The anticipation feels like Christmas, but thanks to The Light Collective (TLC), a nonprofit organization that serves families of children with cancer, this excitement doesn’t happen just once a year.

A monthly surprise that sparks joy

Since December 2020, TLC has been sending themed activity boxes to families each month, with everything recipients need — activities, snacks, and a DoorDash voucher — for a fun-filled afternoon. They are part of what TLC calls “Matchbox Day,” which includes Zoom calls allowing families to connect. To date, 113 families are on the recipient list, with 90 to 95 boxes being sent each month. 

“Our mission is to create a hope-oriented community where families can build resilience and share delight,” says J. J. Kissinger, founder of The Light Collective. “We can’t pay off everybody’s medical bills or cure cancer, but if we can create one day each month that gives these families a chance to make some fun memories as a family — maybe get to know others on the same journey and feel a little less alone — then we feel like we’ve done the right thing.”

Creating moments of connection through community

Several times a year, TLC also organizes Out of the Box Days, which are one-day in-person gatherings in the Seattle area. The events are always held in private spaces, allowing TLC to ensure that all attendees have undergone medical screenings and to provide a safe, healthy environment for families. 

When the Dunbars attended their first Out of the Box Day in October 2024 — more than a year after Mackenzie was diagnosed with T-cell leukemia — they didn’t know what to expect. They arrived at the event and saw “tables full of people just like us, in various stages of the whole [cancer] process,” Jessica says. “There were the kindest volunteers who were nice and helpful, and spoke ‘kid’ really well.”

Each family is assigned to an enthusiastic volunteer who serves as the family’s host for the day. The main events are always different — carnival, variety show, silly relay games — and are designed to include all family members. But while the activities are entertaining, engaging, and wholesome fun, being in an environment that builds solidarity and normalizes what people are experiencing is even more valuable. 

Finding belonging in shared experiences

At one event, the parents of a pre-teen girl were surprised that their daughter had removed her hat, uncovering her bald head —something she hadn’t done even with her grandparents or close friends. When the mother expressed her surprise, her daughter replied, “Mom, these are my people” (despite having just met them). 

At the start of Mackenzie’s cancer treatment at Seattle Children’s Hospital, she and Jessica stayed at the Ronald McDonald house in Seattle. But since moving to their home in North Bend, Jessica says the journey has become more isolating. “People who don’t have kids in this experience can’t relate,” she says. “And that’s OK, but it makes it hard when you’re having a hard moment — who do you talk to that really understands?”

In those moments, it’s essential to have individuals to reach out to, who know exactly what you’re talking about — and those connections are what the Dunbars and other families have found through TLC’s events. The organization has also added another virtual meet-up for parents, recognizing the lifeline that such connections provide. 

“I heard it once said that a beautiful life is a life free of explanation, where you can just feel understood,” Kissinger said. “That’s what happens in these gatherings.”

Expanding support beyond Seattle

TLC is currently exploring how to expand the regional borders so families beyond Seattle can gather. The organization also is planning a family retreat weekend in March 2026.

“To be able to be a part of giving to a family, just that community of understanding, I’ll never get over it,” Kissinger said. “It feels like such an honor and a privilege to set the table for those things.” 

Looking for more ways your family can get involved in local community support? Check out our guide to volunteering with kids in Seattle.

The post Hope in a Box: The Light Collective brings joy to families facing cancer appeared first on Seattle's Child.

Where do you go for accurate information about issues that impact your child or their school? How do you get engaged in supporting an outstanding education for all kids? Where do you turn to learn how to effectively advocate for specific or systemic change side-by-side with other parents?

Ask before you join

There is a wide range of groups and organizations in King County that aim to support, inform, and help parents advocate for better education while connecting them to other parents with kids with similar concerns. The following organizations are committed to improving education experiences and outcomes in public schools.

Before you join a group, ask yourself a few critical questions:

1. What issues am I most passionate about? (e.g., special education, racial equity, school funding, curriculum, disability rights)
2. What skills or experiences do I want to share — or gain — through involvement?
3. How much time and energy can I realistically commit?

