# data[].attributes.attachment_link.title
How to manage difficult relationships and make friends in secondary school - BBC Bitesize

# data[].attributes.attachment_link.description
Social life at school can be difficult at the best of times, but even more so if you’re struggling to make friends in the first place – here are some tips to help.

# data[].attributes.attachment_link.readable_text
Skip to main content

Activities will help students:

recognize the cliques at their own school

explore ways to integrate all students and form new friendships

learn how to communicate with people outside of their friendship group/cliques

What is the difference between a friendship group and a clique?

Are cliques positive or negative forces in a school community?

How can cliques be controlling?

How can it be powerful to make friends outside of your clique?

Vocabulary

clique | kleek, klik | (noun) a friendship group that often exerts control over its members

Procedure

1. Who are the people in your friendship group? Write a list of your friends' names. What do you all have in common?

2. Define the term friendship group. What does it mean to have a circle of friends?

3. While friendship circles can be healthy and made up of people who share common interests, a clique can be something entirely different. (Note: You may wish to record this definition of clique on the board or on chart paper.) A clique is a group of friends that often has the following characteristics:

extreme control over the members of the group ("We only wear brand-name clothing.")

strict rules about who is allowed into the group ("We don't hang out with people like THAT.")

inflexible exit from the group ("If she hangs out with THAT girl, we're not going to be friends with her."

4. Are there cliques at your school? Take a moment to work on your own to think about the different groups that surround you in class every day. Make a list of the clique nicknames ("jocks," "preps," etc.) in your school community.

5. Share your list with your classmates to create one class list of the cliques at your school. (Note: You may wish to record this class list on the board or on chart paper.)

6. So what is so wrong with being in a clique? Because cliques are so exclusive, they can be really restricting. In the "real world," or life after middle school, you will have to communicate with many different kinds of people, especially in college or at work. Learning to talk to people in different cliques can help you in the future. Also, you might just make a new friend in the process.

7. Look at your class list of cliques. Record at least one positive thing about each clique. What could you learn from that clique? How could you reach out to that clique?

8. Now think back to your own group of friends. Take a moment to complete the Clique Survey on your own. Do you think you are in a clique?

9. As a class, choose one of the following activities to help cliques mingle:

Write an anonymous letter to someone in another clique. In your letter, write about the following:

how you see that clique

whether or not you would want to be friends with anyone in that clique and why (or why not)

Pull a name out of a hat and become penpals with that person. Write that person a letter that

tells them about yourself and your group of friends

asks them about their group of friends

(Note: Alternatively, learn about students' friendship circles and purposefully pair students from different cliques together.)

Set up an anonymous box where anyone can drop a letter about any issues with a clique. Once a week, have your teacher read the letters in the box and share them with the class. Discuss the issues in each letter together as a class to come to a resolution to any problems.

Start a campaign to integrate cliques. Consider using activities from Teaching Tolerance's Mix It Up Day.

Interview someone who is in college to investigate whether or not cliques exist beyond high school. Create a list of questions such as "What are the social groups like in college?" or "Do you think there are strong divisions between sorority/fraternity members and other groups on campus?" Record your interview subject's answers and write an article summarizing your findings. You may want to see if your school newspaper would be willing to publish your article.

# data[].attributes.attachment_link.description
In this lesson, students will examine the cliques within their school community. They will also explore ways to integrate the student body and form relationships across, and in spite of, controlling cliques.

# data[].attributes.headline
Adolescence and the power of social cliques

# data[].attributes.subject
Adolescence and the power of social cliques

# data[].attributes.attachment_link.readable_text
Key points

Cliques can create inclusion pressures and demands on members that can feel oppressive.

Cliques can create exclusion pressures and demands on nonmembers that can feel intimidating.

Cliques lose social power as adolescents need more independent freedom and worldly experience to grow.

A social clique is a group defined around some shared values or characteristics or purpose that allows members to set themselves apart from others.

Most cliques are closed groups because they are exclusively defined. "We are not they, and they are not us." So membership is limited, decided by those who already belong.

Cliques come in many forms. For example, the cliques can be based on lifestyle, culture, popularity, wealth, gangs, athletics, gaming, or being artsy, alternative, a stoner, a skater, or whatever.

Socially, the clique has a lot to socially offer a young adolescent. For example, cliques can provide the following:

Commonality - One feels social similarity.

Security - One feels social protection.

- One has social definition.

Belonging - One has a social home.

Loyalty - One feels social allegiance.

Standing - One feels social importance.

Cliques in Middle School

From what I've seen of the adolescent passage, social cliques are most powerful in middle school. Why so? During this vulnerable age, there is increased developmental insecurity for several reasons:

There is increased separation from childhood and parents, so one can feel more lonely and disconnected.

There are uncertain and often unwelcome physical changes of puberty, so one can feel more inadequate and uncomfortable.

There is more social meanness (teasing, rumoring, exclusion, bullying, ganging up) as young people jockey for social place, so one can feel more exposed and vulnerable.

At this changing stage of life, forming a second family-of friends-becomes increasingly important to create and maintain acceptance, confidence, and stability. "I need a separate social life of my own."

Clique Pressures

Cliques can feel cool when you belong and can feel cruel when you don't. That's one of the problems with cliques. They can cut in both ways. Acceptance is based on similarity to what is prized that members should personify and possess. Rejection is based on lacking these social credentials. Cliques can create two kinds of pressures-those from belonging and those from not belonging:

Those in the clique can feel socially restricted and confined by similarity demands upon which social belonging depends: "To be in good standing you have to appear like us, behave like us, believe like us, keep up with us, possess like us, only socialize with us, and like us best." For an insider, a clique can be exhausting and oppressive.

Those not in the clique can feel rejected and even be mistreated for being different: "To be not one of us means you are not worth noticing and knowing because you don't measure up to us, don't fit in with us, don't belong with us, can't keep up with us, and are not as good as us." For an outsider, a clique can be demeaning and intimidating.

The Power of Cliques

Cliques are close-knit groups in which that closeness is based on shared, even required, similarity, shunning those who are different. For example, there can be wealth cliques in which well-off young people snobbishly act like they're better than poorer students, treating lower-income peers as less worthy of consideration, notice, and association on that account.

In the social hierarchy, dominant adolescent cliques can be extremely powerful, sometimes to the frustration of parents and even teachers. Often small, cliques can exercise outsized influence when nonmembers defer to their position.

