When Behishta was a child, she sat in front of the TV to watch the news. She wondered how the reporters were able to read all the things they were saying while looking at the camera. She asked her uncle, who explained that they use teleprompters. As she grew older, her uncle taught her more about journalism. Now, she dreams of going to college in America to become a journalist so that she can bring awareness to other countries about what’s going on in her home.
As Hawa was growing up, she noticed that many people in her hometown did not have access to proper health care. Some people were denied care at hospitals because they could not afford to pay for it. She believes that health care should be for everyone so she dreams of becoming a doctor and returning to Afghanistan to help the sick.
Behishta Kabir and Hawa Niazy are two 17-year-old girls who were born in Kabul, Afghanistan. Behishta is one of seven children; Hawa is one of nine. Their families were forced to flee their home country when the Taliban took over in 2021. Now, after almost two years in America, they live in Harvard, and they plan to finish high school and pursue higher education in the U.S. so they can return to Afghanistan and use their knowledge to improve life for fellow Afghans.
Masonda Kabir, Behishta Kabir, Shayesta Kabir, and Hawa Niazy listen to a classmate in an English as a second language class at Worcester State University, June 27. (Photo by Lisa Aciukewicz)
Behishta’s family arrived in December 2021, and they were soon joined by Hawa’s family. Both their fathers had worked for American companies back in Afghanistan. After many months of seeking temporary refuge in Germany, Texas, and many other places, they arrived in Harvard, and they have stayed since.
Both families, a total of 20 people, 16 of whom are children, live in Bromfield House, the school district’s former administration building, which volunteers repurposed for them. Behishta and Hawa, who became best friends after meeting in their new town, attend the Bromfield School and have just finished 11th grade.
“School is really good, and I like the [public] library,” said Behishta when asked about her favorite things about Harvard. “Anytime I want, I can go there and study, do my homework, read a book, and then use a computer to print anything.”
Still, Hawa brought up the challenges that come with attending an American high school. When they first started, neither of them could speak English, so they needed to relearn much of the material they knew from home.
A difficult process, but rapid progress
From the volunteers’ perspective, it has been a difficult process to work with the school in figuring out what material the girls have dealt with, since the school received information with only “math class” and not a specific curriculum like “geometry” or “algebra.” The same difficulty happened with English, especially because of Bromfield’s literary requirements.
“I am impressed and blown away,” said Samantha Pereyra, their English Language Development (ELD) teacher, about their rapid progress. “I think that it’s a credit to the fact that they want to learn so badly and they want to be able to interact with their peers.”
Pereyra went on to explain that, because they spoke Pashto and Dari at home and had a very limited ability to speak, write, or read in English, it had been challenging for them to tackle the school’s high school requirements, such as English and history, which are all reading- and writing-based. “Teaching them to read from left to right is a big challenge,” said Pereyra. “[With] learning a brand new alphabet and sounds that they’re not familiar with in their own language, there is a lot going on.”
Terry Symula, the leader of the Harvard Neighborhood Support Team, along with Sharon Cronin and about 40 other volunteers, has been helping Hawa and Behishta’s families adapt to their new life in Harvard. They have helped the fathers find employment, arranged for English tutors to come teach the mothers at home, and helped with transporting kids to activities and other daily needs. Symula explained that, during their first year, volunteers mostly focused on helping the kids socialize, rather than their academics.
To help advance some of the students’ academics, the volunteers have arranged for a bus to take Behishta, Hawa, and five other students to Worcester State University this summer for intensive English classes. The goal is to improve their proficiency and hopefully acquire extra credits that could count toward their high school requirements for graduation.
Massachusetts requires high school students to earn at least 24 credits, as well as pass the Massachusetts Comprehensive Assessment System (MCAS) exams for English, math, and science in order to graduate. The volunteers are trying to work around those requirements to help the Afghan students graduate from high school. “Systems don’t make it easy,” said Symula, referring to the state’s academic expectations for students like Hawa and Behishta. “There’s not a handbook that tells you what to do.”
Cultural barriers
In addition to academic challenges, the girls have also encountered some cultural barriers. Behishta and Hawa attended an all-girls school back in Afghanistan, so the first time their families visited the Bromfield School, it was a shock to see boys and girls going to school together. Fortunately, their fathers approved of the school system, and Behishta and Hawa were comfortable with the new environment. “I do not have any problem with [going to a school with boys],” said Behishta. “I pay attention to my learning.” Her brother found it more of a challenge.
The content of their classes was also a surprise to them. In English class, Behishta and Hawa were exposed to books like “The Great Gatsby” and movies like director Franco Zeffirelli’s 1968 version of “Romeo and Juliet,” which were completely unknown to them. “That movie was so bad,” said Behishta. “They’re 15 years old and in love. It’s stupid.”
The volunteers in Harvard have made a big effort to find ways to work through cultural differences. The evident language barrier, the difference in school systems, and the roles that each person in the family plays at home have been among the barriers they have encountered. “The girls used to stay at home to help their moms with cooking and cleaning,” said Symula. “We try to tell them that’s not allowed here.” The two families and their 16 children live together, so the responsibilities at home are numerous. Hawa and Behishta help each other with taking care of their younger siblings and helping with chores.
Both volunteers and teachers have been greatly affected by the presence of these families in Harvard. It has been an opportunity for everyone to learn about other cultures and how to help families integrate into the community. “We live day to day,” said Symula. “Everybody has been changed by this experience.” Pereyra also recalled how much she has learned from students like Hawa and Behishta. “I learned a lot about their culture, about their language, and about teaching students how to speak, read, and write in English.”
Hawa and Behishta said they were incredibly grateful to the volunteers and the town of Harvard. They look forward to continuing to learn and building a career that allows them to help their country someday.
“They’re saving me,” said Behishta. “I wish I could do something for them.”
