{"monthlySchoolDonationEnabled":false,"callToActionDisplayName":"Elizabeth Learning Center","outOfStateSupporters":26.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":8904299,"projectId":9734649,"letterContent":"The \"Express to Heal\" project has made a meaningful and visible difference in how my students engage in therapy and express themselves emotionally. We are using the new paintbrushes and canvases during individual and small-group therapy sessions as part of structured art-based activities focused on emotional expression and self-reflection. One particularly powerful moment occurred during a session where students were asked to paint what their emotions felt like that day using only colors and shapes. One student who often struggled to talk about feelings quietly painted dark, heavy strokes at first, then slowly added lighter colors as the session progressed. When invited to share, they were able to explain—using the artwork as a guide—how their emotions can change and how they can find calm even after feeling overwhelmed. Moments like this show how art allows students to communicate complex emotions safely, helping them process feelings they may not yet have the language to describe. These materials have become a bridge between emotion and understanding, supporting both emotional growth and essential learning skills like focus, patience, and problem-solving.\r\n\r\nWhen my students first saw the art materials, their reactions were filled with excitement and curiosity. Many immediately asked what we would be creating and whether their artwork could stay in the office. For some, the sight of clean canvases and colorful paint felt special—it signaled that this was a space where their feelings mattered and where creativity was encouraged. Students who were initially hesitant or guarded became more relaxed once they began painting. The act of holding a brush and making choices about color and movement helped reduce anxiety and lowered emotional barriers. For others, painting became a calming routine that improved concentration and emotional regulation. Students took pride in their work, often stepping back to admire their creations and expressing surprise at what they were capable of making. That sense of accomplishment translated into increased confidence, not just in therapy, but in how they viewed themselves overall. The materials helped transform sessions into experiences that felt empowering rather than intimidating.\r\n\r\nAs donors, you've been given a meaningful peek into the work happening in our therapy space, and the next steps for students build directly on what these materials have already made possible. Moving forward, students will continue using art to explore themes such as identity, coping strategies, goal-setting, and resilience. We will incorporate projects where students create visual representations of their strengths, calming tools they can use when stressed, and hopeful images of their future selves. Some students will revisit their earlier artwork to reflect on growth over time, reinforcing the idea that emotions can change and healing is a process. These lessons extend beyond the therapy office, helping students carry emotional awareness and healthy coping skills into the classroom and their everyday lives. By supporting \"Express to Heal,\" you have helped provide more than art supplies—you have given students a voice, a sense of pride, and a safe way to heal. Each canvas represents a step toward confidence, emotional well-being, and hope for the future.","fullyFundedDate":1762266243523,"projectUrl":"project/express-to-heal/9734649/","projectTitle":"Express to Heal","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9717467,"letterContent":"The \"Protecting Students' Voices\" project has had a profound impact on my students by strengthening the sense of safety, trust, and confidentiality that is essential for meaningful learning in a school-based mental health setting. While many donors may be familiar with using wireless earphones at home for convenience or entertainment, in a school environment they serve a very different and powerful purpose. The earphones allow students to participate in Zoom therapy sessions with privacy, ensuring that their voices and personal stories are not overheard by peers or staff nearby. This level of confidentiality is critical for students who are discussing sensitive topics such as anxiety, trauma, family stress, or emotional struggles. When students feel confident that their voices are protected, they are more willing to engage honestly, reflect deeply, and practice new coping skills. This emotional safety directly supports learning by allowing students to focus, process feedback, and build self-awareness without fear or distraction. In this way, the technology becomes a tool that supports not only mental health, but also communication skills, emotional regulation, and readiness to return to the classroom prepared to learn.