Friday, October 23, 2026
Uniondale High School seniors learned that their voices can influence policies in their communities — even before they’re old enough to vote — during a two-day program, Oct. 13 and 14, in which they connected voting rights history with practical lessons in civic engagement.
Eleanor McKay, president of the National Council of Negro Women’s Long Island Cross County Section, developed the pilot program, which was integrated into the seniors’ government and economics classes, to help seniors understand government and learn about issues affecting their daily lives. McKay said she proposed the program to Academy Charter, Roosevelt and Uniondale schools this year, hoping to make civic participation more engaging.
“This town doesn’t have a mayor, but you have a town supervisor,” she said. “If you don’t like something and they’re not helping you, you have the option to vote them out.”
Some students were unfamiliar with voter registration and local officials’ responsibilities, while others questioned whether they could make a difference before they turn 18.
Rochelle Kelly-Apson, a government relations and political strategy expert from McBride Consulting & Business Development Group in Melville, led a discussion on identifying which levels of government handles specific concerns, and how to approach elected officials.
“She’s walking them through what level of government you can bring issues to that can help fix your problem,” McKay said. “And then how do you pose your question to that person so they take you serious, and how do you follow up?”
Students raised concerns about cracked sidewalks, potholes and transportation. Many were unaware that they could bring their concerns to Board of Education or Town of Hempstead meetings.
“Something I would change is fixing the potholes in the street,” said Kevin Colon, who recently received his learner driver permit. “There are just so many.”
Dayana Guevara, who works at Food Town on Uniondale Avenue, said she was concerned about poor street lighting and limited visibility when driving home from work — conditions that make her feel unsafe. But she was unsure whom to contact.
“I can’t see anything when I drive home,” Guevara said. “Sometimes I think should I pull over and call my dad to pick me up — I literally have a hard time going home.”
Using Guevara’s problem as an example, Kelly-Apson encouraged students to document problems with photos and make specific requests when approaching local officials.
“What would you say to politicians if you want the lights fixed, because ‘I want to see more lights on my street,’” Kelly-Apson said, referring to the Town of Hempstead. “When you have an ask, if you want to advocate yourself, you should do a couple of things,”
You give them a time frame, and you tell them specifically what you want to see done.”
Students were surprised to learn that resolving such issues could take not just a few days, but as long as a year, and might require following up with officials.
They were also encouraged to consider how voting could shape their communities. “I’m not old enough to vote yet, but I can definitely see myself getting involved in the next election,” senior Ethan Davidson said. “Every voice counts. We’re all equal. We’re all one voice.”
“We need to speak up in our communities,” student Mikayla West added.
The program also featured a historical exhibit presented by Shelley Brazley, director of the Social Action Ministry at Zion Cathedral Church in Freeport. It traced the struggle for civil rights and voting access from Reconstruction and the Jim Crow era through voter registration drives and the 1963 March on Washington.
“I feel you can’t really understand what we’re talking about now if you don’t understand the historical component,” McKay said. “We’re bringing the museum to them to show that this just didn’t come out of anywhere.”
David Hollander, the school district’s social studies director, said that previous voter registration efforts revealed that students didn’t always recognize the significance of becoming registered voters.
“In past years, students understood they now were registered to vote,” Hollander reflected. “But what does it actually mean?”
He added that he hoped the experience would inspire future student projects addressing transportation, road conditions, parks, water quality and public safety. “You could see the gears turning,” Hollander said, describing his observation of students considering issues they hadn’t previously thought they could influence.
By the end of the session, more than 100 students had registered to vote. McKay said she hoped to expand the pilot program to more schools with earlier outreach.
