School initiatives come and go as communities seek to address the needs of their students both now and in the future. Recently, my school launched an initiative that, along with implementing restorative practices, will foster a sense of school community and ensure that all students are supported. The initiative will help our students become better learners and promote a positive and supportive classroom environment that encourages them all to be their best selves.

The three directives in our Be Brave, Be Kind, Be Proud initiative represent the kind of community that our school aspires to create. Coaches, activity sponsors, and extracurricular leaders have discussed the meaning behind and the role of the initiative. They are encouraged to use it in their program to help students shape a positive culture within teams, clubs, performances, and the school. Student leaders from the school community have also discussed how to promote the initiative to their peers. A logo was created for the initiative, and it can be found on numerous documents, posters, and our physical education and athletic uniforms.

The more I talk (and write) about our school initiative, the more I see how it will help create a community where all students belong, and with that sense of belonging, that belief by students that adults and peers in the school care about their learning as well as about them as persons comes many positive behavioral outcomes. School connectedness during adolescence has been linked to positive health outcomes, including reductions in emotional distress, symptoms of poor mental health, and suicidal ideation; health risk behaviors (e.g., marijuana and prescription drug misuse); and negative experiences (e.g., sexual violence victimization), and multiple of these protective effects have been found to last into adulthood. In addition, school connectedness has been identified as a protective factor for adolescents facing stress, adversity, or marginalization.

Our school mascot is the Trevian (a fictional soldier that acknowledges the German immigrants who settled in our area), and in health class, I often ask students to consider what it means to be a ‘Healthy Trevian.’ With the launch of our Be Brave, Be Kind, Be Proud initiative, I have challenged myself to incorporate each of the three directives into my teaching as I ask my students how a brave, kind or proud Trevian might behave.

“Be Brave” focuses on the student and their actions, such as advocating for themselves, being authentic, and being resilient through failure. I work hard in my classroom to create a safe, brave, and supportive environment and strive to create a sense of community. Names are learned, discussion contributions are acknowledged and praised, and student voice is centered in the classroom.

• (Healthy) Risk-taking is encouraged. I often ask for a ‘brave Trevian’ to kick-start a conversation. Less confident students are provided the opportunity to work in smaller groups and encouraged, when ready, to share their thoughts with the whole class.
• Celebrating mistakes is the norm. Mistakes are learning opportunities. FAIL = First Frequent Attempts At Learning. I tell my predominantly sophomore students that they aren’t expected to get things right the first time, every time. That’s how they learn. Their brains are wired to try new things, take risks, and push back against authority. When I teach the D.E.C.I.D.E decision-making model, I’m reminded that the last part of the model is to EVALUATE the outcome of any decision and determine what actions to take next time. This evaluation is growth.
• Modeling bravery: As a teacher, I model bravery by taking risks and trying new things. I’m modeling vulnerability when trialing a new lesson or asking students for feedback on my teaching. I’m never more vulnerable than at the start of the semester when I make myself use the name of every student in every class. Do I fail in front of the class? Yes, often. Does it make me a better teacher for being brave? Absolutely!

My brave students will speak their truth and be their authentic selves, own their intentions and acknowledge their impact, demonstrate resilience, and advocate for themselves, seeking support when needed.

“Be Kind” focuses on how students treat each other and themselves, including a commitment to avoid harming others through words and actions and listening to different perspectives to seek understanding. Being kind is about treating others with respect, empathy, and compassion. In the classroom, teachers can encourage kindness by fostering a sense of community and encouraging students to support one another.

• Creating a positive classroom environment starts the first time I meet and greet my students as I work hard to let them know they are in the right place. They are in a classroom where they are respected and welcome. Co-constructing a classroom contract is a great way to ensure that all students help build a classroom environment that is welcoming and supportive. Encouraging students to respect one another and modeling kindness in our interactions with students is a non-negotiable.
• Fostering empathy and teaching students to understand and appreciate other people’s perspectives is needed more than ever in these divisive times. Acknowledging and understanding each student’s unique journeys and experiences allows us to enrich our classroom experience.
• Encouraging Acts of Kindness, acknowledging kindness, and identifying kindness’s role in building community is crucial. Every time a student helps another and shows them support, it is an opportunity for me to recognize and applaud the act. Acts of kindness have a habit of returning to us, similar to Dale Sidebottom’s happiness boomerangs.

