Reimagining Education: PVUSD Students Share Their Thoughts on School Challenges

In a recent, powerful panel discussion, students from Pajaro Valley Unified School District (PVUSD) came together to voice their concerns about the education they are receiving. Moderated by Gabriel Medina, the discussion provided a platform for students to share their frustrations, insights, and hopes for a better educational system. What emerged was a compelling narrative of students who feel deeply disconnected from their education, underserved by their schools, and determined to see meaningful change.

Ethnic Studies: A Vital but Controversial Component

The conversation opened with a discussion on ethnic studies, a subject that the students unanimously agreed is crucial to their education. One student, Mary, articulated the importance of these courses, stating, “I feel like I have taken an ethnic literature course, and it really kind of, like, dives into different perspectives of all different communities and how they feel, whereas a normal or standard history course kind of just does it from, like, the white man’s perspective or a European take. It’s very ‘this is how it is,’ whereas ethnic studies parts, you kinda get, ‘this is how these people view it.’ You get many different perspectives.”

This sentiment was echoed by another student who emphasized the need to uncover and understand the parts of history that are often glossed over or misrepresented. “It’s very important because it kinda shows, like, the true perspective of all the history, and not just, like, all the ones that are just buried underneath everything and whitewashed,” they said.

However, the implementation of ethnic studies in PVUSD has been fraught with controversy. Some have accused the curriculum of being anti-Semitic, a claim the students were quick to refute. “They’re saying that the curriculum is very anti-Semitic. So they’re like, ‘Oh, they’re gonna teach them to, like, hate on Jews,’ which—no. Where did you even get that from?” one student asked, reflecting the confusion and frustration over these unfounded claims.

The controversy has led to revisions in the curriculum, but students feel that the pushback is part of a broader resistance to acknowledging and addressing uncomfortable truths about history. “I feel like it dives deeper into, like, how they just don’t want students to be, like, anti-American. Because they’re claiming, because I feel like that’s the underlying thing. It’s like, ‘Oh, well, it’s anti-American, so let’s point out this so then they can’t teach it,’” one student speculated.

This resistance, the students argue, is not just about the specifics of the curriculum but about a broader attempt to control the narrative that students are exposed to. “They just don’t want us to know,” a student added, “because then we’ll know too much, and we might start questioning things.”

Data supports the positive impact of ethnic studies courses. According to research by Stanford University, students who participate in ethnic studies classes show a 21% improvement in attendance and a 1.4-point increase in GPA. These statistics highlight the transformative potential of ethnic studies, making a strong case for its inclusion as a required part of the curriculum in PVUSD.

Practical Life Skills: A Critical Gap in the Curriculum

As the conversation continued, the students expressed deep frustration over the lack of practical life skills being taught in their schools. They argued that while academic knowledge is important, the absence of real-world skills leaves them unprepared for adulthood. “They’re not teaching us how to do taxes, how to hold down a household, or how to get an apartment,” one student pointed out, echoing a concern that many of their peers share.

This disconnect between what is taught in school and what students feel they need to know was a recurring theme. “It seems like they all really want us, like, to go to college,” one student said, “but what if you don’t want to yet? What if you don’t want to go to college? They’re still pushing it on us.”

One particularly poignant example came from a student who described their struggle with renewing their Individualized Education Program (IEP). “My IEP had been expired for quite a long time, and it wasn’t until the end of the school year that we realized it,” they said. “There’s been a lot of changes… but the school just isn’t helping with these real-life challenges.”

This sentiment was shared by another student, who spoke about the pressures of deciding between further education and entering the workforce. “I feel like I don’t know if I want to go to college, or do I want to go into the field and get a job? School is not helping at all with anything,” they explained, highlighting the lack of support in navigating these critical life decisions.

The failure to teach practical life skills is not just a local issue; it is a national problem. A study by the National Financial Educators Council found that only 24% of young adults demonstrate basic financial literacy. This gap in education has long-term consequences, affecting students’ ability to manage their finances, secure employment, and live independently. The students’ voices clearly illustrate the urgent need for schools to integrate life skills into the curriculum.

Inequities in Resource Distribution: “Our School is Lacking, and It’s Not Fair”

Another significant concern raised by the students was the inequitable distribution of resources across schools within the district. The students pointed out that while some schools are well-funded and well-resourced, others, like theirs, are struggling to provide even the basics. “Our school is lacking, and then you have places like Athens that have a pristine campus,” one student said, underscoring the stark disparities between different schools.

The discussion revealed a deep sense of frustration over how resources are allocated. “PV is a newer school, so you’d think they’d give them more resources to help them succeed, but that’s not the case,” another student noted. “The way money is moved around in this district is completely insecure, so it could go anywhere.”

This frustration was further amplified when students discussed where their school’s funding is going. “I find it kind of bullshit because the money that’s supposed to be going to our school is going somewhere else—to people’s salaries, to unqualified teachers. It’s just not fair,” one student declared, their anger palpable.

The students made it clear that they believe resources should be distributed equitably, based on the specific needs of each school and its students. “It depends a lot on the school,” one student explained. “Like, you could have a school that has a really good sports team, but the classes are really bad. If we do that, it’s not really gonna, like… I feel like it’s just not gonna level with each other with how the school is.”

This call for equity rather than equality is crucial. While equality means giving every student the same resources, equity involves tailoring resources to meet the specific needs of each student and school. The students argued that without a more equitable approach, the disparities between schools will continue to grow, leaving some students at a significant disadvantage.

Counseling and College Preparation: A Broken System

Counseling services—or the lack thereof—were another major point of contention during the panel. Many students expressed frustration with the quality of support they receive from their counselors, particularly when it comes to preparing for college. “They just give you the bare minimum, and that’s not enough,” one student remarked, reflecting a common sentiment among the group.

