1 of 13

BOISE SCHOOL DISTRICT

Capturing Student Voice

SECONDARY STUDENT FOCUS GROUPS 2026

2 of 13

GOAL 2: We deliver an exceptional, aligned PreK-12 curriculum which prepares students for success in the work environment, college and university studies, and citizenship in the 21st Century

GOAL 3: We provide safe, respectful and supportive school environments for students, staff, volunteers, and patrons based on district values.

Sense of Welcoming, Belonging and Connectedness

Strategic Plan:

Quality Teaching and Learning

Responsive Culture for Learning

Academic Rigor and Challenge

Capturing Student Voice

School Environment and Safety

3 of 13

Student Focus Group Process

Secondary School Teams provided 16-20 students reflecting the diverse backgrounds, perspectives and unique populations within their school

Intentionally designed 6 questions to be Learner Focused and Culturally Responsive

Facilitators interviewed students in person (in pairs) and captured the group transcript with a Google Meet

Gathered responses from students that are primarily focused on academic capacity and community building

Capturing Student Voice

4 of 13

Student Focus Groups

Questions:

Analysis:

Capturing Student Voice

Raw student responses for each question were thematically analyzed and the primary themes identified.

Based on the responses, the data was analyzed and recommendations were established.

The executive team and each principal have received documents with both themed data and raw responses to utilize as one piece of evidence to help inform programmatic decision making.

Questions about academic capacity and supports were the primary focus this year. The student engagement survey captures broad range feedback on school safety and environment, necessitating only one of the six questions in this area..

Boise School District

Robb - We utilized essentially the same question sets as the previous two years (2023 and 2024). However in 2025 questions about academic success and supports were separated from those about social-emotional success and supports to ensure clearer data and facilitate more focused discussions. The raw student responses for each question were recorded and thematically analyzed. Based on these themes, we then calculated the percentage of students that referenced each theme - allowing us to establish comparative data for each of the last three school years. Additionally, the themed responses were analyzed to establish three recommendations in support of the student feedback. The executive team and each principal have received folder reports with both themed data and raw student responses to utilize as one piece of evidence to help inform their ongoing decision making.

5 of 13

How do teachers connect with you as a student?

Boise School District

Capturing Student Voice

Connection is strongest when it is personal, relational, and responsive - ex. Students feel most connected when teachers are approachable, respectful, and treat them as people—not just learners completing tasks.

Connection varies significantly across classrooms - ex. The most impactful teachers adapt to student needs, learning styles, and personal circumstances, while inconsistency remains a system-wide challenge.

Robb - Again, we will see a higher frequency of responses in 2025 because we separated the questions that asked for both academic and social/emotional supports and perspectives.

When asked, “How do teachers connect with you as a student?”, students shared that meaningful connection begins when teachers take a genuine interest in them as individuals. They emphasized the value of teachers who are approachable and who create a sense of comfort and openness—making it easier for students to seek help when needed. Students also appreciate when teachers make themselves available outside of structured class time, and they feel most connected during engaging classroom activities where interaction is reciprocal and grounded in the teacher’s content expertise. These responses highlight that connection is built through both relational care and purposeful, student-centered instructional practices. While students used different descriptors this year, these sentiments echo much of what we have seen in the data the last two years and demonstrates that their shared experiences really reinforce the work we have been doing district wide with connectedness, welcoming and belonging.

6 of 13

How do teachers encourage, inspire and/or engage you in learning?

Boise School District

Inspiration comes from engagement, relevance, and teacher passion - ex. Students are motivated when teachers make learning interactive, hands-on, and varied; humor, creativity, and flexibility consistently increase engagement.

Encouragement is tied to feedback, relationships, and belief in students - ex. Students feel inspired when teachers: Provide specific, positive feedback; offer support, patience, and opportunities to improve

Capturing Student Voice

7 of 13

What does Academic Success look like for you as a student?

Boise School District

Capturing Student Voice

Students hold a dual definition: grades and genuine learning - ex. Most students still define success as good grades; they also emphasize understanding content and growth over time

Responses have shifted toward ownership, growth, and confidence - ex. Students increasingly define success as progress, confidence and independence in learning. Many explicitly note that grades do not always reflect true learning.

Joan

Question:

What does academic success look like for you as a learner?

Our definition of academic success has remained consistent over the past few years. Students see success as the ability to apply their learning both in the classroom and in real-world situations. In 2025, they described academic success as a balance between personal growth—the ongoing journey of becoming a better learner—and personal goals—the concrete milestones that mark progress along the way. This distinction reflects a deeper understanding that learning is not just about outcomes, but also about the process of growing as a thinker and problem solver. While many are motivated by this broader view of learning, they also acknowledge that grades remain important to their future, AND as a practical measure of progress.

8 of 13

At school, what are the most helpful academic resources available to support students who need it?

Boise School District

Capturing Student Voice

Teachers and relationships are the most important resource - ex. Students value teachers who are accessible, responsive, and willing to help beyond class time; followed by: Peers (study groups, collaboration), Counselors and structured programs (AVID, advisory, tutoring)

Systems that provide structure, access, and clarity are highly valued - ex. Advisory/flex time, Google Classroom, calendars, and posted materials, tutoring programs (Math Café, peer tutoring). Students consistently highlight the importance of knowing where to find materials and support.

