face tuition expenses. “I personally believe you shouldn’t have to pay to go to college.” said Janiah Taylor, a CUNY K16 Initiatives Program Associate for college and career advising and a graduate of CUNY. “That tactic has never made sense to me and I think it blocks a lot of opportunities for different students.” K16 Initiatives is a partnership between CUNY and New York City Public Schools (NYCPS), where students can apply to their programs, supporting a smooth transition to college and early college education and environment. 

Despite the challenge of paying tuition, CAM still gives students an opportunity to take the first step in applying to college.  “College Application Month sends a clear message: college is within reach,” said Lola W. Brabham, President of Commission on the Independent Colleges and Universities in the NYS official website’s press release.

New York City mayoral candidates Andrew Cuomo and Curtis Sliwa butted heads with Democratic front-runner Zohran Mamdani over the city’s Gifted and Talented education plans during their second and final general election debate at 30 Rockefeller Plaza on Thursday, Oct. 16. 

Mamdani confirmed that he would phase out the Gifted and Talented Program (G&T) for kindergartners, as he has already announced. “I do not believe kindergartners should be subjected to a singular assessment,” he said during the second and final mayoral general election debate. He also repeated his call to end mayoral control of the school system.

The city’s G&T program began in the 1970s to provide advanced learning opportunities for eligible elementary students. This program was phased out for incoming kindergartners by former Mayor Bill de Blasio in 2021, but was later reinstated by his successor, Mayor Eric Adams, in 2022.

The program has faced a mix of opinions and backlash for its low rate of including Black, Hispanic, and other students in the program. 

Black or Latino students make up 70% of the NYC public school system, and are far less likely to be enrolled in gifted and talented programs than their White or Asian peers, who make up 75% of these programs.

Sliwa, the Republican nominee, and former Governor Cuomo, who is running as an independent, both agreed during the debate that the G&T program should be expanded rather than phased out.

Sliwa said the program doesn’t have enough slots. It currently has 1,900; he wants at least 5,000. Sliwa also emphasized that the tests need to be more available for Black and Hispanic communities.

Brooklyn College student Khalia John, who watched the debate, said she agrees with Mamdani on the G&T program ending for kindergartners but warned it won’t be enough to guarantee greater opportunities for Black and Latino children. 

“To be successful in that approach depends on broader changes such as ensuring all schools have equal access to resources, various methods to identify giftedness later on, and supporting all students in those early grades,” said John. “Without addressing these factors they’ll reach the same results, it’ll just show up later down the line.”

Lindsey Gordon, a nine-year NYC teacher and parent, believes the mayoral candidates oversimplify complex education issues like the G&T program. But she can agree on both sides of the G&T program argument based on reading news coverage articles of the debate and her knowledge of these types of programs.

Gordon said that she agrees with Mamdani that all students deserve a high-quality education. She stressed that large classes with students of varying abilities and behavioral issues make it challenging to meet “all” diverse needs. So she advocates for support programs. “I support pull-out or push-in programs that provide targeted support or enrichment to better meet students’ diverse needs,” said Gordon.

Gordon added that she has had concerns that changes to G&T and enrichment programs could affect other students currently in these programs, like her 8-year-old. “If enrichment programs were phased out or scaled back, I think my child might lose some of that excitement and motivation that comes from being challenged and engaged,” said Gordon.

Mayoral control allows the Mayor to have significant authority over the NYC public schools, including the appointment of the school chancellor.

“I’ve been critical of mayoral control because of the ways in which it’s been used to take away the voice of parents, of educators, of students,” said Mamdani during the debate. 

By contrast, Cuomo wants to maintain mayoral control and emphasized its importance. “We’d go back to the old system that had local school boards which were corrupt, patronage mills, etc.,” Cuomo said.

Gordon believes her views align more with Mamdani’s: that parents and teachers are losing their voices. But she understands that the situation is not easy. “So while I understand the argument for consistency under mayoral control, I think it’s way more important to build a system that actually listens to the people in it,” said Gordon. “Education should be a shared effort between leadership, families, and teachers—not something dictated from the top down.”

CUNY offers many services to its students, but many may be unaware of its LGBTQI+ Council. The Council offered an introduction to its work at a CUNY-wide “Virtual Welcome” on Sept. 17, showcasing its resources. 

