By Ivy Li & Stephanie Zhang
From the addition of the ambiguous “Transdisciplinary Learning and Enrichment” to the controversial removal of the underclassmen’s only flex block, the 2025-26 school schedule has sparked heated debate. Though framed as a move to support student wellbeing, the disrupted balance between classes, extended learning, and clubs has triggered a response far from enthusiastic. A critical question arises within the PD High School community: Why should the unilateral decision of school administration drown out student voice?
2025-2026 Schedule
Example with Sample Courses
A Summary of Key Changes
1. Extended Learning Restructuring
- Previous: 45-minute noon block between 3rd & 4th periods, shared with club time
- Now: Fixed between 2nd & 3rd periods; 2nd block teachers can now directly keep students for EL
2. Club Participation Limitations
- Previous: Daily club availability during flexi time
- Now: Clubs condensed into a singular recurring block, now holding the same weight as class time
3. Reduced Flexibility
- One fewer block overall
- Students taking 7 courses now have no scheduled flex blocks
While administrators present these changes as increasing academic support, the reality shows concerning trade-offs. The new structure sacrifices student autonomy, now forcing them to choose between academic needs and extracurricular engagement with the limited free time they have.
Student Voices: Heard but Ignored
To better understand student opinions, we surveyed a select group of HS students to assess opinions on the new schedule, including a 1-to-5 star rating and an optional written response for further thoughts.
The results paint a damning picture:
- Average approval: 1.75/5 stars ⭐️
- A vast majority of written responses express frustration or anger
- Top complaints:
- Removal of flex blocks greatly detracts from study time
- A convoluted schedule with many big words but no concrete explanation
- Advisory sessions now consume double the time but do not necessarily double the value
The most revealing finding? Despite this overwhelming disapproval, administrators have doubled down on their decision, leaving little opportunity for change. One student notes, “The school says ‘they will listen do student feedback’, but that never seems to be the case!”, capturing the sentiment of many.
The Broken Promise
Student voices cut to the heart of the issue:
- “If the old schedule worked just fine, why is there a need to change it?”
- “How can we make sure teachers don’t abuse extended learning time?”
- “With the removal of flex time, when will we have enough time to complete retakes?”
Yet the schedule remains unchanged. The administration’s refusal to adapt – even when confronted with clear evidence of harm to student wellbeing and academic performance – speaks louder than any survey response ever could.
The Path Forward
This isn’t opposition to change, but a demand for changes that actually serve students. As one senior put it: “We as students should have a say in the final schedule—to have a hand in our own education.”
Although the schedule seems to be set in stone, this conversation shouldn’t be. We continue to hope that school administration won’t be deaf to our worries, providing solutions that support students without silencing them.
Edited by Charlotte Lai