Civic Participation and Community Action Sourcebook

Section Two

Dialogue Day:
Teens Have Their Say

by Stephenie Menard

In an effort to involve high school students and the community in school reform and visioning, a public high school in Vermont scheduled an event called Dialogue Day. At this event, small student discussion groups, led by trained facilitators from the school and community, were formed to focus on the strengths of their school and to identify areas for improvement. The intent was to organize six priority areas that school and community teams would work on in the coming year. The event was an impressive and important step in creating a partnership between the community and the school system but failed to involve some of the most important voices in the community – those whose negative experiences in school caused them to completely leave the high school or seek alternative ways of graduating.

As an adult literacy teacher, the question for me soon became how to involve these disenfranchised teens and adults in this important dialogue – to let their unique perspective and stories be heard and to encourage them to take this opportunity to make real change. Carly, an area provider serving street teens, and I decided to team up to facilitate a dialogue day of our own. At our local community center, we assembled a group of fifteen participants interested in sharing stories about why they left the high school. It was a highly emotional meeting as their stories of anger, confusion, and humiliation filled the room. Discrimination and labeling by school staff, drug and alcohol issues, and poor communication were common themes. As each participant spoke, their story was recorded in their own words and posted around the room. At the break, the group continued to share informally and it was clear that they felt bound together by similar experiences.

As we reconvened, we asked them to look around the room at the recorded stories and pull out themes. These themes were recorded and then translated into concrete suggestions to give to the high school (see chart). An hour later, the group had generated a lengthy list, but still felt there was more to cover. Everyone agreed that another meeting was needed.

The group met together two more times. The action plan was reviewed, edited and categorized into four distinct sections that included teaching issues, drugs and alcohol, conflict resolution, and new school programs. The group also began discussing the best way to present the plan to the high school. Concerns surfaced that the school would not listen to them and never would follow through on their suggestions. As this had been their past experience, it was difficult for us as facilitators to help them to believe that they could make change if they stayed united and went through the right channels. Although skeptical, the group continued on and decided to call a meeting with the school principal, a guidance counselor, and school board member. They elected three teens and two adults to become spokespersons for their group.

To prepare for this meeting, we had lengthy conversations about using neutral language to make our points and about the benefits of presenting concrete suggestions rather than complaints. We also talked about the importance of volunteering to be part of the solution when advocating for change.

The action plan was presented by the spokespersons in a completely professional manner. The representatives of the school system were impressed by their passion and by the work done by the group. They indicated that they could pursue a few of their suggestions, one of which was employing a drug and alcohol counselor at the school. Carly and I helped the school by researching existing programs and exploring potential funding. Months later we were relieved to find out that the group’s suggestion was going to become a reality. They were advertising for a new position.

It is still exciting to look back at what that group accomplished. We had intended to only hold one meeting and were surprised by the snowball effect this topic created. Perhaps more important than the skills that participants acquired during this time, was the process of healing that began with their sharing and the power that came with making a change in the system that had haunted them for years. This is what made the intense commitment of time and energy on my part all worthwhile.

Stephanie Menard has taught adult education for Even Start, a family literacy program, and now coordinates an adult basic education program in Northern Vermont.

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