Student trustee presents district survey: 1,286 responses show pride but persistent problems with bathrooms, vaping and lost restorative supports
May 13, 2026 | Salinas Union High, School Districts, California
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Student trustee Kayla Alvarez delivered a comprehensive report to the Salinas Union High School District board on a student-run districtwide survey intended to surface student priorities for the district.
Alvarez said 1,286 students responded to the survey out of an approximate 16,000-student district roll. She reported that the districtwide average response to the question "I feel that my needs as a student are being heard" was 3.5 out of 5 (with distribution details she shared at the meeting). Alvarez said responses were collected in two phases (an Ever Alvarez pilot and a district launch from April 17 to May 8, 2026), and that the data would be published in full along with a "data-sharing agreement" specifying permitted uses.
Alvarez summarized recurring themes: strong student pride in schools and teachers, but widespread frustration with unmet basic needs—especially inaccessible or unsafe bathrooms and vaping in restrooms; a perceived lack of representative student government (ASB); and the removal of restorative-justice facilitators at multiple campuses. She also reported previously under-the-radar concerns such as unsafe pool conditions affecting swim teams at Alisal and Everett Alvarez.
The student trustee recommended several district actions, including an annual student-voice survey, site-level responses engaging ASB and school-site councils, instructional coaching teams using the data, and a clearly outlined data-use agreement ensuring anonymity and protecting students from punitive uses of their responses.
Trustees thanked Alvarez for the work, praised transparency and urged that the findings be used to guide site and district decisions. District leaders and union representatives present at the meeting described the performance-based budget process and said they would consider the survey results while finalizing budget allocations and staffing decisions.
Alvarez concluded by urging the board to move from data collection to implementation: "The question is not whether students are speaking because they are. The question is whether we are listening and if we are listening, what will we do?"
Alvarez said 1,286 students responded to the survey out of an approximate 16,000-student district roll. She reported that the districtwide average response to the question "I feel that my needs as a student are being heard" was 3.5 out of 5 (with distribution details she shared at the meeting). Alvarez said responses were collected in two phases (an Ever Alvarez pilot and a district launch from April 17 to May 8, 2026), and that the data would be published in full along with a "data-sharing agreement" specifying permitted uses.
Alvarez summarized recurring themes: strong student pride in schools and teachers, but widespread frustration with unmet basic needs—especially inaccessible or unsafe bathrooms and vaping in restrooms; a perceived lack of representative student government (ASB); and the removal of restorative-justice facilitators at multiple campuses. She also reported previously under-the-radar concerns such as unsafe pool conditions affecting swim teams at Alisal and Everett Alvarez.
The student trustee recommended several district actions, including an annual student-voice survey, site-level responses engaging ASB and school-site councils, instructional coaching teams using the data, and a clearly outlined data-use agreement ensuring anonymity and protecting students from punitive uses of their responses.
Trustees thanked Alvarez for the work, praised transparency and urged that the findings be used to guide site and district decisions. District leaders and union representatives present at the meeting described the performance-based budget process and said they would consider the survey results while finalizing budget allocations and staffing decisions.
Alvarez concluded by urging the board to move from data collection to implementation: "The question is not whether students are speaking because they are. The question is whether we are listening and if we are listening, what will we do?"
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