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.
“There are many things that students, teachers, and administrators can do to make sure that schools are a safe place. I believe the school should include opportunities for people to connect with one another so that they can get to know each other and support each other.” — JiaJun
“The human relationships are what really matter and will truly build the community between students and staff in school. Without them, all the programs in the world won’t be able to help.” — Anonymous
“My dream is to help kids like me get all of the resources and support they need, that I didn’t get. If I hadn’t had a close relationship with my dean who reminded me of my potential, I don’t know if I would still be in school.”
— Jaylee
“I think that the staff doesn’t represent the students culturally. If we’re the most diverse school in [town], why don’t my teachers look like me? Why don’t I feel represented? Especially the admin. You have kids of color being sent to the office and getting harsher consequences.” — Focus Group Report
“I feel like they think, since we’re teenagers, ‘You’re just a teenager. You’re over dramatic. It’s just your age. You’ll get past it,’ and this and that.”
— Focus Group Report
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.
“Not only does Ellen know how to be a great supervisor, but she also connected with me on a personal level. She was such a good listener, always taking my feelings into consideration and incorporating my thoughts into running GSA. I always felt open and heard around her. I admire her dearly and will do anything I can to make her proud.” — Lonelypilot
“[Health and wellness counsellors] always check in, making sure if anything is happening with [students] personally, we’re able to ask the teacher for a pass to health and wellness and do our work with the health and wellness, just to have our time to gather ourselves.” — Focus Group Report
“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.” — Taeyah
“A lot of the time when you meet with adults at school, they only focus on what you’ve done badly and why you’re wrong. I was used to feeling like no one was on my side. The first time that changed for me was when I met my social worker.” — Anonymous
“One of the challenges at my school is that guidance is overworked. It seems like they are always swamped, so when students need an appointment, they usually have to wait until it’s too late.” — Trish
“Thank God I [started the after school program]. I used to go to school, go home … I hated that.… It helped a lot because I started poetry, and [staff] keeps pushing me to keep doing more. I would have given up a long time ago. They push you forward education-wise too … like she really wants me to graduate.” — Focus Group Report
“We often feel isolated, with no camaraderie with our peers or connection to the broader school community.” — Haverhill High School VIP Report
“Going into high school I had more friends who were either also LGBTQ or allies, but talking about LGBTQ topics and issues at school still felt really taboo, and I started noticing a lot of people who would freely use slurs, especially the f slur.” — Kellin
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.
“… it’s really hard to find a consistent comfortable place around here. We have new teachers every single year…and that goes back to the support system, because sometimes we build connections with these teachers, and these teachers really help us, but then when those teachers get cut we have to meet all these new teachers, where [does] our support system go?”
— Focus Group Report
“Sometimes we are lucky enough to find an adult at school we consider a mentor but if they leave or are replaced, we lose that one person we relied on to support us through our four years in high school.” — Jaylee
“But, I wasn’t in a school where the staff worked together and shared responsibility for every student. I only had a connection with [one counsellor] and no other staff. So when this counselor left, I felt as if I was once again on a broken bridge, alone, and no one could cross to help. Without that emotional support or the ability to trust other staff members, it became hard to concentrate in the classroom.” — Taeyah
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