For example, many years ago, before private practice, I was called in to consult with counselors in a middle school over an eighth-grade performance problem. It seemed an older clique of students who scorned school achievement had gathered so much ruling power that academic effort by many nonmember students was actually suppressed. There was a widespread fear of making better than C 's in young people who didn't want to offend these influential peers. So, with counselors, working with one capable student at a time, we began doing short check-ins with affected students to talk about "not doing one's best," "obligation to oneself," and "braving disapproval." There was no intent to harm the clique, only to honor individual capacity. And, gradually, the oppressive norm lost power.

The End of Cliques

For the middle-school moment, being part of a clique can provide some powerful benefits. However, as a larger, more complex adolescent world develops in high school and the reality of graduation approaches, the social shelter, simplicity, and similarity of a clique become less serviceable. Now, as conformity demands feel too restrictive, the costs outweigh the benefits, and active membership often declines.

Eventually, the emphasis on exclusivity is the clique's undoing. By keeping the larger world out, by restricting membership, by demanding conformity of conduct, association, and belief, it limits the social path a growing adolescent can follow. What helped at first now becomes more of a hindrance. "I used to run with that group until it started holding me back."

# data[].attributes.attachment_link.title
Adolescence and the Power of Social Cliques

# data[].attributes.attachment_link.description
Cliques can be powerful social forces in adolescent life-demanding when you're in and demeaning when you're not.

# data[].attributes.attachment_link.title
Creating a Culture of Connectedness through Middle School Advisory Programs - AMLE

# data[].attributes.attachment_link.description
Read More... from Creating a Culture of Connectedness through Middle School Advisory Programs

# data[].attributes.body
Some schools are Round Square members. This organization also has clubs within schools that endeavour to meet the Round Square goals locally and globally.

# data[].attributes.attachment_link.readable_text
A platform for future leaders

Our world needs courageous and compassionate leaders, prepared to discover and embrace different cultures and nationalities in ways that promote meaningful and lasting understanding and respect. It is our role to facilitate students' voice, agency and development opportunities to become those leaders

Find out more

# data[].attributes.attachment_link.description
Round Square schools share a commitment to character education and experiential learning built around six themes - our IDEALS

# data[].attributes.headline
An Affinity Space at Children's Day School 

# data[].attributes.subject
An Affinity Space at Children's Day School 

# data[].attributes.attachment_link.readable_text
An affinity group is a group of people that share a common experience. Affinity groups can offer special value to those in our community who have a history of and/or the potential for isolation in the broader community. Affinity groups strengthen the entire CDS community by increasing the opportunities for each of us to find support, connection and a voice at our school.

CDS supports the formation of both family and student affinity groups. The family affinity groups provide not only opportunities for families to build strong connections with others who share some crucial aspect of their experiences, but the groups strengthen our wider community by welcoming the voices of all its constituent parts. The CDS family affinity groups enhance the welcoming multicultural environment that our community has built over many years. All CDS family affinity groups are parent-driven to meet the needs of our families.

Family Affinity Groups
Over the past few years, our family affinity groups have included:

Asian Heritage

Black/African American Heritage

Families Built Through Adoption

Latina/o/x Heritage​

Neurodiversity Task Force

One Love (families with a single child)

Rainbow Families (formerly LGBTQ-Headed Families & Families with LGBTQ Questioning Kids)

Single Parent/Guardian

South Asian/Indian

To recognize, support and celebrate the diversity of our student population, CDS successfully launched its very first student affinity group program in fall 2012. We are thrilled to be continuing and expanding our elementary student affinity group program this year.
Lower School Student Affinity Groups (1st through 4th grade - groups chosen by families)

Asian Heritage

Girls of African Heritage

Kids of Multiple Households & Single Parents

Latina/o/x Heritage

LGBTQ-Headed Families

Multiracial Heritages

Neurodiverse Learning Styles

South Asian Heritage

Students of Color

Middle School Student Affinity Groups (5th through 8th grade - groups chosen by students)

Asian Pacific Islander/South Asian Heritage

Black/African Heritage

Boys

Girls

Interfaith/Spiritual Beliefs

International/Recent Immigrant

Jewish

Latina/o/x Heritage

Multiple Households/Divorced/Single Parent-Guardian

Multiracial Heritages

Neurodiverse Learning Styles

Queer Alliance (LGBTQ)

White/European Heritage

More information on CDS Affinity Groups:

# data[].attributes.attachment_link.description
An affinity group is a group of people that share a common experience. Affinity groups can offer special value to those in our community who have a history of and/or the potential for isolation in the broader community.

# data[].attributes.attachment_caption
How the Packers have wonover fans for over a century |

# data[].attributes.headline
Green Bay Packers (NFL) - Why they have the best fans

# data[].attributes.subject
Green Bay Packers (NFL) - Why they have the best fans

# data[].attributes.body
Called the Cheeseheads, Green Bay's NFL team has the best fans in the sport. And it's not even close. This article explains a little bit about how it got to be this way.

# data[].attributes.attachment_link.provider_name
PackersTalk.com Blog Posts and Podcasts | All Packers All The Time

# data[].attributes.attachment_link.readable_text
The Green Bay Packers are one of the most popular National Football League teams ever. They're highly popular in their home state of Wisconsin, for a start - but they also have a huge fan base outside of the state, and even outside of the country. This unusual position is great for the team and for the fans - but for people on the outside, the question is "why".

There are plenty of reasons why the Packers are so popular. They are owned by their fans, for a start. They're also near the top when it comes to championship titles. This is frequently reflected when new NFL gameday odds roll out, which often have the Packers listed as most likely to win. This post will be investigating the popularity of this Wisconsin team and look at why and how they win over their fans.
Fan-led ownership
One of the major reasons why the Green Bay Packers are so popular is that they are owned by a public company rather than a single multi-millionaire owner. Their legal structure is one of the most unusual in the whole of the NFL. The team is owned by a firm called Green Bay Packers, Inc., which is a designated not-for-profit corporation. The Packers are the only team in the major football league which is set up and operated in this manner, so it's pretty exceptional.

The legal structure of this team is set up in such a way that nobody can own more than a small minority of shares - which means that decision-making is democratic across the organization, and nobody is left with significant overall control. This gives fans a real voice in the decisions of the company - not least of which is the fact that it has been able to stay in the relatively small city of Green Bay, which compared to many of the other teams in the NFL is quite phenomenal. It also speaks to the area's legacy of working-class communities - communities which once, and to some extent still do, form a fan base for the team.
Top-quality football
It should also be noted, however, that the team is excellent at football as well as have this unusual history in terms of ownership. There's an argument to be made that the Packers are the best team to have ever graced the NFL, with some of their metrics being close to unrivaled. They have been in the NFL since 1920. In that time, they have won 13 titles as of the time of writing.

