Promoting scholastic press rights legislation: A Blueprint for Success
INTRODUCTION
Educate, advocate, empower: The mission of JEA’s Scholastic Press Rights Committee is clear, active and powerful – the same traits we look for in successful school journalism programs.
As the committee looked to put its mission into action, it worked to honor requests from a number of advisers across the country who asked the SPRC to compile information about state legislation in order to help those interested in enacting laws to protect student media freedoms.
Drawing from a number of excellent sources, such as the Student Press Law Center’s 1990 legislation guide and materials created for past and current state legislation campaigns, the committee originally created the following “blueprint” for advisers in 2012 for students and citizens who want to move forward with a legislative action plan.
This is a new version of that plan. The intent of this version is to create a robust and responsive document that can easily be updated.
Even if successful legislation is not achieved, those who have participated in the process agree it is an incredible opportunity for civic engagement, especially for students. It allows them to experience the legislative process and to know they, as individuals, can make an impact.
Remember, not all student free expression laws are the same and no student free expression law is perfect. Knowing how the state operates is paramount in this process.
The legislation blueprint includes:
- Important steps to take in a legislative action plan;
- Talking points on common student media misconceptions;
- Resource links;
- Links to student expression laws and recommended language;
- Sample news release; and
- Acknowledgements.
This blueprint is intended to be a general guide, given that every state is different. The legislative process may take more than a year; compromises may be necessary, but at least 13 states have successfully secured greater media freedoms for student journalists.
IMPORTANT STEPS TO TAKE IN A LEGISLATIVE ACTION PLAN
Step 1: Develop a core group.
It would take a miracle to get a bill passed with individual supporters acting independently of each other. Student free expression legislation, and the lobbying that goes along with it, requires organization. Form a coalition. Individuals who want to see student media protections in their state should form a coalition to support such a law.
Step 2: Develop the case for for the legislation.
- Why should this be passed now?
- How is this a nonpartisan bill?
- Compile a list of examples of censorship in the state – arguing in the abstract is often ineffective and makes the legislation vulnerable to criticism that it is a “solution in search of a problem.” See this link for an idea on learning what students self censor.
- Craft and disseminate talking points — the “why” of the bill (see talking points below)
- Anticipate the arguments opponents may state.
Step 3: Find sponsor(s)
- Preferred to have one from each party if possible to show this is not a partisan bill.
- Finding a primary sponsor with a journalism connection may contribute to the bill’s success.
- It’s important the legislator understands the depth of need of the bill. The ideal sponsor will not be afraid to spend some political capital on the bill.
Step 4: Draft the legislation
- Know your goals. Will you include public and private? 7-12? Include college and high school?
- Work to include the adviser protection aspect of the bill.
- Look to and provide the other bills and protections:
Rhode Island Law
Vermont Law
- Know the actual drafting of legislation for formal introduction is typically done by an attorney within the legislature, often attached to a particular legislative committee. Make sure the sponsor has contact information for attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.
- Keep in contact with the attorneys at the Student Press Law Center who can provide legal background information and analysis on any bill language.
Step 5: Don’t ignore the name
- North Dakota’s bill was named after a well-loved congressman.
Step 6: Find more journalism allies (involve all those included in the bill)
- Look to state school board, principal and local news associations.
- Contact your state news association. See if its lobbyist would help.
- Send a press release to state papers with a clear rationale for why the legislation is needed.
- Follow-up and offer to meet with the media either in person or virtually (depending on location). Explain your position on that issue and why such legislation is important.
- Remember, media outlets may not embrace the legislation. Some may view administrative roles as that of the publisher of news media. In student media, because principals and administrators often function as a state official, their approving content could equate to a state official approving student voices prior to publishing.
- Note that the stance of individual commercial news outlets may be different from the stance of professional journalism organizations.
- Many groups may be supportive including the American Civil Liberties Union, People for the American Way, the National Education Association and the Society of Professional Journalists.
- Keep in mind, however, that certain organizations can be more beneficial in background roles. The core group may need to be selective about other groups with which it chooses to associate. Know the political climate of your state and what kind of coalition will be most politically beneficial.
- On the national level, these organizations also have expressed some willingness to support student free expression legislation in individual states. Some national organizations already have drafted statements of support: Association for Education in Journalism & Mass Communication (AEJMC), National Council of Teachers of English, American Bar Association, American Society of News Editors and the Society of Professional Journalists.
JEA’s SPRC endorses legislation on a state-by-state basis. Contact us here to request an endorsement.
Previous endorsements can be found here.
- University and college journalism departments are another possible source of support.
Step 7: Find legislative allies
- The initial focus should be on legislators on the committee where the bill is likely to be referred, often the education or judiciary committee. Notify advisers if their schools are in those districts if they don’t already know.
- If the bill sponsor is fully engaged, s/he may be very helpful in garnering support from fellow legislators.
- Pay particular attention early in the process to the committee chair, who is the one who will likely decide whether or not the bill receives a public hearing and vote.
- Prepare a concise, one-page statement about the bill with a list of supporting organizations that can be shared in a short meeting.
- Seek bipartisan support if at all possible. Fighting censorship is not a left-wing or right-wing cause, and student free expression legislation should not be a partisan issue.
- Once legislators and the public begin to believe the issue is being pushed primarily by one party, that perception can be difficult to change.
- Show examples of both liberal and conservative censored content.
- Become familiar with lobbyists who may either help or hurt your cause, depending on who they represent. Seek to know who they are and their motives.
- Know their position. If they represent a sympathetic group, say the ACLU, they may be able to feed you information on where certain legislators stand on the issue, or what their concerns are.
STEP SIX: Introduce the bill.
- Legislators in the core group, as well as those who join the effort in step three, will help get the bill sent to a friendly committee when possible. A friendly committee is one where the group can identify at least some support.
- Remember, those who provided feedback from past efforts have discouraged bill introduction in the education committee, saying its members are too closely linked with school administrators’ organizations to be very open to a proposed bill of this nature.
- They recommend a judiciary committee as one that might have a stronger disposition to a civil rights issue. Most states have two chambers in their legislatures, and those involved in past efforts said they selected one or the other to introduce the bill based on where they found the strongest supporters.