The Council’s members are staff and faculty who meet monthly to discuss ways of supporting the lesbian, gay, bisexual, trans, and queer students across the campuses. Members deal with issues surrounding outreach, gender and name changes, mental health and wellness, and CUNY LGBTQI+ Centers. 

Members represent all of the 26 CUNY campuses and hold a variety of positions, including professors, program directors, counselors, and administrators. Brooklyn College’s representatives are Kelly Spivey, the director of the LGBTQ+ Resource Center, and counselor and adjunct lecturer Andy Hale. 

“Our mission is to ensure the visibility and inclusion of the entire spectrum of LGBTQI+ students, faculty, and staff. We aim to be a collaborative resource to create connection and community, identify and troubleshoot gaps, and increase representation, awareness, and equity,” Christina Chala, the University Student Engagement Programs Manager at the CUNY Central Office,” told those attending the meeting. 

One resource that served as the focal point of the event was the CUNY LGBTQI+ Hub. Along with accessing the Council representatives at each school, the hub allows students to see policies and resources that the Council has compiled for students. Chala shared the fact that students can change their name on CUNYFirst and have that reflected on their accounts. 

“New in the Spring, April 2025, we enhanced the portal for preferred names, so when a student submits a preferred name through the CUNYFirst portal, their legal first name should automatically be hidden in CUNY-wide systems,” said Chala. 

One of the most asked questions in the Zoom chat was how students can be involved in the work that the Council does. Through the hub, students can find the LGBTQ+ Center on their campus and reach out to their Council representative for ways to get involved. 

Another avenue for student involvement is by participating in the CUNY LGBTQI+ Student Conference. The conference brings together all students from all CUNY campuses to one host school and asks, “What does leadership for social change look like? What does an inclusive CUNY look like?” Students can help plan the event by joining the Council’s student subcommittee, the Queer Student Alliance (QSAS). 

Based on comments in the Zoom chat, the event left attendees hopeful for what’s to come at CUNY, as several LGBTQ Centers promoted their upcoming events. Council members encouraged students to attend events at the other CUNY campuses and build a community that spans beyond their home campus. 

Aiming to bring books to the community, several Brooklyn non-profit organizations kicked off a back-to-school event during the weeklong Brooklyn Book Festival on September 14 at sponsor Read 718’s Malcolm X Blvd. site in Bedford Stuyvesant.  

The event allows families, children, and book lovers to take free books. 

Read 718 partners with two non-profit organizations: Brooklyn Book Bodega’s mission is to increase the number of New York City households with 100 books by providing free books and hosting events. The House of SpeakEasy’s mission is to expand book access in neighborhoods that have limited bookstores and libraries, while also providing educational workshops and programs, such as after-school college readiness programs.

At the event, The House of Speakeasy distributed free books at its book mobile. Also, inside the site there were school supplies and Julie Kwon, a local children’s illustrator, doing a storytime reading.

“We tend to look for events where we can get access to books,” said John Glasgow, father. “We think it is important to get our three-year-old son, along with our 16-year-old daughter, keen to keep them learning and reading.”

Emily Kirven founded READ 718 in January 2015. As a former English teacher, she created this non-profit organization after observing her previous students struggle with reading, which was eventually affecting their performance in various subjects. Also, some students are not able to afford private tutoring.

“It’s always fun to work with other organizations here in Brooklyn who also care about literacy and spreading awareness of it,” said Kirven.

Kirven designed a program allowing low-income families from grades 1-8 to gain educational access for their children. According to the READ 718 website, “READ 718 has provided over 16,000 hours of one-to-one literacy tutoring to over 350 children — many of whom have returned for multiple cycles –, trained over 400 volunteers, provided 17 educational workshops to parents and educators in our community.”

READ 718 also launched both Saturday and Summer reading rooms for fluency guidance, workshops, and book clubs. Also, created a remote reading program for the COVID-19 pandemic, which continued due to its success.

They all sponsored this event with the support of New York State of Opportunity, Council of Arts, and NYC Cultural Affairs. 

A mother of two who likes to stroll around the neighborhood takes this opportunity to go to these non-profit organization book events.

“We love to read,” said Jovana Santiago. “So this is the way for my daughter to come out and we burn energy, interact, and pick up books.” She also appreciates the accessibility. “Some people don’t have money for books, so this is a way for people to keep up with their love of reading,” said Santiago.

