Sully, Messed Up: Q & A with author Stephanie Simpson McLellan

Yesterday I reviewed Stephanie Simpson McLellan's new middle grade/young adult novel Sully, Messed Up from Red Deer Press. This story about bullying was so compelling that I asked author Stephanie Simpson McLellan if I could do a Q & A with her to learn a little bit more about Sully and his story. She graciously agreed.

Sully, Messed Up

Written by Stephanie Simpson McLellan
Red Deer Press
978-0-88995-637-7
312 pp.
Ages 11-15
April 2021

Reviewed here

Today I present that interview with author Stephanie Simpson McLellan about Sully, Messed Up.

Author Stephanie Simpson McLellan

HK:  When Sully wakes up on the first day of Grade 9, his face is messed up, with his nose, ears, mouth, nose and eyes relocating themselves around his head. Throughout the story, his facial landscape changes, but no one, except the Purse Lady, can see it. What was the purpose of giving Sully this transforming face?

 

SSM:  When I wrote the first draft of this story many years ago, my own three children were journeying through the often confusing and anxious space called adolescence. I remember well navigating this time myself. Every emotion feels so big and significant, and certainly anxiety – Sully’s prevailing emotion - can feel very physical. Most of us can relate to feeling sometimes that whatever emotion we’re feeling must be obvious – as plain as the nose on our face. So, at the most basic level, Sully’s messed up face is a metaphor for what he’s feeling inside.

Over the last year as I worked with Peter Carver on the book, I started to think also that it was an especially apt metaphor given that, with the popularity of social media, little is private. Both the good and bad things that happen to you— and everything in between—are very public. It’s like one giant bulletin board where everything about you is posted for everyone to see. No hiding! We even post emojis to tell people how we’re feeling, which is like giving people permission to look into your heart. In this vein, the metaphor of Sully’s messed-up face plays with how public everything is these days by taking it out of the digital space and putting it back into the physical world. Sully’s misery feels very public to him—so real and uncomfortable that surely everyone must be able to see his fears and insecurities.


HK:  I loved Mr. C’s fence of figurines whose scenes predict or illustrate Sully’s life and those of others in it. The characters you chose to represent each of the story’s characters, like Charlie Brown for Sully, Sleeping Beauty for Blossom and Madonna for the Purse Lady, were brilliant.  Please tell us about the inspiration for this fence, and how you chose the figurines to symbolize the characters.

 

SSM:  True Street, where the fence is located, is loosely based on a real street in my town that comes off Newmarket’s Fairy Lake Park. While I’ve taken some creative liberties with the actual geography and look of the house that sits on this short street, the real house actually did have a snake-rail fence about a decade ago, to which plastic figurines were affixed and often rearranged. While I never knew (or even saw) the owner, those figurines on the fence intrigued me, and I wondered what motivated someone to do this.

The character of each plastic figurine took some time to sort out. The final cast of characters is probably version six, changing each time I rewrote another draft. I wanted it to be at least somewhat plausible that each figurine could exist, and that readers would know who they were, but also wanted each figurine to reflect and reveal the character it represented. It’s a pretty eclectic mix, but then life (and high school as a subset of life) is a little like that – throwing people together from all sorts of backgrounds.


HK:  As an educator, I was saddened by the ineffectiveness and ignorance of Sully’s teachers and even his principal with regards to his bullying and the hazing carried out in the school. Why do you think they were all so oblivious of these goings-on? Or were they?

 

SSM:  My own kids had some great and not so great teachers. That’s probably true for all of us. I think, truthfully, that the bully/victim dynamic is tough on everyone, and as much as a school can say they don’t tolerate bullies, there are many things that make this difficult to regulate. For one, much of what happens to Sully occurs off school grounds. Secondly, Sully himself hides what’s happening from the teachers and other adults, fearing reprisal from the bullies. My goal wasn’t to paint the school administration as ineffectual but perhaps instead to reflect that there are some kids who fall through the cracks for one reason or another. In my son’s case, I knew there were teachers and administrators who cared, but it didn’t change the outcome. Mr. Green and Ms. Winters are parodies of real teachers I’ve known. The wonderful Ms. Wippet embodies many of the incredible educators I’ve encountered, but even Ms. Wippet can help only so far as Sully permits her to. 