Once you have narrowed your focus and time intent, consider these questions as you look into possible organizations or groups that could be a fit for you:

• What specific issues or policies does the group prioritize?
• Is this group or organization primarily local or statewide?
• Is it politically affiliated?
• Who is welcome to join and are there fees or dues?
• Are there expectations for participation (e.g., attending meetings, volunteering time)?
• Are materials and meetings accessible (e.g. language interpretation, ASL, disability accommodations)?
• How do they keep members informed — email lists, Slack, Facebook groups, newsletters?
• How are decisions made in the organization?
• Does this organization’s mission align with your values?
• Does the leadership reflect my community and the communities they serve?

15 groups in search of parent members

Seattle Special Education PTSA

• Focus: Parent-led advocacy for students with disabilities in Seattle Public Schools (SPS)
• Goals: Improve services, inclusion, policy transparency, and support for families navigating special education.

All Together for Seattle Schools (ATSS)

• Focus: Parent, student, and community coalition promoting equitable funding, transparency, and accountability in SPS.
• Goals: Push for balanced budgets that protect programs, improve decision-making, and maintain public engagement. alltogether4seattleschools.org

South Seattle Schools Fundraising Alliance

• Focus: Cooperative of school PTAs dedicated to sharing resources and strengthening relationships in the Southeast Seattle education community.
• Goals: Create equity among schools when it comes to PTA funding

League of Education Voters (LEV)

• Focus: Statewide organization based in Seattle focused on equity and opportunity for every Washington student.
• Goals: Improve school funding, special education, early learning, and college readiness. Advocates at the state legislature.

Washington State PTA (WSPTA) & Seattle Council PTSA

• Focus: Parent and community-led advocacy for child welfare, public education, and legislation.
• Goals: Legislative advocacy, family engagement, and local PTA support.

ROOTS Family Collaborative

• Focus: Parent group supporting families of Black students in Seattle Public Schools.
• Goals: Culturally affirming support, policy advocacy, family navigation, and anti-racist educational change.

Washington State Special Education Coalition (WSSEC)

• Focus: Statewide coalition of parents, disability advocates, and organizations, many based in Seattle.
• Goals: Legislative reforms for fully funded, equitable special education.

Kids First Seattle

• Focus: Parent-led group working to improve SPS governance, budget accountability, and academic outcomes.
• Goals: Reforming board governance and ensuring district transparency and performance.

Asian Pacific Directors Coalition (APDC) Education Committee

• Focus: Coalition of Asian American and Pacific Islander leaders advocating for education equity and culturally relevant curriculum in Seattle-area schools.
• Goals: Address AAPI student needs and ensure policy inclusion.

Black Education Strategy Roundtable (BESR)

• Focus: Regional coalition advocating for improved outcomes for Black students across Washington, with a strong Seattle presence.
• Goals: Policy change, data analysis, and supporting community engagement.

Washington Ethnic Studies Now (WESN)

• Focus: Grassroots group advocating for K-12 ethnic studies curricula in Washington schools, including SPS.
• Goals: Culturally responsive education and curriculum adoption.

Open Doors for Multicultural Families (ODMF)

• Focus: Advocacy and direct support for immigrant and refugee families raising children with disabilities.
• Goals: Language access, navigation of education systems, and culturally competent services.

Disability Rights Washington (DRW)

• Focus: Legal advocacy organization working on school discipline, restraint/seclusion, and access to education for students with disabilities.
• Goals: Protect civil rights and push systemic change.

Washington’s Paramount Duty (WPD)

• Focus: Parent and community advocacy group fighting for full state funding of public education under the McCleary decision.
• Goals: Legal and policy advocacy for adequate, sustainable school funding.

Rainier Scholars Alumni & Family Network

• Focus: Parents and alumni supporting college access for students of color from underrepresented communities in Seattle.
• Goals: Academic support, leadership development, and advocacy for equity in education.

The post 15 Seattle parent advocacy groups supporting education appeared first on Seattle's Child.

Gramer, who also is deaf, told the school they needed to find one. In subsequent years, Gramer says, “They had to find one from out of state and fly them in.”

The interpreter shortage is still impacting DHH students and family members who need American Sign Language (ASL) support. A child or parent who is deaf has the right to a district-provided interpreter at extracurricular activities, school events, and parent-teacher conferences.