- Make sure to have allies in both chambers though. In many legislatures, the House speaker’s or Senate president’s office is responsible for the committee referral process.
Step 9: Two approaches …
Talk with your sponsors about which approach might work better. Collaboration on this is key.
Approach 1:
- Some states have had opposition from school board and principal associations. Meet with representatives from these early in the process to explain the need for legal clarification of the roles of administrators and student journalists. (See second two for talking points.)
- Be aware that your most logical allies may not initially be helpful. For example, professional media outlets sometimes view school administrators as being in the role of publishers. Know that state education unions may poison the water for conservative legislators.
Approach 2:
- In some instances the opposite tactic may be successful: Downplay the legislation and try to avoid publicity whenever possible. While this likely won’t stop formal, organized opposition, it may curb the enthusiasm of opponents and prevent misconceptions from taking hold with the general public.
If there are local school officials who have gone on record in support of a free scholastic press, enlist them. Secure their commitment to testify on behalf of the bill once it is introduced.
Step 10: Host a lobby day
Prior to the lobby day:
- Know many feel this: “I feel like I’m the only person who cares.” Know community is important.
- Invite friends to lobby days.
- Remember, they represent the people in their area. It’s important constituents contact them, so try to find people they represent to visit them on lobby day.
- Examine legislators’ voting records to see what they’ve supported in the past. Find common ground.
- Work to find constituents of those visiting from those on all sides of the bill.
- Make appointments ahead of time, but be flexible. The legislator may get pulled to the floor.
- Review the talking points and counter arguments with those speaking with legislators.
- Set up appointments. Be early and flexible. Bills may come up, hearings might get scheduled, etc.
- Could partner people (put someone new with someone who has experience or for those anxious about meetings).
- Have a meeting point. Maybe your local teacher’s union’s office could host and your student press association supplies lunch and water.
- Update lobby page site with talking points.
- Remember, best way to contact is in person. Second best is phone and third is email or in writing.
Make the stories personal for each legislator.
- They don’t want to hear numbers, they want stories.
- Tell why the bill exists and is needed.
- Tell why it matters to you — even if they disagree with the bill.
- Show the impact of a person from their district.
On lobby day
- Know the talking points.
- Dress appropriately.
- Know the bill number(s).
- Thank them.
- Call them by name.
- Avoid childish threats “I put you here and if you don’t vote my way, I’ll see you’re taken out.”
- Be an adult.
- If they will not support the bill, you can express disappointment.
- End on a high note (Thank you for your time …. ).
- Visit those who are in support of the bill to thank them for their support. Don’t skip the allies. They need encouragement — “Thank you for doing the right thing.” Lift them up. Legislators can feel quite downtrodden.
- Be concise.
- They often will leave the floor to talk to a constituent, but not a random person.
- Be as prepared as possible.
- Know you can ask people to cosponsor or take their names off bills.
- Know the counter arguments.
- Don’t argue or act childish with anyone who opposed the bill. Don’t get combatant. Remember to act respectfully and thank the legislator for the time.
- Opinions are important to them — get them from their community members.
- Don’t be intimidated. They are normal people too.
- Address them properly (with title).
- Only provide verifiable information. If you don’t know something, say you’ll follow-up on the information. You can also ask if it is ok if you put them in touch with the person who knows the information.
After lobby day
- Use a feedback form that states how they will vote and the level of support.
- Send everyone visited a thank you note or postcard — even if the legislator is opposed to the bill.
Step 11: Attend committee hearing
Typically, a legislative committee schedules a hearing on the bill for supporters and
opponents to testify.
Core group members should make a special effort to:
1) Demonstrate as much support as possible for the bill by having a large number of well-mannered individuals attend the hearing clearly identified as supporters (perhaps wearing the same color to show unity);
and 2) select the most articulate students, teachers, commercial journalists, scholars and others to testify in support of the bill.
- It’s helpful if supporters coordinate in advance of the hearing, assigning each person a slightly different perspective to discuss. Select people to testify from varying geographical parts of the state and from schools of different sizes so a broad base of support is clearly evident.
- Those wishing to testify should bring their brief remarks typed up and copied to present to both committee members and the news media.
- Only a few can actually testify before the committee in most cases, and any member of the public who signs up to testify may be called.
- Examine guidelines or rules. Some states may have time limits on speakers.
- Committee chairs may also have their own lists, prepared in advance, of people they want to call for testimony. The core group should pick the best possible representatives to sign up, especially those with stories to tell that legislators might find compelling.
- When opponents of the bill testify, treat them with respect.
- Supporters should anticipate what opponents will say and be prepared to rebut those arguments or neutralize them in advance.
- After the hearing, supporters can hit the committee members hard with phone calls,
- office visits and letters.
- Group members must remember that legislators are working for them and they have both a right and obligation to tell legislators how they would like them to vote – and why.
When and if the bill comes up for a committee vote is usually at the sole discretion of thechair. This can happen as soon as the day of the hearing or many weeks later. Legislatures impose their own deadlines, which supporters should know. Check the legislature’s website oryour sponsor’s office for upcoming hearing information.
Ongoing steps to support the legislation:
Assuming the bill passes out of committee, the same lobbying process should occur at the next level. The core group can send out a sample letter to all the high school journalism advisers in the state scholastic press association, asking them to write their legislators in support of the bill. See sample here.
- Journalism teachers can set aside a block of time for their students to write letters or postcards.
- Could have a letter-writing campaign — even student governments and debate clubs have organized letter-writing campaigns in support of free expression legislation.
Step 12:
- Once the bill passes one chamber, it usually moves into a committee in the other chamber where the process begins again.
- Support must be continuous throughout all of this process. In many states, bills died somewhere along the way. When this happened, supporters had to remind themselves that losing once (or even twice) didn’t mean the battle was over.
- If the bill died, start planning for the next legislative session and work to garner the support of those legislators who went against them the first time.
Conclusion
This is just an introduction to the legislative process and how it has worked in some states. Much more could be said, and other state groups might have vastly different experiences. Elsewhere in this blueprint are supporting materials and lists of individuals and organizations that have been involved in the process already or who have expressed an interest in being involved. We urge you to contact them directly if you would like to know more about their perspectives on the battle for student free expression legislation.