\r\n\r\nWhat excites students most about this new technology is the sense of independence and respect it gives them. Wearing wireless earphones makes therapy feel intentional and personal—it signals to students that their thoughts and feelings matter and deserve protection. Many students express relief knowing they can speak freely without worrying about who might overhear them. This reassurance helps sessions flow more naturally, allowing students to ask questions, explore emotions, and engage more fully in therapeutic activities. The earphones also reduce background noise and distractions, helping students stay present and focused during virtual sessions. For students who struggle with attention or anxiety, this improved focus makes a noticeable difference. Therapy feels calmer, more organized, and more supportive, which increases students' motivation to participate and apply what they are learning. The technology enhances the overall experience by creating a professional, secure environment that mirrors the confidentiality students would expect in a traditional therapy office.\r\n\r\nSeveral students have especially warmed to this technology, particularly those who were previously hesitant to speak openly during virtual sessions. One student who once gave short or guarded responses now share more freely, knowing their privacy is protected. Others who experience anxiety feel more at ease when they can block out surrounding noise and focus solely on the conversation. Students who are navigating difficult home situations have shared that the earphones help them feel emotionally safer, allowing them to engage without fear of being overheard. Over time, these students have shown increased confidence, stronger communication skills, and greater willingness to practice coping strategies discussed in sessions. What makes my students truly special is their bravery—despite personal, emotional, and academic challenges, they continue to show up and do the hard work of growing and healing. With the support of this project, they are learning that their voices matter and deserve to be protected. By providing wireless earphones, donors have helped create a therapeutic space where students feel respected, heard, and empowered to build skills that will support them not only in school, but throughout their lives.","fullyFundedDate":1762266292449,"projectUrl":"project/protecting-student-voices/9717467/","projectTitle":"Protecting Student Voices","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9717368,"letterContent":"The \"Turn Up the Calm\" project has had a powerful impact on my students by transforming our therapy space into an environment that supports emotional regulation, focus, and meaningful learning. Many donors are familiar with using speakers or music at home for entertainment or relaxation, but in a school mental health setting, technology like a speaker becomes a therapeutic and educational tool. The speaker allows me to intentionally incorporate calming music, guided meditations, breathing exercises, and mindfulness practices into individual and group sessions. These sound-based tools help students slow down their racing thoughts, regulate their nervous systems, and feel grounded enough to engage in learning and self-reflection. When students are emotionally regulated, they are better able to concentrate, process information, and practice coping strategies that directly support their academic success and overall well-being. The technology helps bridge the gap between emotional support and learning by creating a structured, sensory-based experience that meets students where they are.\r\n\r\nWhat excites students most about this new tool is how quickly they feel its effects. Many students immediately notice how music or guided audio helps their bodies feel calmer and their minds feel clearer. They often ask to choose the type of music or mindfulness exercise, which gives them a sense of control and ownership over their therapeutic experience. This sense of choice is especially important for students who may feel powerless in other areas of their lives. The speaker also makes sessions feel more interactive and engaging. Instead of therapy feeling like another conversation or task, it becomes an experience—one that feels safe, supportive, and even enjoyable. Students look forward to sessions where they can pause, breathe, and reconnect with themselves.\r\n\r\nThere are several students who have especially warmed to this technology, particularly those who struggle with anxiety, anger, or difficulty concentrating. One student who frequently felt overwhelmed and restless now uses guided breathing exercises to calm their body before returning to class. Another student who had difficulty expressing emotions finds comfort in listening to calming music while reflecting or journaling, allowing them to engage without feeling pressured to speak. For students with heightened sensory or emotional needs, the consistent use of sound has become a reliable anchor, helping them transition from heightened emotional states into moments of calm and focus. Over time, students have begun to recognize which sounds or exercises work best for them, building self-awareness and independence in managing their emotions.