BOOST is action‑packed, high‑energy, and filled with people who are genuinely positive, supportive, and generous. In a moment when so much of the public education conversation is framed around struggle, defense, and scarcity, BOOST is a place rooted in hope, possibility, and believing in what’s still possible when people come together with intention.

The work and connections I experienced there brought to mind one of my favorite Mr. Rogers quotes:
“There is something of yourself that you leave at every meeting with another person.”

BOOST has become a place where that feels deeply real to me—because so many people I’ve met there have truly left something profound behind that I carry forward in my work.

This year, I had the honor of attending with two incredible partners and friends, Julia Sarmineto‑Cohn and Aleasha Stevens, who co‑presented with me. Together, we highlighted the partnerships between the Alliance for Public Schools, Hillsborough County Public Schools, and 7 Mindsets—partnerships rooted in trust and shared purpose, all focused on supporting student leaders in meaningful ways.

Our small partnership then became part of an even larger collaboration when we joined forces with Daniel Hatcher of Alliance for a Healthier Generation—my original BOOST buddy—to help create and support the ZEN Den. The ZEN Den became a space for conference participants to slow down, reconnect, breathe, and take care of themselves amid the excitement and energy of the conference. It was a reminder that caring for young people requires us to also care for ourselves—and that wellness is a collective responsibility.

Another powerful moment for me was presenting our session focused on going beyond simply listening to student voice and instead sharing real decision‑making power with student leaders. We talked about what it looks like to treat students as essential stakeholders in the education ecosystem—not as symbolic participants, but as leaders with agency and influence.

Hearing from close to 100 educators from across the country was incredibly grounding and hopeful. Participants came from school districts, nonprofit organizations, partner agencies, and universities. Some are already doing deep work to fully integrate students into decision‑making processes. Others are just starting, curious and committed. Many are somewhere in between. What united them was a shared belief in young people and a genuine hope for the next generation of leaders.

I left that session feeling energized—not because the work is easy, but because there are so many people willing to do it thoughtfully and together.

I also want to offer deep thanks to everyone I interacted with at BOOST—the new connections, the familiar faces from previous years, and even surprise reunions like seeing William Wong now with Woodcraft Rangers, who I presented with on a legislative panel in DC more than a decade ago. Some conversations were long and meaningful. Others were brief hallway moments. But each one mattered.

I may not remember every name, and some encounters may have lasted only a few minutes, but I know this:
you left something with me—an idea, a reminder, a sense of belonging, or a renewed commitment to the work. And for that, I am deeply grateful.

BOOST continues to remind me that partnerships aren’t just about strategy or alignment. They’re about people showing up, sharing pieces of themselves, and building something better—together.

The post Partnerships That Leave Something Behind appeared first on Alliance for Public Schools.

I knew why I had been appointed as a representative from my school. I’ve never really been shy about telling my principal what I think. I’ve always had opinions — sometimes a lot of them — about what was working at Chamberlain and what needed to change. If something didn’t sit right with me, I usually spoke up.

But that was my school.

Chamberlain was a safe space I had built over time. It didn’t happen overnight. It took effort and honestly, a lot of struggle — like it does for so many students trying to find where they fit. Eventually, I did. Going into my senior year, I felt ready to call myself a student leader and to take responsibility for being part of Chamberlain’s long, proud legacy.

What I wasn’t ready for was stepping outside of that comfort.

The Superintendent’s Student Advisory Council brought together student leaders from more than 20 high schools across the district. Suddenly, I wasn’t just representing myself, or even just Chamberlain. I was one voice in a room full of students who already seemed confident, organized, and deeply involved in leadership work that had been going on for a long time.

I didn’t feel ready.

I walked in anyway.

The truth is, that overwhelmed feeling didn’t go away right away. I kept comparing — my school to their schools, our progress to their programs — and quietly wondering if I really belonged in that room. As students shared the work they were doing, it only made that feeling stronger. They talked about monthly leadership meetings, detailed work plans, ongoing data conversations, and real student-led initiatives already happening.

At Chamberlain, our Principal’s Advisory Council (PAC) had met once in the spring.