TALKING POINTS ON COMMON STUDENT MEDIA MISCONCEPTIONS
How much is this going to cost schools?
Absolutely nothing. In fact, it might save districts money in the long run by protecting them from legal liability.
Why shouldn’t students be subject to censorship? After all, commercial journalists are subject to editing.
Editors of commercial media news are not employed by the government; the work they edit is work-for-hire. Student journalists are not employed by the school. School administrators are, in fact, government officials. The First Amendment was crafted to protect U.S. citizens from government censorship. Student speech is protected by the First Amendment, as long as it is lawful and does not cause a “substantial disruption” of the educational process. The Student Press Law Center provides the legal definition of what is considered, by law, to be “unprotected speech.”
Commercial journalists do not seek permission from their primary sources to publish information and, in fact, have a longstanding tradition of not letting sources see stories before publication. Administrators are primary sources for student journalists. The temptation to censor can be irresistible for administrators, especially in cases when they do not agree with the subject matter or fear that content might reflect poorly on them and their schools.
Why should we limit the censorship authority of administrators over student media produced on school time with school resources?
Allowing genuine student media outlets that provide students with a meaningful voice on issues that truly matter to them can be a threatening idea to those used to controlling the message. However, we have a First Amendment because, as a nation, we decided that free and independent media play a vital role in our democracy – even if they sometimes are messier than state-controlled media. The fact that student media is produced using school resources does not empower administrators to dictate content. Advisers and administrators are responsible for teaching students so they can make informed content choices.
Fortunately, a number of administrators don’t look upon their student media as adversaries or threats. Instead, they view independent student media as important school assets. They see the value in providing students with forums to express their concerns, and recognize the educational opportunities provided by strong, well-supported student journalism programs.
(The Scholastic Press Rights Committee recommends being able to cite specific examples of support from administrators in your state.)
“A core value of being a journalist is to understand the role of the press in a free society. That
role is to provide an independent source of information so that a citizen can make informed
decisions. It is often the case that this core value of journalistic independence requires a
journalist to question authority rather than side with authority. Thus, if the role of the press in a democratic society is to have any value, all journalists – including student journalists – must be allowed to publish viewpoints contrary to those of state authorities without intervention or
censorship by the authorities themselves. Without protection, the freedoms of speech and press are meaningless and the press becomes a mere channel for official thought.”
– Judge Arthur Tarnow
Dean v. Utica Community Schools
Are schools liable for content in student media?
There has never been a reported court decision where a public school or school district has been held legally responsible for content in student media. This legislation ensures that school districts and school administrators are protected from lawsuits. With this law, students would be legally responsible for content in their media – not school officials or school departments.
Does this legislation give students the right to publish whatever they want?
No. This law does not protect unlawful speech – the same categories of speech that every journalist must avoid (libel, material that invades a person’s legal right to privacy, obscenity as to minors, etc.). The law also imposes an additional category of speech restriction specific to schools: High school students cannot publish speech that would materially and substantially disrupt normal school activities. This establishes a meaningful balance between administrative authority to maintain a safe and effective learning environment and student free speech rights.
What about the questionable stories published in student media?
Such incidents have occurred, but they are certainly the exception rather than the rule. The majority of student media outlets practice journalism in a responsible manner.
The ability to cover important issues without censorship, promotes a safe and healthy school environment. Students don’t just complain about the cafeteria food. They confront real issues, especially those which are relevant to teens. While it may make administrators uncomfortable, students often cite real safety concerns in their schools. They may cite the need for repairs that have been ignored, especially those that are outside the public view to which students have access, such as locker rooms, student bathrooms, and most classrooms. They often bring about change as a result of their vigilance, courage and honesty. The greater good of the students and staff supercedes the reluctance of administrators to hide the truth. They need to be held accountable by the public for not securing a facility properly. Often, board of education members will discover something that they all have read only in the school newspaper, and will investigate the matter once the conditions are exposed.
(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)
What effect do free student media have on the school climate?
School communities need and deserve stories that reflect the authentic student experience. Giving students a voice actually can help guard against disruptive and potentially dangerous behavior by shedding light on issues of concern and empowering the powerless. In fact, coverage of sensitive and important issues often can affect positive change.
(The Scholastic Press Rights Committee recommends being able to cite specific examples from your state’s student publications in support of this.)
How do students benefit from involvement in school journalism programs?
The Partnership for 21st Century Skills http://www.p21.org/
The journalism classroom is the perfect setting in which to nurture 21st-century readiness in students. It incorporates critical thinking, problem-solving, communication, collaboration, creativity and innovation.
“To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by fusing the three Rs and four Cs.”
Source for entire document:
“Washington Free Student Press Law FAQ” by Mike Hiestand. http://studentpressblogs.org/nspa/?p=183
See it for additional talking points.
Resource list
This resource list is intended to be a repository to help those in various stages of working on New Voices legislation. Please email SPRC Director Lori Keekley if you know of a resource that should be included.
A list of endorsements and studies that support New Voices
https://newvoicesus.com/other-resources/
- Endorsements from:
The National Council of Teachers of English, American Society of News Editors, Society of Professional Journalists, Association for Education in Journalism & Mass Communication (AEJMC).
North Dakota Superintendent Kirsten Baesler says New Voices is working well in her state. She discusses how the New Voices Act is helping administrators and teachers provide a better learning experience for North Dakota students.
- Study
A 2015 survey of 900+ high school journalists by the University of Kansas confirms a link between working in a supportive environment respectful of First Amendment values and an increased sense of civic efficacy (the ability to use media to advocate for change).
- Articles:
“Hazelwood at 25,” published Feb. 6, 2013, in Education Week, by Frank LoMonte.
“High School Students, Teachers Confront Student Media Censorship” by Mark Goodman
“High school students, teachers experience student media censorship“
“High school students, teachers report student media censorship”
Myth Busting pdf can be found at the bottom of the the resources.
Additional articles not included on the list but beneficial:
From the American School Board Journal concerning the importance of a free student press:
http://www.nsba.org/newsroom/american-school-board-journal/asbj-february-2018/student-press
Former SPLC director, Frank LoMonte’s discussion of the issue in the Baltimore Sun, prior to the successful passage of the New Voices act.
http://www.baltimoresun.com/news/opinion/oped/ bs-ed-student-journalists-20160303-story.html
Other resources
JEA Scholastic Press Rights Committee
The SPRC can connect student free expression advocates with scholastic journalism leaders in your state or region and help provide related information.
