May 1st 2025 Newsletter
1. “I Didn’t Know It Was Okay to Ask Why”
by Jalen Montgomery
When I was in sixth grade, a boy in my class got suspended for wearing a hoodie. No one explained why. It was just “the rule,” and that was the end of the conversation. I remember watching him walk to the principal’s office, looking nervous but not angry. I felt confused, but I didn’t ask any questions. Back then, I thought staying quiet was just what we were supposed to do.
This year in civics class, we talked about student rights and school policies. We learned that rules in school are supposed to be fair, clearly written, and not discriminate against any group. That lesson stayed with me. For the first time, I realized that students have the right to ask questions, not to be disrespectful, but to understand. If something feels unfair, it’s not wrong to speak up. In fact, sometimes it’s necessary.
Since then, I’ve found myself paying more attention to the rules around me. I’m not afraid to raise my hand or talk to a teacher if something doesn’t make sense. Learning that I have the right to ask “why” gave me more confidence, not just for myself, but to stand up for other students too. Knowing your rights makes you feel less alone. It turns silence into strength.
2. “My Friend Had to Translate at Her Mom’s Doctor Appointment”
by Alejandra Santiago
One of my closest friends speaks English perfectly, but her mom doesn’t. A couple years ago, she told me that she had to translate during a doctor’s appointment for her mom. She was only twelve years old at the time. The doctor was explaining something serious.some kind of medical test, and my friend had to figure out how to explain it all in Spanish so her mom could understand.
That conversation never left me. It seemed so unfair that a child would have to take on that kind of responsibility. I started wondering if there were laws about situations like that. After doing some research, I found out that hospitals are legally required to provide professional interpreters. No child should have to carry that kind of emotional and medical burden.
Learning about language access laws made me more aware of how easily rights can be overlooked, especially for immigrant families. It also made me want to help. Now, I’m interested in learning more about legal protections for non-English speakers, and I want to be part of a generation that makes sure those protections are enforced. No one should have to be their family’s only voice in a system that’s supposed to care.
3. “I Thought the Law Was Just for Adults”
by Priya Anand
For a long time, I thought the law was something that only applied to adults. Grown-ups had court cases, lawyers, and big decisions. Kids just had rules at school. I never really thought the two things were connected.
That changed when I watched a video about student rights during our social studies class. It talked about freedom of speech and how students can express their beliefs at school, as long as they’re not disrupting learning. It also explained that we don’t always have to agree to a search of our backpacks or phones. I had no idea that we had these rights.
That video completely changed how I saw my place in the world. It made me feel less powerless. I realized that being a student doesn’t mean being invisible. We deserve to be treated with fairness and dignity, just like anyone else. Knowing that there are laws that protect students helped me feel more confident about speaking up and asking questions. I think all students should learn about their rights, because understanding the law shouldn’t have to wait until adulthood.
4. “When My Friend Got in Trouble for Something I Did Too”
by Malik Jefferson
In eighth grade, my friend and I both skipped the line in the cafeteria. We were just being silly. I got a warning. He got detention. The only real difference between us was our skin color.
At the time, I didn’t think about it too much. I was relieved that I didn’t get in trouble and didn’t want to draw attention to myself. But looking back, I see things differently. It’s hard not to. The more I’ve learned about bias in schools, the more I realize how uneven discipline can be. It’s not always loud or obvious, but that doesn’t mean it isn’t there.
I still feel bad that I didn’t speak up for him. I wish I had said something, even just to ask why the consequences were different. Now, I try to be more aware. If I see someone being treated unfairly, I don’t want to stay silent. I know that silence helps no one. Fairness means nothing if we don’t protect it when it’s tested.
5. “I Wore a Shirt That Made a Teacher Uncomfortable”
by Taylor Nguyen
Last year during Pride Month, I wore a t-shirt with a rainbow heart on it. It was one of my favorite shirts, and I was excited to wear it to school. Partway through the day, a teacher pulled me aside and asked if I had “cleared it with administration.” I didn’t understand the question. There was nothing in the dress code against it, and plenty of students wore shirts with logos from bands or sports teams.
I didn’t get in trouble, but I walked away from that conversation feeling like I had done something wrong. Like I had made someone uncomfortable just by expressing something personal and positive. I didn’t understand how a rainbow heart could be a problem.
