Several students who spoke during a public comment period at a recent school meeting described feeling welcomed by staff and said the school’s curriculum and campus environment have become more inclusive.

Student 1, a student speaker, said, "It's really cool to see my home life and, like, places that I go and, like, things that I do are also being included in school. Can you tell me about this book? It helps me understand people without autism." Student 2 added that "The inclusivity of, like, you know, LGBTQ people has been a lot more represented throughout our campus."

The students framed their remarks as personal experience rather than policy proposals. Student 1 and Student 2 both described staff members as supportive in individual situations: "A lot of the staff is, like, really good and on top of that stuff," Student 1 said, and Student 2 said, "I never felt like I've had to sit there in my sorrow. Like, I've always felt I've always like there's been staff here to comfort me." Student 1 also said there had been earlier instances where they "felt like I was being treated differently" but that they later saw "more, like, equality," and that relationships with staff improved.

Multiple speakers emphasized peer relationships and respect for differences. Student 3 said, "I made a lot of friends, with my classmates and my teacher too. Because we can have different opinions about the issue, but we all respect of others' opinions and of the background and the religions." Student 4 said, "The moment you enter the school, you feel so welcomed by the staff and so supported by your teachers. And I have never skipped a class, and I I never wanted to." Student 2 said they keep "working on, like, the community, like, trying to bring everyone together." Student 1 urged reaching more young people in the district: "We just have so many amazing people in the school district. And if only we could reach out to the youth part of of the schools and, like, make, like, a bigger change, and I know we can."

These remarks were offered as lived experience during public comment; the speakers did not propose specific policy changes or request formal board action during the remarks. No motions or votes were recorded in the transcript excerpts provided.

The comments collectively highlighted four recurring themes: staff support for students in distress, inclusion of students with autism in classroom materials, increased visibility of LGBTQ students on campus, and a desire for greater representation of students of color even where their numbers are small. The speakers presented these points as personal observations rather than districtwide assessments or formal requests.