Student Press Law Center
http://www.splc.org/knowyourrights/statelegislation.asp
The SPLC has collected current and historical information about student free press legislation and has experts who can offer opinions about legislative language. In addition to those listed here, Nevada, Vermont and Illinois have legislation protecting student journalists voice.
“Mythbusting” student free press laws (SPLC)
https://docs.google.com/document/d/1M4DxYtQsIbK4hwbnZl2XPIl7s5dvv7qafO-1m9C6OxI/edit?usp=sharing
The SPLC has published answers to challenges which groups may have to this movement and legislation.
Center for Scholastic Journalism at Kent State University
CSJ hosted a conference on student free expression legislation in 2016. Videos of the panels presented during that event are viewable here.
American Civil Liberties Union
http://www.aclu.org/affiliates
The ACLU’s advocacy on behalf of the civil rights of young people and contacts with state legislators may be useful.
National and regional scholastic press associations http://www.studentpress.org/nspa/
People for the American Way
http://www.pfaw.org/issues/freedom-of-speech
This left-leaning advocacy organization is a defender of student free expression rights.
National Education Association and American Federation of Teachers http://www.nea.org/home/49809.htm
https://www.aft.org/about/state-and-local-websites
The national teachers’ unions and their state affiliates have supported legislation protecting the rights of teachers.
Society of Professional Journalists
http://www.spj.org/chapters.asp
The nation’s most broad-based national organization of working journalists has local chapters around the country that work on press freedom issues.
National Council of Teachers of English
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education. NCTE adopted this official “Resolution on the Importance of Journalism Courses and Programs in English Curricula” at their national conference in 2004: http://www.ncte.org/positions/statements/journalismincurr
National Council for the Social Studies
http://www.socialstudies.org/about
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of National Council for the Social Studies is to provide leadership, service, and support for all social studies educators.
Center for Information and Research on Civic Learning and Engagement
CIRCLE conducts research on the civic and political engagement of young Americans.
American Library Association
Founded on Oct. 6, 1876 during the Centennial Exposition in Philadelphia, the American Library Association was created to provide leadership for the development, promotion, and improvement of library and information services and the profession of librarianship in order to enhance learning and ensure access to information for all. Included in their strategic plan is a call for “continued work in the areas of … Education and Lifelong Learning, Equitable Access to Information and Library Services, Intellectual Freedom, and Literacy”
SAMPLE EXPRESSION LAWS AND RECOMMENDED LANGUAGE
What should a student free expression law include?
Thirteen states have enacted student free expression laws. The Student Press Law Center has offered its own proposed language for such legislation, which the JEA Scholastic Press Rights Committee endorses. Thus, there are multiple options to choose from for language for student free expression legislation (see state legislation above).
Based on our experience as journalism educators who have participated in these efforts over the last 25 years, and our observation of how those laws enacted have been applied, we (the Scholastic Press Rights Committee) recommend several elements we believe must be included in any proposed legislation:
- A general provision protecting the rights of students to determine the content of the student media they produce. This provision should specify school-sponsored student media, but can include protections for other student speech at school as well. Sample language:
Students of the public schools shall have the right to exercise freedom of speech and of the press including, but not limited to, the publication of expression in school-sponsored publications and other news media, whether or not such media or other means of expression are supported financially by the school or by use of school facilities or are produced in conjunction with a class.
- A provision that clearly spells out the types of student expression that are not protected by the legislation. Vague and undefined language can create more problems than it solves. Clarity is important to ensure that students, teachers and school administrators understand the law to mean the same thing. The example below uses legally defined language and/or includes legal definitions.
Nothing in this section shall be interpreted to authorize expression by students that: 1) is obscene as to minors as defined by state law; 2) is libelous or slanderous as defined by state law; 3) constitutes an unwarranted invasion of privacy as defined by state law; or 4) so incites students as to create a clear and present danger of the commission of unlawful acts on school premises or the violation of lawful school regulations, or the material and substantial disruption of the orderly operation of the school. School officials must base a forecast of material and substantial disruption on specific facts, including past experience in the school and current events influencing student behavior, and not on undifferentiated fear or apprehension.
- A provision that specifically protects student media advisers from retribution based on content decisions that their students have made. Sample language:
It shall be the responsibility of a journalism adviser or advisers of student media within each school to supervise the production of the school-sponsored media and maintain the provisions of this statute. This statute shall not be construed to prevent an adviser from teaching professional standards of English and journalism to the student staff. No journalism adviser will be fired, transferred or removed from his or her position for refusing to suppress the protected free expression rights of student journalists.
- A provision that protects schools or school officials from liability for content decisions students make. Lawsuits based on the content of student publications are extremely rare. But including protection from liability takes away one of the major justifications school officials offer for requiring censorship. Sample language:
No expression made by students in the exercise of free speech or free press rights shall be deemed to be an expression of school policy, and no school officials or school district shall be held responsible in any civil or criminal action for any expression made or published by students unless school officials have interfered with or altered the content of the student expression.
In addition, the Scholastic Press Rights Committee suggests consideration of the following provisions to accompany a legislative proposal:
- A prohibition on school administrators requiring prior review or approval of student media content before publication. The Journalism Education Association finds the practice of administrative prior review educationally unsound and has condemned it in an official policy statement. It also cites the need for teachers to empower student voices in its Adviser Code of Ethics.
Sample language:
No student media, whether school-sponsored or nonschool-sponsored, will be subject to prior review by school administrators.
- Protection for off-campus student speech. The Scholastic Press Rights Committee believes that in order to prepare students for life in a democracy, independent student speech that occurs outside of school should receive the same protection as the speech of any community member.
- Protection for college and university student speech. Several states have included provisions ensuring free media and free speech protection for college students in the same bills that protected high school students. Some believe the public’s strong support for college media freedom will increase the chances of enacting high school protections when they are combined.