First-time attendees Dana Co and her boyfriend are among those who like books. “I think the event is really nice and cute for kids to get more into reading,” said Co, nurse. “Since I think right now, they are probably not doing as much of that and are on their phones.”

Julie Kwon’s illustrations brought Kyle Lukoff’s picture book, ‘I’m Sorry You Got Mad,’ an NPR Books We Love 2024 pick and BCCB Blue Ribbon Book(Picture Books 2024), to life for children during this event.

Kwon, who has worked with these organizations on similar events in the past, expressed joy in seeing the initial reactions of kids and others in person when seeing the book rather than online.

 “Through events like this, it is such a valuable opportunity to actually see how kids meet with other kids and see them interacting with your work,” said Kwon. “While witnessing how the work I do impacts them.”

Kwon explains that the book tells the story of Jack, a kid who learns to apologize to his classmate Zoe after knocking over her block castle. Through writing apology notes assigned by his teacher, Jack figures out how to create a proper apology, conveying a valuable message for children that Kwon appreciates.

“I think this message is delivered in a fun way and it’s very relatable,” said Kwon. “I think everyone has struggled to apologize to someone or needed to be apologized to and knows how it feels.”

Kirven hopes for the community to feel connected with the organizations through these events.

“My hope is that the community knows that there are people who care about them and the kids,” said Kirven.

On September 3, protesters rallied outside the CUNY Graduate Center in Manhattan in support of four Brooklyn College adjunct professors who were fired over the summer after participating in demonstrations against Israeli actions in Gaza. According to the organizers, the goal of the rally was to show that their case cannot be ignored and that the issue of reinstating the professors will follow the CUNY administration everywhere.

The rally began at 11:35 a.m., and lasted for an hour. By the beginning of the event, two police cars were already in front of the building and six law enforcement officers were in their positions. About fifty people, including students, teachers, and activists, participated in the rally. They held banners and shouted “If you come for four, you’ll face us all,” demanding that the “Fired Four” be reinstated.

Anthony C. Allessandrini, professor of English at Kingsborough Community College and Middle East Studies at the Graduate Center, was the first to speak. He emphasized that these firings are directly related to the pressure on freedom of expression. Allessandrini shouted, “If management can fire four of our colleagues based on their political expression, then in reality we do not have academic freedom.”

Evan Rothman, chapter co-chair of the Professional Staff Congress (PSC) at the CUNY Graduate Center, noted that the protest goes beyond one specific conflict. When asked what this protest meant to him, Rothman replied, “One of the reasons we are out here today is we want the chancellor and the rest of the CUNY administration to know this isn’t something they can confine — it is going to follow them wherever they go.” He added, “The folks that were fired — they are not just active in Palestine organizing, they are also union activists. And right now Brooklyn College is going after the union, including full-timers who stood with their colleagues. So it affects all of us.”

Among the speakers was Corinna Mullin, until recently an adjunct professor of political science at Brooklyn College and John Jay College, one of the “Fired Four.” She emotionally shared, “Over the summer, CUNY fired four adjunct faculty members through non-reappointment, a process that requires no justification. All four of us had strong teaching records and the support of our departments. What do we share in common? We are all active in the Palestine solidarity movement and in the union.”

Mullin also emphasized, “Adjuncts are treated as disposable, and now that precarity is being weaponized to target us for political speech.” 

Venus Blue, a member of the Brooklyn College Student Union also spoke. Her speech linked the firings to a broader campaign of pressure on activists and students. “This isn’t about safety. This is about our right to free speech, which has been sold by the board of trustees to the authoritarian war mongers in Washington, D.C.,” said Blue.

During the rally, there were calls for Graduate Center President Joshua C. Brumberg to take a clearer stance in defense of students and professors. Participants shouted, “Hey Josh, what do you say, will you stand with students today?”

The rally ended with calls to continue the campaign. As Rothman said, “We are gonna keep fighting because we’re gonna win.”

The organizers stated that they will push for the reinstatement of the “Fired Four” and are ready to take further actions this fall semester.

Kelly M. Coffey, a teen-focused librarian and creative coach within the New York Public Library system is just one of many celebrating Banned Books Week, as a productive way to raise censorship awareness. 

