Chelsea

Hello – My name is Chelsea, and I am a junior. It is an honor to share my educational experiences with you to support the establishment of safe and supportive learning environments for all students.

I love to learn, and academics come easily to me, but school has been difficult. Even though I am an honors student enrolled in early college and appear to be thriving, every day is a challenge as I navigate my anxiety and depression. Not knowing what to expect as I move through the day, I am left searching for emotional and social safety but not always able to find the relationships I need. Class is often the hardest place to be. I find myself sitting with idle time, unchallenged by content that is required but not an appropriate fit and frustrated when told to “just deal with it.” It makes me feel ignored. That is when my anxiety and depression find room to grow, fill the void, and become overwhelming. But, because I am on track to graduate, my needs are easily overlooked. I am left to manage it myself, making it hard to maintain a sense of belonging and remember that I like learning.

The situation would improve if all teachers saw me for more than my grade and policies were flexible enough to meet my needs. When a remedy is offered, it is usually a visit to the guidance counselor. They are already overburdened, and I am too often told that the next available appointment isn’t for days or weeks, even though during a panic attack I need help immediately. Besides, guidance only offers me Band-Aid fixes, not solutions, and doesn’t address the real issue: I can’t learn in an environment that doesn’t allow me to be comfortable and find my own path.

I try to advocate for myself, but my voice is rarely heard and, when it is, the responsibility for student well-being isn’t shared by all adults so I find myself talking to the same people over and over again, constantly shuttling back and forth. It feels like each time there is a problem we forget about the last time it happened. It is frustrating, and I have the self-respect to know that I shouldn’t have to do this.

I and other students can tell you from experience what does work though, and there are adults who know how to help. They often share our experiences, treat us as equals, prioritize our well-being, and know how to gain our trust so that we can access the learning we so badly want. Those who can connect with us understand the unique challenges of our diverse and often disadvantaged student body. They know us well enough to know when to say, “just take a breath,” and when we need more than that. They can offer help without being demeaning and notice when you aren’t yourself.

But those adults quickly become stretched thin and there simply aren’t enough of them to help us all. We need an entire culture shift so that throughout the day, wherever you go, there is a shared understanding of what it means to be an inclusive, welcoming learning environment that meets the needs of everyone.

I consider myself lucky because I am a member of our school’s Violence Intervention and Prevention (VIP) program. I’ve found a second family that gives me a strong foundation of emotional and social stability and motivates me to be successful academically and pursue a career in technology. We all need and deserve access to positive relationships, a sense of well-being, community, and our own potential. A more responsive environment, sustained by mutual respect and a willingness to adapt, will help everyone in the school building, adults included, and address the true source of our many challenges.

It is for that reason that I ask you to please continue making safe and supportive schools a priority and incorporate student voice in all education matters. Thank you for all that you have already done to make my learning possible.

From a Zoom interview with Chelsea

“The situation would improve if all teachers saw me for more than my grade and policies were flexible enough to meet my needs.”
—Chelsea

“We all need and deserve access to positive relationships, a sense of well-being, community, and our own potential.”
—Chelsea

“We need an entire culture shift so that throughout the day, wherever you go, there is a shared understanding of what it means to be an inclusive, welcoming learning environment that meets the needs of everyone.”
—Chelsea

Artwork by Chelsea: If you're wearing a mask please speak up

Artwork by Chelsea, 2020

The State House takes my breath away.

By Chelsea

Each room we pass through is stuffed with precious treasures. My ears greedily hold onto each word spoken. With every stride, I plant my shoes with purpose and hold my posture with pride. As we move through the building, my stomach churns with anxiety and excitement at the thought of speaking.
READ MORE

Haverill VIP - Violence Intervention and Prevention Logo

Chelsea was a member of the Haverhill High School VIP Program. Learn more about VIP and students’ advocacy here.

What other students are saying

Alice:

“For me, one of the most important parts of a safe and supportive school is that all the adults in the building understand how to care for and support all of the students.”  Read Alice’s statement

Chelsea:

“We all need and deserve access to positive relationships, a sense of well-being, community, and our own potential.” Read Chelsea’s statement

Chinyere:

“From our perspective, the academic levels create more division than unity, which impedes everyone’s learning.”  Read Chinyere’s statement

Chris:

“I feel like if more teachers understood our backgrounds, things would go better because teachers would know how to talk to students and have relationships with them.”   Read Chris’ statement

Corine:

“ I think adults at my school know what kinds of changes need to be made to help students succeed. But they can’t do it alone. They need help from the school system.” Read Corine’s statement

Taeyah:

“I knew that no matter what, he would be there to support me and would never give up on me. It was a small thing, but sometimes it’s the small things that make the difference.”  Read Taeyah’s statement

Gabriela:

“In order to make connections with the students, in order for them to feel supported like I did, ​you first have to hear them.”  Read Gabriela’s statement

Jaylee:

“If you have adult mentors at school encouraging you and reminding you that you have potential, you start to believe them.” Read Jaylee’s statement

Jonathan:

“Cooperation means learning faster. And when you and your teacher and your classmates are working together like this, it’s like a triangle of good.” Read Jonathan’s statement

Michelle:

“I believe that having all of our needs met would help us learn better and set us up for success in the future.” Read Michelle’s statement

Omari:

“I feel like there is a difference between doing the work just to do it and doing the work to understand it…” Read Omari’s statement

Trish:

“Having stronger relationships between students and teachers will increase the morale of the school, and make students and teachers more excited to come to school each day.”  Read Trish’s statement

Anonymous:

“I know it can be different. I’m one of the fortunate ones to have a good support system around me. Everyone deserves what I have.” Read Anonymous’ statement