Welcome Back! Family Strategies for a Strong Start to the New School Year!
Parents and caretakers, there’s no better time than the first weeks of school to build a strong foundation for your child’s personal, social, and academic success.
We’re excited to share our Key Steps for a Successful School Year Toolkit, designed especially for the 2025–2026 school year! It features insights and strategies from experienced educators who are part of our Harmony Educator Advisory Group. These leaders have spent decades positively shaping classrooms and healthy learning across the country.
This toolkit isn’t just another back-to-school checklist. We’re offering practical, research-informed guidance to support your children in meaningful ways. Inside, you’ll find tools and tips to help your child:
Build strong, healthy relationships
Develop a sense of belonging at school
Feel seen, heard, and understood
Strengthen their overall wellness and mental health
Harmony Academy at National University draws from years of research and educator experience to create resources that prioritize what truly matters: relationships, belonging, and well-being. These foundational factors pave the way for lifelong success in school and beyond.
We hope you use our toolkit – available in both English and Spanish – to help your children thrive both in and outside of the classroom.
Special thanks to our educators who contributed their voices and expertise to our toolkit:
Get ready to spark connection and fun for the whole family! This new, innovative app makes it easy for busy families to support skill-building, strengthen connection, and enjoy quick, meaningful interactions every day. Learn More!
Build Stronger Connections Beyond the School Day with Harmony
Build Stronger Connections Beyond the School Day with Harmony
At Harmony, we believe learning doesn’t stop when the school bell rings. Harmony Out-of-School Time (OST) provides students with meaningful opportunities to develop and apply personal, relational, and academic skills in enriching, real-world environments.
Whether it’s during after-school programs, summer camps, or youth sports, Harmony OST empowers youth to build healthy relationships and strengthen skills beyond the classroom.
Through a collaboration with the U.S. Soccer Foundation, we discovered they had a similar focus on supporting champions on and off the field.
“Sport has limitless power to transform youth by fostering impactful, healthful connections with mentors and building life skills that extend beyond the game.”
– Audrey Shaw-Edwards, Director, Content & Education, U.S. Soccer Foundation
We know that strong teams start with strong relationships. Young people thrive when they have consistent, supportive opportunities to practice relationship-building and teamwork. Sports-based programs offer a unique space where youth can grow in confidence, connect with peers and mentors, and apply what they’ve learned in new and exciting ways.
That’s why Harmony offers flexible, engaging Everyday Practices and Lessons & Activities specifically designed for OST and sports-based program settings. These tools help youth develop essential skills for building healthy team dynamics on and off the field while nurturing a sense of belonging and community.
“Sport has limitless power to transform youth by fostering impactful, healthful connections with mentors and building life skills that extend beyond the game. Tapping into this potential by empowering leaders with the tools they need to build meaningful, lasting relationships with the youth they serve builds a foundation from which the next generation can experience success and growth.” — Audrey Shaw-Edwards, Director, Content & Education, U.S. Soccer Foundation
NEW This Summer!
In our continued collaboration with the U.S. Soccer Foundation, Harmony has developed sports-based activities to help coaches, mentors, and sports educators promote teamwork, empathy, and respect — on and off the field.
These activities feature:
Custom Quick Connection Cards for sports settings
A focus on building strong peer and adult relationships
Adaptability for various OST and athletic programs
Whether you’re a coach, after-school coordinator, camp leader, or volunteer, Harmony OST provides everything you need to create a more connected, compassionate community for youth.
Teacher Appreciation Month: Harmony Educator Advisory Group Share Their Stories!
Teacher Appreciation Month: Harmony Educator Advisory Group Share Their Stories!
It’s Teacher Appreciation Month and we’re sharing deep gratitude for the educators in our lives! Behind every successful student is a teacher who made a lasting impact. Our Harmony Educator Advisory Group (EAG) members are coming together to celebrate the educators who sparked their curiosity, encouraged their growth, and shaped their own learning journeys.
Left photo: Mr. Monroe (left) celebrating Mr. Henry’s (right) last day of teaching. Right photo: Josh Monroe as a student on a field trip in Mr. Henry’s class.
The reason my smile always appears — and grows the more I reflect — is because of Mr. Henry. Mr. Henry was the first adult outside of my immediate family who made me feel truly loved for who I was. While I don’t remember exactly what he taught our class, I’ll never forget how he made me feel — loved, respected, and cared for, to name a few. He attended music class. He was the all-time quarterback at recess. He could often be found pushing kids on the swings. He played board games with us during downtime. He was always present. I had the privilege of taking my first job at the school I attended, and I was blessed to work alongside Mr. Henry. We worked together for 11 years, and I had the honor of teaching all three of his daughters.
