By the time I graduated from Bear Lake High School in 1990, I knew nearly every student who walked those halls. My graduating class had just 87 students. I knew my classmates, their siblings, their parents, and often their family history. Privacy was a rare commodity.

Growing up in a small Idaho valley, I imagined spending my teaching career in a community much like the one that shaped me. Instead, I found my home at Rigby High School, now Idaho’s second-largest public high school with nearly 2,100 students. It takes seven minutes to walk across campus, students sometimes rely on unofficial “bell schedules” to make it between distant classrooms, and upperclassmen arrive early to claim the best parking spots.

Despite its size, there’s no place I’d rather teach.

Some people worry that students get lost in large schools. My experience has been the opposite.

At Rigby High, students have countless opportunities to discover who they are and where they belong. Whether through performing arts, career technical education, athletics, or student organizations, they build friendships, develop confidence, and become part of something bigger than themselves. These experiences create communities where students feel challenged, encouraged, and accepted.

Those opportunities don’t happen by accident. They exist because passionate teachers invest countless hours beyond the school day. When I asked my principal, Bryan Lords, what percentage of our staff regularly goes above and beyond their contracted hours, he didn’t hesitate.

“Eighty-five percent,” he said.

That commitment makes all the difference. Our students can participate in organizations like Future Farmers of America, Business Professionals of America, and an active Dungeons & Dragons club. Our music, theater, and visual arts programs are celebrated alongside athletics. No matter a student’s interests, there’s a place where they can contribute, grow, and succeed.

These are the experiences that bring schools and communities together. Watching students perform on stage, compete on the field, or serve others reminds us that education extends far beyond the classroom.

Of course, opportunities only matter if students know they exist. Schools have to be intentional about introducing students to clubs, teams, and activities from the moment they arrive.

Registration events, activity fairs, and ongoing outreach help students discover where they belong. That first connection can transform a large campus into a close-knit community.

On any given evening, Rigby High is alive with practices, rehearsals, meetings, competitions, and community events. With 17 sanctioned athletic programs and 77 clubs and organizations, the challenge isn’t finding a place to belong—it’s deciding which opportunities to pursue.

Growing up, I thought the strength of a school came from everyone knowing everyone else. Teaching has shown me something different. A school’s size doesn’t determine whether students belong—its people do. When educators intentionally create opportunities, invest in relationships, and encourage students to get involved, even the largest schools can feel like home.

Laron Johnson is Idaho’s Teacher of the Year.