The new environment of stress and uncertainty of the future, post COVID, has left many of us with unanswered questions. The 8th grade assembly program, gives students an opportunity to come together and celebrate this important time of their lives in an inclusive and connected way.
This is ideal for the end of the school year, but can be experienced in the beginning of the year with some adjustments. The programs vary in length from one hour to […]. The abrupt ending of the school year and the uncertainty of the following year has disrupted the important milestones and rites of passage usually afforded to 12th graders.
This coupled with the new environment of stress and uncertainty of the future, post COVID, has left many of us with unanswered questions.
Skip to content. Use the filtering fields to the left to edit your search and the results will appear below. Virtual Challenge Day The virtual Challenge Day is an experiential program that guides students through the key teachings of our full day workshop.
Virtual Assembly The Virtual Challenge Day Assembly is an experiential program that increases student awareness and empathy. Air Date July 20 to October 12, In high school, there are the students who rule the school -- like jocks, cheerleaders, and the popular kids -- and the ones who get picked on -- like nerds, emos, and outcasts.
Freedom High School. Anthony Wayne High School. Riverside High School. Putnam City West High School. Colusa High School. Paris High School. Denver School of the Arts. Neenah High School. Columbia High School. And I was just so pleasantly surprised the first time to see that those hours flew by and students did not want to leave the room because they were so engaged.
I was also surprised with how well every activity was framed so that students really did feel comfortable sharing their vulnerabilities and being honest. When I think of 9th graders, they just want to put up their walls, they want to put on their masks, they want to hide in every way that they can and not stand out in any way. And so the fact that we have students who are getting up in front of the group sharing their story or crying or like crossing the line for different statements and not just like hanging back with their group of friends was just amazing.
I think 9th graders are hard to get them to do things like that. So the fact that each activity is so well-scaffolded and framed was really impressive to me. They are sharing a lot about themselves as well. It also just speaks volumes that our whole staff does it. No one opts out. My most favorite part of the work is connecting with young people and making sure our kids have the circumstances, the relationships, and the community in which we can make learning most conducive.
My desire has always been to support communities similar to the ones I grew up in. So when I joined Alliance, my reception to the school was just heartbreaking because of the trauma the community had endured given the very tumultuous transition in leadership that the school experienced.
It bred a lot of mistrust especially when I came in as another new principal. So I decided that Challenge Day was an opportunity for us to come together and to know more about one another. The decision really stemmed from this dilemma we were facing and the trauma our students were going through. I really wanted an opportunity for them that was going to be developmentally appropriate, safe, and meaningful.
We brought the program to our sophomores first because they experienced the most change and after Challenge Day it really opened up the doors to deeper connection and greater relationship building not just between the students and myself but also with the new staff members I had brought on. I think that made them feel safer to come to my office and connect with me. Challenge Day paved a way forward to continue working on our community relationships, and I was able to make the tightest connections with the class I had the most disconnection from.
We had staff speak up as much as they were comfortable about times they experienced racism from their colleagues on campus. And so again, it took establishing that culture first and bringing on orgs like Challenge Day to do our own work where we could have these conversations around race in our schools and classrooms. Going back to my excitement of being the principal of this new amazing school that just needed to address some critical issues and have students trust again, Challenge Day created this opportunity where we could build that trust much faster.
It helped to kind of save my soul, because it was hard! And having a team with the skillset and experience and ability to put on similar programming, it was so helpful to have an outside party come through and be so aligned with what we were aiming to do. And though we thought we could develop our own program, we wanted to be a part of it as participants which really changes the whole dynamic. Despite having the staff to be able to do similar work, it was really important that we were a part of the program.
I wondered if by the second or third time it would feel less authentic because I knew the stories the leaders were going to share but every time I am still so touched and it says a lot about how much of their authentic selves they bring to their work. The genius of Challenge Day is the simple way in which the activities show kids that lesson. The students see others who have experienced many of the same obstacles they have faced.
They see peers who experienced even greater challenges. This fall when school began, several upper class students, based on what they have learned from Challenge Day, decided to greet the freshman and welcome them to the school.
It truly was the best start to any school year I have experienced ever. Department of Health and Human Services, High school students who said other people have been mean or cruel to them tend to feel lonelier, fearful, and hopeless Yale Center for Emotional Intelligence, High school students report that they want to feel happy, excited, and energized Yale Center for Emotional Intelligence, Dacher Keltner.
The Compassionate Instinct. Greater Good Science Center. March 1, Online article. Social Research Vol. Published June 13, David Finkelhor, Heather A. Turner, Anne Shattuck, Sherry L. JAMA Pediatrics. Published online June 29, Yale Center for Emotional Intelligence. The Emotional Revolution. Published online October 26, Marci Feldman Hertz, M. Journal of Adolescent Health 53 Laura M. Bogart, Marc N. Elliott, et al. Pediatrics Ryu Takizawa, M.
Louise Arseneault, Ph. Am J Psychiatry , July Bullying, depression, and suicidal ideation in Finnish adolescents: school survey. Volume 7. August Maria M. Ttofi, David P. School bullying as a predictor of violence later in life: A systematic review and meta-analysis of prospective longitudinal studies.
Aggression and Violent Behavior 17 Shields, A. Parental maltreatment and emotional dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical Child Psychology 30 3 : Dussich, J.
Physical child harm and bullying-related behaviors: A comparative study in Japan, South Africa, and the United States. Government Printing Office, Skip to content. Impact Stories. Read more. Our Impact. Dwayne K. Science Supporting Challenge Day Programs. Social Connection. Adolescent Emotional Health. Prevalence of Bullying and Violence.
Bullying Effects. Roots of Bullying and Other Aggressive Behaviors. Pew Research Center. Parenting in America. Published online December 17,
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