What Teens Need from School

Outline

I begin by asking what participants hope to learn and why they are there (5 minutes)

I will briefly address the developmental needs of adolescents and the importance of those needs to student well-being. (5 minutes)

Participant activity: Checklist of student statements “What does belonging feel like?” Such as “People notice if I change my appearance”. Ask participants to compare how many a typical student would check compared to a marginalized student and discuss in small groups. (10 Minutes)

I will share examples from schools of scheduling adaptations to allow for student autonomous time and options for how the time is organized and supervised. Q & A Then I will share examples from schools of structured club and interest group activities during the school day. Q &A including implementation challenges. (20 minutes)

I will share examples from schools of how student representation works on governance committees such as curriculum, budget, hiring, and student mental health support. I will also share examples of student-driven school initiatives. Q &A including implementation challenges. (15 minutes)

Closing Q & A (5 minutes)

Supporting research

Ryan & Deci (2000). Self-determination theory and the facilitation of intrinsic motivation, social development,and well-being. American Psychologist, 55(1), 68-78. A pivotal theory

CDC. (2023). School connectedness helps students thrive. Available at: https://www.cdc.gov/healthyyouth/protective/school_connectedness.htm

Steinberg, L. (2017). Adolescence (11th Ed.). New York: McGraw-Hill.

Stixrud, W. and Johnson, N. (2018). The self-driven child: The science and sense of giving your kids more control over their lives. New York, New York: Penguin Books.

Vatterott, C. (2019). The teens are not alright. Educational Leadership, 76 (8), 13-16.

Vatterott, C. (2022). Lessons on student well-being from “the great resignation”. Educational Leadership, 79 (9), 26-30.

Vatterott, C. (2024). Student mental health: What’s autonomy got to do with it? Educational Leadership, 81 (5), 62-66.