Later, I learned more about students’ rights to express themselves at school. It made me realize that free expression is not just a nice idea,it’s something we have to protect. That experience taught me that inclusion isn’t just about policies; it’s about the everyday ways we support each other, or don’t. I still wear that shirt. And now I wear it with even more pride, because I know what it means to me and to others who might be watching.
6. “We Never Talked About Certain Histories in Class”
by Daniela Chen
In our U.S. History class, we spent weeks on the Constitution and the World Wars. But when it came to topics like Japanese internment, Native American boarding schools, or housing discrimination through redlining, we barely touched them, or skipped them entirely. When I asked about it, my teacher said we “didn’t have time.”
At first, I let it go. But the more I thought about it, the more it bothered me. The stories we leave out say just as much as the ones we include. And when whole communities are left out of the curriculum, it feels like their pain doesn’t matter.
That realization pushed me to learn on my own. I began reading articles and watching documentaries. I also learned that education laws,like Title VI of the Civil Rights Act, are supposed to protect against discrimination in schools. That includes making sure diverse voices and histories are represented. I used to think the law only applied to courtrooms. Now I understand it can also apply to what is or isn’t taught in classrooms. The law can’t fix everything, but it can be a tool for making education more fair.
7. “The Dress Code Felt Like It Was Just for Girls”
by Maya Richardson
In seventh grade, I got pulled out of class twice in one week for wearing shorts. They weren’t too short, I had worn them before, but a teacher said it was “distracting.” Meanwhile, a boy in my class wore a tank top that didn’t follow the code either, but no one said anything to him.
At the time, I didn’t say anything because I didn’t want to cause trouble. But it felt unfair. It made me wonder who the rules were really for and who decided what counted as a “distraction.” It didn’t feel like the dress code was about safety or respect. It felt like it was about controlling girls.
Later, I found out that Title IX doesn’t just protect against gender discrimination in sports. It applies to all parts of school life, including how dress codes are enforced. That made me feel a little more empowered. I’m not against having rules, but they should apply to everyone in the same way. I think fairness means not being singled out just because of your gender.
8. “My Brother Can’t Vote, But Laws Still Affect Him”
by Elijah Cruz
My older brother made a mistake when he was seventeen. It was serious, and he took responsibility for it. He served time, completed his probation, and now he’s working full-time and taking care of our family. But even though he’s twenty-one now, he still can’t vote.
Watching him work so hard to move forward while still being shut out of basic rights like voting has been difficult. It made me start thinking more about how long the law punishes people, and whether that punishment is always fair. My brother has changed. But the law doesn’t seem to care about that.
When I learned about voter disenfranchisement laws, I realized how many people are affected by something that’s rarely talked about. It made me believe that the justice system should allow for second chances, not just second punishments. The law should recognize growth. It should make room for redemption. That’s the kind of future I want to be a part of shaping.
9. “When We Learned About the First Amendment, I Took It Personally”
by Nia Patel
One day in class, we had a debate about whether students should be allowed to protest during school hours. I was nervous to say anything, but I ended up speaking about climate change and how young people have a right to care, and to speak out. Not everyone agreed with me, but after I spoke, I felt proud.
Later, I did some research and found out that the First Amendment protects students too. Even in school, we have the right to speak, especially when it’s peaceful and purposeful. That made me feel powerful in a quiet, steady way.
Before that debate, I didn’t really think I had a voice that mattered. But now I know I do. And I know that speaking up, even when it’s scary, can lead to real change. It made me want to help others understand that their voices matter too. The law doesn’t give you confidence, but it can protect your right to use it.
10. “I Just Wanted My Friend to Feel Safe at School”
by Lucas Park
Last year, my friend came out as transgender. Some teachers were kind and respectful. But others refused to use his name or pronouns. I could see how much it hurt him, even when he tried to hide it. It made school harder than it already was.
I didn’t know what to do at first. But then I started researching and found out about Title IX protections for gender identity. I didn’t think I could change much, but I wrote an email to our principal asking if the staff could get some training. I didn’t expect a reply. But a few days later, the principal thanked me and said they’d look into it.
That experience taught me something important. The law matters but people still have to choose to care. Advocacy isn’t always big and loud. Sometimes it’s just noticing someone’s pain and doing something small to help. And sometimes that’s enough to make a difference.
Leila Gelley, YWPA
How Gun Laws Affect U.S. Teens: The Facts You Need to Know
Gun violence is currently the leading cause of death for children and teenagers in the U.S., surpassing car accidents in 2020, according to CNN. In 2022 alone, firearms were responsible for 18% of deaths among individuals aged 1 to 18, amounting to about 3,500
fatalities. Whether it’s school shootings, accidental discharges, or suicides, guns are a growing danger for young people.