\r\n\r\nThe ultimate goal of \"Turn Up the Calm\" is to create a safe, welcoming, and engaging space where students can learn coping strategies that support them both inside and outside of school. By integrating sound into our sessions, students are not only reducing stress in the moment, but also learning lifelong skills they can carry with them beyond the therapy office. My students are incredibly resilient, creative, and compassionate, and they continually remind me that small changes—a song, a guided meditation, or a few moments of intentional calm—can make a profound difference. With your support, this project has allowed those small but powerful moments to come to life, helping students feel supported, empowered, and ready to learn.","fullyFundedDate":1762266271335,"projectUrl":"project/turn-up-the-calm/9717368/","projectTitle":"Turn Up the Calm","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9639404,"letterContent":"This project, Healing Through Storytelling, has transformed our mental health office into a space where students can safely explore, express, and make sense of their emotions. Many of our students face emotional and behavioral challenges that make the school day feel overwhelming—trauma, grief, anxiety, anger, and difficulty communicating their inner world. Traditional conversations are not always enough. For many children, especially those who struggle to verbalize their feelings, creative expression becomes a bridge to understanding. The paint, canvases, and brushes allow students to tell their stories visually, using color, texture, and imagery to express what words cannot. Through art, students learn emotional awareness, self-regulation, and reflection. They begin to recognize their feelings, make meaning of their experiences, and feel a sense of ownership over their healing process. This kind of learning is deeply impactful because it supports not only academic readiness, but also the social-emotional skills students need to succeed both in and outside of the classroom.\r\n\r\nThe speaker plays an essential role in helping students engage and feel grounded during sessions. Calming background music helps regulate emotions, lower anxiety, and create a soothing environment where students feel safe to open up. For many children, especially those who experience heightened emotional responses, music supports focus and helps transition them from distress into a calmer state where learning and reflection can happen. The speaker is also used for storytelling activities, guided mindfulness. This combination of art, sound, and storytelling makes the experience immersive and meaningful, helping students stay engaged while developing emotional literacy and confidence.\r\n\r\nWhat excites students most about this project is that it gives them choice and control. They decide what to paint, what colors to use, what music helps them feel calm, and what story they want to share. This sense of agency is especially powerful for students who often feel powerless in other areas of their lives. Some students who were initially withdrawn or resistant to traditional talk-based sessions have shown remarkable growth through this creative approach. A student who rarely spoke now eagerly explains the meaning behind their artwork. Another who struggled with emotional outbursts uses painting and music to regulate before returning to class. These moments of connection and progress remind us that our students are incredibly resilient. Despite the challenges they carry, they come to school every day ready to grow when given the right tools. With donor support, this project has helped turn our mental health office into a place of healing, creativity, and transformation—where students feel seen, supported, and empowered to share their stories. Every canvas, every brushstroke, and every note of music reinforces a simple but powerful message: every child's story matters.","fullyFundedDate":1760693645908,"projectUrl":"project/healing-through-storytelling/9639404/","projectTitle":"Healing Through Storytelling","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9717421,"letterContent":"Thank you from the bottom of my heart for your generosity and belief in my students through the Hands-On Healing project. Your support has already made a meaningful and visible impact in our therapy space, and I am so grateful that you chose to invest in the emotional well-being of my students. Because of you, my students now have tangible tools that help them feel supported, empowered, and capable as they learn to manage big emotions.\r\n\r\nMy students are some of the most resilient and inspiring children I know. Each day, they walk into my therapy office carrying emotions that can feel overwhelming for someone their age—stress from school expectations, frustration with peer relationships, anxiety about home situations, or worries they don't always have the words to express. What stands out most about them, however, is their determination. Even on difficult days, they show up willing to try, to practice, and to grow. Your contribution honors that determination and gives them something concrete to hold onto as they build lifelong coping skills.