Most students are familiar with the new phone and attendance policies, but existing policies—official school support systems designed to help—may go unnoticed.

WELLNESS CENTER

With a calming atmosphere, the fresh scent of tea, and comfortable chairs, the first in-school Midwestern Wellness Center is where students trust the resources and staff. Located in Room 19, across from the art department, students drop in for many reasons and at any time. 

Jennifer McKeown, the Wellness Coordinator, emphasizes the diversity of resources and six ways students can interact with the center daily. Senior Cesarine Cross also notes the range of resources available, from fidgets to drawing supplies to snacks. 

However, students like senior Casey Chu hesitate to go beyond All-Access interactions.

“I’m worried about missing out on course material because classes move so quickly that if you take the time to go to the Wellness Center, it’s going to be a bigger mental toll,” Chu said. 

According to Cross, paying attention for an 80-minute class is expected to maximize success.

“There is a competitive atmosphere at Clayton which pressures people to feel that they have to do well,” Cross said. “Comparing their grades and extracurricular activities with others adds to the pressure.” 

Nevertheless, McKeown wants to stress the benefits of taking a break. 

“When we opened last year to this year, more teachers are being supportive and encouraging students to take the break if they need it,” McKeown said. “They have seen positive effects with [students] re-engaging back within the learning in their spaces.”

The Wellness Center’s guidelines explicitly discourage phone use, large meals, sleep and academic work during breaks to maximize their restorative potential. While it offers a variety of brain break options, the limited duration of breaks may restrict the extent to which students can fully utilize these resources.

“Teachers get to choose, and they have that first right to refusal,” McKeown said. 

However, McKeown encourages student advocacy and reveals that teachers can recognize when students are struggling and will allow them to get support. 

Nevertheless, Cross admits she does not want to be the only person who uses the Wellness Center when no one else is. 

“In some classes, I wouldn’t expect people to leave and say they need a break,” Cross said. “But in other classes, it’s based on the environment that the classroom creates.”

Furthermore, Chu believes there needs to be more outreach to students regarding the resources of the Wellness Center. 

“Students don’t remember that there is a Wellness Center when they could use it, and they probably need it,” Chu said. 

McKeown discusses the current initiatives to educate students about the Wellness Center and its services. 

“We went into all Freshman physics classes and gave tours of the Wellness Center so that all freshmen [are aware] from the beginning of their high school experience,” McKeown said.

Along with student participation in Question of the Week and the Wellness Youth Council, McKeown sees a future where Wellness Center staff enters more academic spaces to collaborate and destigmatize mental health with learning.

“An English teacher invited us into her classroom to have conversations with students related to The Catcher in the Rye,” said McKeown. “We got to do a presentation to talk about mental health awareness within their learning spaces.”

The Wellness Center continues to improve through feedback surveys and tracking attendance at events like Wellness Week before finals. 

Ultimately, McKeown emphasizes the welcoming nature of the Wellness Center. 

“We’re seeing new students each day,” McKeown said. “So it’s never too late to check us out, come in, say hi to us, and see that we have a lot of support and available resources.”

ENGLISH SYLLABUS:

With 15-page research papers and extensive creative writing projects demanding strict adherence to deadlines, Cross notes that deadline policies vary from teacher to teacher. At the same time, support systems are available to help students succeed.

“Some teachers are flexible in offering more feedback or time to turn in an assignment,” Cross said. “While other teachers [say] if you don’t have this in, you’re going to get points deducted.” 

Chu reasons that the differences in syllabi are based on philosophies while teaching. On the other hand,  English department head Katie Storms reveals that teachers set boundaries with students regarding late work to meet their deadlines for midterms and quarters. 

“The ninth-grade team, we have a week-long boundary that we want to uphold for smaller things. For the larger things, we have a two-week boundary,” Storms said.  

When students like Cross have questions about the deadline requirements, their first step is to ask their teacher. However, Storms encourages students to check their resources. 

“It’s public. Anyone can go look at a teacher’s course syllabus and see what their late work policy is in the classroom,” Storms said.

Chu observes that consistency in syllabi is key to his success in compositions.

“Since freshman year, all of my English teachers have had a policy where composition is always due a week after,” Chu said. 

However, one major difference in recent syllabi is the feature of an artificial intelligence policy.  

According to the Pew Research Center, nearly 20% of students familiar with ChatGPT use it for schoolwork. 

Storms explains that AI is included in the school-wide academic dishonesty plan and that the English department sets the same expectations. However, AI is being tested and discussed in some classes. 

“Ms. Todaro has had open conversations in her classroom,” Storms said. “She teaches mostly ninth graders and [asks], ‘What’s the gray area when it comes to academic honesty?'” 

Cross reveals that the more lenient the policy is, the more positive opinions it gets from students.

Nevertheless, Storms also emphasizes individual advocacy when interacting with policies and resources, such as speaking with a trusted adult and asking questions to one’s English teacher. 

Cross finds there is pressure on students to get a good grade the first time. 

“Some parents monitor their children’s grades through PowerSchool and are in contact with teachers, which makes students feel like they have to do well the first time,” Cross said. 

Yet, some school policies are not included in the syllabus. Storms discusses the rarely accessible system of historical grade change. 

“Let’s say you had a poor semester, and your grade at the end of the semester was a D, but you met with your teacher, and you made a plan to get some work done that hadn’t gotten done, [to do] over winter break, then your grade can be historically changed to what it might be,” Storms said.

WHITFIELD CONFERENCES

Another newer resource is English Teacher Erika Whitfield conferences, available through student sign-up and teacher recommendation. In 20 minute intervals, conference discussions range from teacher instruction to college supplementals to extra feedback on compositions. 

Chu, a frequent attendee, says the conferences are easy for every student to access. 

“You just walk to her English office and sign up on a spreadsheet she has posted on her door for a time slot,” Chu said. 

Storms reveals that Ms. Whitfield is a warm, kind and welcoming person.

“She came and told my class, ‘Don’t forget, I’ve got church lady mints in my office,'” Storms said. “She is going to listen to you. You can tell her something, and she’ll keep it and support you.”

Cross observes that while the English office is intimidating, it would feel comfortable to sign up. 

“There is no reason to feel like you’re being judged,” Cross said.  

Storms notes an advantage with physical conference sign-ups for struggling students.

“If it was all on digital, what would happen if a kid came by wanting help and not knowing when they could come back?” said Storms. 

However, Chu encourages students to sign up in advance.

“There were quite a few names. I saw around five to 10 names in just one week,” Chu said. 

Storms estimates that Ms. Whitfield has met with every student at CHS at least once, whether it’s in the classroom and introducing herself to who she is or having one-on-one appointments. 

Chu emphasizes the range of students participating in conferences. 

“A lot of the seniors are [participating], especially as the deadlines for early action and early decision come closer and closer,” Chu said.” But I also think that some of the underclassmen that I saw on the sheet are probably asking for help with their compositions and trying to find an unbiased opinion about their writing.”