Social Impact

Empowering the Youth, Saving the World, and Battling Desensitization: Reflections from my Volunteer Work in Youth Leadership

Itโ€™s no secret that my road to the Fellowship came with its twists and turns โ€“ I changed my major about four times, settled on a different career path every few months all throughout college, and ended undergrad with what felt like more uncertainty than I began with. With nearly enough ambiguity to completely drown me in anxiety, itโ€™s no surprise that when something felt constant and certain, I held on to it tightly. Namely, that thing was my passion for youth leadership. If I knew nothing else, I knew that I cared about young people and that I believed deeply in their capacity to create positive social change.

A sudden inspiration to โ€œsave the worldโ€ is a temporary feeling... but a decision to solve a problem is the beginning of the ripple effect that leads to a lifelong commitment to social impact.

In 2018, Hugh Oโ€™Brian Youth Leadership (HOBY), an organization committed to empowering young people to lead lives dedicated to service and social change, entirely altered the trajectory of my life and has since taught me more than any educational institution ever could. In fact, when Iโ€™ve been asked what I feel made me qualified for the fellowship (and to work in social impact in general), my answer has always been some form of โ€œI think it was less my education and more my volunteer work with HOBY.โ€ย 

At 16, HOBY instilled in me the semi-absurd idea that I could change the world. At 20, it gave me space to apply what I was learning in my sociology classes as I developed identity-based programming for students at Kentuckyโ€™s local leadership seminar. At 22, it challenged me to understand Diversity, Equity, Inclusion, and Belonging (DEIB) in a global context as I spearheaded the development of identity-based learning opportunities at HOBYโ€™s international program, the World Leadership Congress.ย 

At 23, Iโ€™m writing about it in a blog post because it continues to be a source of growth and grounding, informing how I operate as an FAO Schwarz Fellow, and in life. Iโ€™d like to use this as an opportunity to share a few of the lessons Iโ€™ve learned from working with truly inspirational young people, how that work has shaped my journey to the fellowship, and the impact itโ€™s had on my understanding of social impact.ย 

1. Young people arenโ€™t the leaders of tomorrow โ€“ theyโ€™re the leaders of today.

As part of her welcome speech in 2018, HOBY KYโ€™s then-Director of Volunteers expressed mild frustration with the way people from outside of the organization described its mission. Often, folks would refer to it as โ€œa program for the leaders of tomorrow.โ€ Although a seemingly accurate statement, the idea stands at odds with a fundamental belief held by those who do youth leadership work: that young people have the capacity to make change now. As she went on to explain, the goal of the seminar wasnโ€™t to build the leaders of tomorrow, but rather, to empower the leaders of today.ย 

This is something Iโ€™ve carried with me and repeated to the young people Iโ€™ve worked with more times than I can count. To this point, committing my life to social impact has meant continuously challenging the notion that Iโ€™m too young, too powerless, or too small to drive meaningful impact. Instead, Iโ€™ve learned to welcome challenges as opportunities for growth, embrace being the youngest person in the room, and identify when it is in my capacity to create positive social change.

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2. Saving the world starts with identifying a problem

I absolutely believe that young people can save the world. I wouldnโ€™t be completing upwards of 300 hours of unpaid volunteer work in youth leadership every year if I werenโ€™t fueled by that belief. At the same time, Iโ€™ve come to understand that โ€œsaving the worldโ€ is a horribly unspecific task โ€“ and a lot of pressure. Over the last few years, Iโ€™ve intentionally changed the way I speak to the students I mentor when discussing their ability to address their communitiesโ€™ most pressing social issues. Through my own journey in social impact, Iโ€™ve learned that it all starts with identifying a problem.ย 

Not only does zooming in from the big picture alleviate pressure, but itโ€™s also more likely to lead to tangible outcomes. Figuring out how to solve a problem is much more manageable, specific, and measurable than โ€œsaving the worldโ€ (SMART goals, anyone?). A sudden inspiration to โ€œsave the worldโ€ is a temporary feeling that may wear off, but a decision to solve a problem is the beginning of the sort of ripple effect that leads to a lifelong commitment to social impact.ย 

3. In times of hopelessness, you do what you can

I recently asked a mentor for advice on what to do when it feels like the world is crumbling and collectively moving backward. A heavy question, but her answer was simple: โ€œyou do what you can.โ€ย 

Although she prefaced that statement with โ€œI know this is nothing profound,โ€ the impact itโ€™s had on how I operate โ€“ as someone committed to social impact but battling desensitization โ€“ has been, in fact, quite profound. Immediately after she spoke, my mind went to the students I mentor in Kentucky. In founding HOBY KYโ€™s DEIB team, one of my goals was to create space for students to explore the relationship between identity and leadership, which led to the creation of affinity groups. For students from the smallest towns in Kentucky, being able to be in community with other people of color, other LGBTQ+ folks, other immigrants and children of immigrants, meant feeling safe for the first time in their life.ย 

So, alluding to the second section, no, it is not within my capacity to single-handedly save the world. But I absolutely still have the ability to continue creating safe spaces for students who donโ€™t have them elsewhere. Even if the world is crumbling, intentionally continuing to do what I can is what keeps me grounded, sensitized, and moving.ย 

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Shraddha Patel

Shraddha (she/her) is the FAO Schwarz Fellow at Reading Partners in New York City.

