Freshman, Sophomore Projects Follow-Up to Check Progress

The Freshman and Sophomore Projects, which started last Fall, entered its second phase as students met to discuss their goals and visions for the project on Jan. 25, and returned to their designated academic labs on Jan. 31 for the second time to discuss how the school climate has changed, and how it can be improved.

“I joined because I feel I am a good advocate for what [the project] is all about and think I could easily portray the message we’re trying to convey,” said senior Kailey LaClare.

The meeting on Jan. 25 consisted of dozens of students from the sophomore, junior, and senior classes, who discussed bullying and feeling safe at school. Sponsor and Activities Director Kris Kellams spoke about what should be covered during the conversation with freshmen and sophomores during academic lab on Jan. 31.

“I think the project is not only about getting to know freshman, but encouraging them to live healthy lives free from cheating and drinking.  We want to make their school experience awesome,” said senior Christina Wesley. 

On Jan. 31, after a brief meeting to give everyone involved a nametag and to clear up any final questions or concerns, the students dispersed in groups of two or more and went to their designated freshman/sophomore lab to discuss bullying and safety at school.

“My bigger passion is the social justice group, which is what [the project] is all about,” said Speech and Debate teacher Mike Hazelton, who has a sophomore lab.  “I dislike when people think that the [problem of bullying and discrimination] cannot be solved.”

After introducing themselves to the lowerclassman lab, the teachers displayed the “I Will” video to the class, created by senior Emily Ladig, which features of compilation of students holding an “I Will” card and making various statements of positive reinforcement, such as “I will not judge others.” 

Once the video was over, a set of questions was passed out to the students, asking about the overall climate of the school, their behavior since the first freshman and sophomore project, and what teachers can do to improve the situation.  The class then met in small discussion groups to discuss the questions, and then came together as a class to share their own “I Will” statements.  The statements were written on a large piece of paper, and will remain in the academic labs for the remainder of the year.

“[The Freshman and Sophomore Project] is beneficial.  It makes people aware about the topic and how they can make the school better,” said sophomore Eduardo Guerrero.  “I think it helps [that students are leading the project] because you’re willing to say more to a peer and they’re more understanding.”

Written by Steven Chaffin – Online Editor