Recently, Branson students led their annual parent-teacher conferences. These conferences took place on the day after the Martin Luther King Jr. holiday, which gave students an additional day off from school. To prepare for these meetings, students were given worksheets with example questions and were expected to lead their conferences with their responses. 

These student-led conferences are valuable opportunities for students to practice ownership, reflection and self-advocacy. Students independently evaluate how their year has gone and choose what they would like to highlight and discuss. Making choices like these encourages meaningful self-reflection and helps students identify areas for growth and improvement. 

One challenging aspect of these conferences, however, is that they happen once a year, meaning the goals students set in the spaces have plenty of chances to be discarded without accountability. Students would benefit from more intentional structure within the advisory space. Advisory groups are generally a safe place to unwind and connect with peers, but the group dynamic can make students uncomfortable raising more serious or personal concerns. 

Other systems at Branson already recognize the importance of individual check-ins. Freshman mentor programs give students opportunities to reach out and schedule bi-monthly meetings, and college counselors expect students to practice the same skill. Why should this level of ownership stop with advising?

Because of the current advising structure, students rarely control when or how personal conversations happen. However, if both Branson students and faculty work to curate a stronger culture around meeting individually with advisers, students would be better able to identify an adult on campus who understands them and has their best interests at heart. I encourage students to consider asking their advisers for individual check-ins at least once a month to foster more honest, deeper relationships. 

Having a trusted adult on campus whom students meet with regularly can greatly improve student comfort and well-being. Additionally, skills such as emailing, scheduling meetings and taking responsibility for your schedule are transferable to the real world, and students should be honing these skills throughout their high school career.