Search for answers or browse our knowledge base.
Why We Should Stop Calling High School Backstage Students “Techies”
In school theater programs across the country, students who work backstage are often labeled with a seemingly harmless nickname: “techie.” For decades, this term has been used as shorthand for any student not on stage, performing tasks such as moving scenery, setting props, running lights, or managing sound.
But as our understanding of educational best practices, equity, and workplace preparation evolves, it’s time we examine the deeper implications of this word. While “techie” might feel affectionate or familiar, it’s a misnomer that minimizes the professionalism, safety responsibilities, and career potential of technical theater students. Let’s break down why we should retire the word—and what to say instead.
1. “Techie” Is Slang—Not a Job Title
The term “techie” is not a professional term in the world of live entertainment. Merriam-Webster defines a techie as “a person who is very knowledgeable or enthusiastic about technology and especially high technology” (Techie, n.d.). It most often refers to computer programmers, IT professionals, or hobbyists. While enthusiasm is certainly something we want to foster, this vague and casual term doesn’t reflect the rigor of technical theater work—nor does it prepare students for how their roles are named in the real world.
Professionals working backstage are called lighting technicians, audio engineers, riggers, stagehands, production electricians, or props artisans—not “techies.” If we want students to take ownership of their role and see themselves in professional pathways, we should introduce accurate language from day one.
2. It Erases Diverse Roles and Responsibilities
Calling all backstage crew “techies” ignores the wide variety of roles that exist behind the curtain. Consider this partial list of common backstage responsibilities in a school production:
- Stage Manager: Oversees the entire production process and calls cues during performances.
- Deck Crew: Executes scene changes and ensures smooth transitions during the show.
- Light Board Operator: Runs cues from a console, often based on a detailed cue sheet.
- Audio Technician: Sets up microphones, monitors sound levels, and troubleshoots interference.
- Costume Crew: Organizes costumes, handles repairs, and assists with quick changes.
- Fly Crew / Rail Operator: Controls scenery or lighting that is flown in and out overhead, often with counterweight systems requiring specific safety training.
- Props Crew: Locates or builds props and ensures they’re pre-set properly every night.
Referring to all of these students as “techies” flattens their identities and responsibilities. It’s like calling every athlete on a school’s sports team a “ball kid”—technically accurate in some cases, but deeply dismissive.
3. Casual Language Can Undermine a Culture of Safety
Backstage areas are dynamic, high-risk environments. Students handle tools, work in the dark, lift heavy scenery, climb ladders, and sometimes manage electrified equipment. National safety guidelines, like the Occupational Safety and Health Administration’s (OSHA) young worker materials, emphasize that risk increases when roles are informal or not clearly defined (Runyan et al., 2006). If students see themselves as “just techies” rather than as trained team members with serious responsibilities, they may not report hazards or ask for help when they should.
In contrast, using specific titles like sound board operator or props assistant reinforces accountability and pride in one’s work. It supports the expectation that backstage crew should be as professional and safety-conscious as any other part of the production.
4. Language Influences Student Identity and Motivation
The names we give students can shape how they see themselves. Carol Dweck’s research on learning and motivation shows that labels affect student behavior and academic mindset (Dweck, 2006). When we use vague or diminutive language—like “techie”—we risk telling students their work is less important than what happens on stage.
Students thrive when they know their work is respected, named, and valued. Giving them proper titles and roles helps them build confidence and competence. It also signals to families and administrators that backstage contributions are equally worthy of recognition, awards, and scholarships.
5. Equity and Professionalism Matter—Even in High School
Backstage roles have historically been marginalized—not only in schools but in the broader theater world. They are often less visible and less appreciated. By continuing to use casual slang like “techie,” we unintentionally reinforce the idea that technical theater students are secondary to performers.
This has implications for equity. Many students who gravitate toward backstage roles do so because they are less comfortable in the spotlight, or because they are drawn to hands-on problem-solving and engineering tasks. These students deserve the same respect, structure, and encouragement as student actors. Using professional language levels the playing field and invites all students to see themselves as part of the same artistic community.
The Educational Theatre Association (EdTA) and other national organizations have emphasized the importance of inclusive theater programs, where every role is celebrated and students have access to career pathways in the arts—not just performance (EdTA, 2020).
6. We’re Training the Next Generation of Stage Professionals
Many high school crew members go on to work in live events, theme parks, concert production, or Broadway. These careers demand not only technical knowledge but a deep understanding of professional terminology and protocol. Retiring “techie” and adopting industry terms helps students:
- Write accurate resumes and portfolios
- Pass interviews for apprenticeships and internships
- Earn certifications like OSHA 10, ETCP, or AVIXA’s CTS
- Understand the chain of command in a production
If a student learns to call themselves a “light board operator” rather than a “techie,” they’ve taken their first step into the world of professional theater.
What To Say Instead
Here are some accurate and empowering alternatives:
| Instead of “Techie” | Say… |
|---|---|
| Techie | Stage Crew Member |
| Techie | Lighting Technician |
| Techie | Sound Operator |
| Techie | Assistant Stage Manager |
| Techie | Fly Rail Operator |
| Techie | Props Crew |
| Techie | Wardrobe Assistant |
| Techie | Backstage Technician |
| Techie | Technical Theatre Student |
Encourage students to introduce themselves with their job title. Post a crew list just like a cast list. Include job descriptions in your production materials. Give crew members bios and photos in the program. Make professionalism part of your classroom culture.
Final Thoughts
It’s easy to overlook the power of a single word. But “techie,” while often used with affection, does a disservice to the young people working diligently behind the scenes. High school students deserve to be recognized not just as helpers, but as technicians, artisans, and stage professionals in training.
By modeling accurate language and professional respect, we’re not just changing what we call our students—we’re changing how they see themselves, and how the world sees them.
References
References
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Educational Theatre Association. (2016). Opportunity-to-learn standards for theatre education. https://learn.schooltheatre.org
Educational Theatre Association. (n.d.). About EdTA. Retrieved June 16, 2025, from https://schooltheatre.org
Merriam-Webster. (2025). Techie. In Merriam-Webster.com dictionary. Retrieved June 16, 2025, from https://www.merriam-webster.com/dictionary/techie
Guerin, R. J., Toland, M. D., Okun, A. H., Rojas‑Guyler, L., & Bernard, A. L. (2018). Using a modified theory of planned behavior to examine adolescents’ workplace safety and health knowledge, perceptions, and behavioral intention: A structural equation modeling approach. Journal of Youth and Adolescence, 47(8), 1595–1610. https://doi.org/10.1007/s10964-018-0847-0 jahonline.org+13pubmed.ncbi.nlm.nih.gov+13researchgate.net+13
Zierold, K. M., Welsh, E. C., & McGeeney, T. J. (2012). Attitudes of teenagers towards workplace safety training. Journal of Community Health, 37(6), 1289–1295. https://doi.org/10.1007/s10900-012-9570-z pubmed.ncbi.nlm.nih.gov