Others are hesitant to draw college students, who have generally been afforded stronger First Amendment protection by the courts, into the debate. For more information about student free expression legislation, see the Student Press Law Center’s website.
http://www.splc.org/knowyourrights/statelegislation.asp
SAMPLE NEWS RELEASE
For immediate release
DATE
SAMPLE LEAD GRAPH: (Name of coalition or group), a group concerned with freedom
of expression in (insert your state here)’s public secondary schools, announced today a
legislative campaign to end censorship and prior review of student media by school officials.
SAMPLE QUOTE: “We need to create an atmosphere in which student journalists can undertake the work for which they are ideally suited: addressing the issue of school climate in
our public schools,” said Chairperson (insert name here). “There is a need for real stories that reflect the authentic student experience and for robust coverage of all segments in a school community. We need to harness that power in positive ways that the current climate of prior review and prior restraint will not allow.”
SAMPLE TRANSITION: When school officials engage in censoring student media, they
effectively muzzle students. (Cite specific incidents in your state here, such as censorship of articles about hazing or school violence … )
SAMPLE GRAPH ON SUPPORTING GROUPS: Chairperson (insert name here) said the group will work to introduce a bill in this session of the legislature based on model legislation developed by the Student Press Law Center in Washington, D.C. Among the sponsors for the bill are (insert list and short bios here).
Similar legislation has been passed into law in 13 other states, including Arkansas, California, Colorado, Illinois, Iowa, Kansas, Maryland, Massachusetts, Oregon, Nevada, North Dakota, Rhode Island and Vermont. In addition, numerous school districts across the nation have adopted policies eliminating prior review and prior restraint of student media.
SAMPLE QUOTE: “Student media are where our youth best learn the rights and responsibilities that go with freedom of expression,” (chairperson) said. “If we teach them in high school that the government has the right to tell them what they can and cannot say, they will carry that lesson with them for the rest of their lives. A democracy cannot afford for its citizens to accept that kind of governmental intrusion.”
SAMPLE COUNTER POINT: (chairperson) pointed out that one common argument for administrative control of student media is just plain wrong.
“Administrators often say they are worried about the possibility of being sued over the content of student media. That is true only as long as they control the content. As soon as students take over responsibility for content, students become legally responsible for content.Schools cannot be sued for what students decide to publish in media that have been set free from administrative review. Our bill will underline that point.”
(She or he) said the lawsuit issue is a red herring in any event. There is no published court decision where a school district has been held legally responsible for content published when students were making the content decisions.
“Students have an admirable safety record in that regard,” (she or he) said, explaining that journalism teachers and advisers spend considerable time educating students about both media law and journalism ethics before students write their first stories. “It’s amazing what students can accomplish when they feel a sense of ownership,” (she or he) said. “Unfortunately, under the current situation in our state, that happens too infrequently.”
ACKNOWLEDGEMENTS
Promoting Scholastic Press Rights Legislation: A Blueprint for Success” was compiled by a subcommittee of the Journalism Education Association Scholastic Press Rights Committee during its retreat in March, 2012. This version is an update on this work.
Much of this document is the compilation of material from works by others who have been involved directly or indirectly in crafting and promoting student press rights legislation around the country. This Blueprint draws from these sources the lessons learned from the successes, as well as lessons learned from attempts to pass legislation that did not succeed.
Key to this work are documents from the Student Press Law Center’s archives: Student Free Expression Legislation: Coalition building and lobbying by students and teachers; 1990 (author not identified)
For students, by students: Young journalists with help from legislators, propose anti-Hazelwood bills to restore free press rights; SPLC Report, Spring 2009 (Vol. XXX) Press laws: by Kate Maternowsi
Understanding student free-expression laws: Renewed push to pass state laws as courts chip away at First Amendment rights in schools; SPLC Report, Fall 2007, Vol. XXVIII, no. 3, page 30 (author not identified)
Model Legislation to Protect Student Free Expression Rights; 2000, SPLC Legal ResearchArchives
From the National Scholastic Press Association blog archives:
Washington Free Press Law FAQ, by Mike Hiestand; NSPA News and Notes – It’s the Law, Feb. 1, 2007
For thoughts from administrators who value a healthy and robust student media, see the following articles:
National Association of Secondary School Principals
http://www.splc.org/pdf/principalarticle.pdf
American Association of School Administrators
http://www.splc.org/pdf/aasafreepressarticle2.pdf
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Spin and how it works
by Michael Johnson
Title
Spin and how it works
Description
In this lesson, students pick up where they left off in propaganda techniques as well as the concept of “spin” and discuss how politicians use these techniques to sway public opinion. Students will identify propaganda used in past and current ads and create their own advertisement using an assigned propaganda technique. Students will also examine how politicians spin current events to suit their own agendas and will assume the role of a prominent political figure’s communication representative who is responsible for spinning news events.
Objectives
- Students will identify what is spin and in what ways to politicians employ this technique.
- Students will be able to explain how a candidate’s party affiliation and agenda inform their public comments.
- Students will be able to show how spin affect the media and the way it reports news.
- Students will be able to demonstrate how citizens decipher spin to make an educated decision on issues and reported news.
Common Core State Standards
| CCSS.ELA-LITERACY.RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| CCSS.ELA-LITERACY.RL.9-10.2 | Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
| CCSS.ELA-LITERACY.RL.9-10.4 | Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). |
| CCSS.ELA-LITERACY.RI.9-10.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). |
Length
100 minutes
Materials / resources
Blackboard or whiteboard
Teacher laptop and digital projector
Internet access
Panetta homework
Assessment
Put a political spin on things
Spin reflection chart
Computers/laptops (day 2)
Lesson step-by-step Day 1
Warm-up
Exploring “Spin”
Step 1 — Warm up (2 minutes)
As a warm-up, write the following on the board for students to read as they enter class:
- As of next month, condom dispensing machines will be installed in both male and female bathrooms.
Step 2 — Small group work and debrief (18 minutes)
Divide students into small groups and tell them to write a short blurb announcing this news in the school newspaper from the perspective of one of the following groups (group assignments can be repeated if you have a larger class):
- Group 1: School administrators who are concerned with teen pregnancy numbers on the rise among younger-age girls.
- Group 2: Student health advocacy group called “Making Wiser Choices.”
- Group 3: A student faith-based organization.
- Group 4: Parent-Teacher Organization (PTO).
