She tried everything in her usual toolbox: pep talks, reminders, warnings, even a half-class lecture filled with her most motivational lines (and, she admitted, a couple of threats). Still, nothing changed. So she upped the ante: students who turned in quality work on time would earn 10 minutes of free time on Fridays. Those who didn’t? A hit to their grade until work was turned in and improved.

The result? A small boost from the kids who were already doing okay.

The students who were most behind, though, stayed stuck. The lectures started coming more often. The frustration set in. She started waking up at 3am thinking about unfinished assignments and wasted time.

Mrs. Torres was starting her fifth year of teaching, and if she was honest, she felt a little worn down. The past few years had been rough—students talking over her, ignoring directions, tearing up classroom supplies, and treating each other with biting sarcasm. She’d tried everything: stricter rules, clearer consequences, even calling home. But nothing seemed to stick. And it wasn’t just one class—it was all of them. She found herself thinking, What’s wrong with kids today? But somewhere deep down, she wondered if there was a better way.

So this year, on the fifth day of school, she tried something different.

Every afternoon during reading time, Mr. Daniels notices that Jordan, a fifth grader in his class, drifts off into his own world. While the rest of the class reads independently, Jordan pretends to follow along but is instead sneakily playing games on his Chromebook or tapping out rhythms on the desk to entertain nearby students. Redirections are usually met with a grin, a shrug, or a quick denial. It’s tempting to label Jordan as the “class clown,” but Mr. Daniels knows there’s more beneath the surface.

When her school started offering training on restorative practices—specifically, community-building circles—Mrs. Kline was curious, but skeptical. “I already do morning meetings,” she thought. “Do I really need another thing to manage?”

We’ve all said it: “Take a deep breath!”
And let’s be honest… sometimes it works. But sometimes kids just glare at us like, “That’s it? That’s your big idea?”

By February, he was moving through content faster—not because kids were magically obedient, but because he didn’t have to keep putting out a dozen behavior fires before getting to meiosis.

You survived,” she said.

“I did more than survive,” he replied. “They actually learned something. And I did too.”

“Oh yeah? What’d you learn?”

He leaned back in his chair. “That starting with connection doesn’t take away from content—it makes space for it.”

Below are 20 ways—equal parts serious, soul-saving, and slightly silly—to help you really de-stress this summer, support your mental and physical wellness, and prep your spirit for the next lap around the sun.  PLUS, I really like #9!

Mr. Barnes had been teaching seventh-grade English Language Arts and coaching middle school basketball for over ten years. He was steady, respected, and known for being “firm but fair.” He ran his classroom like his team practices—structured, focused, and fast-moving. His students rose to meet high expectations, and when they didn’t, there were clear consequences.

It had worked for a long time.

Until Alina.

“He’s coming,” Ms. Williams said, smoothing out a folder. Her voice was soft but tense. “I saw him and his mom outside. He looked… nervous.”

Principal Anders nodded. “We all are. But we’re here for him.”

When Aiden walked in, his small shoulders were hunched, his eyes fixed on the carpet. His mom, April, gave a polite nod, clutching her purse like a shield.

“Hi, Aiden. Ms. Carter. We’re really glad you’re here,” Ms. Anders said. “This is just a time for us to talk, figure out how to make things better, and welcome Aiden back into class.”