While the Packers have not won the most Super Bowls in history, the team is high on the list when it comes to the number of championships they've won. This is the sort of achievement that, when coupled with the fan ownership aspect, can inspire loyalty for decades on end - and gives fans a reason to stick around. The odds often reflect this performance too, suggesting that those fans who enjoy placing a wager or two on games will stay around to cheer their team on and hopefully win some cash.
Loyalty inspires loyalty
Finally, it's also worth remembering that fans rarely switch sides. Many Green Bay Packers fans have inherited their loyalties from their parents, grandparents or friends. This is especially true in a place like Green Bay, where decades ago there were tight-knit communities of workers and friends who all shared pride in the city's team.

This sort of local loyalty is present everywhere to some extent, but it's especially pronounced here in a small community like this. The Packers have proven to be a focal point that the whole community can gather around in recent, tougher times for the economy of Midwestern states like Wisconsin. While some of the blue-collar jobs might no longer exist, the Packers are still around - and can act as something of a local point of pride.

In short, there's no one single reason why the Green Bay Packers enjoy such widespread popularity. One potential reason is that the team is fan-owned and legally structured in a way that doesn't leave room for takeovers, while another is that they've managed to score very highly when it comes to accumulating championship titles. Perhaps, though, the Packers have inherited loyal fans who have passed down this fandom through the generations and have simply never left Lambeau Field.

# data[].attributes.attachment_link.title
How the Packers have won over fans for over a century |

# data[].attributes.attachment_link.description
The Green Bay Packers are one of the most popular National Football League teams ever. They're highly popular in their home state of Wisconsin, for a start - but they also have a huge fan base outside of the state, and even outside of the country.

# data[].attributes.attachment_link.title
FIVE THINGS YOU SHOULD KNOW ABOUT AFFINITY GROUPS

# data[].attributes.attachment_link.description
Building community is complicated. Diversity makes a community richer and more resilient. But in order for everyone to work toward a common goal, some assimilation is necessary. What’s the best balance? What’s the best way to support a diverse community and help all to feel known and respected? At Holderness, affinity groups might be the answer.

# data[].attributes.attachment_link.readable_text
Back in 2017, the K12 Lab had the opportunity to focus on a topic that had been bubbling for a bit across different projects: Belonging.

Belonging plays a central role in how students and teachers show up in school, whether they feel they can be themselves, whether they can see themselves as learners. We were moved by Camille Farrington's work on belonging in schools and john a. powell's framing of othering and belonging as central question for building a fair and inclusive society. Given our collective interest in this theme, we soon realized it was time to be more purposeful in understanding how to introduce the role that design can play in crafting conditions for belonging to emerge.

In order to better understand how design shapes belonging, we visited and observed in libraries, skate parks, airports and schools. We spoke with a number of participants in those spaces, as well as individuals who had unique perspectives. And yes, we did some academic research. Ultimately we drew on the work of john a. powell (as well as Peter Block's understanding community) to identify some key dimensions of belonging, which you can read in our one page resource (print it back to back and fold it in half).

In addition to these dimensions, we identified levers for belonging, which are outlined in the print resource and further explained in this . Ultimately, belonging is a feeling, not something you can design concretely. What you can design concretely -- space, role, ritual, processes -- we call levers of design. We find these levers useful in generating ideas for helping foster a sense of belonging, and it is our hope you use this framework in your own work to create schools and classrooms where unique identities are welcomed and everyone feels they belong.

# data[].attributes.attachment_link.title
Design for Belonging - Stanford d.school

# data[].attributes.attachment_link.description
Back in 2017, the K12 Lab had the opportunity to focus on a topic that had been bubbling for a bit across different projects: Belonging.

# data[].attributes.attachment_link.readable_text
"You really shouldn't be having tests on a major holiday. We can communicate this up to the teachers and the administration," math teacher and affinity group leader Jeannie Rumsey told the students. "We can find another time for you to make that up, but this is a major holiday for you and you should be able to celebrate it." After organizing and communicating with their administration, the group succeeded in adding the major Muslim holy days to the following year's school calendar. The dates were given the same treatment as the Christian and Jewish holidays: no tests.

This example of collective action is one of the purposes of affinity groups in schools: They allow students who share an identity-usually a marginalized identity-to gather, talk in a safe space about issues related to that identity, and transfer that discussion into action that makes for a more equitable experience at school.

Dylan Posos, a student at John F. Kennedy High School in San Antonio, Texas, attests to the power of affinity groups to create safer learning environments. Dylan joined Kennedy's LGBT club in November 2014 after being disturbed by anti-LGBT bullying happening at school. He had not yet come out as transgender and was nervous about being judged. With the LGBT club, though, he found he could just be himself.

"The club motivated me to email my teachers. I came out with all my teachers, and now all my teachers call me Dylan," he says. "I'm more comfortable in school instead of being uncomfortable, not paying attention. It's like a weight off my back. The club gave that to me. It makes learning easier, really. It just gives me more confidence."

Having confidence in their identities is not always a given for students. Schools, like other institutions, are spaces in which those outside the dominant culture can feel disregarded, whether the disregard is intentional or not. Trying to negotiate and learn in such spaces makes the process of going to school stressful. Students of color, for example, may be dealing with what education professor Howard Stevenson calls racial stress: anxiety or fear that stems from racial encounters with individuals who are unaware or uncaring about the experiences of people of color. This kind of stress can contribute to feelings of loneliness and being "unseen" at school.

Darnell Fine, a seventh-grade English teacher and middle school diversity coordinator, speaks to the predispositions of many schools to overlook the needs of students outside the dominant group. "I think [school] can be a place that relegates students, especially students of color, especially students of marginalized groups, to silence," he explained. "It strips them of their voice. The students aren't voiceless, but due to the parameters of schools and how schools can marginalize students, they are at times not a place ... where students can express themselves."

Students need to be able to be themselves at school-and that's where affinity groups come in. A group of students who share an identity are going to relate to each other in ways they can't with peers who can't or don't understand their experience. It's about safety and, in some cases, about fundamental issues of injustice.

"The reason why affinity groups exist in the first place isn't because students want to segregate themselves from the rest of the population," Fine points out, "but because the population is excluding them to begin with." Gathering in safe spaces around shared identity allows students to engage in conversations about how they can subvert the structures that push them to the margins. In turn, these conversations "push the school to be more social-activist-oriented and less assimilationist-oriented," says Fine.