When I think about what I want to be when I grow up, the answer is simple: Mr. Henry.
When I was studying in the education department at Hope College, I had a professor named Dr. Jane Finn. She was the reason I changed my major from elementary education to special education, and encouraged me to pursue my passions of meeting the needs of all learners. She helped me find field placements that transformed my teaching. I will forever be grateful to Dr. Finn.
When I think of teachers who shaped my journey, Mrs. Tropf, my 5th grade teacher, stands out. She made every student feel valued, challenged us to think critically, and instilled in me a lifelong love for learning. Years later, as I pursued my own path in education, Mrs. Tropf remained a guiding influence. Her dedication was truly evident when she traveled across the country to watch me teach. Seeing her in my classroom was a full-circle moment — proof of a teacher’s lasting impact. Now, as a school leader, I strive to mirror her passion and belief in every student. To Mrs. Tropf and all the teachers who shape young minds — thank you for making a difference.
Way back when I was just 11 years old, my 6th grade teacher, Ms. DiBuono, was such an inspiration to me. She showed us what it meant to be human by caring for us little humans. When October came around, she rolled the TV into our classroom and let us watch the Mets in the ‘86 Playoffs (I guess I’m dating myself here). I can’t tell you one reading or math strategy from that school year, and yet she will always be one of my favorites. Not because we watched the Mets; it’s because she showed us that sometimes it’s okay to put reading and math aside and allow life to take over.
Fifty years ago, when I entered her classroom in January 1974, I had no idea my first-grade teacher, Mrs. Remley, would provide a model for me as a future teacher focused on building healthy relationships.
Born in 1917, she started teaching in 1937 and her memory is unrelentless. Mrs. Remley said under the leadership of Principal Eudora Fields, teachers were encouraged to develop and improve relationships with ALL students. However, it wasn’t until 1964 that the school was integrated and received its first African American students. She explained, “The memories of integration over fifty years later have not escaped me.”
That same empathetic spirit is what greeted me when I entered her classroom in January 1974. As a shy 7-year-old, I began attending this neighborhood school.
I met with Mrs. Remley a few years ago and I thanked her for being a significant part of my initial growth. Mrs. Remley was elated to learn this and shared her personal motto and approach to working with students: “First, I cared about students; secondly, I let them know I cared and then thirdly, I meant what I said!” Mrs. Remley cared enough to be intentional in embracing the needs of ALL of her students. I am living proof that teachers’ actions change students’ lives.
Top photo: Ms. James and the late Mrs. Remley chatting in March 2019. Bottom photos: Claudine James (left) as a student in Mrs. Remley’s class (right).
My high school P.E. teacher and tennis coach, Mrs. Triplett, had the greatest impact on my confidence as I transitioned from high school to college. She was tough — someone you didn’t mess with — but she pushed us to be our best. I had P.E. first period, which wasn’t ideal for a high school girl who wanted to look her best for the day, but that didn’t matter to Mrs. Triplett. She had us outside in the misty weather playing field hockey, and no one dared to complain. I learned to take what she gave us and push through without excuses.
In tennis, she challenged me to step down from my number one seed to join a doubles team, giving us a better shot at making it to state. She taught me to be my own person, forge my own path, and make sacrifices for the greater good. I also learned that life is bigger than the halls of high school and that the friends I thought had my back often didn’t.
My family moved right after graduation, and I never saw Mrs. Triplett again. I never had the chance to tell her that I became a teacher with the same tough attitude she had. But I think of her often when I stand in front of my students, especially the tough ones, and remind them that we can all rise above our circumstances — because no one controls our lives but ourselves.
One teacher who profoundly inspired me was Mr. Rubio, my AP United States History teacher. His innovative projects and engaging lessons made history come alive, transforming the learning experience into something real and relevant. But what truly set Mr. Rubio apart wasn’t just his high expectations, exceptional teaching, or the positive classroom culture he created. He was one of the rare teachers who truly saw me as an individual and went above and beyond to support me. Not only is he a major reason I chose to pursue a career in education, but he was also instrumental in helping me get into college. His unwavering belief in my potential — coupled with countless hours spent revising college essays, guiding me through scholarship opportunities, and discussing my future options — made my college journey possible.
