Reflections on a SEED Journey

As Trinity (SEED DC ’23, Drexel University ’27) gets ready to celebrate graduation and looks toward the new experiences that college life will offer, she is also reflecting on her SEED journey. In the following interview, Trinity recognizes how much she has grown as a person over the last six years and how SEED’s unique environment has helped her discover who she wants to be. 

Trinity plans to attend Drexel University in Philadelphia next year to study science. She’s excited to take on the opportunities and challenges of postsecondary education and feels like the preparation she’s gained at SEED has set her up for success. 

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Why did your family choose SEED?

We received recommendations for SEED from people in my community. My mom and I decided we really wanted me to have a college preparatory experience so that I could be ready to go to college. 

What was it like for you when you first started at SEED?

When I first started at SEED in the sixth grade, it was a totally new experience. It was fun, although it did take me time to adjust. I initially was very closed off, but as time went on, I started to make friends, and I became more comfortable asking for help when I needed it from the adults at SEED.   

SEED DC Seniors:
Mykal (left), Trinity (center), Danae (right)

What kind of relationships have you formed during your time at SEED?

Something that I appreciate about SEED is that it has really been like forming a family. I feel like I have parents away from home. They always ask if everything is okay. They talk to me about my goals and ask me what they can do to help me reach them. I really value having people that help me like that. The adults at SEED are people I will stay in touch with into the future. SEED is unique, because the people here have seen me grow since sixth grade and seen how I’ve changed as a person. That’s not something you get at other schools. 

What are your interests? 

I really like science. I became interested in biological sciences after taking an AP Biology class, and I want to pursue that in college. Right now, I’m interested in becoming a doctor, maybe a dermatologist, or in becoming a forensic science examiner.  

I’ve been able to try different things at SEED and to discover new interests. I was on the dance cheer team, which was a fun experience, and I tried volleyball. I also tutored younger students. I like knowing I am helping them grow and to see when they begin to understand something we’ve worked on.  

What college have you decided to attend in the fall and how did you make that choice? 

Next year, I’m going to Drexel University in Philadelphia to study science. My college counselors helped me consider all the factors that are important when picking a college. Most important for me was colleges that are known for strong science programs. And then they helped me think through other factors. For example, how far away did I want to be? I knew I wanted to go away to college, but I didn’t feel comfortable going somewhere really far, like California. I also knew that I wanted to be in a city, something different from DC, but still with the same types of opportunities. My counselors helped me identify right-fit colleges that fit those criteria, and that’s how I found Drexel. 

How do you feel SEED has prepared you for college? 

SEED has prepared me for college in many ways. I’ve learned respect and discipline. And I’ve learned how to be independent—to do things on my own and to be comfortable with being uncomfortable. I know who I want to be—and who I don’t want to be. My counselors have also taught me skills I will need like how to communicate with my professors and make study plans. 

What are you looking forward to about college?

I’m looking forward to going away and to being in a new environment. I’m a little nervous, but I’m also excited. There are a lot of things I want to try outside of the classroom. I want to get involved in chorus or music, join science organizations, and pursue internships. 

What are you most proud of yourself for? 

I’m proud of myself for pushing through because throughout my time at SEED I went through a lot. I’m proud of myself for not letting the bad things I was dealing with stop me from focusing on my grades and getting where I need to be. I am not letting anything deter me from my dreams and doing what I want to do. 

2023 SEED Foundation Scholarship Recipient: Keyaundre

“I feel like I’m making history in my family. I never saw myself in this moment: graduating from high school and going to college. Not only am I going to be the first high school graduate in my family—but also the first college graduate.”

 SEED Miami senior and 2023 SEED Foundation Scholarship recipient Keyaundre feels academically and financially prepared for college. He’s toured colleges and universities across the country, worked closely with his College Transition & Success (CTS) advisor to identify the perfect schools for him, and crunched the numbers using a financial aid comparison tool.  “My advisor has really helped me determine which colleges I should apply to. I feel like she actually cares. We also visited colleges out of state, which was my first time on a plane. It was an eye-opening experience for me. Now I’m looking forward to going to college out of state to major in social work—I’ve always had an interest in helping others.”

As Keyaundre makes his final college decision, price will be a major factor. The SEED Foundation Scholarship will help him cover the gap between his financial aid award and the full cost of college. “My top choices are in Maryland and North Carolina and include Hood College, McDaniel College, Johnson C. Smith University, and Wake Forest University. With this scholarship, I can fund my education. And when I get older and have kids of my own, I will have the resources to help them go to college too.” 

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2023 SEED Foundation Scholarship Recipient: Fadlulah

My family and I chose SEED because of its college preparatory environment. What really stood out to us was the exposure to college experiences I would receive starting in middle school and the external learning opportunities and activities offered. 

In 2018, I began my journey as a sixth-grade student at SEED MD. Initially, it was a bit nerve-racking. I kept to myself and didn't talk to many students. But now, I’ve established friendships that I know will continue even after I graduate. I also grew to trust and seek guidance from my teachers. With their encouragement, I took difficult courses and set the goal to get the credits I needed to graduate early. I was taking high school math classes in the seventh grade, and extra courses during the semester and in the summer. Currently I’m taking dual enrollment courses at Baltimore City Community College.

I’m also very involved with SEED outside of the classroom. I am on the track and cross-country team, and I tutor some of my younger peers. I like tutoring math because math is my strong suit. I enjoy explaining math concepts in a way that students understand—it makes me feel happy.

SEED has introduced me to so many opportunities I would never have known about otherwise. In fact, last year, SEED partnered with Harvard University. Through this partnership, I took a business course and a computer science course. I learned about Python which inspired me to pursue a Python certification. Now I'm working in SEED MD’s Cyber Lab doing security audits, project management, and team building exercises. Because of these experiences, I am planning to study data science and business in college and graduate school, with the goal of eventually starting my own business.
 
Next year, I will be attending the University of Maryland, Baltimore County as a Meyerhoff Scholar. My college counselor Mr. Walden encouraged me to apply for the program. When I looked into the program, it piqued my interest, and I saw the things that students who graduated had gone on to do and I thought, ‘I can be that’.

There are so many things I want to do in life. I am ready to focus on the next chapter, to take on new challenges, and to pursue my academic and career goals.

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Former SEED Foundation Scholarship Recipient: Patrice

My professional journey wasn’t linear. After graduating from Ohio Wesleyan University, I felt like I was in Iimbo. I was surrounded by women in my family who were teachers—and initially—I avoided this career path. I majored in journalism and sought a career in public relations and broadcast journalism. But because I was unsure of where to go next or if journalism was the right choice for me, I found my way back to SEED—back to the community that helped me grow. 

A recent college graduate, I had the opportunity to give back to SEED while further exploring my next step. SEED was the bridge to my career. I served as a resident advisor, and I helped with the college connect course (designed to help juniors and seniors prepare for their post-secondary futures) before moving to Korea and then Texas. While traveling to other states and countries, my path continued to lead me to children centered careers—working at a child development center, assisting in a special education classroom, and then serving as a first-grade teacher. 