My kind students will commit to avoiding harming others through their words and actions, listen to other perspectives to see understanding and view mistakes as opportunities for growth.

“Be Proud” connects students to the whole school community through involvement in activities or service and taking care of school facilities. Proud students celebrate being a part of the school community. They celebrate their achievements and that of their peers. Proud Trevians take pride in their behavior and their role in creating a fantastic school community. I’ll acknowledge students showing pride in the school community when picking up garbage in the cafeteria. I’ll acknowledge students showing pride in school spirit when they show up to cheer for their peers representing the school.

• Celebrating achievements is easier to do when I know my students and show an interest in their lives beyond the four walls of my classroom. I look out for familiar names in the art displays, I listen out for morning announcements celebrating school representative teams, I look out to see which students have landed a student leadership role in the building, and I check in on students who share that they have a play/job interview/practice SAT/babysitting gig this week. My conversation starters at the beginning of class provide space for students to celebrate success and make announcements.
• Self-reflection is commonplace in my classroom: Students are often asked to reflect on their progress and accomplishments. Reflections on current health-enhancing behaviors, reflections on goals set, reflections on decisions made, reflections on influences shaping health, and reflections on ways in which to develop and practice advocacy skills. So. Much. Reflection.
• Showcasing Student Work: I love this quote from Rushton Hurley: “If students are sharing their work with the world, they want it to be good. If they’re just sharing with you, they want it to be good enough.” I tell students I want to showcase their best work and share it with other students and teachers. I’ve had students submit outstanding A-grade work, who, upon being told that I want to share it with a broader audience, have asked for the work back so that they can make it even better. Knowing that the best writing, posters, and podcasts will be showcased encourages students to take extra pride in their work and feel valued for their efforts.

My proud students actively participate in school life and are active and engaged citizens. They contribute towards a positive school environment and celebrate their accomplishments and those of their peers.

I’ll conclude with this. A recent discussion with a co-worker inspired me to create a set of discussion/reflection reflections that could be used with Dale Sidebottom’s SEL-inspired Jenga activity or as standalone questions.

Bravery Questions

1. Think of a recent situation where you felt you had to be brave at school. How did you handle it?
2. Can you recall a time when you witnessed someone being brave at school? How did it impact you or others around you?
3. In what ways have you recently stepped out of your comfort zone? What did you learn from this experience?
4. Reflect on a time when you faced a challenge at school. How did you muster the courage to tackle it, and what were the results?
5. Think about a moment when you stood up for something you believed in or someone who needed support. What motivated you to take that action?
6. Have there been opportunities this school year where you could have been braver but didn’t take them? What might you do differently next time?

Kindness Questions

1. Have you performed an act of kindness recently, no matter how small? How did it make you feel, and how do you think it affected the person you helped?
2. Reflect on a moment when someone showed kindness to you at school. How did their gesture impact your day or your mood?
3. In what ways have you included or supported a classmate or friend recently? How can you continue to be a source of kindness in their lives?
4. Can you recall a situation where you witnessed someone being treated unkindly? How did you respond, and what did you learn from that experience?
5. Think about a time when you had the opportunity to resolve a conflict or disagreement with kindness. What was the outcome, and how might you handle similar situations in the future?
6. Were there any missed opportunities recently to be kind or empathetic? What will you do differently this week to promote kindness at school?

Pride Questions

1. What recent accomplishment or effort are you most proud of, and why does it matter to you?
2. Reflect on a time when you showcased your skills, talents, or knowledge in front of others at school. How did it make you feel, and what did you learn from the experience?
3. Can you think of a situation where you demonstrated pride in your school or a school-related activity? How did your attitude affect those around you?
4. In what ways have you recently contributed positively to the school community? How does your involvement make you proud to be a part of it?
5. Think about a challenge or setback you faced recently. How did your response reflect your pride in your abilities and determination to overcome obstacles?
6. Have there been moments recently when you felt unsure or lacked confidence? What steps can you take to build more pride in yourself and your abilities moving forward?

If you enjoyed this blog post, you might also enjoy:

What Does It Mean To Belong? – ASCD

School Connectedness and Risk Behaviors and Experiences Among High School Students — Youth Risk Behavior Survey, United States, 2021 by CDC

School Connectedness Helps Students Thrive by CDC

YRBS Data Summary & Trends Report by CDC