Is Our School Preparing Us for the Future By: Eva Long

As students plan life after graduation, many begin to question whether their classes and experiences at school are truly preparing them for college, careers, and adult responsibilities. Interviews with several Hillgrove High School students reveal a mix of confidence, frustration, and hope about the school’s efforts to prepare them for the future.

Sophomore Caitlyn McCauley believes that math is one of the most essential subjects, even though she admits it is not her favorite. “Everything has to do with math,” she said. “Everything you want to do, everything that’s made, is math.” Caitlyn added that while teachers often do a good job connecting lessons to real life, more opportunities for theater and other creative activities could help students explore their interests.

When it comes to career planning, Caitlyn admitted that guidance has been limited mostly because of her own absences. Still, she expressed the need for clearer explanations of graduation requirements and postsecondary options. “Teachers and counselors should do a better job explaining what everything means instead of just saying you need to take these classes,” she explained.

Anna Gardner, another student, agreed that classes like math are useful and that rigorous coursework can help prepare students for college. However, she believes the school should focus more resources on academics than athletics. “We definitely focus a lot on sports, especially football,” she said. “We should focus our budget more on education.” Anna also emphasized the importance of learning real-life skills, saying she wished she could learn “how to do my taxes” before graduating.

For senior Bailey Cutno, the most useful subjects are history and language arts because they help with college essays and communication. “Social studies helps me understand how to move forward, and English helps me with writing skills,” she said. Bailey also feels that schools should play a larger role in teaching life skills, such as communication and financial management. “Schools should just be a resource for students—maybe have teachers or counselors put up presentations or host sessions to answer questions,” she suggested.

Across all interviews, one theme stood out clearly: students want to learn more about life beyond high school. Many expressed a need for more lessons on financial literacy, taxes, and managing adult responsibilities. While most students feel academically prepared, they agree that the school could do more to connect their education with real-world experiences.

As schools continue to evolve, listening to student voices like Caitlyn, Anna, and Bailey could help educators design a curriculum that not only challenges students academically but also prepare them for the realities of adulthood.