Homeroom, Helpful or Helpless?

Maria Coleman, Journalist

This school year, Hampton High School created a homeroom schedule requiring all students to participate in social and emotional learning activities. However, these homeroom classes have seemingly become a drag for most of us. Students and teachers alike think this ‘homeroom’ experience needs to improve. 

All homerooms this year have been focused on improving skills like time management, how to control stress, organization, etc. After asking some students what should be revised during homeroom periods, there are several requests to change the topics. Emmy Schrom (Junior) says, “I think it would be more beneficial if students were allowed to dictate the things they needed to do or research in terms of their future.” Hannah Kirkpatrick (Senior) also adds to this idea by highlighting how homerooms would be a great opportunity for juniors and seniors to give attention to college applications. If the principals were to allow suggestions for what students would want to work on during homerooms, students might appreciate each homeroom. 

Introducing more engaging lessons might also help the spirits of the homeroom schedule. Instead of scribbling random ideas onto a piece of paper, we could play games or create better lessons to interest the student body. Homeroom needs more interesting lessons that apply to the grade level personally or to encourage “genuine coping skills and ways to manage stress/anxiety. It should focus, also, on student tasks like the S.A.T.’s and college applications,” says Katie Watrobski. 

Incorporating these ideas into the homeroom schedule can improve the use of time spent by Hampton students. If there were scheduled times to work on what each student or grade level needs prioritized once or twice a month, this could be a great opportunity to target closely what students need.