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  5. A Study of Student Experiences-Short Form
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Do you live in Newfoundland and Labrador?

 
No
 
Yes
 
 
 
How old are you?

 
Under 15
 
15
 
16
 
17
 
18
 
19
 
20
 
21
 
22
 
23
 
24
 
25
 
Over 25
 
 
 
Check the item below that best applies to you

 
I am currently a student in high school in the regular school system.


 
I am a junior high school student.


 
I have graduated from high school.


 
Currently, I am not in school (e.g., I quit) nor am I attending any other educational program at this time.


 
I am attending an alternative educational program outside of the regular school system (e.g., T. I. Murphy Centre, Youth at Promise, For the Love of Learning).
 
 
 
Section 1
 
 
The questions in this section ask you general questions about yourself without revealing your personal identity.
 
 
 
Gender

 
Male
 
Female
 
Other
 
 
 
Where do you live? (city/town)
   
 
 
 
When you were in regular high school, what was the name of the school you attended?
   
 
 
 
What was the last grade you completed when you were in regular high school?
 
 
 
How often did you attend regular high school?

 
Rarely
 
Sometimes
 
Most of the time
 
Always
 
 
 
What grade are you in?
 
 
 
Which high school do you attend?
   
 
 
 
How often do you attend high school?

 
Rarely
 
Sometimes
 
Most of the time
 
Always
 
 
 
Have you ever quit school?

 
No
 
Yes
 
 
 
Section 2
 
 
 
The next questions ask you general questions about your high school experience.
 
 
Respond to the statements

Never Hardly ever Some of the time Most of the time Always
I like school.
I feel respected by the adults (e.g., teachers, principal) in school.
I am actively involved in school.
I feel like I belong at school.
 
 
What do you enjoy most about high school?
   
 
 
 
Section 2
 
 
 
The next questions ask you general questions about your high school experience (in the regular school system).
 
 
Respond to the statements

Never Hardly ever Some of the time Most of the time Always
I liked school.
I felt respected by the adults (e.g., teachers, principal) in school.
I was actively involved in school.
I felt like I belonged at school.
 
 
What did you enjoy most about regular high school?
   
 
 
 
 
 
 
Section 3
 
 
 
The next question asks you what kind of say you currently HAVE in high school.
 
 
In high school …
Never Hardly Ever Some of the Time Most of the Time Always
I have a say in what I learn (i.e., the curriculum, what subjects are taught)
I have a say in how I learn (i.e., teaching methods and instruction)
Adults make it clear that I have a right to have a voice in school (e.g., to share my views and opinions)
Adults ask me for my opinion or input on matters that concern me in school
Adults look for ways to share power so that there is a greater level of equality between students and adults in school.
 
 
 
The next 2 questions ask you about what kind of say you WANT to have in high school.
 
 
In high school I WANT TO HAVE A SAY IN ...

Never Hardly ever Some of the time Most of the time Always
What I learn (i.e., the curriculum, what subjects are taught)
How I learn (i.e., teaching methods and instruction)
School culture and events (e.g., sense of community, spirit days)
Evaluation (e.g., how you are graded, assessed, marked)
School decision-making and policy (e.g., dress code, school priorities)
 
 
Never Hardly ever Some of the time Most of the time Always
Appearance and comfort of school environment (e.g., furniture)
School rules and consequences of breaking them (e.g., code of conduct)
Deciding which extra-curricular activities should be made available to students (e.g., sports, arts, music programs)
Role of the guidance counsellor (e.g., how the guidance counsellor supports and helps students)
 
 
In high school I WANT ...

Never Hardly ever Some of the time Most of the time Always
The right to have a voice (e.g., to share my views and opinions).
To be asked my opinion and input on matters that concern me.
A greater level of equality between students and adults in school.
Adults to take my opinion and wishes into account when they make their decisions on issues that concern me.
Opportunities to dialogue and debate issues that are important to me and other students.
 
 
Never Hardly ever Some of the time Most of the time Always
To work in active partnership with teachers (e.g., together as a team, adult/student groups or committees).
Adults to share decision-making power with students (e.g., students and teachers make decisions together).
Students to be given decision-making power (e.g., students decide what to do) on some matters that directly concern them.
Students to be encouraged to act as 'agents of change', or leaders, on issues in school that are important to them.
Adults to teach students how they can go about making changes in school that are important to them.
 
 
 
 
 
Section 3
 
 
 
The next question asks you what kind of say you HAD in high school.
 
 
In high school...
Never Hardly ever Sometime of the time Most of the time Always
I had a say in what I learned (i.e., the curriculum, what subjects are taught)
I had a say in how I learned (i.e., teaching methods and instruction)
Adults made it clear that I had a right to have a voice in school (e.g., to share my views and opinions)
Adults asked me for my opinion or input on matters that concerned me in school
Adults looked for ways to share power so that there was a greater level of equality between students and adults in school.
 