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A Day in the Life as an FAO Schwarz Fellow at the Museum of Science, Boston

During my time as the FAO Schwarz Fellow at the Museum of Science in Boston, I have learned that no two days are ever the same. It is something I quite enjoy about working within an informal education setting. There is an exhilarating energy of finding out if I will be facilitating my favorite hands-on activities or if the Museum will be hosting a dance battle competition (which has happened)! The overview that follows is just one of many combinations of what my day as the FAO Schwarz Fellow can look like at the Museum of Science.ย 

Early morning (9:00 โ€“ 9:30):

Morning check-ins are crucial, on a personal and professional level. Just like breakfast is an important meal of the day, our teamโ€™s morning check-ins are just as important. Not just because it helps us know who is out for the day, but because it gives us time to connect as we chat about what we did after work the day before or express what we are excited about for the day!

Morning (9:30 โ€“ 12:30):ย 

As part of my direct service, I am regularly scheduled to do live presentations and facilitate hands-on activities throughout the Museum to engage and educate visitors. On this specific day, I was on the schedule for the morning In-Gallery Learning shift which consists of conducting hands-on activities in three of our gallery spaces. We usually start the shift off with a check-in meeting with our weekly volunteers and a fun question of the week! (This week was: โ€œWhatโ€™s your favorite type of donut?โ€) From there I spent my first hour in our Hall of Human Life encouraging visitors to use their knowledge of the human body and how their joints work to put together a mystery skeleton. My second hour of the shift was in our Engineering Design Workshop where visitors were challenged to make a miniature trampoline that makes a golf ball bounce as high or as low as possible.

Midday (1:00 โ€“ 1:30):

Lunch, of course!ย 

Afternoon (2:00 โ€“ 3:30):

Another part of my direct service is working with our partners at Fenway High School to host a cohort of Juniors who volunteer for an hour and a half every week at the Museum. This year, our students have been focused on exploring different careers within a museum setting. Additionally, they are involved in a volunteer project that is related to one of my special projects, High School Science Series (HSSS). This is a series of STEM related events throughout the school year that are free for high schools to attend. We are working with our Fenway High School volunteers to plan the Environmental Science HSSS in April 2025 so that there is youth influence and feedback involved in the process. This day the students worked to compile an extensive list of organizations that they thought would be a good fit and wanted to invite to the event in April.ย ย 

Late Afternoon (4:00 โ€“ 5:00):

Throughout the day, I like to take advantage of any open time I have in my schedule to complete any urgent tasks, this was one of those times. This can range from replying to emails, updating my current live presentation shows, clerical work related to upcoming projects or events, and more.

Overall, my day was quite exhilarating! I feel grateful for days like these as they feel productive and impactful in several ways, whether that is in one-off experiences with visitors or with the youth that come in seeking exciting opportunities every week.

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Jocelyn Poste

Jocelyn (she/her) is the Youth Programs, Community Engagement Department FAO Schwarz Fellow at the Museum of Science in Boston.

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A Conversation with Pete Schastny, Board Fellowship Chair

Letโ€™s start with an introductionโ€ฆ.

Iโ€™m Pete Schastny, and Iโ€™m the Board Fellowship Chair of the FAO Schwarz Family Foundation. I’ve been a trustee of the FAO Schwarz Family Foundation for a decade and then some. I joined when my mother came off the boardโ€”she was one of the original foundersโ€”and I’ve been very focused on the Fellowship during my tenure. There is so much about the program that Iโ€™m passionate about. For me, it’s been a real honor and pleasure to be part of the Fellowship and to support a program that finds and nurtures young leaders who want to create social change.ย 

What aspect of the program are you most excited by?

Fellows come in with a strong sense of responsibility. They are really trying to step up and change lives and society for the better. Then, as Fellows, they start learning how to do that. The Fellowshipโ€™s host organizations all have incredible expertise in their sector, which can be very powerful for the Fellow. Fellows grow to be deeply engaged in the scope and roots of specific social problems. They immerse themselves in thinking about what causes and what can fix social problems, whether that be life circumstances, families, service organizations, public policy, the economy, or the many different social, physical, cultural and environmental aspects of urban life

But thatโ€™s just the start. The experience of direct serviceโ€”of working in person, face to face, shoulder to shoulder with communities and people who are the focus of the programโ€”whether that be a preschooler learning to read, or a middle-schooler on a field trip in a new neighborhood, or a shy high-school student who needs homework help, or a family experiencing food insecurity, or a fifth-grader with a disability visiting an art program, or a young adult who needs to practice interviewing for a jobโ€”thatโ€™s what makes the Fellowship unique, and it is what has kept me involved in the Fellowship for so long.

What makes the Fellowship such a transformative experience is this inclusion of direct service work. The experience when a Fellow makes a personal connection? Thatโ€™s when everything comes into focus. Thatโ€™s when you can see what the impact of a successful service program can mean. Itโ€™s emotional and real. It changes the way you think and it can be humbling. It provides an important and necessary perspective. For some of our Fellows, that is an entirely new kind of experience.ย 

I really value this part of the Fellowshipโ€”the Fellows being able to get to know the actual people that they’re supporting or working with. That balance of direct service work with more strategic work connects the dots. It is what makes permanent change possible. Society wonโ€™t ever change if we think only in terms of numbers and not in terms of real people.ย 

You mention the transition from college to work. Thatโ€™s always a time filled with life lessons. What strikes you about the Fellows in their metamorphosis from โ€œstudentโ€™ to โ€˜professionalโ€™?

