This article appears in Techniques as part of a new spotlight on student voices in CTE. Duncan Felch is a junior at Morris County School of Technology in Denville, New Jersey.
To change public perception, CTE programs must meet families where they are: on social media. Many programs use CTE Month® as a catalyst for digital storytelling, but advocacy must be a year-round endeavor. Video content is a powerful tool for communication and outreach. When a student posts a TikTok video or an Instagram Reel of themselves coding a robot or diagnosing a hybrid engine, an abstract concept begins to transform into an exciting reality.
Effective outreach also requires “data-driven advocacy.” According to ACTE in 2026, 97% of CTE high school students graduate, a rate significantly higher than the national average. By combining “cool” social media content with hard data, schools can prove that CTE is both engaging and academically rigorous. Moving forward, every school should view its educators as micro-influencers.
“I’ve Been Influenced!”
Instead of static flyers, teachers can use hashtags like #CTEInAction or #SkillsGapClosed to showcase daily wins. When a parent sees a local student mastering a high-tech skill on their Facebook feed, a barrier to enrollment diminishes.
Beyond individual school efforts, educators must leverage successful statewide models to create a united front. States like Delaware and Indiana have produced CTE branding toolkits that provide districts with professional templates and cohesive messaging. This systematic approach ensures the CTE “brand” can rival the prestige of elite university recruitment. By adopting a unified voice, states shift the narrative from “vocational training” to “career readiness.” This also helps to ensure that students in rural districts receive the same high-quality instruction as those in a major tech hub.
Winning Over the Skeptics
Furthermore, these initiatives can bridge the gap between education, industry and communities. When a state-level campaign features testimonials from CEOs alongside those of students, it validates the CTE pathway as a high-status choice in the eyes of policymakers and skeptical family members. Some skeptics view CTE as a mere collection of electives. However, this ignores the transformative power of career and technical student organizations.
Data has shown that CTE students often exceed expectations in these competitive arenas. Because their learning is rooted in application rather than rote memorization. CTSOs do not just teach technical skills; they demand rigorous policy work, public speaking and project management.
When a CTE student competes in a national robotics or medical event, they showcase technical skills. They also demonstrate a high level of proficiency in employability skills that employers strongly value. By leaning into these competitive successes, we prove that CTE students aren’t just keeping pace but that they are excelling in the competencies that matter most to employers.
Getting involved with advocacy organizations is extremely beneficial for the future of high-quality CTE.
As we celebrate 100 years of ACTE, we stand at a crossroads of public perception. The next century of CTE will not be defined solely by the machinery in our labs, but by the stories we tell about the students using them. By embracing digital advocacy, scaling proven statewide recruitment models, and leaning into the competitive excellence of CTSOs, we can ensure CTE is recognized as a pivotal component of American innovation. The tools have changed, and the classrooms have evolved; now it is time to ensure our message is just as cutting-edge as the skills we teach and learn.
Duncan Felch is a junior at Morris County School of Technology. He serves as a student ambassador with the New Jersey State Interscholastic Athletic Organization, recognizing him as a top leader statewide. Passionate about education and policy, he is the co-founder and CEO of the Teddy Bear Clinic, has been recognized as a JerseyCAN fellow in education advocacy, and captains the cross country and basketball teams. Felch currently serves as an administrative intern and plans to pursue a degree in educational administration to impact federal policy.
