{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Woodside Learning Center - Court School","outOfStateSupporters":38.2,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":430297,"projectId":9312445,"letterContent":"Thank you so much for the incredible pajamas. From Simpsons to Avengers to bold colors and fun patterns, the kids absolutely light up when they get to choose their own pair after reaching Platinum status. It's become a real motivator and reward—something they look forward to earning.\r\n\r\nMore than just comfort, these pajamas offer something rare in juvenile hall: a sense of individuality. In a place where most choices are stripped away, getting to pick something that reflects their personality makes a huge difference. You've brought joy, dignity, and warmth to their nights—thank you.","fullyFundedDate":1746480954574,"projectUrl":"project/wellness-warmth-and-worth-in-juvenile-j/9312445/","projectTitle":"Wellness, Warmth and Worth in Juvenile Jail: Incentives That Matter","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9090098,"letterContent":"Thank you for the generous gift of a new table for our unit. It has quickly become a central gathering spot for the youth here—used for learning sessions, puzzles, games, and recreation. Having a clean, sturdy, and welcoming table creates a sense of dignity and care that many of our kids are not used to experiencing.\r\n\r\nBeyond its practical use, the table has helped transform the feel of the space. With improved seating and an updated look, the unit feels more inviting and respectful. It's a small but meaningful change that sends a big message: they matter, and their environment can reflect that. Thank you for helping make that possible.","fullyFundedDate":1739148667597,"projectUrl":"project/expanding-learning-spaces-for-incarcerat/9090098/","projectTitle":"Expanding Learning Spaces for Incarcerated Youth","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9186177,"letterContent":"Thank you so much for your generous gift of puzzles for the young people in our juvenile hall. These puzzles are more than just a way to pass the time—they offer a calming, focused activity that helps our kids engage their minds, reduce stress, and find a sense of accomplishment. During recreation time, it's common to see small groups gathered around a table, working together to solve a puzzle. It becomes a peaceful space for connection, cooperation, and conversation—something many of them haven't had enough of.\r\n\r\nYour donation has already made a visible difference. We've seen kids who usually keep to themselves come out of their shells to help finish a puzzle, or those who struggle with focus become totally absorbed in the challenge. It might seem like a small thing, but in this setting, moments of calm and connection are powerful. Thank you for helping create more of them.","fullyFundedDate":1744076325359,"projectUrl":"project/puzzling-it-out-therapeutic-play-for-in/9186177/","projectTitle":"Puzzling It Out: Therapeutic Play for Incarcerated Youth","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9162641,"letterContent":"I wrote an article for the English Journal that describes the way I use virtual reality. I thought you might like to read about it so you understand the impact of your donation: \r\n\r\nVirtual Reality and Critical Civic Literacy: Re-envisioning Literacy Education for Incarcerated Youth\r\nAuthor: Megan Mercurio\r\n\r\nI stare at my computer screen from the comfort of my home, wondering who my next student will be. When Jayden (all names are pseudonyms), a 13-year-old child, walks into a small cinder block room, he's wearing khaki pants, a green sweatshirt, and Bob Barker sandals. He sits down, staring at me, fear palpable in his expressive brown eyes. I introduce myself as his new teacher and ask about his academic background. In response, he breaks down, saying he wants his dad. Sensing his distress, I offer him a journal prompt or the opportunity for a free write to express his emotions. He accepts, and as he begins to write angrily, tears smudging his words, I attempt to offer a comforting presence. Wiping his tears, he recomposes himself and walks back to the main area of the locked down housing unit he will inhabit for the following 14 days. I don't know the nature of his crime, nor is it relevant to the relationship I will attempt to build with him. This is the Juvenile Justice Center (JJC), and I am the sole remote teacher in the Quarantine Unit during Covid-19. I feel utterly useless. \r\nEducation in a Juvenile Justice Center\r\nI've worked as an English teacher within JJC for 17 years, dedicating myself to the visual overhaul of the gray concrete bricks in my classroom. This transformation aims to provide an environment where students like Jayden can momentarily forget they are in jail and find solace in singular moments. Rainbow rugs, beanie babies, teepees, giant bean bag chairs, and plastic candles adorn our rooms, forming an oasis of color and comfort. Within the confines of JJC, a unique sense of academic freedom prevails. Our leaders have granted educators the paradoxical liberty to create what we can dream, and thanks to the donors of DonorsChoose who have donated more than $350,000 to our school, my imagination is the only limit.