High School Students as Co-Reviewers: Learning Through Peer Review
At the heart of academic publishing lies critical thinking, careful evaluation, and constructive feedback. To nurture these skills early on, our journal proudly involves high school students in the peer review process as co-reviewers. Working alongside experienced reviewers, these students engage directly with real research—asking questions, analyzing evidence, and contributing their perspectives.
This unique opportunity not only introduces students to the world of academic publishing but also empowers them to see themselves as part of the scholarly community. Below are reflections from some of our student co-reviewers, sharing how the experience has challenged, inspired, and transformed their view of science and communication.
The co-reviewing process aided us in broadening our skills and knowledge on report writing through the chance to critique the methodology, data, and discussion shared by other authors on their innovative research project. Through reading the manuscript of other authors, we have also gained valuable insights on their novel field of research. We used our critical thinking skills to give constructive feedback on the presentation of ideas by other authors to better guide them in improving the nuance and organization of their publication.
We also accepted such feedback ourselves on our research report and underwent editorial review to communicate our scientific findings in a more effective manner. The provision of such feedback and comments on our research project from anonymous reviewers enabled us to gain another unique perspective on the presentation of our findings, and helped us identify our oversights and improvements to be made to rectify them. Their feedback also taught us about the importance of clarity and ways to make our research easier to understand by the general scientific community, such as using specific ways of data presentation and globally-understood scientific language.
– Anbarasu Elavenil & Lee Hau Yee (Students, Singapore School of Science and Technology)
Having the opportunity to work on this peer review was an absolutely amazing experience and such a privilege. It was inspiring to get a glimpse into what research papers look like and the talent that students my age possess. Especially seeing their ability to create their own research project and compile a research paper describing their findings. It was a great introduction into the world of research, a space I hope to explore in the next few years.
The peer review process helped me understand the key components of research and what aspects of the paper and research make it worthwhile. In this particular review, I found myself captivated by the students’ work and truly interested in learning more about their research and methods. Considering that this was the first time I was involved in a peer review that was a great thing to experience. It allowed me to engage with research without being overwhelmed. The research was clear and thorough, giving beneficial information about their work. This was truly a delightful experience, and I could not be more grateful for.
Isabella Smith (Student, West Aurora High School)
I wanted to take a moment to thank you for the opportunity to review a student submission for the ISSN Journal of High School STEM Research. It was a rewarding experience to engage with the work of a young scholar who is already exploring scientific research with such enthusiasm and potential.
Reviewing the article not only allowed me to support a student’s growth in academic writing and scientific inquiry but also gave me insight into the thoughtful mentorship and high standards your journal upholds. I was particularly impressed with the structure of the review process and the clarity of your editorial expectations, which made it easy to provide constructive and meaningful feedback.
It’s inspiring to see a platform dedicated to nurturing the next generation of researchers, and I’m honored to have played a small part in that mission. Please don’t hesitate to reach out if there are future opportunities to review or support the journal in any way.
Sandy Scott (Teacher, West Aurora High School)