Part of the experience of being a Fellow means being part of an organization. Our Fellows are coming from colleges and universitiesโ€”big, stable institutions that change slowly and incrementally where youโ€™re with the same people for most of your four years.ย 

That is not how it works in some of our nonprofit host organizations, however. For Fellows, the experience of organizational change often comes as an unpleasantย  surprise, but I tell them that even for many senior professionals, change is not easy.ย 

Many of the host organizations we work with can and do change rapidlyโ€”Covid, for example, forced a lot of organizations to adapt quickly. A new executive director almost always means big change. Staff turnover means change. A major grant can mean change. New public policy, new tools, a new political administration, economic change, a major research reportโ€”any of that can be disruptive.

This isnโ€™t something any Fellow plans for. Iโ€™m not sure you can even assess how a Fellow might respond to dramatic change in an interview. In selecting our hosts, we consider the potential for change in a host organization during the Fellowship and assess how they might handle it. Not all change is predictable, of course. We donโ€™t have a crystal ball.

But one thing is certain. Change can and will happen and more often than not it will be unexpected. Sometimes in some cases it’s uneventful, like, โ€œhey, there have been some changes in the organization, ok. coolโ€.ย  I think most Fellows not only take it on, they take it in good stride, which I know is not always easy.

Change can be disruptive and unsettlingโ€”a difficult test of personal strengths and knowing what you want to accomplish.

It isnโ€™t always negative. Change can mean new opportunities or responsibilities and new ideas and better ways to do things. But that may be hard to see, and it is not always easy for Fellows.ย 

Getting comfortable with change is an important skill to develop and a hard one to acquire. The Fellowship, because it is a two-year commitment, will usually give Fellows experience with change. When that happens, I encourage Fellows to take advantage of that and figure out how to adapt. Later on, in your career and life, you will be happy that you did, even if you dislike it in the moment.

You often engage with Fellows and offer career advice. What are some of the things you talk about?

Sometimes Fellows come in wanting to make a difference in the world and assume a leadership role on day one. Iโ€™m delighted to see that energy! I try to open their eyes to the concept of growth and listening to their passions to learn who they are, so they can be thoughtful in thinking about the long term.

I love to see Fellows grow by leaps and bounds in their roles and take on more responsibilities. Week one, theyโ€™re listening quietly in the back of a roomโ€”very quickly, theyโ€™re up front giving a talkโ€”then a little later, theyโ€™re meeting with a state representative to advocate for change. You see this growth multiplied over the two yearsโ€”itโ€™s so impressive.ย 

I mostly talk about careers with Fellows. The Fellowship is often described as a jump start for careers, and I think we clearly do that. Priscilla Cohen, Executive Director of the FAO Schwarz Family Foundation, and I try to help Fellows learn to use this experience to position themselves for future opportunities effectively. Whether it’s graduate school, whether it’s a new organization, whether it’s staying on at their own organization in a new role, or choosing a totally different path, we want them to be ready to move forward and have good processes for making such personal decisions.ย 

Letโ€™s talk a little about Fellowship host organizations. Tell us a little about how host selection is designed to contribute to the Fellowship experience.

Well, we spend a lot of time thinking and discussing hosts as a board. We want the hosts we select to share our goals for the Fellowship and to know that they will be strong collaborative partners. We like to see thoughtful Fellowship descriptions that combine strategy and direct service in an interesting way. Location, mission, impact in the community, work environment, etc. Will it be an appealing role for a new college graduate with lots of opportunity to learn and to lead? Will there be a good work-life balance? Iโ€™m always looking for that.

The diversity of Fellowship positions offered in any given year is also important to us. We like some variety because we are selecting multiple hosts. Youโ€™d see exactly why if you joined one of our retreats. Diversity means a lot more conversation and sharing among Fellows. Bringing Fellows together for training and for talking about their experiences creates a fantastic learning experienceโ€”Fellows say itโ€™s one of their favorite parts of the Fellowship.

What do you think the Host Organizations value most?

Well obviously they enjoy increased capacity because they have the service of an incredibly talented Fellow for two years. In fact, I think one of the most valuable aspects of the Fellowship is the amazing talent pool available to hosts through the Fellowship. People interested in the Fellowship are an energetic group, deeply engaged in social issues and skilled at creative-problem solving. They understand the mindset of a younger demographic and can bring new ideas and skills to any host.

It goes further. More often than not, these organization’s aren’t just hiring a Fellowโ€”they’re hiring the person who will be leading a department in their organization or working to pass legislation that affects their organization or leading future strategic projects in the near future, or even consulting with them on a strategic plan three years from now. A majority of hosts offer roles to their Fellows after the Fellowship is over.ย ย 

Hosts tell us they love the program, and I think thatโ€™s born out by the number of hosts who re-apply to host a Fellow every two-year cycle. We have a lot of repeat hosts but we still try to make room for a new one or two each year. Hosts put a lot of work into thinking about how to design an experience. You can tell they understand the unique nature of the Fellowship. And college advisers, too, recognize that something different is happening here, and they encourage students with a passion for leading change to apply.ย 

Final thoughts?