September 22-28, 2024 marks the 42nd year of the week-long event known to book lovers and readers as a celebratory occasion. Banned Books Week was first launched in 1982 and established in response to a growing number of challenges to books in libraries, bookstores and schools. 

According to the American Library Association, 414 attempts to censor library materials and services were made between January 1 and August 31, 2024. In those cases, 1,128 unique titles were challenged. 

In the same period last year, ALA tracked 695 attempts with 1,915 unique titles challenged. Though the 2024 number has declined from the comparable period in 2023, the number of documented attempts to censor books continues to far exceed the numbers prior to 2020.

Most Americans don’t agree with book banning. A survey also done by the ALA found that 71% of voters and parents oppose the removal of books from public libraries. “It’s incredibly important for us to preserve our rights as Americans and preserve our right to free speech, free imagination and free information,” Coffey said. 

Usually held during the last week of September, this week-long event is celebrated to draw national attention to the harms of censorship and celebrates the freedom to read banned and challenged books across the nation. 

Highlighting the value of free and open access to information, it brings together a community of book lovers and readers, from librarians, educators and booksellers, to authors and publishers alike. 

“It’s an important initiative, not just for libraries and publishers but for news outlets, anyone in media, journalism, public service, including social services. It’s obviously imperative that we keep information accessible for students’ educational purposes, and professional development,” Coffey said.

“Banned Books is not just about non-fiction. It’s also just about embracing creativity, infinite creativity. I think as an American specifically,” she added.

With books still being challenged and banned today, the theme for this year’s campaign is “Freed Between the Lines,” suggesting a counter challenge as a powerful statement against book banning. Attempts to remove or restrict materials, based on the objections of a person or group citing such issues as racism or sexuality, have been the focus of the campaign. 

The American Library Association, the oldest library organization in the world, hosts a number of events throughout Banned Books Week, releasing a strong statement of support for the event. It reads in part, 

The freedom to read is essential to our democracy. It is continuously under attack. 

Private groups and public authorities in various parts of the country are working to remove or limit access to reading materials, to censor content in schools, to label “controversial” views, to distribute lists of “objectionable” books or authors, and to purge libraries. These actions apparently rise from a view that our national tradition of free expression is no longer valid; that censorship and suppression are needed to counter threats to safety or national security, as well as to avoid the subversion of politics and the corruption of morals. We, as individuals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read. 

As election season approaches, the importance of voting is once again at the forefront of public discourse. On September 25, 2024, the New York City Council held a meeting to discuss the role of libraries in empowering New Yorkers to become informed voters and engaged citizens. Representatives from the Brooklyn Public Library, the New York Public Library, and the Queens Public Library came together to present their initiatives aimed at educating New Yorkers.

These libraries emphasized the importance of programs that promote civic engagement, starting from early childhood education. They highlighted their efforts in creating learning opportunities that guide individuals in understanding their rights and responsibilities as voters. 

“Public libraries are the truly democratic institution,” said Scott McLeod, director of Civic Engagement at Queens Public Library.

During the City Council meeting, the library leaders emphasized the importance of reading and access to knowledge for all, and the vital role public libraries play in this. They focused on teen engagement, with libraries aiming to foster a love for reading and civic participation among young people.

Recent book bans are depriving teens of valuable learning opportunities. To counter this, the Queens Public Library representative said they are taking proactive measures, such as creating blog posts and offering classes specifically for teens.

In her testimony, Dr. Brandy McNeil, NYPL Deputy Director, Branch Programs and Services emphasized that at the heart of democracy is every citizen’s responsibility to engage in the political process at all levels of government. Alarmingly, she said, voter turnout in New York City remains low. Citing the New York City Campaign Finance Board (CFB), she said only 60.8% of eligible voters participate in presidential elections, with even lower turnout for local elections. Just 29.6% of eligible voters take part in mayoral elections, and these numbers drop further in low-income neighborhoods, communities of color, among youth, older adults, and voters with disabilities.

Additionally, the New York Public Library provides internships that help teenagers develop job readiness and leadership skills. The program focuses on library resources, civics, and peer-to-peer engagement, equipping teens with the tools they need to become informed and active members of their communities.

An active library fosters an engaged community, providing a reliable space for teens to discover and apply the knowledge they gain, said McLeod. With the freedom to access knowledge, teens are empowered to reflect on their potential and the impact they can have within their communities.

