In adolescence, some folks find it hard to feel like their voice and opinions are heard by the adults around them. Consequently, tensions can emerge between young people who do not want to eat vegetables, go to bed at a reasonable hour, and study for the SATs and parents or teachers with good intentions behind these rules. Altogether, these disagreements and a frustrating lack of control in one’s life can often manifest as reoccurring negative emotions and mental health problems in young people (Parents League). Adding in the notorious struggles associated with being a teenager in high school, overwhelming feelings of helplessness can increase students’ stress levels and harm their overall well-being (Parents League). Witnessing the side effects of this phenomenon in his school, Southfield High School for the Arts and Technology Principal David Reese decided to transform the educational environment around him by putting the thoughts and concerns of students at the forefront of his school’s functioning. For over a year now, Principal Reese has been implementing new methods, strategies, and resources at Southfield High School for the Arts and Technology to improve students’ experiences and academic performance. Along the way, he has benefitted from Southfield Public Schools’ partnership with the Office of K-12 Outreach and coaching from Dr. Michael Ferguson, Outreach Specialist. Reflecting on his work since Spring 2023, Principal Reese is truly making a difference in the lives of the Southfield students – and not just through an academic lens!
In working to transform his school’s climate and culture, Principal Reese made student voices and opinions a major priority. He created a forum, “Communication for Change,” to give students space to discuss various aspects of their personal and school lives over four workshops. During these meetings, conversations inspired Principal Reese to determine a mantra for the year, “accountability + support = success,” to emphasize to the students the importance of personal discipline and support. This opportunity also has allowed students to express what could be changed in the district for them to have a more positive experience in school. Part of this collaboration included the organization of a seminar for ninth- to twelfth-graders where activities and breakout sessions considered “Bully Free Zones,” “Positive Vibes,” “Conflict Resolution,” and “Social Media and Internet Safety.” Later in the school year, this organization got together to discuss where the school’s data revealed growth edges and choose a direction to take on the road of progress. Also, during this time, the student leaders pondered the pros and cons of technology in schools, namely social media, and its impact on their schooling. After determining that the effects of technology tied to distractions and cyberbullying were harmful to students’ academics, the school implemented a “no cell phone policy.” Perhaps based on the insights he received from students, Principal Reese noted that this approach has “helped tremendously” with academic performance and participation in the classroom.
Additionally, to elevate students’ stories, Principal Reese and others brainstormed a raffle idea to randomly select a student weekly and recognize them as a school-wide example of positive behavior. For this raffle, any student, faculty, or staff member can nominate a student they feel fits the criteria of being an example for the school. On top of these efforts, the school brought together a group of student representatives and staff members to discuss current happenings and needs in a “Principal Advisory Committee.” In this group, the members share some “Reese’s Pieces,” their clever nickname for relaying bits of news and upcoming events. Finally, to put student experiences front and center, Principal Reese reinstated the school’s Link Program to train older high school student volunteers and “link” them up with incoming ninth graders in a mentorship relationship. During the Link Program, the new ninth graders and their upper-class peers participate in team-building exercises, tour the school, and meet teachers, counselors, and older students who can help with the turbulence of high school. Principal Reese shared that this program was reinstated after five years of inactivity. He added that it has already recruited sixty volunteers, including students from all demographics, backgrounds, and social groups. Together, these efforts have had an astronomical impact on the Southfield students. Remembering his motivation, Principal Reese shared how much he enjoys “seeing the students proud.”
Another pivotal topic discussed throughout Principal Reese’s numerous meetings with students was the importance of mental health. In response to student needs and hopes, the school has taken multiple steps to provide resources to individuals needing support, such as making more social workers and counselors available, offering mental health resources from outside providers, and turning the school climate overall to normalize and prioritize mental health. He also enlisted the help of the district’s Social Emotional Learning Director, Paula Lightsey, because he noticed her practice of sharing positive affirmations with her students and asked her to do the same with his pupils. Over time, Principal Reese has noticed a monumental change in his students’ moods, positivity, enthusiasm for education, and academic performance. He has also shared that a primary focus of his transformation was interactive, not passive, engagement with the students. Along the way, he added that the school’s staff members have done a “tremendous” job reflecting his mindset. The mental health and well-being of the educators of Southfield Public Schools were prioritized as well. Principal Reese has also offered mental health resources, staff meetings, and more to support his teachers. All in all, he remarked that they have been “smiling more” as a result, and staff turnover rates have lowered.
With all these changes implemented, Principal Reese has clear long-term goals for his students. First, Principal Reese recognizes his students as up-and-coming adults and wants to provide them with every tool and opportunity to make their emergence into the “real world” as supported as possible. As evidence of this point, Southfield Public Schools even offers a fire academy training program, where new high school graduates can enroll and learn all the inner workings of being a firefighter. This amazing resource allows interested graduates to begin securing their futures early. Second, Southfield schools are close to Lawrence Technological University, a higher-education institution that lets Southfield students dual-enroll and simultaneously earn college credit at Lawrence Tech while finishing high school. Finally, Principal Reese has made counseling services, career resources, and mentors available to the students for guidance in their future endeavors.
In relation to the Office of K-12 Outreach, when asked how Dr. Ferguson has been a partner in this transformation plan’s implementation, Principal Reese explained Dr. Ferguson’s role as a great listener, thought partner, and resource to make meeting deadlines less daunting and more manageable. When asked about the school’s growth and the process of facilitating change, Dr. Ferguson described Principal Reese as having an “infectious feeling of cooperation.”
In including his story in this month’s edition of In Focus, we hope that Principal Reese can serve as an example of how when one puts their mind to something, the sky is the limit. Principal Reese started at Southfield as a teacher and, after winning “Teacher of the Year” in his first year, stayed there for another seven years until stepping into the principalship. He shared that the transition from teacher to principal was a definite learning curve and that this job is fueled by a passion for the students. He stated how “[his] love for [the students] inspires [him] to think outside the box,” and this drive is very obviously reflected in his enthusiasm. Principal Reese’s dedication to his students, their perspectives, and their success will support Southfield’s youths’ emergence into adulthood. The Office of K-12 Outreach is amazed by Principal Reese’s incredible efforts and is proud to play a role in this transformation. To learn more about K-12 Outreach’s coaching partnerships, including our work with Southfield, readers can visit the K-12 Outreach website. They can also contact our office at k12out@msu.edu or (517) 353-8950.