HK:  Outside of bullies Tank, Ox and Dodger, so many characters could have altered the course of Sully’s story in Sully, Messed Up if they had spoken, listened or acted. Sully needed to speak up sooner, teachers and administrators needed to listen and open their eyes, and Sully’s classmates could’ve stepped up rather than act as silent bystanders or reinforcers who perpetuated the bullying with name-calling and laughter.  Which character or characters, outside of the trio of bullies, do you think was most important in that they could have changed everything for Sully by acting differently?

 

SSM:  Sully himself, as he came to realize, was the key to changing everything. Blossom and Morsixx tried very hard to help Sully but I believe that no matter how much we are loved and cared for by others, we are each ultimately responsible for ourselves. We make our own choices. It is up to us to advocate for ourselves. When I reflect back on some of my other books (such as Hoogie in the Middle and The Christmas Wind) I realize the thread of this is in much of what I write.

Eleanor Roosevelt said, “No one can make you feel inferior without your consent.” I’m not saying bullies can’t gain power over others (history gives us enough of those examples), but I believe that on a personal level, you can shrink a bully’s power by refusing to consent to the opinion they have of you. Decide that their opinion is not valid and then live that. Making a decision like this changes the way you think, feel and act. It changes the choices you make.

At one point in the book, I quote Barack Obama’s eloquent line: “Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.” I think all the people in the world could have come to Sully’s aid, but it was only when he was ready that he became able to change is outcome.


HK:  Tennyson’s poem “The Lady of Shalott” figures prominently in Sully, Messed Up, both as part of an English assignment but also as reflective of Blossom’s story. Why use this classic ballad to mirror one character’s story?

 

SSM:  My undergrad major was English Lit (with a minor in Economics) and I loved nineteenth century literature. “The Lady of Shalott” poem and the beautiful rendering of it by John William Waterhouse, always stayed with me. When I first conceived the character of Blossom (at a Motocross park in Chatsworth, Ontario where my son was riding), it was with the image of “The Lady of Shalott” in my head: someone ethereal and mysterious; strong and individual, but also someone under the control of something bigger than her and, thus, ultimately fragile.

HK:   Though readers cannot help but feel bad for Sully as a victim of bullying, he is not always a likeable character. He’s so wrapped up in his own issues, monumental as they are, that he can’t see how rude he can be to others like Winston and Blossom and Morsixx. Why make Sully worthy of both our sympathy and occasionally our scorn?

 

SSM:  Not all of us are born leaders and heroes, and certainly Sully isn’t either of those for much of the book. But I think most of us have, or have had, a little bit of this in us. A preoccupation with our own story, unable to see outside our own heads. I wanted to make Sully real, someone deeply flawed who would really have to work at creating the best version of himself. Throughout much of the book, he giftwraps himself as the victim Tank is seeking. He does understand this on some level but hasn’t grown enough to alter it. I do love books where the protagonist is a hero waiting to happen, someone who already has the right ingredients for greatness, but I wanted to pay homage to someone who might never have completely realized his own potential without first being dragged kicking and screaming to this point. I think there are real Sully’s in every school. Kids who are under the radar, who don’t believe in themselves, who are fearful and anxious. I wanted to volley the idea that even these “through the cracks” kids have the potential to pull themselves in a different, and perhaps better, direction.

HK:  If there was one message you would like readers to take from Sully, Messed Up, what would it be?

 

SSM:  I would like readers to reflect on the idea that we are each captain of our own ship. That change starts with us and if we’re not happy with our current reality, it’s up to us to make different choices – including asking for, or accepting, help from others.

• • • • • • •

Sincere thanks to Stephanie Simpson McLellan for agreeing to be interviewed and providing such thoughtful and honest answers to my questions. 

 

Learning even more about Sully, I encourage all educators and school administrators and parents to read Sully, Messed Up to help the young people in their lives.

