How 8th grade multi-lingual language learners used research, heart, and their voices to advocate for unhoused youth
by America Sotelo, NJEA Consortium Design Team Ambassador
Last spring, my 8th graders stood in front of a panel at Rutgers University to present their civic action project on student homelessness—a topic they selected, researched, and spoke about with urgency, empathy, and heart. It wasn’t just a class project: It was personal, and it was powerful! Through Project Citizen, my students examined a problem they saw too often ignored: the challenges facing unhoused students in their own communities. They didn’t approach it as a detached policy issue. They asked hard questions. They talked to one another. They read local news, studied statistics, and drew on lived experiences—some of their own, some of their classmates’. Then they built a case. They created a website, Project Citizen: Student Homelessness , to share their findings, explain the scope of the issue, and propose solutions that schools and local governments could adopt to support students in crisis. Their final product was more than research—it was a call to action.
Student-led, Community-centered
This was never about a teacher assigning a topic. It was about students asking: “What’s happening around us, and how can we do something about it?” Their learning was layered and real: They explored how homelessness affects school attendance, access to basic needs, and emotional well-being. They studied the McKinney-Vento Act and discussed how it plays out in practice. They interviewed school personnel, reviewed local data, and proposed meaningful, actionable policy changes. These weren’t abstract ideas. These were stories, gaps, and systems they could see all around them. And what they wanted—loud and clear—was for adults to listen.
Why This Mattered
Some of my students have experienced housing instability firsthand. Others only knew it through hallway conversations or watching peers quietly navigate the weight of not having a stable home. But once they began digging, they quickly realized: this issue impacts more people than we talk about. And it cuts across languages, cultures, and zip codes. They connected what they were learning to broader conversations we’d had throughout the year—civil rights, equity in education, youth-led movements for change. They remembered the bravery of students like Claudette Colvin and Sylvia Mendez. And they saw themselves reflected in that legacy. At Rutgers, they didn’t just present—they represented. And they were heard.
What I Learned as an Educator
This experience reminded me of why I became a teacher. As a bilingual educator and coach, I believe in student agency. I believe multilingual learners bring brilliance to every space they enter. And I believe education should not just prepare students for the future—it should empower them to have an impact on the present. My role in this project wasn’t to lead. It was to listen, ask questions, and offer guidance when they needed it. They did the rest.
Teaching Real Life
Too often, we underestimate what middle school students are capable of. But when we create space for them to think critically, speak boldly, and lead with empathy—they rise. You don’t need to be a policy expert to facilitate this kind of learning. You just need to: Start with a real issue students care about. Give them time, tools, and trust. Let them explore, reflect, and connect. Make their work public—not for a grade, but for impact. This wasn’t just civics. This was student advocacy in action. Because when young people understand that their voices matter, they don’t just finish a project.
They begin a movement.