Real stories of classrooms connecting, restoring learning environments, and building lasting relationships
Simple, genuine exchanges that help students see each other as peers in a shared world of schooling
Examples:
Examples:
Examples:
Examples:
The goal is not to create elaborate projects or constant communication. The goal is to build familiarity and respect through simple, grounded exchanges that feel natural to both classrooms. Teachers guide the pace and tone to prevent emotional overextension while fostering genuine connection.
See how schools are building lasting relationships while restoring schools
Portland, Oregon, USA
Kingston, Jamaica
After Hurricane Beryl damaged Meadowbrook Primary's classroom, Lincoln Elementary's 4th graders organized a community bake sale and art auction. The classrooms exchanged introductory videos, shared favorite books, and now send monthly updates about school events and celebrations.
Introduction Video
Both classrooms created 3-minute videos introducing themselves, showing their schools, and sharing what they love about learning
Shared Poetry
Students exchanged original poems about their communities, which were displayed in both classrooms
Restoration Celebration
When the classroom was restored, both classes held simultaneous celebrations and shared photos
Ongoing Connection
Monthly video messages sharing school highlights, holidays, and student achievements
"The partnership has given my students a window into another school community. They see Jamaican students as peers—kids who love recess, struggle with math homework, and celebrate birthdays just like them."
— Ms. Sarah Chen, 4th Grade Teacher, Lincoln Elementary
Austin, Texas, USA
St. Catherine, Jamaica
Riverside's 7th grade science classes are raising funds to restore Harbour View school damaged by flooding. Students are learning about disaster recovery through STEM projects while building a connection with their Jamaican peers through shared science experiments and observations.
Classroom Introductions
Students wrote letters introducing themselves and their favorite subjects
Weather Observations
Both classes tracked and shared local weather patterns for a month, comparing climate differences
Science Fair Projects
Students shared photos and descriptions of their science fair projects on water conservation
"My students are learning that disaster recovery isn't abstract—it's about real classrooms where real students are learning every day. The connection makes the work meaningful."
— Mr. James Rodriguez, Science Teacher, Riverside Middle School
Seattle, Washington, USA
May Pen, Jamaica
Oakwood's student council organized a school-wide fundraiser to restore Glenmuir's library damaged by Hurricane Beryl. The schools now maintain an ongoing exchange through shared book recommendations, student government updates, and collaborative projects on climate resilience.
Student Government Exchange
Student councils shared their meeting agendas, initiatives, and challenges
Book Recommendations
Students created reading lists and shared favorite books with explanations of why they matter
Library Restoration
Glenmuir students sent photos of the restored library with thank-you messages; Oakwood students responded with congratulations
Climate Project Collaboration
Students are working on parallel projects about climate resilience in their communities
"The students don't see this as charity. They see it as schools taking care of each other. That shift in perspective is everything."
— Dr. Patricia Williams, English Teacher & Student Council Advisor, Oakwood High
The restored school becomes the shared origin point of connection, not the conclusion
Schools send brief updates—a photo of the restored school in use, a note about a school event, or a greeting during holidays. The communication is light and natural.
Some classrooms choose to work on parallel projects—reading the same book, studying similar science topics, or exploring shared themes in social studies.
Classrooms acknowledge important moments—end of school year, graduations, cultural celebrations—in ways that feel appropriate and genuine.
The relationship doesn't require constant activity. Sometimes it's simply knowing another classroom exists, cares, and continues learning in their own rhythm.
The relationship continues as long as it remains meaningful to both school communities. It is not forced, extended artificially, or formalized beyond what feels natural. Teachers guide the relationship to ensure it stays grounded, dignified, and sustainable.