Thursday, October 1, 2026
Science is the study of the physical and natural world by using observation and experimentation. It is the process of acquiring knowledge from the surrounding environment through instructional and hands-on activities. South Side High School provides students with the opportunity to expand their scientific boundaries with classes and clubs. But the sharing of knowledge is limited by the available science facilities in our school. The space granted to science education is inadequate for thorough instruction. It is evident that the science facilities require an update.
The original high school was constructed with three science labs — rooms 202, 204, and 206. Two more labs, rooms 131 and 133, were added in an initial extension to the school. These five classrooms are recognized as being true, full-sized labs. They permit ideal science lessons because they provide for the integration of lecture and lab activities. In these classrooms, teachers can incorporate demonstrations into lessons, having students complete hands-on activities after a lesson, or having them participate in engaging experiments. In each case, students have the proper exposure to science education, and participate in cooperative instruction. In these five classrooms, students are able to work with partners to experience laboratory work with appropriate materials.
Although the school is equipped with these classrooms, it now needs and will continue to need more science labs. As more students strive to pursue International Baccalaureate degrees and Regents diplomas, the demand for science facilities is greater than ever. Over the past years, the high school has made efforts to meet this need by converting rooms 205, 207, 129, and 135 into labs. But these classrooms are not ideal. Since there is no room for science tables, tables have been positioned around the perimeter (with the exception of room 129) of each classroom. With such a layout, supervision is difficult because students’ backs face the teachers. Also, group work is strained due to limited space. In most cases, students only have the opportunity to work in pairs. As a result of these physical conditions, the majority of education is now completed through PowerPoint presentations and discussion. In Living Environment and Earth Science, for example, when students do complete labs, they generally watch their teacher carry out the hands-on activity, and copy results they would have received. This type of learning limits acquired knowledge. It is less inclusive and students don’t gain the same information.
The Science Research Department of South Side High School is another area affected by the insufficient amount of learning space. Located on the second floor, that room is smaller than a regular classroom. There are only two lab tables within the room, and the counter space is limited. As a research student myself, it is evident that the space is inadequate. Starting this school year, my class grew to approximately 10 people, where in the past, classes had ranged from four to five students. With this population rise, experimental work becomes challenging.
In addition, it is trying to complete papers due to the lack of computers. Since there are only six computers, students regularly sit through a class period unable to access the Internet or Microsoft Word to work on their written pieces for competitions. The overall space and equipment for the research program is not close to what is necessary. Students involved in the program have such innovative and exceptional ideas, yet in many cases they are unable to accomplish their plans because their need for materials and space cannot be met.
Other aspects of the Science Department also need improvement. The location of the chemical storage area is often a problem. It is hazardous carrying chemicals through the hallways on a regular basis, yet, the storage area is a great distance from the chemistry classroom, Room 133. Also, ventilation continues to be a challenge. Likewise,here are regularly leaks into downstairs offices from pipes. In addition, drains consistently clog, and the fume hoods in the labs don’t always work properly. More concerns include the lack of at least one handicapped-accessible station in each room, inadequate electrical service, and a lack of material preparation space.
Although I have only brushed on the specific need for improvements for science education, it is evident that other aspects of the school also need enhancement. The changes that we hope to implement will not be in effect for the majority of students now in high school. But we should think of the positive impact they can have on future South Side students. We should look ahead and imagine how these improvements could aid those students.
Take a second and glance at the community around you. Look at the little girl helping her mom count tomatoes in the supermarket, or the little boy using chalk on the sidewalk to practice writing. These children may seem young, but soon enough they’ll be in high school. Please help Rockville Centre by supporting the bond to finance the proposed renovation — you are supporting students’ ambitions and providing them with the opportunity to extend their knowledge to endless boundaries.
I urge you to visit www.rvcschools.org to read more about the proposed renovations to make an informed decision for the Dec. 17 vote. The renovations can transform South Side High School into an enhanced facility that provides the ideal environment for high school students to blossom.
Hannah Byrne is a sophomore at South Side High School To contribute to this column, please contact us at (516) 569-4000 ext. 208, RVCeditor@ liherald.com or on Facebook at www.Facebook.com /rvcherald.
