Voices at the Table: Speaking Truth, Bridging Worlds
March 12th, 2026 — Downtown Chicago,
Students arrived with intention.
Blazers smoothed down. Chairs pulled into tight circles before the first instructions were even given. A few students rehearsed pitches under their breath. Others flipped through notes, underlining talking points they didn’t want to forget.
This was Session 5, a day for practicing leadership in real time.
From the beginning, the tone was clear.
Young people carry wisdom that communities are interconnected and that meaningful change is only possible when people work together.
For many students, this reflected what they were preparing to do.
Preparing to Speak and Be Heard
Session 5 was designed to connect students with real decision-makers working on issues they care about. That morning, the room filled with young people from across Chicago along with civic leaders whose daily work intersects with community safety, education, and violence prevention.
Among the guests were the following:
Tables were organized by school and project. Speakers were assigned for each rotation. One student reviewed a list of questions while another underlined key points in a notebook, making sure their pitch stayed within the time limit.
The goal was clear: communicate their ideas effectively and gather feedback from leaders who could help strengthen their projects and connect them to broader systems of change.
By the time the first civic leader approached their table, students were ready to begin.
Roundtable Dialogue with Civic Leaders
When guests began rotating between groups, students sat forward in their chairs, eyes fixed on the speakers but hands ready to write.
Questions came quickly.
“What bills are open right now to stop gun violence?” one student asked directly.
State representative Bob Morgan responded by outlining current legislative efforts and the challenges of implementing preventative measures. Students listened closely, connecting policy language to realities they had witnessed in their own neighborhoods.
“You telling your story is always going to matter,” he reminded them. “Today, people are used to and have normalized death and harm, that is the true silent killer,” he said.
Rather than absorbing the message quietly, students pushed the conversation further. One responded by emphasizing the importance of understanding structural causes and dismantling systems that allow harm to continue.
“That is exactly right,” Bob Morgan affirmed.
These exchanges demonstrated the power of positioning youth as collaborators in civic dialogue.
“We need to start bringing more young people into this work,” Jadine Chou, Former Chief of Safety & Security, said to her table, “They’re the stars of the show, they’re the ones who can connect with their peers, amplify voices, and build real connections. What you all are doing is powerful.”
Continuing the Conversation
The dialogue continued even after the formal roundtables ended. Students remained in small groups reflecting on what they had heard and connecting policy discussions to their own experiences. Some spoke about how violence can become normalized in communities, while others questioned how systems could better support prevention and healing.
Tony, a student at Baker College Prep, said, “You can get a gun faster than you can get a link card,” prompting further discussion about access, visibility, and equity.
Leaders also emphasized the importance of building trust and long-term engagement when working with communities. These exchanges encouraged students to think more critically about how their projects could create meaningful impact.
Peace Talks: Exploring What Peace Feels Like
Later in the session, veteran students were given the space to express their personal relationships with peace on a deeper level in the form of a podcast by Praxis called PeaceTalks.
Microphones were adjusted. Feet were planted firmly on the ground. Cameras rolled as students began sharing personal stories.
“A specific moment I feel safe is when all my family is home,” Ja’shun shared.
“We’re laughing, doing our own things… that’s when I feel calm.”
Serena spoke about needing solitude after overwhelming days.
“When I’m in my room by myself, listening to music… that’s my peace.”
The conversations deepened as students reflected on grief and emotional disruption.
“When my uncle passed, it left a gap in my family,” Ja’shun explained, describing how the loss affected his ability to remain peaceful in daily interactions.
Serena spoke about learning to step back and regain composure when anger or sadness threatened their sense of identity.
“I can’t let anybody take me out of my character,” Serena said.
In these moments, storytelling became a practice of healing.
From Reflection to Real-World Planning
After lunch, the session transitioned into focused project work.
Students reorganized into school-based teams. Laptops opened. Timelines were sketched in notebook margins. Discussions became increasingly logistical.
Teams debated outreach strategies, identified teachers who could support implementation, and considered how to sustain engagement beyond the program.
“We need a strong hook so people actually pay attention,” one group member said while brainstorming documentary clips and social media campaigns.
Another reflected on the significance of the work itself.
“People typically don’t look at us or give us attention. This is an opportunity to be seen and heard.”
Across the room, students planning a community storytelling event discussed their hopes for impact.
“If our project can make at least one person feel like they’re not alone in their grief, that’s enough,” -Alexa, Richards Career Academy.
These conversations illustrated a key shift.
Students were no longer asking whether change was possible. They were deciding how to execute it.
Youth-Led Projects Take Shape
As the session moved toward its close, attention turned from reflection to accountability as students began sharing where their projects stood and what steps would come next.
Students from Highland Park shared updates on projects like Don’t Clip Our Wings and Humans of HP, explaining how they plan to use storytelling, visual media, and social platforms to raise awareness about gun violence and social division in their communities. They described creating opportunities for peers to share experiences and engage in dialogue.
Students from Richards Career Academy also outlined progress on A Community’s Cry: Speak Your Truth, an initiative focused on creating safe spaces for young people to express grief and reflect on the impact of violence. Their goal is to foster connection and ensure students feel seen and supported.
Other teams discussed outreach plans, documentary storytelling, and collaborative campaigns aimed at strengthening empathy across schools. Many referenced coordinating with teachers, school clubs, and community partners while setting timelines to move their ideas into action.
As each student finished their update, the room responded with nods of encouragement and focused attention. These were not hypothetical proposals. They were emerging action plans shaped by feedback, refined through discussion, and grounded in lived experience.
Practicing Peace, Practicing Leadership
By the end of Session 5, the impact extended beyond individual projects.
Students had practiced communicating with policymakers, sharing personal narratives, managing group logistics, and envisioning tangible pathways toward community change.
For organizations observing or replicating this model, the lesson was clear:
Young people do not need to be convinced to care about the challenges affecting their communities.
They need structured opportunities to lead.
They need spaces where vulnerability is supported.
They need real responsibility paired with skilled facilitation.
Through dialogue, creativity, and action, students were not only talking about peace.
They were learning how to build it.
