Inside GENup: How Student Advocacy Is Shaping California Policy

Based in California, Generation Up, also known as GENup, is a nationwide student-led policy education organization. GENup has worked with lawmakers, testified at state Capitol hearings, and organized grassroots activities. One of its most notable initiatives was helping introduce ethnic studies as a required school course through AB 101, which was signed in 2021.

In June 2025, Genavieve Koenigshofer accepted the position of Executive Director of Generation Up and has led the executive team since. We had the opportunity to sit down with her and discuss policy in California and how recent current events have changed the process.

What experience do you have in policy?

Koenigshofer graduated from UC San Diego with a BA in public policy and is currently working on her master’s degree at UC Berkeley. She explained that no one is ever truly a policy expert, since there are always new lessons to take away throughout the process. Her passion began in high school, when she served as a student board member in her district and advocated for increased funding during the pandemic, which ultimately introduced her to GENup and its mission.

As the executive director of GENup, what’s the biggest pushback from the state level? Federal?

Though there are no major current pushbacks, Koenigshofer anticipates challenges related to education funding. Many of GENup’s policies support specific programs, and because allocating funds may be difficult during this time, advancing that legislation may also be difficult. In addition, GENup acts cautiously in response to the federal administration, since drawing too much attention could place California in a risky position. This creates trade-offs between following its mission and facing pushback at the federal level.

How do midterms affect policy-making? Do elected officials focus on elections over policy? Do they do the opposite? Explain.

She explained that midterms affect policymaking because state legislators are elected every two years, meaning one cycle is often more focused on policymaking, while the next shifts more attention toward campaigns. This affects lawmakers because they begin aiming for bold, high-stakes bills rather than smaller steps like changing programs or refining legislation. On top of that, she noted that a key issue in policy is implementation. While bills may be passed, it is crucial to constantly check whether they are actually being carried out properly.

What steps do you take when analyzing bills to see which ones you want to cosponsor?

Fiveable explains that cosponsoring can “lead to increased visibility during debates and discussions, making it more likely for the bill to be favorably reviewed by committees and ultimately voted on positively by the full chamber.” After the deadline for senators to accept bills, GENup focuses on cosponsorship, which requires deep analysis. Fiscal effects are a major factor, along with understanding how a bill will be implemented. An idea may be great, but if its implementation is unclear, it may not be supported.

Some bills have fiscal impacts, and others do not. If a bill does not, it goes through the appropriate committee, then the Assembly or Senate, then the other house, and if it passes, the governor has the option to sign it or not. However, the process is different when money is involved. It must go through the Appropriations Committee, where lawmakers examine the fiscal impacts and where the funding would come from, whether that be the California general fund, a public-private partnership, or another source. If the budget request is not approved, then the bill must be put on hold until funding is secured. She also explained the issue of unfunded mandates, in which bills are passed but not implemented because there is not enough funding.

How is AI impacting policy? Does it make people working in policy nervous? How do you think it will impact the future?

AI is becoming more prevalent in today’s world and must be regulated, creating an additional responsibility for policymakers. There are two sides lawmakers must consider: the potential for technological growth and the possibility of chaos. It also raises a broader question: with AI, what does education really mean? Do students still need to learn tasks that AI is now doing? Does it still prepare them for the job market? She noted that AI has also negatively affected some students’ critical thinking skills, since they may rely on it before attempting to solve a problem themselves. At the same time, however, there is a great deal of opportunity. Koenigshofer used the example of a calculator: a calculator helped us do calculus, so what can AI help us do?

When it comes to AI in the policy job market, she said it has definitely created change, but she hopes the field remains human-centered since policy directly impacts people’s lives. She also explained that there is more reluctance toward AI in policy than in some other careers, since policy depends on human relationships, and those cannot be replicated by AI.

You list education, housing, and social welfare as policy interests. How do you see these areas intersecting in your work? What role should local government play?

Koenigshofer described herself as a “local government nerd,” explaining that the most meaningful change often happens closest to home. School districts themselves function as local governments, and decisions made at that level can immediately affect students and families. She stressed that policy is not just about numbers or legislation; it is about real people in your community, the ones you see every day. In areas like housing and social welfare, local governments can sometimes be the last safety net preventing someone from falling into homelessness or crisis, which makes their work incredibly important even when resources are limited.

Advocacy and nonprofit work can be demanding. What challenges have tested your commitment, and how have you handled them?

One of the biggest challenges, she said, is working in a student-led organization powered largely by volunteers. Unlike full-time professional teams, students are balancing school, personal lives, and advocacy at the same time, which means progress can be slower than expected. She admitted that she sometimes holds herself and the organization to extremely high standards, but she has learned to step back and remember that GENup’s mission is not just about passing policies; it is also about training students to become informed, lifelong civic leaders.

Have you ever faced burnout, and what keeps you going?

Koenigshofer was very honest in saying that burnout happens “all the time,” especially while juggling executive leadership with graduate school. What keeps her motivated, though, is knowing that the work genuinely helps students and amplifies their voices. She also emphasized the importance of having a life outside of policy, whether that means listening to audiobooks, learning to cook, spending time with friends, or simply taking time to rest. Finding joy outside of work, she said, is essential for staying in the fight long term.

As Executive Director of GENup, what have been the biggest lessons in leading a youth-led advocacy organization?

More than any single law, Koenigshofer hopes her legacy will be the students she has worked with. She wants GENup participants to leave feeling confident in their leadership and inspired to pursue careers in education, nonprofits, research, or public service. For her, success means seeing students realize that they truly can shape the world around them.

What skills or experiences from your Master of Public Policy at Berkeley are you most excited to apply?

She shared that one of the most valuable things she has learned is how to think about problems systematically. Public policy training focuses on identifying the real root of an issue before jumping to solutions, a mindset she now teaches GENup students when they analyze legislation or plan advocacy campaigns.

What originally inspired your interest in policy?

Her motivation goes back to the youth mental health crisis she witnessed in high school, when many of her friends struggled but did not receive enough support from the school system. At first, she considered becoming a child psychiatrist to help individuals directly. But after serving on the school board and later interning in Sacramento, she realized she could create change at the systems level through policy. That realization (that she could improve mental health support for thousands of students at once) ultimately convinced her to stay in public policy.