\r\nEvery class begins with a meditation session where the act of sitting in silence helps students center themselves, even if only for a minute. The decor and calm atmosphere encourage them to momentarily lower their emotional walls, allowing them to tap into facets of themselves that are often concealed behind their self-preserving facades. It's a place where laughter can pierce through the gloom, and the innocence of childhood can still shine through the cracks of their hardened exteriors. When students feel safe from real-world distractions, they often re-engage and tap into their best academic selves. \r\nDon't get me wrong-- I am acutely aware that my work is, in many ways, fraught with futility due to systemic racism, recurring cycles of violence, poverty, and the daunting recidivism rate that often overshadows potential for positive change. I understand that the colorful additions to the classroom can only do so much. These tokens of comfort, though fleeting, are a stark contrast to the bleak reality of incarceration, yet they serve a crucial purpose. They remind us that even in the face of daunting challenges, we must continue to create safe spaces in every ELA classroom, where young minds can explore their potential as socially conscious and compassionate people.\r\nVirtual Experiences as Embodied, Multimodal, and Critical Literacy\r\nIn the face of COVID-19, a significant shift occurred in our facility. Students found themselves in isolation within the already isolated spaces of locked-down units. Education now meant a teacher, a student, and a screen in the cramped confines of small cell block chambers. Despite our best efforts to adapt, the digital interface posed a constant barrier, impeding genuine eye contact and the deeper connections it can facilitate. Even when mainstream education returned to its conventional settings, the Quarantine Unit continued to operate, with me as the sole remote teacher for quarantined students. \r\nAround the same time, during my visit to the New York Museum of Modern Art, I found myself profoundly moved by the exhibit \"Reconstructions: Architecture and Blackness in America.\" The unique exhibit featured pieces by visionary artist and architect, Olalekan Jeyifous. In this Afrofuturistic world, \"Frozen Worlds,\" marginalized communities, disconnected from the outside world, had transformed the New York subway system into a self-sustaining community. Jeyifous envisioned a future where black coders harnessed the power of virtual reality (VR) kiosks for academic lessons, vocational training and worldwide exploration. At that moment, I was overwhelmed by a sense of wonder and a passion for innovation.\r\nI found myself inspired to reimagine how we might approach learning in the Quarantine Unit, in my juvenile hall classroom, and ELA classrooms. How might virtual experiences serve as embodied, multimodal learning opportunities and engender critical literacy skills? This transformation in learning could leverage perspective-taking experiences, bring the complexity of the world into the confines of the jail for virtual field trips, and harness the potential of virtual reality as a catalyst for social justice and empathy-building.\r\n\r\nVirtual Reality Education for Critical Civic Empathy\r\nIncorporating Virtual Reality\r\nVR, with its sensory-rich experiences and gamification, emerges as a gateway to a profound transformation in the way we learn. For my students, who cannot access real-life experiences, this technology breaks the shackles of time and space which are otherwise inextricably bound to the experience of incarceration. Also, by transcending the boundaries of traditional learning environments, VR has the power to extend educational opportunities beyond classroom walls, enabling all students to broaden their perspectives beyond our inherently limited views.\r\nIn the words of Jeremy Bailenson, \"Imagine a world in which the best teachers in all fields, realized as interactive embodied agents, are ready to guide promising minds through the lessons and practice necessary to thrive\" (2018, p23). The transformative potential of VR could democratize education, ushering in an era where students can embark on extraordinary adventures. Picture them walking on the moon, standing before the magnificent seven wonders of the world, or navigating the intricate human body on a cellular level, or even participating in historical protests for social justice. Furthermore, in the ELA classroom, these virtual experiences dissolve traditional boundaries between teacher and student, offering shared experiences that become springboards for deeper learning. \r\n I obtained institutional approval with relative ease and secured the necessary equipment such as a Meta Quest 2, a $300 standalone VR headset. I also discovered an abundance of free content available on the TV app, while other apps may cost as much as $30. Achieving seamless classroom integration remains a work in progress. I had initially envisioned the entire class in VR simultaneously, but this often resulted in a technological nightmare. Now, I've found success by allowing one or two students to engage in 5-20 minute VR experiences at a time. This technology is rapidly evolving, so educators should explore its potential through hands-on experience, applying it creatively to their unique educational contexts. \r\nFigure 1\r\nA student engaging with virtual reality technology\r\n\r\nEducating for Empathy\r\nIn my teaching approach, I had previously aimed to foster a deep understanding of societal issues and empathy utilizing Ava Duvernay's documentary 13th, delving into the historical progression from slavery to the PIC, scrutinizing the war on drugs, social bias perpetuated in the media, and structural racism (2016). Complimenting the documentary, we explored The Real Costs of Prison (Ahrens, 2008), a graphic novel shedding light on mandatory sentencing, the war on drugs, and the economic ties to the system.