Listen to ME: Amplifying Student Voice and Increasing Student Influence
I once had a high school math teacher who designed a unit of study that was well outside of what we had ever done in any class. Our assignment was to become band managers for imaginary musical groups or artists. We were invested from the very beginning as we designed band logos and determined our tour schedules. The math aspect slowly developed over time in all sorts of ways, some more obvious than others. Through the use of a deck of cards and the concept of probability, we learned our financial fate for the week. A set of dice might be the tool for how successful our band was on its tour. I loved going to math class each day. The concepts were easier to understand within the context of a real-world example. It was the first time in my high school career that a lesson came to life for me. It has stayed with me for years and likely has had some influence on who I am as an educator.
Over time, through my roles as a student and as an educator, I have experienced and witnessed the positive impact of meaningful learning opportunities such as the band example. So, when my principal, Dr. Kay York, approached me in the spring of 2022 with a proposal for a new course designed to develop and promote student voice, I was excited to learn more! Dr. York reached out to Jennifer Chace of the Source School for a more detailed description of the program.
Jennifer explained “Listen to ME is essentially about hope. People feel hope when they feel confident they can effect changes in their inner or outer lives that lead to a better future, whether that future is a few moments from now or next year. Youth in Listen to ME do action research on school culture and policy using innovative technology in schools with a clear commitment to increasing student influence on practices and policies that impact them. Students give surveys to and hold focus groups with their peers, analyze the data, and share findings with school and district-level policymakers. Along the way, they learn how to listen well, make tough decisions, and collaborate and advocate meaningfully and effectively. Most importantly, they practice connecting their ideals with impactful and meaningful action in their community.” After learning more, we knew we wanted to move forward in planning how we could incorporate the program into our school’s 2022-2023 course offerings.
As we met to discuss the course design and goals, the logistics proved to be a bit challenging, yet the primary focus of elevating student voice was always clear. Thus, despite a few obstacles in carving out time for the course, which required students to take it in addition to another course offered at the same time, we moved onward and kicked off our journey in January of 2023. In the background, Dr. York worked diligently to secure funding, and we were overwhelmed with the amount of community support for the project. Local businesses and larger organizations generously gave their financial support in response to Dr. York’s explanation of a uniquely student-driven project with school-wide impact.
From the time Jennifer kicked off the project by meeting with our group of nine seniors who had chosen to participate, it was clear the students were working with a leader who understood their potential. Although she outlined a starting point for them, she also left room for flexibility, knowing that the course, to a large extent, was based on their choices and ideas. Immediately, this was a shift in learning for them, as this was a course design with which they were not familiar. Prior to this course, they had primarily taken classes with a set teacher-designed syllabus. For some, this was a bit uncomfortable; sitting in the unknown can be scary when we are conditioned to function in predictability.
As the semester progressed, Jennifer guided students through what would become one of the most comprehensive cross-curricular learning experiences of their high school careers. Their goal was to identify any areas of need within our school culture and then offer solutions or “asks” to meet the needs of the school community. They developed surveys, conducted interviews, analyzed a plethora of data, and used their work to gain a stronger understanding of the perspectives and experiences of their peers, as well as the adults in the building by conducting empathy interviews. Additionally, the group traveled to MIT for a day-long workshop conducted by CORTICO and MIT’s Center for Constructive Communication, both of whom were instrumental in the project’s process and success. For a group of students from a small rural school in very, very Northern Maine, this field trip was an incredible experience. We even managed to make a quick stop in Salem, MA the night before the MIT visit to explore and learn more about topics they had covered in their English and history courses.
The majority of the work was done with Jennifer, MIT, and CORTICO, and I was a point of contact for planning and follow-up. Each time I checked in with students, I was able to see and hear the student’s confidence and enthusiasm grow as they felt a sense of empowerment and ownership in the decision-making process of their school. The shift in perspective from the start of the semester to the night of their community presentation of their findings and “asks” was powerful to witness. They learned to actively listen to others and to use what they heard to guide them. Shortly after they conducted their recorded interviews with students, which were used for analysis in conjunction with The Local Voices Network and CORTICO, I remember hearing one student mention a need to give individuals or smaller groups a chance to be interviewed separately as she feared they may not have been able to fully share within the groups they were assigned. I was really moved by her desire to honor the voices and needs of all students, and her ability to recognize what may have been easily overlooked outside of this project.
Additionally, her raising her concerns for her peers, was the first time I had heard her fully use her own voice. The full circle moment of the process with her was one that will forever be a highlight for me. There were so many small moments that were a part of the journey leading up to the final culmination of the presentation and reflection where students shared what they identified as one significant area of need in our school, which was communication, and then offered two solutions.
Yet, the work isn’t done. The project led some students to internships with MIT. It led some to revisit their career choices and options. The work done by the pilot group of high school seniors and Jennifer has given us a starting point for this year’s student leadership class. Because of the work done over the last semester, our school has started to dig deeper into how we can design and implement student-centered courses that apply to real-world situations. This has given us a foundation in rethinking our approach and how we can be sure we are hearing all voices in our school, and using what we hear to guide our path forward. Much like the math class from my high school days, we may not be able to put a specific label on all the learning that is happening, but we know that it is and that engagement is greater when we make school a place where students are excited to be here and know their voices are heard.
We are especially grateful for the support of Jennifer Chace of The Source School, MIT’s Center for Constructive Communication, CORTICO and the Local Voices Network, and Kapono Ciotti and the What School Could Be organization, without whom we would not have been able to bring all aspects of the program to fruition.
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Natasha Brewer started as an English teacher for Maine School Administrative District in the fall of 2000. Throughout her time in the district, she has filled various roles, and is currently the district's librarian and gifted and talented teacher, which includes teaching dual enrollment College English. She served as the yearbook advisor for 23 years. Natasha's primary goal as an educator is to help students grow as curious learners and critical thinkers.