The issue made news earlier this year when the Seattle School Board failed to secure an interpreter for an important public hearing, leaving some parents unable to participate. Deaf parents have had to rely on spouses for parent-teacher conferences and parents say requests for
interpreters at school events like concerts and plays often aren’t met. While it’s hard to pin down how many SPS parents rely on ASL, there are approximately 180,000 DHH adults living in the Greater Seattle area. After the May kerfuffle, SPS Board President Gina Topp apologized to the DHH community:

“We understand this is not just a single incident, but part of a longer history in Seattle Public Schools where decision making has been
inaccessible to the DHH community,” Topp wrote.

Statewide, 1,310 DHH students were enrolled in school during the 2022-23 school year. According to Ann Curry, Student Support Services Supervisor for SPS’ Special Education Program, SPS has more than 420 students with diagnosed hearing impairment, ranging from minimal loss to deafness. Approximately 10% of these students use sign language. According to the National Institute on Deafness and Other Communication Disorders, about 10% of DHH kids have at least one parent who is also deaf or hard of hearing. Some students have a hearing impairment combined with other disabilities.

“Our job as educators and evaluators is to determine what is the diagnosis of a disability that needs the fastest and most support so that we can remediate any loss of time of learning and access to language,” says Curry. Classroom support may include captioning, sign language interpretation, or assistive listening devices.

The district also prioritizes the family’s language modality, whether signed or spoken language. If an interpreter is needed, Curry will try to
match the student with someone for the entire school year. However, as with all school positions, interpreters may call in sick or need time
off, leaving schools scrambling to find replacements.

The challenge isn’t unique to SPS. Curry hears the same woes from DHH program leaders in Tacoma, Puyallup, Edmonds, and other districts.

“All of us are arm wrestling for the same interpreters,” Curry says. “I have to put in my request for students now, two months before [school] starts.”

Gramer says school interpreters really need an educational interpreting background.

“There were three deaf boys, including my son, and the interpreter was interpreting really fast because he’s trying to keep up with the teacher. School interpreters with an educational background know they need to look at the kid for cues, because sometimes kids don’t know how to self-advocate yet with a stranger.”

Diana Fitzgerald, a Tacoma mom of an eighth grader and a high school junior who rely on ASL interpreters, wants Tacoma School District to hire highly qualified, competitively paid, on-staff interpreters rather than contract workers.

That may be tough to do, given the current shortage. Right now, Spokane Falls Community College is the only interpreter training program in the state. Additional programs are needed, “plus more sign language programs in our schools to inspire kids to go into that field,” Curry said. “We’re trying to create the infrastructure to feed the pipeline, but it is a slow iceberg to move.”

Meanwhile, advocates continue to push initiatives to better serve DHH families. In July, a new state law kicked in, tightening the qualifications and standards for ASL interpreters in public schools. SPS has also implemented a policy giving enrollment priority at TOPS K-8 and Roosevelt High to families whose home language is ASL, and not just to DHH students.

“The ability to enroll as a convenience for parents who are deaf or hard of hearing [and have hearing kids] is very new,” said Curry. “The ink isn’t even dry yet. This is a big movement for Seattle to make this inclusive decision.

The post The ASL Dilemma: Districts struggle to find enough interpreters appeared first on Seattle's Child.

I don’t remember all the details, and there may have been extenuating circumstances. But I do remember that the story got some national exposure because it struck a nerve. Many people, myself included, wondered how we got to a place where children are being told they have a right to something just because they want it.

Over my 30+ years as a parent, I’ve noticed a clear shift toward protective parenting. That includes physical protection, which is generally a good thing, unless taken too far. But mainly, I’m referring to emotional protection. Somehow, it’s become part of a parent’s job to protect our children not only from emotional trauma, but from any kind of emotional distress. We try to shield our kids from even the mildest disappointment or failure, and start pointing fingers when that isn’t possible.

I’m guessing this is part of the natural pendulum swing that parenting styles go through. Our own parents probably weren’t the most emotionally supportive or clued-in, and that caused many of us plenty of pain. But when we react to that pain by trying to shield our kids from every setback, we do them a disservice.

Kids learn to overcome failure by failing. I think that’s why the Arkansas story irked me – I consider sports one of the last remaining settings for exposing our kids to constructive failure. In sports, sometimes you win and sometimes you lose. You have to assess your skills honestly, then you have to figure out ways to get better. If we rig the game, those lessons are lost, and it becomes another exercise in empty affirmation.

As parents, we play a critical role in helping our kids fail well. We can put them in situations where some degree of failure is probable, but where improvement and eventual success are well within their reach. We can help them process and manage their emotions when failure does come. And finally, we can help them find ways to improve, and acquire the skills and strategies to do so.

