Data Discussion

Julian School faced several challenges that affected the well-being of its students. 

To begin with, the lack of adequate hygienic practices was a pressing concern. Some students didn't have proper hygiene products, and though they weren't subjected to bullying, they became the subject of gossip. Moreover, the lack of a supportive system in the school was unhelpful for students with challenging home situations. 

In response to these hygiene-related challenges, the Student Voice Committee (SVC) proposed several feasible solutions. First, they highly recommended the creation of a "hygiene closet" within the school. This closet would offer essential hygiene products, available for students to access freely. Second, a small closet within the bathroom would be helpful for students who want to freshen up privately. Third, allowing students to take showers at school after a night class would be beneficial for homeless students. 

While these initiatives aimed to address physical well-being, SVC empathizes with the importance of improving mental health resources for students. Several factors had exacerbated students’ complaints on mental health resources at Julian. 

First, the absence of "SCO?" days, when students could openly discuss their feelings and connect with others, disappointed them. Students discovered that other institutions had implemented similar programs, creating a more supportive atmosphere, so students at Julian requested for similar events. Second, the limited availability of social workers strained the system, as only two or one supported a student body of 450 individuals. Third, the COVID-19 pandemic had further exacerbated the situation. After spending extended periods at home, many students struggled with being in a classroom setting. Though the school made efforts to address this through affirmations and announcements, students felt indifferent. 

In addition to improving mental health resources, SVC pointed out the importance of transforming their studying environment. They complained, the “jail-like”classroom environment left students feeling trapped and dispirited. There was a collective desire to "beautify" the school, making it feel more like a welcoming home where students could thrive. This included changes to classroom aesthetics, such as lighting, and an overall revitalization of the environment.

According to the interview, there are three primary relationship issues that require attention at Julian School: the tenuous connection between students and staff, the challenges faced by students labeled as "bad kids," and the lack of active community involvement.

At Julian, the connections between students and staff were loose, and it was clear that a transformative approach was needed. Teachers seemed preoccupied with stopping fights, leaving students feeling neglected, even when they were crying in the bathroom. The SVC suspected that the generational gap might have hindered effective communication and understanding. It became evident that the lack of connections between students and adults contributed to behavioral issues, whereas those who were able to develop such connections tended to perform better academically. As a result, students yearned for younger adults who could relate to their experiences and engage with them more deeply. If this change is infeasible, students urged for a more empathetic and compassionate approach among staff and students that both parties slow down and reconsider how to treat each other. 

Beyond the relationships between students and staff, the challenges faced by “bad kids” also required attention. Those kids were labeled as “bad kids” because they always ran around, played, and acted out. It was important to recognize that these students might endure significant hardships at home, such as a lack of stable housing or access to regular meals. Unfortunately, limited academic resources and the focus on labeling these students overshadowed their urgent need for support.

Julian’s community involvement was also in need of improvement. A sense of disconnect prevailed within the school environment, preventing it from becoming a place where students could truly embrace their school experience. One student pointed out that it was crucial to shift the focus from the things that couldn't be changed to things that could be changed. Thus, it is important to nurture a culture of recognition and celebration of students' efforts, which could foster a sense of belonging, pride, and shared responsibility.

With respect to resources, Julian had room for improvement in terms of career support and academic resources. 

The necessary steps towards improving career support at Julian are diversifying training programs and enhancing students’ engagement. While the Career and Technical Education (CTE) program was present as a valuable resource for those seeking career guidance, it remained underutilized. One student suggested that the CTE program be expanded and made available to more students. However, the limited range of career choices within the program led to its underutilization. To address this, the school needed to introduce additional career options, providing a broader spectrum of choices that aligned with students' interests and aspirations.

However, despite the availability of these courses, students often refrained from participating due to the complexities they faced at home. The SVC noted that the difficulties in discussing personal circumstances hindered some students’ engagement with the program.

Alongside expanding career resources, it was important to cultivate a more conducive learning environment. The lack of academic resources, such as advising, and the labeling of students as "bad kids" hampered efforts to provide comprehensive support. Individual academic advising alone proved insufficient; rather, a school-wide, systemized approach was needed to ensure that every student is under consideration. 

Furthermore, the SVC suggested a transformation in curriculum. Reflecting on their experiences, students reported a shift in the school's atmosphere over the years. While their first year was enjoyable and manageable, sophomore year brought a noticeable decline, leaving students unprepared after graduation. The curriculum had become monotonous and overwhelming, prompting the need for change and variety in instructional methods. 

Lastly, students felt that teachers needed to show up and be more present in the classroom, particularly for those struggling academically. Overall, students desired a better disciplinary system that could foster motivation and personal growth.