 

• • • • • • •

Though Sully, Messed Up is Stephanie Simpson McLellan's first novel for young people, she has an impressive collection of children's picture books. Do check out these titles too.

Sully, Messed Up (2021)

The Sorry Life of Timothy Shmoe (2021)

The Christmas Wind (2017)

Tweezle Into Everything (2013)

Hoogie in the Middle (2013)

Leon's Song (2004)

The Chicken Cat (2000)

Sully, Messed Up

Written by Stephanie Simpson McLellan

Red Deer Press

978-0-88995-637-7

312 pp.

Ages 11-15

April 2021

Who is Sullivan Brewster? He's Sullivan to his mom, Rooster to his little sister Eva, and Van to his stepdad Bill. He's Sully to his friend Morty, who has changed his own moniker to Morsixx since reinventing himself over the summer before their first year in high school. And to those who don't know him or want to target him, he becomes Bella, Sally and a host of horrible nicknames. Is it any wonder that thirteen-year-old Sully doesn't know who he is or what he should be doing or who his friends are? He truly is messed up, and that doesn't even count the messing up he's getting from a trio of bullies named Tank, Ox and Dodger.

 

Sully's story seems to start on that first day of Grade 9 when he wakes up with his facial elements relocated around his head.

His nose, pink and dripping, hunkered sideways on his left temple. One of his ears–it was hard to tell which one from the unfamiliar angle–bulged where his nose should have been. The other protruded, antenna-like, right above his lips, which quivered, post-scream, in the middle of his forehead. (pg. 9)

But no one seems to notice. Still, Sully uses his long hair to hide his potential disfigurement. This instead grabs the attention of Tank, the overlord at Wild Forest Secondary, and his sidekicks Dodger and Ox. Worried that he will now become the victim of the Gr. 9 hazing called the Naked Niner, whereby a selected student is unclothed and photographed and publicly humiliated, Sully tries to stay out of Tank's field of view. Unfortunately, everything he does seems to garner him more unwanted attention. 

 

First, he believes his friend and locker partner Morty/Morsixx is drawing too much attention with his new emo boy look and attitude so Sully starts avoiding him by carrying his backpack everywhere, hiding out in the parking lot at lunch and abstaining from taking the bus. Even though Morsixx and Blossom, a new girl who adorns her face and arms with ink of vines and flowers, try to support him, Sully continues to reject their efforts. Then he's given the topic of menstruation for his Sex Education class and Dodger pranks him with countless tampons, earning him the displeasure of the principal and a host of new nicknames.

 

When he begins to walk to and from school, past a purple house on True Street, with its fence adored with an unusual assortment of figurines in ever-changing scenes, Sully becomes acquainted with the Purse Lady who gets his attention when she asks him, "What happened to your face?" (pg. 80) But who is she and why does Mr. C, the strange man in the purple house, seem to know her and Sully and maybe even what is happening in his life, all represented in the figurines of Charlie Brown, the Knight, Sleeping Beauty, Darth Vader and more?

 

School can be a place of refuge for some but for others, especially those who become marked as victims, it can be brutal. And for Grade 9 students, it can be especially challenging. With an implicit hierarchy of power and confusion about the supports which they may or may not have, those preyed upon by bullies may become even more isolated. This is Sully who confuses his friends with contributing to his victimization and who doesn't want to worry his family. He is awkward in discussions with his teachers and his principal and then makes further choices that complicate things for himself. But, while Sully has been victimized, Stephanie Simpson McLellan tries not to play up the young teen as a victim. He is instead confused or rather messed up. He's got all the basics–friends, family, the will– to make things right but, like his face, things just haven't fallen into place correctly. Fortunately, when he can see beyond his personal disasters and into those of others, Sully learns to stand up for himself and help himself adapt. This is an important message for young people and, amidst all Sully's struggles, it's one that Stephanie Simpson McLellan emphasizes. With some insight and a little help from others, Sully is finally able to put to rights his situation and find himself.

