If there’s one thing we do as high school students, it’s that we complain. A lot. 

I am no exception. “I have way too much homework tonight.” Yep, I say it at least once a week. “My teacher’s grading was so unfair.” Stole the words right out of my mouth. “Practice was way too hard.” “Practice was way too easy.” Been there, on both sides.

But there comes a time when we’re inspired to do more than simply complain. When we’re passionate about a subject. When we think something is unfair or unjust, and want to see something change. 

I’ve written almost a dozen columns and editorials for the Torch over the last three years. Here’s some of what I’ve learned about expressing an opinion: 

The audience you’re trying to convince won’t listen if you don’t recognize the counterargument. Your audience also may become defensive if your tone comes across as an attack. And, an opinion is sometimes only as strong as its call to action: its concrete, clearly expressed solution. 

Torch has been my platform to call for change, and for that, I will always be grateful. But besides writing a column every issue, I — along with many of my peers — would still sit and complain when things didn’t go my way. It was only recently that I gained the confidence to apply all I’ve learned from writing columns to life outside the Opinions section of the Torch.

When winter sports started in January, student-athletes weren’t allowed inside the locker room because of concerns over COVID-19. So instead, dozens of girls crowded outside and in the closest bathroom to change for their sports. I went into Mr. Catalano’s office and explained the problem to his assistant, asking for permission to be in the locker room. Within five minutes, we were allowed inside.

After noticing the crowds of students at the entrances before school and before and after lunch in April, I wrote an email to an administrator asking, respectfully, if it was possible to open the cafeteria entrance to students. The administrator looked into my suggestion and eventually replied that there were not enough staff or resources to implement it. Although it was an unsuccessful attempt, I felt satisfied having been listened to. Having understood the reason, I accepted the outcome rather than being continually frustrated by it. 

This year, dozens of students have pushed for changes to the school in regards to mental health. Some have done so in extremely productive ways, by starting groups or joining organizations to promote change. Others have not. Some students attacked the administration, ranted on social media and sent aggressive emails and voicemails blaming the school for not having enough mental health resources. Many of these students did not recognize existing mental health resources or even suggest a possible solution. 

The Torch Editorial Board contributed to the mental health discussion as well, publishing an editorial encouraging the P.E. department to provide mental health instruction to students within Social Emotional Learning in P.E. classes. On May 10 and 13, mental health first aid training was offered to seniors. I see that as a part of the school’s response to the Torch’s editorial and to everyone else who expressed concerns. The school listens. It has, it is and it will.  

There’s still more to be done, in terms of mental health resources at Glenbrook North, academics, athletics, parking. But you can’t expect the school to fix a problem it might not know exists, or one for which it doesn’t have a solution. And you can’t expect the school to listen to you complain. 

Find a platform through which you can express an opinion — in the form of a Letter to the Editor in the Torch, during the public comments section of a school board meeting, by starting an organization, by meeting with a principal or administrator. Express your opinion with maturity, with respect. Acknowledge your counterargument and what has already been done. Provide specific, concrete and viable solutions. 

And when you do it right, you might be surprised by how much people actually listen.