Presented in Spanish, this project examined how study hall periods are used and perceived, especially among ESL (English as a Second Language) students. An analysis of a student survey and interview with a school counselor revealed that most students believe study hall is meant for studying, but ESL students receive more study halls than their peers, which may limit their access to academic classes. The group concluded that while study hall can be useful, its implementation could be improved. They recommended stricter rules during study hall and more class options for ESL students to support their academic growth and reduce the need for unstructured time.

The project, presented in Spanish, focuses on the lack of bilingual aides in classes for multilingual learners (ML), especially for Spanish-speaking ESL students. The team conducted surveys and an interview with a school administrator to understand how this issue affects students' academic experiences and social integration. Their analysis revealed that many ESL students rely on translators or peers to understand lessons, struggle to make friends, and feel unsupported due to language barriers and fast-paced English instruction. The group concluded that more bilingual support is necessary and recommended solutions like Saturday tutorials, incentives to attract bilingual aides, and encouraging students to actively practice English.

This project, led by the Newark Youth Policy Advisory Board, examines how school climate and connectedness impact chronic absenteeism and student disengagement in Newark Public Schools. Through youth-led conversations with over 170 participants, the team uncovered that students often feel emotionally unsafe, unsupported, and disconnected from their schools. Key recommendations include fostering inclusive and emotionally secure environments, embedding social-emotional learning, expanding access to mental health support, and personalizing learning to meet diverse student needs. The project emphasizes that stronger relationships, restorative discipline, and responsive support systems are essential for reducing absenteeism and improving student engagement.

This project explores how to improve interactions between students and school security officers. The students surveyed peers about their experiences with school security officers, revealing mixed perceptions. Some officers were praised for building positive relationships, while others were seen as using authority unfairly. Officer Franklin stood out as a role model, prompting the group to recognize him with a certificate and use his example in their advocacy. Their action plan includes presenting findings to security leadership and staff to foster mutual respect, trust, and a more supportive school environment.

This project investigates whether their school is outdated and how that affects the learning environment. Student surveys revealed issues like broken bathroom fixtures, outdated technology, inadequate classroom equipment, and poor maintenance. Most students believe that facility upgrades would improve their academic performance and well-being. The team proposes speaking with school leadership, gathering visual evidence, and involving the community to advocate for change.

This project focuses on improving school lunches by incorporating student feedback to create healthier, more appealing options. After comparing their own cafeteria menus with those of other schools, students noted dissatisfaction with food quality, variety, and nutritional value. Survey responses revealed that many students skip lunch or dislike the taste and presentation of meals. The project proposes fresh ingredients, more diverse and nutritious options (including vegetarian choices), and even the creation of a school garden to enhance both meals and learning about healthy food.