I’m so excited for this next cohort. Applications for the next cohort will have just closed when this is published, and weโ€™ll be excited to hear from our host organizations as they begin the screening process. Thatโ€™s another interesting differenceโ€”hosts pick their Fellows, not us.ย 

And even though we typically select 5-7 Fellows each year, we hope that the program has communicated to everyone else how much we respect and value their interest. Choosing to lead change as a career is an extraordinary and wonderful choice and one that the Fellowship by its very existence, hopes to honor and encourage. I’d like to encourage every applicant who took the time to tell us they want to โ€œlead the changeโ€ to find a way to do just that, whether or not they are selected for a Fellowship. The Foundation has always believed in the imagination of young people who want a better world. And weโ€™re heartened to know that so many talented young leaders have that goal. We wish them the very best. We need them all.

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Authoring Our Future: On Finding Hope in the Words of My Students

When I applied for the FAO Schwarz Fellowship, I was primarily focused on finding a job. Drowning in thesis deadlines and coming to terms with the hard truth that my time at college was quickly coming to an end, I was itching to figure out what my next steps were as seamlessly as possible. As the daughter of a life-long educator, the oldest of nearly too many cousins, and a veteran tutor/camp counselor/pseudo peer mentor to those around me, applying for a fellowship at an education-based nonprofit seemed like a natural fit. And 826 Boston focused on writing! Who would have thought majoring in History and Literature would actually increase my employability?

I look to my students as a beacon of hope for our future. It is the young people who remain changemakers, always ready to question authority, question their peers, and even question themselves.

As I went through the onboarding process, I realized how amazing of an opportunity engaging with such an intentional organization could be. As someone who has used writing to reconcile my own thoughts in moments of tension, advocate for change when I feel afraid, and express myself when spoken words seem to fail me, I intimately understand the power that literacy and writing education can engender within youth. However, over these past few months at 826 Boston, I have been surrounded by young people who use their pens as a tool, bridge, and weapon. Their stories and unfettered hope for a better future is infectious. Arts-based education is like a rock thrown into a pond; its impact of improving the self actualization of youth is simply the first ripple. Every lesson my coworkers and I learn from our students follows like concentric circles. Below, Iโ€™ll share a few:

1. Words can make dreams a reality.

At 826 Boston, our mission statement reads โ€œ826 Boston is a nonprofit writing, tutoring, and publishing organization where students in grades K-12 and beyond can share their stories, amplify their voices, and develop as leaders in school and in life.โ€

In my time serving as a Publishing Fellow and part-time creative writing instructor at 826 Boston, Iโ€™ve been lucky enough to witness the tangible impacts amplification of student writing can have on audiences โ€” and even more excitingly, the studentsโ€™ own futures! At our annual gala, one of my students read a self-authored piece to an audience of donors. A comedy-horror story focused on a murder ambiguously committed through a seemingly safe meatloaf dinner, the student read the dialogue aloud with a famous local author. In a Q&A session afterwards, he shared that, when he grows up, he wants to be a star. Given that the audience was also filled with representatives from a college admissions team โ€” some of whom spoke to him later and vehemently encouraged him to apply to the college with allusions to potential scholarship opportunities โ€” his dreams are already on their way to becoming a reality.

Regardless of whether or not he attends that specific college โ€” or university at allย โ€” his beaming smile reflected how significant this moment wasย . For students to be recognized for who they are and what theyโ€™ve been able to produce, can be transformative.

2. Hope can (and must) exist alongside despair.

As we see the world around us shift as a new administration takes office in Washington, mass shootings become more anticipated than a cold winter, and famine, violence, and genocide decimate the Palestinian people, it is necessary to despair. Sometimes I wonder what it would mean to raise my own children in an environment so fraught, unempathetic, and divided. Instead, I look to my students as a beacon of hope for our future. It is the young people who remain changemakers, always ready to question authority, question their peers, and even question themselves.

From essays on the Haitian Revolution and fantastical reimaginings of a world free from climate change, to personal explorations of queerness, ethnicity, immigration, generational changes, familial complications, and young love, I am constantly inspired by the nuance and authenticity they bring into every story. Like author and feminist cultural critic bell hooks writes, โ€œThe function of art is to do more than tell it like it isโ€” itโ€™s to imagine what is possible.โ€ With each piece they share, my students remind me of the power words hold when paired with radical imagination. Arenโ€™t we only limited by the bounds of our own thoughts? At twenty two years old, how have I started to forget that?

3. Laughing is good for the soul.

In a world of uncertainty, there are few universally accepted truths:

The sun rises in the east, winters in Boston are not for the weak, and sixteen-year-olds can make even the most stone-faced instructor break character.