\r\n\r\nSince receiving the pocket-sized sensory stress balls from this project, they have become an integral part of our therapy sessions. We use them during individual and group therapy as a grounding tool, especially during moments of heightened emotion. For example, during a recent session focused on identifying physical signs of anxiety, students held their stress balls while practicing deep breathing. As they squeezed the ball on the inhale and slowly released on the exhale, I watched their shoulders relax and their breathing slow. One student shared, \"It helps my hands stay busy so my thoughts calm down.\" That moment alone showed me how powerful such a simple tool can be.\r\n\r\nThe stress balls are also used during lessons on emotional regulation and focus. When students are working through role-play scenarios or reflecting on challenging situations, having something to squeeze helps them stay present and engaged instead of shutting down or becoming overwhelmed. Some students now independently reach for their stress ball when they feel frustrated, demonstrating increased self-awareness and confidence in using coping strategies. These small but meaningful moments are exactly what this project was designed to support.\r\n\r\nWhen my students first saw the materials, their reactions were priceless. Their faces lit up with curiosity and excitement as they explored the textures and colors. Several students immediately asked, \"Can I use this when I feel nervous?\" or \"Can I keep this with me?\" That initial excitement quickly turned into a sense of ownership and comfort. For many of them, knowing they had a tool that was just for them helped them feel seen and supported. It wasn't just a stress ball—it was a signal that their feelings matter and that they are worthy of care.\r\n\r\nBy contributing to this project, you were given a small peek into our therapy room, and I'd love to share what's next for my students. Moving forward, we are continuing to build on lessons around emotional identification, coping strategies, and self-regulation. Students will practice using their sensory tools alongside journaling, drawing feelings, mindfulness exercises, and problem-solving activities. We are also working on helping students generalize these skills beyond the therapy setting—using their tools in the classroom, at home, or during challenging transitions throughout the school day.\r\n\r\nOur long-term goal is for students to internalize these strategies so they feel confident managing stress independently. The sensory stress balls serve as a bridge between learning a coping skill and applying it in real-life situations. With continued practice, students are learning that small steps—like squeezing a stress ball, taking a deep breath, or naming a feeling—can make a big difference in how they handle challenges.\r\n\r\nYour generosity has helped create an environment where students feel safe, supported, and equipped with tools that truly meet their needs. My students are special because they are eager to try new strategies, and thanks to you, they now have something tangible to hold onto as they build resilience and confidence. Thank you for believing in them, for investing in their emotional growth, and for being a part of their journey toward success.","fullyFundedDate":1758202990817,"projectUrl":"project/hands-on-healing/9717421/","projectTitle":"Hands-On Healing!","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9734594,"letterContent":"I want to extend my deepest gratitude to each of you for supporting this project and for believing in the power of play as a pathway to healing. Your generosity has transformed my therapy space into an environment filled with creativity, connection, and meaningful growth. Because of you, my clients now have access to engaging games that help them explore their emotions, build coping skills, and develop confidence in ways that feel safe, natural, and fun.\r\n\r\nMy clients are creative, resilient, and full of potential, yet many of them face daily challenges such as anxiety, stress, difficulty managing big emotions, and struggles with self-esteem. As a mental health therapist, my goal is to create a space where children feel understood and supported while learning tools that will help them navigate both school and life. One of the most effective ways to reach children is through play. Games naturally lower defenses, invite expression, and open the door to learning important social and emotional skills. Thanks to your support, I have been able to intentionally integrate games like Legos, Operation, Candy Land, Jenga, Guess Who, and Monopoly into therapy sessions to reinforce therapeutic goals in meaningful ways.\r\n\r\nSince receiving these materials, the games have become an essential part of both individual and group sessions. For example, during a recent session focused on emotional regulation and frustration tolerance, a student chose to play Jenga. As the tower became more unstable, we paused to notice body signals such as tense hands and fast breathing. The student practiced deep breathing and positive self-talk before making each move. When the tower eventually fell, instead of becoming upset, the student laughed and said, \"It's okay, I stayed calm.