We know from research that students can have more robust learning experiences when what happens in school is relevant to their lives, helps them connect to a larger purpose, and is grounded in a sense of belonging. This means that the system must be responsive to their goals, interests, and sense of self and community. If young people are not at the center of conversations about what constitutes success, we will not get school right.
We often show students that we don’t see them as experts about their own lives and astute observers of their surroundings. This is especially true when the conversation shifts to groups of students who have been marginalized by race, culture, language, family income, or disability. Insidious cultural beliefs seep in, and the “real experts” take over to tell students what is possible for their futures and then design policies, curricula, and professional development without their input.
I have had the humbling opportunity of deeply listening to students. What stands out is that when young people are able to take agency, feel affirmed (their lived experiences, families, histories, cultures, communities), and share power with adults, they thrive. My biggest fear is that we adults don’t actually want to hear what young people have to say. Taking them seriously disrupts our comfort and expertise – and threatens our sense of authority.