On average, articles in CHS’s student newspaper are viewed fewer than thirty times. (The publisher provides a count.) In addition to knowing that most in the CHS community, including teachers and administrators, do not read the online paper, I would wager that few could even name it. We on the editorial staff of the Kodiak Chronicle take our fair share of the blame for those doleful facts and are working to better market and better ensure that everyone in the community receives a link to every edition. And while a degree of apathy can be expected from teenagers, I call on the CHS staff and administration to regularly read the paper, encourage their students to do the same and, in general, to listen more to student voices.
Admittedly, it may seem self-serving for the Chronicle to publish an editorial by one of its editors to scold and beseech readership from the CHS administration and staff. However, that lack of readership is emblematic of the larger problem of students often finding their thoughts and opinions drowned out amidst daily pedantic routines and administrative protocols, not just at CHS but across the national landscape of high school education.
High school is not just a place for academic learning; it is a crucial period of personal development, self-discovery, and formation of lifelong values. In this transformative journey, students possess individual insights into their educational experiences, concerns, and aspirations that educators and administrators can benefit from understanding. Creating a culture where students feel heard and valued is not just a matter of fostering a positive learning environment but also a pathway to “continuous student development,” to quote the Cascade School District mission statement.
Moreover, integrating student input deeper into decision-making processes can have a positive impact on school policies, curriculum development, and overall school culture. Students often bring fresh perspectives, innovative ideas, and distinct solutions to the table. By listening to their voices, teachers and administrators can gain valuable insights that contribute to the improvement of the educational experience.
Researchers at the University of California, Riverside have shown that for students, “a belief that schools are responsive to their ideas correlates with a higher grade-point average and better attendance.” Other studies show a connection between student engagement and students valuing their education. By including students in policy discussions, educators and administrators send a powerful message that student opinions matter, fostering a sense of responsibility and commitment to the learning process.
In addition, involving students in classroom curriculum and schoolwide policy decisions helps to address issues of diversity, equity, and inclusion. Students from various backgrounds bring unique perspectives. By actively seeking out and listening to these points of view, educators can create a more inclusive environment, fostering an atmosphere of acceptance and understanding.
This editorial is neither meant as a broadside nor to imply that CHS is failing entirely on this front. In fact, there are members of the faculty who embrace the concepts above in both spirit and practice; we students are also occasionally polled for our thoughts via surveys; ASB and the members of Leadership classes in large part run all school social events. That said, CHS can do even better. Not all teachers and admins are bought in; polls are infrequent and capture merely a moment in time; social events are part of the fabric of a school, but so too are more substantive educational matters.
The importance of fostering open communication between students and educators and administrators cannot be overstated. It is time to recognize fully the invaluable perspective that students offer.
I do not claim to have all the answers to this problem and present this personal opinion as a proposed beginning to a conversation. To that end, as preliminary talking points, I suggest that the CHS community, perhaps led by the administration, consider steps such as:
Student Advisory Boards: Establishing student advisory boards is a direct and formalized way to involve students in policy discussions. These boards, comprised of student representatives from different grades and backgrounds, might meet regularly with school administrators to discuss various aspects of school life. For example, they might provide input on curriculum choices, extracurricular activities, and school policies. (N.B., At the end of the 2022-23 school year, via a formal, detailed memorandum, I proposed to CSD Superintendent, Tracey L. Edou, and the School Board, a student advisory seat on the Board in the manner and model of many responsive school districts across our state and country. The proposal was turned down.)
Open Forums and Town Hall Meetings: Hosting open forums and town hall type meetings, maybe during Flex or lunch, would provide a platform for students to voice their opinions on various issues. The insights gathered from these discussions could inform policy decisions.
Additional Anonymous Surveys and Feedback Mechanisms: For students who may be hesitant to speak up in public forums, additional anonymous surveys and feedback mechanisms offer a way to express their opinions without fear of judgment. These surveys can cover a range of topics, from teaching methods to school culture.
Student-Led Initiatives: Empowering students to take the lead on initiatives that matter to them can be a powerful way to incorporate their voices. This could involve allowing students to propose and implement changes to existing policies or create new programs.
Classroom Discussions and Projects: Integrate student input into the classroom environment by incorporating discussions about school policies as part of the curriculum. Teachers can facilitate conversations about relevant issues, providing a space for students to express their views.
The importance of fostering open communication between students and educators and administrators cannot be overstated. It is time to recognize fully the invaluable perspective that students offer.
While the Kodiak Chronicle is but one of the ways student voices are amplified, it is representative. So, in the time between now and when substantive changes can be made to incorporate student views, reading the Chronicle, and encouraging students to do the same, would be a good faith step in the right direction by teachers and administrators.
The student newspaper is a powerful medium through which our interests, thoughts, and opinions can be elevated as windows into the minds and hearts of the student body, offering a direct link to the pulse of the school community. By reading our articles, teachers and administrators gain access to perspectives that may otherwise go unnoticed in the busy corridors of high school life. Such proactive engagement can foster a sense of trust and collaboration that transcends the traditional admin/teacher-student hierarchy, creating a more cohesive educational ecosystem.
In the five years of the Chronicle’s existence, at a time when student newspapers have been disappearing at public school across the country, under the guidance and vision of advisor Roselyn Robison, who steered the project through the pandemic, it has grown from a fledgling operation to perennial national and state award winning publication comprised of similarly lauded writers. In return for a wider CHS community participation in its newspaper, we pledge not just to do better in promoting the paper and making it more readily available, but to provide even more captivating and relevant content worthy of your time, including reporting on and advocating for CHS student voices in the administration and education of the student body.
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