First Things First

Before a school can become more social-activist-oriented through affinity groups, someone has to get the ball rolling. Mike Ackerman, a counselor and affinity groups coordinator at Nashoba Brooks School in Concord, Massachusetts, suggests starting by assembling a task force to get the initiative off the ground; this group should absolutely include students. Early collaboration can also involve soliciting the experience of other schools that have gone through the process of launching affinity groups, Rumsey noted.

In the idea-generation stage, an important step is to assess the attitudes and needs of the school. Fine recommends an anonymous diversity or multicultural survey of students, parents and school staff. Learning about concerns within the school community provides a springboard. "Let's say students of color don't feel comfortable going to their teachers," Fine illustrates. "You need to create a safe space for those students to voice those concerns and to start to organize."

Getting backing from the school's administration is also key, says Rumsey. "If your administration isn't in support of [forming affinity groups], it's not going to be successful. And, for that matter, the group's impact on your students will be severely limited," she says.

"I needed to have my principal and my admin on board with this because the conversations that we were having [in the affinity group] were very hard conversations. They were conversations that threatened the power structure," Fine says. "I knew my principal and the dean of students had my back. I wasn't tip-toeing around the conversation. I was allowing kids to voice their concerns and then propose initiatives to effect change in the school."

Launching a Successful Affinity Group

Once the higher-ups are on board, the task force can begin determining (based on the needs assessment) what groups are most necessary and finding facilitators. Another survey can be useful here, this time to find out how the adults in the school identify and what groups they'd be interested in leading. Rumsey and her team were careful to look for facilitators whose identities fit with the groups in question. Otherwise, the authenticity of the group's work could be in jeopardy. Fine puts it this way: "I can be an all-out advocate for my female students. It still doesn't erase the male privilege that I'm bringing into that affinity group."

But sometimes students need a group for which there is no appropriate adult leader. In that case, ask the students what they want to do. At Rumsey's school, Muslim students showed strong interest in having an affinity group for a couple of years, but no adults in the school identified as Muslim. She asked the students if they wanted to look for someone from the wider community or if they wanted her to lead it; they were comfortable with her and chose her.

# data[].attributes.attachment_link.description
Teaching Tolerance provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

# data[].attributes.headline
Design for Belonging (Wise) Additional Excerpts

# data[].attributes.subject
Design for Belonging (Wise) Additional Excerpts

# data[].attributes.body
Looking for more details about the moments? Exercises to help you better understand different moments? Ideas of how you can use the levers? Look no further!

# data[].attributes.attachment_link.title
Design For Belonging (WISE) - Excerpts from Moments and Levers

# data[].attributes.attachment_link.readable_text
Guide for Setting Ground Rules
Whenever you hope to facilitate conversations on social justice concerns, whether preparing for a one-hour workshop or weaving such discussions into a year-long class, a vital first step is the development of guidelines for participation. These guidelines, often referred to as "ground rules" or "community norms," should provide the community within a workshop or class a framework to ensure open, respectful dialogue and maximum participation.

Generating a List of Ground Rules

There are several effective ways to create ground rules or norms. If time is an issue, as it tends to be in short workshops, it may be necessary for you simply to list the ground rules for the group. Be sure to inquire whether the ground rules are agreeable and mention that if you had more time together, you would have preferred the group to generate the list.

A second way to create ground rules is to list those rules you commonly use, then ask for additional ground rules from the participants. When somebody proposes a ground rule, ask the other participants if they agree to it. If most do, add it to the list.

The best way to create ground rules, if you have the time, is to allow the participants to generate the entire list. Ask them to think about what they, as individuals, need to ensure a safe environment to discuss difficult and controversial issues. If the participants are having difficulty coming up with ground rules, or if they do not come up with a particular ground rule you feel is important to the success of your facilitation, try to prompt them toward it. If they still do not mention it, you can add it to the list.

Examples of Widely Used Ground Rules

Ground rules should be developed and adapted for every unique context. Appropriate ground rules may depend partially on age, region, and other contextual factors. The following list of common ground rules from equity, diversity, and social justice related classes and workshops should serve only as a starting point for your process of creating a similar list suitable to your own situation:

1. Listen actively -- respect others when they are talking.

2. Speak from your own experience instead of generalizing ("I" instead of "they," "we," and "you").

3. Do not be afraid to respectfully challenge one another by asking questions, but refrain from personal attacks -- focus on ideas.

4. Participate to the fullest of your ability -- community growth depends on the inclusion of every individual voice.

5. Instead of invalidating somebody else's story with your own spin on her or his experience, share your own story and experience.

6. The goal is not to agree -- it is to gain a deeper understanding.

7. Be conscious of body language and nonverbal responses -- they can be as disrespectful as words.

It is also important to set a ground rule for how participation will be managed. Do you prefer for participants to raise their hands and be called on or for people to speak freely? Remember that some people -- especially those who tend to be introverted -- need more time to process thoughts and speak, so the latter option may exclude them from the discussion. Still, the formal process of raising hands to be recognized may detract from the collective atmosphere needed to discuss sometimes-controversial issues.

Strategies and Notes

1. It is helpful to post the ground rules somewhere visible during the entire class or workshop. Some teachers and facilitators who are with a certain group over an extended period of time will bring the list of ground rules (on news print or some other transportable medium) back to the group for every session or class period. They then can refer back to the list when they sense that participants are failing to follow one or more of the items.

2. Challenge the participants on the ground rules early and often. If you do not set a tone of adherence to the items early in the process, it may become difficult to enforce them later.

3. If you are using more than two or three ground rules, try focusing on particular items during appropriate activities or discussions. For example, if you are facilitating a discussion in a large group, state before the discussion starts that you would like to focus on active listening. Challenge participants to refrain from any side discussions. The same can be done if you are facilitating an experiential activity, by introducing it as a "silent" activity.

4. You must model these ground rules in your own participation. This is especially true for an item such as #2 (speak from your own experience). Be sure that your own language reflects ownership and responsibility by using as many "I" and "me" statements as possible.

5. If a particular ground rule is routinely broken, bounce it back to the participants. A fruitful discussion can often arise from a close examination of why the participants are not adhering to particular items.

6. Revisit the ground rules occasionally and, if time allows, ask whether the participants would like to add any new items.

Rethinking Ground Rules

If a goal of conversations about equity and social justice is to challenge current structures and assumptions, we must look closely at all guidelines we use in our classes and workshops, asking ourselves who they support and who, if anybody, they privilege. As such, many educators and facilitators have begun to rethink the idea of ground rules and ways they currently are implemented.

