By Caroline Zandler

STAR, a distinctive YMCA program at Henrico Public Schools’ Quioccasin Middle School, stands out as an extraordinary initiative. Serving immigrant and refugee students from over 10 countries, it brings together some of the most grounded and dedicated individuals I have ever had the privilege to meet.

STAR is a tutoring program for immigrant and refugee students at Quioccasin Middle School. In its eighth year of partnership this program, Collegiate sends Upper School juniors and seniors every Tuesday through Thursday to the school just down the road. The Henrico area is very diverse, with immigrant populations from all over the world. As of 2022, around 43,000 of Henrico’s residents were not born in the United States, making up about 13.1% of the local population. STAR works with kids from many Spanish-speaking countries and most countries in the Middle East, making for a widespread demographic of learners.

Image credit: Greater Richmond YMCA.

Collegiate students’ involvement with the STAR program began with retired Spanish teacher and Upper School World Language department chair Liz Bowling and Upper School math teacher Jan Rodgers as chaperones. Former Powell Institute for Responsible Citizenship Program Facilitator Anne Rusbuldt (’85) facilitated Collegiate’s initial involvement in STAR in 2017. Under their guidance, the program blossomed within the Collegiate community and continues to thrive, even after Bowling’s retirement in the spring of 2024. Now led by Collegiate Upper School Spanish teacher Elsie Bustamante, the program remains a beacon of passion and dedication. When asked about the future of her involvement, Bustamante reflected with heartfelt conviction: “I could never imagine walking away from this program; it is truly so rewarding. I could   not envision any other role that I would take on; I just love it.”

The tutoring takes place in Quioccasin’s cafeteria, and STAR transforms the cafeteria into a sanctuary of comfort and security for its students. The bonds formed among friends from similar backgrounds, and the invaluable homework assistance from dedicated tutors, empower them to adjust to what, for most, is a relatively new life with confidence. 

Robert Armstrong, who leads the program through the YMCA, embodies the spirit of STAR. His patience and genuine joy create an atmosphere of positivity and growth. When asked what brings him happiness through the STAR program, he replied, “The connections are for sure. I did not realize how quickly some of the connections would happen with the team; I thought it would take years to build some of that, but I was wrong.” Armstrong radiates pride as he reflects on the remarkable success he has witnessed in just his first two years with the program.

STAR tutoring session. Photo credit: Collegiate School.

After two enriching seasons as a tutor within the STAR program, I have found that it truly deserves all the accolades it receives. My experiences in the spring of 2024 and this winter season have profoundly reshaped my views on education and persistence. The over 30 students I’ve had the privilege to work with have imparted invaluable lessons, often teaching me more than I could teach them. Witnessing their determination to communicate, sometimes with minimal English speaking skills, and their relentless drive to tackle challenges is inspiring. Their genuine patience and joy resonate deeply, constantly reminding me of the power of perseverance and persistence.

While the environment at STAR is vibrant and uplifting, it presents challenges, much like any rewarding journey. Through language barriers and middle school attitudes, there are some difficult days.

During the height of the COVID-19 pandemic, STAR expanded its services to support all students with academic struggles, creating a diverse mix of in-need individuals. Reflecting on this intense period, Bustamante shared, “The truth is that these [non-immigrant and refugee] students didn’t want to do school; they weren’t coming willingly. That was tough, because you still want to help them, but a lot of their work ethics just weren’t quite the same. I didn’t see the spark in them that I do with the immigrant students.” Now that STAR has refocused solely on immigrant and refugee students, Bustamante admires these young individuals, stating, “They really just have this drive like no other.”

As a tutor in the STAR program, working with the kids is often the highlight of my day, especially when I see the positive impact of my efforts. This winter, I have been working with a Spanish-speaking eighth grader who goes by Kevin. Kevin is a hardworking student, but he has limited English skills. Although we sometimes struggle to understand each other, we have persevered, and I’ve noticed a significant change in Kevin’s attitude toward coming to STAR each day. Previously quite reserved, Kevin now runs through the door each day, excited to tackle whatever is on the schedule. His genuine joy is infectious, and I can’t imagine having not worked with him almost every day for the past four months.

This situation rings also true for Mary Wilkins (‘25). In her second season of STAR this winter, Wilkins has dedicated herself to mentoring the same two girls, Sadaf and Arezoo, since September. Cousins from Afghanistan, Sadaf and Arezoo came to the United States about eight years ago and joined STAR in the sixth grade.  When they reflected on their experience with Wilkins, both girls shared a common sentiment: “My favorite part of STAR has been having such a great tutor like Mary making things so fun, and my grades have improved so much.” Upon hearing these words, Wilkins beamed with a smile that truly captures the fulfillment every STAR tutor feels after touching the lives of such remarkable students.