by Sarah Nichols, MJE
With the constant demands of deadlines, a student newsroom rarely has downtime. Taking time to schedule what we care about is one of the only ways we can maintain traditions and designate time for staff development, service and fun.
With that in mind, we added the First Amendment Press Freedom Award application deadline to our annual student media calendar a few years ago, and it’s done us a world of good.
Once editors had the Dec. 15 deadline on their radar and had the simple Round 1 application experience under their belts, they decided we should just incorporate First Amendment components to our program all year long.
Making the FAPFA recognition an ongoing “project” reminds us why it matters. Although the program I advise has student protection in California Education Code 48907, students hear about censorship all too often and know we can all play a continuous role in education and advocacy.
Editors take the lead by adding activities, lessons and projects to our shared planning calendar. They start with the basics by highlighting Constitution Day, Free Speech Week, Bill of Rights Day, Scholastic Journalism Week, Student Press Freedom Day and both Round 1 and 2 application deadlines for the FAPFA. Part of the FAPFA process requires editors, advisers and administrators to reflect on their practices, and in particular, explain how everyone promotes teaching of the First Amendment through classroom instruction and activities.
Students on Sarah Nichols’s media staff host a giveaway game at lunch and awarding prizes for students who could name the five freedoms.
Thinking about that all year long — and documenting it — is a win/win, starting with a 45 words icebreaker puzzle during the first week of school.
Photo used with permission of Sarah Nichols, MJE.
As part of our staff member onboarding, everyone memorizes and recites the First Amendment to the rest of the staff, and we make it a huge celebration in class.
Photo used with permission of Sarah Nichols, MJE.
From small things on campus such as wearing free speech shirts and giving out balloons or stickers to PSAs on social media and “five freedoms” giveaways, we have something happening every few weeks all year long. These efforts involve all student journalists, reinforce the importance of scholastic press freedom and spread awareness of First Amendment issues.
Photo used with permission of Sarah Nichols, MJE.
Using tools like Instagram stories to showcase these traditions helps other schools or programs get ideas and remember to engage in their own First Amendment-related activities.
As these efforts became embedded in our staff culture, students started to suggest new ideas, helping our First Amendment activities grow and evolve. That led to including a First Amendment leadership position. Adding this to our EdBo structure was a way to empower someone to take charge, serve as our liaison to administrators for the First Amendment Press Freedom Award application reminder, train incoming staff members and manage comments on social media, as applicable. Given the super-busy nature of advising, I’m grateful to have someone keeping First Amendment activities on our radar the same way our managing editor oversees deadlines and our social coordinator handles staff birthdays.
Over time, it’s become “just part of what we do,” and that’s made it easier for my editors when explaining those efforts in their annual FAPFA application.
My hope in sharing is two-fold: If you’re doing these things, here’s your reminder to apply for FAPFA recognition by Dec. 15 and expand the reach of this program. And if you’ve been thinking about it and just haven’t found the time or ideas, take something here and use it as a starting point.
The recognition students have brought back to our campus each year reminds our school community how important it is and how lucky we are.
Written By: Sarah Nichols, MJE