{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Elizabeth Learning Center","outOfStateSupporters":26.7,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":9539473,"projectId":10056633,"letterContent":"I'm excited to share an update on the resources recently funded for my students. I received Theo the Sensory Companion Dog that has already made a meaningful impact. I was able to visibly see my student self-regulate while holding Theo during our session. It provided comfort and helped feel grounded which allowed him to leave my office feeling calmer and more secure. I also received the Emotion Friends figurines which have been a great tool during therapy sessions and check ins. I've paired the figurines with other toys, such as a dollhouse to help students process past experiences through play and storytelling. My students have loved seeing the variety of emotions represented and were excited to share which figurine they related to. So far, the emotion friends have been super helpful during our weekly check ins as students use them to talk about their feelings and experiences. Thank you so much for helping create a safe, supportive, and healing space for my students.","fullyFundedDate":1778633939141,"projectUrl":"project/meet-your-feelings/10056633/","projectTitle":"Meet Your Feelings","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":9539473,"projectId":10064621,"letterContent":"Thank you so much for your generous donation of art supplies. Your support has already made a meaningful difference in my students' therapeutic experiences. Since receiving the materials, my students have become more engaged and open during sessions. Art had provided them with a powerful grounding tools which has allowed them to express themselves in ways words cannot. My students have truly enjoyed painting their \"safe space\". My students leave the office feelings more calmer, regulated, and connected to themselves. Thank you once again for supporting the wellbeing of my students.","fullyFundedDate":1776663204645,"projectUrl":"project/inner-calm-through-art/10064621/","projectTitle":"Inner Calm Through Art","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":10073229,"letterContent":"Thank you so much for supporting my project, \"Strengthening Self-Regulation Through Play.\" Your kindness and generosity have made a meaningful difference in my therapy office and in the lives of the clients I serve each day. Because of your support, clients now have access to engaging games and hands-on materials that help them learn important emotional and social skills in a way that feels safe, fun, and natural.\r\n\r\nThe new resources are being used regularly during therapy sessions with children who may struggle with anxiety, frustration, impulsivity, peer conflict, low self-esteem, or difficulty expressing emotions. Many clients are able to communicate more openly when they are engaged in play. While using the games, clients practice taking turns, waiting patiently, following directions, using flexible thinking, coping with mistakes, and managing disappointment. These moments help clients build self-control and confidence while also strengthening communication and problem-solving skills.\r\n\r\nOne memorable moment involved a client who often became discouraged very quickly whenever something felt challenging. In previous sessions, the client would shut down, refuse to continue, or say negative things about themselves. During a game using the new materials, the client began to feel frustrated after losing a round. Instead of giving up, we paused together, practiced deep breathing, and talked through positive self-talk. The client then chose to continue playing and finished the activity successfully. Afterward, the client smiled proudly and said, \"I didn't quit this time.\" It was a powerful example of how these resources are helping clients build resilience and healthier coping skills.\r\n\r\nWhen clients first saw the new games and materials, their reactions were immediate and joyful. Many clients walked into the office with wide eyes, smiles, and excitement. Some asked, \"Can we play that today?\" while others eagerly explored the shelves and wanted to know how each game worked. For clients who may feel nervous about therapy, the welcoming environment created by these materials helps reduce anxiety and allows trust to build more naturally. Clients often feel more relaxed and ready to participate when sessions include play-based learning.\r\n\r\nThe next steps for my clients are to continue using these resources to strengthen emotional regulation, communication, teamwork, and confidence. We are practicing how to use coping strategies during games and then transfer those same skills into real-life situations such as at home, in relationships, and in social settings. Clients are learning that calming down, solving problems, and asking for help are strengths they can use anywhere.