"We're not just walking out for safer schools; we're walking out for a future where our voices matter, our well-being is valued, and our education empowers us to change the world."
by pacetulsa
A call for “holistic approach” to student education
The student walkouts at Edison High School, as documented by PACE TULSA, reveal a powerful yearning for agency and a demand for young voices to be heard. These protests, addressing issues from racial justice to international conflict, highlight the complex interplay of historical precedent, socio-political context, and the burgeoning political awareness of today’s youth.
These acts of protest occur within a broader context, one marked by both the ever-present threat of gun violence and the pervasive distraction of cell phones in the classroom. Do these seemingly disparate issues share a common thread with the students’ pursuit of justice? The answer, perhaps, lies in understanding the underlying factors that contribute to a climate of anxiety and disengagement within schools, especially for students of color.
The specter of gun violence looms heavily over American education, casting a long shadow of fear and anxiety. While school shootings are statistically rare, their impact is profound and disproportionately felt by certain communities. For example, although mass shootings account for a small fraction of gun deaths, they are particularly traumatizing. According to Everytown Research & Policy, in the past decade, there have been over 2,000 incidents of gunfire on school grounds. And while any child can be a victim of gun violence, data consistently demonstrates that Black children and adolescents are disproportionately affected. The CDC (2021) reports that firearm homicide rates are significantly higher for Black youth compared to their white peers. This disparity reflects systemic inequalities and the disproportionate exposure to violence in some communities. This fear, much like the systemic injustices the Edison students protest, can lead to feelings of powerlessness and disillusionment.
Students, particularly Black students, might feel that their voices don’t matter, that their safety is not guaranteed, and that the adults in charge are failing to protect them.
Similarly, the pervasive presence of cell phones in classrooms presents a different, yet equally concerning, challenge. While technology can be a valuable educational tool, the constant distractions posed by cell phones can hinder learning, reduce attention spans, and limit meaningful social interaction.
A meta-analysis by Junco (2015) in the Journal of Applied Developmental Psychology found a negative correlation between cell phone use in the classroom and academic performance. Students glued to their screens may be less engaged in classroom discussions, less likely to develop critical thinking skills, and less connected to their peers and teachers.
This disengagement, like the injustices protested by the Edison students, can lead to feelings of alienation and a sense that their educational experience is not meeting their needs. This is particularly concerning for students from disadvantaged backgrounds, who may already face barriers to academic success.
Connecting these issues to the Edison walkouts, we see a common thread: students seeking control and agency in a system that often leaves them feeling powerless. Whether it’s the fear of gun violence, the distractions of cell phones, or the systemic injustices they protest, students are reacting to a sense of disconnect and a lack of control over their own lives and futures. The walkouts, in this context, become not just protests against specific issues, but also expressions of a deeper desire for a more just, safe, and engaging educational experience.
Just as the Edison students are demanding their voices be heard on issues of social justice, they are also, perhaps implicitly, demanding a learning environment where they feel safe, engaged, and empowered. Addressing gun violence and cell phone distraction, therefore, becomes not just a matter of policy or discipline, but a crucial part of creating a school culture where students feel valued, respected, and motivated to learn. It is about fostering a sense of belonging and agency, so that students feel invested in their education and empowered to shape their own futures.
The “echo” of Edison’s students, therefore, should be heard not just in the streets, but also in the classrooms and hallways, demanding a holistic approach to education that addresses both academic and social-emotional needs. This isn’t merely a call for safer schools or less distracting classrooms; it’s a demand for an educational ecosystem that recognizes the interconnectedness of learning, well-being, and social justice. To truly understand this demand, we must delve deeper into what a “holistic approach” entails and how it connects to the students’ activism.
The traditional model of education often prioritizes academic achievement above all else. While rigorous instruction in core subjects is undoubtedly essential, this focus can sometimes come at the expense of students’ social-emotional development. Students are not simply vessels to be filled with knowledge; they are complex individuals with emotional needs, social connections, and a deep desire to find meaning and purpose in their lives.
A holistic approach recognizes this complexity and seeks to nurture the whole child, fostering not just academic competence, but also emotional intelligence, resilience, and a sense of civic responsibility.
The Edison students’ activism reveals a crucial link between these seemingly disparate domains. Their protests, whether focused on racial justice, international conflict, or immigrant rights, are not isolated incidents. They are expressions of a generation grappling with systemic injustices and seeking to create a world where they feel safe, valued, and empowered. This desire for a just and equitable world is inextricably linked to their educational experiences. Students who feel marginalized, disengaged, or unsupported in the classroom are less likely to thrive academically and less likely to become active and engaged citizens.
Therefore, a holistic approach to education must address both the academic and social-emotional needs of students. This means creating classrooms where students feel seen, heard, and respected. It means providing access to mental health resources and support systems. It means incorporating social justice issues into the curriculum, not as isolated topics, but as integral parts of understanding history, civics, and the world around us. It means fostering a school culture that values diversity, promotes empathy, and encourages critical thinking.
Moreover, a holistic approach recognizes that education extends beyond the classroom walls. It requires collaboration with families, community organizations, and policymakers to create a supportive ecosystem for student success. It means addressing the root causes of social inequality that can impact students’ academic performance and well-being. It means creating pathways for students to become active participants in their communities and to use their voices to advocate for change.
The “echo” of Edison’s students is a call for a fundamental shift in how we think about education. It’s a demand for a more just, equitable, and human-centered approach – one that recognizes the interconnectedness of learning, well-being, and social justice. By listening to this echo, we can create schools that not only prepare students for college and careers, but also empower them to become agents of change in their communities and the world.
Summary of Edison High School’s New Bathroom and Phone Policy
Edison High School implemented new bathroom and phone policies at the start of the 2024-25 school year, sparking mixed reactions from students and staff.
Bathroom Policy
Students can only use designated bathrooms during class time, except for the first and last ten minutes.
Security guards or bathroom supervisors are stationed outside bathrooms to log students in and out on a MacBook, tracking their time spent in the restroom.
The policy aims to address loitering, vaping, fights, bullying, harassment, and class cutting within bathrooms, ensuring access for students who genuinely need to use the facilities.
Phone Policy
Students are required to store their phones in designated “phone cubbies” (calculator holders) or their backpacks during class.
Teachers are instructed to confiscate any visible phones during class time.
The “off and away or it’s in the office for the day” policy is strictly enforced.
Student Reactions:
Positive:
Some students appreciate the cleaner and less crowded bathrooms, as well as the increased organization. They also feel the phone policy hasn’t significantly impacted them.
Negative:
Concerns include increased risk of phone theft, inconvenience of forgetting phones in cubbies, and the feeling that phone use should be allowed during free time (e.g., hallway transitions). Some students also find the bathroom policy confusing due to a lack of clarity regarding which bathrooms are open at what times.
Effects on School Environment
Teachers report increased student engagement and focus in class since the phone policy was implemented.
The school atmosphere is perceived as calmer and more structured.
Bathrooms are reportedly cleaner and more comfortable.
The new policies have led to a more focused and structured learning environment, according to staff and some students. However, the phone policy raises concerns about theft and forgotten devices, while the bathroom policy faces criticism for lack of clarity and accessibility issues. The school community continues to adapt to these changes.
PACE TULSA 