While Iโ€™m not particularly known for my poker-face (quite the opposite actually), my students make me laugh every single day. From complaining about the cafeteria food (which should really be addressed) or their hefty workloads, they are masters of comedic timing and a certain adolescent je ne sais quoi. Although this keeps me entertained on the days when the clock hands seem paralyzed, it has also shown me the utility in allowing humor to serve as a connecting force between myself and my students. A good laugh can take the weight off a heavy revision session, expand our writing circle to include students who feel less comfortable sharing, and distinguish our creative writing club as a space for experimentation, not perfection. And isnโ€™t that what every day is? An opportunity to start over, improvise, and surround yourself with people who are willing to join in on the joke?

Iโ€™ll leave you with one of my favorite poems that I plan on bringing to school next week. I think the kids will love it:ย 

ย 

โ€œEvery day I laugh,

do you hear my mouth lifting?

I fold and unfold

My heart a hundred times each

day so that it doesnโ€™t freeze.โ€

โ€” Victoria Chang

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Anya Henry

Anya (she/her) is the Publishing FAO Schwarz Fellow at 826 Boston.

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Roots of Resistance: Teaching Farm to School through the History of Food Justice

โ€œThe fight for food justice is a fight against hunger, poverty, and systemic oppression.โ€ โ€“ Karen Washington

As my fellowship began, I was curious and excited to figure out what my role would be as a farm to school educator. In college I had taken different courses on food justice, worked on a farm, and at a food distribution center, but this would be my first time applying those experiences in a classroom setting. Within my first few weeks at The Food Trust, I learned more about the specifics of farm to school, and the many ways it can be implemented. The program builds connections between students and our food system by increasing access to healthy, local foods and through education. Ultimately, farm to school education empowers children and their families to make informed food choices while strengthening and building community.

While itโ€™s important to talk about the root causes of these issues, itโ€™s also important to talk about the histories of resistance to them.

As I continued to learn more, shadow fellow nutrition educators, and attend workshops, I started to think about how I could best contribute to this movement in a way that is meaningful to myself and the students. I realized that in order to do so, I would need to draw inspiration from my own passions and experiences. If you yourself are not committed to what you are teaching, then your students certainly wonโ€™t be. For me, this means focusing on the intersections of food justice with other social and community issues. It means highlighting and honoring the incredible knowledge, history, and contributions of our Black and Brown ancestors who were the original caretakers of this land, and still are. Itโ€™s important for students to understand the โ€œwhyโ€ behind this work.

I started with a quote from Karen Washington, a longtime political activist, community organizer, and farmer, because it is a source of inspiration for my approach. You cannot address food insecurity if you ignore issues of housing, education, incarceration, redlining, transportation, poverty, systemic and environmental racism, climate change, etc. These issues are all inherently connected and must be talked about in conversation with one another. This nation has relied upon the labor, expertise, and resources of Black and Brown communities to create our food system since its inceptionโ€“from indigenous people all across turtle island to enslaved Africans. Our current systems of power are deeply rooted in these histories, and their effects are continuously unfolding.

So how does this manifest in a farm to school educational setting? It has resulted in creating lessons on the history of food justice and why it exists. It was important for me to start at the beginning, which means talking about Indigineous food systems, the agricultural knowledge brought through the transatlantic slave trade, and the events that followed the abolition of slavery. Covering topics like the history of Black farmers, land loss, the great migration, and food apartheid. It has also looked like highlighting important activists and learning about how agriculture and food have been used as a tool for social and economic changeโ€“like Fannie Lou Hamer and The Freedom Farm Cooperative, and The Black Panther Partyโ€™s free breakfast program. While itโ€™s important to talk about the root causes of these issues, itโ€™s also important to talk about the histories of resistance to them. It is those histories of resistance that are the foundation for our current models of urban/community farming and food justice.

After several months doing this work, I realize that my role as a farm to school educator will evolve as I listen and learn from our students, and as I adapt in response. I believe that this is a constant process, and I know I will continue to grow alongside my work and students, and am excited to see what that looks like.

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Michael Varlotta

Michael (he/him) is the Farm to School FAO Schwarz Fellow at The Food Trust in Philadelphia.

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Leading the Change: How the Fellowship develops future leaders

We sat down with Pete Schastny, Board Fellowship Chair, to discuss how the FAO Schwarz Fellowship experience develops future leaders. This is part one in a two-part series.

We build in many leadership development experiences throughout the Fellowship program, many of which the Fellows themselves have written about on the Fellowsโ€™ blog. So I want to underscore something more basic that goes to the very core of the Fellowship itself.

Leadership is complicatedโ€”a skill or something you can develop, but also something like an attitude. The Fellows are amazing young people determined to have an impact on peopleโ€™s lives, especially people living in challenging circumstances. To me, thatโ€™s how leadership starts. From there, people may take different paths. Often our Fellows donโ€™t come in knowing what kind of leaders they want to be.

Iโ€™ve come to think leadership is also a kind of drive.

Our Fellows have been excellent students with campus leadership experience. Theyโ€™re good at building a team, abstract thinking, analysis, research, planning, collaborating, etc. But with the Fellowship, weโ€™re also trying to develop other strengths: resilience, focus, compassion, empathy, tenacity, listening, flexibility, self-awarenessโ€”and all at high levels. Leaders need these strengths, too and know how to combine them with other skills. The Fellowship gives them a chance to put their skills and strengths to the test in a work environment with real goals.