I began to appreciate and understand the importance of teachers. As a teacher, I would have the ability to help build the foundation for our next generation of leaders. I knew that if I made certain that my students enjoyed their time with me—if they received everything that they needed at this critical stage in their development—they would go far in life. 

Today, I have been working as a teacher for over 10 years. I recently received a Master of Education (M.Ed.) degree, and I am on the path to being a leader in education. But I didn’t get here alone. My entire seven years at SEED helped to lay the groundwork. I specifically remember my senior year at SEED—touring right-fit colleges and universities across the country, speaking to college representatives that visited SEED, being assigned a senior mentor that guided me through my entire senior year (teacher recommendations, SAT prep and testing, college essays, etc.), applying for scholarships that would alleviate the financial burden of college, and receiving The SEED Foundation Scholarship. With the support of my SEED counselor and family, I chose to enroll at Ohio Wesleyan, and I had an amazing experience. I received constant encouragement while in college from my SEED family and in 2010, I graduated debt-free.

My experiences at SEED helped to shape me and have guided me to this point. SEED is my family—and I am forever grateful for their partnership and belief in me. 

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SEED Stories

Over the 23 years we have been involved with SEED, we have watched it grow from the germ of an idea into a system of public, college-prep boarding schools that span the US from coast to coast. Each year, SEED DC added students, building up to its first graduating class in 2004. As SEED DC sent its students to college, it expanded its commitment to supporting those students as they traveled that path. And, once out of college, SEED supported its students as they searched for jobs and served their communities. The commitment that SEED has made to the students who attend and their families has continued to inspire us to renew our commitment to support SEED year after year. We are invested in the process that SEED has established, reinforcing both the academic and social/emotional aspects of learning and continuing to serve as a resource to SEED students and their families well beyond their graduation. We have been amazed to watch over two decades as that carefully-crafted experiment has blossomed and born fruit, welcoming new classes of students each year under the caring canopy of SEED. 

My father was the first in his family to go to college. He would have gone to a junior college to play basketball, had it not been for a teacher who encouraged him to apply for an academic scholarship to a four-year college. He won that scholarship and received more money to go to a four-year college than to the junior college, and one might say that changed the trajectory of his life—and mine. My husbands’ parents were also first-generation college students, and his father was an immigrant who studied in the US as an exchange student and then moved here for college. Both of our mothers were teachers. Giving us the best education possible was a priority for both families, and even though resources were tight, they figured out a way both to send us to the best schools they could find as well as to college. They took out loans and did whatever it took to give us the gift of education, and that gift opened up the world to us, through the people we met and the opportunities available to us. We both feel like we owe so much gratitude to our parents for the sacrifices they made to provide us with our education and everything that came with it; we also recognize the impact that kind of education gave us and feel inspired to help students and families access similar educational opportunities. We recognize the sacrifice and support the families who send their children to SEED undertake—they want to give their children the best educational experience available to them, and they believe that the college preparatory boarding school model SEED offers provides that opportunity. Students are exposed to inspiring teachers, mentors, foreign travel, internships, a well-thought-out college matching process, and an overall supportive environment that prepare them for success.

We have been particularly impressed with the College Transition and Success (CTS) program that SEED employs to help find the best college situation for their students and with the support that SEED gives to its students once they graduate from SEED. When a family commits itself to a SEED education, SEED commits its personnel and resources to supporting that family throughout their students’ educational experience and even into the world beyond school. That dedication and the network it provides for the students and their families has continued to speak to us and given us even more reason to support SEED. 

On a more personal note, in the conversations we have had over time with co-founders Eric Adler and Raj Vinnakota and frequently with SEED leaders Lesley Poole, Chief Executive Officer, and Vincena Allen, Chief Growth Officer, we see the tireless energy, constant innovation, and inspired ideas that have led to the success of SEED as an idea and as an institution as well as to the success of its students. What has stood out to us throughout our time with SEED is the care that its leaders pour into the students, often long after they graduate, and the lifelong commitment SEED has to positive outcomes in its students’ lives. We recently watched a video featuring SEED graduates, in which they shared how the journey through SEED and on to college impacted their lives. The words they spoke perfectly encompassed the reasons we support SEED: the unique opportunity to be exposed to rigorous academics and enriching learning experiences in a safe and supportive environment. We are thankful to have learned in such an environment, and we are happy to support SEED in its endeavors to provide the same to its students so that they can take root, grow, and develop under the nurturing hands of their families and the educators, care takers, and leaders of SEED, to become mighty oaks, fortified by the care and education of their years at SEED and ready to stand strong on their own.

How Colleges Are Meeting the Mental Health Needs of Today's College Students

Over the last 25-plus years in building our community, our research and data have led us to believe that—in addition to college affordability—strong on-campus mental health supports significantly impact a student’s ability to persist to college completion. SEED is staying connected to the national conversation about the mental health obstacles today’s college students are facing and how we can continue to support them in reaching their goals. Here is what we are learning and why we—along with other education experts—believe these resources are critically important.

College students today have a lot to deal with. They have spent significant portions of their high school and/or college career grappling with the myriad challenges of the COVID-19 pandemic on top of the stressors of navigating the academic and social environment of college. Several studies have been conducted across the country to quantify this impact—and the data is startling. So, what are and what can we do to better support them?

According to Inside Higher Ed and Student Pulse’s Student Voice survey conducted in 2022, 75% of students reported experiencing anxiety while in college, and 60% reported dealing with depression. Nearly one in five students had struggled with suicidal ideation during college. However, only 34% of those who had suffered from any of these had received counseling services either on or off campus. 

Data from these national and internal surveys gives colleges/universities the opportunity to identify specific needs and to focus resources where they can have the greatest impact. It is also a key reason why “strong on-campus supports”, which specifically includes mental health services, is one of the three main criteria SEED uses in college matching. Fortunately, many colleges/universities have already made strides in meeting the mental health and wellness needs of students by expanding services and others have begun placing greater priority on mental health.With campus counseling centers stretched thin--according to the APA, “nationwide, the average annual caseload for a typical full-time college counselor is about 120 students, with some centers averaging more than 300 students per counselor”—many colleges are finding ways to increase impact and outreach to help meet students where they are. Use of technology, better communication about available services, group counseling, and peer-to-peer support are some of the ways universities are better helping students.  

Use of Technology: Some colleges have adopted apps and texting services that allow students to connect with information on available services, or even to talk to someone one on one. Removing the barrier of having to make a phone call or go to a physical office can make a difference for the digital generation.

Peer counseling. Students can reach out to peer counselors when they are struggling with non-acute mental health concerns such as relationship problems or stress. Some of these programs are even via text, really breaking down barriers to access. Peer counselors generally undergo a training program, and when an issue is beyond the scope of their training, they can help connect students to other campus resources.