Mrs. Katie Weber (left) and Ms. Cristy Fernandez (right)
Having Mrs.Katie Weber as my mentor teacher was an incredibly fortunate experience. She stands out as the most caring and passionate educator I’ve ever encountered. Learning from her wasn’t just about acquiring teaching methodologies; it was about understanding the profound importance of genuine care and empathy for each student. She instilled in me a deep appreciation for the individual needs and circumstances that shape each child’s learning journey, and showed me how to create a supportive and nurturing classroom environment. Her ability to connect with each student on a personal level and offer unwavering support was truly amazing. She had a knack for understanding their individual needs and tailoring her approach to ensure everyone felt seen and valued.
Beyond just imparting knowledge, she fostered a genuine connection with each student, learning about their interests, aspirations, and even their worries. Her lessons were anything but ordinary; they were vibrant, engaging, and full of unexpected twists that kept everyone excited to learn. With her boundless energy and infectious enthusiasm, she made the classroom a space where students felt comfortable being themselves, both inside and outside of the academic realm.
My two most influential teachers were in 2nd grade. They were very different types of teachers. Because they team taught, I had the opportunity to have both teachers simultaneously. Their names were Mrs. Griner and Mrs. Robinson. Mrs. Robinson was able to bring to life the readings and writings we did every day. We did skits, drew our feelings, and even discussed the outcomes of characters as a whole class. We knew that we had to read and write at a specific level and we all wanted to get to that level to participate in the discussions. Mrs. Griner was a wonderful math teacher. She used manipulatives, drawings, and was incredible at breaking down word problems to show us how to better solve them. I appreciated her and her willingness to explain math in different ways. She was a teacher known for her various strategies to keep kids engaged.
My sixth grade science teacher, Mrs. Mills, is my all-time favorite teacher. She provided a safe and welcoming environment as I transitioned from elementary school into middle school. She was fun and made learning engaging. She always had us do projects and group work that was meaningful. Mrs. Mills also had high expectations of students and pushed us to learn. Fast forward 25 years, I bought a house where ironically she lived in the home across the street. She now mentors my two kids, brings me treats after work, and is a source of educator comradery as she is now retired. She continues to make my life better and I am so thankful to her.
The teacher who most inspired me was Dr. Jasmine Brann, my 10th-grade Spanish teacher at my high school in Prince George’s County, Maryland. Growing up with a long and sometimes challenging name for others to pronounce, many teachers called me “Alex” because it was easier for them. However, when I entered Dr. Brann’s class, she made it a point to call me by my full name Alejandro — and encouraged me to embrace its history with pride rather than feel self-conscious about its length or pronunciation. That small but powerful gesture made me feel truly seen and understood, and from that moment on, I chose to go by my full name.
Beyond that, Dr. Brann’s passion for teaching and the way she uplifted her students inspired me to become an educator myself. She showed me the power of representation, respect, and the lasting impact a teacher can have on a student’s identity and confidence.
Dr. Brann has since transitioned from teaching Spanish to becoming a principal in D.C. Public Schools, at a school not far from mine. I had the incredible surprise of reconnecting with her at a training session, where I learned about the impact she continues to make in education. She was recently recognized as Principal of the Year, and she now leads one of the few bilingual elementary schools in Washington, D.C., continuing to inspire students every day — just as she inspired me.
Dr. Alejandro Diasgranados (left) and Dr. Jasmie Brann (right)
I’d like to share the name of my high school teacher, Mr. Javier, who had a profound impact on my life. Mr. Javier was not just a teacher; he was a mentor who truly believed in me when I struggled to believe in myself. His unwavering support and encouragement helped me see my potential, even during moments of self-doubt. He had a unique way of making each student feel valued and important, fostering a classroom environment that nurtured growth and creativity.
One of the most memorable moments was when he took the time to recognize my efforts in a project that I had poured my heart into. His kind words and constructive feedback motivated me to push through challenges, igniting a passion for learning that I didn’t know I had.
Mr. Javier’s belief in my abilities was a catalyst for change, and he is the reason I decided to become a teacher myself. I want to inspire my students in the same way he inspired me — helping them build confidence and discover their strengths. His impact on my life shaped my teaching philosophy, reminding me every day that every student deserves to feel seen, supported, and empowered to reach their full potential.
Ready for more inspiration? Get ready for an insightful conversation with educational researcher and debut author, Dr. Christina Cipriano, to explore how voicing your unique needs and experiences can drive educational excellence for every child. Tune in on May 13, 2025 at1 p.m. PDT/ 4 p.m. EDT.