\r\nDespite the richness of these texts, my students didn't fully immerse themselves in the history with the depth of emotion it deserved. This realization underscored my belief that multimodal VR experiences like those listed in Table 1, and especially experiences rooted in the history of my predominantly Black and Brown students, can ignite civic passion and empathy on a human level. These immersive experiences transcend theoretical understanding, fostering empathy for their ancestors and their stories of resilience and struggle, creating a learning environment that breathes life into history and transforms it into a living, pulsating journey.\r\n\r\nIn \"Educating for Empathy,\" Nicole Mirra introduces the concept of \"critical civic empathy\" as a foundational framework for transformative education (2018). She defines empathy as the ability to transcend \"oneself and into the perspective of another person\" (p. 4). This approach emphasizes three key tenets: \r\n Understanding Social Position, Power Dynamics, and Privilege: Mirra stresses the importance of educators and students considering their social positions, recognizing power dynamics, and acknowledging privilege. By understanding these factors, individuals can better grasp the complexities of societal structures and inequalities.\r\nThe Role of Personal Experiences in Public Life: Mirra highlights the significance of personal experiences within the broader context of public life. She encourages educators to create learning environments where students can explore and reflect on their own experiences while also understanding how these experiences intersect with larger social issues.\r\nPromoting Democratic Dialogue and Civic Action for Social Justice: Central to Mirra's framework is the promotion of democratic dialogue and civic action as pathways to social justice. Educators are urged to facilitate discussions that encourage critical thinking, empathy and collaboration. Through engaging in civic action, students not only deepen their understanding of societal issues but also develop skills and agency to advocate for positive change.\r\nMirra's vision challenges traditional educational paradigms by placing empathy at the forefront of the learning process. By nurturing compassionate and socially conscious citizens, educators can empower students to critically analyze societal norms and actively work towards equity and justice. Ultimately, Mirra's framework underscores the transformative potential of empathy in reshaping society and redefining the purpose of education. \r\nEvery morning, as I enter the classroom, I'm acutely aware of the deep-rooted structural racism embedded in the criminal justice system, particularly as I look at my predominantly Black and Brown students. Witnessing them face barriers that often leave them caught in the cycle of recidivism is disheartening, serving as a stark reminder of the systemic racism. In these moments, I recognize my role as a distinct opportunity to help students connect their experiences to the oppressive systems surrounding them within the Prison Industrial Complex (PIC). I am deeply convinced that fostering critical civic empathy is not just a choice but an unshakeable obligation. Understanding the systemic challenges faced by incarcerated youth underscores the importance of nurturing empathy. Many grapple with environments that foster a hardened disposition towards themselves and others, diminishing hope for change. By recognizing these systemic barriers, students cultivate empathy, kindness toward themselves and others, and hope for transformation.\r\nAs a white educator, I'm committed to embracing teaching practices that prioritize active listening to students and embracing their cultural perspectives, particularly when teaching about Black history and oppression. This commitment is particularly relevant in the context of my classroom, where 86% of my students are African American males. I draw from Emdin's Reality Pedagogy which emphasizes the importance of educators actively listening to their students and embracing cultural and social perspectives, empowering teachers to improve their instructional methods for greater cultural relevance. This transformation of power dynamics, shifting the locus of authority from teacher to the students, is exemplified not only through initiatives such as employing older students as co-teachers to educate their peers about the prison-industrial complex (PIC), leveraging their credibility and influence, but also through virtual reality experiences that immerse students in critical learning scenarios. These approaches, alongside peer-to-peer instruction, provide avenues for incorporating student feedback and fostering a culturally responsive classroom environment.