Vermont School District Faces Backlash After Displaying Somali Flag

A small school district in Vermont has become the target of racist and threatening communications following the display of the Somali flag, intended as a show of solidarity with its Somali student population. This initiative came in response to derogatory remarks made by former President Donald Trump about the Somali community.

Why It Matters

This incident highlights the increased hostility faced by immigrant communities in the United States, especially in the wake of political discourse that promotes division. The school district’s decision to fly the Somali flag underscores the ongoing struggle for inclusivity and acceptance in educational environments, particularly for marginalized groups.

Key Developments

• The Winooski School District began displaying the Somali flag on December 5 to support its 9% Somali student body.
• Following the flag’s display, the district was inundated with threatening calls and messages, leading to the shutdown of school phone lines and its website.
• Superintendent Wilmer Chavarria expressed concern over the emotional toll these attacks have taken on staff and students.
• The district is collaborating with law enforcement to address the threats, and additional police presence has been arranged for school buildings.
• A multilingual liaison for Somali families, Mukhtar Abdullahi, emphasized the strength of the Winooski community despite the backlash.

Full Report

Display of the Somali Flag

On December 5, the Winooski School District, which serves a diverse student body, raised the Somali flag alongside the United States and Vermont flags at a school building that houses K-12 classrooms. This gesture aimed to foster a sense of unity among students and to counteract the negative rhetoric surrounding immigrant communities. Superintendent Wilmer Chavarria, who is also an immigrant, voiced the district’s intent to create a moment of community amidst what he described as "racist rhetoric nationally."

Surge of Hostility

Following the flag’s implementation, the school district experienced a significant influx of hostile communications. This included a barrage of phone calls, voicemails, and social media comments directed at staff and students. In response, the school had to disable its phone lines and website to protect its employees from harassment.

Chavarria remarked on the overwhelming negativity that emerged, declaring the accusations directed at the district’s staff as “extremely deplorable.” Videos of the flag-raising, which circulated on right-wing social media platforms, omitted the context of the U.S. and Vermont flags still being displayed.

Community Responses

Chavarria’s sentiments were echoed by Mukhtar Abdullahi, a multilingual liaison in the district, who stated, “No one, no human being, regardless of where they come from, is garbage.” Amid the turmoil, students expressed concerns regarding their immigrant parents’ safety, prompting calls for solidarity and reassurance.

Ongoing Investigations and Security Measures

The district has reached out to law enforcement to investigate the threatening communications and has implemented heightened security measures at school facilities. Chavarria noted that his authority as superintendent enabled him to raise the flag for up to a week without requiring explicit approval from the school board.

Future Events

Despite the backlash, Winooski School District plans to continue celebrating its diversity, with events including catered meals featuring Somali cuisine scheduled for the near future.

Context & Previous Events

The Somali community in Winooski began resettling in the area around 2003 under a U.S. government-sanctioned initiative. The district aims to foster an inclusive environment for its immigrant students, contributing to a broader narrative around the reception and belonging of immigrant populations in American communities.

As the landscape of national dialogue shifts, incidents like these serve as critical reminders of the ongoing challenges faced by marginalized groups and the importance of supportive educational environments.