# data[].attributes.body
Life skills
Students want more electives
Students want teachers to know more about them. AKA Relationships matter.
Homework, stress, and life work balance.
Lit & Comp and SS work together, life is better.

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Some interesting counts:
Taxes - 39
Cooking - 27
Shop/wood/etc - 18
Adulting - 21
Life skills - 33

Wish they had time for electives/choices, but feel like they don't have time after all requirements

# data[].attributes.body
1.Learning life skills (cooking, taxes, interviewing)
2. Learn better by doing activities
3. Too much homework

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1. Students would like more variety; offer more languages, more class options; How could we offer more language options? Independent studies? Class time for online language courses?

2. Students want to make a difference / be a part of something that is meaningful now; participate in activities related to current events or community outreach; How can we incorporate more cultural studies into our World Language and ESL curriculum? Meaningful cultural experiences are what students remember and what inspires them to continue studying languages and culture in the future.

3. A need to develop life skills; time management, collaboration, advocacy, etc.; Students seemed to focus on expressing their needs with the expectation that teachers (adults) should provide/meet those needs; There also seems to be an underlying need to be entertained.

# data[].attributes.body
Kids overstressed / lack of sleep
Want more coordination between teachers on test dates
Lots wants collaboration but a small minority want individual work
SEL / Interpersonal skills / don't have appropriate coping strategies
Kids want "hands-on" projects., classes
Concerned about inflexibility, pacing - don't see the connection -- how does jive with IB
Students need to feel their value and the value in what they are doing
How are the classes / ideas they learn are connected // Benefit of ELA / SS teaming
Want real-world application & connections that are relevant
Why are these kids worried about taxes, adulting, etc
Give ourselves permission to slow down so kids can process
We want to really know kids so we need more time to conference.
Can students self-reflect and answer the question "what are we doing anyway?"
ELA are lucky that they can connect relevancy in so many areas