\r\n\r\nYour donations have done far more than provide games. You have helped create a healing and supportive space where children can practice life skills, feel successful, and experience joy while growing emotionally. Thank you for believing in the importance of children's mental health and for investing in their future. Your generosity is creating lasting change, one therapy session at a time.","fullyFundedDate":1770236084700,"projectUrl":"project/strengthening-self-regulation-through-pl/10073229/","projectTitle":"Strengthening Self-Regulation 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=1778280182161","teacherClassroomUrl":"classroom/8904299"},{"teacherId":9539473,"projectId":10023968,"letterContent":"Thank you so much for your generous donation of emotion plush toys and social-emotional books. Your kindness and support is making a meaningful difference in helping my students identify, express, and manage their emotions in a safe and engaging way. The books have been a wonderful contribution to our calming corner as they are helping create a nurturing environment where they can continue to grow socially and emotionally. We truly appreciate your thoughtfulness and commitment to supporting the wellbeing of children. Thank you for making a positive impact in their lives.","fullyFundedDate":1772431982781,"projectUrl":"project/the-calm-corner-social-emotional-books/10023968/","projectTitle":"The Calm Corner: Social-Emotional Books for Kids","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":9539473,"projectId":9878553,"letterContent":"Since my project got funded, my students have been able to experience therapy in a way that feels inviting, playful, and safe. The magnetic blocks quickly became a favorite as it is giving my students a hands on outlet to build and regulate. As they are building, they have begun to open up more about their feelings. The board games have brought laughter and connections to our sessions. Students are practicing turn taking and good sportsmanship. These games are strengthening their social skills and frustration tolerance. The bubble wands have become a calming tool for them in sessions. They are practicing slow and deep breathing. Overall, these materials have transformed sessions into a safe space for students to feel comfortable opening up and practicing self-regulation. Thank you once again.","fullyFundedDate":1769177723766,"projectUrl":"project/hands-on-healing-learning-through-play/9878553/","projectTitle":"Hands On Healing: Learning Through Play","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":9734475,"letterContent":"Because of your generosity, my office is truly \"Sanitized & Ready to Shine\" during flu season, a time when clients health directly impacts learning. The new resources you helped provide, including Clorox wipes, hand sanitizer, Lysol, and calming Glade plug-ins, are used daily to maintain a clean, welcoming, and emotionally safe space for clients. One meaningful moment that stands out was when a client who struggles with anxiety shared that my office now feels like \"the safest place on campus.\" The fresh, calming environment helped her feel more relaxed and willing to open up something that is essential for effective mental health support.\r\n\r\nStudents immediately noticed and appreciated the changes. Several commented on how the office smells calming and feels more comfortable, while others expressed gratitude for having access to hand sanitizer and wipes, especially during cold and flu season. These small but powerful improvements help students feel cared for, supported, and protected reducing illness-related absences and allowing them to stay engaged in learning.\r\n\r\nBecause of your contribution, students can continue focusing on their personal growth and academic success in a space that supports emotional well-being. Our next steps include continuing social-emotional learning lessons, individual therapy work, and small groups focused on coping skills, emotional regulation, and resilience. Your support plays a direct role in making this possible, and I am deeply grateful.","fullyFundedDate":1767988412854,"projectUrl":"project/sanitized-ready-to-shine/9734475/","projectTitle":"Sanitized & Ready to Shine","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=1778280182161","teacherClassroomUrl":"classroom/8904299"},{"teacherId":9539473,"projectId":9887705,"letterContent":"Having a speaker in my office has been extremely beneficial. It has allowed my students to engage in guided meditation and mindfulness videos that support self-regulation and emotional awareness. This auditory tool has helped my students slow their breathing, ground their bodies, and develop coping skills they can use throughout the school day .\r\n\r\nThe speaker has also been used to play calming music during art based activities, creating a peaceful environment that supports focus, creativity, and emotional expression. My students have reported leaving sessions feeling more regulated. Overall the speaker has enhanced the therapeutic space and strengthened students' ability to practice self-regulation in an engaging way. Thank you once again for your donation. It truly has made a positive impact in the students' lives.","fullyFundedDate":1768333727368,"projectUrl":"project/creating-calm-a-mindfulness-project/9887705/","projectTitle":"Creating Calm: a Mindfulness Project","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":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=1778280182161","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=1778280182161","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=1778280182161","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=1778280182161","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=1778280182161","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","percentHawaiianImputed":0,"percentMultiracialImputed":0,"gradesServed":"Pre-K - 12","studentTeacherRatio":"17.4:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"SUBURBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":73.3,"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"}