This last part is tricky. When I coached Little League, I saw a lot of well-meaning parents give their kids feedback in incredibly unhelpful ways. Even now, when I’m working as a leadership development consultant or as an executive coach, I meet many people in positions of power who have no idea how to give skillful feedback. Here are a few tips:

Pick the right time and place. That’s not in the dugout after they strike out or as you drive home from a piano recital that went off the rails. In a day or two, find a time and place that feels calm and private.

Check your ego at the door. We all do it: We live through our kids’ accomplishments and bask a little in their success. I wouldn’t begrudge any parent a little of that. But when they fail, don’t take it personally. The goal trophies and blue ribbons for your wall are for them to grow. Failure is a part of that process. 

Start by asking your kid what their experience was. How are they feeling? What do they think they did well? Did they give their best effort? What do they wish they’d done differently? Start where they are to get somewhere useful.

Help them adopt a growth mindset. Mistakes or failures aren’t who we are, they’re something we all do. The point is to get better through focus, practice and determination. Success and failure, in the short term, are not under our control. Work and improvement are. 

Use the magic words. Frame your feedback not as criticism but as your faith in them: “I’m saying this because I know you have high expectations, and I know you can reach them.”

These are just suggestions—you’ll find your own way. But get started. Children are not hothouse orchids. We don’t want their thriving to depend on a pristine, climate-controlled environment. We want them to be dandelions: tough, resilient, and ready to grow like crazy, even after lawn-mowing days.

The post Dad Next Door: Helping kids learn from failure appeared first on Seattle's Child.

Community pride and inspiration

Like “Mr. Rogers’ Neighborhood” and the stoops of “Sesame Street,” “Look, Listen and Learn” is a kids’ show that shows young viewers they are part of a community full of fascinating and inspiring people.

As Auntie Lena, Executive Producer Val Thomas-Matson draws from her own experience growing up in the Central District and Rainier Valley. Both of her parents worked to support four kids, two of whom were terminally ill with sickle cell anemia. Even amid that heartbreak, Thomas-Matson felt the warmth of her community.

Back then, Thomas-Matson says, the Central District was “a whole world of Black people doing both ordinary and exceptional things — things white folks said we couldn’t do, like becoming the first Black State Supreme Court Justice or a world-famous opera singer.”

A village raised Thomas-Matson. But today she worries that the kind of inspiration afforded by a tight community is fading.

“Fewer of those villages exist today,” she says. “Families who can provide for their children can do well, but those who are poor, melanated, or disadvantaged don’t have those opportunities, and are often dismissed.”

The magic of “Look, Listen and Learn” starts long before the cameras roll. (Image: Joshua Huston / Seattle’s Child)

A show informed by research

Research plays a huge role in “Look, Listen and Learn.” For example, puppets like Zane Exactly’s Possum have proven effective in helping kids work out difficult subjects, according to a 2025 study published in The Arts in Psychotherapy.

Show producers point out that children of color watch more media than white children, making positive BIPOC representation even more powerful.

Victoria Mendez, associate producer, grew up watching PBS Kids shows like “WordGirl” and “Martha Speaks.” By the early 2000s, children’s television started featuring more female leads.

“But,” says Mendez, “it’s important to see culturally different characters. Our show is entirely focused on kids of color.”

That’s not lip service. In addition to an all-BIPOC cast, the show’s tiny production team consists mostly of people of color.

Media research shows the biggest gaps in popular media aren’t in front of the camera, but behind it. From small TV shows to blockbuster movies, women, BIPOC, and queer folks are vastly underrepresented in production. That’s partly why Communications Lead Amari Cash stays involved — despite having another full-time job.

“I’d drop everything for ‘Look, Listen and Learn,’” she says.

An uncertain future

This year, “Look, Listen and Learn” won its first Emmy award — the latest in a string of honors that includes three Telly Awards.

Unfortunately, says Cash, “Awards don’t always translate to funding.” Like so much public television, the show is grappling for financial support.

“Look, Listen and Learn” show’s commitment to free, high-quality educational programming aimed at kids of color is also, frustratingly, making it harder for them to get grants. Fearing reprisal from the current presidential administration, big corporations that offered grants to shows aimed at diversity, equity, and inclusion are pulling back, says Cash.

