Historically, education has been one of the last places where partisan politics and conflicts were likely to play out. School-board elections were relatively quiet affairs in which community-minded people stepped forward to lend their time to guide and support their local schools. School curriculum was rarely a flash point for conflict and debate. Schools were places where consistency and support were largely assumed.
However, in the aftermath of the pandemic, schools and the world of education itself have become fertile ground for debate, conflict, and conspiracy. Issues that used to be taken for granted are spotlighted for attack. Partisan politics have become commonplace in school-board races, policy debates, and instructional practices.
Amid such conflict and confusion, we can become distracted from the fundamental responsibilities schools exist to fulfill. So many of the debates are around side issues and distractions that we can lose focus on what is most important. Yet, our voices and our advocacy remain important and need to play a role in the debate over what schools should be and need to do. More than ever, we need to focus on what is most important and what our students need us to do on their behalf. Putting aside the distractions and manufactured issues, here are ten things worth our fighting for:
A safe and supportive environment: Physical, emotional, and psychological safety must be priorities. Students deserve learning environments that are free from bullying, bias, and intimidation. They need to know that there are adults around them who know and are ready to advocate for them.
A future filled with opportunities: Students deserve to experience an education that prepares them for the future they choose. They deserve ample opportunities to develop skills, be exposed to multiple career and life options, and build social currency in the community and beyond. A student’s family or history should not be predictive of their future.
Opportunities to speak and be heard: Students’ perspectives and input should be valued in decisions regarding their school experience. A student’s academic record, family, or social standing should not determine whether their voice is heard and heeded. Respect must be assured regardless of who chooses to speak.
Fair and equitable discipline: A student’s race, socioeconomic status, behavior history, or other demographic factors must not drive discipline decisions. Discipline needs to be seen as an equitable opportunity for teaching and learning rather than as an occasion for punishment. When consequences are called for, they should be in response to the specific behavior, not the personality or identity of the student.
Respect for culture, history, and life experiences: The curriculum needs to reflect the makeup of the student population and offer exposure to a wide variety of perspectives, traditions, and experiences. Students need to see relevance in their learning experiences, and the curriculum should foster a sense of identity and belonging in addition to academic content.
Instruction that is responsive to what students are ready to learn: Instruction should be designed with students in mind. Their learning needs, readiness, and uniqueness must be key considerations in how instruction is presented, support is offered, and progress is assessed. Students, regardless of special needs and gifts, deserve to be supported in a manner that fosters success for them.
Exposure to diverse perspectives: Students should be exposed to and have opportunities to engage with others who think differently, have different life experiences, and approach life in unique ways. Learning needs to be embedded in context and be rich with opportunities to explore and develop unique ideas and perspectives. Students should be encouraged to appreciate other ways of thinking and varied viewpoints.
Access to arts, sports, clubs, and other extracurricular activities: Students need multiple places to belong and varied opportunities to develop skills beyond academics. They deserve access to informal opportunities to make friends and learn to work and play productively with others. Students should have places beyond the classroom where they feel connected and belong.
Well-prepared and supported staff: Teachers and other staff need access to rich resources and learning opportunities to develop the skills necessary to prepare today’s students for a world of rapid change, unpredictability, and constant innovation. Compensation, working conditions, and expectations must support educators at a level that is adequate and sustainable. Much of what is worth fighting for will become empty promises if school staff members lack the resources and support to be able to deliver.
Equitable access to resources and support: Adequate funding and facilities are fundamental to supporting opportunities and options for students to succeed. Curricular opportunities need to be rich and not restricted to certain groups of students. Mental and physical health services must be available and aligned with the needs of students. Allocation of resources should be based on needs and the creation of opportunities for success.
Fighting for what is important takes courage. The future of our students and our society depends on sustained advocacy for what matters and what will make our shared future better. We may be tempted to remain quiet and hope that the situation will improve. However, our students have too much to lose to justify our silence. As the saying goes: If not us, who? If not now, when?