Recent critical analysis of common ground rules have resulted in a collective reconsideration of their role. This is because, too often, ground rules that are put in place, whether by an educator/facilitator or by participants, privilege the already-privileged groups in a dialogical experience. For example, in a dialogue about race, white participants will often support ground rules meant to keep anger out of the discussion--ground rules focused keeping them comfortable. When we consider who is protected by ground rules like "do not express anger," it becomes apparent that, intentionally or not, they protect the participants representing privileged groups.

While I do not advocate dropping ground rules altogether; I do support the idea of seriously studying these issues and the possible ramifications of ground rules that might ultimately support the status quo by providing safety and comfort for those who, for the sake of their own learning, most desparately need to be made to feel uncomfortable. Consider opening this conversation within your class or workshop or among colleagues and challenge yourself to make sure that the discussions and dialogues you are setting up do not further oppress historically oppressed people.

[ Return to the Awareness Activities Page ]

# data[].attributes.attachment_link.description
Guide for Setting Ground Rules Whenever you hope to facilitate conversations on social justice concerns, whether preparing for a one-hour workshop or weaving such discussions into a year-long class, a vital first step is the development of guidelines for participation.

# data[].attributes.headline
Senior Outdoor Education [return to school] (Chadwick International)

# data[].attributes.subject
Senior Outdoor Education [return to school] (Chadwick International)

# data[].attributes.body
The first two parts of this ritual aren't shown in the reel. They are 1) Plan for a two-week expedition led by students through the Korean mountains and countryside. 2) Leave the school after DP exams and go on the planned expedition, where students take turns leading their peers through two weeks outdoors. We see the third step in this ritual: the return to campus just days ahead of their graduation ceremony.

# data[].attributes.attachment_link.title
Chadwick International on Instagram: "Last week, the Chadwick International community gathered to welcome home the Class of 2024 from their 10-day Senior Outdoor Education Trip. During the trip, Grade 12 students chose their own hiking routes, selected campsites, and navigated a mountain backpacking and river kayaking expedition. Each senior had the opportunity to assume leadership within their group, navigating challenges and celebrating achievements throughout this wilderness adventure. Welcome home, seniors!"

# data[].attributes.attachment_link.description
322 likes, 0 comments - intl_chadwick on June 3, 2024: "Last week, the Chadwick International community gathered to welcome home the Class of 2024 from their 10-day Senior Outdoor Education Trip. During the trip, Grade 12 students chose their own hiking routes, selected campsites, and navigated a mountain backpacking and river kayaking expedition. Each senior had the opportunity to assume leadership within their group, navigating challenges and celebrating achievements throughout this wilderness adventure. Welcome home, seniors!". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Chadwick International (@intl_chadwick)

# data[].attributes.headline
Tie Ceremony (Foster Traditional Academy)

# data[].attributes.subject
Tie Ceremony (Foster Traditional Academy)

# data[].attributes.attachment_link.title
Chadwick International on Instagram: "Recently, a Grade 10 student and a Grade 2 student helped install the national flag of Trinidad and Tobago in the Hall of Nations, marking the 56th country represented by members of the Chadwick International community. During the Trinidad and Tobago Flag Ceremony, Middle School students listened to the national anthem of Trinidad and Tobago and learned a few things about Trinidadian and Tobagonian customs, history, and cultural diversity. This was made possible thanks to our first Upper School student from Trinidad and Tobago, who shared his heritage and highlighted the beauties of this dual-island Caribbean nation with its distinctive Creole culture and traditions.

After the ceremony, Chadwick International’s first family from Trinidad and Tobago was interviewed by the CITV Media Crew and shared their perspectives on the cultural importance of Trinidadian heritage and the role it plays in fostering a sense of national identity. ”This is one of the happiest days of our lives here in Korea because of the significance of the ceremony and the importance of celebrating our culture and traditions,“ said one of the parents after the event."

# data[].attributes.attachment_link.description
140 likes, 1 comments - intl_chadwick on February 20, 2024: "Recently, a Grade 10 student and a Grade 2 student helped install the national flag of Trinidad and Tobago in the Hall of Nations, marking the 56th country represented by members of the Chadwick International community. During the Trinidad and Tobago Flag Ceremony, Middle School students listened to the national anthem of Trinidad and Tobago and learned a few things about Trinidadian and Tobagonian customs, history, and cultural diversity. This was made possible thanks to our first Upper School student from Trinidad and Tobago, who shared his heritage and highlighted the beauties of this dual-island Caribbean nation with its distinctive Creole culture and traditions.

After the ceremony, Chadwick International’s first family from Trinidad and Tobago was interviewed by the CITV Media Crew and shared their perspectives on the cultural importance of Trinidadian heritage and the role it plays in fostering a sense of national identity. ”This is one of the happiest days of our lives here in Korea because of the significance of the ceremony and the importance of celebrating our culture and traditions,“ said one of the parents after the event.". 

# data[].attributes.attachment_link.embed_code
View this post on Instagram

A post shared by Chadwick International (@intl_chadwick)

# data[].attributes.headline
National Flags in School Atrium (Chadwick International)

# data[].attributes.subject
National Flags in School Atrium (Chadwick International)

# data[].attributes.body
Flags from every nation for the students and staff at Chadwick International are displayed in the central atrium of the secondary building.

# data[].attributes.attachment_link.title
Somersfield Prefects Chosen in Rigorous Process — Somersfield Academy

# data[].attributes.attachment_link.description
Somersfield Academy has recently appointed 10 prefects to take on wide range of responsibilities and leadership roles within the school. The prefects were chosen by merit through selection process that included personal interviews with teachers, essays, and character references.

# data[].attributes.body
What kinds of news gets shared? Who is featured? What does it say about our community to the global community?

# data[].attributes.attachment_link.title
Somersfield Academy offers a unique curriculum that builds socially conscious, independent thinkers. Follow for the latest school community news, student achievements, sporting results, events, alumni, and more. — Somersfield Academy

# data[].attributes.body
Wedding invitations traditionally are very formal, and even when the vibe of the wedding is going to be casual, the invitation process is still a formalized one with receiving mail by post, response cards, and details about how many additional guests each invitee may bring with them.

They often include customized stationery, use of formal fonts and language, and their senders - intentionally or unintentionally - create a sense of belonging (or othering) through the process of determining who is invited to join.

# data[].attributes.body
How does the schedule of classes and other events at the school define groups of people as members of particular communities? The members of a class is the most obvious, but go beyond just the class schedule to find how other groupings are defined by schedules and rhythms.

# data[].attributes.body
How do we mark the passing of time? Which cultural traditions that mark the seasons are included in our calendar? Which are left out? How do traditions that follow the rhythms of the year create belonging and othering?

