No, Bo French. These UT Students Are Not 'the Problem'

When a Commentator Dismisses Student Voices

I've watched with growing concern how quickly public discourse can become a battlefield of assumptions and rhetoric. In a recent op-ed titled "No, Bo French. These UT students are not 'the problem'", the author — who I assume to be the controversial figure Bo French — attempts to diminish student activism on the University of Texas campus by reducing it to a simple narrative: these students are 'the problem.'

"These students have no sense of proportion, no appreciation for the sacrifices others make, and no understanding of what it means to be part of a community."

Let me be clear from the outset: that characterization is not just inaccurate — it's deeply reductive. The notion that student protests or demands for change are inherently problematic is not only outdated but dangerous in a society that increasingly recognizes the role of youth in driving meaningful social progress.

The Real Problem: Systemic Inequity

What Bo French fails to acknowledge is that students, particularly those from underrepresented communities, are not acting out of selfishness or naivety. They are responding to structures that have long ignored their voices and experiences. At the University of Texas, like many institutions, we see a pattern: students are often left to navigate bureaucratic inefficiencies, inadequate support services, and policies that fail to reflect their needs.

• Student debt continues to rise, yet financial aid programs remain insufficient.
• Campus mental health resources are stretched thin, leaving students vulnerable.
• Academic programs often lag behind industry demands, creating a disconnect between education and opportunity.

These are not grievances born of entitlement — they are signs of an institution in need of serious reform. When students demand change, they are not asking for special treatment; they are calling attention to gaps that have gone unaddressed for too long.

Student Activism as a Mirror

Activism, especially on college campuses, should be viewed as a mirror — reflecting back the failings of the system we're trying to build. It's not about creating chaos; it's about demanding accountability. The recent protests at UT have been far from chaotic — they've been organized, articulate, and focused.

Bo French's assertion that these students are somehow the problem undermines the very foundation of democratic engagement. In a healthy democracy, student voices should be amplified, not silenced. That means listening to their concerns, even when those concerns challenge the status quo.

"If we don't take these voices seriously, we're not just failing students — we're failing ourselves."

We must resist the urge to label dissent as a symptom of dysfunction. The truth is that every generation has had to grapple with the tension between institutional inertia and social change. It's not the job of students to conform to outdated expectations — it's the job of institutions to evolve.

The Burden of Leadership

Bo French's piece, in many ways, echoes a familiar narrative: that student activism is disruptive, unproductive, or even dangerous. But this narrative is rooted not in reality but in fear. Fear of change. Fear of accountability. Fear of the future.

This is where leadership matters most. It's not enough for leaders to point fingers — they must ask hard questions about how we can better serve our students and our community. When we allow rhetoric like "these students are the problem" to go unchallenged, we give permission to ignore deeper issues.

A Call to Action

I've been involved in campus life for years, and I've seen firsthand how student activism can catalyze real change. From improving academic support to advocating for more inclusive policies, students have a powerful voice — one that deserves to be heard, not dismissed.

The challenge now is not to silence voices but to ensure they are part of the solution. This means engaging in dialogue, listening actively, and making meaningful investments in programs and policies that reflect student needs.

In short, these UT students are not the problem — they are the catalyst for progress. And if we don't start treating them as such, we risk losing a vital force for change.