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Classroom Practice/Program

Creating a positive list of coping strategies for girls to take home would have been a great way for
them to access and remember them in the future.
Also, it might have been beneficial to practice mindfulness, breathing techniques, or grounding as
more appropriate ways to deal with stress in our lives. Only 12.5% of students rated our lesson on stress as
helpful. Every day the girls started the group with a different mindfulness activity. After reflection, I knew
the purpose and connections I was attempting to make, but I don’t recall directly stating them.
Finally, based on the survey responses, the concept of guiding girls to understand why it is important
to identify their strengths and build on them did not have the result I had hoped. Because 12.5% of
girls marked “my strengths” to be helpful, I am led to believe they did not see the connections between
strengths and increased self-esteem as I had hoped. Three of the days’ activities were directly related to
personal strengths: acrostic name poem, About Me mini poster, and identifying strengths and favorite
things. It would be advantageous for leaders to provide personal examples or invite a special guest that the
girls admire to speak on this topic. High self-esteem and self-confidence do not necessarily come naturally
to everyone. Girls could also be encouraged to take time at the start of the club to create personal or
academic goals. Then, working together, each student could check progress toward these goals. This real-
life example would be a strong indicator of the importance of self-confidence. Another way to enhance this
lesson would be to encourage each student to write a personal goal at home or with family. Connections
between personal strengths, self-esteem, and goal setting should have been clearer.

Final Thoughts and Recommendations
This educational and fun SEL enrichment club was a success overall, and I would be honored to refine
it and facilitate it again! I am proud that six out of seven girls would take the club again if it was offered.
There were surprises along the way, such as the near-perfect attendance and the concept of high stress
relating to attending the upcoming Trunk or Treat for Halloween. Some of the girls did not know each
other before the group, which was why we intentionally included only students in Grades 4 and 5. I saw
the girls make new friends, increase their knowledge of SEL skills, and understand that they are not alone.
Each session was filled with excitement when the girls had discussions around challenges they face or
fears they have and found that others felt the same way. Although it took time for the facilitators to plan
and organize, the program did not require that much extra work. With its benefits to each individual girl,
I believe it was well worth it. Most activities and games were easy to find and required supplies that were
accessible in the school or classroom.
I encourage readers to continue this adventure: Find someone you can guide and mentor while she is
still young. Be available to connect and spend valuable time with a young woman you know. Take time
to build her skills by reading together, listening to her stresses and fears, identifying and building her
strengths, and asking about her feelings. Using key SEL strategies to make a difference in her life will help
us all continue “forward moving ever.”

Dr. Heathre Palige proudly joined DKG in 2021. She is first vice president for Zeta Chapter in Colorado State Organization.
She will be second vice president for her state organization in 2025, serves on many state organization teams, and is a member
of the International Editorial Board (2024–2026). Palige holds an EdD in Educational Leadership and has been working as a
certified educator for more than two decades.
msheathre@aol.com

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