Harmony EAG’s Top Tips for Managing Student Stress During Testing Season!
Harmony EAG’s Top Tips for Managing Student Stress During Testing Season!
National Stress Awareness Month reminds us that healthy learning starts with a healthy mind. As we approach testing season, it’s important to reflect on the toll that stress can have on our students’ ability to learn and test well. The pressure to perform well can intensify, which often leads to feelings of anxiety and stress.
It’s essential for educators to recognize these challenges and be proactive in providing the right support. We asked our dedicated Harmony EAG teachers for insights on ways educators can best support their students before, during, and after testing. The responses we received highlight simple yet impactful strategies that can make a big difference in helping students manage stress and perform at their best.
Preparing for Testing
The thought of testing alone can cause a bit of anxiety in students. Here are a few strategies to help your students ease into it.
Anderson Manuel reflected on how to best prepare students and shared these tips:
Foster Connections Encourage peer support and collaboration. Create opportunities for students to work together and share their experiences. Harmony Buddy Up is a great way to keep the connections strong, even more important as testing season approaches and we want to maintain our sense of community.
Model Self-Care As teachers, we must also prioritize our well-being. When students see us practicing self-care, it reinforces the importance of doing the same. The Harmony Professional Learning module, Coping with Teacher Stress, has some great tips for educators.
Utilize the App Incorporate the Harmony Game Room App into your classroom daily with Relaxation Station, where students and teachers can reset, relax, and focus with a variety of calming activities.
By implementing these strategies, educators can create a supportive environment that empowers our students to navigate stress and thrive as testing season approaches.
Testing Week is Almost Here!
Take a deep breath! You and your students are in this together. Here are a few ways you can help your students (and yourself) remain calm during testing week.
Melissa Muleshared her top recommendations for stress-free testing days:
Morning Meet-Ups Start each testing day with a brief Harmony Meet Up. Encourage students to share how they feel and discuss calming strategies they can use.
Notes of Inspiration Create notes for the students with words of encouragement. You can also make them catchy and add a little treat with them. Ex: You are a “smartie” and consider giving them a pack of Smarties!
Student to Student Encouragement Ask students to write positive notes to each other before testing week, fostering a supportive classroom atmosphere.
Mindful Breathing & Visualization Teach students simple breathing exercises and visualization techniques to help them self-regulate before and during the test. The Harmony Mindful Minute offers easy-to-implement strategies throughout the day.
Positive Affirmations Model phrases like “I am prepared,” “I can do hard things,” or “I will try my best” to build confidence. The Harmony lesson on helpful self-talk is great to review as well.
Emily Gazarevealed a similar strategy to lower stress levels for students, especially during testing to keep everyone with the positive mindset:
Words of Affirmations: In the weeks leading up to assessments, I encourage my students to compile a list of any fears or doubts they may have about the test or testing in general. Students then identify antonyms for the feelings and concerns they’ve listed. Using these antonyms, the students create a series of affirmations. Finally, we work together to compile a list of these affirmations, which the entire class recites together. We are: reassured, calm, and confident!
Testing Week Has Arrived!
Testing is a requirement for student data. Here are a few tips to help your students show up with a positive attitude and perform their best.
Aimee Gallanthighly recommends reminding students to get a good night’s sleep, review the mindfulness tips, engage in positive self-talk, and even bring out those stress balls for students who may seem extra nervous.
Jennifer Wienke added to the helpful day-of-testing reminders:
Healthy Snacks Schools tell kids to “eat a good, healthy breakfast” before testing. Everyone’s opinion of “good” or “healthy” is different. Have a variety of small, energy-packed snacks ready for when needed!
20-20-20 If possible, every 20 minutes, have students look 20 feet away for 20 seconds. This helps eye health. It’s great for busy teachers too!
And when testing is over? CELEBRATE! A small celebration at the end of testing is a great way to recognize students’ hard work and perseverance. Teachers deserve a celebration, too! Way to go!
Big sigh of relief…You can all relax now…until next Spring!
Good Luck With Testing!
We hope these tips help your students approach testing season with less anxiety and more confidence!
Explore these Harmony strategies designed to support emotional well-being and create a stress-free environment for your students this month and beyond.
Celebrating Inspiring Women Leaders: Meet Christina Cipriano, Ph.D.
Celebrating Inspiring Women Leaders: Meet Christina Cipriano, Ph.D.
