Bring Back the 24 Hour Pass

Sitting on the common room couch, staring at my nearly completed essay on the eve of its due date last spring, I was struck by a troubling realization: I hated it. I followed my usual plan – I brainstormed, outlined, allocated my time, and discussed with my teacher. Despite this, I was certain of two things: my essay didn’t reflect my best writing, and I didn’t have time to salvage it. With regret, I submitted my 24-hour pass for a second chance to write an essay that I would be proud of. 

A previous Vice President of Academics created the 24-hour pass to let students extend the deadline of an assignment by 24-hours without communicating with their teacher. Students received one pass each term, but could not use it for in-class exams, oral tests, or during major assignments week. These rules restricted students from abusing their 24-hour passes while allowing them more flexibility in Lawrenceville’s rigorous, fast-paced academic atmosphere.

Last spring, the Dean of Academics Office decided to retire the 24-hour pass for the 2024-25 school year. The Office justifies this change with the nature of this year’s new academic schedule, which leaves an extra day (technically “48 hours”) and at least one consultation period between each class meeting. No student has the same class on consecutive days, so there is no structural need for a 24-hour pass in theory. While the discontinuance of 24-hour passes forces students to become more proactive with their assignments and more communicative with their teachers, its numerous negative implications outweigh its justification and benefit. 

Firstly, the technicalities of the schedule change still do allow circumstances in which a 24-hour pass is necessary. The “extra day” and consultation period cover students’ other classes, athletics, and club meetings; on average, students still only have one night for any given assignment. More importantly, students experiencing the major schedule change will be prone to logistical mistakes as they learn and acclimate. The administration should at least temporarily preserve the pass to allow students a smoother transition to the new schedule. 

Additionally, the 24 hour pass’s existence posed no detriment to students’ education. Specific rules prevented abuse of the pass by limiting when it could be used, and it may have fostered time-management skills in some contexts—the allowance of one pass for all of a student’s classes for an entire term still required strategic budgeting. By definition, the 24 hour pass acts as a safety net and last resort when a request for an extension is rejected or an unexpected circumstance arises. Rather than using their 24-hour pass, students must now directly ask their teachers for an extension in what students perceive as a meeting filled with shame, remorse, and interrogation. At best, this strains the relationship between a student and their teacher; at worst, it deters them from even asking, or the teacher rejects their student’s request. The student must then submit a work that doesn’t reflect their true capabilities, without either the chance to redeem it or the incentive to reach out for support when they’re struggling. 

Finally, the 24-hour pass is a student initiative reflecting the experiences of earlier classes and representing their legacy at the School. It is their addition to the pursuit of the best Lawrenceville experience, which every class in the school community shares and contributes to. As the School considers further steps on the 24-hour pass, it must analyze not only its demand and proper usage, but also its impact on past, present, and future student legacies.