The summer of 2020 will be tied forever to both the COVID-19 pandemic and the worldwide marches and protests for social justice. The demonstrations raised our awareness of the importance of diversity, inclusion and equity — and all the places they’re lacking.
For years, FFA has sought to grow more in these areas. The organization took root in 1928 as a place that provided a sense of belonging for youth in farming. Nearly a century later, steps toward broader accessibility and inclusion have been taken. But it is fundamentally clear that FFA must continue the progress and take greater steps to remain relevant to students today.
Since 2018, an initiative underway by the National FFA Organization and the National Association of Agricultural Educators has sought to celebrate the diversity of students and educators in agricultural education. The initiative, called Agricultural Education for All, will provide results-orientated training to students, teachers and advisors alike.
As this initiative rolls out, FFA New Horizons will play a significant role. To kick things off, we’re highlighting three FFA members willing to share some of their experiences to promote understanding and awareness.
Sean Neal: On Being Treated Like Everyone Else
Former chapter officer, state officer, national officer candidate and president of his FFA alumni chapter, Sean Neal, (pictured above: center) a graduate of Washington State University, currently works in finance at an ag retailer in Washington. He’s also an author and motivational speaker. Neal points to far more blessings than burdens in his life’s experiences, including those in FFA.
As a child, Neal endured multiple surgeries and tremendous physical and emotional pain due to a neuromuscular disease; he’s used a wheelchair since he was 6. Yet, as a teen, joining FFA afforded Neal the chance to experience being a teammate and the thrill of competing (and winning) among peers.
“Without the opportunity to play sports, I didn’t have an outlet where I could express my fierce competitive nature, but FFA provided me that opportunity,” Neal says. “Being able to compete on an equal playing field was something I really appreciated, and my advisor was always supportive. Never hesitating, he was always like, ‘We’ll figure out how to do it.’
“Since a very young age, I’ve just wanted to be treated like everyone else and not have people see me as a person in a wheelchair, but rather see me as a fellow classmate and a fellow member of the team.”
As for his advice to others in FFA, Neal says empathy and understanding go a long way in creating an inclusive environment.
“People didn’t maybe realize just what it took for me to show up at school every day with my clothes on straight or that I was in my wheelchair correctly,” he says. “Most students just get up, take a shower, eat breakfast, put on their clothes and get going. But when you’re in a wheelchair, all that, in and of itself, can be a feat. You have to rely on a lot of other people for help.”
Not all struggles are visible, Neal reminds.
“We all have disabilities in one form or another. Some of us are just a lot better at hiding them,” he explains. “I happen to be just the opposite. Everybody can see my wheelchair. Not everyone can see someone’s depression or anxiety or brokenness at home or whatever it may be. I think we should try to understand and recognize that things go on outside of school. You just don’t know what baggage someone’s carrying.”
He says having empathy is part of being a good leader, and that FFA members should look out for others within their chapter, think of ways to connect with them and draw them into the group. “We all have different gifts or callings that we’re good at,” Neal says. “Treat the people with disabilities or differences just like you would anybody else and get to know who they are.”
HG Mann: On Role Models and Realities
Former chapter and state officer at Salem County Career and Technical High School FFA in New Jersey and past state alumni