\r\n\r\n\r\nVirtual Journeys to Build Critical Civic Empathy\r\nMLK: Now is the Time\r\nEnter the virtual realm--a space often hailed as \"the ultimate empathy machine\" (TED, 2015) that offers a remarkable gateway to explore the emotions and experiences of others. This section analyzes my students' experiences with a groundbreaking VR experience, MLK: Now is the Time (O'Rourke, 2023), which seamlessly weaves together the immortal words of Martin Luther King's \"I Have a Dream'' speech with the pressing issues of our time. In this experience, students applied their critical literacies to three key justice issues: housing disparities, policing and police brutality, and protests, both past and present. Through these VR experiences technology became a catalyst of empathy and a potent force for civic action.\r\nHousing Disparities: A Virtual Experience of Redlining \r\nStudents first stepped into the immersive world of a VR board game, where they assumed the role of a Black game piece in a redlined community. The virtual board game highlights the systematic practice of redlining, illustrating how it restricted opportunities and services. \"Green\" areas radiated privilege with \"home loan approved\" cards, while \"red\" cards delivered despair with \"loan denied\" cards, which mirroring discriminatory practices in home loans. \r\nAs the game unfolds, the virtual cards painted a narrative of struggle and injustice. The game conveys how the \"tax card\" uplifts the green neighborhood, while the \"red\" card mandates \"pay taxes,\" reflecting the uphill battle historically faced in redlined areas. The inability to secure loans in the game results in plummeting property values and dwindling investments in health and education. When the white piece obtains a \"grocery store card\" for better food and more \"coins,\" Black players draw the \"new factory card,\" unleashing health issues due to hazardous waste. The game's message then becomes painfully clear: achieving success is a daunting challenge when the odds are stacked against you. \r\nManuel, a Latinx student, was deeply affected by the VR experience. Frustration grew as he realized he couldn't invest in his community due to redlining, \"I was playing a Monopoly-like game, and I was losing so much money. I couldn't invest in my community at all because my neighborhood was redlined. I couldn't do anything but accept it while I watched the white neighborhood elevate and progress more than I could. It made me angry because I wanted more for my community.\" \r\nAs students cultivated a deeper understanding of the heartbreaking consequences of redlining and the relentless presence of environmental injustice, a powerful insight occurred that helped build their critical civic empathy. Through discussions, they forged an understanding of how power dynamics have shaped their own communities, such as the resilient Bayview Hunters Point in San Francisco and the unwavering spirit of West Oakland. These are the places where the vestiges of redlining linger, and environmental racism resulted in toxic waste and limited access to healthy food. Growing up in public housing, facing the repercussions of redlining, and standing resilient in the Bay Area's high-cost living environment, the students carried these battles in their hearts, woven into the fabric of their lives. \r\nPolicing and Police Brutality\r\nAs the VR experience continued, the words of MLK resonated and students raised their right fists in solidarity, transitioning to \"Part Two: Policing.\" This segment immersed students in a scenario where a father shares a crucial conversation to his son about the inevitability of police traffic stops, addressing the complex interplay of social position, power and privilege. He tells his child, \"You are smart and powerful and through the wrong eyes, that, and your skin color can make you appear as a suspect. So, when you do get pulled over, I need you to remember the sound of my voice. Remember the calm in my tongue.\" \r\nAbruptly, sirens wail, and bright police lights paint a sobering reality as the car comes to a sudden halt. The officer's commands are curt, ordering the student to keep their hands on the wheel, but a simple radio adjustment provokes a potentially violent escalation, highlighting the role of personal experiences in public life. Fear and anger surged during this experience, but the father's calming guidance helped the students stay composed, equipping them with vital skills to navigate such interactions without making devastating, life-altering mistakes. \r\nSilas, a young Black student incarcerated for the first time for a minor offense, experienced a visceral reaction to this VR experience: \"Being in the car and getting pulled over and almost shot virtually was really deep because people go through this for real. I thought I was going to die because it was my first time getting pulled over, and it seemed real.