Group settings. For some students, mutual support from peers experiencing similar issues in settings such as group therapy, affinity groups, or other collective settings may be the best fit. Facilitated or more informal groups have the added benefit of being better at reaching people from backgrounds who are less likely to seek out other mental health resources—including international, first-generation, or minority students.

Build Awareness. When someone is experiencing mental health challenges, even routine tasks can feel overwhelming, so there should be as few barriers as possible for students to connect with services. In the Student Voice survey, only half of students indicated that they knew where to turn to for mental health support on campus. Colleges can make that easier on students by broadly disseminating information about available mental health resources. When the information is readily accessible, it can make it easier for a student to reach out—or to help a friend who is struggling.     

Culturally Responsiveness. When California State University Long Beach built its comprehensive mental health plan, it placed culturally responsive care as a central tenet. Colleges need to better understand what barriers people of different identities, backgrounds, or abilities might face when it comes to accessing mental health care and then build systems that are inclusive to the whole student body.

Kiaira Muhammad, college success advisor, sees many of these strategies in action when she visits SEED graduates on right-fit college campuses: “Some examples of good mental health resources I’ve seen are on-site access to and well-staffed mental health counseling centers, online or phone services available to students 24/7, and community meetings offered for different topics.”

College is a time of transition, new challenges, and new environments—it can be stressful. As colleges continue the work of learning about student mental health needs and building resources to serve them, SEED champions their progress and ingenuity. Our College Matching Technology Solution identifies best practices in on-campus supports and helps us identify campuses where students can thrive. To read more about the opportunities our college success work is creating and to learn how to join us, click here. 

SEED Stories: Myiah Smith

Education is a form of empowerment to equip oneself with the knowledge to face a constantly shifting world. Education prepares you to be fl exible and fl ow with the changes. As learning happens, youth see themselves reflected within a larger society. Education is about ensuring diverse, inclusive, equitable, and sustainable opportunities for youth to be critical thinkers to examine the world around them deeply, how their relationships impact how they choose to live and exist, and how they can craft a life befi tting to them.

My parents and community instilled the importance of education in me at a young age. My siblings and I were encouraged to access all of what the school environment had to off er. It was more than what we brought home on our report cards—but how we demonstrated our learning in and out of the classroom. This encouragement pushed us to excel in our studies and participate in extracurriculars and after-school programming. As a result, my four younger siblings choose diff erent paths, enrolling at School Without Walls, McKinley Technology High School, and Duke Ellington School of the Arts. We each choose schools best aligned with our interests and goals. So, when I learned about The SEED School at ten years old, I was ecstatic!

In 2009, I joined the SEED DC community as a 6th-grader. It reminded me of sleepaway camp; It was more than just a boarding school! I attended Geometry classes with Ms. Princess Harrison, Art with Ms. Kamala Subramanian, and even an elective Why New Orleans Matters class with Mr. Topher Kandik. Evening programming included fl oor movie nights and DEAR-Drop Everything And Read. From academics to field trips, STEAM, and sports, SEED did a great job curating academic and extracurricular activities—recognizing that each student class had diff erent interests. I participated in the SEED Falcon Theater, along with Varsity Soccer, and our newspaper club, The SEED Quarterly. With the community's support, I had the opportunity to travel abroad during my junior year to Germany on the Congress-Bundestag Youth Exchange scholarship. This experience sparked my interest in diplomacy and cross-cultural learning.

Despite the adversities my peers and I faced regarding classism, racism, and access within Washington, D.C., we persisted. I grew close to my peers and developed relationships with teachers and mentors that kept me grounded. The variety of exposure opportunities at SEED provided the well-rounded education critical for my development. I decided to begin and complete my educational journey at SEED DC, and in 2016, I graduated valedictorian.

I don’t currently work at a law fi rm, and I'm not a CEO (yet), but that doesn't stop me from attributing value to our society and empowering the world today. Choices should not be exclusive to those with the privilege to attain them. Those who experience oppression and lack signifi cant economic resources have a right to choose and gain an empowering education.

Giving families a choice to attend The SEED School empowers students to develop well-rounded skills. SEED gifts students a path that opens doors to unrealized potential with the tools to thrive in a society of their own creation. SEED continually contributes to educational justice, especially within communities that face the most injustice. It's been an honor to continue to learn alongside the SEED community and all its members—students, graduates, staff and teachers, our donors and supporters— who contribute to the shared mission of educational justice that empowers future generations of leaders and change makers.

Following SEED, I attended Georgetown University School of Foreign Service and graduated during the pandemic in May 2020. In the summer of 2022, I completed my Master of Education at Johns Hopkins University. I proudly work as an ESOL Educator and liaison of DEIA.

SEED Stories: Aline, SEED LA '26

My mother values education. She believes that obtaining knowledge and having a degree can help you get far in life. She feels that degree holders have access to more resources—so she’s been very supportive of me going to SEED.

I came across SEED LA through a social media advertisement. I immediately told my mom about SEED and how it was a new high school in our community with a college prep boarding environment. I was interested in hearing more because I felt it would be a great opportunity for me. Having the structure of a boarding school would help me to concentrate on my work and to prepare for college.

When I learned that SEED LA had a focus on STEM, I was eager to enroll. The STEM curriculum is important to me because I think it will give me access to more career options in the future. I have always been interested in STEM, but my weak subject was math. However, since coming to SEED, I have become more confident in math and have the support from my teachers to continue to grow. We also have study hall after school where tutors are available to help us with our homework. Outside of school, I am a member of the Student Ambassador Leadership program. In fact, I am running for vice president of the founding class of 2026!

What I like about being a SEED LA student is that it is not only a school, but also a community. You build bonds with your classmates and connections with your teachers. For example, on my fl oor in my dormitory, we have house meetings in the evenings where we get together and talk about how our day is going. We also have conversations with our student life counselor about how we can express our feelings, and how we can be self-aware.

I’ve only been a SEED student for 3 months, but I really like the environment. It's fun to be here! I want to go to Harvard or Yale and to either become a neurosurgeon or a lawyer. I am on the path to becoming the first in my family to graduate from college and I think SEED will help me pursue my dreams and reach my goals.

The Power of College Exposure and College Matching

Choosing a college is a major decision. There are so many factors to consider, from academic programs to extracurriculars, size and location, access to services, and affordability. With campus visits, students can add real-life context to their college research. Recently, the senior class from SEED Miami flew to Maryland and toured eight right fit colleges and universities in Maryland, Washington, D.C., Virginia, and Pennsylvania. They also made time to explore DC sights such as the Smithsonian and the National Mall—and even met fellow SEED students from SEED MD and SEED DC! College Success Advisor Ms. Kiaira Muhammad and College Counselor Ms. Retravia Ingraham sat down with us to talk about the importance of college visits and how the experience impacted their students.

Finding a Right-Fit College

SEED’s college advising centers around finding the right-fit college for each student. Our college matching tier system identifies major factors like affordability, high graduation rates, and good campus supports. To personalize the college matching process for students at SEED Miami, students engage in an activity called “Build a College”. Students identify all the traits they’re looking for in a college and base their individual searches on what they uncover. With their lists in mind, students begin visiting college campuses across the country. This is an invaluable step in the college selection process because it gives students context for their criteria and provides them with a direct experience of campus life.  