Happy Women’s History Month! For this month’s blog, we’re highlighting Christina Cipriano, Ph.D., a mother, associate professor at Yale, educational leader, and debut author. Learn how her experiences have shaped her fearless approach to work and life, and how she inspires women and students to do the same.
“In honor of Women’s History Month, let me take this moment to remind you: women, our needs, and our value, are not less than anyone else’s. Full stop.”
Living Your Love Forward
“I always knew I wanted to be a mom someday. What I didn’t know was that becoming a mother would be like glitter in my heart. The persistent glitter that could never be cleaned up or wiped away or quieted. That no matter what I am doing, where I am, who I am with, for the rest of my life, my motherhood identity will forever shape how I feel the world around me and everyone in it. To say motherhood changes you is an understatement. Motherhood became me.”
In my new book, Be Unapologetically Impatient (Manuscripts Press), I draw from my experience as a mother and scientist — what I like to refer to as being a “momademic”— to inspire readers to see and harness their vantage points to interrupt the status quo in pursuit of justice right now. Through stories and applied social and emotional learning science, I demonstrate how each of us can recognize opportunities to live our love forward and effect change through everyday interactions in our homes, schools, and communities.
To me, “living your love forward” means you are actively contributing to the world around you by what you say and how you say it, creating a world where your children, and all children, can thrive. This includes no longer apologizing for things that do not warrant an apology, like our families, needs, questions, and learning.
True story: Many of us apologize for learning all the time. In my book, I discuss how this shows up in the ways we ask questions.
Consider this: How many times have you heard a student qualify a question with an “I’m sorry?” “I’m sorry…Could you say that again?” “I’m sorry to ask but…?”
How many times do you think your students apologize to you throughout your school day? A dozen or dozens?
I see it all the time in my research across K–12 classrooms nationwide. Indeed, it is common in the United States to qualify a question with an apology. In fact, it’s especially likely when you are in a situation where there is a pre-existing hierarchy of expertise; like in our classrooms, at our parent-teacher conferences, and around our IEP tables. Students apologize for learning when they ask their teacher for help. Teachers apologize for learning during a PD. Family members apologize when asking for clarification at a meeting as though they are taking up space by asking a question. As though it is not a part of the educator’s role to answer them.
I draw my college students’ attention to the apologizing pattern when I teach. I encourage my students to not apologize when asking their professors for help; an educator’s role is to support the learning and intellectual development of their students. And that is often done best through inquiry-based models.
Questions are helpful, productive, and useful. Asking a professor a question does not warrant an apology. But I also know that’s not how students may have been socialized to navigate college. Indeed, not all professors welcome nor want their students to ask questions. Not all K–12 teachers do, either.
When we apologize for our learning, our families, or our needs, we give the person we are apologizing to the permission to dismiss our needs as less than.
“In honor of Women’s History Month, let me take this moment to remind you: women, our needs, and our value, are not less than anyone else’s. Full stop.”
Life as a Woman on the Tenure Track
I remember being at a fellowship event hosted at Georgetown my incoming year as a Jack Kent Cooke Fellow. At that time, the JKC Fellowship covered the tuition costs in full for students who showed outstanding academic potential and outstanding financial need. As a first generation high school graduate, the JKC fellowship single handedly changed my financial trajectory when I entered graduate school. The privilege I was bestowed was not lost on me.
At the orientation there was a speaker who shared with all the fellows that women made up less than half of all tenure-track faculty in the United States and something like less than a third of women ever become full professors. She also shared that women are more likely to leave their profession due to pressures and workplace culture, and are more likely to leave it than their male colleagues.
I raised my hand and asked how many tenured women in academia had children.
She laughed a little and said something to the effect that there was no real data on how many women have children when on the tenure track. What she could speak to was that if a woman had a child, it was more likely to happen after they got tenure.
Six years later I found myself a new postdoc and three months pregnant. A senior male professor warned me that I should not talk about my pregnancy, or my kids, at work. The gist of the advice, which I have no doubt was well-intentioned at the time, was that motherhood would undermine my credibility as a developmental scientist. It seemed like reasonable advice at the time. And I apologized.
A piece of my dissertation was accepted for presentation at the Developmental Methods meeting of the Society for Research in Child Development (SRCD), and so shortly after I was five months pregnant with my first child attending my first academic conference as a presenter and PhD.
Visibly pregnant, I stood at the morning breakfast in the foyer of the beautiful hotel on the water in Tampa, Florida, cautiously eating a bagel. An older man in a blue blazer offered me his seat at a small roundtable nearby. I thanked him and sat down. He asked me when I was due and I shared how I was expecting my first child in early June.
