{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Edward H White High School","outOfStateSupporters":56.4,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":378293,"projectId":9927556,"letterContent":"The \"Sewing the Seeds of Compassion\" project has profoundly transformed our classroom environment and the minds of our students. As they began using the new sewing supplies to create dignity kits, the classroom buzzed with excitement and purpose. One memorable moment occurred during our first sewing session. Students gathered around the sewing machines, sharing stories and laughter while stitching reusable pads that would soon reach girls in remote regions. As they worked, they also viewed documentaries showcasing the struggles these girls face, sparking deep discussions about empathy and social responsibility. The realization that their hands were creating something meaningful brought an overwhelming sense of pride and connection to the project.\r\n\r\nWhen the students first laid eyes on the sewing materials, their reactions were priceless. Eyes widened and smiles spread across their faces as they realized the impact of their efforts. They felt a personal connection to the mission, understanding that they were not just sewing fabric, but stitching together hope and dignity for girls who lack basic menstrual supplies. As we move forward, the next steps in our project involve not only completing the dignity kits but also engaging in a series of reflective discussions and writing exercises. Students will explore what they have learned about empathy and the importance of advocating for others, fostering a lasting commitment to alleviating suffering in their communities and beyond. This project is not just about sewing; it is about cultivating compassionate global citizens.","fullyFundedDate":1767150547387,"projectUrl":"project/sew-ing-the-seeds-of-compassion-and-co/9927556/","projectTitle":"\"SEW-ing\" the Seeds of Compassion and Community Awareness","teacherDisplayName":"Mrs. G.","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp378293_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1622511071972","teacherClassroomUrl":"classroom/378293"},{"teacherId":5660237,"projectId":9696064,"letterContent":"Because of your generous support, our project, \"Teachers with Wisdom, Knowledge, and Understanding in a Trauma-Informed Classroom,\" has had a powerful and lasting impact not only on our staff, but most importantly on the students we serve every day. I lead a self-contained Supported Learning for Academics (SLA) where many of our students have learning disabilities, communication challenges, and significant social-emotional needs. A large number of our students have also experienced trauma, which directly impacts how they engage in learning, respond to adults, and interact with peers. The resources provided through this project have strengthened our ability as educators to meet those needs with intention, consistency, and care.\r\n\r\nBecause of this project, our teachers, paraprofessionals, and support staff have been able to deepen their understanding of trauma-informed practices and apply them in real, meaningful ways within the classroom. We have been able to shift from simply managing behaviors to truly understanding the \"why\" behind them. This has transformed how we respond to students during moments of escalation, frustration, or withdrawal. Instead of immediate correction, staff are now more equipped to recognize triggers, implement de-escalation strategies, and provide supportive interventions that prioritize student dignity and emotional safety.\r\n\r\nThe impact on student learning has been significant. Students who previously struggled to remain in the classroom or engage in tasks are now experiencing more consistent routines, calmer environments, and stronger relationships with staff. As a result, we are seeing increased time on task, improved emotional regulation, and a reduction in disruptive behaviors. When students feel safe and understood, they are more willing to take risks in their learning—and that is exactly what we are beginning to see. Even small gains, such as a student using a coping strategy instead of shutting down or accepting redirection without escalation, are meaningful indicators of growth in a trauma-informed setting.\r\n\r\nOne specific moment that reflects this impact involved a student who frequently becomes overwhelmed when redirected and has a history of verbal outbursts and refusal. Using strategies reinforced through this project, staff approached the situation differently—lowering their tone, providing space, offering choices, and acknowledging the student's feelings rather than immediately correcting the behavior. Within minutes, the student was able to regulate, remain in the classroom, and complete part of the assigned task. Moments like this represent a shift in practice that directly impacts student success.\r\n\r\nWhen staff first began engaging with the materials and strategies provided through this project, there was a sense of both excitement and validation. Many educators expressed that the resources gave language and structure to practices they had intuitively been trying to implement. It created a shared understanding across our team, which is critical in a self-contained setting where consistency is key. This alignment has improved collaboration among teachers, paraprofessionals, and job coaches, ensuring that students receive consistent support throughout the school day.