Renowned educator and school psychologist Dr. Brandy Taylor Dédé is appointed State Director of CDF-Texas. Dr. Taylor Dédé, who previously served with CDF-Texas from 2012 to 2014, brings a wealth of experience and a passion for child well-being to her new role.
A Baylor University alum with a psychology and prevention science background, Dr. Taylor Dédé aims to explore the intersection of practice, research, advocacy, and public policy in her mission to enhance child welfare. Having spent the last 25 years in Texas, Dr. Taylor Dédé is set to make impactful strides in her return to CDF-Texas.
The Defender spoke to Dédé to learn more about her initiatives in this position.
Defender: Can you share a bit about your personal journey and what led you to focus on education and mental wellness, particularly in the context of disenfranchised youth?
Dr. Brandy DéDé: I’m a licensed specialist in school psychology. I’ve spent more than 10 years working with children, families, and school staff to improve a child’s overall well-being. I went to school for psychology, but I knew I needed to dig deeper to address the social and public health issues impacting disenfranchised youth. So, I went to Texas A&M University and got my doctorate in Prevention Science to study the prevention of mental, emotional, and physical health problems and the promotion of well-being. I just didn’t go to school for the sake of going to school. I had to understand my “why.” Helping children is my reason.
Defender: With your extensive experience as a school psychologist, how do you see these roles shaping your approach as the state director of Children’s Defense Fund-Texas?
DéDé: Each role has been instrumental in shaping my approach to education and mental wellness. As a school psychologist, I had the opportunity to work closely with students, gaining insights into the nuanced challenges they face. I started this role in December so I’ve been hitting the ground running. One important approach that has been effective for me is active listening, which is a difficult skill to master for many. In addition to active listening, it is important to identify individuals with lived experience from marginalized communities who can be a voice in strategic planning for policy issues and outreach.
Defender: During your previous stint at CDF-Texas as a Youth Leadership Development Associate, were there specific experiences that impacted your perspective or influenced your return to the organization?
DéDé: Twelve years ago, I completed a Development internship with the Children’s Defense Fund. As part of this internship, I was responsible for assisting the Executive Director with developing, expanding, and enriching the CDF-Texas Advisory Council and developing the Cradle to Prison Pipeline campaign. I also supported the Deputy Director with seeking and applying for foundational and corporation grants. Through this internship experience, I was exposed to Freedom School and its impact on Black youth in Sunnyside/South Park. I transitioned to the Youth Development Associate role, which consisted of expanding the Freedom Schools program across Texas and within the Juvenile Probation Department.
The CDF Freedom Schools program today is designed to improve reading, language skills, and interpersonal relationships, strengthen families, and connect children to medical and other needed social services. One of the most powerful aspects of CDF Freedom school is developing in scholars, servant leader interns, site coordinators, and project directors the skills needed to improve conditions for children and families in their communities.
The CDF Freedom School is needed because we still see many Black and Brown children/young people who are failed by the inadequacies of their public school systems. The increase of book bans across Texas continues to stifle/censor Black and Brown histories and cultures.
In 2022, nearly all Scholars improved (51.7%) or maintained (32.7%) their reading skills during the six-week program, preventing the typical summer learning loss. What was especially inspiring were the significant strides made by scholars reading below grade level at the start of the summer. Additionally, there are countless stories from staff about students using their voices to stand up for themselves when they return to their schools in the fall. We want to see scholars generalizing the skills learned during the summer to their classrooms year-round.
Defender: What areas or policies are most critical for improving public education and mental wellness policy, and how do you plan to address them?
DéDé: Developing youth and young adults is another important aspect of our work. CDF-TX has hosted a two-day Advocacy 101 training as well as a You Run Your School Board event. Events such as these are critical for seeing changes in public education and mental wellness. Youth voices must be reflected in the systems we are trying to impact. Additionally, we must mobilize communities by bringing together diverse stakeholders, including marginalized communities, legislators, business owners, families, school board members, and others vested in the work.
Defender: What challenges do you anticipate in enhancing the understanding of ill-informed local and statewide decision-makers?
DéDé: First, I encourage decision-makers to be very intentional about identifying safe spaces in communities (e.g., recreation centers, faith-based organizations) where young people are connected and thriving. Once identified, connect and build rapport with trusted individuals in these spaces. Host listening sessions in these communities with the intent of gathering information to increase not only understanding but also awareness. This approach takes time and effort, but it brings to life the data collected through surveys that don’t tell the full story.
Defender: How do you envision integrating these elements to create a holistic approach to child well-being, and what outcomes are you aiming for in your new role?
DéDé: A holistic approach involves enhancing youth’s mental wellness and social-emotional well-being, ensuring their physical needs are met, creating access to equitable educational opportunities, and empowering them through leadership development. To accomplish this, we need a village of parents, grandparents, teachers, coaches, business owners, and community leaders to take ownership of their communities by using their voices to challenge the status quo and fight for the future of our young people.