• • • • • • • • •

Tomorrow I interview author Stephanie Simpson McLellan about Sully, Messed Up. For middle-graders and early young adults and their parents and their teachers, this Q & A will speak to all of you.

Harley the Hero

Written and illustrated by Peggy Collins

Pajama Press

978-1-77278-195-3

Ages 4-7

32 pp.

June 2021

 

Most children are drawn to dogs. They want to pat them and hug them, call their names and get close. But service dogs must be treated differently so that they may help their human friends. Harley is one such service dog so he's a hero everyday for his person. But when there's a fire in the school where his person works, Harley proves he's able to share his strength with others when needed.

From Harley the Hero by Peggy Collins

Harley comes to school every day with Ms. Prichard "to help her feel safe so she can be the best teacher she can be." Harley is tethered to Ms. Prichard and the kids know that he is working, even when sleeping, and, though they've been cautioned to not distract him, he can't help but be tempted by feet which he loves to lick. Young Jackson enjoys getting a foot-lick from Harley but his best friend Amelia, a child with sensory processing issues, does not. Amelia, often seen wearing red noise-cancelling headphones, is very sensitive to noises and smells and touch, and Jackson helps protect her. In fact, he generously offers his feet for lick tickles so that Amelia, who wears two pairs of socks and red rubber boots in the classroom, can avoid them.

From Harley the Hero by Peggy Collins

Though they can't show Harley the love they might a non-service dog, Ms. Prichard has set up an Animail box where the kids can send him letters and gifts. (Surprisingly, vegetables often find their way to his Animail box!)

When a fire breaks out in the school, the class knows how to exit safely, but Amelia is thrown off by the sounds and the smells. Alerted by the panicked Jackson, Harley barks and pulls at his leash, discovering the girl cowering beneath the teacher's desk. By licking her boots, the big dog startles her into coming out and joining him and Ms. Prichard to crawl out of the school to safety.

From Harley the Hero by Peggy Collins

Needless to say, Harley is cheered as a hero and offered some well-deserved, though unusual, treats.

As mentioned in Peggy Collins's "Author's Note" and in a brief note from the teacher upon whom the story of Harley is based, Harley the Hero is a very real story. Because of that, Peggy Collins uses it to educate as well as entertain. The issues of individuals with invisible disabilities like PTSD and sensory processing disorder are addressed as are how to deal with service dogs. Not only does Harley the Hero teach about the diversity of disabilities and how some may be imperceptible, until they're not, as well as teaching about fire safety, it also enlightens students about the protocols for service animals in schools, especially as they become more common. But, beyond addressing these important issues, this picture book is simply an engaging story about an amazing dog who does a job and is loved by all. That's it. Peggy Collins highlights this with her cheerful digital illustrations rich in primary colours and diverse characters. Even when scenes are disturbed by the harshness of noise and smoke and fire, the brightness of the golden Harley and the colourfully-clothed Amelia and Ms. Prichard encourage and lift. 

Though school is still a number of weeks away, it will never to be too soon to prepare students and help develop their awareness of those with invisible disabilities, how to engage with service animals and what to do in the event of a fire. With Harley the Hero to assist, teaching and learning just became a whole lot more fun.

From Harley the Hero by Peggy Collins

T. Rexes Can't Tie Their Shoes

Written by Anna Lazowski

Illustrated by Steph Laberis

Doubleday Books for Young Readers

978-0-593-18138-6

40 pp.

Ages 3-6

June 2021

Let's have some alphabet fun because it's something we can all do with T. Rexes Can't Tie Their Shoes from Winnipeg's Anna Lazowski.

From T. Rexes Can't Tie Their Shoes by Anna Lazowski, illus. by Steph Laberis

For little ones who lament all the things they can't do, Anna Lazowski reassures them that they are keeping good company with so many members of the animal kingdom.

But you’re not alone!
My dear friend, it is true:
Some things are hard—for animals too!
A hopscotching horse or kung fu kangaroo?

