At SDoL, every student, no matter their background or native language, deserves not only the tools to succeed but also the relationships and experiences that help them thrive. That belief is alive and well in an ongoing partnership between Lincoln Middle School and Burrowes Elementary, where multilingual learners from both schools are building confidence, practicing language skills, and developing relationships that extend beyond the school day.
Each month, ELD (English Language Development) teachers Ellen Richardson and Rose Gentile lead a group of sixth through eighth grade students from Lincoln to visit second grade ELD classrooms at Burrowes. There, students come together to read picture books, explore social-emotional learning themes, and create hands-on crafts tied to each story. It’s a shared experience that uplifts both younger and older learners.
What makes this initiative so impactful is how intentionally it supports both academic development and emotional well-being. The books selected often focus on managing emotions, embracing differences, and cultivating friendships. These themes are reinforced through creative activities and structured discussions that give students opportunities to name and navigate their feelings using vocabulary they’re actively learning.
The connection to SDoL’s RULER framework is purposeful. Students use tools like the Mood Meter to better understand their emotions, recognize differences in intensity such as frustration compared to anger, and learn strategies to respond thoughtfully. As Ms. Richardson shared, “Many of our students are still learning how to talk about their feelings in English. Sometimes they don’t even have the words in their first language. This helps them realize it’s okay to feel different things and shows them how to express those feelings in a healthy, productive way.”
For our multilingual learners, many of whom are new to the country or speak English as a third or fourth language, these visits offer a space to use their voices with purpose and confidence. Reading to younger peers builds fluency, supports identity development, and encourages them to see themselves as role models. For some, it’s their first time returning to an elementary school since arriving in the U.S., and the experience is both grounding and empowering.
The program began during the isolating days of the COVID-19 pandemic, when Ms. Richardson recorded read-alouds to maintain connection with students learning remotely. That small idea has since grown into a three-year tradition of cross-campus learning and community building.
Though some students are hesitant at first, they quickly find their rhythm. Teachers have watched students who may struggle in traditional academic settings light up with focus and care during these visits. Their voices grow stronger. Their posture changes. They begin to see themselves in new ways.
This work is a living example of our community school model in action. In a community school, learning is not limited to academics. It is about engaging the whole child and connecting students to the people and resources around them. It is about partnerships, cross-grade collaboration, and creating safe spaces where every student feels like they belong.
Burrowes teacher Mrs. Weaver sees that firsthand. “They feel comfortable with the middle schoolers, and they get so excited when it’s time to meet,” she said. “It’s not just about reading. It’s about building relationships, sharing space, and growing together.”
The impact goes both ways. Lincoln teachers consistently hear from their students that teaching others is harder, and more rewarding, than they expected. That reflection helps deepen their empathy and builds their appreciation for what it means to communicate clearly and lead with care.
Ms. Gentile added that the shift in environment is intentional. “We wanted our students to get out of the building, to see a different space, and understand they’re part of a wider learning community. Burrowes is just down the street, but for our students, stepping into an elementary school again brings up memories, connection, and a sense of belonging.”
None of this happens by accident. It is made possible by educators and administrators who collaborate across schools, make time for meaningful engagement, and center student growth in every decision. It is a powerful reminder that when students are supported emotionally, culturally, and academically, they thrive.
In a district as diverse as ours, these are the moments that shape identity and community. They help students find their voice, not just in a new language, but in how they show up for others. They create bridges between buildings, grades, and generations.
What’s happening between Lincoln and Burrowes is what it looks like when we invest in students as whole people, when we create learning spaces where leadership is shared and growth is celebrated. And most of all, it is what it looks like when we believe that our kids already have what it takes and just need the chance to show it.
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