Maynard Public Schools Expands Student-Led Training Initiative with Microaggressions Training

MAYNARD — Maynard Public Schools is continuing its commitment to fostering an inclusive, respectful and supportive school environment through the expansion of its student-led microaggressions training program at Maynard High School.

The program, titled “Let’s Talk About Microaggressions,” will be presented to students in Grades 9, 11 and 12 throughout the 2026-2027 school year. Current sophomores participated in the training last spring, allowing the district to build upon the experience and the feedback from its first year of implementation.

The 2026-2027 training sessions will begin with Maynard High School seniors on Thursday, Oct. 1, as part of Tiger Day activities, before continuing with students in Grades 9 and 11.

Microaggressions are statements, actions or incidents that can convey indirect, subtle or unintentional discrimination toward members of marginalized groups. During the training, students will learn about three types of microaggressions and discuss why it is important to avoid jokes, comments or behaviors that make assumptions about or negatively reference another person’s identity.

The initiative began with student advocacy by Class of 2025 graduate, Hannah Peters. She joined the district’s Safe and Supportive Schools Committee during her senior year, where she was involved in focus groups and identified a need for greater awareness of microaggressions and advocated for training within the school community.

Last fall, Director of Curriculum Deanna LeBlanc partnered with Claire Galloway Jones of Galloway Jones Consulting Group, a consulting organization that works with school districts, nonprofits and community organizations on diversity and inclusion. Galloway Jones delivered a keynote presentation to Maynard Public Schools staff in November 2025 and later helped prepare students to bring the conversation to their peers.

Recognizing that students may be particularly receptive to learning from fellow students, the district worked with Galloway Jones to train 18 student volunteers to serve as peer trainers, bringing the conversation directly to their classmates.

The first year of training provided the district with invaluable feedback that has been used to enhance this year’s program, hoping to improve upon the 79% of students who said they could recognize a microaggression after the training. Initially, after the first training, students also said they were 63% more likely to speak up if they heard a microaggression.

This school year, students will participate in two Flex Block sessions in grade-level groupings. Sessions will include discussions with student trainers, videos, and interactive exercises that encourage conversation. Because some of the topics can be personal and challenging, a supporting adult will be present during each session.

Since the initiative began, other school districts, including Medfield Public Schools, have learned about Maynard’s approach and begun exploring similar work.

“I am incredibly proud of the students who stepped forward to become our peer trainers,” said Maynard High School Assistant Principal Olga Doktorov. “They have taken on an important leadership role and have helped us to create a program that allows students to collaborate and learn from one another. This work is ultimately about making sure every member of our school community feels that they belong and helping our students become thoughtful, respectful young adults both inside and outside of Maynard Public Schools.”

Through continued student leadership and collaboration, Maynard Public Schools plans to build on the program each year and continue creating opportunities for meaningful conversations about respect, identity and belonging.

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