That meeting mattered. We looked at data to better understand academic challenges. We had honest conversations about how students felt about our school’s climate and culture. It was meaningful — but it was also just a start. There was no monthly meeting schedule yet. No real work plan. No consistency.

And on top of all that, the second representative from my school didn’t even show up for training.

That part really stuck with me.

In the middle of feeling overwhelmed, finding Margaret helped more than she probably knows. She was a student leader from another school who had already served a year on the council. She helped me understand how things worked, what was expected, and, most importantly, reminded me that feeling unsure didn’t mean I didn’t belong.

Mrs. Erickson from the Alliance for Public Schools was also incredibly welcoming. She created space for us to be honest — not just about leadership roles and titles, but about what it really means to represent other students and take that responsibility seriously.

As the day went on, something started to click.

Leadership isn’t about walking into a room with everything figured out. It’s about walking in willing to figure it out. It’s about noticing what’s missing — not as failure, but as work that still needs to be done. And it’s about accountability, especially when things don’t go exactly as planned.

By the end of that first day, I stopped asking myself whether I deserved to be there. Instead, I asked a different question:

If I want to call myself a leader, what am I going to do next?

The answer was clear. There was work to do — at Chamberlain and within myself. I couldn’t wait for things to be built for me. I had to help build them. That meant committing to our PAC, creating structure where there wasn’t any yet, bringing more student voices into the conversation, and making sure feedback didn’t just get collected — but actually led to change.

I didn’t walk out of that training feeling perfectly confident.

But I walked out determined.

And I have learned, sometimes, that’s exactly where leadership begins.

Breanna Peppers is a senior at Chamberlain High School in Tampa, graduating in May 2026. She completed the Junior Achievement 3DE course of study and served this year as the Senior Representative to the Hillsborough County Superintendent’s Student Advisory Council. Passionate about student voice and leadership, Breanna will continue her education at Florida Gulf Coast University in the fall of 2026.

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When people ask me what the GradNation Community Summit is like, that is always the phrase I come back to. It is a day where students show up  – present, connected, and proud. Proud of the effort they’ve put in throughout the year. Proud of the results they’ve helped shape in their schools. And energized by the opportunity to share what they’ve accomplished while learning from other student leaders across Hillsborough County.

At the Alliance, we believe celebration is not an add-on to student leadership development—it is central to it. In our model, Recognition & Celebration is one of the clearest indicators of a strong student leadership presence. When student leaders are publicly recognized for their contributions, when we celebrate both achievement and effort in visible and meaningful ways, and when that recognition is personalized and inclusive of diverse leadership styles, something powerful happens. Students feel seen. They feel valued. And they begin to fully understand that leadership is not about a title—it’s about impact.

This year’s summit embodied those beliefs in every possible way.

One of the most meaningful aspects of the day was the presence of top leadership from Hillsborough County Public Schools. Having Superintendent Van Ayres and School Board members once again in the room—connecting with students, listening to their ideas, and celebrating alongside them—sent a powerful message about the value HCPS places on student voice.

As Superintendent Ayres shared during the summit,  – When you see students grow as leaders, it makes the intentional effort of cultivating student voice worth it. That sentiment captured the heart of the day perfectly. Student leadership does not grow by accident. It grows because adults across the system are intentional about creating space for students, supporting their growth, and recognizing their contributions. Seeing that commitment reflected at the highest levels of the district matters deeply to our students.

We were also honored to have 7 Mindsets serve as this year’s presenting sponsor—a partnership that continues to prove powerful both in schools and at the summit itself. The 7 Mindsets framework has become an essential underpinning of student leadership development across Hillsborough County, providing a shared language, a common focus, and an anchor for understanding leadership and growth.

What made this year particularly special was the hands-on presence of the 7 Mindsets team. They were not simply sponsors in name; they were active partners throughout the day—engaging with students, supporting sessions, and adding meaningful value to the experience. Scott Shickler, founder of 7 Mindsets, set the tone for the summit by challenging students to keep reaching “one inch more” with their effort, reminding them that consistent intention leads to big outcomes. That message resonated deeply. You could feel it in the conversations, the idea-sharing, and the pride students carried throughout the day.