The students shared stories of counselors who were unresponsive or unhelpful, leaving them to navigate the complex process of college applications on their own. “I’m one of the counselor’s favorites because her daughter is part of my group, but even she doesn’t tell me much about college or what I should be doing,” a student shared. “It’s like they just want us to leave.”

Another student added, “They just ingrain the bare minimum into your head, where, like, if I do the bare minimum, I’ll be fine. But the thing is, like, you can always… there’s always room for success, really. There’s always room for improvement, and they’re not… a lot of the time, I feel like we’re very discouraged from that.”

This lack of adequate counseling is compounded by the high student-to-counselor ratio in many schools. According to the American School Counselor Association, the national average is 482 students per counselor, far above the recommended 250-to-1 ratio. In PVUSD, this disparity is even more pronounced, with some counselors responsible for over 400 students. The result is an overwhelmed system where students’ individual needs are often overlooked.

One student discussed the challenges of getting their schedule fixed, saying, “They kept getting my schedule wrong, and I kept asking them to fix it, and they finally did, but it was such a struggle. It just feels like they’re not really listening to us.”

Another student reflected on how this lack of support extends beyond just academic counseling. “They’re so uninformed, and they don’t inform us about the things that they know. There was this whole thing about college apps… and they were always telling us about the bare minimum, the bare minimum. They just ingrain it into your head.”

The students’ stories paint a picture of a counseling system that is failing to provide the guidance and support that students need to succeed, both in high school and beyond.

Disengagement and Lack of Motivation: A System That’s Failing Its Students

A recurring theme throughout the discussion was the widespread disengagement and lack of motivation among students, which they attributed to a curriculum that is disconnected from their lives and future aspirations. “Learning should be something you want to do, but the way they’re doing it in classes isn’t helping,” one student commented, capturing the general sentiment of the group.

The students expressed frustration with an education system that they feel is more focused on pushing students through rather than truly educating them. “It’s almost like they want you to do the bare minimum and not succeed,” one student said. “They just want you to leave.”

This disengagement is further exacerbated by a lack of opportunities for students to engage in meaningful, real-world experiences. “Even if you graduate from a top school like Yale, if you don’t have any real-world experience, you’re going to struggle. Internships are crucial, but they’re not always accessible, and they don’t pay,” a student pointed out.

One student shared a positive experience with a teacher who made an effort to engage students and make learning relevant. “I had this one Spanish teacher who would give us rewards after each quiz—he made learning fun and engaging. But that’s rare. Most of the time, it’s just about getting through the material,” they said.

Another student highlighted the disconnect between school and the real world, saying, “School is not reflecting the real-life skills that you need when you get out. It’s such a shame.” This sentiment was echoed by others who expressed frustration with a system that seems more focused on preparing students for tests than for life.

This disengagement is reflected in national trends. A 2022 Gallup poll found that only 35% of students are engaged in school, and a survey by the Association of American Colleges and Universities found that 87% of employers believe that colleges and universities are failing to adequately prepare students for the workforce. The students’ voices clearly illustrate the need for schools to find new ways to connect with and inspire their students.

Political and Social Awareness: A Generation Ready to Lead

Despite the many challenges they face, the students in PVUSD are politically and socially aware, and they are ready to take action. “A lot of our generation is scared to vote because it feels like a choice between the lesser of two evils,” one student remarked. The conversation also touched on the role of social media in shaping their views, with students praising platforms like TikTok for providing unfiltered information and enabling them to engage with real-world events.

“We’re seeing things on TikTok that they don’t want us to see—like what’s happening in Gaza right now. They can’t control the information like they used to, and that’s why they want to get rid of it,” one student said, reflecting on the power of social media in today’s political landscape.

The students also discussed how their generation is using social media to inform and educate each other. “When people cite a policy thing, I see Gen Zers on TikTok saying, ‘No, it’s written right here, look at what it says.’ We’re calling people out, and that’s something previous generations couldn’t do,” a student observed.

This political engagement is crucial, as young voters are expected to play a significant role in upcoming elections. A survey by Harvard University’s Institute of Politics found that 63% of young Americans believe their generation has the power to change the country, yet only 37% are likely to vote. The students’ perspectives highlight the need for better civic education and voter engagement efforts within the district.

Conclusion: A Call for Meaningful Reform

The voices of PVUSD students paint a vivid picture of an education system that is failing to meet their needs. From the inclusion of ethnic studies to the teaching of practical life skills, equitable resource distribution, and better support from counselors, the changes they advocate for are not just necessary—they are overdue. As one student succinctly put it, “We are the future, and our education needs to prepare us for that.”

These students are not just asking for changes; they are demanding them. They are demanding an education that is relevant, equitable, and empowering. They are demanding a system that prepares them not just for tests, but for life. And most importantly, they are demanding to be heard.

By listening to and acting on these students’ concerns, PVUSD can take meaningful steps toward creating an education system that truly serves all its students—one that equips them with the knowledge, skills, and confidence they need to succeed in the world beyond the classroom. The future of these students—and the broader community—depends on it.

The Panel was a hosted discussion featuring students from Pajaro Valley High School (PVHS), Watsonville High School (WHS), and Aptos High School (AHS), providing a broad and insightful perspective on the challenges that students are currently facing in their high schools. The Panel is a segment of Real Talk where we bring together a group of individuals to address topics, current issues, and engage in conversations about what is happening in our community. If you would like to discuss a topic, current issue, or express your views, be sure to email us for our podcast series, Real Talk. Student names have been changed in the article.