Research suggests that states with tougher gun laws tend to have fewer teen firearm deaths. A study published in Pediatrics –covered by CNN- found that states requiring background checks for at least five years saw a 35% drop in firearm-related deaths among
people under 21. Additionally, The Associated Press (AP) reported that states in the Northeastern part of the country, which have stricter gun laws recorded 40 firearm injuries per 100,000 emergency room visits among young people, while the South, where laws
are more relaxed, saw nearly double that number, with 71 injuries per 100,000.
Despite the connection between gun laws and lower firearm deaths, experts say that on its own legislation may not be enough. According to the U.S. News & World Report, communities with high poverty and unemployment rates experience more youth gun violence,
regardless of how strict the state’s gun laws are. This hints that addressing social and economic issues could help reduce firearm deaths.
The urgency of this issue is highlighted by the school shootings at Apalachee High School in Georgia in September 2024, where a gunman killed two students and two teachers. The attack was the 45th school shooting of the year, according to CNN. As a result,
Georgia lawmakers developed stricter gun policies. Such as banning adults from providing firearms to minors and implementing waiting periods for assault rifle purchases, as reported by Ap News.
With gun violences continuous on communities, many teens are stepping up and demanding change. For example, Ap News has covered multiple student-led protests across the nation, calling for safer schools and stronger gun laws. Many experts believe that teen
advocacy could be a driving force behind future policy amendments. As many lawmakers debate new forward courses of action, young voices are playing a crucial role in shaping the discussion surrounding gun safety in the United States.
“They Said It Was Just a Joke”
by Ben Alexander
During lunch one day, some kids at my table started making jokes about people who take special education classes. At first, I laughed a little, not because I thought it was funny, but because I didn’t know what else to do. One of the boys they were joking about was sitting just two tables away.
Afterwards, I felt awful. I kept thinking about how I would feel if I were him, hearing those things. I didn’t know him well, but I had seen him around school for years. He always smiled at people in the hallway. That day, he didn’t.
That night, I looked up how schools are supposed to protect students with disabilities. I learned that under the Americans with Disabilities Act and Section 504, students have a right not just to support in class, but to dignity and respect in the school environment. Harassment, even when it’s “just a joke”—can still be a form of discrimination.
The next day, I talked to a teacher about what happened. It wasn’t easy. I didn’t want to make things worse. But the teacher thanked me and said they would address it with the group. I’m glad I said something. I realized that standing up doesn’t always mean being loud. Sometimes it just means choosing not to stay silent.
Henry Greengrass
Can I Get in Trouble for Talking About Guns at School?
Understanding The Line Between Threats and Free Speech
In today’s world, school shootings are unfortunately a serious and justified concern—often preventable acts of terror destroy entire communities. As a result, schools have lower tolerance than ever for anything that could be a possible threat. Punishment for threats seems justified, but can a student get in trouble for talking about guns even if it was a joke?
The short answer: Yes - even if they didn’t mean any harm.
People must understand the line between free speech and what can be seen as threats because the consequences can be detrimental.
Free Speech: What of my rights are protected?
Although the First Amendment protects freedom of speech, in schools, there are some anomalies. In the 1969 Supreme Court case Tinker v. Des Moines, students were told they could speak freely as long as it didn’t disrupt the classroom. However, when it comes to speech involving violence or guns, schools may act quickly to prevent any sort of harm. If a student posts or says something that can be perceived as a legitimate threat, school faculty or even police could get involved. It doesn’t matter if it was meant as a joke; if the school feels like there is a real threat, they have the legal right to take action.
Real Examples of Charged Students
All over the country, students have had to deal with repercussions of these posts and comments, with punishments ranging from suspension from school to felonies and possible jail time for comments or posts that were intended as jokes. For example, a high school student in Florida posted a Snapchat story with the caption, “Don’t come to school tomorrow,” followed by a gun emoji. There was no weapon, no plan, and no actual threat made, but law enforcement treated it as a serious safety issue. The student was arrested and charged with making a written threat to commit a mass shooting, a felony under Florida law. In another case, a student in Texas was suspended after a teacher overheard him rapping lyrics that referenced guns. He explained that it was just a freestyle inspired by music he listened to, but the school thought it was a disruption and a possible threat. Though no formal charges were filed, the suspension went on his record and damaged his reputation. Even writing assignments can lead to consequences. A student in Kentucky was questioned by police and removed from class after submitting a creative writing piece that included a fictional school shooting. The story was part of an English class prompt, but once read by administrators, it was flagged as a threat.