For example, a lot of students thought they wanted to enroll at a college with thousands of students, but when they toured a larger campus, it seemed much bigger than they had envisioned. “I had a student tell me that they loved Howard University, but after visiting, began to rethink that opinion. This gave us a good starting point. They knew that they wanted to go to an HBCU (historically Black college/university), so we began to look for smaller HBCUs with two thousand to three thousand students. This was an opportunity for this student to own their process, instead of us telling them which school we think will work for them,” shared Ms. Ingraham.

When visiting different colleges and universities, Ms. Muhammad encourages students to keep track of all the characteristics that they liked. If a student is studying business, they may want a school that has a large business center. They may also want certain class sizes or facilities, like a large gym or a 24-hour library. “That’s one of the biggest factors that I want them to take away,” she said. “While they are applying to colleges, I want them to make sure each school has nearly everything that they would like for them to offer.” During their recent tour, Ms. Muhammad and Ms. Ingraham encouraged students to explore the campuses beyond the tour. And they did! They checked out the library, looked into classrooms, asked enrolled students questions, and even explored a student art exhibit.

Some students wanted to give more consideration to the colleges and universities Ms. Ingraham and Ms. Muhammad recommended once they saw the campus. When they were on the campus of Hood College in Frederick, Maryland, Ms. Ingraham said she had five students who had initially been skeptical of the school change their minds once they had a chance to see the campus first-hand.

Lazaryah (SEED Miami ’23), who plans to major in psychology or criminology, said “I really liked Hood College. It’s not too big of a campus, and everything is within walking distance.  I look forward to coming back to visit the DMV (DC, Maryland, and Virginia) with my family. I can really see myself living in this environment.” 

Forging SEED Connections

While SEED Miami students were visiting colleges in the Mid-Atlantic, they had a chance to meet students from SEED MD and SEED DC. During a campus tour and activities at SEED MD, students from the three schools had a great time meeting each other, learning about the different schools, and hanging out.

“They did not want to leave!” said Ms. Muhammad. She was happy to see the students building relationships and forging connections. “They had a really good time getting to know each other. On the ride back to the hotel, they had already gotten into a group chat.”

The students (and chaperones!) returned to Miami exhausted after their jam-packed week of activities. But it was well worth it: Our SEED Miami seniors have a better understanding of what they want out of a college and university, and many have added schools they visited to the lists of colleges to which they’re applying. They’ve also been busy trying to convince their counselors to get their new friends from SEED MD and SEED DC to come visit!

A New Choice for Los Angeles County

For nearly 25 years, SEED has offered families on the East Coast the choice of a public college-prep boarding school—and now we are honored to also provide this choice to families on the West Coast, in Los Angeles County. This choice provides students with a pathway to college degree attainment and fulfilled dreams and aspirations. It provides families with a sense of relief, knowing their children are learning in a supportive, 24-hour environment. And it has provided generations of underresourced communities with a lever to break the cycle of poverty.

“For my family, SEED meant freedom. It meant that there would be one less thing for me to worry about. It took a huge weight off my shoulders.” Patricia Watson, SEED parent and partner, chose SEED eleven years ago for her son Mikyle. Three years later she made that choice for her niece Gabriella, and one year after that—again for her youngest son Spencer. 

When families choose SEED, they opt in to rigorous academics, social-emotional learning, and a college-bound culture. The learning, growth, and exposure opportunities students have at SEED open the realm of what is possible in their futures. They become part of an extended support system of caring adults who are there to lift them up and help them explore and pursue their goals.

“I chose SEED because I wanted something greater for my children and family. I knew that the public schools in my community would not help them get to where they needed and deserved to be. And when I stumbled upon SEED, I was relieved to learn that they could receive a private school education without me having to take out huge loans.”

As we navigate a new school year and expand our reach and impact to California, we are reminded that a SEED education is all about choices. Quality choices in education should be available regardless of socioeconomic status—including public boarding schools for college-bound youth. With your support, we can continue building pathways to and through college and in offering an important choice to families. 

Greek Studies Come Alive for SEED DC Students

What is one thing that makes a SEED education unique? Our 24-hour learning model which provides us the space and time to immerse our students in distinctive and life-changing experiences. One example is the Niarchos Foundation Greek Classics program, which recently marked its 20th year at The SEED School of Washington, D.C. (SEED DC). This program consists of an elective course on Greek history, mythology, geography, culture, and language and culminates in a 10-day trip to Greece. This year, after a two-year hiatus due to the pandemic, seven rising juniors and seniors who were excelling in their studies participated in this amazing trip.

Dr. Lamar Bagley, director of school culture at SEED DC leads the Greek Classics program. He has been involved with it for the last ten years, serving as a chaperone, teacher, and coordinator. “The curriculum covers things such as the geography of Greece, what the land looks like, and the different regions. Then in the tour, we travel to different parts of the country, and our students get to see city life, mountains, farmland, and coastal regions. We also study the different periods of Greek history. For example, there's a section about each temple.”

Over the years, Dr. Bagley has strived to make the course more interactive to bring students in and provide context. For example, when studying Greek mythology, students come up with a concept for a movie that adapts a myth, imagining what it would look like in a modern story. They also learn about Greek food, and students try their hand at cooking Greek dishes such as Spanakopita or Baklava. They then prepare the food and give a presentation about how it was made and how it’s important to Greek culture. One of the things Dr. Bagley loved about this year’s group was how adventurous they were in trying new cuisine. “The kids really enjoyed the food, the most of any group in all my years.” While in past years students were skeptical of trying new things, “This group really took risks with trying new dishes and expanding their palate, which was great.”

Much like the class, the trip is designed to be an immersive learning experience. For some in this year’s group of students, it was their first time on a plane. Dr. Bagley finds that this new experience is a great opportunity for students to apply the life skills they practice at SEED. “One of the things I like to instill in my students is the ability to display independence and self-control. These are the social skills that we are striving to teach at SEED. We want them to use these skills when they’re traveling whether it’s at the airport, at a restaurant, or in a temple. And while I’m there to chaperone them, there’s still some independence in that.”

While in Greece, students visited sites such as The Acropolis, The Parthenon, Delphi, and Mt. Parnassus, and they also visited rural and coastal areas. “When the kids are in Greece, while it is an educational trip, we also like to have fun. Near the Acropolis, there's a scavenger hunt, and they figure out the clues and go to each of the different temples within the city and they learn different things. And it's just a different way to navigate, versus a formal tour.”

In addition to seeing the modern and ancient sites of Greece, students visited a farm in the country, and went to an island. They also visited an area of Athens called “the invisible city”, a neglected area of the city where many people experiencing homelessness stay. It sparked conversations about how people who are homeless are treated in the U.S. and Greece, and how they are often overlooked. “After that experience, the students were more cognizant of the people around them. And after we ate out if we had extra food after dinner, I would see the students stop and give people on the street their food. That told me they understood the experience, and it was impactful for them. I think it's important for them—as we are working to create global citizens—to know everything isn't like what we see in the postcards, its more that Santorini.”

