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You can鈥檛 give what you don鈥檛 have.

My first year in Goldendale was the fall of 2019. We opened the year with a professional learning session led by Joanne McEachen (founder of The Learner First) that introduced a well-being framework grounded in three areas: Self-Understanding, Connection, and Competency. Staff reflected on their own growth in these areas and were invited to 鈥渓evel up鈥� over time. We started a learning journey together, rooted in the idea that adults need time and space to attend to their well-being in order to truly support students.

At the time, we had no idea how essential this foundation would become.

The Power of One

In that first year, we embedded the framework into professional development and team meetings. I challenged staff to choose one student鈥攁 lead learner, connect with them and their family using the well-being lens, and intentionally adapt instruction to support that child鈥檚 growth.

The results were immediate and powerful:

• One teacher rearranged a student鈥檚 schedule to help her gain hands-on experience in a career she was passionate about.

• Another supported a student in developing personal boundaries and coping skills.

• Others used student interests to guide book selection, modified seating for sensory needs, or built family trust that led to better support when challenges arose.

• A teacher learned that a student was leaving class early to care for younger siblings and made adjustments that helped reduce the student鈥檚 anxiety.

Then the pandemic hit.

Holding the Thread

This shift helps us reframe learning as something we do with students and families, not to them.

As schools closed, our connection was reduced to screens. We faced deep uncertainty. But instead of pausing the work, we leaned in.

Staff joined Zoom sessions to continue learning, problem-solving, and planning together. We doubled down on the idea that the learner comes first鈥攏ot the curriculum, not the schedule, not the system. 

We asked: What do our students need? What do they dream of? And how can we design learning around that, even now?

The Return: Starting with Connection

When we returned to in-person instruction, we didn鈥檛 just 鈥済o back.鈥� We launched Family Connection Meetings鈥攃onversations between teachers and families to build understanding before instruction. These meetings weren鈥檛 about reporting out student performance. They were about asking questions, listening, and building a partnership. They were so powerful that we have made them part of the yearly calendar. We continue to dedicate the first three days of school to building connections and starting the year focused on the well-being of our students and families.

This shift helps us reframe learning as something we do with students and families, not to them.

Designing Learning Around Real Kids

Well-being isn鈥檛 wellness. It鈥檚 not yoga mats and snack trays鈥擨t鈥檚 a commitment to knowing yourself, connecting with others, and growing intentionally.

Goldendale is a small rural district. Like many others, we鈥檝e been sold boxed solutions鈥攃urriculum designed for the 鈥渁verage鈥� student in the 鈥渁verage鈥� school. But we know our students. And we鈥檝e learned that real impact happens when teachers identify a specific student or group they鈥檙e struggling to reach, and design learning environments and experiences with these students in mind.

This 鈥渓ead learner鈥� approach unlocks growth for many more students because it鈥檚 grounded in empathy, flexibility, and responsiveness. It鈥檚 student-centered鈥攏ot only in theory, but in daily practice. And it鈥檚 rooted in the belief that well-being and learning are intertwined leading to meaning and contribution.

We don鈥檛 teach well-being as a standalone lesson. It鈥檚 woven into everything鈥攈ow we plan, how we teach, how we reflect.

Progress in our Well-being Journey

Well-being is also embedded within our professional learning. Adult learners engage with the same well-being framework as students. They reflect on their own self-understanding, connection, and competencies and identify where they want to grow. This modeling helps us develop empathy for the learning process and fosters a culture where it is safe to grow.

And yes, it鈥檚 hard. Changing tradition always is.

What I鈥檝e learned

Supporting learning at high levels requires supporting people. That means tending to the emotional, social, and identity needs of every learner.

Five years later, we are still on the journey. And we are better for it.

Well-being isn鈥檛 wellness. It鈥檚 not yoga mats and snack trays鈥攖hough those have their place. It鈥檚 a commitment to knowing yourself, connecting with others, and growing intentionally. It鈥檚 the slow work of culture change.

As a system, we鈥檝e come to understand that adults and children are whole people. Supporting learning at high levels requires supporting people. That means tending to the emotional, social, and identity needs of every learner鈥攕taff included.

To other superintendents or district leaders looking to center well-being, I offer this:

• Start with adults. If educators feel seen and supported, they鈥檒l do the same for students.

• Go small to go big. Invite staff to choose one student and build from there.

• Involve families as partners, not just recipients of information.

• Make well-being part of professional learning, not separate from it.

• Expect it to be messy鈥攁nd stick with it anyway.

This is a journey and there is no place on this journey called 鈥榞ood enough鈥� for there is always one more child that needs us to walk with them