Thursday, October 1, 2026
A student-led discussion forum took center stage at the North Shore School District Board of Education meeting Dec. 11, giving students from the elementary, middle, and high schools an opportunity to share candid feedback about academics, relationships, extracurriculars and wellness across the district.
After opening remarks that included congratulations to the cast and crew of the district’s recent production of “The Laramie Project” and recognition of winter concert performances, Superintendent Chris Zublionis invited trustees and administrators to move into the audience so students could take over the meeting floor.
The forum featured members of the district’s student cabinet, a group of about 45 students who meet regularly with administrators. Students participating in the meeting represented multiple grade levels and were asked to speak directly to one another, rather than addressing administrators, in a format modeled on open discussion.
The conversation was organized around four focus areas the district uses to define its educational goals: meaningful learning and academic growth; positive relationships; interests and strengths; and wellness.
During the discussion on teaching and learning, students praised collaborative and engaging classroom activities but said there was room for improvement.
“Our really big strength is using engaging learning throughout the classroom,” high school sophomore Daniela Agustin said, “because I think it’s a really good way to see that everyone is learning well and doing activities where kids are collaborating with each other.”
Others raised concerns about limited instructional strategies and long lecture-based classes. Several students reiterated the concern that hourlong lectures made it difficult to remain engaged.
Several students also asked for more flexibility in how assignments are completed, including options to work digitally or on paper, and for additional academic supports beyond math and writing centers.
“We have a writing center and a math center at the high school,” added senior Symphony Machicao, “but I think you should also implement something like that for other subjects, like history and science.”
Class size and course offerings were also discussed, with students noting disparities between Regents and Advanced Placement courses and calling for more levels to meet different learning needs.
When the conversation shifted to positive relationships, students described both strengths and challenges in peer interactions. Some members highlighted successful collaborative experiences, such as partner quizzes and group work, which helped them learn from classmates and build friendships.
Others said opportunities for collaboration decrease as students advance through grades.
“In seventh grade, there were a lot more chances to collaborate,” eighth grader Izzy Kattan said. “This year, it’s a lot more independent learning, and I don’t really get to socialize and hear ideas from other peers.”
Concerns about bullying were also raised, particularly at the elementary level. Chloe Goodman, a second grader, suggested that more assemblies or additional programming could help to address the issue.
Students discussed the value of programs that mix age groups, such as reading buddies and mentoring initiatives. Several students suggested expanding opportunities for older students to support younger ones, particularly in conflict resolution and communication. Zublionis suggested one solution could be adding programs where high schoolers could help younger students “learn how to communicate effectively when we want something, instead of us going through teacher or telling on other kids.”
The forum then turned to interests and strengths, including electives, music, and athletics. Younger students said they were already thinking about future music programs and wanted earlier exposure to instruments.
Students across grade levels praised the range of electives offered but questioned mandatory requirements that limit choice.
Athletics generated an extended discussion. Students complimented the variety of sports and the structure of physical education in the lower grades but said access to certain sports, particularly for elementary students, was limited. Some students advocated for expanding offerings to include more options that took advantage of the proximity to the Long Island Sound.
“We live in an island,” said sophomore Olivia Silvestrini, “so it also makes more sense to have water sports.”
There was debate over how competitive athletics should be introduced, with some students saying early exposure helps prepare athletes for higher levels, while others cautioned about pressure and accessibility.
Wellness and student voice closed out the forum. Several students said elementary and middle school students lacked consistent avenues to express concerns or ideas. One student noted that while high school students have formal leadership roles, other grades don’t have the same avenues of representation.
Middle school student government drew particular attention, with students saying existing structures focus more on events than addressing student concerns. Others pointed to elementary leadership roles, such as fifth-grade leaders and dignity diplomats, as models worth strengthening and expanding.
Students also discussed service-learning experiences and community engagement days, urging the district to offer such opportunities more often.
In the final portion of the forum, students were asked how the district could better gather students input. Many said surveys were less effective than direct conversation. Suggestions included a dedicated email address or mailbox for student ideas, classroom visits by student cabinet members and small group discussions rather than large assemblies.
“Everyone’s more willing to answer questions if it’s more like a community,” Machicao said. “You can’t really elaborate on a survey.”
Students also emphasized the importance of representation and safe spaces, particularly for those who may feel uncomfortable speaking publicly. Sophomore Yeimi Lopez-Figueroa shared their positive experience as an English language learner, emphasizing that the district should continue to provide such support since it allows students to be “comfortable in the uncomfortable.”
“It’s really an environment for us to grow a lot,” she ended. “It’s a safe place for us to speak out and to give our own opinions.”