Another exciting addition this year was the inclusion of Hillsborough County’s Valor Program. Bringing Valor student leaders into the mix elevated the energy in the room and expanded the depth of idea-sharing. When nearly 400 student leaders come together—representing the Superintendent’s Student Advisory Council, multiple Principal’s Advisory Councils, Alliance mentoring programs, and Valor—you cannot help but be inspired.

Coordinating so many leadership groups in one space is challenging enough. Adding another program could easily have overwhelmed the dynamic. What made it possible was the shared foundation provided by the 7 Mindsets framework. With a common language already in place, students were able to connect quickly, understand one another’s work, and engage in meaningful discussions—regardless of school, role, or program.

As I looked around the room on March 13, I saw celebration in action. I saw students applauding each other’s ideas. I saw confidence growing in real time. I saw leadership expressed in many different ways—and all of it recognized.

That is the heart of the GradNation Community Summit hosted by the Alliance in Hillsborough since 2015. It is a reminder that when we intentionally center recognition and celebration, we do more than honor what students have done. We reinforce who they are becoming.

And that is something worth celebrating—every single year.

The post A Day of Joy: Celebrating Student Leadership appeared first on Alliance for Public Schools.

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The Power of Full-Service Community Schools

Community schools are more than just educational facilities; they are hubs of comprehensive support. These schools integrate academic, social, and health services provided by partners to address the multifaceted needs of students, families, and communities. Community schools are more than their partnerships. They are founded on a community-wide needs assesment to first determine the community’s priorities. Then, partnerships are developed to fill those needs. By fostering collaboration between schools and local resources, community schools create a meaningful ecosystem where every child can thrive.

Evidence-Based Success

The FY 2023 Full-Service Community School request for proposals saw over 400 communities express interest, continuing a three-year trend of increasing demand. This surge underscores the efficacy of community schools as an evidence-based strategy. Leaders nationwide recognize that community schools play an important role in helping students achieve academically, regardless of their background or zip code.

Investment with High Returns

Investing in community schools is smart fiscal policy. Coordinating resources at the school and system levels yields impressive results. For example, for every $1 invested in a community school coordinator’s salary, the return on investment exceeds $7. This efficient use of funds ensures that students receive the support they need to succeed academically and beyond.

Addressing Urgent Needs

Community schools tackle urgent societal challenges head-on. With 20 million children ages 3-17 reporting at least one mental health concern, community schools provide essential mental health services. Additionally, they support the 12.5% of children experiencing food insecurity and offer aid to the 81,000 families and youth facing homelessness. By addressing these critical needs, community schools contribute to stronger, healthier communities.

A Call to Action

As Congress develops the 2025 appropriations bill, we must prioritize the future of our students and the economic health of our communities. The Coalition for Community Schools, along with other organizations like the Alliance for Public Schools, encourages funding the Full Service Community Schools Program at $443 million, without cuts to other education programs. By doing so, we can reinvigorate education and economic efforts in urban and rural communities, ensuring that every child has the opportunity to thrive and building a brighter future for us all.

Quickly send an email to your U.S. Senators and urge them to fund Full Service Community Schools today. Then, share it with your friends.

To learn more about the Alliance’s work to promote Full Service Community Schools, reach out to us at info@all4schools.org.

The post Investing in Full-Service Community Schools: A Pathway to Student Success appeared first on Alliance for Public Schools.

The Value of a Diploma

Graduating from high school opens up better job opportunities leading to personal financial stability and overall economic growth. On average, high school graduates earn more than those who drop out. A brief from UCLA showed that a high school diploma “yields the benefit of $480,000 per high school graduate over a lifetime.” A higher graduation rate translates to a more skilled workforce. This attracts businesses and encourages job creation. Projections indicate that raising the graduation rate would result in 54,000 new jobs.

High school graduates tend to spend more on goods and services. Increased spending stimulates local economies. Additionally, graduates are more likely to invest in assets such as homes, stocks, and retirement accounts. They also, on average, earn more and pay higher taxes. As more students graduate, state tax revenues increase and the drain on social services decreases. Individuals who don’t complete high school are more likely to rely on social safety nets, such as welfare programs and healthcare services. By improving graduation rates, we reduce the strain on public resources and enhance overall economic stability.

