Data Codification
Upon conducting a focus group session with the Student Voice Committee (SVC) at Julian High School, our team concluded that the data we collected from the focus group could be codified into three main themes: self-care, relationships, and resources. Below, we have organized the focus group data into a question-based format of the three categories that highlights the key points of discussion.
Self-Care: Are students able to engage in adequate hygiene practices?
Students at Julian high school face challenges in practicing adequate hygiene due to limited access to hygiene products.
Lack of proper hygiene products leads to discussions and gossip among students, affecting their self-esteem.
Suggestions have been made to address this issue by creating a "hygiene closet" or a designated room where students can freely access necessary hygiene items.
Current bathroom facilities lack private spaces, making it difficult for students to freshen up or maintain their personal hygiene.
The girls' bathroom often becomes unsanitary due to soiled feminine hygiene products.
Self-Care: How can students' mental health resources be improved?
Currently, there are only one or two social workers for 450 students at Julian High School, which makes student feel that they don't receive the mental support they need.
Emotional and mental health of students are often overlooked as social workers and counselors are concerned with how the students behave, rather than addressing their problems.
Very constant and monotonous school life that discourages students from going to school. Students have proposed more breaks and more freedom, such as an on-campus lunch, which is common at other schools.
Classrooms and infrastructure “look like jail” and the inadequate lighting in the school makes it feel unwelcoming.
Suggestions have been made that “beautifying” the school (i.e. decorating/painting bathrooms) may help students feel more comfortable at school.
Relationships: How are students' relationships with the staff?
Students feel that teachers are primarily focused on maintaining order and preventing fights, leading to a lack of attention and support for their emotional well-being.
Students express a desire for more relatable and younger adults within the school who can establish better connections with them.
The absence of meaningful connections between students and adults causes behavioral issues, while a good relationship leads to positive outcomes.
Lack of a support system where students are able to comfortably lean on teachers and feel they are in a safe community - a safe haven from the hardships they face outside of school.
Relationships: How are students' relationships with other students?
Students indicate a limited understanding of the challenges their peers face, as personal vulnerabilities, such as at-home difficulties, prevent open discussions.
Students believe that some of their peers labeled as "bad kids" may be acting out due to unknown difficulties in their home lives.
Relationships: Are students labeled "bad kids" receiving the attention and help they need?
Students feel that teachers are preoccupied with labeling and disciplining the "bad kids" and are less concerned about helping them academically.
"Bad kids" are left behind and the gap between them and other students becomes even larger.
Resources: How can Julian High School expand their career resources to students?
The Career and Technical Education (CTE) program exists but is underutilized by students.
Suggestions have been made to expand the CTE program and offer a broader range of career choices to engage more students, as the program is not very extensive and diverse.
Limited participation in CTE programs may stem from personal circumstances students face at home, which they may find challenging to discuss.
Resources: Does the curriculum and academic system cultivate a learning-conducive environment?
Students express concerns about limited academic resources, particularly for students labeled as "bad kids."
The current advising system is considered inadequate, with a lack of school-wide, systemized support for students.
Students feel unprepared for life after high school due to a monotonous and unhelpful curriculum.
Students believe that teachers should be more present and engaged in the classroom, especially for those struggling academically.
There is a desire for a more motivating disciplinary system that encourages student success. Many students appear to be going to school purely for fun and there is no strong curriculum that motivates students to try harder at school.
Students in AP programs are in cohorts and their schedules look very similar, so that can have a negative impact on those that are in regular classes, as they feel they are not as good as the other students and are excluded.