As Iโ€™ve gotten to know the Fellows, Iโ€™ve come to think leadership is also a kind of drive. The Fellows want to be leaders. At the beginning, theyโ€™re leading in small ways when they see an opportunity or realize they can improve something in the moment. But very quickly they start actively seeking out challenges, rethinking the work, setting new goals, and taking more responsibility. They get a lot more comfortable and confident taking action. Their capacity to lead builds quickly.ย 

Leadership also takes practice, and they begin to realize practice means working hard at something. Thatโ€™s when drive comes in, and takes them further, maybe even further than they thought possible at the outset of their time as Fellows.

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โ€œEducation as the practice of freedomโ€: Why I love being an educator

In the summer of 2020, I made a decision. It was the height of the COVID-19 lockdowns. Since being sent home in the middle of my first year at Wellesley College in March, Iโ€™d been living at home in New Jersey, struggling through remote classes, and wondering what to do next. Instead of returning to college the next year, I took a teaching position at the school Iโ€™d attended as a child. I would be an extra adult in the preschool classrooms to help with the challenges of social distancing.

How could I become the social justice-minded, liberatory educator I wanted to be, when the landscape of education was so inequitable?

This decision turned out to be one of the most impactful choices of my life. Although Iโ€™d thought this job would only be a temporary stop while I waited to get back to my real life, I found myself falling in love with teaching. I loved building relationships with the preschoolers in my class, joking around with them at lunch time, encouraging their creativity, and guiding them through emotional moments.ย 

I also discovered difficult things about teaching. The work of teaching felt natural to me, but that doesnโ€™t mean it was easy. The more experienced teachers in my classroom became my mentors, and I absorbed the wisdom that I saw in their teaching practices. But I also saw some teachers behave in ways that infuriated meโ€“ picking on certain children more than others, raising their voices in anger, or shaming children for their behavior instead of helping them make better choices. These frustrating moments helped me understand my own beliefs and values as an educator, and envision the type of teacher I wanted to be someday.

When I returned to Wellesley College for my sophomore year, I declared my major in Education Studies. I studied under incredible educators like Soo Hong, Deepa Vasudevan, Noah Rubin, and Pamela Dโ€™Andrea Martรญnez, who opened my mind to the possibilities of what education could be, as well as what it has, unfortunately, historically been. For every way that education has uplifted children, broken down barriers, and helped communities fight for liberation, I discovered another way that education has subjugated children, excluded marginalized communities, and worked as a tool of colonialism.ย 

The destructive and oppressive potential of education weighed heavily on me. How could I become the social justice-minded, liberatory educator I wanted to be, when the landscape of education was so inequitable? There was no way I could fix the education system on my own.

Luckily, I didnโ€™t have to. My professors introduced me to visionary figures in the education world such as Carla Shalaby, bell hooks, and Bettina Love. These authors showed me I wasnโ€™t alone. They introduced me to ways of seeing and practicing education that felt exciting, rebellious, and compassionate. Education didnโ€™t have to be about control and repression. It could be, as bell hooks stated, โ€œthe practice of freedom.โ€ I also found like-minded students among my peers in the Education Studies program, who became life-long friends and allies in the fight for educational justice.

My passion for education as the practice of freedom led me to choose a career in the social impact field, where I could dedicate myself to social justice and liberatory educational practices. Through the FAO Schwarz Fellowship, I took a position with The Clay Studio in Philadelphia. My values have really found a home here. With Claymobile, we work to bring arts education to children and adults all over Philadelphia, especially to marginalized communities who are normally excluded from ceramics and arts in general. Every time we bring a project to a site, I truly believe we are practicing freedom with our participants; practicing joy, practicing empowerment, practicing justice. I donโ€™t think Claymobile is fixing the education system on our own. I donโ€™t think we can. But I believe in the impact we make. I love being an educator. In other words, I love freedomโ€“ for my students, for myself, for my community, for the world.

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If youโ€™re interested in learning more about educational justice, here are a few of my favorite texts to start with:

  • Punished for Dreaming: How School Reform Harms Black Children and How We Heal, Bettina L. Love
  • Teaching to Transgress: Education as the Practice of Freedom, bell hooks
  • Troublemakers: Lessons in Freedom from Young Children at School, Carla Shalaby
  • Lift Us Up, Donโ€™t Push Us Out!: Voices from the Front Lines of the Educational Justice Movement, Mark R. Warren and David Goodman

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Emily Lu

Emily (she/her) is the FAO Schwarz Fellow at The Clay Studio in Philadelphia.

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Natureโ€™s Lessons for a Season of Giving

During the transition out of the holidays and into the New Year, I always find myself reflecting on the deeply unsatisfying nature of the hyper-consumption that comes to dominate the season. In an effort to show gratitude for the simple things in our lives and bring us and our loved ones, we as a culture scramble desperately for the best, newest, or cheapest consumer goods we can get our hands on. In reality, this practice only feeds a transactional economy that enriches large corporations at the expense of combined human and environmental well-being.

We want so desperately to embrace the holidays as a season for giving and connection with our communities with 88% of Americans agreeing that the holidays should be more about family and caring for others. Despite this, 84% of Americans still think that we place too much importance on giving gifts and 90% wish the holidays were less materialistic, (Dennings, 2022)

In my work with Audubon Mid-Atlantic, I aim to nurture the reciprocal relationships between the members of our community and the shared environments in our neighborhood.