- Group 5: A group of pregnant teens who favor the installation of the machines in male and female bathrooms.
- Group 6: A male group of young fathers (Young Fathers Making a Stand) who favor installation of the machines.
Give students 5-10 minutes to compile their news blurb then have each group share their blurb with class. Discuss:
- In what ways did our blurbs differ?
- Even though we were all responding to the same topic, why did our blurbs differ? (They were told from people with differing perspectives and agendas).
- In what ways does this happen in the media today?
Step 3 — Debrief and second practice (20 minutes)
Explain to students that when newsworthy events occur, politicians often utilize “spin,” which is a heavily biased portrayal in one’s own favor of an event or situation. Politicians will provide their point of view or interpretation of the event in a way that is compatible with their own agenda to sway public opinion. While traditional public relations may also rely on creative presentation of the facts, “spin” often, though not always, implies disingenuous, deceptive and/or highly manipulative tactics. Politicians are often accused of spin by commentators and political opponents when they produce a counter argument or position.
- Give students another scenario to report on, such as:
This year, prom will not be held on the school premises. Rather than a DJ, a band has been hired to play. Ticket prices will cost $50 extra.
- Again, in their small groups, students will write a short blurb for their town’s paper regarding prom from their perspective:
- Group 1: Parent Prom Planning Committee, who likes the changes since they want to make the prom a very exclusive, high-class event in hopes of attracting wealthier families to the school system.
- Group 2: “Students for Students,” a student lead group who is concerned less wealthy students will not be able to attend prom due to the changes.
- Group 3: School administrators, who hope cut back on prom cost while charging more; this will create extra revenue for updating the library collection.
- Group 4: “Rock Till’ You Drop,” the band that has been hired to play the prom. This is your first gig and you hope it will be the start of a big local career.
- Group 5: “DJ Jazzy Jake and Company,” the DJ who was not rehired to play this year’s prom.
- After a few minutes, again have students share their blurbs and discuss:
- How did news of the same event change when given by people with different agendas?
- Can you think of any events, either current or historical, that have been ‘spun’ by politicians?
- Is it ethical to spin a situation in one’s favor, or towards one’s own agenda?
- When dealing with politics, do you think it is possible to say something neutral about a political situation?
Step 4 — Read and discuss (10 minutes)
Have students link to the opinion article “American Political Spin Cycle is Out of Control.” (While the article is from 2001, its subject maintains relevance.) After students have read, discuss as a class:
- Laura Weiss states, “What politicians write and say dizzies the public’s mind on a grand scale” and that spin has gotten “out of control.” Do you agree or disagree and why?
- How can political spin be deceiving?
- Why do you think Weiss calls the White House (regardless of the party in power) “America’s largest spin producing institution”?
- Who is responsible for uncovering the validity or underlying truth (if any) beneath spin?
- Weiss says that the White House attempts to keep “scandalous news” from breaking on the TV. Is this a violation of freedom of the press in your opinion? Should there be limitations to what the press can report on? Explain.
- What can the public do regarding campaign spin?
Lesson step-by-step Day 2
Practicing Political “Spin”
Step 1 — Brainstorm and assignment overview (10 minutes)
Have students brainstorm recent events that have been in the local, national and/or international news that they think are very susceptible to spin. Then, divide the class into small groups, assigning each group a current political figure. Give the group the attached assignment explanation, “Put a Political Spin on Things.” Go over the assignment sheet together, which explains to students that they are to imagine they are their assigned politician’s communications team. They must first research the views of the political figure assigned to them. Students will need computers with Internet access; sites such as ontheissues.org will help students understand the views and voting records of politicians. Visit one of the following two web pages:
- http://house.ontheissues.org/House.htm – U.S. House of Representatives
- http://senate.ontheissues.org/Senate/Senate.htm – U.S. Senate
Instructor may have students select their current home state or choose any state they wish. Once students become familiar with their chosen/assigned political figure, they will attempt to spin a recent news event.
Step 2 — Small group work clarification and work (35 minutes)
Allow students to ask questions, then instruct them to work on their statement. After groups are finished, bring everyone back together and give each student the attached Spin Reflection Sheet. Have each group present their work, first giving a summary of who they work for (the political figure chosen/assigned to them), their figure’s political party, and the figure’s views/political agenda. Then, groups should share their statements that have been prepared with spin. All students should take notes on their reflection sheet as they listen to each group’s presentation. After all student have presented, discuss:
- What were the major differences between the talking points of political figures? Did their party affiliation make a difference? Explain.
- What makes a successful “spin”?
- For any given event, is there a single truth about what happened or does it always depend on who is telling the story and how they tell it? Explain.
- Is spin deceitful in your opinion? Is it possible to eradicate spin? Explain.
- How does a candidate’s political agenda as connected to their party, and the way he/she communicates, shape our political system?
- Do you use spin when discussing events in your own life? If so, in what ways and why?
- If you were a politician, is there anything that you would consider to be off-limits to spin? Why or why not?
- As responsible citizens, how do we make an educated decision on which candidate to vote for when there is so much spin and propaganda at play? What questions do we need to ask ourselves when viewing, hearing, and reading campaign ads or candidate response blurbs?
Step 3 — Homework (5 minutes)
Assign the attached homework assignment in which students respond to Leon E. Panetta’s opinion of spin and how it is affecting America.
Assessment
| Exceeds Expectations | Meets Expectations | Revisit | |
| Participation in three classroom activities | |||
| Student understands the concept of spin. | |||
| Student understands how certain groups use spin for their own benefit/agenda. | |||
| Student successfully “spins” a fictional news event that fits his/her candidate’s political agenda/platform. |
Resources
Put a Political Spin on Things
- Your group has been hired as the communications team for a prominent political figure assigned to you.
- As new employees, you must first learn about the views and political agenda of your politician by reading information from the aforementioned “ontheissues.org” web links.
- Pay close attention to this person’s political party, current and past positions, and his/her fundamental political beliefs and/or agenda. Together, discuss and summarize this information and be prepared to present to your classmates.
- Once you are familiar with this figure’s political perspective, your first public relations assignment is to comment on the following situation. Create a 5-10 sentence statement that “spins” the following situation in a way that encompasses your figure’s point of view and supports his/her political agenda:
Ten U.S. soldiers were killed and 14 more were wounded, along with scores of other soldiers from NATO countries, in action during fighting yesterday with ISIS forces in eastern Syria.
