My Learning Journey to Utah - Top Takeaways

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I'm traveling across the United States engaging with local stakeholders to reconnect with the heart and soul of public education in America. I am seeking to better understand local views on the fundamental purpose of public education, perspectives on how well it's achieving its mission, and listening to?improvement ideas. Recently, I spent a week in Utah, where I met with dozens of students, parents, teachers, community leaders, policymakers, and philanthropists?— all in partnership with Ze Min Xiao of BelongInUtah . First big takeaway is that if you haven’t been to Utah, you should make it a goal to get there! I was blown away by the natural beauty everywhere I went, and humbled by the gracious welcome and vulnerable candor I was treated to in every community I visited.?Here are some of my observations and top takeaways:

1. Schools and communities are coming together to meet children’s most basic needs.

I observed a remarkable dedication from schools to address the immediate needs of students affected by poverty. I think every school I visited had food pantries and laundry facilities to support families in need. Each of these schools also dedicates personnel to connect families with essential medical, mental health, and social services. I learned about a new public-private partnership that will build more of these resources into schools across the state. These efforts are commendable; they also raise concerns about the magnitude of need young people are presenting and the burden schools are shouldering to address societal challenges. It’s crucial to foster shared responsibility among various stakeholders, including community partners and policymakers.?By building authentic relationships and genuine trust within communities, schools can collaborate with others to create a more welcoming and efficient support system for students and families.

2. Belonging comes right after food and clothing as a basic need.

During our conversations, the need for a sense of belonging emerged as a common theme. ?We heard from students and parents in both urban and rural settings that schools can be intimidating, especially for groups that experience discrimination and are marginalized in our broader society. At the same time, both students and parents emphasized the importance of social and emotional support so that all students feel included and ready to succeed in school. The students we spoke with named clubs, sports, and community-building activities as key factors in fostering their sense of belonging. However, since the state legislature passed a new law in 2024 to curb DEI efforts, many education leaders aren’t clear on what is allowed and what is not. I heard about teachers avoiding controversial topics in the curriculum and self-censoring in how they respond to students to steer clear of any controversy.?It is essential to address DEI?concerns with sensitivity to different perspectives and experiences while committing to EVERY student feeling valued and included, which supports learning and healthy development for all students.

3. Schools have to prepare young people for life and work, not just more school.?

Students and parents expressed a desire for an educational approach that emphasizes hands-on learning, so students gain practical skills through experiential education.?This approach aligns with the evolving demands of the workforce, where employers are calling for individuals with durable skills such as strong communication, teamwork, and critical thinking abilities. Of course, students need to learn rigorous academic content; we need to?redesign student?experiences to combine academic and applied learning, which will also help build student motivation and?engagement.?Utah's "Portrait of a Graduate" initiative, which emphasizes hard work, resilience, creativity, innovation, service, respect, - AND academic mastery, provides a promising framework for educational transformation.?

The day I visited Carbon County, federal officials were hosting dialogues with local leaders to talk about?Coal Country at a Crossroads.?There were conversations?about?clean-energy transitions, about?infrastructure funding, about grants available for economic development. To the best of my knowledge, K-12 education was absent from these conversations: nothing about the climate science students might need, about the skills schools should emphasize to?align with future-of-work expectations?— nothing about education at these crossroads, or how public schools have to change to help get us from where we are to where we want to be. However, Utah is poised to change this disconnect. There are great opportunities to include K-12 education leaders in these crossroads conversations. It will require intentional planning and leaders prioritizing public education as a key element in planning for the future. The first step might be convening cross-sector partners together – not just to talk about the “how” but the “why” – what’s the vision for Utah’s future and how can public education be an engine for supporting young people and communities living into that future? A clear and broadly shared vision for the role of public education in fueling the future of the state is needed for education to keep pace with the rapidly changing world.

I'm grateful to all who took the time to share their perspectives and experiences during my visit to Utah, particularly those in Salt Lake City, Ogden, and Carbon County. I'll be synthesizing the wealth of input and ideas from our discussions and will circle back with a detailed report for the participants soon.?

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