Students Talk about Inclusion

My name is Chloe, and I am a junior at Maine South High School. This school year, I was given the opportunity to intern with the Amina Grace Memorial Fund, an organization dedicated to promoting inclusion and belonging.

As part of my internship, I was assigned a project to explore how inclusion is experienced at Maine South, how it affects us as students, and what changes we might make to create a more welcoming, supportive school environment.

To better understand Maine South’s inclusion culture, I interviewed ten students from all four grade levels — freshmen, sophomores, juniors, and seniors. I asked each student five questions about inclusion to uncover both the strengths and areas for growth in our school community.

 What is inclusion?

1. “Giving everyone a place to feel welcome.” – Brennan
   “Being kind to people you don’t know.” – Adam
    “Treating everyone like they matter.” – Noah
    “Making sure everyone feels seen.” – Gabriel
    “Listening to everyone.” – Michael
    “Building accepting communities.” – Nora
    “Inviting everyone to hang out.” – Haley
    “Making sure to create non-judgmental spaces.” – Bridget
    “Learning from mistakes and being open to change.” – Emma
    “Being nice to everyone.” – Molly

 How does Maine South make people feel welcome or that they belong?

2. “Maine South offers a lot of support and resources to all students who are looking for a place to belong.” – Brennan
   “They have a lot of clubs for people to explore what they are passionate about.” – Adam
    “The sports programs offered at Maine South are easy to join and inclusive, with different levels from varsity to club.” – Noah
    “Maine South celebrates important months and weeks for different groups, like Disability Week or Women’s History Month.” – Gabriel
    “The school celebrates even small achievements like attendance or in-school kindness.” – Michael
    “They offer options like gender-neutral bathrooms so everyone feels comfortable and protected.” – Nora
    “The daily announcements recognize clubs, activities, and important events so everyone feels invited to participate.” – Haley
    “Maine South has therapy dogs and really supportive counselors, so no one feels alone.” – Bridget
    “Every teacher learns their students’ names and cares about their lives in and out of school, which makes the school feel more personal.” – Emma
    “There are many different places to study, so everyone can find a space that works for them.” – Molly

 What would you consider a small act of inclusion? How about a bigger one?

3. “Helping a student in class who has a question. A bigger act would be creating an event or activity to bring students together.” – Brennan
   “Inviting someone to sit with you at lunch. A bigger act would be starting a club so others can explore a hobby they care about.” – Adam
    “Learning everyone’s names and how they’re pronounced. A bigger act could be sharing inclusion ideas with the school board.”
    “Giving compliments is a small act. A bigger one is participating in programs like the unified drumline that lets everyone join in.” – Gabriel
    “Listening to someone quieter in class. A bigger act would be creating programs that help people ask for help if they need it.” – Michael
    “Using everyone’s correct pronouns. A bigger one could be inviting them to hang out.” – Nora
    “Saying hello to someone in the hallway. A bigger act could be joining inclusive clubs like Hawk Pals.” – Haley
    “Following someone on Instagram or TikTok. A bigger act could be including them in your posts or videos.” – Bridget
    “Saying happy birthday to everyone in class. A bigger one could be bringing in treats to celebrate.” – Emma
    “Asking someone’s advice on a project, even if you’re not friends. A bigger act could be forming a study group.” – Molly

 How could we be more inclusive? What actions could we take?

4. “I feel like the school already has a lot of great inclusion programs in place.”
   “Be kind to everyone, even if you don’t know them. Maybe focus more on anti-bullying efforts.” – Adam
    “Mix classes more to create diverse learning environments.” – Noah
    “Have more awareness days to include groups that don’t get as much attention.” – Gabriel
    “Train teachers and staff on how to be more inclusive of all students.” – Michael
    “Attend events like the Hawk Pals prom to show support and make it even bigger.” – Nora
    “Offer more specific classes in subjects that don’t always get a lot of attention.” – Haley
    “Improve accessibility — there’s only one elevator area, and some entrances don’t have ramps.” – Bridget
    “Give more students leadership roles so everyone feels involved.” – Emma
    “Make sports more inclusive by adding intermediate-level teams for wider participation.” – Molly

 What is a positive impact of inclusion — for both the person being included and the person doing the including?

5. “Included students feel less lonely, and those doing the including make more friends and have a better high school experience.” – Brennan
   “You get to have new experiences that you wouldn’t have had if you hadn’t reached out.” – Adam
    “Inclusion builds confidence for both people — it makes you feel safe to be your true self.” – Noah
    “It reduces bullying by building respect and empathy, and gives insight into others’ experiences.” – Gabriel
    “You both gain new perspectives and grow in empathy.” – Michael
    “You practice important life skills like meeting new people and forming bonds.” – Nora
    “Inclusion creates more school spirit and helps people feel like they belong.” – Haley
    “People gain self-esteem when they feel like they’re adding to a community, not just looking in on it.” – Bridget
    “Inclusion can help people to stand up against bullying later in life.” – Emma
    “Mental health improves when people don’t feel like they have to constantly be on edge.” – Molly

 Final Reflection
 All the responses I received shared a common theme: Maine South students see the power of inclusion, both in the ways it is already happening and in the ways we still need to grow. This project helped me realize that inclusion doesn’t just come from programs. It happens every day through small actions, choices, and moments of connection. And it’s clear that even simple changes can help make our school feel like home for everyone.