The social justice course, originally offered as a new course for the 2026–27 school year, is delayed for the 2027–28 school year per school board’s choice. 

The idea for the course came from Advanced Placement World History, College Prep United States History, Socio-Political History of Rock-N-Roll and Surf physical education teacher Austin Wade, who blended the ideas of the now-retired Intro to Law, a class that covers the basics of the American legal system, with Social Justice, a class that talks about societal inequities. Both used to be “fully approved” at the school, according to Wade.

“[Our school] never did [Intro to Law and Social Justice] as a hybrid, and so taking Intro to Law and Social justice and melting them together is technically is in the eyes of [board members] who make bigger decisions,” Wade said.

The Social Justice course aimed at mixing elements from an Introduction to Law course, as well as educating students about Social Justice.

“[It is] really looking at social justice more from the lens of history and government systems and how each and every one, every person, has the power to make positive changes,” Wade said.

The course was approved on Jan. 15, and on March 1, it was temporarily removed.

“Communication was a little sparse at times as to what the state of the course was, but ultimately, what has been passed down to me is that the district wants to give us a year to put all of the necessary pieces in place because we are actually blending two classes that we used to offer,” Wade said. 

The delay for the course resulted from a parental complaint to the school board.

“I think there are a lot of people that are really bummed about it,” Wade said. “I kind of see a really big positive in it. If you signed up for next year, if you can hold on for a year, I’m gonna be able to give you a much better, put-together product.”

The school board chose not to comment on reasons for delaying the course under the Brown Act.

Braden Pegg (10) originally selected to take the course next year.

“The school board is here for us and all of our students, so the fact that they’re not supporting us and [not] letting us know why they’re making these decisions is upsetting, and there should be changes,” Pegg said.

Community member and school board meeting attendee Gail Ovian believes the board’s decision “depends on perspective.”

Ovian is not in favor of our school’s Ethnic Studies class, as her views do not align with the curriculum.

“If [the Social Justice course] is taught in the same way that they were talking about the ethnic studies, where it was blaming one group of people for, you know, and criticizing other groups of people, I don’t think that’s a good idea,” Ovian said.

Individuals raised complaints about the course before any curriculum was publicly available. 

“At the end of the day, every and all the potential complaints are coming in as hypotheticals,” Wade said. “I’ve never taught the course. So to say I’m doing it one way when I’ve never done it, to me, seems like a big overreach.”

The course’s delay was unexpected for students like Pegg, who were excited to take it. 

“Mr. Wade does a really good job at representing people and the public, and I think taking [his Advanced Placement World History class] taught me a lot about history, and I think taking social justice will kind of inform me more about the past and how it affects where we are right now, and especially our country, and the state that we’re in,” Pegg said. 

Some students find the delay upsetting because of the lack of provided context.

“They’re ignorant to adversity, and they don’t like to see the world changing in ways that benefit other people, other than themselves,” Annabelle Wilson (10), another student interested in taking the course, said.

The delay opens an opportunity to continue workshopping the course curriculum.

“I think there’s certain phrases that get people’s attention, and I know that social justice for some might seem like we’re wanting students to think in a certain way when really, it’s that we want students to feel empowered,” Wade said.

Ultimately, Wade wants to deliver an elevated course that would further benefit the students he aims to teach in the 2027-28 school year.

“We want students to feel like they have a say and a stake in everything that happens, from school to college, to community, to national, global, you name it,” Wade said. “I want to make kids feel like they have the power to make positive change, and ultimately, that’s what the course is meant to do, but we are just not able to offer it yet.”