\" \r\nThe power of this experience was a wakeup call on dual levels, helping students understand the power dynamics that shape personal experiences in public life. However, I approached this experience with sensitivity due to the potential for re-traumatization since my students are also vulnerable to this racialized violence. I offered trigger warnings, safe spaces, and post-experience discussions to help students navigate their emotions and channel them into constructive conversations. Importantly, MLK: Now is the Time also holds the potential to impact non-Black students who are less likely to have this personal experience, by challenging stereotypes and revealing our shared humanity. \r\n\r\nProtests Now and Then \r\nAt a later stage, MLK: Now is the Time transported students into the heart of the historical March on Washington and the modern-day Black Lives Matter (BLM) protest in Washington. As students virtually walk, these experiences seamlessly blend the protest signs and chants of old and new, creating a powerful narrative that resonated deeply with students. Many of my students live on the outskirts of the city in their real lives, and thus felt a profound disconnect from the world of protests. The struggles they faced, from street violence to the daily struggles of poverty, had kept the prospect of political activism at bay.\r\nYet, in this realm of virtual reality, the boundaries between past and present blurred. A fusion of images, words, sounds, speeches, and movements coalesced to wholly immerse students in the lived experiences of people of color participating in protests. Throughout the experience, the timeless words of MLK's \"I Have a Dream\" speech play as a continuous, resonating backdrop. Students actively participated, raising their right fists in solidarity with their Black and Brown brothers who have stood at the forefront of historical protests, as reflected in Figure 2. This unique opportunity transcended the confines of mere observation and allowed them to comprehend the enduring power of the human spirit's perseverance in the fight against racism and oppression, a key component of developing critical civic empathy.\r\nDeandre, a 17-year-old Black student incarcerated multiple times, expressed the impact of the VR experience: \"It felt different to me because I usually do not watch or do protesting, and hearing that my life matters from Black and white people just felt and hit differently seeing everyone come together to fight back.\" This was not a passive experience; it was an initiation into the spirit of protests, encouraging students to embrace Mirra's (2018) third tenet by promoting democratic dialogue and civic action. The signs they encountered bridged the past and the present, bearing messages like \"Deliver for voting rights\" and \"No justice, no peace.\" The voices of youth on bullhorns echoed the calls for change. As the segment reaches its crescendo, the user hears the reminder- it's in your hands to lay the next stones of hope. \r\nFigure 2\r\nA student raising his right fist in solidarity with virtual BLM protestors \r\n\r\n\r\nTaking Civic Action\r\n Following the VR experience on housing disparities, youth had passionate discussions about housing, food, and environmental justice, where they engaged in democratic dialogue and explored social justice advocacy as a human right. They began to explore movements like Moms 4 Housing, community land trusts, and local innovations aimed at eradicating food deserts. The VR experience was a call to action that led us back to our own Restorative Justice Garden within the juvenile hall. Here, in the fertile soil of the garden, students didn't just learn to cook and grow their own food; they unearthed a sense of agency, which is a component of critical civic empathy. In the garden, they sowed seeds of empowerment, transforming them into champions for food justice and advocates for equity in their communities.\r\nSimilarly, the VR experience on police violence called on students to assess their own agency and take control of themselves in the face of law enforcement, addressing the dynamics of social position, power and privilege. Following this our school partnered with Fresh Lifelines for Youth (FLY), covering topics such as knowing one's rights, civic engagement, \"three strikes\" laws, and understanding the criminal justice system, promoting democratic dialogue and civic action for social justice. This holistic approach ensured that students, regardless of their background, were prepared to make informed decisions, advocate for justice, and emerge as unbreakable forces for change in their communities. \r\nAfter the VR experience about protests, students turned their attention to activism to improve their own neighborhoods, especially regarding intra-community violence. They drew on the wisdom of Maya Angelou's \"Black Family Pledge\" to create their own pledges (2005), to focus creating positive change by reconsidering their approach to conflict resolution and community building, inspired by the virtual protests they had witnessed. As students delved into Angelou's pledge, they reflected on its core principles and translated them into actionable pledges relevant to their own lives and communities. After reflecting on Angelou's words, 'BECAUSE we have forgotten how to love, the adversary is within our gates,' they pledged to make their communities and themselves safer by viewing respect as something extended to others rather than earned through acts of violence. Their goal extended beyond comprehension of the words; it was to embody the spirit of the pledge in daily life and activism, drawing inspiration from the imagery and emotions evoked by the virtual protests. Through this assignment, students not only gained a deeper understanding of Maya Angelou's enduring wisdom but also internalized the importance of collective responsibility and proactive engagement in addressing societal challenges. It underscored the transformative power of historical wisdom when coupled with cutting-edge technology in the pursuit of social justice and community empowerment.