The 12 Principles of a Healthy Community School

I created these principles when we were running the Community House afterschool programming.  The goal was to support the vision of a healing space for these young people.  The children in our neighborhood were commonly subjected to a number of high-threat experiences, and our goal was to provide a means of self-expression and self-realization that would allow them to follow their own hearts, learn to believe the world could be a kind and supportive place, and discover their gifts and interests.  

I thought I would share them, as they have a universal appeal.  I could see these being adopted in a wide range of environments, or adapted to your particular situation.  Feel free to take whatever might work for you.  

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The Twelve Principles


1. BE VISIBLE, 2. BE FRIENDLY, 3. BE WELCOMING
4. CONNECT THEM TO THE CURRICULUM, 5. GIVE THEM CHOICE, 6. ASSIGN A MENTOR
7. BE PLAYFUL, 8. LET KIDS LEAD, 9. DON’T BE AFRAID TO GO TO “DARK” CONTENT
10. IDENTIFY FEELINGS, 11. SET BOUNDARIES, 12. EMPOWER YOUTH LEADERSHIP

The first three principles.


BE VISIBLE
BE FRIENDLY
BE WELCOMING


The first three principles will help us connect and draw in the youth in our neighborhood.


To be visible, stand out in the garden or perhaps water the front lawn. We can use signs, either holding, or placing signs outside our space. Be friendly, waving and saying hello to people walking by. Introducing yourself, stating your name, and getting people’s number if possible. Inviting them to view the space. Every child should be welcomed. Calling them by name and asking them about their day. This is important for building trust and a relationship with each child. It fits with the principle of RELATEDNESS of Self-Determination Theory.

The second three principles.


CONNECT THEM TO THE CURRICULUM
GIVE THEM CHOICE
ASSIGN A MENTOR - Work One on One!


The next three basics principles are designed to connect the kids to the content of the day. It is important for them to have choice. We are seeking to create an environment where children have freedom to pursue their own interests (AUTONOMY). The activities we design should have some relationship to the basics of the Virtues and Positive Psychology. The next step is to work one on one!

The third three principles.


BE PLAYFUL
LET THEM TAKE THE LEAD
DON’T BE AFRAID TO GO TO “DARK” CONTENT - Be therapeutic


The next three components ask you to set a tone that will build opportunities to let the children explore ideas that are living within them. Play is a natural behavior that is intimately linked to learning and self-awareness. When we create safe learning spaces, we allow children to play, even when the content is so called “inappropriate”. Our ability to understand and support the therapeutic use of play is one of the greatest assets of being an independent organization. We are not choosing the themes of the play. We are not forcing our ideas on the children, nor are we judging what they create in their imaginations. However, we can direct their play into new venues, introducing ideas that can help them create healthy choices.

For example, If the play becomes violent, we can create a character who is a helping professional who can model positive, compassionate, and kind behaviors.

If the play reflects sadness, or loneliness, we can create scenes where the character connects in love and compassion.

Play is a powerful tool. We should alway encourage play, and be playful.

Play can be used to transform behaviors, if a child is being defiant, a playful approach can turn things from defiance into connection.

The fourth three principles.


IDENTIFY THE HURT - FEEL TO HEAL
SET BOUNDARIES
EMPOWER YOUTH TO BE LEADERS FOR JUSTICE


Our kids are dealing with many heavy emotions. Our job is to help them understand and transform these feelings so they can become the resilient youth leaders of tomorrow. When we see they are shutting down, or acting out, we can give them time to cool down. One of the staff who is close to the child, or their mentor for the day, can go to speak with them and ask them what they need. Using coloring, drawing or writing tools is useful here, or even stuffed animals and cuddly toys can be helpful. We have a space in the yoga room, or the side room in the CCL (800) can also be used as a quiet room.

De-escalation is the goal when a child is upset. There is no way to come to a place of understanding when in an emotional upset.

Art and emotional expression. There is no better tool than art to help with emotional healing. Using the activity of the day, or one developed on the spot, a child should be supported in expressing emotions in art. Play, as mentioned before is another tool. Use the other members of the team to brainstorm solutions on the spot. We can be responsive to what the needs are when we are present and aware of our kids and the goals of the staff to support and transform.