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Nurturing Growth: Who Supports Black Breastfeeding Mothers?

Posted on October 24, 2024

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Guest: Toshira Maldonado, M.Ed., CPE, CD (CCI)

Certified perinatal educator, full-spectrum doula, and co-founder of Most Beautiful W.O.M.B.

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Interviewer: Al-Nisa Murray, CLC, CHC, MPH

Lactation consultant, co-chair of the Maternal Infant Health Group, and member of ACNJ’s New Jersey Parent Leadership Council

Co-Authored by:

Keith Haddad, Staff Writer and Eloisa Hernandez-Ramos, Outreach and Communications Associate 

 

Reflections from a Perinatal Educator and Doula 

In a world where motherhood is often celebrated, in America, breastfeeding remains a quietly controversial subject—especially for Black mothers. The legacy of stigma and trauma surrounding Black lactating women in America runs deep, but change is happening. Al-Nisa Murray, from ACNJ’s Parent Leadership Council, had the opportunity to speak with Toshira Maldonado, a certified perinatal educator, full-spectrum doula, and co-founder of Most Beautiful W.O.M.B. (Women Overcoming Major Barriers), an organization that supports women navigating adversity and trauma. Her 25 years of experience have given her unique insights into the challenges and joys of breastfeeding within the Black community.

Maldonado’s wisdom is simple but profound: "Don't give up. Don't get tired. Don't throw your hands up. Stick with it and recognize that you are doing something only you can do for your baby." 

Facing Stigma and Reclaiming Tradition

Maldonado discussed the complicated relationship many Black women have with breastfeeding. Though Black women were once central to caregiving and nurturing in American society, those contributions were often devalued or exploited. Historical traumas—including the legacy of enslaved women forced to serve as wet nurses—linger in ways that still discourage breastfeeding today. Some come from generations where breastfeeding wasn’t an option Maldonado explained, and that stigma has been passed down.

But she sees hope. The rise of initiatives like Black Breastfeeding Week, founded in 2012 by Kiddada Green, Kimberly Seals Allers, and Anayah Sangodele-Ayoka, aims to change these narratives. Through community education and celebration, these movements are giving Black mothers the tools and confidence to reclaim their bodies and their power.

Breastfeeding as Self-Care and Empowerment

Maldonado’s work focuses on more than just the mechanics of breastfeeding—it’s about self-care and empowerment. Breastfeeding is as much for the mother as it is for the baby she asserts. Many mothers she works with tend to neglect their own needs, focusing entirely on their children. Maldonado encourages them to see breastfeeding as a way to nourish both themselves and their babies:

“You don't have to worry about running out of formula, formula shortages, or recalls because your body can produce the nutrition your baby needs.” 

She also highlights the benefits on the child’s brain development. Knowing that they are giving their babies the best nutrition available provides mothers with a sense of security and pride. It’s a reminder that their bodies are capable, strong, and essential to their child’s development.

The Power of Community and Peer Support

Maldonado believes that true cultural change starts within the community. She endorses the need “for us, by us” spaces where Black mothers can feel safe, supported, and free to share their experiences." In these spaces—whether through peer lactation counseling or informal gatherings—mothers can find solidarity and empowerment.

One of her most effective strategies is what she calls a “feeding clutch”—intimate gatherings where expectant and new mothers learn from both experts and peers. These conversations allow fears and misconceptions to be addressed openly, creating an environment where every mother feels supported.

“We are all matches,” she says, “None of us are a whole matchbook. So you could start an explosion with just one match.” This is the power of peer support: when one mother overcomes the odds and shares her story, she becomes the spark that inspires others just by being the peer supporter who says, “I breastfed my baby.”

Change Starts at Home

Maldonado stresses that changing the narrative around breastfeeding must begin within the family. She explains “If the family is in tune with this, and if both partners are supporting each other, and everyone is on board with this beautiful occurrence” then this shift in mindset within families has a ripple effect, transforming not only communities but entire generations. 

She also emphasizes the importance of nutrition, reminding mothers that what they eat continues to benefit their babies even after birth. When moms eat well, their babies thrive—both inside and outside the womb. It’s a reminder that real change starts with one small act, supported by those closest to us.

A Call to Action: Support and Empower Black Mothers 

Maldonado’s passion for breastfeeding and maternal health is contagious. But her message isn’t just for doulas, educators, or healthcare professionals—it’s for all of us. Whether you are a parent, a partner, or simply someone who cares about equity in maternal and infant health, there are ways to help:

  • Educate yourself on the benefits of breastfeeding and the challenges Black mothers face.
  • Create safe spaces for open conversations about breastfeeding within your community.
  • Support initiatives like Black Breastfeeding Week and organizations like Most Beautiful W.O.M.B.
  • Encourage and uplift the mothers in your life, especially those navigating stigma or trauma.

