The student body does not appreciate intervention periods

By Meghan McNeil Social Media & Business Manager

Every Wednesday from 1:03 until 2:05 and during their study periods, students have an opportunity to catch up on late work, and further their knowledge in a subject or prepare for upcoming assessments. Interventions allow students to focus on their own personal needs rather than the requirements of a course curriculum. Although interventions have been a critical component to the WHS schedule since 2020 and have been benefiting students since then, it now appears as if students are no longer taking advantage of this resource.

“I feel students don’t value the use of interventions because they see the hour less of school on Wednesdays and decide it’s a good idea to go home,” an anonymous student said.

Students agree that Wednesday interventions could be more effective for students through implementation of nonoptional staying in school, although that could lead to more dislike toward interventions. One solution to the issue of student underappreciating interventions is clarification of where to get information about interventions. The location of this information could possibly be causing student struggle, yet all the information is easily accessible on the WHS student resource page.

“Not scheduling teachers for meetings during intervention time would be helpful,” another student says. Communication is a key component to making interventions run smoothly for all parties. Implementing interventions prioritizes the needs of students and acknowledges the difficulty many students face balancing academics and extracurriculars. Due to being constructed into the Wednesday schedule, 68% of students go to Wednesday interventions weekly whereas 18% utilize media center interventions weekly. A reason for this varying percentage can be connected to students’ opinion on Wednesday versus media center interventions.

“It is hard when you do not have study the same time as your teacher because they know exactly what you’re learning, rather than having to explain it to a teacher who is not your teacher,” student says.

A main concern for students this year is the minimal library availability, however, the remodeled cafeteria has allowed for a more open space for students to collaborate and talk openly. The library, used for Wednesday interventions in the past, has expressed the student’s need for a location to communicate rather than work in silence, but now no students are allowed to study alone on Wednesdays.

“I think that if the media center was easier to access like how it was before then it could be a lot more effective for students [so students could utilize it without having to sign up],” student says.

Students also are given an opportunity to socialize with other students in the cafeteria, however, this is becoming a priority for students rather than what the original purpose of interventions entailed.

“Everyone fools around doesn’t actually sit down and get their work done,” said another student.

The majority of students at WHS have responded positively to Interventions being implemented as it benefits everyone. In a survey sent out to all students, many agreed that they are a great break for students with difficult home lives, time to complete missing work and help improving grades.

Staff members such as Mrs. Tobey are working dilligently to ensure interventions are a learning positive time. Alterations to the Intervention program can still be made to improve the student view of interventions, nonetheless, students must realize the importance of these periods and hold themselves accountable for their own academic success.