Past projects 4
Improving Social Emotional Learning with Technology
Funded Feb 14, 2025Thank you so much for funding my project. Since Quarantine, I have been constantly looking for ways to boost digital social emotional learning. This project will allow me to offer the same content is different ways to better meet student needs. I believe it will allow more interactive content and be easier to individualize. I am so excited to get started!”
With gratitude,
Ms. Romine
This classroom project was brought to life by Panda Cares.Trauma Tool Kit
Funded Oct 26, 2019I am so excited to show you how I am using my project! Perry Township Schools is undertaking a major initiative to increase our focus on social emotional learning. I am thrilled to be helping build schools and programs that support kids emotional needs in order to help them reach their academic potential. We are teaching every student emotion management, empathy, and problem solving through Second Step.
However, some students will need extra help. That is why this project was necessary. These items are currently being used in personal 'toolboxes' that students can check out or be assigned. For example, a student became extremely agitated when his group was changed. He screamed and cried for 15 minutes. When presented with the toolbox, he was initially resistant as many of our students do not want to be 'different'. But after a few more minutes, he was willing to try some of the strategies. He immediately stopped crying and we were able to process what had happened. The combination of the Second Steps curriculum and the portability of taking sensory and cool down tools to students in the moment will help normalize the learning of emotional regulation. Without your support, we would not have been able to give students so many options.”
With gratitude,
Ms. Romine
Clean Body = Clear Minds
Funded Mar 28, 2017After Spring Break, a family of four sisters moved into our area. These four girls had to leave their friends and change schools and teachers late in the year. On top of this, they came to school without clean clothes, clean hair, or needed hygiene products. We were able to wash all of their clothes, including coats and provide soap, shampoo, and deodorant for all three. What a wonderful welcome to Brookside!
Many of our families are able to meet all of their children's physical needs, but some struggle. Just this week, a student told me that she needed deodorant because 'my mom doesn't get paid until the 16th. Then she is going to get some when she gets things for my brother's graduation'. The family had communicated about a plan to meet this need, but this student had to wait two weeks, knowing that she may smell at school, and being worried about playing at recess or gym.
We have many challenges at Brookside. Having the supplies to be generous with our students in need makes a huge difference. It helps our students associate school with care and safety. It helps them come to school every day. It allows them to focus on learning. Thank you. Thank you. Thank you.”
With gratitude,
Ms. Romine
This classroom project was brought to life by Life Essentials Supporters and 2 other donors.Early Intervention for Special Needs
Funded Mar 9, 2016It has been very exciting to use my new materials. We have several students on the autism spectrum in our building. One student was able to try three different items, arm weights, a fidget ball, and a sensory blanket before he settled on the one that was right for him. He chose the blanket, proving the need for this project as the most useful intervention was not the one that I predicted! In fact, after he took the items up to his room, three different students tried to convince me that they had 'anger issues' to get one for their own. My next project may have to be ideas for classroom use rather than individual!
When I wrote this proposal, I knew many students in our building and district would be impacted by trauma and violence. Sensory materials can be very helpful in calming these high energy kids. Even knowing this, I never thought about using them in my work on the district crisis team until I was called to respond to a school support effort for a 10 year old student accidentally shot at home. I included fidgets, fidget balls, sensory blankets, and coloring/art supplies in the bag that I take to trauma responses. The students, who were overwhelmed with emotion at the loss of their friend, were obviously soothed by the ability to keep their hands busy. All of the other social workers present asked about the materials and made plans to get their own so that they could also offer options to our grieving and traumatized young people.
I have a passion for working with students who have experienced trauma. For some, it is the every day experience of not knowing if there is enough food or if your parents will fight tonight. For others, the trauma can be more extreme. More and more research is showing that heightened physical responses due to stress and trauma is a significant obstacle to academic learning. This project has been an amazing start at addressing these needs in our building.”
With gratitude,
Ms. Romine