\" That moment highlighted growth in emotional awareness and self-control that might have been difficult to access through conversation alone.\r\n\r\nThe students' reactions when they first saw the games were full of excitement and joy. Their faces lit up as they recognized familiar games, and several immediately asked, \"Can we play this today?\" The presence of these materials helped create a welcoming and relaxed atmosphere, especially for students who are hesitant to talk about their feelings. Many students who initially struggled to engage verbally became more open once play began. Through games like Guess Who, students practiced communication and attention skills, while Candy Land and Monopoly helped them learn patience, turn-taking, and how to handle winning or losing with grace. Legos became a favorite for students who needed a creative outlet to express themselves while building confidence and problem-solving skills.\r\n\r\nBy contributing to this project, you were given a glimpse into my therapy space, and I am excited to share what's next for my students. Moving forward, we are building on lessons related to emotional identification, coping strategies, and social skills. Students will continue using games as tools to practice managing frustration, improving peer interactions, and increasing self-awareness. We are also incorporating reflection activities after gameplay, where students identify what strategies they used, how they felt during challenges, and how they can apply those skills in the classroom or at home.\r\n\r\nYour support has brought laughter, connection, and healing into my office. More importantly, it has given children a safe and engaging way to grow emotionally and build resilience. Thank you for investing in my students and for helping make therapy a place where healing truly happens through play.","fullyFundedDate":1758644154823,"projectUrl":"project/therapy-tools-for-kids/9734594/","projectTitle":"Therapy Tools for Kids","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9214482,"letterContent":"Thanks to your generous support, our mental health office now has a warm, welcoming chair that has become more than just a piece of furniture—it's become a safe space for students to breathe, open up, and feel seen. As soon as the chair arrived, students noticed it right away. One student sat down, took a deep breath, and said, \"This feels like home.\" That moment confirmed exactly what this project was meant to do: create comfort and connection.\r\n\r\nWe use the chair daily during individual check-ins, emotional regulation breaks, and moments when students just need a quiet, safe place to sit. Whether they're talking through a tough moment, participating in a guided mindfulness activity, or simply needing a few calm minutes between classes, this chair has become a grounding spot. For students who struggle with anxiety or emotional dysregulation, having a soft, supportive place to land makes a world of difference.\r\n\r\nNext, we're building a full \"comfort corner\" around the chair with sensory tools, student-created affirmation cards, and calming visuals. We're also beginning a self-reflection journal activity, where students can sit in the chair and write about their feelings, goals, or challenges in a quiet, private space. Your donation was the first step in transforming our office from a clinical space into a true sanctuary.\r\n\r\nThank you for helping create not just comfort, but connection—for every student who walks through our door.","fullyFundedDate":1746785339922,"projectUrl":"project/comfort-and-connection/9214482/","projectTitle":"Comfort and Connection","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":9539473,"projectId":9076290,"letterContent":"On behalf of my girl students and myself, I want to extend a heartfelt thank you for your generous donation of the self-love workbooks. Your kindness and thoughtfulness is truly making a difference. \r\n\r\nTherese workbooks are more than just pages, they have helped my students' self-esteem improve significantly. They are learning to see their worth and honor their feelings. Thanks to you, they are building a foundation for a healthier relationship with themselves. Thank you once again for investing in their growth, healing, and empowerment.","fullyFundedDate":1747844225572,"projectUrl":"project/self-love-starts-here-empowering-the-ne/9076290/","projectTitle":"Self-Love Starts Here: Empowering the Next Generation","teacherDisplayName":"Ms. Aceves","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp9539473_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1746861266169","teacherClassroomUrl":"classroom/alejandra-aceves"},{"teacherId":8904299,"projectId":9213941,"letterContent":"Thanks to your generous support, the \"Empowering Minds in Motion\" project has brought flexibility, empowerment, and engagement into my therapy sessions with students. The rolling laptop desk may seem like a simple addition, but in the mental health setting, it has made a significant difference in how my students experience learning, healing, and self-expression.