- Remember, the spin you put on the statements you make to the media on behalf of your political employer will affect his/her status in the public eye and could possibly affect his/her election or re-election during the next cycle. In other words, this affects YOUR employment, both current and future prospects.
Spin Reflection Chart
| Political figure | Party Affiliation | Beliefs/Agenda Summary |
Name ______________________________________________
Homework
Read the following excerpt from Leon Panetta’s article, “The Price of ‘Spin’ Versus the ‘Truth,’” and answer the following questions that follow:
Huey Long—the infamous Louisiana politician of the Thirties—once promised a certain constituency in an election campaign that he would deliver a public works project to them if elected. When he failed to deliver the project after he was elected, he was asked why. His reply: “I lied!”
Long’s admission was brutally frank. It was the kind of honesty that worked well for Long. Why is it so difficult to work for many of those in public office today?
The typical strategy is to tell people what consultants and pollsters say the public wants to hear and when the facts prove differently, to keep repeating the same words in the hope that repetition somehow will make it right. But there is a terrible price to be paid for this political “spin” game—the lost trust of the people.
As our parents did, we try to teach our children to be truthful. Our very democracy is dependent on a strong relationship of trust between the people and their leaders. But in recent years, whether because of lost values or the ease and speed of modern communications, a bad example is being set for future generations by those who tell people the political message rather than what is really happening.
This may provide some short-term political gains, but ultimately, the nation pays a terrible price. Huey Long decided to tell the simple truth when he said he lied in his campaign. It might just be that telling the simple truth can work to restore both our politics and our democracy. Lord knows, it’s worth a try.
From “The Price of ‘Spin’ Versus the ‘Truth,’” by Leon E. Panetta, The Monterrey County Herald, Sept. 9, 2001. http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/
Respond to the following questions with your thoughts (Use the back, if necessary)
- Panetta says, “… honesty … worked well for Long. Why is it so difficult to for many of those in public office today?” Do you agree that many people in public office are dishonest? Why do you think public officials find it difficult to be honest?
- Do you agree with Panetta when he says that due to the “spin game,” people have lost trust in government and politics? Why? What evidence makes you think this?
- Panetta also states, “… a bad message is being set for future generations by those who tell people the political message rather than what is really happening.” How do you interpret this comment? Do you agree or disagree? Explain.
- The [spin] may provide some short-term political gains, but ultimately, the nation pays a terrible price.” What terrible price do you think Panetta is implying?
Works Cited
ChangingMinds.org. (2017, May 21). Name-calling. Retrieved May 21, 2017, from ChangingMinds.org: http://changingminds.org/techniques/propaganda/name_calling.htm
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
NC Civic Education Consortium. (2017, May 21). Propaganda and Spin. Retrieved from StudyLib: http://studylib.net/doc/8877067/spin—database-of-k
Panetta, L. E. (2001, September 9). The Price of ‘Spin’ versus the ‘Truth’. Retrieved from The Monterrey County Herald: http://www.panettainstitute.org/programs/leon-panetta-commentaries/commentaries-from-2001/the-price-of-spin-versus-the-truth/
Weiss, L. (2001, September 10). American Political Spin Cycle Is Out of Control. Retrieved from The Utah Daily Chronicle Archive: http://archive.dailyutahchronicle.com/2001/09/10/american-political-spin-cycle-is-out-of-control/
Read MorePrior review v. prior restraint: Quick Tip2
In brief, the Journalism Education Association has found prior review has no educational value. Instead, JEA believes it is simply the first step toward censorship and fake news. Prior review also contributes to self-censorship and lack of trust between students, advisers and 
administrators. Prior review conflicts with JEA’s adviser code of ethics.
Prior review occurs when anyone not on the publication/media staff requires that he or she be allowed to read, view or approve student material before distribution, airing or publication.
Prior restraint occurs when someone not on the publication/media staff requires pre-distribution changes to or removal of student media content.
Prior review itself is a form of prior restraint. It inevitably leads the reviewer to censor and student journalists to self-censor in an effort to assure approval.
An officially designated adviser, when working with students and offering suggestions for improvement as part of the coaching and learning process, who reads or views student media before publication is not engaged in prior review.
Possible Guideline: Prior review and restraint
Question: What does prior review mean and how is it different from prior restraint?
Key points/action: In brief, the Journalism Education Association has found prior review has no educational value. Instead, JEA believes it is simply the first step toward censorship and fake news. Prior review also contributes to self-censorship and lack of trust between students, advisers and administrators. Prior review conflicts with JEA’s adviser code of ethics.
Stance: JEA would define prior review and restraint as follows:
• Prior review occurs when anyone not on the publication/media staff requires that he or she be allowed to read, view or approve student material before distribution, airing or publication.
[pullquote]Quick Tips are small tidbits of information designed to address specific legal or ethical concerns advisers and media staffs may have or have raised. These include a possible guideline, stance, rationale and resources for more information. This is the second in the series[/pullquote]
- Prior restraint occurs when someone not on the publication/media staff requires pre-distribution changes to or removal of student media content.
- Prior review itself is a form of prior restraint. It inevitably leads the reviewer to censor and student journalists to self-censor in an effort to assure approval.
- An officially designated adviser, when working with students and offering suggestions for improvement as part of the coaching and learning process, who reads or views student media before publication is not engaged in prior review.
When an adviser requires pre-distribution changes over the objections of student editors, his/her actions then become prior restraint
Reasoning/suggestions: Students learn more when they make all publication choices. Prior review and restraint do not teach students to produce higher quality journalism.
The only way to teach students to take responsibility for their decisions is to give them the responsibility to make those decisions freely. No administrator has ever shown any educational value in prior review.
Continued democracy depends on students understanding all voices have a right to be heard and assuring all viewpoints have a say in their communities.
Resources: Questions advisers should ask those who want to implement prior review, JEA Scholastic Press Rights Committee
Prior Review, JEA Scholastic Press Rights Committee
SPRC Talking points blog
SPRC Talking points
Definitions of prior review, prior restraint
Lesson: Understanding the perils of prior review and restraint
Why we keep harping about prior review
Related: These points and other decisions about mission statement, forum status and editorial policy should be part of a Foundations Package that protects journalistically responsible student expression.
