Students tell House Education to consult youth first on redistricting

Students from the nonprofit Up for Learning told the Vermont House Education Committee on Feb. 13 that decisions about school redistricting and education policy should include students earlier in the process.

"A good education always includes students," said Gideon Pass, a junior, as the group laid out findings from participatory action research carried out across three school districts.

The students presented a five‑pillar blueprint for what they call future‑facing schools: academic freedom, a variety of opportunities, real‑world and community involvement, a strong sense of belonging, and consistent expectations. They recommended steps such as broader class choices and generalized credits, earlier communication about post‑high‑school options, and hands‑on learning.

Presenters described both the benefits and drawbacks of larger and smaller schools. One student said larger schools could yield more funding and opportunities but might weaken the tight‑knit community that helps some students succeed. Students also raised concerns about bullying and harassment, noting both in‑person and online incidents that they said undermine belonging.

Olivia Scharnberg, a student and youth program specialist with Up for Learning, urged policymakers to gather more youth input before decisions are finalized: "I'd say to consult youth first if you're unsure." The students asked the committee how it would ensure statewide youth priorities were considered as redistricting moved forward.

A committee member responded that the legislature had created the Vermont Youth Council to provide a formal channel for student voice and thanked the group for coming. Up for Learning staff and Orange Southwest School District Superintendent Michael Clark said the project began under a stronger connections grant, reached students in several Central Vermont communities, and showed overlapping priorities despite local differences.

Students highlighted concrete examples of programs they value — personalized learning courses that earn credit, language classes such as Mandarin, travel and cultural‑immersion trips, and student‑led mental health efforts like the 'Morgan's Message' club — as evidence of what works when student voice and local support are present.

The committee thanked the presenters and the session concluded after about a half hour; no formal action or vote followed.