As a middle school principal, I live by the mantra “I never lose; I either win or learn.” This guiding principle instills trust in my students and staff, encouraging them to explore their innovative ideas. And if things don’t go as planned, we still grow from the experience. It’s about creating opportunities for students to engage deeply with the world around them, to discover their voices, and to understand the power of collective action.
This year, our work around the election went better than I ever could have dreamed. Driven by students and teachers, Rogers Park Middle School in Danbury, CT, took on an ambitious project-based learning initiative centered around civic engagement that has transformed how our students think about democracy, community, and their own potential.
It started with a simple idea: a mock election. But our teachers quickly realized this could be so much more than the classic one-off. We wanted to create a holistic learning experience that would educate and inspire our students.
We started by breaking down traditional barriers. Instead of confining learning to individual classrooms, we developed a cross-grade, interdisciplinary approach. Our social studies, science, and other core teachers collaborated to design a curriculum that would help students understand complex civic concepts.
For sixth graders learning about ancient civilizations, we tied their work to lessons about modern democracy. Students researched fundamental questions: What is a democracy? How does a two-party system work? Who can vote, and how have voting rights evolved? They created informative videos and presentations that were shared during morning announcements, educating their peers about electoral processes.
A key component of our approach was giving students genuine agency. They quickly became active creators beyond their lessons. Students designed voter registration cards, created informational materials, and even volunteered to produce content on video explaining the electoral college.
We also opened our school to real-world engagement. We invited local, state, and federal representatives (and the candidates running against them) to participate in student-led podcasts and tour the school. Students meticulously prepared questions focused on education policy, demonstrating remarkable maturity and curiosity. Ten out of 16 representatives agreed to participate, providing students with direct insights into governance.
Students also commented when they thought we might be infringing on the ideals of transparency and neutrality. With their help, we were careful to present information without bias, modeling how to discuss political topics respectfully. Our goal was to teach students not just about the mechanics of elections but constructive dialogue.
Our students’ efforts ended up teaching our families. Through weekly communications about their election-related projects, we educated parents about the civic learning happening in our school.
The most remarkable outcome wasn’t just the knowledge gained but the transformation in student engagement. We saw students who previously struggled start to find purpose and confidence. One student who had challenges last year now approaches school with newfound pride and initiative, even helping to create promotional videos about our school’s unique culture.
Our approach embodies another of my educational philosophies: The person doing the talking is the person doing the learning. By creating platforms for students to explore, question, and communicate, we’re not just teaching civics—we’re nurturing future engaged citizens.
To other school leaders, I say, take a chance. Trust your teachers. Empower your students. The results can be extraordinary.
