Youth Journalism, Resources and Equal Opportunity

Across the country, student voices are being silenced not by censorship laws, but by the discrete absence of resources and equal opportunity in school journalism programs.

As an invited speaker at the recent National High School Journalism Convention 2025 (NHSJC) in Seattle, I confronted this reality on two fronts, where we observe the greatest amount of change: the classroom and the school district office. I challenged attendees to redefine journalism as an act of service to aspiring youth, just as much as it acts as a means of broadcasting truth.

This crisis extends across the nation. Student journalism programs in schools nationwide, particularly underfunded ones, are severely limited or nonexistent. Others learn from educators who are unclear about the legalities of student reporting, or administrators who see youth-led publications as problems rather than chances for growth. Furthermore, schools hold a high access barrier to journalism, which is seen as a widely-regarded optional appendage to the core curriculum, rather than as a necessary component.

As students of this universal curriculum, we must recognize the interdisciplinary nature of journalism. We are tasked with coursework that ranges in topics from statistics to classics such as The Great Gatsby. Journalism, which in many cases echoes media literacy, is inherently tied to various themes and is thus easier to implement than other extracurriculars.

Take a news article on local gardening that I helped my journalism students develop. Rather than simply performing the necessary task of environmental consciousness, reporting about it brings greater fulfillment and learning, which is the subtle key to journalism.

After my presentation, a student asked me how to advocate for youth journalism rights in conservative states with legislation that directly and indirectly targets the free press. I answered with the need for her and all students to understand their journalism rights – rights that include both legal freedoms and moral responsibilities. Legal rights guarantee freedom from censorship, while moral rights foster a culture of integrity and collaboration. Understanding these rights is essential to preserving them for others and yourself.

Addressing the lack of journalism education requires specialized solutions and systematic change. Specialized solutions in media literacy are tailored to the needs of individual schools. In my experience, this means launching journalism programs. Alternatively, this can mean managing a partnership with a school and a local media organization for more affordable news. On the other spectrum, systematic change is synonymous with legislation.

Data underscores the urgency for both. In New York City, approximately 73 percent of public high schools lack a student newspaper. If a city as densely populated as New York City lacks the basic requirement of journalism, imagine elsewhere. Even in states like California, where legislation such as AB 873 encourages media literacy in K–12 education, implementation is inconsistent. Other states, like Utah and Washington, have incorporated media and digital literacy into curriculum standards, paving the way for a dialogue on change. Students and teachers must carry the rest.

These efforts highlight a crucial point: local and state policymakers are more receptive to youth-led testimony and proposals. School board meetings, among other community forums, are public and intended for public investment. These spaces offer valuable opportunities for students and educators to advocate for curricular reforms. Importantly, these assemblies help create valuable connections to individual board members who are often supportive of youth legislative initiatives and of young voices.

The protection and promotion of youth journalism rights must be a shared responsibility– one of educators, policymakers, and communities. In doing so, the next generation of truth-seekers and civic participants will be prepared to navigate and map a more informed world.