Natalie Armstrong wore leggings all through elementary school. But she had to adjust her go-to wardrobe when she started 6th grade at Western Branch Middle School in Chesapeake, Va., because the dress code policy required girls to wear tops that fell past their buttocks if they were wearing leggings.
Cold-shoulder tops also were banned, along with shorts that ended above the knees and jeans with rips or holes. Boys couldn鈥檛 wear sagging pants. And students who repeatedly violated those rules could face an in-school suspension.
鈥淚 literally had to wear a dress over my leggings,鈥� said Armstrong, 14, now a freshman at Western Branch High School, who added that she spent more time in the morning worrying about whether her clothes would get her into trouble than about what she鈥檇 learn in school that day. 鈥淚 was so annoyed with it鈥攕ince the day I got into 6th grade.鈥�
That鈥檚 changed due to the efforts of a student-led social justice task force initiated by Principal S. Kambar Khoshaba that has prompted action in the last year on issues from the dress code to the concerns of LGBTQ students and inclusion of students of color in honors classes.
鈥淚f you listen to kids, they鈥檒l give you a different perspective,鈥� said Khoshaba, who invited students last year to share what they鈥檇 like to change at school. 鈥淭hey are the primary clients.鈥�
In addition to dress code changes, the social justice council鈥檚 efforts prompted much-needed privacy additions and aesthetic upgrades to the girls鈥� and boys鈥� restrooms, and changes in the lunchtime seating arrangement that allowed students in some grades to eat with friends.
Efforts to foster a more-inclusive school environment include a new sensory garden for students with autism and a Gay-Straight Alliance club.
And the school is modifying how it selects students for honors classes in response to concerns that students of color were underrepresented in those classes.
A concerted effort to have students鈥� voices heard
With the coronavirus pandemic disrupting schooling and communities for nearly 18 months and the country undergoing a wide discussion about equity, Khoshaba wanted to give students an opportunity to have their voices heard and actively shape their experience during the school year.
鈥淚 want students to feel like this is a safe place for them, that is where they鈥檝e had the best time of their lives,鈥� said Khoshaba, who is in his eighth year as the school鈥檚 principal. 鈥淎nd in order to do that, we have to talk to them, we have to listen to them. For me, it鈥檚 been 30 years or so since I鈥檝e been [a student]. ... What was available for me back in the day and what鈥檚 available to our students today are drastically different.鈥�
Khoshaba initially invited 40 students to participate in the initiative last year, 20 each from 7th and 8th grades. Because some students were still learning remotely, half of the students invited were at home.
He also opened participation to anyone else in the school, to draw beyond the students who were most often involved in school activities. Eventually, a core group of 15 students, mostly 8th graders, stayed on.
They came with lots of ideas, some of which they had been itching to get off their chests for some time.
The dress code was one burning issue. Participants also said LGBTQ students, some of whom were being bullied, needed more support. There were issues with the girls鈥� restroom: The smell was unpleasant, there was a gap when the door closed that didn鈥檛 allow for complete privacy鈥攁nd they wanted full-length mirrors. The urinals in the boys鈥� restrooms also lacked privacy barriers, and students had to keep their hands on the faucet to keep the water running while washing their hands.
While one student suggested no homework, and another Kool-Aid in the fountain, the students 鈥渨ere not asking for anything unreasonable,鈥� Khoshaba said.
鈥淏y and large, the things that we settled on were very serious and mature topics,鈥� he said.
A particularly meaty one was the enrollment of students of color in advanced classes. Khoshaba dug into the school鈥檚 data and found that the students鈥� perceptions were correct.
While about 37 percent of students at Western Branch were Black, they made up 24 percent of those enrolled in honors classes.
鈥淭heir perception was validated by the numbers,鈥� Khoshaba said.
The school uses state standardized tests, reading scores, class grades, and teacher recommendations for placement in those courses. But often, if a child is not in honors in 6th grade, even if they get all A鈥檚 in their regular courses, they stayed on the regular track in subsequent grades. And some parents, who were also participating in a school-led social justice initiative for adults, told Khoshaba that they didn鈥檛 know how to get their children into those classes.
After discussion, the academic team developed a profile of character traits students in those classes demonstrated, such as being self-starters, organized, motivated, and ready to take on challenges.
Your voice can be very powerful in shaping the world. ... Look at what you鈥檙e doing to shape the [school鈥檚] culture, not just for this year鈥檚 kids, but for future generations.
The team is asking teachers to recommend students who are doing well in their courses and show those traits for honors courses. The school is deemphasizing鈥� but not removing鈥攕tandardized testing as part of the honors entrance considerations. And it鈥檚 also made it less intimidating to take honors, allowing students to enroll in one of two courses instead of a full slate.
The disproportionality gap for Black student placement in honors has fallen from 13 percent to 8 percent from last school year to this one, Khoshaba said.
Making the case on highly personal issues
On the dress code, the students came prepared to back up their requests. They told their principal that the dress code was unfair to girls, students of color, and poor students.
鈥淥ne of the kids sent me research,鈥� Khoshaba said, 鈥渨hich was humorous as well as amazing to me that a child would be so invested.鈥�
But it was Armstrong鈥檚 statement that she spent so much time in the morning worrying about what to wear so she wouldn鈥檛 earn a dress code violation鈥攐r get 鈥渄ress-coded鈥� as the students referred to it鈥攖hat floored Khoshaba.
He wasn鈥檛 aware of how much of a problem the code was for female students.