This dissonance between the imagined ideal of the holiday season and the pressures of our hyper-consumerist reality make this time of year uniquely burdensome for so many with spending too much or not having enough money to spend being cited most often (58%) followed by finding the right gifts (40%) by U.S. adults as sources of increased stress during this time, (APA, 2023).ย 

Not only are these practices harming human health, but they also place additional pressure on already over-burdened natural systems through increased fossil fuel and natural resource use coupled with dramatic increases in household and commercial waste, (Dennings, 2022). This begs the question: How can we cultivate the abundance we crave in this season without further exacerbating these issues, and more importantly, what practices can we implement into our daily lives this year to lay the groundwork for a less extractive, more peaceful holiday next year?

I would argue that a promising answer is, funnily enough, exemplified by the interconnectedness of those same natural systems. It requires a shift from this transactional economy โ€“ encouraging consumption of ever-increasing amounts of resources in the hopes of perpetual economic growth โ€“ to a gift economy – where resources are shared, and value is measured in relationships rather than transactions.ย 

In her 2024 book, The Serviceberry, Indigenous scientist and author Robin Wall Kimmerer notes how the eponymous tree exemplifies this reciprocity. The serviceberries on these trees provide food for birds who, in turn, spread the seeds to new locations and enable the ongoing proliferation of the species, (Illingworth, 2024). The birds are showing their gratitude to the serviceberry by passing on its gift of food to the surrounding environment by ensuring new opportunities for more serviceberry trees to grow and nourish future birds.ย 

Another example of this gift economy I often use in lessons with students in my role at Audubon Mid-Atlantic is all the natural relationships formed around oak trees. For example, just one native oak tree can provide a home to over 500 species of caterpillars, and those caterpillars pass that gift along to local birds like chickadees by providing the necessary nourishment to raise fledgling broods to adulthood, (Appalachian Audubon Society, 2023). Beyond this, when oak trees drop their acorns in the Fall, they provide food for local small mammals like squirrels as they prepare for their hibernation. The squirrels then pass this gift back to the oak trees by dispersing and burying these acorns throughout their shared ecosystem โ€“ paving the way for more future oak trees to grow and continue nourishing and housing the next generation of insects, birds, and mammals.

These examples show us how we can cultivate abundance in our communities by not just saying โ€œthank youโ€ or exchanging material goods but opening opportunities for ongoing relationships of reciprocity. Implementing this in our own lives can look like inviting loved ones over for a potluck, starting or donating to a little free library where knowledge can be continually given and received, or teaching a loved one a skill so that they may use it to give back to others.ย 

In my work with Audubon Mid-Atlantic at The Discovery Center in Philadelphia, I aim to nurture these reciprocal relationships between the members of our community and the shared environments in our neighborhood by opening opportunities for students and neighbors to connect with local birds and ecosystems.ย 

Building these connections and encouraging ongoing land stewardship is the basis of an ongoing Nature Journaling and Crafting series I host at the Discovery Center. This month, I encouraged attendees to share the abundance of the holiday season with our local birds by making decorative pine-cone bird feeders that will nourish them through the coming Winter. By hanging these feeders outside our homes and in our neighborhoods, we passed on the gifts like cleaner air and water, cooler temperatures, pest control, and general beauty and liveliness that local and plants and birds provide for us back to them โ€“ setting the stage for the continued exchange of these gifts over time.ย 

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So, if this holiday season has left you feeling, like so many Americans, stressed and overwhelmed by the never-ending list of things to do and buy, I encourage you to reflect on where this pressure to buy so much for our loved ones originates. It stems from a desire to show our care and appreciation that large companies exploit to sell ever-increasing amounts of consumer goods that have lasting negative impacts on our natural environments and collective wellbeing.

However, by taking a step back and reflecting on the reciprocal relationships all around us in the natural world, we can gain inspiration for how to shift to a more gift-based economy in our own lives. Not only will this reduce pressure on already overburdened natural systems but also ease our stress and strengthen the bonds that we value most, not just during the holidays, but all year long.ย ย 

Sources:

https://theconversation.com/the-serviceberry-this-indigenous-understanding-of-nature-can-help-us-rethink-economics-243190

https://www.apa.org/news/press/releases/2023/11/holiday-season-stress

https://www.biologicaldiversity.org/programs/population_and_sustainability/sustainability/unwrapped

https://www.appalachianaudubon.org/plants-for-birds

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Julie Kleaver

Julie (she/her) is the FAO Schwarz Fellow at Audubon Mid-Atlantic in Philadelphia.

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Bright Minds, Bold Futures: The Power of Early Literacy and Education

Jumpstart for Young Children, my host organization, envisions a future where every child in the United States enters kindergarten ready for success. When I first joined Jumpstart I had a limited understanding of this vision. While I recognized the importance of kindergarten readiness within the educational continuum, I viewed early childhood education as just one part of a larger framework. Since becoming acclimated to the nuances of early childhood development as a fellow at Jumpstart, it’s become clear to me that not only is early childhood education arguably the most important stage of schooling, but it’s also staggeringly unequal in the United Statesโ€”the implications of this are innumerable. I want to use this blog post to explain the Jumpstart โ€œtheory of change,โ€ because I donโ€™t think that the subtlety of early education as a policy issue is as broadly understood as it should be. By drawing awareness, I hope to inspire the passion that will motivate engagement and mobilize solutions.

