Due to the nature of the story, we have allowed anonymous sources with some of the interviewees to protect their privacy upon their request.

Every Monday the students at Portsmouth High School follow a different weekday schedule to attend an extra block called Advisory. It was made to build a stronger connection and create a sense of community with the same group of students for all four years, but not all students and teachers feel that this program is working as intended. 

“Over the past 3 to 4 years, we have made intentional progress in revising and redesigning Advisory. Each year, we continue to refine the program—thoughtfully adjusting and adding new content—to make it as meaningful and impactful as possible,” said Jaclyn Chisholm, Assistant Principal of Curriculum and Instruction. 

While Chisholm is happy with where Advisory is right now and has enjoyed watching how much the program has evolved through the years, she is confident that it will continue to grow in the right direction. 

However, some see it differently.

According to the Advisory and Flex Resource Guide listed in the student and family handbook, students are supposed to “contribute to the creation of their advisory community by being present and committed during advisory Mondays.” Teachers are supposed to “facilitate the advisory lesson by grade level to build an advisory community.” 

For some students, advisory feels more like an interruption. The schedule change is what causes the most discourse, as Flex is between the second and third block, also making lunch happen 43 minutes earlier than the Tuesday-Friday schedule. 

One of the key parts of advisory is the slide shows made to inform students on upcoming school events and other news they might need to know, with an activity at the end for the group to do. Spanish Teacher, Margaret Martin, is the mastermind behind all of the lessons. 

“When there is an engaging lesson that teachers enjoyed, I hear how it went and how they appreciate it. When there is an engaging lesson that students like, and they know I coordinate them, I hear how they had fun,” Martin said when asked about what kind of feedback she receives every week. 

These presentations are meant to encourage students to engage and communicate with one another, but some see them as repetitive or unnecessary. 

“It doesn’t have any value with seniors, because it’s just ice breakers when they already know each other,” said a teacher who wishes to remain anonymous. He also mentioned that the slides contain “too much information” and that his students start to lose interest. 

While some may agree with this view, not every advisory experience is the same. Some teachers choose to take a more lenient approach to the slideshow, which allows students to use the time productively, catching up on assignments, studying, or getting ahead on the week’s homework. For these students, advisory feels less of a burden on them and more of a study hall. 

“I think it’s fine. I think everyone overreacts about it,” said a senior, who wishes to remain anonymous. This student’s advisory teacher does not do the provided slideshow and activities, and said “[advisory] gives me more time to finish stuff for blocks three and four.” 

The students who have teachers who get the kids involved with the slideshow have noticed that it was helpful to get to know their peers in the early years. 

“It was really easy to get to know [my classmates] since most of us didn’t really know each other,” said sophomore Eleanore Purcell. She noticed that she was connecting with people that she normally wouldn’t hang out with outside of advisory. 

Some also see it as a nice break in the day, whether they are doing the presentation or not. 

Multiple students in science Rachel Pozzetti’s advisory have said that they have enjoyed their three years  with her as their advisor.

“[Pozzetti] makes it a really calming space with her music,” said Sydney Miller, a PHS junior.

Despite the mixed emotions on advisory, students and faculty still have the ability to come together and brainstorm some new ideas that they feel could make the advisory curriculum even better and more engaging for all students. They can bring such ideas to their guidance counselor or to the administration.