When a student’s autonomy is restricted with little explanation, administrations’ intentions become unclear. The mystery of where these restrictions originate from leave students with lingering questions, and no answers to go with them.
Administration introduced a plethora of new rules and policies, such as not allowing students to leave their classrooms for the last 45 minutes of the day and no hall passes whatsoever during fourth period. Along with these new rules, administration also canceled a traditional December event, the holiday assembly, without rhyme or reason. These new policies and cancellations were decided upon unilaterally, and the administration failed to inform the community of the reasoning behind these changes–those who asked were told a variety of different responses, unsure which one was true. Many were told or have speculated that these policies and cancellations are a direct consequence of poor student behavior. However, implying these rules as a consequence is unhelpful to students and staff, as they leave students wondering what they did wrong and how they need to improve.
The hall pass policy was one of the major changes that recently took effect. In the past, the 10-10 rule stated that for the first and last 10 minutes of class, students were unable to use hall passes. This system allowed teachers to take attendance and keep class organized. However, new policies have been implemented which limit students’ access to passes. For one, a new policy states that for the last 45 minutes of last period classes, students are prohibited from taking the hall pass. This limitation on student autonomy not only restricts students’ freedom, but also seems like a punishment for an issue that has not been made known. For students, taking the hall pass can be more than just a bathroom trip, but also a much needed break. Sometimes, in the midst of a seven-hour school day with tiring classes, having a five minute breather is essential for effective schoolwork.
Hall passes are also not permitted during the entirety of fourth period. This newly instated structure of fourth period has implications of its own, suggesting that students skip class during this time, and administration is clearly trying to combat this issue. Nearly every morning for the past few weeks, the morning announcements have revisited this rule, telling students to “plan ahead” to use the bathroom. However, this is an unrealistic ask and ends up serving as a punishment for every student, whether they skip class or not–ultimately, making it unfair to those who don’t.
The holiday assembly cancellation was another action that administration took without informing students of their reasoning. In mid-December, teachers received their daily email from administration, which came with an announcement that the schedule for the last day before break would be changed to a normal bell schedule, meaning the holiday assembly would not be factored in whatsoever. By cancelling the assembly, administration has pushed performing arts to the side, making their accomplishments and workload seem unimportant in comparison to other Madison events and initiatives, such as pep rallies or sporting events. Many performing arts students were upset about this cancellation, especially because they weren’t consulted or told about the change before it happened. Instead of the assembly, the performing arts showcased their work in separate opportunities during Warhawk Time. Despite this opportunity, the cancellation ultimately reflects a growing trend of administration undermining the activities of lesser known groups at the school.
There needs to be better communication among the school in order to not only create a fairer and more equitable environment, but also to provide information and knowledge to its students when they make decisions. This continued habit of changing rules and regulations at Madison is sudden and unhelpful to students, especially when administration doesn’t provide a reason for their changes. These actions on administration’s part are confusing, inconclusive and stifling, leaving students wondering about the decisions of their school leaders and uncertain about the future of their time at school.
