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Students urge board to keep ethnic studies; Del Norte students propose math equity bill for neurodiverse learners
Summary
A large group of high school and middle school students addressed the board in favor of ethnic studies and presented a "Neurodiversity Success on Math Equity Act" proposing multi-sensory instruction, early screening, teacher training and family coaching to support neurodivergent students.
Dozens of students from Poway Unified high schools and middle schools used public comment time on Oct. 9 to speak in favor of ethnic studies and related classes and to present a student-drafted proposal to improve math outcomes for neurodivergent learners.
Student speakers from Rancho Bernardo High, Mount Carmel High, Westview High and Bernardo Heights Middle described ethnic studies as a classroom that strengthens community, improves attendance and grades, and gives students space to examine identity and history. Several speakers cited academic research and district-level pilot results when arguing the course improves engagement and graduation outcomes.
Selene Woo, a Del Norte High School sophomore, presented a student-authored "Neurodiversity Success on Math Equity Act." Woo outlined four proposed strategies: multi-sensory math interventions, early K–2 screening to identify students needing support, professional development for teachers on neurodiverse instruction, and family coaching hubs to extend support beyond school. She asked the board to support the concept and urged students and staff to champion the idea in the 2026 legislative session.
Board response: trustees thanked the student speakers and several directors said these student perspectives will inform district discussions on curriculum and student supports. No board action was taken; the proposals were recorded in the public record for staff consideration.