\r\nThis act of critical civic empathy kindled a sense of purpose in the students, motivated by a collective yearning for peace, even with those they may view as enemies. Nicole Mirra encapsulates this transformative potential of critical civic empathy when she asserts that youth, \"They need opportunities to forge solidarity, bring their concerns into the public sphere to be taken seriously, and strategize about how to respond to those seeking to dehumanize them in public life\" (2018, p. 105). Though our other texts on racial justice were insightful, it was the VR experiences that became a catalyst for youth to respond to dehumanization.\r\nThe Transformative Potential of Virtual Reality\r\nIn the words of bell hooks (1999), \"There can be no love without justice...abuse and neglect negate love\" (p.19). We stand at a critical juncture in the domain of education, especially within the confines of juvenile halls. The isolated world of Covid-19 in these institutions has underscored the acute isolation that incarcerated youth face daily. The isolation extends beyond physical confinement, permeating their lives with disenfranchisement, alienation, and detachment from the world at large. This isolation is magnified within, but not exclusive to, juvenile justice centers, making this a concern for all educators.\r\n\r\nOur unwavering commitment as educators to breaking down any walls of isolation and disenfranchisement, nurturing critical civic empathy, one student, one aspiration, and one act of civic engagement at a time, is essential. Literacy educators have a special role that goes beyond the mere transfer of knowledge; it encompasses a responsibility that reaches beyond classroom or prison walls. We are tasked with infusing these environments with love, understanding, and unwavering support. For educators in juvenile justice centers, this means nurturing these young minds during their confinement, and guiding them through their reintegration into the outside world. We must be ready to welcome students like Jayden and let them know that our doors, our hearts, and our support in the study of English are always open. An approach using critical civic empathy reshapes not only our educational institutions but our societal values, forging a future where empathy and rehabilitation become fundamental aspects of our response to youth incarceration. It is through this commitment that we can obliterate the cycle of isolation and cultivate a generation of compassionate, socially conscious citizens, thus demonstrating that English, in its broadest sense, can be a powerful instrument for personal and societal transformation.\r\nWe hold in our hands a formidable tool--the power of empathy and self-compassion, magnified by virtual reality. This tool can act as a bridge, extending a lifeline to marginalized students, allowing them to reconnect with society, and providing a significant opportunity to rewrite the narrative of their lives. This transformative potential goes beyond the traditional boundaries of education, redefining what it means to learn and teach.\r\n\r\n\r\nReferences\r\nAhrens, L., Gilmore, R. W., Gilmore, C., Pyle, K. C., Jones, S., Miller-Mack, E., & Willmarth, S. (2008). The real cost of prisons comix. PM Press. \r\nBailenson, J. (2019). Experience on demand: What virtual reality is, how it works, and what it can do. W.W. Norton & Company, Inc. \r\nDuvernay, A and Moran, J. (Directors). (2016). 13th [Film]. \r\nEmdin, C. (2017). For white folks who teach in the hood-- and the rest of y'all too: Reality Pedagogy and Urban Education. Beacon Press. \r\nhooks, b. (2000). All about love: New visions. William Morrow.\r\nhttps://www.ted.com/talks/chris_milk_how_virtual_reality_can_create_the_ultimate_empathy_machine?language=en\r\nJeyifous, O. (2021). Reconstructions: Architecture and Blackness in America. The Museum Modern Art (MoMA) – NY. \r\nMilk, C. (2015, March). \"How virtual reality can create the ultimate empathy machine,\" [Video file]. TED. Retrieved from\r\nMirra, N. (2018). Educating for empathy: Literacy learning and civic engagement. Teachers College Press. \r\nO'Rourke, M, Parker, S. (2023, January 23). MLK: Now is the Time. [Virtual reality experience] Flight School Studios. Retrieved from ​​https://about.meta.com/community/vr-for-good/mlk-now-is-the-time/\r\n\r\n\r\nMegan Mercurio (mercuriom@sfusd.edu)\r\nMegan, a National Board Certified Teacher with 17 years of experience working in the San Francisco Juvenile Justice Center, specializes in teaching English and co-directs the Restorative Justice Garden. She is prominently featured in the New York Times bestselling author Jeff Hobbs's book Children of the State: Stories of Survival and Hope in the Juvenile Justice System (2022). Megan is dedicated to restorative justice principles and is passionate about helping young people empower themselves through education.","fullyFundedDate":1742917981991,"projectUrl":"project/immersive-learning-transforming-educati/9162641/","projectTitle":"Immersive Learning: Transforming Education in Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9185917,"letterContent":"Thank you so much for the incentive snacks you provided for our students in juvenile hall. These small treats mean more than you can imagine—our kids light up when they earn them. It's not just about the snack itself; it's about what it represents: recognition, encouragement, and care. In a place where rewards are rare, these gestures motivate positive behavior and give students a sense of accomplishment and pride.