鈥淭hat鈥檚 a hard concept鈥攖o say that our practices are discriminatory,鈥� said Khoshaba, who inherited the policy when he became principal. 鈥淚t鈥檚 hard because you need to be open to the idea that you may be discriminating against kids.鈥�
With half the students at home last year, Khoshaba used the opportunity to try out the new dress code鈥攇irls can wear shorts up to the mid-thigh, and cold-shoulder tops are now permitted, for example. The school has dialed down the punishment, opting to have an in-person suspension served during lunch time for repeat violations.
鈥淚 was really excited, and I know a lot of students were excited that they could wear the clothes they wanted and they were comfortable in school,鈥� Armstrong said. 鈥淭hey were happy about it. It makes me feel better about making that change.鈥�
Grace Bowers, who thought the dress code was unfair to female students, said the changes have been a relief.
鈥淚 am very proud of what we did,鈥� said Bowers, now a high school freshman. 鈥淚t was really a positive change for me and for students in the middle school now 鈥� I don鈥檛 think they are as anxious to think they are going to get 鈥榙ress-coded,鈥� or what other people will think about what they are wearing. It relieves so much tension.鈥�
Restrooms were updated with new faucets and black strips were added to ensure privacy in the girls鈥� bathroom. Misting sprays were purchased to deal with the odor, and partitions were installed so that boys could have some privacy in the restroom. And full-length mirrors were added to the girls鈥� bathrooms.
The students give their principal credit for facilitating the changes.
鈥淗e鈥檚 always been on top of stuff, and he鈥檚 always been good about actually listening to us and getting it done, so I did expect it to be fixed,鈥� said Ava Bell, 13, who was part of the group that discussed the girls鈥� bathroom issue with Khoshaba over the summer.
鈥淚 was just very surprised at how soon he got it done, because it was done before school started.鈥�
Bell is more empowered to approach the principal if she sees things that need to be addressed.
鈥淜nowing that he helped us with that, and he鈥檚 helped us before with problems, it makes me feel more confident that other students will go ask鈥攂ecause when you have someone that actually gets stuff done, it makes you feel better to talk to them and ask for help,鈥� Bell said.
Inclusivity, which is also part of the school鈥檚 theme this year, is also important to Bell.
鈥淲e鈥檝e been really trying to include everyone, because if school is only good for one person, then it鈥檚 not good for everyone else,鈥� Bell said.
A learning process continues
The honors program remains a work in progress, and there were questions about whether the quality of the program would be diluted. The only issue that was somewhat controversial was the proposal to start a Gay-Straight Alliance club, Khoshaba said.
鈥淓verybody who I鈥檝e talked to wants to support children,鈥� Khoshaba said. 鈥淭his was just a concern [about] why are we doing this and why are we doing it now. I explained to people I spoke with that this is what students are asking for, and if students are asking for something, if it鈥檚 reasonable and we can do it, we鈥檙e going to do it because this is a student-centered school.鈥�
It was a powerful learning process for the students, he said.
鈥淭he kids saw that they said something, and it changed the experience at school,鈥� Khoshaba said. 鈥淵our voice can be very powerful in shaping the world. ... Look at what you鈥檙e doing to shape the [school鈥檚] culture, not just for this year鈥檚 kids, but for future generations.鈥�
Bowers said it was a fun experience participating in the committee, and she will likely continue to speak up about things she cares about.
鈥淚t made me feel very confident that I actually had a voice, that I could say what I wanted, and that my opinion was valid,鈥� Bowers said.
Lindsey Coates, 13, a member of the cheer team, yearbook, and the Student Council Association, said the process made her comfortable bringing her concerns to the principal鈥檚 attention.
鈥淚t just made me feel really seen and appreciated, 鈥� Coates said. 鈥淥ur school really listened to us 鈥� I feel comfortable bringing ideas to light.鈥�
Amy Daniel, who teaches 8th grade U.S. History and serves as director of student activities, the SCA advisor, and PTA liaison, wasn鈥檛 surprised by the topics the students asked Khoshaba to address, but she was struck by the level of detail and the rationale underpinning those requests.
鈥淪ometimes it makes a difference when it comes from kids, sometimes it can be so moving鈥攊t鈥檚 like that lightbulb goes off,鈥� Daniel said.
Students, she said, felt they鈥檇 been listened to by their principal.
鈥淚 feel like what you鈥檙e doing is you鈥檙e modeling the proper way for leadership,鈥� Daniel said. 鈥淗e鈥檚 letting kids know [how] to make positive decisions, and he鈥檚 showing that part of being a good leader is listening and taking action.鈥�
Makayla Waiters, 13, who is involved in the Student Council Association and orchestra, quickly accepted Khoshaba鈥檚 invitation to join the social justice initiative last year. A key point for her was celebrating students鈥� heritage and promoting unity and an inclusive school community, where students of all backgrounds and sexualities felt comfortable.
鈥淚t鈥檚 definitely an accomplishment that I won鈥檛 forget鈥攅ver,鈥� she said of the changes made so far because of the students鈥� involvement.
Adults, she said, should take students鈥� concerns seriously. 鈥淭hey should definitely treat them like people, and not just kids taking tests and getting good grades鈥攋ust treat them as people, as equals.鈥� she said. 鈥淢ake them feel like they have a voice, 鈥� but also [guide] them to help them make the right decisions.鈥�
Mia Arie Wilson, 13, who participates in the Student Council Association and cheerleading, was also part of the 鈥淏e You, for You鈥� campaign to promote schoolwide inclusivity.
鈥淚t鈥檚 symbolically letting kids know everyone has the right to feel comfortable in their own person,鈥� she said. 鈥淚t鈥檚 a reminder to be kind, to be accepting of people.鈥�
The improvements have led to a more peaceful schooling environment.
鈥淚t鈥檚 just really peaceful. You can wake up in the morning and just know that you鈥檙e going to have a peaceful day here, and I really like that.鈥�
