More Than a Vote: Building Engaged Citizens

It's election season at LFC!

From the excitement of the campaign trail to the responsibility of the ballot box, students at the Lycée Français de Chicago are discovering what it means to be active global citizens. This hands-on approach to civic education empowers them to be open-minded, engaged and responsible leaders from their earliest years.

There is no better way to actively apply classroom lessons than by running for office and participating in elections, an activity that takes place in Grades 3 to 12 each fall.

Preparing for Elections: Learning to Engage and Persuade

Learning about civic life is part of our students' daily routine from a young age. In preschool, they discover the foundations of community living: the importance of respecting others and adhering to collective rules, first within their class and then school-wide.

Starting in Grade 1, students officially begin moral and civic education (EMC - “enseignement moral et civique”). They explore concepts such as equality, the common good, citizenship, rights and responsibilities, and the functioning of the French Republic.

In secondary school, EMC becomes more formal. Middle and high school students study democratic institutions, the separation of powers, the formation of political parties, and the protection of fundamental rights and freedoms, while also analyzing current events and debating complex topics.

Elections begin in Grade 3, when students can run for class delegate or eco-delegate and, once in secondary school, for student government (GES - “gouvernement des élèves du secondaire”). This election structure provides a variety of roles: From Grades 3 to 12, students at all levels elect two delegates per class. In Grades 4 and 5 only, these delegates also serve as eco-delegates. In middle and high school, students who wish to lead an eco-project related to one of the 17 United Nations Sustainable Development Goals join a separate, volunteer-based eco-delegate team. Middle school and high school students also vote for three representatives to the GES.

At every level, candidates prepare their campaigns around projects they believe will win them the support and votes of their classmates. After summarizing their ideas on a poster or in a Google Slides presentation, they present them orally in class. It is a concrete experience in civic engagement.

The Voting Experience: Learning to Analyze and Take a Stand

Our students from Grades 3 to 12 recently put this preparation into practice, electing their class delegates. Students from Grades 6 to 12 also appointed their representatives to the secondary school student government (GES).

Since last year, in line with the school's commitment to sustainability, the voting process has been digitized in both elementary and secondary school. Our voters appreciate the electronic voting, which has replaced the traditional ballot box and paper ballots.

These elections are the ideal opportunity for our students to exercise their right to vote. Younger students become familiar with the mechanics of voting, while older students learn about their civic duty and its implications: the right to vote is both an individual privilege and a collective responsibility. This engagement gives them a direct voice in the life and decision-making of their school.

Bringing Projects to Life: Learning to Commit and Collaborate

Once elected, delegates and GES representatives meet regularly to carry out their campaign projects, and learn to be effective spokespeople for their classmates. The volunteer eco-delegates also get to work, investing their time in the environmental actions they care about.

A peek back at the 2024-2025 year shows the tangible impact of these student-led initiatives. For example, after all elementary school delegates advocated for a way to highlight and display their classmates' achievements, a large flat-screen monitor was mounted in the elementary hallway. All students can now request that an activity or achievement they are proud of be shared internally. This initiative recognizes hard work and strengthens everyone's sense of belonging at the school.

In another successful project, four Grade 6 eco-delegates – Louise D., Héloïse R., Albane S. and Marion V. – collected a large supply of hygiene products for a local charity, which then distributed them to people experiencing homelessness in Chicago. The middle schoolers led their project so brilliantly that they won first place among all AEFE schools worldwide for the "Eco-Delegate Action of the Year" award, which recognizes actions promoting sustainable development in schools.

Through these roles, which they take seriously, our students develop their sense of initiative and their ability to negotiate, realizing that their voice is both powerful and constructive.

The LFC: A Springboard to Responsibility

It is essential to give our students not only the tools to understand the details of democratic life in the United States and France but also the opportunity to participate in elections within their own school. By cultivating civics practice, the LFC is training its students to be enlightened, engaged and responsible future global citizens. They will be able to exercise their right to vote with conviction and help perpetuate democratic values and environmental protection for future generations.

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2025-2026 Election Results

Congratulations to all our candidates – running for office requires courage and enthusiasm – and of course, congratulations to our newly elected officials. Good luck in your new roles!

Elementary School Class Delegates (Grades 3 to 5 only)

• 3A (CE2A): Miles G. and Pénélope T.
• 3B (CE2B): Mikai H., Samuel L. and Lola P. (tie)
• 3C (CE2C): Orion F. and Brady Y.

(In Grades 4 and 5, class delegates are also eco-delegates)

• 4A (CM1A): Nayeli A. and George C.-L.
• 4B (CM1B): Juliette L. and Ford M.
• 5A (CM2A): Chloe B. and Gabriela F.-T.
• 5B (CM2B): Olivia L. and Lucie-Rose S.
• 5C (CM2C): Chloé B. and John D.

Secondary School Delegates, Eco-Delegates and GES Members

Class Delegates (Grades 6 to 12)

• 6A (6A): Alessandra G. and Marie-Claire L.
• 6B (6B): Maddy G. and Charlie N.
• 7A (5A): Henry L. and Plum M.
• 7B (5B): Lola R. and Marion V.
• 7C (5C): Sacha C.-M. and Marie-Sophie L.-S.
• 8A (4A): Avery H. and Harper M.
• 8B (4B): Lola L. and Enzo L.
• 8C (4C): Liam G and Charlie K.
• 9A (3A): Noah L. and Radina M.
• 9B (3B): Musa W.
• 9 IB (3 IB): Charles F. and Roman T.
• 10A (2A): Charlie B. and Wesley S.
• 10B (2B): Ainslie B. and Dara W.
• 10 IB A (2 IB A): Shyla A. and Kate S.
• 10 IB B (2 IB B): Alexia R.-U. and Poppy S.
• 11 Bac (1 Bac): Stanislas D. and Clara V.
• 11 IB (1 IB): Charli M. and Diego O.
• 12 Bac (T Bac): Paul L. and Duru M.
• 12 IB (T IB): William F. and Mathilde R.

Eco-Delegates (student volunteers selected based on their sustainable development project)

• 6 (6e): Marie-Claire L. and Mabel M.
• 7 (5e): Louise D., Gaspar G., Héloïse R., Albane S. and Marion V.
• 9 (3e): Éloïse D. and Radina M.
• 10 (2nde): Shyla A., Julianna G., Vivian H., Alexia R.-U., Tara S.-P. and Dara W.
• 11 (1re): Nathan C., Akhil M., Coliane N., Léonie O.-B.

GES Members

• Middle School: Tess K. (4A), Alix N. (4B) and Amelia R. (5B)
• High School: Lilly D. (T IB), Chase F. (T IB) and Lily S. (T IB)