Unfortunately, my time at Narbonne High School was disappointing. The school appeared more focused…read moreon securing federal funding through programs like the No Child Left Behind Act than on equipping students with essential life skills. As a result, I struggled in college and ultimately ended up under conservatorship.
One of the most difficult experiences I had was with Mr. Waller, a history teacher who did not respect his students' First Amendment rights. He frequently imposed his political beliefs on his 10th- and 11th-grade students, encouraging them to be "Patriots" rather than "Kaepernicks." Personal political beliefs have no place in the classroom, especially when they make students feel alienated or pressured to conform. His lectures were hard to follow due to his fast speaking pace, and the classroom environment was often distracting. This made it difficult to take effective notes. Since his exams were primarily lecture-based, I struggled academically, which hurt my chances of being accepted into universities like UCLA or USC--places where I could have built valuable career networks.
I also experienced bullying from a classmate, Daisy Mateos, who took advantage of my autism and gaslighted me. Additionally, I had difficulties interacting with another student, Karem Sadek, whose severe autism made social interactions more challenging. Karem did not respect personal boundaries--he failed to keep his hands to himself, and on one occasion, I had to run away from him. During a group yearbook photo, he placed his hands on my shoulders, which made me extremely uncomfortable. His influence contributed to the circumstances that led to my conservatorship, as he exposed me to potentially harmful topics like gun ownership and alcohol consumption.
The school's bureaucratic system also posed a challenge. I often had to involve my mother just to get the support I needed, such as being enrolled in the right classes or switching teachers.
Furthermore, I had an issue with Ms. Pascua, who refused to let me attend my speech therapy sessions, even though they were part of my Individualized Education Program (IEP). She insisted that Mr. Kobata did not allow students to leave without an office summons, despite the IEP team's recommendation that I attend these sessions to improve my articulation skills. This lack of support negatively affected my communication abilities.
Another discouraging experience was with Mr. T, who advised me not to take AP courses because I planned to attend community college. Looking back, I realize that taking AP courses would have better prepared me for the academic demands of higher education.
Peer pressure was another problem at Narbonne. My classmates pressured me to attend Grad Nite at Disneyland, warning me that I'd regret it if I didn't go. Now, in my 30s, I can confidently say I don't regret missing it. Ironically, when I attended California State University, Dominguez Hills, I was required to take a course on consent and peer pressure before registering for classes--something that should have been taught in high school.
If I had possessed the knowledge and confidence at the time, I would have pursued legal action against Mr. Waller for violating my First Amendment rights and against Ms. Pascua for failing to uphold my IEP accommodations.
For parents considering LAUSD schools, I recommend the following improvements:
1). Require Ableism Training for teachers and staff to better support students with disabilities.
2). Mandate Financial Literacy and Life Skills Courses--including laundry, cooking, safety, job interview skills, sexual harassment and consent education, and peer pressure awareness--starting in 9th grade as graduation requirements.
3). Consider Homeschooling as an alternative for students who may not thrive in traditional school environments.
4). Require Teachers to Complete a Public Speaking Course to improve their communication skills before entering the classroom.
5). Prohibit Teachers from Sharing Personal Political Beliefs in Class, ensuring that classrooms remain inclusive and respectful of all students' perspectives.
Implementing these changes could help create a more supportive and effective learning environment for future students.