He then said, “When is your husband’s talk?”
I can only imagine now what kind of unfiltered face I must have made at him in response to his gendered question. I proceeded to respond by apologizing and then talking about my dissertation — probably too much — and then excused myself to go cry in the bathroom to get myself together.
13 years later, I was recently at a cocktail reception with my husband at a prestigious university club to honor and celebrate a newly endowed professorship of a brilliant academic with whom we both are privileged to also call our friend. My husband was in conversation with an old classmate, also now a professor, and stepped away to refresh his drink.
The colleague turned to me and said, “Do you work?”
Every so often, I find myself in Zoom rooms where my ideas are not heard, confirmed, or taken seriously until they are validated by a man — no matter their level.
I remember after one such meeting, not all that long ago, my male doc student said, “I can’t believe he kept asking me what I thought after you said our analytic plans. It was like he didn’t believe you until I confirmed what you said to be true.”
“It’s time to be unapologetically impatient. Call each other in, not out. Share your perspective and invite connection, not competition. Be grateful, not apologetic.”
Holding Doors Open for Others
It’s remarkable to me that when I was a young momademic I gave others permission to treat my needs, my family, and our realities, as less than. In my experience, momademics — and all caregivers for that matter — are efficient, respectful of time, and contribute in ways that are unilaterally valuable.
I vowed that if I ever beat those impossible odds and made it behind closed doors, I would do whatever I could to hold it open for others.
And I’m not sorry. We can all be better for it. If you want things to be different, you need to do things differently.
It’s time to be unapologetically impatient. Call each other in, not out. Share your perspective and invite connection, not competition. Be grateful, not apologetic.
Indeed there is something truly transformational about being in the presence of women scientists and momademics who say your name in a room full of opportunities; who you know you don’t need to prove anything to; who quietly cheer for you from afar; and who loudly shine on you in ways that you can see and feel.
They give me light.
These days, I am inspired by the work of Promoting Opportunities for Women in Education Research (POWER), and the leadership of Sara Hart, Jessica Logan, Emily Solari and colleagues, who have created a space for women to support women in advancing our respective, and collective careers, together. I am inspired by the work of Women in Measurement, and the leadership of Susan Lyons, who is transforming the educational measurement space for the next generation of scholars, psychometricians, and analysts. I derive great joy from getting to nerd out on meta-analytic methodologies with the incredible Drs. Sarah Peko-Spicer, Rebecca Steingut, Laura Michaelson, Claire Chuter, Cheyeon Ha, Melissa Funaro, and Sophie Barnes.
And I am humbled to learn from the fearless women leading transformational work at seemingly impossible times: Erin Mote, Susan Rivers, Elizabeth Albro, Aaliyah Samuels, Auditi Chakravarty, Temple Lovelace, Sara Rimm-Kaufmann, Carol Lee, Tara Davila, Laura Hamilton, Jackie Jodl, Bridget Hamre, Jacqueline Rodriguez, Linda Mayes, Fumiko Hoeft, Kim Schonert-Reichl, Peggy Carr, Lakeisha Steele, Gaby Lopez, Lindsay Jones, Claudia Koochek, Shanette Porter, Celene Domitrovich, Tish Jennings, Cara Jackson, Stephanie Jones, Francesca Lopez, and Gabbie Rappolt-Schlichtmann.
With Women’s History Month on my mind and glitter in my heart, I feel the call to live my love forward — more urgently now than ever before.
It’s time to be unapologetically impatient. Let me show you how.
About Christina Cipriano, Ph.D.
Christina Cipriano, Ph.D., (she/her) is an associate professor of Applied Developmental and Educational Psychology at the Yale Child Study Center and Director of the Education Collaboratory at Yale University and author of the forthcoming book, Be Unapologetically Impatient. Committed to translational science, Dr. Cipriano’s research systematically advances equitable and inclusive social and emotional learning science and practice for researchers and schools worldwide. An award-winning expert in the science of learning, development, and open science practices, Dr. Cipriano is the PI of numerous major grants and has published 100+ papers, commentaries, and reports, spanning top tier journals and media outlets. Learn more at drchriscip.com
Connecting Military and Civilian Kids
At Harmony Academy, we’re committed to supporting both military and nonmilitary students nationwide — this month and every month.
In April, we celebrated the Month of the Military Child through our United in Service nationwide event, developed in partnership with the National Military Family Association (NMFA). This lesson highlighted the importance of connection, service, and understanding across all communities.