Bottom Line: Think Before You Speak
At the end of the day, even if you don’t mean harm, your words can still have consequences. In schools, the line between a joke and a threat is smaller than most students realize. Schools have a responsibility to keep people safe, which means reacting with intent, even to things that weren’t intended to be serious. That’s why it’s crucial to think carefully before posting or saying anything that could be misinterpreted. Talking about violence, guns, or school shootings isn’t automatically wrong — but how you say it, when you say it, and who hears it can change everything. Understanding that line could save you from a suspension, a police report, or something worse.
Anonymous
Students should not receive late grades or no grades at all for late assignments. Many students are busy with sports, other assignments, and more. This busy lifestyle can lead to situations where completing every assignment on time becomes challenging. Instead of penalizing students for late submissions, educators should consider implementing a more flexible grading system that takes into account the various responsibilities students have outside of school.
Moreover, late penalties can discourage students from submitting work altogether. When faced with the choice of turning in a late assignment for a reduced grade or not submitting it at all, many may choose the latter, resulting in a lack of learning opportunities. By allowing students to submit late work without severe penalties, teachers can encourage a growth mindset, where the focus is on learning and improvement rather than strict deadlines.
Additionally, implementing a grace period for assignments can foster a more supportive learning environment. This approach acknowledges that life can be unpredictable, and it allows students to prioritize their mental health and well-being. Ultimately, education should aim to support students in their learning journey, rather than adding unnecessary stress through rigid grading policies.
My Shorts Aren’t a Distraction — Your Rules Are
By Sophia Sokurec
Across the country, school dress codes claim to promote “professionalism” and “limit distractions.” But when you look closer, the rules are anything but neutral. Dress codes disproportionately target girls, sending a message that what we wear matters more than what we learn.
A 2020 report from the National Women’s Law Center found that 90% of public school dress codes contain language that directly restricts what girls wear — from bans on tank tops and midriffs to strict rules on skirt length and leggings. These are normal clothes, especially in warmer weather, yet they’re treated like violations.
Girls are up to five times more likely than boys to be called out for breaking the dress code. And it’s not just about being told to change — it’s about being labeled “inappropriate” or “distracting,” as if our clothing is responsible for other people’s focus. That’s not just unfair. That’s shaming.
The result? Girls lose class time, confidence, and comfort — all because their bodies are seen as a problem. We’re taught to self-censor and cover up, while boys rarely face the same scrutiny. This double standard sends the wrong message: that girls must manage how others perceive them, even at the expense of their education.
There’s a legal side, too. The 14th Amendment guarantees equal protection under the law, and Title IX prohibits gender-based discrimination in education. When dress codes are written or enforced in a way that targets girls more than boys, schools may be violating students’ civil rights. And courts are starting to notice.
If a policy is being used to disproportionately discipline one group, it’s not just outdated — it’s unconstitutional.
It’s time for dress codes to be rethought, rewritten, or removed. Students deserve policies that treat everyone equally, regardless of gender. School should be a place where learning comes first — not where girls have to second-guess what they’re wearing to avoid being pulled out of class.
What we wear should never matter more than what we’re there to learn.
“My Neighborhood Doesn’t Have Sidewalks”
by Erica Bell
I live in a small town in Pennsylvania where most people drive everywhere. But not everyone has a car. My mom doesn’t, so we walk a lot—to the grocery store, to the library, to school events. What always stood out to me growing up is that our neighborhood doesn’t have sidewalks. We walk along the edge of the road, and when it snows, there’s nowhere safe to go but into the street.
I didn’t think much of it until one day my younger cousin tripped walking home from school and twisted his ankle. Cars had to slow down and swerve. That night, I started reading about housing and zoning laws. I learned that sidewalks aren’t just a design choice. They’re part of how towns decide who matters—who gets investment, safety, and public space.
A lot of lower-income neighborhoods don’t get sidewalks or proper lighting. It made me realize that infrastructure is about justice too. The law isn’t just about courtrooms or police. It’s also about who gets to feel safe just walking home.
Now, I want to study how laws shape communities. I used to think our missing sidewalks were just a random flaw in our town. But now I understand they’re part of a much bigger story—one that deserves attention.
