Student advisory urges "belonging interventions" to help transitional grades

Student advisory representatives addressed the Vancouver Public Schools board during a September study session to report on a recent workshop and to propose a set of "belonging interventions" aimed at underclassmen and students transitioning to new grade levels.

"Belonging interventions are meant to make sure that at the beginning of a year, especially aimed at transitional years such as sixth grade and ninth grade, that students feel that they have a normal feeling when entering these new grades," said Emerson Haney, a senior at Columbia River, describing the group’s approach of pairing student testimonials with reflection activities.

The student leaders said their workshop focused on three priority areas including student voice. They described tactics used at individual schools—"Taco Talks" at Sky View, student voice councils and in-class engagement strategies—and outlined student-planned activities such as identity lessons, kindness chalk messages, scavenger hunts and a multicultural day.

Board members praised the students’ rapid facilitation and the visual plan they presented. Director Sproul thanked the students and noted district staff will invite other student advisory members to present progress during the year.

Next steps: the advisory plans to gather student testimonials through senior exit interviews and leadership summits, share materials with teachers for classroom reflection exercises, and provide a year-end student advisory report summarizing districtwide observations from a student perspective.