Steward Insights - Ownership, Belonging, and Engagement: The Case for Student-led Symposia

As teachers, we get a rush from a great lesson. It affirms the work we put in and inspires a sincere belief that, if we are lucky, our students will be able to apply what they learned when they leave our classrooms. That feeling is nothing compared to seeing a student find the confidence to stand in front of their peers and create that same experience, especially when, by finding their voice, they help inspire others to do the same. That is precisely what happened for the many students who volunteered to lead workshops or discussion groups over the last four years at Steward’s Beloved Community RVA conference, or planned and hosted their own events, like last year’s inaugural Educate Minds, Equalize Lives Women’s Empowerment Conference.

Researchers, including Dr. Maithreyi Gopalan, associate professor in the College of Education at the University of Oregon, Jennifer Wallace, author of “Never Enough,” and Jenny Anderson and Dr. Rebecca Winthrop, authors of “The Disengaged Teen,”  have long investigated the importance of belonging and agree that when students feel they belong, their self-perception, social connections, and academic outcomes all improve. While the data is clear that belonging is critical for students to perform at their best, schools still grapple with how to foster it. Unfortunately, even on the most well-intentioned campuses, cultural differences, social dynamics, academic performance, and external pressures all complicate what should be a fairly straightforward concept. While not a magic bullet, giving students more say in what they learn and how topics are addressed can be a significant step in the right direction. Since letting students teach all our classes or set the curriculum is not feasible or desirable for a host of good reasons, we must find ways for students to take ownership of the material. By implementing student-led symposia, we create space for students to develop their own ideas, share their passions, and address topics that matter to them. 

The sense of ownership that comes from developing a symposium workshop significantly bolsters engagement among presenters: They choose the topic, decide how to deliver it, and feel a sense of accomplishment when it goes well. But this framework offers more than simply supporting the presenter. Through peer-to-peer relationships, these sessions also increase engagement for attending students. Simply put, students show up to support their friends, they see what others are capable of, and, by extension, what they might accomplish themselves. This often leads them to volunteer for future events. As a result, this not only supports belonging but also engagement, which can also lead to greater understanding of the topic and enhanced academic achievement.

While student-led symposia and initiatives can go a long way toward fostering belonging within a school community, they are not without risk. Consequently, many schools shy away from placing this responsibility on their students. On some level, that makes sense. There are days when a classroom full of teenagers can be challenging for even experienced teachers, even more so when you add in additional adults or other age groups. Shy attendees, tech issues, and disagreements can derail any lesson and pose daunting challenges, but that authentic risk is part of what makes it so valuable for student presenters. Some of the most meaningful student workshops I have seen came from students who would never self-identify as leaders or who were initially hesitant to take part. But by giving them these opportunities, we show them that we trust they can succeed. Time and again, I have seen the faith of a trusted teacher be enough encouragement for even a reluctant student to take the leap. It is then that their sense of ownership and desire to create something that resonates with people take over, and they often develop workshops that demonstrate a deeper understanding and connection to the material than they might in an essay or test in class.

It is worth noting that symposia and conferences are far from the only ways to promote growth and belonging among students; any opportunity for them to create something authentic and impactful can have a similar effect. Whether through developing programs like Project EAT: Engage, Agree, and Talk to Make a Difference, which uses food as a medium to promote cross-cultural and bipartisan civil discourse about complex global issues, or starting a CPR club to help classmates learn a valuable skill, the most important thing is that the students in charge are passionate about their work and that their endgoals extend beyond their coursework. These are spaces where they can explore various facets of their identities and better understand others in real-world settings, all of which deepen their engagement, amplify their successes, and build a genuine connection with their community. 

By finding and sharing their passion, students more clearly see and take pride in the fact that they have a place in their community and something worthwhile to contribute, regardless of their skill in the classroom or on an athletic field. It is these students whom I consistently see go on to become a vital part of the school's fabric because they know that they belong. That is why it is so essential that we have avenues for students to chart their own course and opportunities for us to show them we trust their ability to navigate and discuss complex issues. It is through experiences such as student-led symposia that we can encourage our students to take full ownership of their education and step into their power as leaders beyond the classroom.