Pictured: Back row, left to right—Lilah (grade 10), Della (grade 10), Dayna (grade 12), Maisy (grade 9), Kali (grade 9), Emma (grade 12), Cedar (grade 12), Ronan (grade 12), Grady (grade 11), Asher (grade 11). Front row, left to right—Charlotte (grade 10), Elja (grade 10), Emma (grade 12), Rae (grade 12), Tristan (grade 11).

Oxford Hills Comprehensive High School recently hosted its annual “Respect Day,” a student-led event intended to support global citizenship and cultural understanding among youth by allowing students to engage in workshops offered by community partners and educators.

Designed and facilitated by students, Respect Day provides opportunities for youth to explore the concept of respect through a variety of lenses, such as healthcare, public safety, cultural experiences, arts, and identity. Students attended sessions and activities based on their own interests, creating a personalized learning experience that connected school, community, and future pathways.

“When students feel empowered, they become agents of change. We need to recognize that we’re not only in the business of preparing students to be leaders of the future but that they have a tremendous amount of power that can have a profound impact now,” Travis Palmer, Oxford Hills Comprehensive High School Social Studies Teacher and Civil Rights Team Co-Advisor, said.

Pictured (from left to right): Maisy (grade 9), Della (grade 10), and Cedar (grade 12) 

A key element of the day’s success was the level of student ownership over the event. In addition to selecting what workshops would be available at Respect Day, students helped prepare the broader school community for what to expect. Through school announcements, digital platforms, and peer outreach, they communicated the purpose of Respect Day and helped build excitement around the learning opportunities it would offer. Families were also encouraged to speak with students about the day’s activities, helping to build a shared understanding of its purpose.

“Respect Day is such a nice way to see my peers interacting with people and cultures that they would not usually get the chance to. When picking workshops and guests to come in and share with us, we always try to keep in mind what students would enjoy doing while still learning something new,” Cedar Worster, a senior at Oxford Hills Comprehensive High School, said. Worster is also a member of the Maine State Board of Education and is the 2025-2026 co-chair of the Maine DOE Student Cabinet.

Respet Day reflected a strong, collaborative school culture. Educators and staff supported students in ways that encouraged independence while reinforcing a sense of belonging. From facilitation of sessions such as Ukrainian egg-decorating to a community policing panel to culturally inclusive school meals, the day demonstrated a schoolwide commitment to respect in action.

When asked about the success of Respect Day, Principal Paul Bickford emphasized where the credit belongs: “The students pulled this off.”

Respect Day at Oxford Hills Comprehensive High School serves as a meaningful example of how schools can foster student agency and leadership, elevate student voice, and create inclusive learning environments that extend beyond the classroom.

Thanks to a generous grant from the Carrabassett Valley School Committee, Mount Abram High School students (MSAD 58) have had the opportunity over the past two years to experience immersive, real-world learning through arts-focused trips to New York City. These experiences have brought classroom lessons to life in one of the world’s most vibrant cultural hubs.

Last year, a group of students traveled to New York City for an art field trip filled with exploration and discovery. During that visit, students explored the world-renowned Metropolitan Museum of Art, toured Mana Contemporary, attended a performance on Broadway, and visited the School of Visual Arts. Along the way, they discovered small galleries tucked throughout the city’s art districts, gaining a firsthand look at the breadth and diversity of the art world.

For student Sage Norton, one of the highlights of the trip was exploring those smaller galleries.

“There are so many art galleries hidden away wherever you go,” Norton said, sharing that the trip also shifted her perspective on city life. “I used to hate cities, but visiting helped me grow fonder of them.”

Beyond the art itself, Norton noted she appreciated the connections formed during the trip.

“I would definitely go again,” Norton expressed. “It was an amazing experience, and I made friends with people I probably wouldn’t have talked to otherwise.”

Student Anneliese Ziehler said she valued both the cultural experience and the time spent with classmates.

“It was really nice getting to spend time with friends and new people outside of school,” Ziehler said.

With a packed schedule, students were constantly on the move—something that made the experience even more memorable.

“I would definitely go again if I have the chance. It was one of my favorite experiences during my time at Mount Abram,” Ziehler added.

For Brooke Atwood, the opportunity to draw throughout the trip was especially meaningful. Under the guidance of art teacher Mr. Masterman, students sketched what they saw, what inspired them, and what sparked their creativity.

“Everything I saw there inspired my art—the museum, the city landscape, the graffiti on buildings, and even the diverse restaurants,” Atwood reflected. “I learned more about the world of being an artist full-time and what that could mean for me.”

Building on the success of that first experience, the Mount Abram Art Department expanded the opportunity again this year. Funded once more by the Carrabassett Valley School Committee, 10 students participated in a second trip to New York City—this time, with an even broader itinerary and deeper engagement with the professional art world.

During this stay, students visited both the Metropolitan Museum of Art and the Museum of Modern Art, met directly with photographer Renate Aller and painter Gill Stewart in their studios, explored numerous galleries in the Chelsea Art Gallery District, and toured the School of Visual Arts. They also attended a production of Hadestown on Broadway, visited the 9/11 Memorial at Ground Zero, and experienced a wide range of public art installations across the city.

Amid this full itinerary, students gained valuable life skills beyond the arts. They learned to navigate a dense urban environment, traveled throughout the city using the subway and bus systems, and experienced city life firsthand—grabbing meals from food stands and bodegas while keeping up with a fast-paced schedule.

Together, these experiences offered students a powerful “crash course” in both the art world and urban living, exposing them to new perspectives and possibilities beyond high school.

Both trips have proven to be tremendous successes, giving Mount Abram students access to the energy, diversity, and opportunity of one of the world’s most significant arts capitals. More importantly, they have helped students build confidence, strengthen connections, and envision new pathways for their futures.

Opportunities like these are made possible through strong community support. Their impact will stay with these students long after their return home.

This story was submitted by MSAD 58. To submit a good news story to the Maine DOE, please fill out the good news submission form.