Sharing your state law with others
by John Bowen and Lori Keekley
Title
Sharing your state law with others
Description
State laws protecting student press rights mean nothing if students, administrators, school boards and others don’t know what they mean or how they impact the community. For this lesson, students will create an action plan for the various groups in their community about the state legislation.
Objectives
- Students will evaluate what their state law covers and identify key points to share with others.
- Students will research key points of their legislation, outline them and seek ways to effectively present them.
- Students will synthesize these steps into Action Plans for sharing key points with various local communities.
Common Core State Standards
| CCSS.ELA-LITERACY.RI.11-12.4 | Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| CCSS.ELA-LITERACY.SL.9-10.1.D | Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. |
| CCSS.ELA-LITERACY.SL.11-12.1.D | Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. |
Length
50 minutes
Materials / resources
Computers
State Law (see list at the end of the lesson for state links)
Lesson step-by-step
Step 1. Warm up — 5 minutes
The teacher should ask the class if they had last minute questions about their state law. Discuss them as needed, or tell students they will move on create an Action Plan to sell the new state law to administrators, community and board of education.
Step 2. Large group — 5 minutes
Tell students they will create an Action Plan to convince groups, administrators, community and board of education, the value of the new state law. Students can refer to the State Law Sheet and the role play from the earlier lesson.
An Action Plan would be an outline of the arguments, process and rationale for each they would use to explain the importance of having the state law to discuss this with selected community groups. Its contents might well vary depending on the group being addressed.
Step 3. Small groups — 40 minutes
The teacher will divide the class into a group for each of the categories, administrators, community, school board, and ask students to choose one they feel most comfortable with. Remember, each group will target a different audience to inform.
Each group will appoint a team leader (a student with journalism experience or editor would be best) to lead discussion and to record role and process.
Suggested talking points would include:
- A timeline for the presentation session and which students would present information
- A plan for publicity to invite members of their target audience
- Securing a place for the presentation
- Presentation materials effective for each targeted audience
- Research need and student responsibilities for that material
- A script for the presentation
- Arrangements for sound, lighting and visuals as needed
- Plans to have publicity/reporting of the presentation
Each team would also plan for future meetings to create materials and finalize times and places. The class, with input from the teacher, would ultimately decide the timeline for presentations (most likely, though, the presentation to the board of education would come last).
Teacher note: Depending on the class composition, this lesson may take more than one day. The students may need an additional day to create the presentation.
State Laws and Codes:
- Arkansas
- California
- Colorado
- Illinois
- Iowa
- Kansas
- Maryland
- Massachusetts
- Nevada
- North Dakota
- Oregon
- Pennsylvania
- Rhode Island
The most important meeting
by Lindsay Coppens, adviser of The Harbinger, Algonquin Regional High School, Northborough, MA
Keep them separated.
That was my mentality when I first starting advising my high school’s newspaper. By “them” I meant the administration and the student editors.
By separated I didn’t mean student reporters shouldn’t interview administration (they are often invaluable sources), but I do think this mentality harmed the journalistic process in the long run. In my mind, keeping them separated was a way to protect student independence. We’re a publication with a limited public forum and no prior review, and although the administrators were generally supportive and respectful of the process, I wanted them to keep their hands off!
I now know this approach was flawed.
[pullquote]Another important part of the adviser’s role is to facilitate communication between the editors and administrators and to help staff members learn effective modes of communication.[/pullquote]
Yes, an important part of the adviser’s role is to protect the scholastic press’s independence, but I’ve realized this separation-focused approach can be detrimental. An us-against-them mentality developed, and inevitably, because the paper is run by high school students who occasionally make mistakes, the principal would raise concerns about the publication’s product or process. These concerns would lead to meetings which often had an undercurrent of fear, anger and defensiveness. We would all feel stressed and at least a little afraid of the next call or email from the administration.
And then one day I woke up and realized at least some of this stress and fear could be my fault.
Another important part of the adviser’s role is to facilitate communication between the editors and administrators and to help staff members learn effective modes of communication.
I realized that publication life would be less stressful and student journalists would be more empowered if they met with the principal preemptively. We started a tradition of a back-to-school conversation with the overall goals of establishing respectful relationships, determining modes of effective communication, and gaining an understanding of mutual and differing goals.
This back-to-school meeting between the Editors-in-Chief, the school principal and myself usually lasts only about 45 minutes but it has drastically transformed our perceptions and understanding of each other.
Some of the talking points:
- The editors’ roles, values, and why they love working on the paper
- Goals for the year
- The publication’s social and community role
- Law and ethics (including forum status, why it’s essential that we do not have prior review, and the publication’s code of ethics)
- The publication’s process (of not only reporting, but also a brief overview of fact-checking, editing, and what they do if they make mistakes)
- The best ways for editors and administrators to communicate
- What the principal will do if she receives concerns or complaints from a community member regarding the publication or if she has her own concerns
- The principal’s questions
- Any initial story ideas or topics the principal may want to share
During this meeting, I talk little and listen a lot. Often I take notes while the editors and principal talk. If needed, I help facilitate the conversation. I also want the administrator to understand my role as an adviser: that I am not an editor and I do not approve copy, but help editors coach their staff, communicate and organize effectively, and produce a publication they are proud of.
Since we’ve started the tradition of this back-to-school meeting, the relationship between the principal and publication’s editors has been notably more productive and collegial. For example, when an article or editorial questions administrative decisions, there has been less kick-back and more understanding that questioning and reporting incisively are important parts of the publication’s role. Or when a parent recently demanded the principal reprimand a student journalist for expressing a view the parent didn’t agree with the principal not only defended the student’s right to expression but also immediately opened communication with the student editors.
This meeting is the first important step in having a positive year. Learning about where the editors are coming from helps the principal build trust that they are committed to producing good journalism. The principal is more likely to understand that scholastic journalism not only plays an important social and democratic role in the community but also that it is a learning experience.
However, one meeting is only the start of a conversation that continues to develop throughout the year. And while conflicts may arise, I’ve found that this initial dialogue focused on the objectives, process, and ethics of a free student press is by far the best way to begin.
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