By valuing expression through both word and motion, Firecracker Squad promotes involvement and positivity in their cheers and physical activity.
“[The squad] gets everyone out of their comfort zone, but in a good way,” said sophomore Lily Hughes, co-captain of the squad. “Everyone feels very included; everyone feels very welcomed.”
Being an all inclusive cheerleading squad, Firecracker allows all people to join despite skill level or ability. The squad typically meets twice a week during homeroom on Tuesdays and Thursdays with Amanda Vance as club sponsor.
Performing at the Powderpuff game and various halftime shows, Firecracker gives girls a place to feel comfortable with performing what they love in front of their school: showing spirit.
New members are welcomed by the positive environment that other dancers on the team have created and fostered over time.
“Join, Firecracker is for everyone,” said Madison Bolt, sophomore member of the club. “It’s really fun and a great place to learn.”
Despite all of this joy, Firecracker has not always been offered. This brings up a discussion on both what inclusion is and how our school and our state have made efforts to become more inclusive.
According to the Tennessee Teacher Code of Ethics, educators are responsible for “help[ing] each student realize the students’ potential” in such a way that does not discriminate “on the basis of race; color; creed; disability; sex; national origin; marital status; political or religious beliefs; family, social, or cultural background; or sexual orientation, unfairly [exclude students].”
This code applies to all schools in Tennessee and to every teacher, yet many still argue on the lack of inclusion in school.
“I think it’s important to give everyone a place to belong in school through activities they do,” said choir director Jason Whitson. “Whether it’s choir, band, or sports, kids should have the chance to be actively involved in something.”
Exclusion in schools can be detrimental to both learning and mental health of students; scores of students with disabilities or differences sometimes don’t feel like they have a place to fit in within the school culture.
“Being a type 1 diabetic at Tennessee high school is difficult,” said junior Allyssa Barnett. “It’s not very inclusive or inviting. It’s heartbreaking to see others and myself being called out for something that we can’t control.”
“Normal” kids get to go out with their friends, “normal” kids get to be on the sports team, and “normal” kids get to be normal. Afterschool inclusive activities like Firecracker give students a chance to feel, to know, that they are “normal.”
“Growing up with my cousin who is disabled, I constantly saw her being left out,” said Cloee Anderson. “Now, in high school, she has chances to feel more normal with classes like art allowing her to shine.”