\r\n\r\nMost importantly, your kindness shows our students that they are loved. With every donation like this, they feel the support of a community beyond these walls. DonorsChoose has truly transformed our school—bringing resources, joy, and a deep sense of connection. Thank you for making a difference in their lives.","fullyFundedDate":1742843736186,"projectUrl":"project/bring-incentives-to-a-juvenile-jail/9185917/","projectTitle":"Bring Incentives to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9112988,"letterContent":"Thank you so much for the generous donation of new basketballs! The excitement in juvenile hall was electric—kids were literally tearing open the boxes with huge smiles on their faces. It was one of those moments that reminds us how powerful small acts of kindness can be. Sports mean so much to our students inside—basketball isn't just a game here, it's an outlet, a reward, and a release. It gives them a chance to move their bodies, work together, and feel free, even behind locked doors.\r\n\r\nYour support helps create a sense of normalcy, joy, and hope in a place that can often feel heavy. These basketballs will be used every single day, and the energy they bring into our yard is real. On behalf of the students and staff, thank you for making a difference—you brought light into our space, and we are so grateful.","fullyFundedDate":1742670434312,"projectUrl":"project/bring-team-sports-to-a-juvenile-jail/9112988/","projectTitle":"Bring Team Sports to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9113015,"letterContent":"Thank you so much for the incredible puzzles and games for our students to enjoy on the housing unit! They arrived today, and the excitement was immediate—our students absolutely love them. These activities provide not just entertainment but also a sense of calm and accomplishment, giving them something engaging and creative to focus on. It's always so rewarding to see them work together, challenge themselves, and take pride in completing a puzzle or mastering a new game.\r\n\r\nAs a token of our appreciation, we are including a finished puzzle of Frida Kahlo, which the students carefully put together with the goal of framing. This is something they've been talking about—assembling and displaying their completed puzzles as a way to mark their progress and creativity. Your generosity and support mean so much, not just to them but to all of us who work with them. Thank you for being such an amazing advocate for our students and for helping to bring a little more joy and connection into their days.","fullyFundedDate":1740341454884,"projectUrl":"project/bring-recreation-to-a-juvenile-jail/9113015/","projectTitle":"Bring Recreation to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9014429,"letterContent":"Of all the projects I bring to my students in juvenile hall, providing hygiene items is by far the most meaningful. While books, technology, and creative activities are valuable, nothing compares to the impact of having access to basic necessities that restore dignity and self-respect. In a place designed to strip away individuality and control, something as simple as a fresh bar of soap, deodorant, or lotion allows our students to reclaim a piece of themselves. These small comforts help them feel human, cared for, and seen—feelings that are often absent in their daily environment.\r\n\r\nBecause of your generosity through DonorsChoose, our kids feel the love and notice the difference with each and every item. Your support sends a powerful message that they are worth investing in, that their well-being matters, and that they are not forgotten. On behalf of my students, I want to express my deepest gratitude for making such a direct and lasting impact on their lives. Thank you for your kindness and for helping to bring dignity and self-worth to young people who need it the most.","fullyFundedDate":1734981899320,"projectUrl":"project/bring-hygiene-and-self-respect-to-a-juve/9014429/","projectTitle":"Bring Hygiene and Self Respect to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9089699,"letterContent":"Thank you so much for your generous donation of dryer sheets and laundry detergent for the kids in juvenile hall. These simple yet essential items make a meaningful difference in their daily lives, allowing them to maintain clean clothes and experience a small but important sense of normalcy and dignity. Having fresh laundry is something many of us take for granted, but for these young people, it brings a bit of comfort and care in an environment that can often feel cold and impersonal. Your kindness ensures that they have access to these basic necessities, making their space feel just a little more like home.