Eric Castro teaches psychology at a high school in San Francisco, California. Here, he shares how he got his students engaged in advocacy:
Two hundred and sixty-seven high school psychology students I teach recently sent over 1,000 letters to a combination of state and federal officials, voicing their concerns on issues they care about as part of a class assignment. APA’s Advocacy staff asked me to share how this came about, for those who are looking to get the students and youth in their lives more civically engaged.
The idea was first born close to home. My wife and I bought an old house 2 years ago, and we’ve been getting to know folks on our block. By chance, our next-door neighbor is a neuroscientist engaged in advocacy work. Talks with him over our shared fence got me thinking about my students and their experiences with advocacy. I didn’t know where to begin, so I sent an email to someone at APA’s Precollege and Undergraduate Office in the Education Directorate, asking her who at APA I should reach out to. She directed me to APA’s Advocacy Office.
They pointed out resources on the APA Services website, such as the Advocacy Issues page, and sent handouts including a slide about recommended message length. Based on these materials, and a personal habit of frequently writing letters to my elected representatives, I created this assignment (PDF, 901KB)opens in new window. I set aside 30 minutes of class time in each of my psychology sections.
They worked on the assignment while I walked around the room, answering various questions about issues, phrasing for their letters, proper formatting, navigating government websites, and whether use of generative AI such as ChatGPT was appropriate. Some students needed help distilling the broad issue they were concerned about into something more focused and actionable; some needed help articulating the intersection with the psychology they’ve been learning about. Many were concerned about their salutations, and properly addressing members of Congress or the state assembly.
By the end of the activity, students had sent their letters to either federal or state-level representatives. Roughly three quarters wrote about national issues and sent their letters to Washington D.C.; the rest sent them to representatives in the state capital. The most common issues they chose were opioid addiction, gun control and school shootings, climate change, and immigration—and how each of these intersect with psychological well-being.
Judging by their level of engagement, the chatter during the class period, and hearing a few remarks from other teachers over the days following the activity, it seems to have resonated with my seniors.
As high school seniors stand on the threshold of adulthood, it is crucial to provide them with opportunities for civic engagement and empower them to become active participants in shaping their communities. Through a letter-writing campaign to elected officials, students can develop effective communication skills while cultivating a sense of agency, social responsibility, and a deepened understanding of the democratic principles that underpin our society. Through assignments like this, we can foster the development of future leaders who will actively contribute to a thriving democracy.
For more information, contact Doris Parfaite-Claude.