In July, Congress clawed back $1.1 billion in federal funding for public media. Then in August, the Corporation for Public Broadcasting, the nearly 60-year-old public media grant writing entity, announced it would close at the end of this year after lawmakers left it out of the federal spending bill. Member stations all over the country are in the heartbreaking process of cutting staff and shutting down productions.

“It’s devastating,” said Mendez. “But we are using this as fuel to remind people how important free educational television is.”

She’s not the only one fired up. YouTube CEO Neal Mohan has led the company in an algorithm shift, prioritizing free, educational kids’ shows. After Mohan adjusted YouTube’s algorithm, viewership for LL+L exploded.

“We were seeing 500, maybe 1,000 monthly views per episode,” said Cash.

Hopefully, recent successes will help close funding gaps. Right now, “Look, Listen and Learn” has five full seasons available on demand.

“Look, Listen and Learn” airs on Seattle Channel (channel 21) on Saturdays and Sundays at 8:30 a.m. and 2:30 p.m. It’s available on YouTube at the LL+L channel.

The post How Seattle’s ‘Look, Listen and Learn’ is changing children’s TV appeared first on Seattle's Child.

The resources at MisinfoDay, the annual media literacy event for students and educators, are a good place to start. The event is co-hosted by the University of Washington (UW) Center for an Informed Public and Washington State University (WSU) Edward R. Murrow College of Communication.

We asked MisinfoDay leaders to share their thoughts on how parents can help hone media literacy skills at home. Professor Jevin West is the co-founder of the UW Center for an Informed Public. Professor Katie Davis is co-director of UW Digital Youth Lab. Caroline Pitt is a post-doctoral scholar and manager of the UW’s KidsTeam.

“The goal isn’t to raise skeptics who distrust everything,” Davis says. “It’s to raise thoughtful, engaged young people who can participate meaningfully in their world. What matters is how we guide children to use [technology] critically, creatively, and with a sense of purpose.”

Why do parents need to participate in teaching media literacy?

Katie Davis: Kids are much more likely to internalize important messages — such as how to tell fact from fiction — when they hear them from multiple trusted sources and in a variety of everyday contexts. Parents bring something uniquely powerful to the table: they know their children best. They can tailor conversations to their child’s prior knowledge, interests, and lived experiences. In earlier years, children are constantly observing how the adults engage with the world. They watch not only what we say about media but how we use it — how we scroll, respond to headlines, whether we pause to question. Modeling thoughtful engagement with digital content [helps] to build habits of mind kids will carry with them.

How do you help your own kids navigate fact from fiction?

Jevin West: I am learning every day as a researcher and as a parent. There are a few principles that I regularly turn to: First, ask [kids] about their sources. Ask them: Who told you this? What makes them an expert? What do they have to gain from it? I want my kids to spend as much time, if not more, considering the source than trying to parse the validity of a claim. Second, encourage kids to read laterally. If my kids run into a claim about an erupting volcano with blue lava, I want them to immediately move from that tab laterally in their web browser and see if others are reporting on blue lava. If other major news outlets are not reporting it, [it’s likely] a false claim. Third, find opportunities to teach how the internet works and the role of attention-grabbing algorithms. Making them aware of the addictive qualities of the internet can be a useful way for them to reflect and be attuned to falsehoods spread online.

Katie Davis: With my 8-year-old son, my main goal is to help him see that digital tools such as Google, Alexa, and ChatGPT aren’t all- knowing or all-powerful. I try to break that illusion by wondering aloud where the information is coming from and how it compares to what we already know or believe. I also look for age-appropriate ways to introduce the idea that the content we see online isn’t random — it’s curated, often based on what grabs the most attention. We look at views, likes, and comments together and talk about how those features can influence what rises to the top of a search or feed — not because it’s true, but because it’s popular or provocative.

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Those early words are a milestone many parents cherish and one we often attach big meaning to. After all, when your baby starts talking, it’s exciting, emotional, and unforgettable.

But what if your baby isn’t talking yet, or doesn’t seem to be meeting typical speech milestones? How do you know what’s developmentally normal, what might signal a speech delay, and when it’s time to seek extra support?

Speech milestones for babies and toddlers can vary widely, but understanding what’s typical and when to worry can give parents clarity and peace of mind.