# data[].attributes.body
How one school system prepares to welcome new staff to the school

# data[].attributes.attachment_link.title
Welcome Kit for Our New International Teachers

# data[].attributes.attachment_link.title
Somersfield Academy Bermuda (@somersfieldacademy) • Instagram photos and videos

# data[].attributes.attachment_link.description
70 likes, 1 comments - somersfieldacademy on May 20, 2024: “Spring Fair Highlights! The Spring Fair was a huge success! Thank you so much to the SPTA executive for putting on this event! It’s a lot of work but a lot of fun! A huge thank you to all the students, parents, alumni, and staff volunteers who came together to help make sure the fair ran smoothly. Thank you to all the vendors, performers, and donors! And most of all thank you to everyone who came out and had fun! 📸 Zarah Siddiqi ’26 #SomersfieldAcademy #SomersfieldPTA #SPTA #SomersfieldSpringFair #SomersfieldCommunity #SomersfieldStudents #SomersfieldAlumni #SomersfieldParents #SomersfieldFamilies #SomersfieldStaff #SomersfieldTeachers”.

# data[].attributes.attachment_link.description
Student leaders of Somersfield Academy yesterday highlighted the importance of education in efforts to achieve world peace with messages of calm, amid reflections on global conflicts.
The event was...

# data[].attributes.body
Some schools offer several options for hot lunches, ensuring that students with different dietary needs all have options. This can include vegetarian diets, meals that don't include pork, beef, etc depending on the local population.

Photo via https://www.nyc.gov/content/getstuffdone/pages/school-cafeterias

# data[].attributes.headline
What does food have to do with belonging in schools? (Psychology Today)

# data[].attributes.subject
What does food have to do with belonging in schools? (Psychology Today)

# data[].attributes.attachment_link.readable_text
Key points

Food, and the traditions and rituals that surround it, are linked to feelings of belonging and bonding.

Food can be problematic for students with additional needs, low SES backgrounds, eating disorders, allergies, or parents with mental illness.

Understanding the relationship between belonging and food needs further research to tap into sociocultural nuances through a lens of inclusion.

Belonging is an important human need. It brings a sense of wellbeing, and this is just one of the benefits when we feel we belong somewhere. For adolescents, "school belonging" is an important part of their mental health. When we try to sort out the strategies and approaches that build belonging, it can look complex as there is an array of factors at play. Some revolve around family structure, traditions, roles, and responsibilities, and even what we eat. The role of food in a sense of belonging has received limited attention but food is often claimed to be the glue that holds many families together and pivotal to many cultural communities. How does this relate to what happens in schools? Could food also be important in schools beyond the nutritional sense?

Read on to explore how food may help students develop a feeling of community at school.

What is the role of food in achieving a sense of belonging?

School belonging is defined as feeling accepted, safe, and respected within the social, cultural, and physical surroundings of a school ( Allen, 2020). Students who have a sense of belonging feel comfortable at school, feeling that they "fit in." While belonging is a universal human need, and food is a basic survival need, the interplay between belonging and food is an important relationship to understand.

According to Betty Chetcuti, psychologist and author of My Vegan Cookbook, one of the most important parts of her job is building connections and one way she does this is through food. As Chetcuti explains it:

"Connection begins with taking care of ourselves, spending time with loved ones, and the making and sharing of food is often central to these relationships. It can involve great discussions together about creative recipe ideas and decorations of the dinner table, the way we collectively care for the soil, water, and composting of garden scraps to grow our food eg in community gardens and in our family kitchen gardens; the markets where we buy our produce, along with the sights and sounds of stallholders, shoppers, and their trolleys and pets; the kitchens where we combine and craft our delicious creations with music playing, a dash of spice added to dishes and the way we dance and delight when the flavours and sights of our dishes emerge from our hands and minds; also to friends and family who love being part of the guest list and add laughter, love, and togetherness that make so many meals memorable, evocative and meaningful. All the elements of our senses combine to create memorable experiences linking food and a sense of belonging."

What are the social benefits of food?

When it comes to socialising and uniting people, many scholars have claimed that food plays an important role (e.g., Neely, 2016; Ratcliffe, 2019); while it can bring people together physically, it can also foster a feeling of togetherness and shared collective identity.

As Chetcuti reflects, eating isn't just about consuming food; it can be a way to connect with loved ones, show love and care, or take part in a common experience. She recalls, "Food for me is about family, friends, flavours, creations and selecting fresh produce. The foundations of culture, working together and celebration when making food is everything."

Chetcuti touches on celebrations, and as a symbol of belonging to a social group, "celebration or a time to recall shared experiences with loved ones." It serves as a bridge between people at various points in their lives.

Food at school

For many children and adolescents, scheduled eating times at school bring routines around social contact. Many students feel a sense of belonging with the peer connections made over lunch box conversations and the interactions forged at break times. In fact, food and school and the connections that Chetcuti touches on have been the driving forces behind The Stephanie Alexander Kitchen Garden Foundation.

Stephanie Alexander AO, one of Australia's most recognised cooks, food educators, and authors, established the Kitchen Garden Foundation in 2004. She developed the "pleasurable food education" philosophy and recognised the power and magic of food education to deliver social benefits along with improvements in food literacy and food behaviour.

At Springvale Rise Primary School in Melbourne's South East, kitchen garden specialist Mary Giannakopoulos has seen firsthand how learning to grow, harvest, prepare and share foods from across cultural traditions has the power to bring everyone together.

She says that children light up when one of their traditional foods is grown in the school gardens, or one of their recipes is prepared in kitchen classes, and how they feel validated when what they do at home is accepted and celebrated at school.

In contrast, she recalled her own childhood, when her Greek food heritage caused some embarrassment because it smelt and looked different from the food of her classmates.

Through the kitchen garden program, students are learning about each other's cultures through eating each other's foods, not only accepting but delighting in both their differences and their commonality.

Principal Debbi Cottier adds, "Sharing food is one of the most wondrous ways of connecting. And we're such a culturally diverse community, we're treated to some amazing foods along the way."

At Elizabeth Downs Primary School, children come from approximately 30 different cultural backgrounds. Kitchen specialist Kim Meissner says, "The Kitchen Garden Program provides our newly arrived students, who have often experienced trauma, a sense of familiarity and belonging."

Food and belonging can be complex

As can be seen in Giannakopoulos' reflection on her Greek childhood, while using food as an adjunct to building belonging is attractive, the relationship between food and belonging is not always straightforward and easily digestible for all students. For some, food can be a source of anxiety, isolation, and ostracism. For students with additional needs, socio-economic struggles, eating disorders, allergies, or parents with mental illness, food can present as a challenge or obstacle. These examples serve as a stark reminder that what fosters a sense of belonging in some is not necessarily going to foster the same in everyone.

