When Giant City School District 130, a K-8th grade school, began developing its new three-to-five-year strategic plan, the goal was clear: bring people together to shape the future of the school. Teachers, parents, community members, administrators, and school board members all had seats at the table. But this time, something important made the process different. Students were there, too.

Among the dozen or so seventh and eighth-grade students participating in the process were Drew Fairfield, a seventh grader, and Chloe Crippen, an eighth grader.

The strategic planning process began in the fall and unfolded over several months, guided by retired superintendent Gary Kelly, who served as the facilitator. Each meeting brought together roughly 40 participants, representing a broad cross-section of the school community. They met once a month in the evenings, working through a carefully structured process designed to identify priorities, define goals, and create a roadmap for the future.

Participants were divided into small groups that included a mix of students, parents, staff, school board, and community members. This structure ensured that every perspective was heard and that ideas could develop through meaningful conversation. The result was a plan built around four core values: student success and educational excellence, financial stability and sustainability, staff and student wellness and support, and strong community engagement and communication.

For Drew and Chloe, stepping into that environment could have been intimidating. But neither student felt overwhelmed by the experience. Instead, they embraced the opportunity.

“We met about once a month,” Chloe explained. “Usually in the first or second week, we talked about different ideas for improving the school.”

Chloe came prepared. Before the meetings even began, she had already compiled a list of ideas. “I wanted to focus more on extracurriculars,” she said. “I had a whole list of ideas, including things like foreign language classes and a chorus.”

Her goal was simple but meaningful: to make sure every student could find something that sparked their interest and helped them feel connected to the school community.

Drew’s focus reflected a different but equally important priority. He spoke about the importance of helping students better understand one another, especially those with different needs or experiences.

“I wanted people to understand and work together more,” Drew explained, emphasizing the importance of empathy and inclusion.

His perspective highlighted a vision of a school culture where every student feels valued and supported.

Dr. Kristopher Mason, Superintendent of Giant City School District, saw firsthand how impactful student participation was throughout the process. He noted that Drew and Chloe consistently shared thoughtful ideas and spoke confidently alongside adults.

Their contributions were not just welcomed—they were influential.

When the group reviewed the final draft of the strategic plan, both students immediately recognized their input reflected in the document.

“Oh, yes,” Drew said when asked if he saw his ideas represented.

“Very much so,” Chloe agreed.

That experience left a lasting impression on both students.

Chloe said participating in the process gave her a sense of pride and purpose.

“I feel kind of better about myself,” she said. “Because it means that I’m helping my school, even though I am leaving.”

Drew found that the experience helped him grow in confidence and communication—skills he hopes to use in the future.

“I’ve developed better speaking skills and learned how to express my opinions,” he said, noting that he hopes to pursue a career in law or politics someday.

Both students also shared their hopes for what the school might look like in the years ahead. Chloe envisioned more clubs and opportunities that would allow students to explore their interests. Drew hoped to see a stronger sense of understanding and connection among students, where everyone feels accepted and able to express themselves.

Their involvement in the strategic planning process reflects something powerful: when students are invited to the table, they bring insight, honesty, and a genuine commitment to improving their school.

Years from now, when Drew and Chloe walk back through the halls of Giant City School, they will know that their voices helped shape its future. Their ideas, their courage, and their willingness to speak up will remain part of the school’s story—proof that leadership can begin at any age.