Key points
- We must empower young people with the agency and confidence to imagine possible futures for themselves and society.
- Too often we seek students’ views without adapting our practices accordingly.
A recent Gallup poll shows that students rate schools low on enthusiasm for learning, mental health support, career preparation, and personalization. In fact, more than 20 percent of students gave their schools a D or lower. That means at least one in five students is deeply dissatisfied with where they learn.
In all discussions of school reform, transformation, and redesign, student voices are often ignored or given only tacit approval. When we seek student input or collaborate with students on design, the end result is better opportunities for young people and often for others in the school. There is a lot of feedback from students – and when they start to listen, schools become stronger. The list below highlights key student comments and initiatives based on a variety of surveys and conversations.
Listening to Students
Each year, several surveys, including the Gallup Poll and Students-Speak.org, describe the national mood of students. School leaders and staff can capitalize on these trends by designing surveys to understand student needs and opinions. Survey resources like Panorama provide frequent feedback checkpoints and resources for educators to act on the data they see. A growing number of states are requiring student feedback on data (e.g., Idaho Student Engagement Survey), and programs such as Transcend’s Conversations with Kids, NGLC’s Student-Centered Evidence Toolkit, and 100 Days of Conversation. 100 Days of Conversations” are great ways for students to host, lead, and share in community conversations about the purpose of schools and communities.
While these surveys and conversations are critical, acting on the findings is essential. Without acting on these insights, these surveys will look the same year after year.
Focus on Health
Generation Z and Generation Alpha have been greatly impacted by global unrest, climate crises, and pandemics. Schools must be a place that provides health support for students. Most student health indicators have declined dramatically over the past decade, a trend that began before the epidemic. While half of schools believe they can provide adequate mental health support, those that check health daily through low-cost tools (e.g., Thrively ‘s Well Being Index or Rhithm, etc.), and those that provide a wide range of wrap-around supports (community schools), serve students better.
Allowing student-led civic engagement
Young people want to engage in their communities in purposeful and impactful ways. While some states, such as Texas, have enacted legislation that reduces the likelihood of this by prohibiting assignments that require interaction with local, state, or federal officials, students want to be involved in issues that deserve to be addressed. UnTextbooked, the Sunrise Movement, and Civics Unplugged, among other youth-led programs and organizations, have provided opportunities to create student agency agencies and teachers who want to better engage students provide excellent resources. With voter turnout among 18-29 year olds hovering below 50 percent for the past 50 years and showing no signs of improvement, students deserve better. The role of the teacher should be to provide as many unbiased resources as possible to best inform students as they choose challenging projects and practice civic engagement in their local, national, and global communities.
Engaging Students in the Redesign Process
Students should be involved in the design of their learning because they are key members of their communities A recent NASSP survey revealed that students primarily feel involved in the planning and preparation of school activities, but there are many other ideas that can drive participation that have a greater impact Some states and/or districts allow students to serve on school boards, adding a valuable perspective to high-level decision-making. Many districts and states involve students in the creation of portraits of graduates and even in the design of new schools. It is important to engage both future and current students in these conversations.
To engage students, start by asking and listening. Don’t just ask for information in anonymous surveys; ask often and in a variety of settings, including classrooms, schools, and board meetings. Collaborate with the wisdom and experience of adult educators to engage in co-designing, transforming learning to meet the real needs of the next generation of adults. In this process, use the student agency of Personalizing Learning to assess the role of the student. The results may look very different from our current system.