One could therefore ask, is it the food itself that creates belonging, or is it the rituals, routines, traditions, and human interactions that occur around food? This is probably something long understood by those cultural groups where rituals and traditions have great importance. It also might explain why certain groups among ethnic and cultural minorities can demonstrate a strong sense of belonging even during times of transition or relocation. While there is much more to learn about the intersection between culture and belonging, approaches around food rituals and schools should always be inclusive and considerate to the diversity of students they care and cater for.

Special thanks to the Stephanie Alexander Kitchen Garden Foundation and Betty Chetcuti for their assistance. This post is inspired by an unpublished manuscript, Belonging, Identity, Inclusion, and Togetherness: The lesser-known nutritional benefits of food for children and adolescence with co-authors Lefteris Patlamazoglou, Clarie Bristow, Caomhan McGlinchey, Christopher Boyle, and Deana Leahy.

# data[].attributes.attachment_link.title
What Does Food Have to Do With Belonging and Schools?

# data[].attributes.attachment_link.description
The relationship between food and belonging is complex, leading us to ask whether it is the rituals and traditions that surround food rather than the food itself that are important.

# data[].attributes.body
How does feeding people contribute to a sense of belonging?

# data[].attributes.attachment_link.title
Latest Bermuda Is Love campaign aims to end hunger

# data[].attributes.attachment_link.description
A community group has called for free school meals for all children and a legislated right to food in its latest campaign.
Bermuda Is Love will run its ZeroHunger drive throughout December in partners…

# data[].attributes.body
It's not possible to teach everything about all cultures, time, and places in school, so decisions must be made about what students need to learn. The curriculum often have a focus on local needs, histories, and literature. That said, not even in a local situation do all members of that community see their histories, stories, and values reflected in what is taught. Usually curriculum celebrates people who hold power and status in a society, and either ignores - or even worse maligns - those who don't, portraying them as insignificant at best or as villains, enemies or "savages" at worst.

# data[].attributes.body
A guide from Susie Wise on creating a greater sense of belonging in a community. This is a similar process to our design cycle. You're welcome to make use of this during your design process.

# data[].attributes.attachment_link.description
An honor cord is a token consisting of twisted cords with tassels on either end awarded to members of honor societies or for various academic and non-academic achievements, awards, or honors.[1] Usually, cords come in pairs with a knot in the middle to hold them together. Sometimes sashes, stoles, or medallions are given in place of cords. They are most often worn at academic ceremonies and functions. With cap and gown, and (sometimes) the hood, high school or university degree candidates have worn these cords at the discretion of the educational institution, but they are not usually worn with academic regalia after the academic year in which the honor was awarded. Unlike hoods and stoles, by tradition more than one cord may be worn at the same time.

# data[].attributes.headline
Tie Ceremony (Foster Traditional Academy)

# data[].attributes.subject
Tie Ceremony (Foster Traditional Academy)

# data[].attributes.attachment_link.readable_text
At KSM, we have four houses, Romans, Tudors, Saxons and Vikings. All pupils at KSM belong to one of these four Houses. Each House is led by two House Captains from year 6. Pupils who wish to be considered as a House Captain are invited to make an application to be a House Captain and are then voted for by their peers

House Captains need to be a good role model for their peers and be a member of the school who other pupils feel they respect, trust and talk to. A key role is one of responsibility that requires House Captains to be dedicated, organised and to set a positive example to all children throughout our school.

House Captains maintain a high level of commitment throughout the year to promote school events such as open days and sports days, encourage and motivate their team as well as assist school staff. House captains have a good attitude, work hard, are resilient and encourage positive behaviour across the school. They are caring, honest organised and keen to support the whole school. They also look out for those who might need support and help those in need.

Responsibilities of being a House Captain at KSM.

"The role of House Captain is very special because it means I'm a role model to others and I can help others in difficulty. I love helping others and I'm very good at solving other people's problems too.'

# data[].attributes.attachment_link.description
Kington St Michael Church of England Primary School

# data[].attributes.attachment_link.title
Student Ambassadors: What They Do & Why You Need Them

# data[].attributes.attachment_link.description
Ambassadors can be a powerful asset to your school, and crucial in helping you reach enrollment goals. Here’s what you need to know about creating a student ambassador program.

# data[].attributes.body
What happens when seniors and other generations are given roles to support each other, even if they're strangers?

# data[].attributes.attachment_link.readable_text
There was a time when the young and the old naturally co-existed. It wasn't unusual for multiple generations to live together in the same household or neighborhood, or just a short drive away. They cared for one another and shared in responsibilities, activities and the joys and sorrows of everyday life.

Today, many families are fragmented, often living hours or thousands of miles apart. Though family relationships last a lifetime, separation can cause them to suffer through a loss of comfort, tradition, learning, history, purpose and belonging. And for older adults, especially those still living at home, the loss of intergenerational activities for seniors can lead to isolation and loneliness, and that can lead to even serious health risks.

Studies suggest that isolation and loneliness can cause early physical and cognitive decline, including high blood pressure, obesity, heart disease, a weakened immune system, depression, and even early death.

The Benefits of Intergenerational Activities.

Many seniors across the country are experiencing the numerous health benefits of intergenerational activities and programs by participating in programs offered in their area. Senior living communities, in particular, can be a great resource for such opportunities because they understand the health and happiness they bring to both their residents and the youth.

A study by Generations United, a non-profit dedicated to improving the lives through intergenerational collaboration, emphasizes the importance of such programming:
"...participation in intergenerational programs and meaningful cross-age relationships may decrease social isolation and increase older adults' sense of belonging, self-esteem, and well-being, while also improving social and emotional skills of children and youth participants."
The report further suggests that:

Older adults who regularly volunteer with children burn 20% more calories per week, experienced fewer falls, were less reliant on canes, and performed better on memory tests than their peers.

Older adults with dementia and other cognitive impairments experience more positive effects during interactions with children than they did during non-generational activities.

Older adults learn new technologies from their younger counterparts.

In schools where older adults regularly volunteered, children had better reading scores compared to their peers at other schools.

Youth who interact with older adults develop communication skills, problem-solving abilities, positive attitudes toward aging, a sense of purpose and community service.

Youth involved in intergenerational mentoring programs are 46% less likely to begin using illegal drugs, 27% less likely to begin using alcohol, and 52% less likely to skip school.

A report from Stanford University points out that older adults benefit from experiencing emotional satisfaction in relationships with young people. As Laura Carstensen, a Stanford psychology professor stated, "Older adults are exceptionally suited to meet these needs in part because they welcome meaningful, productive activity and engagement. They seek - and need - purpose in their lives."