I am grateful for the privilege to help operationalize Jumpstartโ€™s vision and I am committed to continuing to advocate for policies that champion these goals.

By early education, I refer particularly to the schooling that young children receive between the ages of 0 to 5, or before they enter kindergarten. Neuroscience research indicates that this period is actually when the majority of brain development occurs, with 80% of the brain developed by age 3, and about 90% developed by age 5 (Grindal et al. 2012). Correspondingly, early experiencesโ€”including engagement with caregivers, language exposure, and environmental simulationโ€”have a profound influence on brain architecture, and actually establish foundations for learning, behavior, and health. This means that the pre-school years are some of the most vital in affecting long-term neurodevelopmental outcomes. These outcomes are importantโ€”in fact, they are so substantial that they are a proven determinant of the academic, behavioral, and economic outcomes that will follow throughout a young child’s life.

Research demonstrates that children who receive high-quality early childhood education are more likely to graduate from high school, pursue higher education, and secure stable employment in adulthood. These benefits spill into social welfare outcomes as well, with macroeconomic research suggesting that early learning programs can yield economic and social benefits such as reduced crime rates and increased workforce productivity. In fact, the National Bureau of Economic Research estimates that investments in high-quality childcare and early learning programs can generate up to $7.30 for every dollar invested. The impact of early education deficits can also be observed. A 2021 study by the National Institute for Early Education Research finds that children without access to high-quality early childhood education programs are 25% more likely to drop out of school and 60% more likely to never attend college. Itโ€™s, therefore, conceivable that the opportunity gaps that follow underserved children into adulthood are often rooted in disparities that emerged before they even started formal schooling.

Children from affluent families are more likely to attend preschool programs that offer enriching experiences, developmentally stimulating environments, and supportive relationships with trained educators. In contrast, children from low-income families are less likely to enroll in preschool, and more likely to receive lower-quality programming. Research by the Economic Policy Institute (EPI) reports that these inequalities in early education are primarily a consequence of accumulated social and economic disadvantage, with socioeconomic status being the single largest predictor of gaps in early education (Garcia 2015). Moreover, racial gaps are primarily a result of the factors with race mediates. Data from the National Center for Education Statistics provides that the average quality of early education programs that Black children attend is lower than that of programs attended by White, non-Hispanic children. Correspondingly, Black children are, on average, about nine months behind in math and seven months behind in reading by the time they enter kindergarten compared to their White, non-Hispanic peers (Friedman-Krauss 2016).

Unequal exposure to high-quality early childhood education in the US can be attributed to a number of factors. For one, the United States is currently experiencing what many have coined a childcare crisis, marked by a national shortage of early care and education providers and a lack of access to affordable care. It is also the case that the Early Education system in the United States is inadequately funded, making it vulnerable to quality and accessibility limitations. According to an analysis by The New York Times of OECD data from 2021, the United States spends approximately $500 annually per child for early childhood care, significantly lower than the average of over $14,000 spent by OECD countries. These factors underscore the critical need for a reevaluation of funding and support mechanisms necessary to bridge the gap in early childhood education quality and access across the United States.

Jumpstartโ€™s mission (not to be confused with its vision) is to ameliorate the starting gap for young children by compensating for some of these funding limitations. More specifically, Jumpstart provides high-quality early education programming by recruiting and training college students to deliver an early literacy and social-emotional curriculum in underserved preschools. The theory of change is this: by providing high-quality early learning programming, we can close achievement gaps before they happen. Simultaneously, by recruiting and training college students, we can target the supply-side difficulties that prevent working parents from accessing high-quality affordable early education and care. Through these combined efforts, more children can receive the early support necessary for long-term academic and personal success.ย 

While Jumpstartโ€™s programs create a substantial impact in many vulnerable communities, its scale is not nearly extensive enough to reform the status of early education in the United States. Addressing early education disparities requires comprehensive, systemic reforms to ensure equitable funding and support across all communitiesโ€”this means sustained policy changes that tackle the root causes of barriers to funding and accessibility on a national scale. In sharing this perspective, I hope Iโ€™ve highlighted two key points: (1) early education is really important, and (2) the early education system in the United States is critically flawed. Addressing these challenges is crucial if we are to ever lean toward egalitarianism. I am grateful for the privilege to help operationalize Jumpstartโ€™s vision and I am committed to continuing to advocate for policies that champion these goals.ย 

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Additional Works Cited:ย 

Friedman-Krauss, A. (2016). How much can high-quality universal pre-K reduce achievement gaps?. Center for American Progress.

Garcia, E. (2015). Inequalities at the Starting Gate: Cognitive and Noncognitive Skills Gaps between 2010-2011 Kindergarten Classmates. Report. Economic Policy Institute.

Grindal, T. A., Hinton, C., & Shonkoff, J. P. (2012). The science of early childhood development. Defending childhood: Keeping the promise of early education, 13.

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Sabrina Abreu

Sabrina (she/her) is the Program Operations & External Affairs FAO Schwarz Fellow Jumpstart in New York City.

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