Together, we can change the way breastfeeding is perceived and practiced in our communities. By celebrating and supporting Black mothers, we are not only helping babies thrive but also reclaiming traditions and restoring autonomy to those who have been denied it for far too long.

As Maldonado puts it, "A mother who faces disparities and has deficits stacked against her but chooses to breastfeed can revolutionize her entire community. It all starts with one match."

Did you know Infant Mental Health is EVERYONE’S Business?

Posted on October 21, 2024

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By Diane Dellanno
Senior Policy Analyst

For more information on this topic, contact Diane at ddellanno@acnj.org

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Celebrate Babies Week is here! Join us, along with the NJ Association for Infant Mental Health (NJ-AIMH) and the Montclair State University Center for Autism and Early Childhood Mental Health (CAECMH), as well as the Alliance for the Advancement of Infant Mental Health, and other Infant Mental Health (IMH) associations from across the globe as we celebrate babies, their families, and all those who support them! 

Infant and Early Childhood Mental Health (IECMH), sometimes referred to as “early relational health,” refers to how well a child develops socially and emotionally within the context of their relationships. Between the ages of birth to three, babies are learning to form secure, trusting, and caring relationships with the adults around them. Children with positive and engaging interactions in their earliest years are more likely to enjoy good physical and mental health over their lifetimes, while negative experiences during that timeframe can adversely impact brain development, with serious lifelong consequences. Everyone - from parents, to service providers, to policymakers - plays a role in ensuring babies have healthy early relationships and experiences that promote healthy development across a child’s lifetime. 

Celebrate Babies Week is the perfect time to reflect on the collective progress made in New Jersey to increase the availability of infant mental health services and to build a well-trained workforce in the arena.  As a result of an increased understanding among our state leaders and policymakers over the past few years regarding the unique mental health needs of infants and toddlers, and the recognition that more has to be done to address the current mental health crisis, we are thrilled to celebrate the following wins for babies:

      • Since 2021, over 170 mental health professionals working with young children, including mobile response and intensive in-community clinicians, have received intensive training on infant mental health through a partnership with the Department of Children and Families, Children’s System of Care and Montclair State CAECMH.
      • As of December 2023, a total of 98 infant and early childhood mental health professionals have been endorsed by the NJ-AIMH. Since 2020, 20 additional infant and early childhood mental health clinicians have been endorsed. NJ-AIMH is the sole provider of the NJ-AIMH Competencies and Endorsement® system in New Jersey. Grounded in the best practices developed by the Michigan Association for Infant Mental Health (MI-AIMH), the NJ-AIMH Endorsement represents nearly a decade of efforts to bring to the state a highly-regarded professional credential to Infant Mental Health multidisciplinary professionals in the field. Endorsement has been in effect in NJ since 2014.
      • Thanks to a partnership between New Jersey Department of Human Services (NJ DOH), Division of Family Development and Montclair State CAECMH, the number of infant mental health consultants in NJ has tripled in the past five years, now serving approximately 160 child care programs throughout the state per year. Infant mental health consultation is a prevention-based approach to facilitating children’s healthy social and emotional development. Specially trained infant and early childhood mental health consultants are paired with early childhood educators to build caregivers’ capacities and skills to facilitate young children’s social and emotional development before more intensive behavioral interventions are needed.
      • In January of 2024, the Governor signed into law (PL 2023, c213) legislation requiring Medicaid to reimburse Clinical Social Workers, Professional Counselors, and Marriage and Family Therapists for behavioral health services. This will greatly expand access to mental health services for families enrolled in NJ FamilyCare, including babies!
      • Funding has been included in the past two budgets to establish a program through the NJ DOH's Division of Medical Assistance and Health Services, NJ FamilyCare/Medicaid that provides an enhanced payment for well-child and sick visit claims submitted for children under 4 years of age at HealthySteps sites. HealthySteps is an evidence‐based program that serves young children from birth to age 3 and their families in a pediatric healthcare settings. Child development professionals, known as HealthySteps Specialists, are housed in the doctor's office as part of the healthcare team. They serve as liaisons between the child and family and the healthcare team and offer a range of services including mental health screenings, support services and connections to mental health services, as needed. This removes the burden from parents to navigate an often complicated mental and behavioral health system.
      • The NJ DOH's New Jersey Early Intervention Services (NJEIS) has embraced early relational health as a central focus of their work. Early intervention services are designed to address a problem or delay in development as early as possible in children aged birth to three years. The NJEIS has partnered with Montclair State University and the NJ-AIMH to provide early relational health training and reflective supervision to their workforce.
      • Three New Jersey clinics, Montclair State CAECMH, Children’s Home Society, and Care Plus, were awarded highly competitive infant and early childhood mental health grants from the US Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA). The purpose of this program is to improve outcomes for children, from birth up to 12 years of age, by developing, maintaining, or enhancing infant and early childhood mental health promotion, intervention, and treatment services.