 
 
The next 2 questions ask you about what kind of say you WOULD HAVE LIKED in high school.
 
 
In high school, I WOULD HAVE LIKED TO HAVE A SAY IN …


Never Hardly ever Some of the time Most of the time Always
What I learned (i.e., the curriculum, what subjects are taught)
How I learned (i.e., teaching methods and instruction)
School culture and events (e.g., sense of community, spirit days)
Evaluation (e.g., how you are graded, assessed, marked)
School decision-making and policy (e.g., dress code, school priorities)
 
 
Never Hardly ever Some of the time Most of the time Always
Appearance and comfort of school environment (e.g., furniture)
School rules and consequences of breaking them (e.g., code of conduct)
Deciding which extra-curricular activities should be made available to students (e.g., sports, arts, music programs)
Role of the guidance counsellor (e.g., how the guidance counsellor supports and helps students)
 
 
In high school, I WOULD HAVE LIKED …


Never Hardly ever Some of the time Most of the time Always
The right to have a voice (e.g., to share my views and opinions).
To be asked my opinion and input on matters that concern me.
A greater level of equality between students and adults in school.
Adults to take my opinion and wishes into account when they make their decisions on issues that concern me.
Opportunities to dialogue and debate issues that are important to me and other students.
 
 
Never Hardly ever Some of the time Most of the time Always
To work in active partnership with teachers (e.g., together as a team, adult/student groups or committees).
Adults to share decision-making power with students (e.g., students and teachers make decisions together).
Students to be given decision-making power (e.g., students decide what to do) on some matters that directly concern them.
Students to be encouraged to act as 'agents of change', or leaders, on issues in school that are important to them.
Adults to teach students how they can go about making changes in school that are important to them.
 
 
 
 
 
Section 4
 
 
 
The next questions ask you about roles students DO and CAN play in making school better.
 
 
 
Should students be involved in making high schools better for students? Why or why not?
   
 
 
If you were in charge, what would you change to make high school more fair and caring, and why?
   
 
 
 
Overall, how much do you feel you are able to make a difference in high school?

 
Never
 
Hardly ever
 
Some of the time
 
Most of the time
 
Always
 
 
Overall, how much do you feel you were able to make a difference in high school?

 
Never
 
Hardly ever
 
Some of the time
 
Most of the time
 
Always
 
 
Do high school students need to feel like they are making a difference in school?

 
No
 
Yes
 
 
How would students benefit from making a difference in high school?
   
 
 
 
If you were in charge, students could ...(Check off any below)



 
Design curriculum with teachers.
 
Teach mini-courses on topics that interest them.
 
Get together to talk about school issues.
 
Have the same power and status (i.e., no student would have more status than another).
 
Question aspects of school without negative consequences.
 
Teach teachers how to best relate to youth.
 
Decide how they want to participate in school.
 
Give feedback to teachers on the quality of their teaching.
 
Be recognized for their strengths and contributions.
 
Engage in some form of leadership work.

 
 
What else would you include if you were in charge?
   
 
 
 
 
 
 
Section 5
 
 
 
These questions ask about whether you or other students are mistreated in high school.

(Note: Mistreated could mean being excluded, harassed, bullied, not cared about)
 
 
 
 
 
 
Section 5
 
 
 
These questions ask about whether you or other students were mistreated in high school.

(Note: Mistreated could mean being excluded, harassed, bullied, not cared about)
 
 
 
Did you experience or witness students being mistreated in high school because of the following? (check any that apply)
 
Being from another country/culture
 
Being viewed as a “trouble-maker”
 
Age (i.e., being a youth)
 
Being viewed as “weird”/”different”
 
Being gay, lesbian, bisexual, transsexual, transgender, queer
 
Living in a low-income neighbourhood
 
Having a learning challenge (e.g., ADHD, Learning Disability)
 
Based on dress (e.g., clothing worn, tattoos, piercings)
 
Being in a general program not academic program
 
Being in special education classes
 
Being absent from school regularly
 
Not being ‘popular’
 
Having parents who are separated or divorced
 
Based on looks (e.g., attractiveness, weight, height)
 
Being of a mixed-race
 
Religion/spirituality
 
Having social anxiety
 
Having Aboriginal heritage
 
Having a non-white skin colour
 
Gender (e.g., male, female, transgender)
 
Living with a physical disability
 
Using substances (e.g., smoking, drugs, alcohol)
 
Being pregnant/having kids
 
Dealing with a mental health issue (e.g., depression, bipolar)
 
Being from a single parent family

 
 
 
Have you experienced or witnessed students being mistreated in high school because of the following? (check any that apply)



 
Being from another country/culture
 
Being viewed as a “trouble-maker”
 