At Harmony, our initiatives are designed to help educators foster inclusive classrooms where all students feel seen, supported, and valued.
To learn more about how we celebrated — and how Harmony continues to support students and educators across the country — read our latest white paper.
Love is in the air in February! This month, we asked our Harmony Educator Advisory Group why their heart is with Harmony. A Harmony student even chimed in!
We show our Harmony love through our morning meetings with our Harmony Meet Ups. This is our opportunity to get to know one another, learn to be empathetic, and truly spend quality time together that we don’t have throughout the day. This is our absolute favorite part of the day. We love to learn new things about each other and even learn that sometimes we like the same things. 🙂
We love Harmony Buddy Ups as valuable opportunities for students to connect and share. Each morning, students engage in brief check-ins, exploring various topics with different classmates. During our “Week of Friendship” leading up to Valentine’s Day, we enhance these meet ups with a special focus on kindness and friendship. Students share a kind word or compliment about a classmate. They set a daily intention for kindness and how they will show kindness to others that day. At the end of the day, during our closing meeting, students reflect on a positive interaction they had with a friend. This multifaceted approach fosters a positive and supportive classroom environment, encouraging students to actively cultivate kindness and appreciate the valuable connections they build with each other.
During the month of February, we use Harmony resources that focus on “Value” to celebrate love, kindness, and friendship with our Out-of-School Time students. For our younger students in Kindergarten, 1st, and 2nd grades, we have used lessons in Unit 2 Valuing Each Other as a great free resource! We discuss what valuing another means and looks like, then use the unit to guide our teachers and coordinators to create a life skills lesson perfect for the month! Our students learned about culture and how we value others by learning about where they are from and even tried foods from our Native Alaskan staff and families!
It has been quite a transformational experience integrating the Harmony Curriculum into my classroom; this indeed has helped in making the classroom environment more supportive and engaging for learning. I have noticed a positive shift in both students’ behavior and academic performance. The Harmony Curriculum builds skills of empathy, inclusion, and communication through activities like Meet Ups, Buddy Ups, and Quick Connection Cards. These strategies enable students to develop a deeper understanding of themselves and others, handle conflict constructively, and build stronger relationships. Consistent use of the practices has created a classroom environment in which students have become free and comfortable to express themselves, take risks, and learn from their mistakes.
I’ve introduced Harmony to our staff, and tools like the Quick Connection cards have been especially impactful, setting a positive tone each day. Students love the collaborative activities, and teachers appreciate how seamlessly the Harmony Lessons fit into their routines. Harmony can transform any school by strengthening relationships and creating a sense of belonging, making learning a meaningful and practical part of daily classroom routines. The interactive lessons, like role-playing, storytelling, and games, help students build life skills, while fostering connection and inclusion.
I love Harmony because it is a great support building healthy relationships in the classroom. No matter the grade level you work with, there is something amazing that you can find to support your strong community. Harmony provides tools and resources to create strong relationships with and within my students, promotes self-esteem and a sense of community, even within the littlest ones. Additionally, there are great resources. like Home Letters, to share with parents and families (available in both English and Spanish) as we work to build community and engage parents through Harmony.
Long Beach Unified School District LOVES Harmony because of the school-wide positive culture and climate it creates. One of the things that we have done as a campus is to create Harmony Goals in all areas of campus including classrooms, hallways, playground, library, cafeteria, and the auditorium. When students can co-create Harmony Goals, they feel a sense of belonging and community in all areas of their space at school.
The Harmony lessons, activities, and Harmony Games are highly engaging, easy to use, and help us build essential life skills like empathy, teamwork, and conflict resolution. They provide us with opportunities for students to get to learn about each other while also learning about themselves through deep reflection. The lessons and activities foster a positive, inclusive environment where students feel safe to express themselves and work together. My students have strengthened their relationships, built confidence, and grown as thoughtful, empathetic individuals. Also, they are a lot of fun!
I absolutely love Harmony because it gives our students the tools to grow into kind, thoughtful humans who can handle anything life throws their way. It’s not just about learning how to manage big feelings (though that’s super important!), it’s about building empathy and resilience, so our young people can make the world a better place. The work we’re doing now to cultivate these skills is like planting seeds for a future that’s full of understanding and connection—and let’s be real, who wouldn’t want to be part of that?
I love Harmony because it helps me understand my feelings and be kinder to others. It teaches us how to handle tough situations with a positive attitude and shows us how to build stronger friendships. It’s making me a better person now and for the future!