Dr. Bagley has seen how this trip inspires students. “Some of our students are already eager to go back to Greece or to find out other ways to travel abroad. Just having a passport opens doors for them in ways they don’t even see yet.” He’s also noticed that the students who participate in the Greek Classics program become more involved with the student body. “They become more eager to become involved in the school. They become a student government leader or football captain or basketball captain.”

At SEED, we strive to open doors for our students to new experiences that spark their interests and broaden their understanding of what they can do and where they can go. Because of The Niarchos Foundation’s commitment to supporting thousands of nonprofits working in areas such as health and education, hundreds of SEED DC scholars have had the opportunity to learn about other cultures through travel. We’re honored to be a partner.

Click here to learn more about The Niarchos Foundation.

SEED Teacher Appreciation: Caroline Murphy, SEED Miami

Caroline Murphy teaches algebra to ninth and tenth grade students at SEED Miami. Her journey to teaching started as an undergraduate at Harvard University when she took a year off to participate in the City Year program. As a City Year AmeriCorps member, Ms. Murphy was placed in a school in her hometown of Miami, where she was struck by the contrast between the education her students were getting at an under-resourced public school and the experiences that she received at a well-resourced prep school in the same city. She had known there was inequity in education, but after experiencing it firsthand, she couldn’t see herself doing anything else as a career. “Once I saw the way students and schools were struggling,” she says, “I couldn’t just go off and do other things.”

As a person who had always loved school, it upset her to see that many of her sixth-grade students had already labeled themselves failures, and she was worried that they wouldn’t develop essential math skills that they would need in the future. Ms Murphy shares, “I was shocked by the number of students who were like, ‘I can't do this.’” “How, in only sixth grade, do you think you can't do math? We live in a qualitative world. Even if you don’t go into a technical field that requires math, everyone needs math skills, whether it’s to understand interest or to balance a budget.”

After her year of teaching with City Year, Ms. Murphy returned to college to study education in preparation for her return to the classroom. She was accepted to the Harvard teaching fellows’ program, where she earned her master’s degree. From there, she was placed at a school in Richmond, California. When she decided to move back to Miami to teach, multiple people mentioned she should look into The SEED School of Miami. After talking to head of school Dr. Kara Locke, Ms. Murphy started to feel like SEED was going to be a great fit. Since she started during the 2021-2022 school year, her instincts have proved right.

Ms. Murphy likes the small classes at SEED, where she teaches Algebra I and Math Bridge, a program that helps students to strengthen their math skills. Ms. Murphy expected that it would be a challenging school year, she found that, while her students had some learning gaps to fill, they were generally well-prepared for Algebra I. As a community, her SEED Miami colleagues paid special attention to focusing on the social and emotional needs of students. “I didn't go into this school year thinking it was going to be easy. But I've seen a lot of growth in students and a lot of maturity from them.”

Ms. Murphy’s teaching philosophy is that everyone is “a math person”. She uses real world examples to interest students. She tries to shape her lessons around understanding why things work—not just memorizing formulas, but making math relevant and helping her students develop transferrable skills such as the ability to ask questions, make observations, look at data, and justify their reasoning. Regardless of the field they eventually go into, she says these skills will be important. “I think it makes you a much more flexible contributor to our 21st century technological world.”

SEED Miami reflects what Ms. Murphy has believed students deserved since she started working in public education, and she credits the school environment and her colleagues. “From the beginning, it’s been a really phenomenal place to work. I love the mission and focus across the school on getting students to college, but also helping them along the way to build their social and emotional skills and learn who they are. I love my colleagues and feel like we are aligned in supporting our students to do and be their best.”

SEED Teacher Appreciation: Nicole Keller, SEED DC

Nicole Keller brings history alive in her classroom with engaging lessons created with student input. Over the span of her 20-year teaching career, Ms. Keller has shared her love of history with her students. She was always drawn to history. “I would rather read my grandmother’s encyclopedia then to go outside,” says Ms. Keller. “I have always loved history. I love reading about real people and particularly African American history.”

Ms. Keller earned a bachelor’s degree in political science and was planning to become a lawyer until she realized that what she really wanted to do was to help young people. She started teaching middle school students and then high school students.

Ms. Keller recognizes firsthand the lifelong impact that teachers can have, and it’s one of the reasons she was driven to become one herself. “I had a difficult childhood, and I feel like it was because of my teachers that I am successful. I wanted to give back what my teachers gave to me and to be that positive person in someone’s life.”

Ms. Keller is a veteran teacher but relatively new to SEED DC. Her time at SEED started on a screen in the 2020-2021 school year during the pandemic. While it was far from the ideal environment, Nicole viewed it as a challenge to expand her repertoire. To be as effective as possible, she employed tools such as Google slides, online quizzes, and YouTube videos.

“It was challenging transitioning to a new school during the pandemic. However, I did get a chance to expand my teaching skills using technology tools while virtual. For example, polls related to the content we were learning helped me increase engagement. I posed questions like, ‘What comes to mind when you see civil disobedience?’, or, ‘What do you think was the most significant technological advancement made during the industrial revolution?’. “

Coming back to in-person learning this school year brought another round of adjustments. Though it took some time to connect with students after only knowing them virtually, Ms. Keller has ultimately formed strong relationships with them. For Ms. Keller, cooperative learning has been key to engagement. She solicits feedback from students so they can build learning experiences together.

“I try to be a reflective practitioner,” says Ms. Keller. “Every day I ask myself what worked and didn’t work—I may think I created an amazing assignment, but then notice students aren’t engaged, so I ask them, ‘How can I make the assignment more interesting for you?’, and they tell me.”

At the beginning of the year, she was still using a lot of technology, but after a year of learning on-screen, her students told her they wanted more creativity with in-person projects. They asked to do reenactments and to make things. “They want to use paper and do group activities—to have more interaction and variety.”

Ms. Keller implemented changes from their feedback and has created a more interactive lesson plan. For example, in an upcoming lesson on the United States after WW1 and the onset of the Great Depression, she plans to have students conduct a photo analysis using context clues to make inferences about what life was like in that time period. “I try to incorporate all the ways young people learn. I know they like to move around the class, so I try to make sure we are up and moving.  I put myself in their shoes – I wouldn’t want to just sit and listen in my classes as a young person. I really want them to have a great experience.”

Ms. Keller finds the SEED model to be an ideal learning environment. Because of her small class sizes, she can give students the individual attention, plan small group activities, and give students the supports they need. “The 24-hour model is a great opportunity to provide students with a college environment – it’s an amazing model – students at SEED will be light years ahead of others” when they get to college. It also gives Ms. Keller an opportunity to get to know the kids outside of class. Showing care for students outside the classroom is important, she thinks, and makes it easier to reach students. She volunteers for dorm check-out and attends sporting events.