\r\n\r\nWhile many people associate technology with screens, apps, or devices, this project reminds us that technology also includes tools that support how we interact with learning environments. The rolling desk is a form of adaptive furniture that has helped bridge the gap between movement and focus. In my office, I work with students who often face challenges such as anxiety, ADHD, trauma, and emotional dysregulation. For these students, being seated for a traditional session can feel restrictive or even triggering. The option to stand while working creates a sense of freedom and reduces feelings of confinement, which are common barriers to engagement.\r\n\r\nFrom a therapeutic perspective, the desk allows students to complete tasks such as journaling, drawing, completing worksheets, or engaging with interactive digital platforms—all while standing or even gently moving. It helps regulate energy levels and offers an outlet for kinesthetic learners who benefit from physical movement to stay engaged. The mobility of the desk also means I can adjust the environment quickly, making it more accessible for students with different sensory or emotional needs.\r\n\r\nWhat's most exciting for students is the element of choice. This desk sends a clear message: \"Your body matters. Your comfort matters. You get to choose how you participate.\" That autonomy is critical in therapy, especially for students who may feel powerless in other parts of their lives. One middle school student, who struggles with anxiety and often avoids eye contact during sessions, has started using the desk to work on art prompts while standing. She recently shared, \"It helps me feel less stuck—I don't feel trapped in the chair.\" Another student who has ADHD now looks forward to sessions because he knows he can move freely while completing tasks that once felt overwhelming.\r\n\r\nStudents have become more engaged, confident, and open since this tool was introduced. It has reduced tension and increased motivation. I've seen quieter students speak more freely while coloring or writing at the standing desk, and more active students sustain focus longer without becoming dysregulated. Even for those who choose to sit, just having the option to stand if needed gives them a sense of control that is emotionally grounding.\r\n\r\nThe desk also encourages a more collaborative dynamic. When students choose where and how to work, they are participating more actively in their therapeutic process. This kind of empowerment is key to trauma-informed care, which emphasizes safety, choice, and collaboration. The rolling desk is a physical representation of these values, making my office a more inclusive and student-centered space.\r\n\r\nIn short, this project has helped create an environment where students feel respected, capable, and free to express themselves. It supports both their learning and emotional growth in meaningful ways. Your donation has helped me meet students where they are—emotionally, physically, and developmentally—and for that, I am deeply grateful.\r\n\r\nThank you for believing in innovation, flexibility, and the power of small tools to make a big difference in students' lives.","fullyFundedDate":1746699626107,"projectUrl":"project/empowering-minds-in-motion/9213941/","projectTitle":"Empowering Minds in Motion","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9213913,"letterContent":"We are so excited to share the incredible impact your generosity has made through the \"Healing Through Play\" project. Because of your contribution, our students now have access to a therapeutic space filled with tools that foster self-expression, emotional safety, and healing. One of the most meaningful additions to our office has been the sandtray, which has become a central part of our work with students in individual and small-group sessions.\r\n\r\nThe sandtray offers students a powerful way to communicate feelings and experiences that are often too complex or overwhelming to express with words. One unforgettable moment happened during a session with a student who had experienced a recent loss. Quiet and withdrawn, they initially resisted verbal discussion. But when invited to the sandtray, they began carefully selecting figures—placing a small, lone tree at the edge of the tray, a figure representing themselves sitting beneath it, and several animals watching from afar. As they constructed their scene, they slowly began to talk about feeling \"alone but watched,\" describing how others tried to help but didn't always understand. This moment was a breakthrough—it allowed the student to feel seen and heard in a way they hadn't been able to articulate before. That single tray led to deeper conversations in later sessions and helped guide our therapeutic goals moving forward.\r\n\r\nWhen I first introduced the sandtray and miniature figures to my clients, the reactions were priceless. Their eyes widened in awe, and many immediately began exploring the tray and asking questions. \"Can we use all of this?