Co-Creating Authentic Communities in Your School
We co-create learning environments that give children the freedom and support to be their truest, most authentic selves.
Communities that prioritize authentic social-emotional development fully embrace children and adults in their humanity. They offer support and opportunities for growth without requiring individuals to obscure parts of themselves.
The Children’s Arts Guild has pioneered an SEL approach that centers authenticity. Our authenticity-based SEL (AB-SEL) framework strives to ensure that children’s support systems offer opportunities for growth through self-expression, self-reflection, and the scaffolding necessary for such growth.
We work with schools on authentic SEL solutions that fit the needs of each unique learning community. Think of us as thought partners in your journey to envisioning and shaping the culture of your community. Perhaps you’re not sure where to start. We’ll work with you to help you ask questions and assess areas for growth. And we’ll work with you to co-create solutions that address the SEL needs of your entire community.
All of our programming is customized to the specific needs of our partners.
We offer versions of all of our educator courses and are approved vendors of the NYC DOE's Safe & Supportive Schools Professsional Development Program.
In addition, we offer...
Professional Development: Authenticity in the Classroom® Workshops
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Creating a Community of Trust
Duration: Four hours
Location: Remote (Or in person in the NYC metro area)
In this workshop, participants will learn how to set the tone for inclusivity and authenticity in their classrooms. Educators will explore safe and brave spaces, examine the role authenticity plays in learning, and participate in immersive experiences that allow students to share a part of themselves, learn about and connect with others, and build relationships.
Creating a Culture of Empathy
Duration: Four hours
Location: Remote (Or in person in the NYC metro area)
In this workshop, participants will use an empathy framework to examine how to build and nurture strong relationships among all members of their classroom community. Educators will learn about unconditional positive regard, use empathy maps to reimagine their classroom environments, and connect with their younger selves as an entry point to connecting with their students. -
Identity and Culture
Duration: Four hours
Location: Remote (Or in person in the NYC metro area)
In this workshop, participants will learn about the significant role that identity and culture plays in authentic learning environments. Educators will explore their own identity through a culturally responsive lens, use creativity to revisit their journey to teaching, and participate in an immersive poetry experience to share parts of their identity.
Self-Care
Duration: Four hours
Location: Remote (Or in person in the NYC metro area)
In this workshop, participants will explore the role that stress plays in their own lives and the lives of their students. Educators will look closely at the impacts of stress on students’ academics and emotions, will use creativity to process some of their own stress, and will explore how to use their inner resources. Additionally, participants will look closely at the 8 types of self-care and will develop strategies to care for themselves.
Direct Service: Art of Growing Up Residencies
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Visual Storytelling: Curiosity, Imagination, and Authenticity in the Classroom
Duration: 13 weeks
Location: In Person (NYC Metro Area Only)
This program is an in-school direct service arts program that will build social emotional skills, storytelling skills, and visual skills for students in kindergarten through middle school. This program also includes a professional development component for teachers to continue and expand the work once the program is completed.
Learn More
over the past ten years, we have partnered with
dozens of schools, school districts and organizations
What our partners say about our programming:
“It was one of the best faculty meetings that we ever had. The fact that the teachers took the initiative to plan and learn from each other and all participants took it so seriously and were actively engaged meant the world to me because it tells me that our students' social-emotional development is in good hands.”
“I have to tell you that the teachers planned a turn-key presentation for the faculty at our meeting two weeks ago and it was amazing. They planned a variety of activities to get us all involved and communicating.”
“The vibe was relaxed and easy, and by the end, they had sparked an open dialogue amongst the faculty at a personal level that one teacher remarked she ‘just needed’. It was going so well and running a bit longer than expected, so I told them to take my time (I was set to present after them) because this was more important.”
“I cannot thank [the Guild] enough for continuing to bring the important work you do to our school community and I very much look forward to continuing our journey.”