Voice recorders in hand and cameras slung on their shoulders, Life Skills Academy students are stepping into roles familiar to any newsroom. They are brainstorming story ideas, interviewing staff, photographing classmates and drafting articles as part of the school’s journalism class.

The class produces a monthly, student-run newsletter that documents life at Life Skills Academy, a post-secondary transition program.

“We have a group of students who report and publish the newsletter each month,” said first-year Life Skills Academy Principal Stacey Nofsinger. “Their first one was in October and it’s a student-voice publication. They do every step of it from coming up with article ideas to interviewing, writing, taking photographs and laying it out. It’s great.”

The newsletter introduces readers to Life Skills Academy’s community members while giving students a platform to express themselves creatively.

“They like the variety,” Nofsinger said. “In one section, they’re introducing staff members and students; in another, they might include a word search or crossword puzzle. It’s what they determine should be published.”

For Nofsinger, the importance of student voice goes beyond producing a newsletter.

“It’s important for our students to use their voice and develop skills in writing, organization and talking to people,” she said. “They’re representing their peers and themselves versus just following directions from adults.”

Post high school

Life Skills Academy is a post-secondary program for about 75 students with disabilities ages 18-22 who have completed high school, but need additional time to develop life and job skills.

Nofsinger emphasized independence is the program’s central goal.

“We’re teaching money skills, self-advocacy, meal planning and boundaries, all of those things build independence, so students don’t rely on other people fully to handle those tasks,” she said.

While some students may eventually live on their own, Nofsinger said most will continue to need supervision or support, either at home or in a group home setting, but through hands-on lessons and internships, they’ll learn many skills needed for real life.

Students create their own schedules, typically taking six classes four days per week, with one day reserved for community experiences where many will attend adaptive county library programs or try adaptive bowling.

Life Skills Academy integrates classroom learning with real-world experiences. Students spend part of their week in classes on topics such as home management, internet safety or cooking and part of it out in the community, learning shopping, dining and workplace skills.

Many, like Luke Hanks, also participate in job placements, taking public transportation.

“I go out in the community every week,” said Hanks, who previously attended Alta High. “Sometimes we go to lunch and shop after. I work at Sam’s Club organizing and throwing away empty containers.”

He recently was recognized there as the employee of the month.

Some opt to perform school-based learning opportunities, practicing stocking shelves, floral arranging, custodial work, nutrition planning and delivery or caring for the school’s hydro farm to gain skills.

The hands-on approach extends to future goals Nofsinger envisions for Life Skills Academy.

“I would love to have a fully functioning cafe, a bakery, even a laundromat-style space so students can practice real-life skills,” she said. “We want to them to learn to cook, clean and manage tasks independently.”

When students turn 22 and complete that year of schooling, many receive a post-secondary certificate of completion, acknowledging the additional four years of preparation for life beyond high school.

“This is continuing education,” Nofsinger said. “It’s a robust program designed to teach students what they need for life beyond high school.”

Students voice in action

Back in the journalism classroom, students like Hanks are discovering the power of their voice.

“I’m working on spotlights about the students and teachers,” he said. “I’m taking the important and interesting parts of the interviews for the spotlights.”

For him, the newsletter is more than an assignment; it’s an opportunity in gaining confidence and advocacy.

“I’m learning how I can write and make sense on my own and share what I know,” Hanks said.

His classmate, Jaxson Smith, said he has learned how to be more assertive.

“I’ve learned how to ask questions and get answers,” he said. “Sometimes, when I go into a big class, it takes a while to write them all down. Then, I find the best answers to use in the newsletter.”

Other students say they’ve also developed skills in technology, art and photography through producing the newsletter in addition to writing.

Every issue reinforces Life Skills Academy’s dual mission of developing essential life skills while giving students an opportunity to decide what is important and be heard.

“They’re adults,” journalism instructor Tessa Marrelli said. “Their opinions matter, and a lot of them are learning how to advocate for themselves in this new adult role. This allows them the opportunity to have a voice; they’re learning the skills and gaining the confidence they will use as they become more independent.”