\r\n\r\nDonors like you have also helped provide pajamas and thermal shirts for the kids, adding an extra layer of warmth—both physically and emotionally. Knowing that there are people out there who care enough to contribute to their well-being means so much. These thoughtful gifts remind them that they are seen, valued, and worthy of comfort. Thank you.","fullyFundedDate":1738389179413,"projectUrl":"project/bring-self-respect-to-a-juvenile-jail/9089699/","projectTitle":"Bring Self Respect to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":8952917,"letterContent":"I want to express my deepest gratitude for your generous donation of the newest virtual reality headset for our students in juvenile hall. This technology has the power to make a profound impact on their academic engagement and personal growth. In a setting where traditional learning can feel disconnected from the world beyond these walls, virtual reality offers a unique opportunity for students to immerse themselves in interactive educational experiences, historical narratives, and creative storytelling that make learning feel tangible and real. Beyond academics, VR also plays a crucial role in mindfulness and emotional regulation, allowing students to engage in guided meditation and grounding exercises that help them navigate the challenges they face daily.\r\n\r\nI recently wrote about my work with virtual reality in an article for English Journal entitled Virtual Reality and Critical Civic Literacy: Reenvisioning Literacy Education for Incarcerated Youth. This piece explores how immersive technology can foster empathy, critical thinking, and civic awareness in ways that traditional instruction often cannot. Your donation helps bring that vision to life, providing these students with tools that empower them, expand their world, and offer hope for the future. Thank you for your generosity and belief in the power of innovation to transform education.","fullyFundedDate":1733239930132,"projectUrl":"project/immersive-learning-transforming-educati/8952917/","projectTitle":"Immersive Learning: Transforming Education in Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9014395,"letterContent":"Thank you so much for your generous donation of mixing bowls, knives, and bean bag chairs for the housing units in juvenile hall. Every Thursday, our garden program gives the kids a chance to cook with fresh ingredients, and having the right tools makes all the difference. Today, we made homemade lemonade and nachos, and the kids were so proud of their creations. The bowls and knives have become essential in helping them learn valuable skills, work together, and enjoy the process of making their own food. Your support truly enhances their experience.\r\n\r\nBeyond the kitchen, the bean bag chairs have been a huge hit. The kids love having a comfortable place to relax, read, or just unwind after a long day. Small comforts like these mean more than you know in an environment where softness and warmth can be hard to come by. Thank you for believing in these kids and making their space a little brighter. We love you!","fullyFundedDate":1734794728871,"projectUrl":"project/expanding-wellness-and-growth-opportunit/9014395/","projectTitle":"Expanding Wellness and Growth Opportunities for Incarcerated Youth","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"},{"teacherId":430297,"projectId":9019609,"letterContent":"Thank you for your generous donation of cozy pajamas for the kids in our facility. These pajamas aren't just about warmth—they serve as incentives for doing well in school and maintaining positive behavior on the unit. The kids look forward to earning them, and having something new and comfortable of their own makes a real impact. Your support helps reinforce positive choices and reminds them that people on the outside see them and care.\r\n\r\nThe kids especially love the Simpsons and Marvel pajamas—because at the end of the day, they're still just kids, even if they're locked up. Getting to wear their favorite characters brings a little bit of joy to their daily routine. Your generosity makes a real difference, and we truly appreciate it.","fullyFundedDate":1738006153224,"projectUrl":"project/bring-cozy-pajamas-to-a-juvenile-jail/9019609/","projectTitle":"Bring Cozy Pajamas to a Juvenile Jail","teacherDisplayName":"Ms. Mercurio","teacherPhotoUrl":"https://cdn.donorschoose.net/images/placeholder-avatars/272/teacher-placeholder-9_272.png?auto=webp","teacherClassroomUrl":"classroom/ms-mercurio"}],"pageName":"schoolpage_54141","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":350,"numTeachers":null,"percentFrplEligible":73,"percentAsian":0,"percentBlack":36,"percentWhite":9,"percentIndigenous":0,"percentLatinx":54,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"6 - 12","studentTeacherRatio":null,"demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":61.8,"schoolId":54141,"financialInfo":null,"twitterShareText":"Learn more about Woodside Learning Center - Court School on @DonorsChoose:","schoolName":"Woodside Learning Center - Court School","canonicalPageUrl":"schools/california/-county-run-/woodside-learning-center-court-school/54141"}