Lincoln Public Schools student equity cadre presents statewide outreach, urges continued student voice

Student members of the Lincoln Public Schools Scholar Equity Cadre presented an abridged “state of diversity” address at the May 13 board meeting, describing yearlong activities aimed at building community, advancing equity and expanding student leadership across Lincoln and statewide.

The presentation outlined three themes — "building community and momentum," "advancing equity within and outside of LPS," and a "continued future directional charge" — and described programs including Cadre story times in partnership with Lincoln City Libraries, a state inclusion summit in Omaha, and the district’s Greater Than 1 Inclusion Empowerment Summit. Peter Ferguson, LPS coordinator of culture, inclusion and scholar development, introduced the group and said the cadre has taken its current form since 2019 and “is an annual opportunity for [the cadre] to highlight, celebrate, and also showcase initiatives and actions that have been led by them across the district.”

Student presenters gave examples of local work and outreach. Rafa Ahmed, a junior at Lincoln North Star, told the board, “The LPS equity cadre’s purpose is to continue to progress by establishing that positive change doesn’t stop for anything. The LPS equity cadre is our voice.” Gabriel Bugai, a senior at Lincoln East, summarized the cadre’s broader goals: “I am proud to have seen this group become a statewide leader in efforts to improve education for all,” and said hosting summits and working with other districts is central to planting equity work across Nebraska.

Board members asked how cadre work reaches younger students; members pointed to the Cadre story times at libraries and daycares as a primary outreach tool. Cadre members said those story times include interactive books and multilingual elements (Spanish, Arabic and American Sign Language words taught by scholars) and reach a broad age range in the community. A student from Irving Middle School said her school’s work this year focused on addressing inappropriate language and jokes that had racist, homophobic or sexist implications.

Presenters asked the board to continue to utilize the scholar equity cadre and similar student groups to amplify underrepresented voices and to consider integrating student perspectives into district leadership processes. Several board members thanked the cadre for statewide leadership and encouraged continued engagement. No formal board action was taken; the presentation concluded after a short Q&A.