Much like the teachers who had such a profound influence on her, Ms. Keller provides her students with encouragement and support along with the knowledge of history—and ultimately contributing to their future success. “I love the relationships that I build with my students. I appreciate the rapport that I can build with each of them. I also appreciate knowing that I may have had a part in their success and to see them doing well.”

SEED Teacher Appreciation: Brittany Everett, SEED MD

Looking back, seventh-grade math teacher Brittany Everett can see that helping others learn came naturally to her early on. Growing up in Baltimore, she says, “As a child when I would play school with my friends, I always ended up being the teacher.” Throughout school, she also helped her peers with schoolwork. “I guess I was predestined to become a teacher,” she says. 

Ms. Everett completed her degree in elementary education from Xavier University of Louisiana in New Orleans and stayed in that area to teach after graduation. Four years later, she moved back to Maryland to continue her career. When she started working at SEED MD in 2021, she knew she had found a special place.

At SEED, Ms. Everett is building strong connections with her students for several reasons. One is shared experiences, “I can identify with students more—most of them come from Baltimore, too, so I can relate to them.”  Another is the small classes offered at SEED. “Because I have smaller class sizes, I can implement small group projects. I can also build strong relationships with students. They feel like they can come to me, and I see that they want to work hard and want to learn.” Activities such as “lunch bunch”, where small groups of students have lunch with teachers, also help her to get to know her students outside the classroom.

Ms. Everett has been focusing this year on finding the best ways to help students build back learning lost during the pandemic, using her skills to help students adapt and adjust. “Teachers must look at themselves to see what they can do differently to make things easier for their students,” says Ms. Everett. “It’s easier for me as an adult to adapt than it is for a twelve-year-old.” Like most students, her seventh graders were behind academically due to the disruptions of the last two years, but she is pleased with the strides they’ve made.

“I’m proud of how well my students and I have adjusted,” she says. And she’s proud of her students’ progress. “On the MAP (Measures of Academic Progress), 98% of my students showed growth, and 73% of my students met their projected growth for math.”

Ms. Everett is also intent on her own professional growth. She has taken on the role of planning and leading meetings for the seventh-grade teaching team. She has also found strong mentorship at SEED. “Ms. Conyers, the middle school math coach, is amazing. I get to bounce a lot of ideas off her, and she helps a lot.” Ms. Everett has a Master’s of Education degree in educational leadership from Concordia University of Nebraska and plans to eventually become a school leader—a path for she’s been destined since she was a little girl in Baltimore.

Paying for College: Student Loan Debt is Not Inevitable

SEED is committed to helping each graduate and their family understand the college financing process and to carefully evaluate the total cost of college before committing to a school. Because of the emphasis on college affordability in the college selection process, our students and their families can make informed choices about a schools’ financial aid packages, which can help them avoid the pitfalls of high student loan debt faced by many of their peers after graduation. 

As the cost of college continues to rise in the United States, so does the problem of student loan debt. According to Pew Research, one-third of US adults aged 18-29 (and one-fifth of those 30-44) have student loan debt. Overall, Americans have 1.5 trillion dollars in outstanding student loans, and the burden falls disproportionately on Black and brown students and on low-income students. 

At SEED, planning for the cost of college starts in high school. Students learn about the different types of aid available and how to access them during college transition seminars. College success advisors work with students and families to navigate the complex systems of financial aid. “The key thing we’re constantly working on with students and families is the college financial process. Students attend financial aid nights, learn about scholarships, and complete the FAFSA, which is the launching pad for federal student aid. FAFSA completion is central to securing college financing, and it can be a daunting form to complete, particularly if you’re seeing it for the first time,” says Vincena Allen, The SEED Foundation’s chief growth officer.  

SEED students and families develop a strong understanding of college financing. This is critically important because students applying to colleges are asked to make financial decisions that will impact their lives for decades. This is particularly true because the impact of student loan debt is widespread—but not equally distributed. Black students are more likely to take out loans to finance their education than white students, to graduate with an average of $7,400 more debt, and to receive a wage of 19-30 percent lower than white earners when entering the workforce.  

Student loan debt can have far-reaching effects, influencing major life decisions. With compounding interest, the total amount of student debt can increase while borrowers are paying it off. Those with high rates of debt may not be able to afford to work in lower-paying careers such as teaching or public service or to take on the risk of entrepreneurship. And according to educationdata.org, 37 percent of Hispanic borrowers delayed having children because of student loan debt, while 46 percent of Black borrowers put off buying a home because of debt.  

A college degree is only a tool of economic mobility if it is both useful and affordable. At SEED, we work with students and families so that they understand the importance of applying to multiple “right-fit” colleges—schools with a proven track record of awarding robust financial aid packages and supporting low-income, first-generation college students. Once the college acceptance letters start rolling in, we support SEED seniors as they weigh the merits of each school and make informed decisions. In addition to factors like majors, location, campus, school culture, and extracurriculars, students must evaluate financial aid packages and how each offer will impact them in the near and long term. 

 “With our seniors, our goal is to help them to understand their financial aid awards. In college transition class, we conduct exercises and financial aid comparisons so that students understand all the different types of aid that are given,” says Ms. Allen. Advisors sit down and go through all the details with students, doing the math together to figure out the gap between their financial aid award and the full cost of college. By the time they commit to a school, students have a strong grasp on their financial plans and obligations. 

Staying on Pace in College

One of the primary barriers to college completion for low-income, first-generation students is financial challenges. Surprise out-of-pocket costs such as added living expenses, a new laptop, or lab fees can upend a carefully calibrated budget. External scholarship money or other funding can be delayed. An unresolved balance can shut students out of registering for courses. These types of unexpected pitfalls are one of the many areas SEED graduates can count on their SEED college success advisors to help them navigate.   

One of the first things college success advisors do when they visit students on their college campus is to go to the financial aid office together. Advisors guide students as they figure out what they need to ask for and coach them on how best to advocate for themselves. Examples include asking to have a hold removed so they can start classes, setting up a payment plan for outstanding costs, or resolving one of many other challenges that might arise. 

“Advisors serve as strategic managers—they help students work through the issues, but the student has to go in and do all the talking,” says Ms. Allen, stressing that dealing with finances is a learned skill. “People aren’t always comfortable talking about money—no matter their socioeconomic status. We help students find their voice and get over that fear and learn there are ways to negotiate and push through.” By learning to advocate for themselves in the financial aid office just like they do in the classroom, students can solve problems that could deter them from their path to college and career success. 

Paying for college should not be as hard as it is, but SEED students have the support all students with college aspirations deserve, regardless of race or socio-economic status. Avoiding significant student loan debt through informed financial decision-making and maximizing the use of aid and scholarships available is critical to laying a foundation for economic freedom in adulthood.

A Commitment to Professional Growth

The past couple of academic years have been unlike any other. From nationwide school closures to a combination of in-person, hybrid, and remote learning models—teachers have had to adapt and manage the unexpected.

