Somers middle school students pitch mindfulness lounge and flexible seating at board workshop

Students from Somers Middle School presented two student‑led community projects to the Somers Central School District Board of Education on May 6, asking the board and staff to consider next steps for a mindfulness lounge for eighth‑graders and flexible seating options for classrooms.

Board members heard a summary of the Guild of IIB Schools of the Northeast grant that supported student work and a brief description of how students used grant funds and school resources to research, plan and begin outreach. "Our students have been working for the entire year," said Megan O'Connor, community project advisor at SMS. "It's a year‑long process." The students described meetings with counselors and teachers and small deliverables they completed so their projects could continue next year.

Why it matters: Student projects combine curriculum goals with practical skills — research, professional emailing and stakeholder interviews — and can influence classroom furnishings and school spaces. Board members said student proposals might inform the district's capital planning and encouraged the students to share their recommendations with facilities staff.

Students presented two projects. One group proposed a mindfulness lounge for eighth‑graders intended as a short‑term place to decompress during the school day. A student presenter described the concept: "Our project is a moments of mindfulness lounge for eighth graders," and said the space would include sensory bottles and a small Zen garden they developed with input from guidance staff. Presenters said the room is intended as an alternative for students who may not feel comfortable opening up to school counselors and as a place to reset between classes.

The second group proposed wider use of flexible seating in classrooms. Students described touring classrooms with existing flexible seating, meeting fifth‑grade teachers and visiting seventh‑grade classrooms to learn maintenance and classroom management strategies. A student presenter said flexible seating "helps students feel comfortable and focus while learning," and listed options such as wobble stools, beanbags and tall swivel chairs, which the students said some classmates preferred.

Students detailed steps taken: topic selection (Oct–Nov), research (Nov–Dec), outreach and meetings with staff (Dec–Mar) and preparation of presentations (Mar–May). They also described using grant funds to purchase sensory bottles and other low‑cost items for the mindfulness project.

Board response and next steps: Several board members praised the presentations. Board member Jeffrey Gettman encouraged students to forward recommendations to district facilities work: "I think through your teachers, you can have that information forwarded to Mike Lantero at H2M," he said, referencing the architectural firm presenting later in the meeting. Facilities director Chris McCartney and other board members said they would accept information from students and incorporate feasible suggestions into capital planning conversations.

What the students did not ask for: formal district funding or immediate construction approval at the meeting. Presenters asked only that staff consider their ideas and that the board attend the student showcase scheduled for May 15 to see additional projects.

Ending: Board members and administrators encouraged families and community members to attend the May 15 community project showcase at the middle school gymnasium. The students' presentations will be available for follow‑up with school staff and the district's facilities and curriculum teams.