Stories of Student Advocates

Story 1: Maria and the Art Club

Maria, a talented artist in 9th grade, noticed that her school's art club was only meeting once a month and often struggled to get supplies. Many students, including Maria, felt frustrated because they wanted more opportunities to create. Instead of just complaining, Maria decided to do something. She talked to her art teacher, Ms. Rodriguez, about her concerns and suggested having weekly meetings.

Ms. Rodriguez explained that the budget was tight, and many teachers were busy. Maria didn't give up. She gathered signatures from over 30 students who were interested in more frequent meetings and even researched grants for school art programs. She created a simple presentation showing the benefits of a more active art club, including increased student engagement and potential for community art projects.

Maria then requested a meeting with the school principal, bringing Ms. Rodriguez and her presentation. During the meeting, Maria clearly articulated the students' passion, presented her research, and offered solutions. The principal was impressed by Maria's initiative and commitment. As a result, the art club's budget was increased, and they started meeting twice a month. Maria's advocacy brought more art to her school!

Story 2: David and the Quiet Study Space

David found it really hard to focus on his homework in the noisy school library during study hall. He wasn't the only one; he often saw other students struggling with distractions. David understood that some students preferred group work, but he needed a quiet space to concentrate.

David decided to approach his school's student council. He explained his difficulty and suggested creating a designated "quiet zone" or a separate room for silent study. He also talked to a few teachers who supported the idea, as they too noticed students struggling with focus.

The student council, with David's input, brought the idea to the school administration. David helped them draft a proposal, highlighting how a quiet study space could improve academic performance for many students. He even suggested a few underutilized classrooms that could be repurposed. The school agreed to trial a quiet study room during study halls, and it was a huge success. David's advocacy created a better learning environment for himself and his peers.

Story 3: Aisha and Fairer Grading

Aisha was a diligent student, but she noticed that in one of her classes, group projects were graded solely on the final product, without much consideration for individual effort or contributions. This often led to some students doing most of the work while others didn't contribute as much, but everyone received the same grade. Aisha felt this was unfair and demotivating.

After discussing it with a few classmates who shared her concerns, Aisha decided to talk to her teacher, Mr. Harrison. She respectfully explained her observations and how it impacted student morale and fairness. She suggested incorporating a peer evaluation component or individual checkpoints during group projects to ensure everyone's contribution was recognized.

Mr. Harrison listened carefully to Aisha's feedback. He acknowledged her points and thanked her for bringing it to his attention. While he didn't immediately change his entire grading system, he did implement individual progress checks for the next group project and asked for student feedback on this new approach. Aisha's advocacy started a conversation about fairness and led to a more equitable assessment process in her class.

Advocacy Scenarios

Choose one of the scenarios below with your group. Discuss how the student in the scenario could advocate for themselves effectively. Think about the who, what, when, where, and how they would advocate.

Scenario 1: The Misunderstood Grade

Maya studied really hard for her history test, and she thought she did well. When she got her test back, she saw a low score and couldn't understand why. She reviewed the feedback but still felt confused about how her answers were graded, especially on one essay question where she felt she clearly answered the prompt. Her teacher, Mr. Chen, seems very busy and doesn't usually like to re-discuss grades.

Discussion Questions:

• Who should Maya talk to?
• What specific points should she bring up?
• When and where should she have this conversation?
• How should she approach Mr. Chen to get her concerns heard effectively?

Scenario 2: Group Project Trouble

Liam is working on a science project with two other students. He feels like he's doing most of the work, and his teammates aren't pulling their weight. The deadline is approaching, and he's worried their final grade will suffer because of uneven contributions. He's tried casually mentioning it to his teammates, but nothing has changed.

Discussion Questions:

• Who does Liam need to advocate to (or with)?
• What are his options for addressing the situation?
• What evidence or examples could he use to support his concerns?
• How can he ensure his voice is heard without alienating his teammates or making the situation worse?

Scenario 3: Extracurricular Conflict

Chloe loves playing soccer, but her parents want her to focus more on her academics, especially with high school starting. They are suggesting she quit the soccer team to spend more time studying. Chloe feels like soccer helps her de-stress and manage her time better, and she really doesn't want to give it up.

Discussion Questions:

• Who does Chloe need to advocate with?
• What are her parents' main concerns, and how can she address them?
• What is the best way for Chloe to communicate her feelings and reasoning to her parents?
• What kind of compromise or solution could she propose that would work for everyone?

Scenario 4: A School Rule You Disagree With

Sam and their friends feel that a new school rule about cell phone usage is too strict and interferes with their ability to coordinate rides or check important messages from family, especially during emergencies. They understand the need for focus in class but believe the rule goes too far.

Discussion Questions:

• Who should Sam and their friends talk to about this rule?
• What research or examples could they use to show the rule's impact?
• How can they present their concerns respectfully and constructively to the school administration?
• What alternative solutions or modifications to the rule could they propose?

Stories of Student Advocates

Story 1: Maria and the Art Club

Maria, a talented artist in 9th grade, noticed that her school's art club was only meeting once a month and often struggled to get supplies. Many students, including Maria, felt frustrated because they wanted more opportunities to create. Instead of just complaining, Maria decided to do something. She talked to her art teacher, Ms. Rodriguez, about her concerns and suggested having weekly meetings.

Ms. Rodriguez explained that the budget was tight, and many teachers were busy. Maria didn't give up. She gathered signatures from over 30 students who were interested in more frequent meetings and even researched grants for school art programs. She created a simple presentation showing the benefits of a more active art club, including increased student engagement and potential for community art projects.

Maria then requested a meeting with the school principal, bringing Ms. Rodriguez and her presentation. During the meeting, Maria clearly articulated the students' passion, presented her research, and offered solutions. The principal was impressed by Maria's initiative and commitment. As a result, the art club's budget was increased, and they started meeting twice a month. Maria's advocacy brought more art to her school!

Story 2: David and the Quiet Study Space

David found it really hard to focus on his homework in the noisy school library during study hall. He wasn't the only one; he often saw other students struggling with distractions. David understood that some students preferred group work, but he needed a quiet space to concentrate.

David decided to approach his school's student council. He explained his difficulty and suggested creating a designated