\" one student asked, pointing to a collection of tiny buildings, animals, and fantasy figures. Others began quietly creating their own worlds without any prompting—some making scenes of peaceful homes, others crafting chaotic battlefields. Even students who typically struggle with engagement or have difficulty opening up found themselves drawn in. It was clear from the beginning: this was not just a new tool—it was a doorway into connection, insight, and healing.\r\n\r\nFor many of my students, this space has become a safe haven where they can reflect, play, and process their experiences on their own terms. Your donation didn't just provide materials—it created opportunities for healing that wouldn't have happened otherwise.\r\n\r\nLooking ahead, I am continuing to build on this momentum with a new lesson series focused on emotional literacy through themed sandtray work. Right now, students are working on trays based around prompts such as \"Show me what safety looks like\" or \"Create a world that feels calm.\" These activities help them externalize their inner experiences and develop emotional language they can use in other parts of their lives. The next step in this project involves reflective storytelling, where students will be invited to describe the scenes they've built and connect them to real-life emotions, challenges, and successes. I am also planning to integrate short journaling and art activities to reinforce the lessons from the sandtray and provide additional modes of self-expression.\r\n\r\nThanks to your support, my office has transformed into a place where creativity and healing meet. I am seeing students make connections faster, explore emotions more freely, and feel more ownership of their growth journeys. You gave me the means to support my students in ways that are both meaningful and developmentally appropriate—and for that, I am deeply grateful.","fullyFundedDate":1746785410469,"projectUrl":"project/healing-through-play/9213913/","projectTitle":"Healing Through Play","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9128180,"letterContent":"Thank you from the bottom of our hearts for supporting the \"Empowering Minds Through Creative Expression\" initiative. Your generosity has made a real, tangible difference in the lives of my clients, and I'm so excited to share some of the impact your donation has already had.\r\n\r\nWith the new resources—pens, notebooks, and specially curated mental health stickers—we've created a safe, creative, and empowering space where my clients can explore their emotions and experiences in ways that feel personal and validating. These seemingly simple materials have opened the door to deeper conversations, self-reflection, and healing in ways that words alone sometimes cannot.\r\n\r\nWhen the clients first saw the materials, especially the mental health stickers, their eyes lit up. One of my younger clients, who has difficulty expressing feelings verbally, immediately started flipping through the stickers, pointing to ones that said things like \"It's okay to ask for help\" and \"Feelings aren't facts.\" She chose one that read \"Brave, not broken\" and proudly placed it on the front of her new notebook. In that moment, she wasn't just receiving a sticker—she was claiming a message that she needed to hear. That was the beginning of her journaling journey, which has since become a weekly ritual in our sessions.\r\n\r\nOne specific project that has flourished thanks to these materials is our \"Emotion Mapping\" journal series. Each client receives a notebook, which they use to create visual and written \"maps\" of their week—highlighting stressors, victories, emotional highs and lows, and coping strategies they used. They use different pens to symbolize different emotions or energy levels, and stickers to mark important milestones, whether it's \"I asked for help today\" or \"I practiced self-care.\" This creative format has become a vital therapeutic tool, allowing clients to identify patterns, take pride in progress, and develop emotional insight in a way that feels engaging and non-judgmental.\r\n\r\nFor many of my clients, this is the first time they've ever had a space that's just for them—where they can write freely, decorate pages with their thoughts, and feel safe doing it. That sense of ownership and validation has been truly powerful.\r\n\r\nBy contributing to this project, you also got a little peek into our mental health space—and I want you to know that you're now part of something that's continuing to grow. As for next steps, we're building on the journaling foundation to explore a project called \"Storylines of Strength.\" Clients are now working on short creative narratives based on their own lives, written in the third person to give emotional distance. These stories will incorporate metaphors and imagery that reflect their challenges and triumphs, helping them build a stronger internal narrative of resilience and hope. The materials you provided continue to be instrumental—clients choose pens that reflect their mood, use stickers to highlight breakthroughs in their story, and return to their journals for inspiration.