Age (i.e., being a youth)
 
Being viewed as “weird”/”different”
 
Being gay, lesbian, bisexual, transsexual, transgender, queer
 
Living in a low-income neighbourhood
 
Having a learning challenge (e.g., ADHD, Learning Disability)
 
Based on dress (e.g., clothing worn, tattoos, piercings)
 
Being in a general program not academic program
 
Being in special education classes
 
Being absent from school regularly
 
Not being ‘popular’
 
Having parents who are separated or divorced
 
Based on looks (e.g., attractiveness, weight, height)
 
Being of a mixed-race
 
Religion/spirituality
 
Having social anxiety
 
Having Aboriginal heritage
 
Having a non-white skin colour
 
Gender (e.g., male, female, transgender)
 
Living with a physical disability
 
Using substances (e.g., smoking, drugs, alcohol)
 
Being pregnant/having kids
 
Dealing with a mental health issue (e.g., depression, bipolar)
 
Being from a single parent family

 
 
If you or other students experienced mistreatment, where did this mistreatment come from? (check all that apply)


 
Students
 
Teachers
 
Principal or vice-principal
 
Guidance counselor
 
Staff (e.g., secretary, janitor, security)
 
Other
 

 
 
Complete the following sentences:
 
 
When I HAVE a voice in school I feel...
   
 
 
When I DO NOT have a voice in school I feel...
   
 
 
 
Complete the following sentences:
 
 
When I HAD a voice in school I felt ...
   
 
 
When I DID NOT have a voice in school I felt...
   
 
 
 
 
 
 
Section 6
 
 
 
The next questions ask about motivations and strategies to make a difference in school.
 
 
 
Choose FOUR factors that would motivate you MOST to make a difference in high school.



 
Seeing the need for change
 
Being passionate about the issue
 
Feeling respected
 
Having friends involved
 
Being able to use my abilities
 
Having support from adults
 
Taking action (not just talking about it)
 
Being encouraged
 
Being able to have fun
 
Knowing it will make a difference
 
Learning new skills
 
Participating in decision-making
 
Being invited or asked to be involved
 
Having the time
 
Having the money, materials, resources
 
Additional factors:

 
 
 
Do ALL students have an equal opportunity to make a difference in school?

 
No
 
Yes
 
 
State the reason for your response
   
 
 
 
Did ALL students have an equal opportunity to make a difference when you were in high school?

 
No
 
Yes
 
 
State the reason for your response
   
 
 
 
What strategies would you use to make a difference in high school? (Check any that apply)



 
Talk to other students about the issue
 
Use the internet (e.g., facebook, blogs) to expose and talk about the issue
 
Hold a demonstration or school walk-out
 
Set up meetings with school officials
 
Write an article/story on the issue
 
Join student council
 
Use graffiti
 
Create a public forum for students to voice their views
 
Give a presentation
 
Use video, art, photography, comedy, song and/or theatre to get the message out to the school and community
 
Start a petition
 
Research the issue to know the facts and cause(s) of the problem
 
Start an action group or club
 
Talk to local radio, television or newspaper media
 
Organize a concert or club night to raise awareness
 
Talk to politicians
 
None of these strategies
 
List any additional strategies you would use to make a difference

 
 
 
What STOPS YOU from trying to make a difference in high school? (Check any that apply)



 
Students are not taught to see themselves as leaders or change-makers
 
Lack of know-how (e.g., lack skills)
 
Lack of time (e.g., homework, work)
 
Not being a popular student
 
Do not get recognized for it
 
Parents will not approve
 
Lack of respect for youth
 
Unaware of opportunities
 
Schools are not set up to give students a strong voice
 
Fear of getting in trouble
 
Don’t get course credit for it
 
Lack of confidence
 
Lack of adult support (e.g., mentoring)
 
Not a youth friendly process
 
Fear of being labeled
 
Too difficult

 
 
List any additional barriers students face
   
 
 
 
What STOPPED YOU from trying to make a difference in high school? (Check any that apply)



 
Students are not taught to see themselves as leaders or change-makers
 
Lack of know-how (e.g., lack skills)
 
Lack of time (e.g., homework, work)
 
Not being a popular student
 
Do not get recognized for it
 
Parents will not approve
 
Lack of respect for youth
 
Unaware of opportunities
 
Schools are not set up to give students a strong voice
 
Fear of getting in trouble
 
Don’t get course credit for it
 
Lack of confidence
 
Lack of adult support (e.g., mentoring)
 
Not a youth friendly process
 
Fear of being labeled
 
Too difficult

 
 
List any additional barriers students face below
   
 
 
 
Any further comments?
   
 
 



What you shared is valuable and appreciated!


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Student Voice on Making a Difference in High School: A Survey for Youth
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