A – 8 Student Voice in High School: A Critical Component in the Change

Patricia Hershfeldt, Ed.D., Dustin Hartwigsen, ABC, Kim Crawford, ABC,

Christina Knepper, ABCSheppard Pratt Health System

This is the overview for the program. I will delete this slide once we have built the ppt Just for your info.

• The importance of creating positive change in the climate and culture of high schools has received national attention. In order for efforts to be successful, youth voice is a critical component to ensure buy-in from the student body.

This is the overview for the program. I will delete this slide once we have built the ppt Just for your info.

• Participants will hear testimony from students who participated in the Youth Empowerment Summer training.

• Participants will learn the challenges and the benefits of including youth voice.

• Participants will be invited to discuss ways that youth voice has been incorporated.

Maryland Safe and Supportive Schools (MDS3)

Research and evaluation

“sustainable system to measure”

Administration“facilitate and manage implementation and

disseminate outcomes to stakeholders”

Implementation“develop capacity

in schoolsto improve”

MDS3 School Climate Model:

Kristen Harper, Office of Safe and Healthy Students, United States Department of Education

Work groups within our team

• Youth Voice • Mental Health• Bully Prevention• Common Core connections

Student involvement is the KEY to success

• Learning from youth the reality of high schools today – MDS3 2013 Summer Institute– Film festivals

• Stephen Decatur High School , Worcester County, Teaching the Expectations

• Catonsville HS, Balt. Co., Bully Prevention• South River HS AACPS, Character Kick-off

• Youth empower youth! • Providing a forum/opportunity for students to connect – MDS3 website – Youth empowerment summits (E. Shore – Spring 2013,

AACPS Oct. 2013, …)

Relationships and Youth Connectedness

ESSENTIAL to children’s well being. • A sample of 2,022 students (999 boys and 1,023 girls) ages 12-14

years was measured at two time points twelve months apart on school connectedness and mental health symptoms (general functioning, depression, and anxiety symptoms). After adjusting for any prior conditions that could have led to mental health problems, the authors of the study reported stronger than previous evidence of the association with school connectedness and adolescent depressive symptoms and a predictive link between school connectedness to future mental health problems.

• 22 Early studies suggest that there are substantial percentages of violent youth who do not perceive themselves to be liked by classmates and who report loneliness.

(Clin, 2006 Adol Psychology)

Strategy Guide on Fostering School Connectedness: CDC

• Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement.

• Students who feel connected to their school are also more likely to have better academic achievement, including higher grades and test scores, have better school attendance, and stay in school longer.

MDS3 School Climate Survey

• Students, staff, and parents are asked to complete a web based climate survey

• 25 classrooms (7 9th grades & 6 of grades 10-12)– Option to survey more classes

• The survey:– Collects information about perceptions of the school

environment– Completed on-line– Takes 15.8 minutes for students, 16.1 minutes for staff, and 9.6

minutes for parents– Anonymous and voluntary– Cohort 1: Administered annually in Spring 2011, Spring 2012,

Spring 2013, & Spring 2014 (March - end of school year)

MDS3 School Climate SurveySAFETY• Physical Safety - I feel safe at this school.• Bullying - During the current school year have you been bullied? • Social-Emotional Wellbeing - It is OK to hit someone if they hit me first.• Substance Use - During the past 30 days, how many days did you have 1 drink of

alcohol?ENGAGEMENT• Relationships and Connectedness - I feel like I belong.• School Participation and Academic Emphasis - I like this school.• Parental Involvement - This school tries to involve parents or guardians.• Culture of Inclusion and Equity - Teachers believe that all students can do well if

they try.ENVIRONMENT• Order and Discipline - Disruptions by other students can get in the way of my

learning.• Physical Environment - The school has a bright and pleasant appearance.• Supportive Services - This school has programs to deal with violence and conflict

among students.

Spring 2012: Students (Intervention Schools)

SAFETY 2012

Feel safe at school 82.6%

Report being bullied during the school year 22.6%

Report that other students try to stop bullying

38.0%

Often or almost always feel sad 19.4%

Report that drug use is a problem at their school

81.5%

N (Maryland high school students) 14,678

Spring 2012: Students (Intervention Schools)

ENGAGEMENT 2012Feel they belong at school 67.8%Feel their teachers encourage them to work hard

80.3%

Feel their parents are informed when they do well

42.3%

Feel students of all races are treated equally

60.0%

N (Maryland high school students) 14,678

Spring 2012: Students (Intervention Schools)

ENVIRONMENT 2012Feel disruptions in the classroom get in the way of learning

71.0%

Report school building is clean and well-maintained

49.6%

Feel students who need help with their problems are able to get it at school

68.2%

N (Maryland high school students) 14,678

I will include some slides on specific Student Engagement Data from the

project

Dustin, Kim and Christina (60 minutes)

• Describe the different events we’ve been doing– Who was invited, when, where – Format for the day (what did you do with the

students to prep?) – Videos

• Really emphasize the hurdles• Next steps • MDS3 website