National Average

According to US News and World Report, “The average state graduation rate across 49 U.S. states and Washington, D.C.(recent data was not available for Oklahoma) was 79% for the 2021-2022 academic year, up two percentage points from the year prior.” This positive trend reflects efforts to improve graduation outcomes across the nation by groups like America’s Promise Alliance and the Alliance for Public Schools through our GradNation and Student Alliance work. Florida’s 2022-2023 4 year graduation rate was 88%. Virginia, New Jersey, and Massachusettes had the highest graduation rates at or above 90%.

Improving Outcomes

A combination of policies and strategies can improve graduation rates and increase academic outcomes for all students. The Alliance for Public Schools focuses on an early warning system of the ABC’s- attendance, behavior, and course progression. Monitoring students who are at risk of falling behind when they enter 9th grade allows for proactive interventions which can prevent students from disengaging and improve their chances of achieving a diploma. Engaging students in classes, extra-curriculars, and programs motivate students to stay in school.

Alliance for Public Schools’ programs provide personalized, peer-led support to students who face challenges in one or more of the early warning indicators. These supports may include academic tutoring, mentoring, and access to mental health resources. They enhance students’ capacity to manage challenges both in and out of school and create supportive relationships and feelings of connectedness.

As we celebrate this year’s graduates, we must remain focused on improving academic outcomes for their younger peers. By addressing disparities and providing targeted support, we can continue to raise the bar for educational achievement. Investing in education and improving high school graduation rates benefits individuals, communities, and the economy at large. It’s not just about diplomas; it’s about building a stronger, more prosperous society.

To learn more about bringing Alliance programs to your school or district, reach out to us at info@all4schools.org.

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Why School Nurses Matter

For many students, the school nurse is their primary healthcare provider. With over 40% of school-aged children and teens having chronic health conditions, such as asthma, diabetes, and food allergies, school nurses ensure timely care and management. They bridge the gap between education and healthcare, promoting student health and well-being.

During routine health exams, school nurses are often the first to identify chronic health conditions. Their vigilance ensures timely interventions, preventing complications and keeps students in classrooms so they can learn. School nurses educate students and families about available health services, access to insurance, and coordination of care. Their guidance extends beyond the school walls, benefiting entire families and communities.

Every dollar invested in school nursing yields a $2.20 return. By preventing costly emergency room visits and reducing parents’ work absences due to sick children, school nurses contribute to both health and financial stability.

The Shortage Crisis

Florida grapples with a shortage of school nurses. As of March 2024, Pinellas County public schools had 32 out of 123 nurse positions open. The statewide deficit projection by 2035 includes 21,700 licensed professional nurses (LPNs) and 37,400 registered nurses (RNs). The need for competitive pay to recruit and retain nurses remains critical.

Lack of nurse educators hinders nursing schools from admitting enough students. Florida RN programs report a shortage of qualified faculty, affecting enrollment and exacerbating the deficit. Further, as the Baby Boomer generation retires, the demand for healthcare providers increases. Simultaneously, nurses leave the workforce, creating a challenging cycle.

Addressing the Crisis

Florida nursing schools must invest resources to hire more faculty to address the shortage. Increased faculty can boost enrollment and graduate more nurses.

To attract and retain nurses, districts must offer competitive salaries. For example, Pinellas County LPNs currently earn an average hourly wage of $30.73, but market forces demand more.

Communities, legislators, and educators must recognize the indispensable role of school nurses. Their impact extends far beyond health—it shapes academic success. Advocates must work together to demand resources like school nurses who help our students succeed. Sign up for our updates to stay informed of issues impacting our children, educators, and public schools.

The post The Vital Role of School Nurses: Bridging Health and Education appeared first on Alliance for Public Schools.

The FAFSA overhaul began in December 2020, in the final days of the Trump administration, when Congress passed the FAFSA Simplification Act as part of the end-of-year budget. The law required the form to go from 100 questions to 40 and changed the aid eligibility formula. According to Inside Higher Ed, “The new law also significantly expanded Pell Grant eligibility and lifted a 26-year ban on Pell for incarcerated students, along with a number of other changes aimed at making aid easier to access.”