\r\n\r\nBecause of your support, I was able to strengthen my role as a Lead ESE teacher by guiding my team in implementing trauma-informed practices with fidelity. The materials allowed us to engage in meaningful professional learning, reflect on our current practices, and make intentional adjustments that benefit students daily. This project has also reinforced the importance of staff wellness, reminding us that in order to support our students effectively, we must also be mindful of our own responses and emotional capacity.\r\n\r\nAs we move forward, we will continue to build on this foundation by embedding trauma-informed practices into all aspects of our program—from instruction and behavior supports to transition planning and student independence. Our goal is to create an environment where every student feels safe, supported, and capable of success.\r\n\r\nThank you for investing in our teachers so that we can better serve our students. Your generosity has strengthened our knowledge, deepened our understanding, and ultimately transformed our classroom into a more compassionate, responsive, and effective learning environment.","fullyFundedDate":1762267713699,"projectUrl":"project/teachers-with-wisdom-knowledge-and-unde/9696064/","projectTitle":"Teachers With Wisdom, Knowledge and Understanding in a Trauma-informed Classroom","teacherDisplayName":"Ms. Reyes","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5660237_orig.jpg?crop=236,236,x0,y42&width=272&height=272&fit=bounds&auto=webp&t=1757332244112","teacherClassroomUrl":"classroom/5660237"},{"teacherId":5660237,"projectId":9878418,"letterContent":"Because of your generosity, my students are using these new resources to engage in meaningful, hands-on learning through our \"The Color of Me\" project—an experience designed to help them explore identity, emotions, and self-expression in ways that are accessible and empowering. In our self-contained Supported Learning Academy (SLA), many students have limited functional language, learning disabilities, and varying levels of independence. Traditional forms of expression can be difficult, but these materials have opened the door for students to communicate who they are without relying solely on words. Using a variety of colors, textures, and visual supports, students are creating personalized self-portraits that reflect their feelings, preferences, and life experiences.\r\n\r\nOne particularly powerful classroom moment came when a student who typically struggles with engagement and communication became fully immersed in selecting colors to represent different parts of his life. With minimal prompting, he chose darker tones when discussing frustration and brighter colors when reflecting on things that make him happy, like music and spending time with family. This moment stood out because it was one of the first times he independently expressed emotions in a clear and meaningful way. The materials you provided made it possible for him—and many others—to access a level of self-expression that we are constantly working to build.\r\n\r\nWhen my students first saw the materials, their reactions were immediate and genuine. There was a noticeable shift in the classroom atmosphere—students who are often hesitant or require significant prompting were eager to explore. They touched the materials, sorted colors, and began creating without the usual resistance that can come with new or unfamiliar tasks. The variety of textures and visual appeal helped reduce anxiety and provided a natural entry point into learning. For students who thrive on routine and predictability, introducing something new can sometimes be challenging, but these resources were inviting rather than overwhelming. They created a sense of excitement and curiosity that translated into increased participation and focus.\r\n\r\nAs we move forward, the next steps for this project involve building communication and self-advocacy skills through structured sharing opportunities. Students will present their \"Color of Me\" projects in ways that align with their individual abilities—some will use verbal communication, others will rely on visual supports, assistive technology, or guided responses. We are also incorporating social-emotional learning by helping students identify their feelings, recognize personal strengths, and make connections between their emotions and behaviors. These are critical life skills that support not only academic growth but also independence and transition readiness.\r\n\r\nThis project is also laying the groundwork for future lessons that focus on self-awareness and community. Students will begin to compare similarities and differences among their peers, building acceptance and understanding within our classroom environment. For many of my students, learning to recognize and respect both their own identity and the identities of others is an essential part of their development.\r\n\r\nYour support has gone far beyond providing classroom materials—you have helped create opportunities for my students to be seen, heard, and valued. You have given them access to experiences that build confidence, encourage independence, and foster a sense of pride in who they are. Thank you for investing in my students and for making a lasting impact on their growth, both inside and outside of the classroom.","fullyFundedDate":1764773897634,"projectUrl":"project/the-colors-of-me-my-voice-my-story/9878418/","projectTitle":"The Colors of Me: My Voice, My Story","teacherDisplayName":"Ms. Reyes","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp5660237_orig.jpg?crop=236,236,x0,y42&width=272&height=272&fit=bounds&auto=webp&t=1757332244112","teacherClassroomUrl":"classroom/5660237"},{"teacherId":378293,"projectId":9867856,"letterContent":"The \"Be Your Own Boss\" project has had a transformative impact on my students, providing them with essential resources and hands-on experiences in entrepreneurship.