OPINION: Putting students on school boards treats young people as participants in their own democracy, but only if adults listen to them

Youth on the Dais: When Student Voices Spark Backlash, Not Progress

For many Americans, the public school system serves as their initial encounter with democratic principles. Yet, for the vast majority, this experience is fleeting, ending before they gain the right to vote. School boards, predominantly comprised of and elected by adults, make critical decisions impacting countless young individuals who have no direct say in the process. This dynamic is beginning to shift, but not without significant friction in certain areas.

A Disturbing Incident Ignites Debate

Consider a recent event in Washington County, Tennessee. Following a school board meeting where a student from David Crockett High School posed thoughtful questions regarding middle school consolidation, career and technical education initiatives, and graduation targets, a starkly inappropriate interaction occurred. Board member Keith Ervin, significantly older than the student, made a lewd comment captured on camera, accompanied by laughter from the superintendent and board chair. No immediate intervention took place, and the meeting proceeded.

Days later, the board unanimously censured Ervin for his conduct toward a student, marking his second censure for similar misconduct. Despite this, he has not resigned. This incident unfolded shortly after Tennessee mandated that most school districts include student members in an advisory, non-voting capacity. The student's engagement was precisely the intended function of such a role, highlighting a failure by the adults present to uphold their responsibilities.

This situation exemplifies the challenges that arise when a nation attempts to integrate young people into decision-making bodies without adequately preparing the adults in those spaces to cede and share power. The inclusion of student school board members is not an entirely new concept, but its rapid expansion is revealing deep-seated issues.

A Growing Movement, Facing Resistance

The practice of having student representatives on school boards has a history dating back decades. In 1975, Anthony Arend, a sixteen-year-old, became one of the first student school board members with voting rights in Anne Arundel County Public Schools, Maryland, after actively lobbying state legislators. For many years, this movement progressed slowly, but recent trends indicate a dramatic acceleration.

Currently, over 33 states have legislation permitting school boards to include student members. An analysis of the 495 largest U.S. school districts revealed that 14 percent have student representatives. Furthermore, more than 400 students are actively serving on state advisory councils or boards of education. An informal count by the National Student Board Member Association, co-founded by one of this article's contributors, suggests approximately 1,500 student members now sit on school boards, collectively representing over 20 million students.

States like New York, with a 2024 law mandating a student position on every school board overseeing a high school, are leading the charge. Minnesota, Nebraska, and Vermont are also considering similar legislative measures. This widespread adoption should be viewed as positive news for those concerned about the health of American democracy.

Empowerment or Tokenism?

Granting student seats on school boards signifies a crucial step towards recognizing young people as active participants in their own governance, rather than mere subjects of policy. Self-governance is a skill that must be cultivated, and the school district, a familiar civic institution for most young individuals, presents a logical starting point.

In some districts, student members are treated as valued colleagues, their contributions genuinely integrated into board deliberations. However, in others, they are relegated to the status of mere props or, more disturbingly, become targets of harassment and backlash. The experience of a student member on Maryland's Howard County Board of Education, who cast a deciding vote on pandemic school closures in 2020, led to online abuse, legislative attempts to eliminate the position, and a federal lawsuit. Despite these challenges, the student retained their seat.

This reaction underscores a critical lesson: when a student's voice carries genuine influence, adult resistance often follows. In Alaska's Mat-Su Borough, student representative Ben Kolendo faced repercussions for questioning the board's selection process for a library committee. Consequently, his title, vote, and speaking rights were significantly curtailed, reducing his role to a brief introductory report.

The Florida Incident: A Test of Resilience

More recently, in Hernando County, Florida, board members debated the elimination of their student delegate position. This consideration arose amidst an Islamophobic social media campaign targeting the student board member. Demonstrating remarkable resilience, the student representative stated, "As the student representative who was attacked, I do not believe that removing this role would do anything positive."

These instances serve as critical stress tests, revealing how adults react when students transition from symbolic involvement to substantive governance. However, the narrative of backlash is not the only one emerging from this evolving landscape.

Civility and Collaboration: The Counter-Narrative

Research offers a more hopeful perspective. A study by Mac Duis of the University of Lynchburg examined 68 recorded school board meetings across 12 Virginia districts, comparing six with student members to six without. The findings indicated that boards including a student representative experienced fewer confrontational exchanges and exhibited greater civility.

The divergence in outcomes – why student presence sometimes provokes backlash and other times fosters civility – appears to hinge not solely on the student, but crucially on the conditions under which they are empowered to exercise their role. A significant issue is that many school boards are incorporating student members without providing adequate support for the position.

The Tennessee Model: A Case Study in Insufficiency

Returning to the Washington County, Tennessee, example, the board that witnessed the inappropriate conduct technically has four student members. However, only one serves at a time, in an unpaid, non-voting advisory capacity, appointed by the principal, and without any mandated training. This arrangement falls far short of genuine representation.

Districts committed to meaningfully integrating student voices understand the requirements for success. These include student-led elections for representatives, year-long terms of office, district-funded training programs, actual voting power, and robust protections for minors serving alongside adults. As the student representative in Washington County argued, districts with student representatives must implement policies mandating board members receive training on appropriate conduct, including issues like sexual assault.

The Stakes for Democracy

The implications of these developments extend far beyond individual school districts. For many adults, the school board represents the final close-up observation of a democratic institution before their engagement wanes. If the primary lesson young people glean from this experience is that adults will dismiss or even condone inappropriate behavior, or that a student's voice will be silenced when challenging questions are asked, they are likely to conclude that participation is futile.

Student members alone cannot single-handedly reform American school governance. However, emerging research suggests that school boards that actively include a student representative may dedicate less time to internal disputes and more time to addressing the needs of the students they serve. For years, young people have been given ceremonial roles, tasked with organizing social events. It is time to empower them to contribute to the fundamental operation of these institutions.

A Call for Genuine Empowerment

If school districts are unwilling to grant student board members meaningful power and support, they should refrain from creating these positions altogether. To do otherwise risks fostering cynicism and diminishing the confidence of young people in the democratic future they are set to inherit. A non-voting seat, rotated monthly and assigned by a superintendent, is not representation; it is a superficial gesture, a mere photo opportunity.

The inclusion of young people on school boards is a powerful opportunity to cultivate democratic engagement. However, this inclusion must be genuine, supported by adequate training, clear policies, and a willingness from adult members to listen and share power. Without these foundational elements, the promise of youth participation risks becoming another casualty in the ongoing struggle for a more inclusive and representative democracy.