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Lowell High students showcase LYNX peer-to-peer inclusion program to school board
Summary
Students and staff described a new LYNX peer-to-peer program that pairs general-education students with peers with disabilities to increase inclusion, report training and certification, community events and early evidence of improved belonging across the high school.
Students and staff from Lowell High School presented the district—s new LYNX peer-to-peer program to the Lowell Area Schools Board on Dec. 9, describing training, activities and examples of increased student belonging.
Mackenzie Graham, a junior at Lowell High School, said the program trains general-education students —called link students— to "be a supportive friend, not a helper," and to lead activities designed to foster socialization and independence. Student reporter Connor Kazarez opened the student report, noting winter activities, sports recognition and the program—s contribution to school climate.
The program, led locally by teacher Michelle Brown and LYNX instructor Miss Almorell, began this year and currently involves about 10 student participants who receive training and certificates in areas including confidentiality and disability-awareness. Presenters described activities ranging from unified sports competitions to visits at Maple Ridge assisted living and a social outing to Starbucks, and showed a student-produced video about the class. Students reported practical skills gained and stronger relationships across peer groups.
Staff told the board the LYNX course is recommended by the Michigan Department of Education for elective credit, includes external training and guest speakers (occupational and physical therapists, social workers, and specialists supporting blind and hard-of-hearing students), and offers students certificates after training sessions. Teachers emphasized the program aligns with a district improvement goal to increase students— sense of belonging and recommended continuing the program.
Board members and the superintendent thanked students and staff for the presentation; no formal board action was required. Officials said they will continue to support the program and noted its connection to district goals on student well-being and inclusion.