As the above interdepartmental/interdisciplinary wins indicate, infant mental health is everyone’s business! To learn more about how to make the relational health of infants, young children, and families your business, please visit:

NJ-AIMH  |  Montclair State CAECMH  |  Alliance AIMH  |  ACNJ

Did you know you and your child’s school can work together to improve your child’s attendance?

Posted on September 25, 2024

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By Nina C. Peckman

Staff Attorney

For more information on this topic, contact Nina at npeckman@acnj.org

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WHY DO CHILDREN MISS SCHOOL?

According to the parents who reach out to the KidLaw Resource Center for assistance with attendance issues, the most common reasons for absences are: 

    • health issues usually involving a chronic health condition; 
    • anxiety, including social anxiety; 
    • depression; 
    • fear because the student feels bullied in school;
    • fear of violence from other students; 
    • loss of interest due to unaddressed academic or behavioral issues; and/or 
    • being reprimanded frequently by school staff and/or suspended from school.

A SUMMARY OF IMPORTANT ATTENDANCE LAWS THAT PARENTS AND ADVOCATES SHOULD KNOW

New Jersey education laws govern attendance rules (no more than 18 absences per academic year–but districts may permit fewer absences). Schools must have a written code of conduct that includes the allowable excused absences and consequences for absences. Parents should read the School Code of Conduct.

If a student has more than four unexcused absences, schools should respond in a variety of supportive ways: 

    • interview the student and parents to determine how best to improve attendance; 
    • provide credit recovery options;
    • provide academic and/or behavior support and referrals to community-based services; 
    • incorporate family engagement as part of the solution;  
    • provide school-based intervention and referral services; and/or
    • administer child study team evaluations for a possible Individualized Education Plan (IEP) or 504 plan (a plan that provides accommodations for students with disabilities).

Too many excused or unexcused absences (including cutting class) can have negative consequences such as retention, a failing grade, or delayed high school graduation. Parents of students between ages six and 16 can face truancy charges in their local municipal court for 10 or more unexcused absences. Charges may result in periodic court dates until the attendance issue is resolved and can lead to fines. The Division of Child Protection & Permanency (DCP&P) may be contacted to ensure that a child’s education is not being neglected. 

WHAT TO DO IF A STUDENT HAS TOO MANY ABSENCES DUE TO A CHRONIC HEALTH CONDITION?

If a parent knows that their child will be absent for 10 consecutive (or a total of 20) school days, their child may be entitled to home instruction which counts as days of attendance. Parents must obtain documentation from the student’s physician that explains the illness/condition/diagnosis, reasons why the student requires home instruction, and the predicted amount of time home instruction will be needed, along with recommended supports and accommodations. For mental health conditions, a diagnosis and recommendations for services should come from a psychiatrist.

The parents must provide this documentation and request to the school nurse and should copy the principal to ensure the reasons for the absences are documented. Each school district has a physician who reviews these requests and who must approve the home instruction or give reasons for a denial. The school physician may contact the student’s physician to obtain information to support a decision. For a student with an IEP or 504 plan, the parents should also request a child study team meeting to determine if the student’s program needs to be revised.

Home instruction, if approved, must be provided within five days of the school physician’s approval, or if the parent receives advanced approval from the district, then within the first week the student is home. Parents can appeal school decisions to the Commissioner of Education but should consult an advocate/education attorney prior to doing that.

HOW IS HOME INSTRUCTION PROVIDED?

Instruction must be provided through a written plan by a certified teacher in person, or virtually, if appropriate. The instruction must be consistent with a student’s IEP or 504 plan. Students are entitled to hours of instruction sufficient to ensure the student’s academic progress. For students whose absences are related to their disability, they should receive a minimum of at least 10 hours weekly, plus their related services.

WHAT TO DO IF A STUDENT HAS LOST CREDITS FOR CLASSES OR IS AT RISK OF RETENTION?

Parents can obtain progress reports and check their children’s credit status throughout the year. They can request meetings with school teachers and administrators to discuss concerns. The earlier in the school year that the issues are addressed, the greater the likelihood that a plan can be developed to ensure the student can be promoted to the next grade level. At an initial meeting, parents should ask the school staff for written documentation regarding credit status and what, if any, work a student has to complete to satisfy academic requirements. For high school students, parents should ask about all the options available for students to achieve high school credits as schools must offer a variety of ways to earn these credits. For example, schools may offer summer classes and/or online options to make up classwork or retake a failed class, or they may offer tutoring services, work-study programs, independent study, and community college classes for students to earn high school and college credits at the same time.  For students with an IEP or a 504 plan, a child study team/504 team meeting is appropriate to discuss potential solutions including evaluations covering both learning, emotional, and behavioral issues impacting attendance and progress.

Additional information regarding student education rights are available online at our KidLaw Resource Center.

Information regarding attendance statutes, regulations, guidance and policies can be found on the New Jersey Department of Education website.