Many of our students experience inequities based on race, ethnicity, first language, and economic status.

We owe it to our children to provide a relevant and culturally responsive education.

We need to ensure that our future leaders have the skills required to tackle the problems of tomorrow.

The standards and tests are more rigorous for good reason: students need strong skills to graduate ready for college and a 21st-century career.

The turnaround is a big adjustment for everyone: teachers, students, and schools.

Everyone should have the opportunity to engage in developmental relationships, but not everyone does- Low-income families, families of color, and non-English-speaking families often face barriers to engaging with such opportunities.

Many existing systems are structured in ways that limit the ability of adults and young people to engage in developmental relationships.

A whole-child approach to education focuses attention on the emotional, social, mental, physical, and cognitive development of students. At its core, the approach views the purpose of schooling as developing future citizens and providing the basis for children to fulfill their potential^1,2

Search Institute research demonstrates the critical and essential role of a developmental relationship with a caring adult for students to learn, grow and thrive.

Practice makes progress.

All students can succeed with the culturally responsive approach, resources, and support.

We owe it to our children to provide a relevant and culturally responsive education

An education that acknowledges pressing real-world problems equips students with the practical skills and conceptual tools needed to address them.

Children’s home language skills fuel their learning, moving them toward bilingual fluency and academic achievement.

¹Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early education and development, 21(5), 780-793.

² Slade, S., & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy.

Students have individualized practice opportunities to achieve mastery of their mind and body, literacy, and numeracy.

Students develop relationships with a caring adult to support social-emotional learning.

Students feel more confident about their ability to learn and take charge.

Students develop a positive academic mindset.

Student attendance improves.

Student horizons expand beyond their immediate environment.

Students have an increased sense of belonging.

Students have more coping strategies.

Students increase skills of mindfulness: observing, describing, acting with awareness, non-judging of inner experience, and non-reactivity to inner experience.

Students take responsibility for their learning and academic achievement.

Students become lifelong learners.

Students have the foundational skills to achieve better grades

Students experience improved social and emotional well-being.

As caregivers, community members, and educators, we have a responsibility to ensure each child, family, and caregiver is safe from racism and discrimination and has equitable opportunities to thrive.

The turnaround is a big adjustment for everyone: teachers, students, and schools.

For reform to be effective in improving the quality of education, we must make sure teachers have the support they need to meet the challenge.

Many in our community want to help but are not sure exactly how to help.

Many existing systems are structured in ways that limit the ability of adults and young people to engage in developmental relationships.

Representation in the classroom matters. Having a diverse teacher workforce connects cultures, sets high expectations, and reduces implicit bias.

Inspiring Minds needs skill-based volunteers to expand its capacity beyond its financial means.

Our community needs to lift up our future workforce and ensure they have the skills they need to be successful in a complex world.

Volunteers can play a role in helping schools enhance equity of opportunity by adding their contribution to addressing barriers to learning and teaching and re-engaging disconnected students.

College students want/need exposure to urban classrooms.

Volunteers and staff can be trained to make a difference for children

Folks who work with youth need additional support to cope and persevere through the challenges today’s society brings.

Funding can be found to support volunteers through Inspiring Minds.

Not all volunteers who care about children want to work directly with them.

There are folks with needed skills who could volunteer at Inspiring Minds if given the opportunity, support, and awareness.

We are not experts at everything and need partnerships and collaboration to reach our intended outcomes and impact our community.

The only way to undo racism is to consistently identify it and describe it—and then dismantle it.

Develop meaningful relationships with children and other adults who serve.

Develop the skills they need to support students, themselves, or capacity-building efforts.

Experience purpose and meaning through their work with us.

Gain a greater understanding of how systemic racism impacts our community, the needs of students, and their schools.

Increased sense of pride in Inspiring Minds’ goals and identity around racial equity.

Strong understanding of the intersectionality of racism and other social oppressions.

Student academic and social-emotional wellbeing outcomes improve.

Volunteers and staff have the agency to make more differences in their community.

More aware teachers responsive to urban student development.
State residents support more resources for urban schools.

Volunteers and staff advocate for and donate to Inspiring Minds and other causes that eliminate the root causes of the inequities affecting our students.

Explorers demonstrate growth in leadership competencies including instructional leadership, community and culture, personal leadership, and talent management and development.