To help answer these common questions, we spoke with Carson Pyatt, a certified speech-language pathologist at Mary Bridge Children’s, about early language development, common milestones, red flags to watch for, and simple ways parents can support their child’s speech at home.

Typical milestones

Around 1 year: Your child should say something that you recognize as a word. (If your child was born prematurely, go by their adjusted age, not their chronological age.)

About 2 years: A child should have a vocabulary of around 50 words and should be putting two words together. But know this: It will be basic, Pyatt explains. It won’t be grammatical. It might sound like: “Daddy up.” “Mommy cup.” “Go please.” “More bubble.” These are good early statements, Pyatt says. The pattern is usually a noun combined with an action word (“up”) or a request/desire (“please”). As Pyatt explains, at this age kids are motivated by asking for something, describing something, greeting someone or simply getting attention. You’re not going to have a sophisticated conversation, but if these key elements are present, you’ll know the child is headed in the right direction.

After age 2: The vocabulary should continue to increase, and a child’s statements will keep evolving: Expect a kid to sometimes add “ing” to
verbs or to express some things as possessives (“my toy,” “his ball,” “Fluffy’s bed.”) During these years, a child also will develop the ability to answer questions and – this is a big one – when a child starts school, both their pronunciation and their message should be thoroughly understandable.

When to be worried

• Every child develops differently, but Pyatt gave a few potential red flags:
• If your child isn’t expressing themself with either words or signs by 12 to 18 months.
• If they aren’t putting two words together by 24 months.
• If, around the ages of 2 to 3, the child is difficult to understand or becoming frustrated trying to make themself understood. Then it’s probably time to be evaluated for potential speech/language therapy. This is generally done by getting a referral from a primary care provider.

Don’t be alarmed by the label “speech/language therapy,” because guess what? It’s chill, it’s fun, your kid probably will have no idea that they’re “learning” something – and parents will learn, too.

“A lot of it does look like play,” says Pyatt, who should know because she works with kids all day, every day. “Play-based therapy is the most effective.”
And in the process of all of this “playing,” the therapist is giving parents strategies that they can use at home to help develop their child’s language abilities.

As Pyatt explains: “I often tell parents: I don’t do anything magical for your child. I want to teach you how to help them.”

Tips we all can use

“It is never too early to start reading to your child.” This is from a therapist who even visits babies in the NICU (neonatal intensive care unit). “Even at birth, aim for a book a day,” Pyatt says. “Reading together is one of the best ways to boost language development and instill a love of books.”

This one might be counterintuitive, but hear us out: Resist the urge to quiz your child. If you’re always asking, “What is that?” you are likely to get short, one- or two-word answers. A better strategy is to narrate the world for your child: “Look at the dog chasing the red ball.” They will hear you and learn from you – and eventually, they’ll mimic that type of statement. “The more you practice, the easier it gets,” Pyatt says.

Limit screen time. Pyatt realizes that the “no screen time” advice, while sound, might be impossible to put into practice. Her more achievable idea: “Limit it to one hour a day,” and then: content that is soothing and not overstimulating. “CoComelon”? Too much going on. And why the limit? While kids’ shows might appear to promote vocabulary development, here’s the problem: “It’s one-sided. All the kid does is watch,” Pyatt says. Kids are more likely to learn in a more dynamic setting, a conversation with another person that involves back-and-forth, give-and-take.

Also, know that challenges with speech and self-expression can be symptoms of something like autism, and a speech/language evaluation through Mary Bridge Children’s can be a step toward that diagnosis.

For now: Keep talking – and reading – to your child. And be ready to get an earful in return.

The post Speech Milestones: When Babies and Toddlers Start Talking appeared first on Seattle's Child.

Yearbooks and student journalism have changed in the years since then.

While many of us bemoan the crumbling state of American journalism, student reporters and editors today aim for the highest journalistic standards. At Washington schools today, students are producing print and broadcast media that more closely mirror professional media than did the basic sports and activities coverage of yesteryear. 

Consider the front page of the April 29, 2025 issue of “The Roosevelt News,” including stories about ICE deportations and chemicals in food. Turn the pages of this student paper (in print for more than 100 years) and you’ll read an article about school funding under threat from the Trump administration, a column about whether celebrities should speak up in politics, a debate over whether college is worth pursuing, and a discussion about trans athletes.