Joan

At your school what are the most helpful academic resources available for students in need of support?

Students consistently expressed appreciation for teachers and staff who respond with warmth and make themselves available for support before and after school, as well as during lunch breaks.

In 2025, structured support programs such as AVID, Study Skills, Lions Den, MAC (Math Assistance Center), and WAC (Writing Assistance Center) were frequently mentioned. Students also continued to value the retake policy, flexible assignment deadlines, and the support provided by counselors.

While peer support is discussed later in this presentation as a key source of social-emotional support, it did not appear among the top five most frequently mentioned current academic support themes.

Finally, students highlighted the value of dedicated spaces throughout the school, such as the library and other designated study areas.

9 of 13

What additional supports do you wish were available for students who may be struggling academically?

Capturing Student Voice

Boise School District

Strong, consistent theme: need for time and access to support - ex. Students across the district request more structured time during the school day (advisory, study hall, flex time), consistent access to tutoring (especially in math, science, and writing). Existing supports are often seen as inconsistent, underutilized, or not accessible to all students.

Need for clearer systems, instruction, and feedback - ex. Students want: clear learning expectations (learning targets), more explicit instruction and reteaching, better alignment between assignments, assessments, and learning. Many students are unsure where to go when initial support is not enough.

Joan

What additional supports you would like to see available at your school for students who may be struggling academically?

In 2025, Academic Flexibility emerged as a key area of focus. Students suggested more adaptable options such as advisory periods, summer school, later school start times, and online learning pathways. In addition, they voiced a desire for broader course offerings, including expanded language programs, a wider range of electives, more (AP) classes, and increased access to dual credit opportunities.

Structured academic support remained a strong theme, with students emphasizing the value of peer-to-peer tutoring, after-school assistance, as well as teacher-led academic support.

Students continued to express interest in the expanded use of technology in the classroom—specifically highlighting tools like artificial intelligence (AI) and experiential online labs, which were also mentioned in previous years.

Students also mentioned inconsistent instructional practices as a reason students struggle in school. They noted differences in grading, note-taking expectations, and testing formats (such as open-note versus closed-note). Additionally, students mentioned variation in curriculum pacing, teacher expectations, and the level of support provided by different teachers.

Resource awareness did not emerge as a significant need this year—an encouraging sign that students feel informed about the academic supports available to them.

10 of 13

What additional support do you wish were available for students who may be struggling socially/emotionally?

Boise School District

Capturing Student Voice

Belonging and connection are major themes across all schools - ex. Students want: more opportunities to build relationships (clubs, group work, activities), Inclusive environments where they feel seen and valued. While many supports exist (counselors, clubs, programs), access and effectiveness vary.

Need for intentional, visible, and inclusive systems - ex. Students identify gaps in: awareness of available supports, opportunities to meet new people outside existing friend groups, support for mental health, bullying, and social isolation. Suggestions include: more structured group interactions, better communication of opportunities, and expanded student voice in designing supports.

Robb -

When asked, “What additional support do you wish were available for students who may be struggling socially or emotionally?”, students shared several key themes. Many expressed a desire for greater awareness of existing social and emotional resources, noting that support systems are helpful only when students know how to access them. They also voiced the need for more available adults on campus—trusted staff members who are visible, approachable, and ready to listen. At the junior high level in particular, students highlighted the importance of unstructured opportunities to connect, requesting more clubs, social meetups, and school events like dances that foster belonging. Additionally, students at this level called for more intentional efforts around anti-bullying support, emphasizing the need for both proactive education and responsive intervention. Overall, students are asking for a school culture where support is visible, accessible, and woven into both structured and informal parts of their day.

11 of 13

Capturing Student Voice

Consistent strengths across Boise School District:

Strong teacher-student relationships
Growing emphasis on engagement, relevance, and real-world learning
Student awareness of what supports their learning

Consistent system-wide opportunities:

Inconsistency in Clarity practices (LI/SC, feedback, alignment)
Limited access to structured academic support time
Gaps in visibility and accessibility of social supports

Overall District Insight

Student Voice in the Strategic Plan

JOAN

Final recommendations from our students:

New in 2025, students expressed a desire for more unstructured time during the school day. They suggested incorporating student-led workshops or flexible blocks that allow them to explore personal passions such as sports, hobbies, and clubs.

As in the past two years, students continue to highly value agency and relevance in learning, particularly through differentiated instruction and real-world connections. They emphasized that lessons tailored to their individual learning styles, abilities, and interests are the most effective.

Students also highlighted the importance of strengthening staff-student relationships. They recommended continuing peer-led social-emotional initiatives and ensuring students have access to supportive adults when needed. Understanding students’ social-emotional needs AND their lives outside of school also remains a priority.

12 of 13

Boise School District

District-Wide Big Takeaways

Students across the Boise School District value:

Consistency in Clarity practices - clear learning intentions, specific success criteria, and aligned instruction and assessment
Time and access to support - opportunities to practice, get feedback, and improve
Strong systems for belonging - clear, inclusive pathways to connection and support

When these elements are in place, students describe feeling:

Connected
Confident
Engaged
Successful

This indicates a strong readiness across the district to continue to deepen and scale the Clarity practices and our student-centered instructional systems aligned to both academic and social success.

13 of 13

Boise School District

THANK YOU