Swampscott students report lessons on inclusion, microaggressions and activism after Connections conference

Students from Swampscott High School told the School Committee on March 27 that workshops at a regional Connections conference reinforced their push for more in-school programs and teacher training to support inclusion and belonging.

The students said the conference offered sessions on “brave conversations” about social justice, empathy-building programs, cultural events and responses to microaggressions. "We learned the difference between inclusion is an action and belonging is a feeling," said Shannara Shaquaez, a junior representing Girls Group.

Conference participants described sessions that encouraged students to practice asking school leaders for change, to run panels and to create curricula reflecting diverse histories and identities. Ella, who represented the school’s Gender and Sexuality Alliance, summarized a workshop on activism and allyship: "Be intentional with your organization and understand your privilege to speak up for those who are disempowered." Students also recounted programs such as flag-day ceremonies, LGBTQ+ panels and cultural choral concerts that other high schools run as models.

Several students detailed workshops on microaggressions and on how peers and staff can respond. "Even a small microaggression can make you feel not welcomed," said Nina, a senior representing SOKA, describing a session titled “Responding to Microaggressions to Center Belonging.” Students said role‑playing and peer panels helped them see concrete ways teachers and classmates can intervene.

Presenters urged the district to replicate youth-led workshops and to use professional-development days for staff training. "We would like to hold our own conference here next year, run workshops during professional development, and make the high school more culturally inclusive," said one presenter summarizing the group’s next steps.

Committee members praised the students’ presentations. Several trustees suggested students run short workshops for staff or during an “x‑block” release time; the superintendent and other administrators said they would explore using professional-development time to follow up. The committee did not take formal action at the meeting on the students’ proposals, but several members said they supported further planning.

The students’ reports were part of the meeting’s “For the Love of Learning” segment, during which the committee heard multiple student accounts of conference sessions and proposals for local implementation.