Submitted By: Dr. Kyra Caldwell Templeton, Program Director of Student Engagement & Co-Advisor of the Student Advisory Council (SAC)
Across Atlanta Public Schools, student voice has moved from concept to catalyst. Through the middle school and high school Student Voice Impact Mini-Grants, students received more than funding — they received agency. What followed were student-led projects tackling school culture, belonging, leadership, and peer engagement in ways that are both authentic and built to last.
The grants, averaging about $700 each, were deliberately designed to move past feedback and into action. The result is a growing portfolio of student-driven initiatives that show, concretely, what becomes possible when young people are trusted to lead.
Middle School: Creating Structures That Make Voice Stick
The strongest middle school projects didn’t just give students a moment to speak — they built systems to make sure student voice was heard consistently, acted upon visibly, and sustained over time.
The Voice Lab: Speak. Create. Lead (Edward Molina) & Tiger Paws Podcast (Indya Phillips) – Crawford W. Long Middle School
These two grant proposals work in tandem to build a comprehensive and evolving ecosystem for student voice. The Voice Lab represents what it looks like to operationalize student voice over time, moving beyond one-time events to establish a sustained system that includes student forums, anonymous feedback channels, and most importantly, a visible feedback loop that shows students how their input leads to real change. This consistency builds trust and reinforces the idea that student perspectives matter. Complementing this structure, the Tiger Paws Podcast brings student voice to life through storytelling. By creating space for authentic conversations and shared experiences, the podcast allows students to reflect on their realities, amplify their perspectives, and build connection across the school community. Together, these initiatives demonstrate that impactful student voice requires both systems and storytelling—structures that capture input and platforms that humanize it—creating a culture where students are not only heard but understood and valued.
The School Store (Kayden Beasley) – B.E.S.T. Academy & The Discussion of Rules (Owen Wingfield) – Atlanta Classical Academy
Other projects rounded out the middle school cohort with student-led discussions on school rules and student-operated initiatives promoting responsibility and community. At B.E.S.T. Academy, Kayden Beasley plans to lead a student-run school store initiative designed not as a traditional revenue-generating model, but as a student-centered support system. Through this project, snack inventory will be purchased and distributed to students who may arrive late to school or need nourishment during the day, removing barriers that can impact focus, attendance, and overall well-being. By intentionally ensuring that items are not sold, the initiative prioritizes equity and care, reinforcing a culture where student needs come first.
Similarly, at Atlanta Classical Academy, Owen Wingfield’s The Discussion of Rules initiative creates space for students to engage in meaningful dialogue around school policies and expectations. By fostering open conversations between students and school leadership, the project encourages shared understanding, increases transparency, and empowers students to take an active role in shaping the environment in which they learn. Together, these projects reflect how student-led ideas can directly improve school culture while centering belonging, voice, and support. These efforts reinforced an important cultural shift: students aren’t just participants in their school environments — they are contributors with the power to improve them.
Owen utilized his grant when he hosted The Discussion of Rules conversation with his peers and school leaders. After the event, his mother shared her reflections about the overall mini-grant experience.
“I was so touched by the way Mr. Andrew, Mr. Nugent and Ms. Youker thoughtfully listened to the students concerns. I was most struck by the well-worded questions they asked to help open the students’ eyes to see things from a different perspective,” Owen said. “I recently read this quote from Barack Obama…and thought how this mini-grant experience has been such an opportunity for the students to experience the democratic nature of our country within their school community.”
High School: Voice as a Vehicle for Leadership, Wellness, and Change
At the high school level, projects took on greater complexity and connected student voice to mental health, leadership development, academic engagement, and community impact.
The Haven (Imani Reid) & The Midday Arcade (Amber Myers) – South Atlanta High School
These projects represent two powerful, student-driven approaches to strengthening school culture through connection, wellness, and engagement. The Haven is a deeply personal and purposeful initiative; a student-led wellness space designed to support peers navigating emotional challenges, identity development, or personal loss. Rooted in lived experience, it creates a calm and affirming environment where students can decompress, participate in weekly wellness circles, and engage in creative expression and peer-support sessions guided by a trusted adult. Its impact lies in fostering belonging and ensuring that students who may otherwise feel isolated have a space where they are seen, valued, and supported.