The soft launch in late December was anything but smooth. Technical hiccups persisted, preventing the processing of completed applications. Colleges and universities were left in limbo, unable to send out aid packages to students eagerly awaiting financial clarity. The blame game ensued. The U.S. Department of Education pointed fingers at Congress, claiming they denied additional resources. Meanwhile, congressional Republicans accused the department of prioritizing student debt relief over the FAFSA overhaul. In addition, the massive FAFSA project was overshadowed by other departmental priorities of the USDOE, including school reopenings during the pandemic. The overhaul progressed slowly, and advocates worried that the new form wouldn’t be ready in time.

Consequences for Students

Families remain in the dark about their college payment options, and low-income and first-generation students may become discouraged from pursuing higher education altogether. In addition,colleges have been significantly delayed creating financial aid packages for students.

For students who are able to access the form, they report that it’s faster, less confusing, and much more streamlined. Lawmakers are calling for hearings, and investigations are underway. Students deserve better, and it’s time to untangle this mess.

The post The promise of a better FAFSA leaves students in the lurch appeared first on Alliance for Public Schools.

Low Pay and Morale

Often cited causes of the teacher shortage are low pay and morale. Salaries for teachers often fall short of their education and experience. Forbes reports, “Research shows that public K–12 teachers are paid 20% less than the average college-educated person working in a non-teaching sector, despite working 52 hours during a typical school week. It comes as no surprise, then, that they are the most burnt-out professionals, with as many as 53% of teachers reporting feeling burnt out every or almost every day. Over the past decade, teacher job satisfaction has fallen from 39% (down from a historic norm of 50-60%) to just 12%. And more than 36,000 teacher vacancies went unfilled this past school year, with nearly a third of current teachers thinking about leaving.”  Many educators struggle to make ends meet, leading to dissatisfaction and burnout. According to Forbes, “More than half of all American teachers work outside of their full-time teaching job, according to the National Center for Education Statistics, with 17% working outside education, including driving Uber, gardening, retail, and, yes, waitressing.”

Political and Parental Pressure

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The SSAC has representatives from all district high schools. These student leaders meet monthly to discuss topics important to the superintendent and his staff. By actively participating in these meetings, students gain insights into programs, policies, and initiatives that shape their educational experience.

For the March meetings, students chose to focus on mental health. This decision aligns with local and national data, which highlight the growing concern around youth mental health in the Tampa Bay region and beyond. During these discussions, SSAC members shared their perspectives and concerns related to mental health.

Key Insights from SSAC Student Leaders

1. SSAC members expressed concern not only for their peers’ mental health but also for the well-being of educators. They wanted to know how the district was addressing the needs of adults working in school buildings. Recognizing that educators play a crucial role in students’ lives, the students emphasized the importance of supporting both students and staff.
2. Students often turn to their peers before seeking help from adults. Therefore, the student leaders stressed the need to ensure that every student knows how to navigate available support services. By promoting awareness and accessibility, they aim to create a supportive environment where students can seek help without hesitation.
3. The SSAC students highlighted an essential point: Supportive services are valuable only if students know about them. To address this, they offered suggestions on how to effectively communicate information about available services. Their goal is to ensure that no student suffers unnecessarily due to lack of awareness.

These student leaders’ concerns coincide with survey results released this month by Morning Consult and McGraw Hill. The global survey found that, in the U.S., 76% PreK-12 teachers said managing students’ behaviors and mental health needs was their biggest challenge. Struggling to keep students engaged was the second-largest challenge for U.S. teachers. Pre-K-12 educators from most of the global regions profiled in the research said student mental health needs was one of their top two challenges.

The Alliance firmly believes that student voice is a critical element in addressing the unique challenges faced by the generation of students affected by the disruptions caused by the COVID-19 pandemic. As we move into the 2024-2025 school year, we remain committed to supporting the SSAC in Hillsborough County. By empowering students to actively participate in shaping their educational journey, we contribute to a more responsive and student-centered school system.

If you would like more information on how to elevate student voice in your school district, reach out to us at info@all4schools.org to learn more.

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