The Kids Know

When I was a middle school and high school principal, I paid more attention to the students than their parents or teachers when it came to school culture issues. I always told adults that they would be smarter if they convinced students to come speak with me about something they wanted changed than the adults themselves. I saw the young learner as my customer.

Even as a region superintendent and non-profit leader, I tried to influence school principals to pay attention to their student voice whenever they wanted to change direction, whether it be safety, academic, or school culture issues.

Recently, EducationWeek blogger Larry Ferlazzo shared a compilation of articles that asked students how they wanted to reimagine education moving forward post-pandemic. Here’s a sampling of what Larry shared:

“On schedules…No student’s school design involved starting before 8:30 A.M., a full hour later than school currently begins. Some began their days as late as noon. Most student built in a transition period at the start of the day that gave young people time to eat breakfast and ease into the school day, instead of jumping right into class. Their schedules included time for recess, longer lunch periods (40 minutes instead of 25), and 10-15 minute breaks between classes. A clear pattern was an effort to reduce the intense level of pressure and urgency that drives so much of in-person schooling at present.

On course offerings…Students are begging for classes that are more relevant to their lives experience. Overwhelmingly, kids designed schools in which history and knowledge of self was central. Some included classes in Black and Latinx history. No student said that learning literacy or math or science wasn’t important, but they wanted those subjects held in the balance with classes whose relevance to their own lives was patently clear.

On their ideal teacher…Consistently, students sought out teachers who spoke more than one language so they could communicate effectively with a range of families. They wanted teachers who were funny, kind, patient, and knowledgeable. They sought teachers who came from backgrounds similar to their own, who could relate to their lived experiences. They wanted teachers who had both the time, and the willingness, to listen.

On support…Students recognized clearly that mental health must be a priority in schools. In addition to guidance counselors, many students built support systems for students that included mentors and advisories. Others included academic supports like two teachers per class or after-school tutoring. And some were insistent that schools have food pantries, clothing, and housing support on site for families that need a higher level of support.

On grading…Most students advocated a move away from letter grades, which they felt discourage students and do not motivate learning, but rather, impede it. Some advocated written narratives in which teachers provide clarity on both student strengths and areas for growth. Even more thought that regular one-on-one conferences between teachers and students where they discuss progress together was the best way to communicate about a student’s learning trajectory.

On the one thing they would change if only one thing could change…On this question, there was not consensus. Some students wanted to get rid of standardized testing. Others wanted better food in the cafeteria. Still others felt like a shift in the schedule would have the biggest impact. But one answer [stuck out]: ‘Honestly, to just listen to what the students need. Listening will help you better understand how they can have a better learning environment and also grow a bond between teachers and student.’”

What struck me as I read Ferlazzo’s article was just how different schools would be if adults would take their marching orders from their “customers.” Schools might have a chance at survival, and regain their ability, if they ever had the ability, to be places of learning for our young learners.

But my experience tells me the adults who work in schools haven’t and won’t pay attention to what kids say about what should be considered “their place of learning.”

There’s a dangerous power inside of schools that make adults feel like they must have all the answers when it comes to how schools work – professionalism. Adults feel that since they have been professionally trained to “run schools” and “teach kids,” then they must make all the decisions pertaining to how young people show up to school, what they learn, how they learn, and how they demonstrate understanding.

If only the professional educator would spend more time listening, coaching, supporting, and caring. If that happened, schools would be different places than they are today.

So, if you are committed to making schools work, take this article to your local school board member and share it with them. Furthermore, tell them that if you are going to vote for them again in the next election, you need to start seeing them introduce changes based on the evidence students provided in Larry Ferlazzo’s article. Better yet, ask the board member to begin asking their own district students questions like those shared above.

If the incumbent says “thanks but no thanks,” tell them you’re going to find someone who will pay attention to student voice and support that candidate against the incumbent. To me, that’s the only way we make schools better. Otherwise, we need to create a new system of learning.

On second thought, we probably need to create a new system of learning.

Til tomorrow. SVB