Title

Celanie Neal • January 1, 2026

Although Peninsula has introduced several measures to make students feel more welcome, high school remains an intimidating environment for many. Fear of embarrassment pervades despite pep rallies, clubs and events, driving a chronic lack of participation. This raises an important question: why are students so reluctant to raise their hands in class or dress out for a spirit day? How did something as simple as speaking up in class become a source of anxiety? English teacher and Link Crew coordinator Rebecka Dibble shared her thoughts on the issue.

“I think kids, in general, are afraid; whether it be participating in class and sounding stupid, or being the only one dressing up and thinking that they look stupid,” Dibble said. “They believe everyone is looking at them and everybody is listening to them when in reality that is not true.”

On a different note, it is easy for students to become used to not participating when it is not something done on a regular basis. When teachers fail to be engaging, students lose interest in the content being taught. Many students become apathetic about what is being taught in their classes because their teachers do not spend enough time working with students or explaining the content in an exciting way. Lack of motivation to participate fosters classroom environments where minimal participation becomes the norm. Thus, junior Andrew Pacheco believes effort by teachers is critical to increase participation.

“I think that low participation often comes from fear of being judged and not feeling confident, but the classroom environment definitely affects student comfort,” Pacheco said. “[For example], some teachers cause [students] hesitation [if] they seem unapproachable or strict, and this lack of encouragement can make students stay quiet.”

Many teachers at Peninsula have recognized this issue. In order to increase participation within their classes, a number of teachers have introduced graded participation. Speaking up no longer becomes a choice, but a necessity if students want to achieve academic success. Mrs. Dibble believes this incentive system helps foster an environment where participation is seen as something positive. If everyone has to speak up to receive a good grade, no one feels embarrassed because participation is a shared obligation rather than an unnecessary display that singles out individual students. A grade incentive can also help build confidence in participation-averse students, making them feel more comfortable participating in other settings. However, sophomore Sophia Bass shared a different perspective.

“Graded participation lowers morale and reduces [retention of] the information,” Bass said. “Anytime I know I have to participate, I stress [about] making sure I get called on and making sure I have the right answer rather than remembering the [material].”

Despite disagreements over methods for increasing participation, teachers and students alike agree that participation is important for the environment in a classroom. It allows students to proactively connect with the material by articulating their understanding of concepts verbally and provides a means by which teachers can track students’ grasp of content. When students are engaged, they can learn more in class, make connections with teachers, make new friends on campus and find places where they can feel comfortable. Despite participation’s myriad benefits, Peninsula is plagued by chronic lack of participation as students fear the possibility of embarrassment. The efforts of both teachers and their students are critical to create the positive environments necessary for engagement. Teachers can employ creative ways to encourage student behavior and participation while students can break free from fear by getting to know their peers and teachers better. It takes everyone to work towards an ideal classroom environment where students’ opinions and thoughts are respected and welcomed.