When Lived Experience Enters the Policy Room

During a recent public hearing of the Connecticut General Assembly Appropriations Committee, community leader Deivone M. Tanksley Sr., founder of New Britain Legacies Corp, offered testimony that brought lived experience into a policy conversation often dominated by statistics and reports.

Speaking before lawmakers, Tanksley addressed a reality that many educators and families understand but that is not always fully captured in policy discussions: many children arrive at school already carrying burdens far beyond academics.

He explained that for some young people, the day does not begin with homework or test preparation. Instead, it begins with basic concerns about survival and stability — questions like whether their home is safe, whether there will be food available, or how they will get to school.

When a child’s mind is occupied with these kinds of pressures, learning becomes significantly more difficult. Stress and instability affect focus, emotional regulation, and the ability to engage fully in the classroom.

During the exchange, Eleni Kavros DeGraw responded by acknowledging similar challenges she has observed in communities across the state. She referenced examples such as children sharing a single coat between siblings, families lacking basic tools like alarm clocks, and the role of programs designed to prevent chronic absenteeism and truancy.

Her comments helped illustrate the broader context surrounding Tanksley’s testimony: the barriers to education are often not just academic. They are rooted in the everyday realities of poverty, instability, and unmet family needs.

The discussion highlighted the importance of bringing community voices into legislative spaces where funding priorities and policies are shaped. Testimony like Tanksley’s provides lawmakers with a clearer understanding of how policies and programs affect real lives.

As the founder of New Britain Legacies Corp, Tanksley continues to advocate for solutions that address both the educational and environmental factors affecting young people. His appearance before the committee reflected a growing recognition that meaningful policy must include the perspectives of those who have experienced these challenges firsthand.

Moments like this hearing demonstrate how lived experience can help bridge the gap between policy and reality — ensuring that the voices of communities are part of the decisions that shape their future.