\r\n\r\nSome clients are also preparing to share selected pages of their journals (anonymously) as part of a \"Wall of Courage\" display within the office. It will serve as a reminder to others that they are not alone, and that growth, healing, and creativity go hand in hand.\r\n\r\nNone of this would have been possible without your support. You didn't just donate supplies—you helped create a culture of empowerment, emotional expression, and healing. From every journal entry written to every sticker placed, your kindness echoes through the space you helped build.","fullyFundedDate":1746699708457,"projectUrl":"project/empowering-minds-through-creative-expres/9128180/","projectTitle":"Empowering Minds Through Creative Expression","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"},{"teacherId":8904299,"projectId":9216262,"letterContent":"I want to take a moment to extend my heartfelt gratitude for your generous contributions to our project, \"Transforming Lives One Brushstroke at a Time.\" Because of you, my students and I now have access to an abundance of vibrant paints, clean canvases, and high-quality brushes that have already made a deep and visible impact in our mental health-centered art sessions.\r\n\r\nThe moment the materials arrived was nothing short of magical. Several students helped me unpack the boxes, and their reactions were priceless—wide eyes, excited chatter, and immediate ideas bubbling to the surface. \"Are these really for us?\" one student asked, hesitating to touch a crisp white canvas. Another picked up a fine-tipped brush and whispered, \"This is the kind they use in real art studios!\" For many of these students, this was their first time holding professional-grade art supplies. The respect and enthusiasm they showed were moving and a reminder of how transformational access can be.\r\n\r\nWe've already launched a special project in my mental health office called \"Windows to My Mind,\" in which each student creates a painting representing their inner world—how they see themselves, their experiences, and their hopes. Using the new materials, they've created stunningly raw, beautiful pieces that wouldn't have been possible without your support. One student, who has long struggled to express their emotions verbally, painted a cracked but blooming sunflower on a stormy background. \"It's how I feel most days,\" they shared. \"I'm still growing, even if things feel dark.\" That painting now hangs proudly on our office wall, a symbol of courage and self-awareness.\r\n\r\nAnother memorable moment came during a group session focused on anxiety and self-soothing strategies. We invited students to paint their \"safe space\"—a mental image they could return to during anxious moments. As they dipped their brushes into color, the room became quiet, almost sacred. One student painted the ocean at night, another a quiet forest. When we reflected as a group, it was clear the act of creating gave them not only a tool for calming themselves but also a voice.\r\n\r\nWhat's next? We're expanding this project into a larger, semester-long initiative called \"Identity in Color.\" This project invites students to explore culture, heritage, and personal growth through a series of guided art pieces. Each week, we focus on a new theme—like \"My Roots,\" \"My Journey,\" and \"My Dream Self\"—with corresponding art exercises. Students are keeping journals alongside their artwork, tracking both their mental health reflections and artistic process. Eventually, we plan to host a small gallery showing at the school where students can showcase their work to teachers, peers, and family—a celebration of both their artistry and their healing journey.\r\n\r\nThanks to you, our office has become more than just a place to talk—it's become a space of creativity, transformation, and empowerment. Art has offered my students a new way to process trauma, connect with themselves, and find joy again. You've given them more than materials—you've given them a mirror, a voice, and a safe canvas for their inner worlds.\r\n\r\nFrom the bottom of my heart, thank you for being part of this journey.","fullyFundedDate":1746698825309,"projectUrl":"project/transforming-lives-one-brushstroke-at-a/9216262/","projectTitle":"Transforming Lives One Brushstroke at a Time","teacherDisplayName":"Mrs. Felix","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8904299_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1715026776446","teacherClassroomUrl":"classroom/8904299"}],"pageName":"schoolpage_7496","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1322,"numTeachers":76,"percentFrplEligible":95,"percentAsian":0,"percentBlack":0,"percentWhite":1,"percentIndigenous":0,"percentLatinx":96,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"Pre-K - 12","studentTeacherRatio":"17.4:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":73.5,"schoolId":7496,"financialInfo":null,"twitterShareText":"Learn more about Elizabeth Learning Center on @DonorsChoose:","schoolName":"Elizabeth Learning Center","canonicalPageUrl":"schools/california/los-angeles-unified-school-district/elizabeth-learning-center/7496"}