From T. Rexes Can't Tie Their Shoes by Anna Lazowski, illus. by Steph Laberis

Then from alligators who can't pick apples and cheetahs who can't chew gum to zebras who can't go zip-lining, young readers are introduced to a variety of animals and words in this alphabet concept book. Totally not-boring, Anna Lazowski provides the laughs of animals attempting everything from gymnastics to opening umbrellas, making waffles or staying quiet in the library. There's a quetzal and a xenops (I know you wondered about the "Q" and "X" animals) and an urchin, vampire bat and yak. There's the raccoon, horse and seahorse. From across the globe and across phyla, the animals in T. Rexes Can't Tie Their Shoes amuse with their inabilities. 

From T. Rexes Can't Tie Their Shoes by Anna Lazowski, illus. by Steph Laberis

But, lest young readers focus on the hilarity of what these creatures can't do, Anna Lazowski encourages with the fun of trying and even provides an insightful summary of the extraordinary abilities of these same animals in an appendix she introduces with "And look at all the amazing things animals CAN do!"

From T. Rexes Can't Tie Their Shoes by Anna Lazowski, illus. by Steph Laberis

The digitally-rendered illustrations by Steph Laberis, who is sadly not Canadian, could wallow in the despair of what these animals cannot do. They don't. Their cartoon nature brings an effervescence of colour and line, making trying look like fun. There's no shaming here for animals who can't do stuff.

I know teachers will love using T. Rexes Can't Tie Their Shoes to teach the alphabet to young children but it would also be a great picture book for extending literacy into concepts like math words or geography by having older children replicate the book's style. After all, the humour of T. Rexes Can't Tie Their Shoes may come from what animals can't do but its message is still about trying and learning to see what is possible.

Percy's Museum

Written by Sara O'Leary

Illustrated by Carmen Mok

Groundwood Books

978-1-77306-252-5

32 pp.

Ages 4-8

April 2021

Percy loved living in his busy urban neighbourhood in which friends and activity were plentiful. But a move to the country, where houses are separated and playmates undiscovered, Percy isn't sure what to make of his new home.

From Percy's Museum by Sara O'Leary, illus. by Carmen Mok

But discovery reveals the unexpected. There's a special "Percy-sized house" at the edge of the yard and a plethora of natural wonders. There are "bees kissing flowers, ants on parade, and birds putting on air shows." There are wild strawberries to taste, and trees to sit upon, and everywhere there is change.

From Percy's Museum by Sara O'Leary, illus. by Carmen Mok

Taking in all these wonders, he collects and documents them, putting them on display in his small pink house. Even though he realizes that he isn't lonely because there is always something to see and do in his new place, it might be nice to share. So, with some balloons and drinks and a sign pointing out "Percy's Museum," Percy is delighted to discover that sometimes friends find you.

From Percy's Museum by Sara O'Leary, illus. by Carmen Mok

Change is hard for many of us and more so for some than others. It's evident from Carmen Mok's first illustration of a forlorn Percy sitting alone on a bench in an expansive yard that his new situation is uncomfortable. But this child opens his eyes and heart and begins to explore his new surroundings. He sees things he'd never imagined, from fish in a creek and baby birds in a tree to a patch of edible wild strawberries. He immerses himself in the nature of his new home and uncovers new wonders, or at least new to him and, through Sara O'Leary's words, we go with him.  She takes us into Percy's heart and lets us see with his eyes. She's very good at doing this, giving readers the perspective of young children, for example imagining their parents as children (When I Was Young, 2011) and seeing their familiar neighbourhood in the unfamiliarity of night (Night Walk, 2020). There's a innocence and sweetness to Percy's perception of his new world and his openness to new experiences. He's never critical or complaining. He doesn't whine that his new home isn't as good as his old. He simply knows it's different, and different doesn't mean bad or wrong. And don't Carmen Mok's gouache and coloured pencil illustrations mirror that freshness of outlook? 

Percy's Museum is a reflection of this little boy's heart: it's cheerful, bright and full of wonders, and an invitation is sure to enrich, in more ways than one.

Hidden Treasure

Written and illustrated by Elly MacKay

Running Press Kids

978-0-7624-6301-5

32 pp.

