By Carrie Murphy
LREI is an institution that famously promotes student engagement and progressive learning. However, the topic of criticism and response to administrative decisions has been a decisive conversation among the student body, especially as the process of administrative response continues to be reformed.
LREI’s mission statement states that students graduate as “active participants in our democratic society, with the creativity, integrity, and courage to bring meaningful change in the world.” From the moment a student is admitted into the school community, it is encouraged for them to speak up on what they believe in, and bring the change they want to see in the school. However, as systemic changes continue to be made, questions arise about what level of student response is correct.
For some, decisions among the school are overcriticized, to the point where student government and administration will receive backlash for anything they put out. LREI is an institution that shapes itself on its students, therefore administration should be allowed grace in decisions that are often new or experimental. For others, LREI is an institution with strong elitist tendencies, and the school should be perceived in a fashion every private, predominantly white institution should be; with criticism as a default.
“Criticism of Student Government is not uncommon,” remarks Violet Wexler, a 12th grade representative. “It’s difficult because every time you make a decision you hear ‘Oh, someone wants to do this’ and you try to accommodate that, and one person always has a problem with it’.” Wexler comes into contact with numerous student responses as grade representative, as her position requires her to listen to her classmates and bring up any concerns at student government meetings. “If you feel comfortable, you should tell your reps and they will take that to the whole Student Government. There is never a situation anyones like ‘whatever,’ it’s always actually discussed.”
Members of Student Government have expressed an overwhelming mass of student criticism in response to their decisions, which resulted in an incapacitation in approaching certain school topics. For example, Wexler expressed frustration about the student response to Homecoming. She claimed that when they held a school dance last year, students complained about how it was managed improperly. This year, as a response to complaints about the dance, the Student Government decided to withhold on planning another. However, students are now complaining about a lack of an LREI Homecoming, and asking the government to organize one again. Issues like these act as double-edged swords for government members, who struggle to come up with a solution that will keep both parties satisfied.
For some, criticism is a vital tool when addressing the ever-changing culture of LREI. Clio Blazer, a 12th grader, commented “The way the administration advertises themselves and the values of the school has changed quite a bit, and I don’t know if we are necessarily living up to our progressive values in the way that I had hoped when joining as a freshman.” Blazer is the leader of the Feminism Club, and has directly responded to LREI administration about school issues. “A lot of the time at our school, there’s encouragement to voice concerns and advocate to the administration but there’s very few instances of follow-through,” Clio says. “All the times that I have engaged in reporting anything or vocalizing my concerns, I don’t think there’s been that many steps that are productive beyond just listening.”
Many of those who have spoken out feel unhelped by the administration’s current process of response to criticism, a system that heavily utilizes restorative practices to come to a viable solution. For some, the restorative justice circle is an effective way to come to a conclusion about the cause of the issue at hand, and dictate a fair response to every party involved. For others, this method is satisfying in theory while disappointing in practice, which contributes to the popular idea that listening doesn’t translate into action.
When reflecting on LREI’s relationship with progressiveness in the context of student response, it is important to consider the role that LREI plays within greater society. Atlas Johnson-Lopez, a 12th grader and member of the CARES board, believes that LREI’s existence as a private, predominantly white institution should be a necessary foundation for discussions on student engagement. “LREI sends out wealthy students that are generally more mindful about the world, and I don’t really know what impact that would have.”
While LREI boasts a progressive mentality, the reality of the institution implies otherwise. LREI is a predominantly white institution, with an annual tuition that surpasses $50,000. The school attracts a demographic of students that does not reflect the population of the surrounding area, and many social, economic, and political issues the school addresses do not affect the student body. For many, criticism is a necessary default to administrative decisions, because a school of this standard should be constantly held accountable. Especially in the case of responding to social issues, LREI should constantly be reforming how it expresses its advocacy.
On the administrative side, faculty members who respond to students often have a different approach to every issue. Marion Holly Smith, the Dean of Students, is often on the receiving end of student voices. “What’s the same is that you always listen. If it matters to them, then it matters to me,” Smith remarked. “If there is one student who is having the issue, let’s run out what this issue is, and why this is an issue and why is it impacting you, and how long it has been impacting you, and are there any other people who feel the same way. When it comes to a whole bunch of people, we ask what they want to happen,” says Smith. “I think that it’s always good to give people more yeses than nos, regardless if it’s a student or adult. As a leader, I want to give you as many yeses as I can, because when I tell you no, it must be a major reason why, and I’m always going to explain myself.
While conflicting opinions still linger, most of the population agrees that the bridge between students and faculty has become more substantial in the last couple of years. While many hold onto the belief that LREI prioritizes listening over action, the establishment of programs such as the CARES board has made the process of coming to an adult more comfortable. Student criticism will continue to be one of the core aspects of LREI’s student culture, whether people agree with it or not. As student engagement processes develop, students and faculty ask for the issues to be approached with empathy and respect. No matter the issue, the ability for students and faculty to work together to improve the school will truly bring the meaningful change that LREI wishes for.