In contrast, The Midday Arcade focuses on transforming everyday school experiences—specifically lunchtime—into opportunities for meaningful interaction and stress relief. By introducing structured activities such as board games, card games, and small group engagement, the initiative encourages students to connect, build relationships, and recharge during the school day. Together, these projects highlight how student voice can shape both the emotional climate and daily experience of school, creating environments where students feel both supported and connected.
Eveolve (Naomi Spears) – Coretta Scott King Young Women’s Leadership Academy
Eveolve proves that student voice can be both creative and transformative. Focused on empowering young women through art, dialogue, and shared experience, it offers structured opportunities for students to process their realities and build community around them. By weaving creative expression into intentional programming, Eveolve has developed a sustainable model that strengthens individual confidence while fostering collective empowerment.
Our Voice, Our School (Taniya Stephens) – Washington High School
This initiative draws a line that too many engagement efforts fail to cross: the line between collecting student input and actually using it. Through surveys, recorded conversations, and transparent communication strategies, Our Voice, Our School ensures that student perspectives are not only gathered but positioned to influence real school practices. It’s a model for what accountability in student engagement actually looks like.
KING Leadership Project (Joaquin Weaver) – B.E.S.T. Academy
The KING Leadership Project starts from a simple but powerful premise: students who are prepared to lead are better equipped to advocate — for themselves, for their peers, and for their schools. This student-led leadership initiative is designed to amplify student voice by placing students at the center of decision-making, planning, and implementation. Rather than serving as passive participants, students take on active leadership roles; engaging in discussions, delivering speeches, and collaboratively designing a schoolwide project that promotes respect and positive relationships. The program intentionally focuses on developing leadership, communication, and emotional intelligence, particularly among male students from underrepresented backgrounds, while also fostering meaningful collaboration with female peers.
Over the course of eight weeks, students participate in structured sessions that build self-awareness, confidence, and interpersonal skills, culminating in a jointly led service project such as a Respect Week campaign, peer encouragement initiative, or schoolwide messaging effort. Through public speaking, teamwork, and real-world application, students not only strengthen their ability to express their ideas but also contribute to a more inclusive and respectful school culture. The long-term impact of the project lies in cultivating a generation of students who see themselves as leaders; equipped with the confidence, accountability, and collaborative mindset needed to positively influence their school community and beyond.
Project Literacy (D’Eric Mitchell) – Midtown High School
Project Literacy bridges academic growth and civic voice. Through the installation of a Little Free Library, D’Eric Mitchell desires to expand access to books to APS employees and families; it extends the reach of student voice beyond the classroom and into the community. The structure will be installed at CLL in order for families and staff to gain access to free books. The result is an initiative that improves literacy outcomes while simultaneously building a culture of advocacy and expression.
What the Best Projects Have in Common
Across both middle and high school grants, clear patterns emerged among the most impactful initiatives. The strongest projects built structures that made student voice sustainable, not situational. They cultivated belonging as a foundation for engagement, particularly in initiatives centered on wellness and identity. They used creativity — art, media, storytelling — as a genuine entry point for student expression, not just decoration. And critically, they closed the loop: student input led to visible, meaningful change, reinforcing the belief that speaking up is worth it.
More Than Grants — A Different Way of Doing Business
These mini-grants signal something larger than a funding opportunity. They represent a shift in how student engagement is practiced across the district, from asking for input without follow-through to investing in student-led solutions that directly shape school culture.
When students are given the resources, responsibility, and trust to lead, they don’t just participate. They transform.
That’s what meaningful student voice looks like in practice: student-driven, action-oriented, and rooted in the real experiences of the communities these schools serve.
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