However, this is not the first time that SEED’s—and our nation’s—teachers have shown perseverance and found the capacity to do great things for their students and their student’s families during challenging times. Key to our team’s resilience has been their commitment to partnering and learning from each other. Veteran teachers and new teachers partnered with each other to determine what would work best for our scholars—and this not only strengthened their professional relationships—but it also helped teachers feel more connected to each other, to their schools, and to the profession.

At SEED, we saw these bonds develop most notably through the work of our instructional coaches. “Our teachers report that they appreciate the immediate access to someone that can help them in the classroom. Our teachers are getting regular support,” shared Dr. Kara Locke, head of school at The SEED School of Miami (SEED Miami). With the support of an instructional coach, new teachers to SEED come on board with a dedicated team member—who is skilled in classroom pedagogy—there to assist with acclimating to SEED’s boarding environment, mastering the curriculum content, learning how to check for understanding among students, and implementing a model of care. Additionally, they have a key person they can ask questions and who will assist if they stumble. 

The implementation of instructional coaches not only benefits new teachers to SEED, but it also gives more seasoned teachers the opportunity to test a potential next step in their career. “Being an instructional coach gives mid-level teachers the ability to dip their toe in the water. It gives them a small caseload—they have four teachers that informally report to them. It’s a great way for someone that is an emerging or aspiring leader to learn and experience a possible next step in their career.”

This idea of teachers helping teachers has spread to SEED’s student life programming—the boarding component of SEED’s 24-hour, five-day-a-week program which extends to before and after the academic day. Every student life counselor has access to a coach that has previously served in this role to receive feedback regularly. Through this, we can continue to maintain a level of excellence not only during the academic day, but also through our life skills instruction and enrichment activities. 

Though our new and veteran teachers are continuing to face unique challenges, they have committed to constantly improving their craft collaboratively, putting in the time, effort, and attention to ongoing learning for themselves and their students. At SEED, we know that a commitment to personal growth is a commitment to every SEED student's positive learning experience. 

Interested in learning about joining the SEED team? Click here for access to careers that directly impact our country’s most resilient youth. Our on-the-job training, leadership coaching, and Network-wide exchanging of best practices help our staff excel. By utilizing our existing pool of experienced, successful school leaders to increase teaching capacity in all our schools, we ensure consistent implementation and replication of the SEED model.

SEED’s Support Model: 24-Hour Learning—and Mentoring

Relationships with adult mentors for young people have proven benefits. Having a mentor correlates with improved social skills, self-mastery, positive self-image, and aptitude in dealing with challenges. Because SEED students live on campus, their learning and growth don’t end when classes let out. There are afterschool activities, enrichment programs, homework help, character development, and time spent with their counselors and peers in their dorms. One of the advantages of a 24-hour learning environment is the chance to build connections with coaches, student life staff, and their counselors. These bonds are an essential part of the boarding school experience. 

At SEED Maryland, Director of Student Life & Residential Services, Zenobia Judd-Williams oversees “everything that happens after 4p.m.” All SEED students live in a “house” on campus that has a small group of students and a designated counselor. To support their students, counselors and student life staff model positive behavior and help students learn how to work through challenges, often through a “triangle approach”, bringing families in to work on solutions and offering maximum support and communication.  

Counselors run the Character Education program in the evening, which is an interactive experience for students. Based on the CASEL model of social and emotional learning, counselors lead students in creative and engaging projects such as making vision boards, writing to pen pals, and discussing different topics. Ms. Judd-Williams stresses that it’s not a passive instructional environment but an active opportunity for students to practice self-expression and self-reflection. Not all mentoring is formalized, but everyone is intentional about how they are impacting students. "We don’t expect them to impose their views or work off a script,” she says. Staff are present for students around the clock at SEED, modeling appropriate behavior, providing a structured environment, and just being present, caring adults.

Adults aren’t the only ones setting an example at SEED Maryland. Upperclassmen serve as role models to younger students and have opportunities to assist staff with activities such as chaperoning field trips or assisting with activities. When equine therapy specialists came to SEED, older students were trained to lead younger students on the horses. Upperclassmen can put this time towards the 100-hour service-learning portion of their graduation requirements.  

Community service is a component at all SEED schools, and students are enthusiastic about serving their communities. Many SEED graduates continue doing service work into their adulthood. We hear from so many SEED graduates who give back by mentoring and volunteering, despite their busy college and professional lives. For Tim Anderson, giving back is directly linked to his experience at SEED.  “I see kids who doubt themselves and their abilities. I want to help them out. I remember SEED staff Mr. Felix Brandon Lloyd and Mr. Jahmal Taylor, and they were always so positive and had a huge impact on my life. I wanted to spread the wealth.” Thomas (Tim) Anderson Capt. USAF (SEED DC ’04, Liberty University BA ’11, Liberty University MBA ’15)

At SEED, students know that they always have a caring adult to turn to, from middle school to college—and beyond. Having mentors helps young people become confident, empathetic adults who positively impact their communities. 

College Success Includes Mentorship

Even for students coming from a rigorous college-preparatory environment like SEED, going from high school to college is a big adjustment. SEED students start preparing for this transition junior year in high school, taking seminars and working with counselors to prepare for the heavier workloads and greater autonomy of college academics, and the adjustment to a new social environment. They continue to have this transition support through college with The SEED Foundation’s College Transition & Success program.

As they arrive on their college campuses, students must find campus supports and understand financial aid, and they may also have work and family obligations. It is a time of greater responsibility—and one of exciting growth as they explore new interests, learn about themselves, and plan for their futures. 

Figuring out this new environment can be daunting for college students—especially if they have to do it alone.  This is why SEED graduates have a SEED Foundation college success advisor in their corner throughout their college career. Advisors serve as mentors for students, helping them gain the confidence and skills to make the most of their college experiences. While the students are doing the work, they have someone who can provide expert guidance, give advice, and lend support. 

At SEED, students start working with the College Transition & Success (CTS) team to prepare for college long before arriving on campus. College success advisors like Ashley Bargeron work with SEED graduates from the college selection process throughout their college careers. Ashley sees her role as a guide for students as they develop self-advocacy skills. She helps them identify the right people with whom to connect and uses her expertise to help the students and their families understand specific aspects of the college experience, such as financial aid questions. 

College success advisors help students navigate all sorts of issues. Ashley says, “Stress is real—we help our grads connect with mental health resources, figure out how to balance jobs and academics, deal with family issues, and make the shift from high school to college. We help them figure out things like structuring their time or handling conflicts with roommates and deciphering financial aid information.” 

Ashley’s goal is to empower students to advocate for themselves. “I see myself as a coach, not the doer,” Ashley says of her students. “I don’t do it for them—they’re more than capable of doing for themselves with coaching. And sometimes you don’t get it on the first pass; it just takes repetition.” A lot of Ashley’s conversations with students in their freshman year encourages students to make connections with professors and advisors and offers guidance on how to do so. Especially during the pandemic, when many students were engaging in most or all their classes online, this has taken a lot of effort; students have had to go out of their way to take this initiative. 