– Samaya Johnson, Ms. Burnett’s student
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Join us to explore the latest research on how relationship-building programs, like Harmony, can be easily integrated into the school day to support school climates and boost academic success. Tune in on Tuesday, February 25, 1–1:45pm PST/ 4–4:45pm EST!
The Importance of Educator Well-Being: Moving Beyond Self-Care
The Importance of Educator Well-Being: Moving Beyond Self-Care
As we welcome the new year, it’s the perfect time to reflect on and prioritize individual and collective well-being across our schools and communities. Teachers are the backbone of our education system, and their mental, emotional, and physical health directly impacts student success. Essentially, supporting student success begins with prioritizing the well-being of educators and leaders on school campuses nationwide.
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“It’s time for educators to see themselves as leaders, not only of their students but also of the adults who work with them. Teachers may think about the impact they have on their students, but they may fail to consider the positive influence they have on their colleagues or other adults working on campus.” – Dr. Lorea Martinez, Teaching with the HEART in Mind
A Systemic Approach to Well-Being
A new report, Moving Beyond Self-Care: Practice and Policy Conditions to Support Educator Wellbeing, explores the complex influences on educator well-being and identifies actions leaders can take to promote well-being efforts in their communities. This comprehensive resource includes examples and lessons learned from communities working to improve educator well-being. It also identifies practices and policies schools can adopt to create environments where educators feel valued, connected, and supported.
Framework of Educator Well-Being
According to Yoder, Hollingsworth, and Krohn (2024), educator well-being is a multi-dimensional construct that encompasses cognitive, subjective, physical, and social factors. These dimensions interact dynamically, and they are influenced by both individual circumstances and workplace conditions. Recognizing these interconnected factors is essential for creating effective strategies to enhance well-being.
The report defines each dimension, highlights several ways to support this dynamic situation, and outlines where educator well-being can be influenced and improved.
Key components of educator well-being include:
Cognitive Well-Being: Educators’ ability to process and manage their workload effectively.
Subjective Well-Being: Personal satisfaction and a sense of purpose in their roles.
Physical Well-Being: The physical health and energy levels required to perform daily tasks.
Social Well-Being: Meaningful connections with colleagues, students, and the wider school community.
These dimensions highlight that educator well-being is not a static state but a dynamic interplay of individual and environmental factors.
Here are three ways schools leaders can support educators’ collective well-being:
Establish Positive Working Conditions: Ensure educators have a voice and agency in their job, which will contribute to a sense of pride and belonging as they connect with others in meaningful ways.
Facilitate Mindfulness Practices: Create multiple opportunities for educators to engage in mindfulness activities, such as reflective journaling or meditation, to align with their aspirations and purpose (Montoya & Summers, 2021).
Promote Self-Reflection: Provide time for educators to determine if and how their behaviors and actions align with their teaching and learning beliefs.
Teachers and school leaders can enhance educator well-being with the following Harmony resources:
Harmony Mindful Minute: A resource for students and teachers to embed mindfulness activities seamlessly into daily routines in short time periods.
Harmony Plus: Tap into our new Teacher and Leader certificate programs that emphasize well-being. Plus, our new, ready-to-use Harmony PowerPoints reduce teacher preparation time and increase student engagement!
Supporting educator well-being is not just a moral imperative — it is a strategic necessity for fostering successful schools and communities. Moving beyond self-care to embrace systemic and collective approaches can empower educators, enhance their leadership roles, and create environments where everyone — teachers, students, and administrators — can thrive.
Let’s commit to making educator well-being a cornerstone of our educational priorities in the new year and beyond!
Join Our Upcoming Webinar!
Dive deeper into ways you can implement a systemic approach to support well-being for educators across all communities. Hear from our inspiring award-winning panelists who know what it takes to make this happen. Join live to learn how you can win a copy of Teaching with the HEART in Mind which shares more ideas for collective well-being!
Martinez, L. (2021). Teaching with the HEART in Mind: A Complete Educator’s Guide to Social Emotional Learning. Brisca Publishing.
Montoya, A. L., & Summers, L. L. (2021). 8 Dimensions of Wellness for Educators. The Learning Professional, 42(1), 49–62. Retrieved from https://learningforward.org/journal/looking-ahead/8-dimensions-of-wellnessfor-educators/
Yoder, N., Hollingsworth, C., & Krohn, C. (2024). Moving Beyond Self-Care: Practice and Policy Conditions to Support Educator Wellbeing. Washington, D. C. Council of Chief State School Officers.
