Almost universally, students have shared that they want respectful relationships with their teachers. They have expressed how important it is for their teachers to believe in them and to understand them as whole people, not just as academic learners.
Students have also expressed that they want to feel like administrators respect them. To them, respect means both relational compassion and also understanding of their upbringing and racial and ethnic backgrounds.
Many students have stated that they benefit from programs at school where they can form strong relationships with adults who support their mental health and social emotional needs, as well as offer additional academic support.
Students have described how high staff turnover can lead to a lack of consistency and stability in the school. Teacher absenteeism is a related issue in that several students have shared they do not learn effectively from repeat substitutes.
This website is dedicated to the valuable lessons we can learn from students’ own experiences about how to create better schools. Decisions about schooling are often made without listening deeply to students themselves. But students are in the best position to understand what they need in order to do well in school.
A collaboration of the Trauma and Learning Policy Initiative (TLPI), Harvard Law School and Massachusetts Advocates for Children (MAC). LEARN MORE
Haverhill VIP: Some teachers feel unapproachable
“Some teachers feel unapproachable when we have challenges and this fuels our anxiety, making it harder to engage. Being able to communicate regarding extensions and heaviness of workload would ease our anxiety. Breaking down these barriers would also allow for a sense of connection more generally and help us to feel more supported.” — Haverhill High School VIP Report
Ethan: My math teacher was very direct about who she didn’t like
“My math teacher was very direct about who she didn’t like, and I was one of those kids. I would mess up and she would make a big deal out of it in front of the whole class. … Her version of strictness did not make me feel safe or supported in her class, and this affected my learning.” — Ethan
Briar: We were able to be honest and vulnerable about ourselves without any judgement
“We didn’t have to talk about our experiences; we were just able to be honest and vulnerable about ourselves and our experiences without any judgment. That experience helped me to feel safe with my peers and with my teachers. I could understand them and their struggles better, and they could understand me and mine without having to explain. We could all just be ourselves, no questions asked.” — Briar
Anonymous-2: Black students lead restorative circles with our teachers
“In the months leading up to the pandemic, there were a lot more racial incidents and the school responded by having several of the black students lead restorative circles with our teachers. These meetings were organized so that other black students and I could share what was going on from our perspective and how it affected us. But many of us found this difficult.” — Anonymous-2
Joey: Teaching with kindness and compassion
“I wish more teachers communicated in ways that make it clear that they care for and are willing to help their students. I like to think of this as teaching with kindness and compassion. When students are taught with kindness and compassion… all of us will be able to learn and achieve so much more.” — Joey
Taeyah: We spend more time with teachers and counselors than our own families
[A]s students, some of us spend more time with teachers and counselors than we do with our own families. They are the people who teach us and help set us up for our futures. We want to feel understood and accepted.” — Taeyah
Gabriela: She put her hand out to me
“She put her hand out to me before I had to put mine out to her. In other words, she took the first step to make a connection. When you have this kind of connection and a teacher who is willing to work with you, this makes you feel that you can do anything.” — Gabriela