Intergenerational Activities and Programs at Senior Living Communities

Many senior living communities bring older adults and youth together by integrating a range of intergenerational activities into their overall wellness programming. Many have long-standing partnerships with local schools and universities, and community organizations like YMCA, Boys and Girls Clubs, faith-based institutions, 4-H, or cultural centers. This way, seniors and kids can connect as they always have, by learning, playing, talking, and laughing together. Here are some of the types of intergenerational activities and programs that may be offered:

Reading and Mentoring: On-campus or off-campus, seniors volunteer for reading programs with younger kids or to mentor teens in a group setting or one-on-one. They may help with homework, review materials, and discuss life experiences and history.

Day Care Partnerships: Community residents may volunteer regularly at a local day care center to engage with preschoolers in a variety of planned hands-on activities and informal social interactions.

Music Classes or Performances: Whether it's a high school show choir coming into perform or residents traveling to an elementary school to share in a music class, music connects people of any age and gives youth and seniors a chance to learn a new skill and perform together.

Gardening: Many communities offer community gardens where generations can come together in nature to share in the experience the excitement of growing and caring for flowers, vegetables, plants, and herbs. It's a relaxing setting where seniors can pass on their wisdom while connecting with and learning from our kids.

Cooking Together: Whether it's in a resident's or a community kitchen, connecting over a secret recipe or mixing cookie batter, cooking is a joyful time where children can learn new skills, while seniors will enjoy sharing their expertise and learning some new tricks and tips too. It's also a great opportunity to just talk and relate.

Arts and Crafts: Working alongside one another while expressing their creativity gives seniors and kids alike the chance to learn from one another and form genuine friendships.

Family Dinners and Cookouts: Picnics, parties, cookouts and dinners are very popular at senior living communities and often occur monthly. They bring together lots of people of all ages to mingle, make new friends and share in beneficial experiences.

Staying connected, socializing, and having the opportunity to form fun and meaningful relationships is one of the secrets to enjoying a long, healthy and happy life. That's why it's so important to bring together our generations, the young and the old, the wise and the new.
Life Care Services® owns and operates senior living communities all across the country. At each, we understand the important benefits of intergenerational activities for seniors and provide a vast array of intergenerational activities, programs and life experiences for all. And that's something we'll never outgrow. To find an LCS community near you, use our location tool.

# data[].attributes.attachment_link.title
Value Of Intergenerational Activities In Seniors

# data[].attributes.attachment_link.description
Many seniors across the country are experiencing the numerous health benefits of intergenerational activities. Read to learn more.

# data[].attributes.attachment_link.readable_text
Pairing older elementary students with younger ones for community reading time has benefits for both groups.

©Shutterstock/Anna Nahabed

Peer mentoring is a powerful, underused tool in schools. One study suggests that partnering with higher achieving peers can have a positive influence on a student's learning, and students who are older, more capable readers can be these peers for young students. With this in mind, I have used a practice called Reading Buddies in elementary schools to great effect.

Reading Buddies is a concept that pairs different grade-level classrooms for community reading time-an upper-grade classroom connects with a lower-grade one, and students partner for time with books.

Establishing a Reading Buddies Program

The structure is simple: Pair upper-grade classes with lower-grade ones. Ideally, in a pre-K through fifth grade elementary school, third graders pair with prekindergartners or kindergartners, fourth graders with first graders, and fifth graders with second graders. It's best to have students work in pairs, but groups of three are fine as well. Set aside at least one 30-minute session per month for the students to read together.

Gather the students in a classroom, the library, the cafeteria, or even outside on a sunny afternoon. Let the younger students pick the books at first so they get hooked with an interesting read. Later you can have the older students share some of their favorites. As the year progresses and the skills of the younger readers increase, you can have the students take turns reading to each other, giving everyone a chance to show off.

The benefits are profound. Reading Buddies allows younger readers to see what being fluent looks like as they have a peer model demonstrating reading skills; they can also acquire a positive role model with some intentional pairing. The older students develop social and emotional skills like patience and empathy as they work with their littler buddies.

Additionally, for upper elementary students who are struggling with grade-level reading, the opportunity to access easier reading material without stigma or shame while sharing with a novice reader can create a positive experience with an activity that may otherwise be less than enjoyable. And the roots of the school community deepen as classes across campus work and share together.

Social and Emotional Benefits

You might be worried about the reading level or the behavior of the older students, for good reason. But this opportunity could be just what they need: When students are given the freedom to be better, to work for something bigger than themselves, and to mentor others, they can thrive. Those who are not reading on grade level will have a chance to practice with picture books that they wouldn't otherwise pick up and to increase their confidence as they read to a mesmerized kindergartner.

I've seen this success for students with behavior difficulties. Let me tell you about a student I'll call Marcus, a fifth grader with attention issues who read at a first-grade level and was often in trouble, but who had an amazing heart. His teacher, who was justifiably worried about his progress, partnered with a kindergarten class for Reading Buddies. Marcus was paired with Tony, a little guy with his own set of difficulties, such as defiance, use of profanity, and physical aggression.

They got on fine, but the relationship didn't blossom until after a few sessions. While walking to meet the kinder class, Marcus saw Tony talking to his teacher outside the classroom and being less than respectful. When Tony belatedly made it to Reading Buddies, Marcus put his arm around him and began to mentor him. Marcus gave him the old "Don't be like me, kid" speech. Tony looked at Marcus with an expression of embarrassment and respect for someone who had had similar difficulties through the years.

Over time, the teachers worked out an intervention where Marcus could go spend time with Tony outside of Reading Buddies both as a reward and as an intervention when Tony's day started getting hard. As part of a token reward system, Tony could request that Marcus join him for lunch or recess. For the intervention, Marcus would sometimes come down to the kinder classroom to give Tony a pep talk. This was a positive relationship for both students as Tony had a role model and Marcus had someone to mentor, which helped him grow.

This program of cooperative learning is a great way to build community in the school and to promote reading, which are goals for nearly every school. Both sets of students get excited about Reading Buddies time because it's a chance to get out of class, have fun, and make a friend. I've seen kindergarten and first grade classes deliver letters of encouragement to their partners before the scary state assessments.

With thoughtfulness, the relationships can extend beyond just one school year and carry over beyond reading books. Powerful moments of connection can happen, and social and emotional lessons are inevitable. These are some wonderful outcomes, all from just sharing a book.

# data[].attributes.attachment_link.description
Pairing older elementary students with younger ones for community reading time has benefits for both groups.