It’s well worth it though. Research shows that having a mentor makes a big difference. College graduates with even just one or two meaningful relationships with faculty are twice as likely as grads with zero meaningful relationships to say their college experience was “very rewarding.” This is especially true for first-generation college students, who are less likely to form these bonds than other students. 

Debbie Omoniyi’s (SEED MD ’20, Temple University ’24) college success advisor helped her to navigate the challenges of a cybersecurity course load and to stay disciplined during her first semester at Temple University that started entirely online. She said, “I go to office hours about three times a week. I also utilize their advising sessions and tutoring services.” Advocating for herself based on the advice of her advisor paid off for Debbie—earning her a spot on the Dean’s list her first year.  

One of Ashley’s favorite parts about mentoring graduates is seeing the growth in the students with whom she’s been working with from freshman to junior year in college. She notices a change in how they reach out and sees them taking more initiative. “Their questions change from, ‘I don’t know where to start,’ to, ‘I’ve done the legwork, but I need some help crossing the finish line.’”

Mentorship comes full circle at SEED. College upperclassmen who are part of the SEED Network often connect with incoming SEED graduates at their colleges. “Many first-generation students can feel alone at a school,” notes Ashley, “but SEED grads connecting with each other is something that naturally happens—when we have a SEED grad already on campus, we connect them to incoming underclassmen. We were at Towson University recently, and it was great to see SEED DC and SEED MD students passing their phones around to stay in contact as they get to know people who have been there.” 

Ashley stresses that while she’s there for them, her students are doing the work—and she’s always impressed at their growth and accomplishments. “The best thing is seeing our grads persist when they have a multitude of challenges—and just being able to play a small role is all super rewarding. Our grads are doing it!”

SEED First Responders: Justin Chiu, SEED Miami

2021 SEED Core Values award winner Justin Chiu’s superpower is the way that he helps everyone around him excel in their position. Justin is constantly looking for ways to grow professionally, bringing training and support tools that help him and his colleagues work more collaboratively and effectively. His commitment to growth for himself and SEED Miami have had far-reaching impact on the school community. 

When Justin saw the job listing for the student life counselor at SEED Miami in 2014, he immediately knew it was for him. Counselors who live in the dorms with students make SEED’s 24-hour wraparound support possible, and Justin’s compassionate nature made him ideal for the role. He helped with homework, maintained daily routines, and led Spark activities like origami, cooking, and fitness classes. 

As SEED Miami grew, so did Justin’s role. In his current role as executive associate to the head of school and data manager, he has facilitated Community of Practice sessions where SEED Miami staff work together to build an environment of communication, common implementation of school culture and curriculum, and continuous learning.  He implemented the Kickboard system, a tool that helps the team use school culture data to inform decisions, involve parents with continuous updates on their child’s progress, incentivize positive behavior, and advise how SEED Miami focuses its efforts. Miami’s success led to the whole SEED network of schools adopting the program Justin implemented—and this is just one example of the extensive impact of his work.

While much of Justin’s work takes place behind the scenes, he is front and center in shaping SEED Miami’s success. Justin inspires his colleagues with his work ethic, his curiosity, and his relentless search for better systems. Each new undertaking is a growth opportunity for him. “Next time, I’m going to…” he’ll say after trying something new, using every success and setback as a learning experience. Kara Locke, SEED Miami head of school says, “The responsibility that Justin models in managing these tasks is directly tied to his organization, his high standards for the quality of his work (and others!), his ability to prioritize tasks and effectively manage others, and his ability to care for his own wellbeing in moments of high stress.” 

Kara credits Justin’s perseverance and team-driven, solution-oriented approach to helping her and SEED Miami’s leadership team manage all obstacles. Together, Justin and the SEED Miami team have persisted through challenges like multiple moves, Hurricane Irma, and a pandemic—all before getting a permanent campus. Through it all, Justin’s attitude and willingness to do anything that needs to be done has helped the entire school in its mission.

Kara says that Justin “…models SEED’s Core Values in three ways that set him apart: authentically, consistently, and over time. For seven years, day in and day out, Justin has modeled an unwavering commitment to respect, responsibility, integrity, perseverance, growth, compassion and gratitude which has been a source of inspiration and admiration to me and my colleagues.” 

SEED First Responders: Ashley Bargeron, The SEED Foundation

The process of identifying which colleges are the best fit, completing all the applications and financial aid forms that are required, and meeting all the deadlines and requirements, all while balancing a challenging course load and after school activities is daunting for any teenager. It can be even more challenging to navigate if, like most SEED students, you’re a first-generation college student. Fortunately, before the college application process starts, SEED students get a new addition to their already extensive support network. Advisors from the College Transition and Success team at The SEED Foundation advise our students as they make the important choice of where to spend their next four years, and where they want their education to take them. Once they get into college, our students have continued advising as they navigate the college experience.

Ashley Bargeron, college success manager at The SEED Foundation, is driven by her belief that college is for everyone. She guides students and families from the beginning of their college application process all the way through their college graduation. She leads financial aid sessions, helps with college essays, and supports students with identifying right-fit colleges. “From our first meeting, students I advise know they are destined for college and that I will support them in that journey,” she says. Ashley also leads college matching trainings, and onboards and coaches new college success advisors and college counselors, so that each SEED student and graduate has the same exceptional support through their experience.

As an advisor, Ashley practices continuous support to help her students achieve their college goals. Constant communication with graduates means that together, Ashley and her advisees can come up with solutions when issues arise and address them before they become serious challenges that could hinder their progress towards their college degrees. “I have multiple points of contact with each of my graduates. At each check-in we discuss college academics and finances, two things that greatly affect college persistence.” They work together on managing time, making connections with professors, deciding on classes and majors, and future career options. 

“A large part of being successful in college is being a self-advocate – it’s knowing what resources to tap into and when.” Ashley doesn’t just assist students on their journey, she also helps them build their self-confidence so that they can advocate for themselves. For example, instead of calling the financial aid office for a student, Ashley will walk them through the process, and let the student take charge of the follow-through, checking in as they go. 

During the pandemic, Ashley and the CTS team continued to support students by calling and texting to check in. In addition to the common challenges of being in college, many students required assistance figuring out housing, transportation, and technology issues that arose when campuses partially or completely shut down. And they were dealing with the implications of the pandemic on their mental and emotional health. It was a lot—but for Ashley, going above and beyond to meet each student where they are is the only way she knows how to do her job. 

“Giving back comes naturally to Ashley,” says Vincena Allen, chief growth officer at The SEED Foundation. “Central to every action Ashley takes to guide, encourage, educate, and honor SEED students, graduates and families is her desire to ensure that others are positioned for success.” 

Ashley has been a superstar making sure that her advisees and her colleagues have what they need to do their best and to keep moving forward, no matter what the circumstances. She’s a true SEED First Responder!