Engaged students, real journalism

Students across Washington are engaged in the political discourse of the day and actively participating in debates on controversial topics. While parents may wish they could protect kids from the news for a few more years, students stress that it’s too late: They lived through the pandemic, witnessed the past few elections, and live on social media. Their eyes are wide open.

On a recent visit to Roosevelt High School, I expected to be giving the newspaper and yearbook students a pep talk about being brave and covering issues their classmates were passionate about – from the war in Gaza to the actions of the Trump administration. 

No pep talk was required. 

“With all the news happening, it’s important to cover it all so then we can remember,” said sophomore Gus Self. 

Classmate Charlotte Louvier, a senior who worked on the yearbook’s 2024 election spread, said student staff did their best to capture a variety of opinions, even though Roosevelt is a mostly liberal school in a decidedly blue neighborhood and city. 

“A lot of people are scared to speak about their political views if they disagree with the majority,” Louvier said. 

News by the numbers

Washington has at least 24 student newspapers at public and private high schools, plus four in the middle grades – College Place Middle School in Lynnwood, Washington Middle School in Olympia, Nisqually Middle School in Lacey and Snoqualmie Middle School. Students at other schools publish less formal or regular papers, including Talbot Hill Elementary in Renton. Some schools also have TV and radio stations.

Washington student journalists have had more freedom to express themselves since 2018 when the legislature passed the New Voices Act. After a 1988 U.S. Supreme Court decision curtailing student press freedom, the Washington Legislature handed back their First Amendment rights by making students and not the administration responsible for what is published in school media. 

Taking their responsibility seriously

Charlotte Swapp, another Roosevelt senior, demonstrated how the law has given students both freedom and responsibility. She recalled a decision students had to make regarding publishing a controversial comment about what students planned to do after turning 18. One student replied that they planned to be in a three-person relationship. 

Because yearbooks last forever and are often seen by readers outside of school – including parents – the students decided they didn’t want one controversial comment to draw attention away from the interesting and impactful stories in the rest of the yearbook. They did some soul searching, debated the pros and cons and even consulted the principal before deciding to pull it.

Swapp said they decided to take a more careful approach on this relatively innocuous part of the 2024-25 yearbook to make “space” for their election coverage and other potentially controversial sections, including pages on the war in Gaza and Luigi Mangione, the young man accused of killing UnitedHealthcare CEO Brian Thompson. 

Kathy Schrier, executive director of the Washington Journalism Education Association (WJEA), noted that enlightened administrators understand that student journalism enhances the student learning experience. There are principals who believe students shouldn’t write or broadcast about certain issues, Schrier said. WJEA aims to move them out of that mindset while providing training for newspaper and yearbook advisers and their staff. 

She stresses that student journalists gain skills in communications, writing, design and photography, while also building civic engagement skills. “There’s this one room in their building where democracy is actually happening,” Schrier said.

Complaints will happen

Anne Hayman, who is a journalism adviser at Arlington High School as well as an officer of the WJEA, advises parents to first talk to their kids when they have concerns about student publications, then to the program adviser before knocking on the principal’s door. (The principal will likely refer them back to the newspaper staff.) 

Even when complaints end up in court, the New Voices law means students will likely be the ones testifying about how they reported and wrote their story. About a decade ago, when Roosevelt students defended a story in court, the judge decided they were just doing their journalism jobs.

Hayman believes the New Voices law brings journalism ethics rules to life: “When you treat them like professional journalists, they are more likely to behave as such.”

Legal aid on the rise

Washington is one of 18 states with New Voices laws protecting student journalism from administrative censorship. Mike Hiestand, senior legal counsel with the national Student Press Law Center and a resident of Ferndale, says the New Voices laws have helped revitalize student journalism programs.

Hiestand says calls for legal help have been on the rise in the past few years, perhaps because the issues students are tackling are increasingly controversial.

“Because the biggest issues of the day are pr [public relations] unfriendly, the principal is going to field some phone calls,” Hiestand said.

News deserts—communities with limited access to credible and comprehensive local news and information—are another reason students are tackling big stories they may have ignored in the past. “High school students are kind of picking up the slack, filling in the gaps,” Hiestand said.

He encourages parents to read student papers. He offers one caveat, however: Recognize you’re not reading The Seattle Times; this is student journalism. Students do amazing work, but they also make mistakes. 

Mistakes are part of the learning.

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