\r\n\r\nThanks to generous donations, students received materials to create their own mini businesses and resources to track and manage money from the products that they sold. One standout project involved students creating a Build-a-Bracelet business where their customers were able to personalize and make their own bracelets utilizing the items from donors. Through this project students were able to apply marketing, the sales process, and financial accounting to the real world. \r\n\r\nCurrently, students are summarizing their experience in a sales project paper and preparing for a mini market day to showcase and sell their products. This event will offer them practical experience in sales, budgeting, and customer service, reinforcing the entrepreneurial lessons they've learned.\r\n\r\nYour support has ignited their creativity and determination, paving the way for future innovators and leaders in our community. Two groups have decided to continue their businesses beyond the project, as they had fun with the business that they chose to create.","fullyFundedDate":1763333946001,"projectUrl":"project/building-a-community-of-entrepreneurs/9867856/","projectTitle":"Building a Community of Entrepreneurs","teacherDisplayName":"Mrs. G.","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp378293_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1622511071972","teacherClassroomUrl":"classroom/378293"},{"teacherId":6003284,"projectId":9540403,"letterContent":"hank you so much for your generous support of our classroom. Because of you, my students now have access to essential paper products that make a real difference in our daily learning environment.\r\n\r\nThese supplies may seem simple, but they are incredibly important. With your help, my students can stay organized, complete assignments with confidence, and focus more fully on learning without worrying about not having what they need. Your kindness helps create a classroom where every student feels prepared, supported, and valued.\r\n\r\nMy students and I are truly grateful for your generosity and for believing in the importance of education. Thank you for investing in our classroom and in the success of our students. Your support means more than you know.","fullyFundedDate":1762267648652,"projectUrl":"project/stocking-up-on-paper-for-daily-learning/9540403/","projectTitle":"Stocking Up on Paper for Daily Learning","teacherDisplayName":"Mrs. Smith-Scott","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/272x272/tp6003284_272x272.jpg?width=272&height=272&fit=bounds&auto=webp&t=1540307495146","teacherClassroomUrl":"classroom/6003284"},{"teacherId":378293,"projectId":9030543,"letterContent":"Because of your generosity, our students are not only learning—they're creating, designing, and building real-world skills that will serve them far beyond the classroom.\r\n\r\nThe heat press has turned lessons into hands-on business experiences. Students design logos, slogans, and artwork, then bring them to life on t‑shirts, tote bags, and other products.\r\n\r\nThey're learning entrepreneurship fundamentals—from product development and pricing to marketing and customer service—by running their own small ventures. The process encourages problem-solving and creativity, as students experiment with designs and materials, learning through trial and error.\r\n\r\nThe thrill of seeing their digital designs transformed into physical products they can hold, wear, and sell. The pride of owning their creations and sharing them with peers, family, and even the wider community. The chance to earn real profits from their work, which makes the learning feel authentic and motivating.\r\n\r\nOne student who rarely spoke up in class has become a leader in the program, confidently pitching product ideas and managing orders.\r\n\r\nIn short: Your support has given our students the tools to dream, design, and deliver. They're not just learning about business—they're becoming entrepreneurs.","fullyFundedDate":1739847390444,"projectUrl":"project/stressed-to-be-pressed/9030543/","projectTitle":"Stressed To Be Pressed","teacherDisplayName":"Mrs. G.","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp378293_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1622511071972","teacherClassroomUrl":"classroom/378293"}],"pageName":"schoolpage_46092","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":1663,"numTeachers":80,"percentFrplEligible":85,"percentAsian":0,"percentBlack":71,"percentWhite":12,"percentIndigenous":0,"percentLatinx":11,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","gradesServed":"9 - 12","studentTeacherRatio":"20.8:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"CITY_LARGE"},"inStateSupporters":43.6,"schoolId":46092,"financialInfo":null,"twitterShareText":"Learn more about Edward H White High School on @DonorsChoose:","schoolName":"Edward H White High School","canonicalPageUrl":"schools/florida/duval-county-public-schools/edward-h-white-high-school/46092"}