Ages 4-8

June 2021

 

There's magic here. It's the magic of Elly MacKay's artwork but it's also in a child's wonder of discovery, finding treasure which most would overlook and appreciating a day of togetherness. It's in a lazy summer day on a beach and we're invited to watch.

 

From Hidden Treasure by Elly MacKay

A child and her Papa stroll down to the bay with their dog, past stores that claim to sell treasures, though she knows better.  She knows what true treasures are, and it's not the stuff sold in stores or the kind lauded by pirates in movies.

From Hidden Treasure by Elly MacKay

She finds treasure in the beach stones that are different with each visit. This day she picks up one that looks like a whale tooth, a perfect match for the whale she envisions in the clouds.

Dipping into the water, she discovers more treasure including shells, a speckled rock, a bubble wand, a rusty key and a marble, all which she lays out on the dock for her dog to see. Some she will return to the water to revisit another day and some treasures she will admire from afar, like the cocoon on the swamp milkweed.

 

From Hidden Treasure by Elly MacKay

Deciding what she will choose to add to her treasure box–“ones I can borrow, keep for a while”–is an important part of the process and one she shares with her Papa.

When I’m here, I feel like a queen.
So I think I know what treasure means.

And she knows that treasure goes beyond the things she picks up or sees on their outing.

From her debut picture book, If You Hold a Seed, Elly MacKay has been wowing young readers and their teachers, school and home, with her expressive illustrations. Because she blends drawings with ink and cut paper into scenes which she photographs–her Twitter handle is appropriately @theaterclouds–Elly MacKay melds layer upon layer of colour and texture and shape into an evocative landscapes of life and setting. The water produced from iridescent wrapping paper shimmers with movement and warmth and the beach radiates summer heat and softness with natural quiet. There's connection between people and with place but there is solitude as well. This is treasure in itself, as the child recognizes. 

 

I suspect that there will be, as there always have been, children collecting hidden treasures from walks in forests, along beaches and in urban settings on this very day. They will see the extraordinary in the ordinary. With Hidden Treasure and her ethereal artwork of theatre, Elly MacKay has reminded us all of the magic that comes from the ordinary and to see the treasure that is too often missed.

This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan

Written and illustrated by Juliana Armstrong

Medicine Wheel Education

978-1-989122693

40 pp.

All ages

May 2021

Juliana Armstrong, a member of Nipissing First Nation and a teacher of Anishinaabemowin Language and Culture, brings her heritage, both in her message and her art, to young readers in This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan.

From This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan by Juliana Armstrong

Reflecting the Woodland Art style in line and colour and symbolism, Juliana Armstrong's picture book takes young readers on a journey of learning by sharing with them the lessons she was taught.  

From This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan by Juliana Armstrong

They will learn Anishinaabemowin words for Grandmother and Grandfather, and nouns like clan, drum, strawberry, and medicine and fire. Several double-spreads relate to the good-hearted way and how to tell someone to stop talking, and words for living a good life and giving knowledge. Finally, Juliana Armstrong discusses identify and heart. These are some of the words Juliana Armstrong learned and now shares.

Throughout my life, I will follow in the footsteps of my Gookmis, learning the ways of our people. I will pick the same berries she picked. I will gather the same medicines and flowers she gathered. Speak the same language she spoke to me, and I will carry the Seven Grandfather Teachings she taught me.

Juliana Armstrong's words are filled with family and tradition and they take us into her culture and her heritage. There is a solemnity of purpose that takes this learning from the entertainment of much education today to one of reverence. Her respect for those who have taught her and passed along life lessons is tangible. Whether in the emotional content of her words or the glorious lines and shapes of her illustrations, Juliana Armstrong celebrates that knowledge.

From This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan by Juliana Armstrong

For learners of Anishinaabemowin or those who understand that awareness of Indigenous cultures and language is imperative to becoming a truly inclusive and diverse world, This is What I've Been Told / Mii Yi Gaa-Bi-Wiindmaagooyaan is a gentle introduction that welcomes and guides.