We are living in an incredibly unique time in history, both politically and socially speaking. We have seen the government lose its credibility, we have witnessed people being murdered on the streets by federal agents, and we have started to speak out for what we believe in. Through protests like those that we saw nationwide on Friday, Jan. 30, people have begun to reclaim their First Amendment right through advocacy for what they believe is wrong. However, something that not all Evanston students realize is that with protesting comes real and serious potential repercussions. 

Recently, a large group of Evanston students have been participants in this concept of “good trouble,” expressing themselves through events such as the walkout in protest of ICE on Jan. 30. Students who participated walked out of school at 11:30, during the start of the first lunch block. The only repercussion these students faced was an unexcused absence. This reflects the political climate in Evanston, where there is relatively little disagreement across political viewpoints. In many ways, Evanston functions as a political bubble, where most people share similar beliefs and protests are often met with support rather than opposition. While this can make students feel safe and encouraged to speak out, it can also have negative side effects. Because students rarely have to confront strongly differing political opinions, they may not be fully prepared for the realities of protesting in less supportive environments. When they eventually encounter resistance or serious consequences, students may struggle to respond effectively, having never had to defend their views against meaningful opposition.

“I don’t think we prepare kids for repercussions because Evanston is unique,” said Dr. Campbell, ETHS superintendent. “In the real world, protests can have consequences. We just want students to be safe, which is why police are notified. Our policies say we don’t support protests against school rules, but we focus on safety.”

Former Evanston Township High School student and current freshman at the University of Texas at Austin, Marin Ubersox, offered her perspective on this issue as someone who moved to a predominantly conservative state. Although she lives in Austin — which functions as its own political bubble — she has observed significant differences in how people engage with and respond to opposing political beliefs and ideas.

“I feel like ETHS did a really great job of encouraging open discussions, especially about topics that can be really hard to discuss. I think that the teachers I had provided a really great environment for people of all beliefs. [However,] I don’t think that Evanston did a great job of teaching us that the rest of the country is different then Evanston,” Ubersox stated. 

The idea of “good trouble,” as described by John Lewis, reminds students that meaningful change often requires discomfort, courage, and risk. Protesting is not meant to be easy or universally accepted; it is meant to challenge injustice and force difficult conversations. While Evanston’s supportive environment allows students to practice activism safely, it can also create a false sense of what activism looks like beyond this community. If students are only exposed to protest in a political bubble, they may be unprepared for the opposition, hostility, and real consequences that often come with speaking out in the wider world.

Because of this, ETHS has an opportunity to better prepare students for what “good trouble” truly entails. The school should educate students not only on the history and purpose of protest, but also on the legal, social, and personal risks involved. This could include discussions in sophomore civics classes, workshops on students’ rights, and honest conversations about how activism is received in different political climates. By doing so, the school would help students engage in protest thoughtfully and safely, while still honoring the spirit of “good trouble” as a necessary action in the pursuit of justice.