Coming just before National Voter Registration Day, the New York City Council Committee of Higher Education met in New York City Hall to discuss enhancing civic engagement and voter turnout among CUNY students. “Access to education is a right, not a privilege,” said Borough of Manhattan Community College delegate Alexis Ramirez amidst testimony to the City Council on Monday. 

CUNY has partnered with organizations like the New York Public Interest Research Group (NYPIRG) to promote civic engagement, run debate watch parties, and host events like National Disability Voter Week. CUNY provides voter registration coordinators on each campus, yet challenges remain to engage students civically. Members of the CUNY Student Senate (USS) identified education and transportation as key barriers to participation in election cycles. 

Denise Maybank, Vice Chancellor for Student Affairs at CUNY, cited statistics showing that student voter turnout peaks during presidential elections, with a turnout of 71.8% in 2020, but remains low during midterms, such as the 43.8% turnout that same year.

New York City voting turnout among those between the ages of 18-29 has been below all other age groups in general elections over the past decade, according to data from the New York Campaign Finance Board. In recent available data from the 2022 general election, 26.6% of voters between the ages of 18-29 participated, in comparison to 32.9% of those between the ages of 30-39, and 37.4% of those between the ages of 40-49.

When it comes to election periods, “too much is at stake, educate yourself, read it for yourself, be an educated voter. It is not about party affiliation but it is about relationship to information,” said Maybank.

Council Member Eric Dinowitz, the Chair of the Committee on Higher Education and the leader of the hearing, stressed that it is CUNY’s duty to prepare students not only academically but also civically. “Civic engagement necessitates the engagement of primary elections,” said Dinowitz. “Every single election is a critical election year. There is not a single election that is not important. The work that CUNY does is critical to ensuring that voters are registered to vote,” he stated.

Megan Ahearn, Program Director for NYPIRG, said that peer-to-peer contact was the “most effective and meaningful technique” for increasing voter engagement. Ahearn, who has worked for NYPIRG for 17 years, expressed that in her experience, “some students said they weren’t involved until they were registered to vote.” 

Ahearn noted that a barrier to increased poll turnout lies in New York’s lack of same-day voter registration, which many other states have successfully implemented. She urged the Council to advocate for legislative changes to make same-day registration possible in New York.

Testimony from members of USS CUNY called for more robust voter education to complement efforts of increasing registration rates. Isabel Torres, a sophomore at Queensborough Community College and a USS delegate, said that “students are not educated on what is going on, education is the biggest barrier. Why would students register to vote on something they’re not aware of?”

BMCC’s Ramirez advocated for free MetroCards for students to remove the financial challenges that might hinder a student’s ability to vote. “Part of our plight in the struggle for fairness is the ability to commute… the right to commuting is a necessity,” said Ramirez.

Tanisha Fields, president of the Graduate Student Assembly at Baruch, said that “some students are not engaged because they do not have the knowledge of policies.” However, Fields added that “you don’t have to have full knowledge of policy to be part of advocacy.” 

The last day to register to vote in New York for the coming November 5th general election is October 26th, 2024. Students can register to vote online at the Board of Elections.

The 2024-25 school year has officially started back up in NYC, and the students of one small private school in Queens have a wide range of feelings.

It’s a sunny September day in Queens Village and the students of Ss. Joachim & Anne, a local Catholic school, are abuzz in the yard anticipating the start of a new school year. Founded in 1924, Ss. Joachim and Anne School, also known as SsJA, has been a part of the community for 100 years. The school has undergone a lot of changes in the past century but the has kept its mission of education and providing children of a large age range with a Catholic foundation. 

SsJA offers classes from Pre-K to 8th grade, so children as young as four and as old as 14 are grouped together in the schoolyard this morning, all reconnecting with their classmates and being introduced to their new teachers. Apart from the neat red and gray uniforms and tidy haircuts, the energy and rambunctiousness in the schoolyard is not too dissimilar from what you’d see at public school. Despite the properness and formality that comes with a private Catholic school, these kids, at the end of the day, are still kids. Like any other kids  in any other school in the country, the student body of SsJA are letting all their emotions out on the schoolyard: the excitement of seeing their friends, the disappointment of the end of summer vacation, and anxiousness about the trials and tribulations that will meet them for the next 10 months.

