Chris’s commitment to service emerged from a profound dedication to fostering inclusivity and creating supportive environments for marginalized groups.
“I’ve always been driven by the desire to create spaces where everyone feels they belong. Service was a way for me to actively contribute to this vision and make a tangible difference in people's lives.”
As an AmeriCorps member at a high school in Buffalo, New York, Chris quickly observed a disconnect between students and the adults at the school. The challenges many students faced - especially LGBTQ+ students - were not because teachers and staff did not care, but because they were unsure of how to support students across marginalized identities.
To address this, Chris undertook a comprehensive needs assessment through focus groups and surveys with students and staff to understand their specific challenges better. One trend stood out across students, teachers, and staff - a desire to create a more inclusive environment.
Chris took decisive action to address these issues and improve the overall environment for everyone.
One of Chris’s most transformative initiatives was the creation and supervision of the Gender and Sexuality Club, a student-led space designed to provide a safe and supportive environment for LGBTQ+ students and their allies. “The club was a beacon of hope and opportunity to build community among the students.”
This initiative included regular meetings, educational workshops, and social events to foster solidarity and inclusion. Chris actively involved students in every step of the club’s development, from planning to implementation to weekly programming, ensuring that it met their needs and perspectives.
Chris's focus on supporting LGBTQ+ students extended to bridging the communication gap between students and faculty through the Safe Zone Program. This program allowed students to nominate faculty members who students felt safe around and wanted to highlight for other students, which may have included faculty who directly supported LGBTQ+ issues.
“The goal, of course, is that all faculty and staff are safe zones in a school – so this was a way of engaging students and opening up the chance for them to display their appreciation to staff.”
By creating a formal recognition process and offering training for nominated staff, Chris helped promote a culture of mutual respect and understanding, significantly strengthening relationships between students and faculty.
Chris’s efforts with the Safe Zone Program also significantly empowered students to address broader structural issues within the school.
“It was set up so students have decision-making power over the safe zone program of their own school, which is an important aspect in structural change.”
Another critical aspect of Chris’s work was addressing generational and cultural divides, particularly around evolving language and modern terminologies used by LGBTQ+ youth. Chris trained staff to help them understand these new terms and their nuanced meanings while highlighting a culturally humble approach.
“In my training for adults, I emphasize that even if you know what a word means, always ask, ‘What does that mean to you?’ Because a word can have a different meaning for a youth, a different connotation, or even a different moral ideal behind it,” Chris explained.
Chris's philosophy is that "When someone gets to define themselves, they get to be their whole, authentic self and the sense of empowerment that comes along with it."
He incorporated interactive elements into his training sessions, such as role-playing scenarios and open dialogue segments, which allowed staff to practice understanding and using these terms in real-life contexts. This approach facilitated better communication between students and staff, helping bridge the generational gap and improving knowledge of various issues.
Chris’s service also had a broader impact on the school culture. By creating and supporting inclusive initiatives, he made a more welcoming and supportive environment for all students.
“The project allowed for their voices to shine,” Chris reflected, highlighting the importance of involving students in creating solutions. The inclusive initiatives led to a noticeable shift in school culture, with increased student participation in school events and improved overall student satisfaction. Faculty, too, were emotionally and professionally validated by the students' nominations and the opportunity to grow with Chris's personalized training and resources.
His efforts demonstrated how inclusivity benefits the entire community, not just those directly involved in specific initiatives, making individuals feel valued and integral to the process.
Through his AmeriCorps service, Chris exemplified how service can bridge gaps, build relationships, and foster collaboration. His experiences underscore the importance of involving those directly affected in creating solutions and illustrate the positive impact of inclusive efforts on the entire community. By addressing the needs of LGBTQ+ students and the desire of faculty to continue to develop skills in inclusive practices, everyone could benefit.