Being a school that teaches kids from Pre-K to 8th grade, a lot of parents opt to send their children to SsJA for all those 10 years. As a result, a good chunk of the graduating class has been attending this one school for literally as long as they can remember. One of them is JR, who, when asked if he’s excited going into a new school year, rated his excitement level at “a 7.5 out of 10,” saying he felt “kind of nervous but a little bit excited.” He’s been going to SsJA for “too long”  but still feels like this upcoming year is unprecedented, admitting, “ I feel different because it’s my last year.”. JR isn’t letting his feelings distract him from working his hardest and getting good grades, however. “I want to get at least 85s”,” JR says, referring to the minimum grade he hopes to get for all of his subjects this year.

When asking another student, JB, how he felt heading into his last year before high school, the 8th grader only had three words: “Honestly mad nervous.” Not offering any particular reason why, just the general feelings of nervousness and insecurity that come with this transitional stage in a young person’s life. As blunt as this answer is, it also holds a lot of honesty and vulnerability and is no doubt a familiar feeling for a lot of people who have been in the same position as JB. Nonetheless, the school year must go on, and students of SsJA, other schools in New York, and schools around the country find themselves having to put their nerves aside and get ready for another step in their academic journeys.

In a long line that stretched nearly half the block of Vermont Ave, over 100 parents from all over East New York, Brownsville, and Canarsie waited for almost an hour on a sultry Saturday, August 31st, at Linden Park. They were desperate to get free back-to-school supplies for their children, easing some strain on their own pockets.

Back-to-school shopping, a once joyful custom, has become more burdensome in recent years. According to a Coupon Birds survey, parents of school-aged children in New York State spend roughly $1,123 on average for back-to-school supplies, the highest amount in the United States. “I spend about $1,000,” states Tiyana Baker, a mother of seven. 

According to the Furman Center at NYU, back-to-school spending is especially costly in a neighborhood like East New York, Brooklyn, whose poverty rate of 24.6% is higher than both the city and national rates.

Assemblywoman Nikki Lucas(D-NY) hopes to ease some of that burden with her annual book bag drive. Her efforts could be felt by parents like Hector Santiago, who stated, “It kind of helps the community also come together, let them know, you know, you don’t have to struggle alone.”

The event, in partnership with Democratic Congressional Leader Hakeem Jeffries(D-NY), received help from local businesses and volunteers who donated their time to service the community. Set with three bouncy houses, a popcorn and cotton candy stand, and a barbecue grill with Civil Court Judges Edward H. King and Ellen Edwards behind it, Vermont Street was transformed into a mini carnival. Aside from the book bags, children were also able to get their hair done for free by volunteers, receive free medical screenings and free CPR lessons, and teens were allowed to sign up for a free driving lesson.

Shawn Hodges, the owner of and instructor at the Community Driving School in Coney Island, was happy to donate his time to help the teens obtain their licenses to increase their prospects for employment. He states, “Once you get your driver’s license, you can work without a high school diploma and without a college degree.” Shanteria Salters, a volunteer braiding hair, said she loved to give back to the community because she was from the area.

Chris Legree, a coach from the Eagle Academy High School, donated his time along with two of his students to cut hair. The school itself focuses on teaching leadership skills to young men within the black and brown community. Legree wanted his students there to help them develop their entrepreneurial skills. Cedric Warren, a student at Eagle Academy, described the first haircut he ever gave as a “life-changing event” and hopes to open his own business within a year or two.

Parent Joy Mellieon praised the businesses for giving back. She states, “I’m thankful for it, especially the free school supplies, because you know that times are hard, and I appreciate whatever it is my child receives.” Naimah S. was happy to hear about the event through her mom and was relieved that hair care services were provided for her daughter, who is starting middle school this year. “This is very positive; I like it,” she says.

With the event’s success, Assemblywoman Nikki Lucas is already brainstorming ways to expand next year’s drive. She hopes to gain more resources from local medical providers to extend services to hearing, dental, and vision screenings. She believes these services are essential in providing preventative care and can help uncover undiagnosed issues that are easily overlooked. She also believes that providing these services can significantly reduce the chances of children obtaining IEPs or attending special ed.

Overall, the event was able to donate over 400 bookbags to families in need. “Just to be able to provide a helping hand to families is a really great feeling, and I hope that it’s always helpful. We make sure that we incorporate fun with resources. That’s extremely important,” Lucas states.