Tag: leadership

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2026 HGU Scholarship Spotlight: The Recycle & Repurpose Initiative

Issues that concern our planet are issues that impact all of us. It’s easy to sit back and let other people take care of those issues, but many hands make light work, and we all benefit from a healthier planet. One of our scholarship winners really stepped up and tackled a problem that is impacting our planet: proper battery disposal.

Samarah Agrawal recently graduated high school in Virginia. She is a creative thinker who enjoys learning, photography, graphic design, and listening to music. She loves a good brownie sundae (a girl after my own heart!), and enjoys trying new coffee shops with her friends. Samarah will be attending Virginia Tech this fall, with plans to major in Nanomedicine with a minor in Artificial Intelligence. 

Samara’s project starting taking shape when she was just 14. She first thought of the idea for the Repurpose & Recycle Initiative when she read a news story about a garbage truck fire that started because of an improperly disposed of lithium-ion battery. Samarah said, “After that, I started paying attention. I noticed old batteries sitting in kitchen drawers, classrooms, and office cabinets, waiting for someone to decide what to do with them. The more I looked into it, the more I realized the problem wasn’t that people didn’t want to recycle; they just didn’t have an easy way to do it. That was the moment that started my project. I wasn’t interested in telling people they should recycle batteries; I wanted to make it so easy that they actually would, and it’s been amazing to watch one idea create big change in my community.”

As good problem solvers do, Samarah then began asking questions and doing research. She needed to know why people were still throwing batteries in the trash. She soon realized that it wasn’t because they were ignoring the issue, but that they just didn’t know where and how to dispose of their old batteries. There simply weren’t really any convenient disposal options available. Samarah shared, “I moved my focus from raising awareness to creating a system that fit naturally into people’s everyday routines. I built the first collection boxes using my own resources and began reaching out to schools and community organizations to ask if they’d be willing to partner with me. As the project grew, I secured funding through local competitions and community grants, which helped cover the cost of additional collection boxes, educational materials, and expansion to new locations.”

Samarah’s project has been incredibly successful. In addition to creating and placing collection boxes around her community, she has also created a website that provides collection box locations, information on proper battery disposal, and more. She has also created pages on social media to raise awareness and share information, and has created a QR code that she puts on each of the collection boxes. When scanned, the QR code takes users to a Google form where they can give feedback and offer suggestions to improve the project. She has used that feedback to make necessary changes to her boxes and her process. Over the few years she has been running this initiative, Samarah has helped to collect and dispose of over 40,000 batteries! 

Her parents have been a huge support as she has done this project– driving her to drop off boxes, collect batteries, and take them to the proper disposal sites. She has learned that big change can come about by small means, and that good leaders ask questions. Just because she is graduated doesn’t mean the project will stop. She said, “Over the past several months, I’ve been focused on building a future by creating a Battery Recycling Ambassador Team made up of underclassmen who are passionate about service and sustainability. Rather than simply handing the project over, I’ve been developing a transition plan: training students on how to manage collection sites, safely handle and transport batteries, organize outreach events, collect data, and build relationships with community partners. I hope that they’ll not only continue what I’ve started, but also make it even better with their own ideas. I’m also putting together resources they’ll be able to rely on after I leave, including guides, safety procedures, and strategies for maintaining the collection boxes so the project can continue running year after year.” 

What a truly amazing project! Great work, Samarah!

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2026 HGU Scholarship Spotlight: Bilingual Buddies

Inclusion is such a vital part of creating a safe space for everyone. It goes much further than simply noticing someone; inclusion meets people where they are, regardless of race, gender, ability, ethnicity, or difference. One of our scholarship winners took this to heart and saw a great opportunity to make sure everyone felt included at his school. 

Mason Below created the Bilingual Buddies program as a way to help newly immigrated students feel seen and supported. Mason just graduated from high school in Atlanta, Georgia, and will be attending Vanderbilt University as a Chancellor’s Scholar this fall, with the plan to double major in Human & Organizational Development and Latin American Studies. He loves to travel, read, learn new languages, go on long runs, and enjoys playing soccer. His favorite subject is Spanish, and he loves to eat a good plate of sushi– and also enjoys a bag of Doritos as a quick snack. 

When Mason was in middle school, his family moved to Argentina, where he experienced first hand the difficulty of attending school in a place where the language and school traditions were unfamiliar. Upon his return to the states, he noticed many newly immigrated students were experiencing exactly what he had just been through. One night while at a school football game, he noticed many of the newly immigrated students weren’t in attendance. He said, “…These were students I saw every day in the hallways, but they weren’t participating in many of the activities that help students feel connected to our school community. Having attended school in another country and struggled through the experience of learning in a language I didn’t yet speak fluently, I understood how isolating that transition could be. I realized that while schools often provide academic support, there was no system helping students build the social connections and confidence that are equally important to success. That realization eventually became the foundation for Bilingual Buddies.”

Once he had the idea in his mind, he got to work making it a reality. He researched immigration trends in his area and talked with the school counselors, department leaders, school administration, and ESOL teachers to identify what exactly these new students were struggling with the most. Rather than launching a huge project right off the bat, he started small, with a trial run to see if it would be an effective idea. It turned out to be very effective, and continued to grow from there. 

The basis of the project was simple: identify newly immigrated students who needed extra support, then pair them with a student volunteer who spoke their same language. Mason worked closely with school counselors and ESOL teachers to identify students who could serve as buddies, as well as students who had recently moved to the states and needed extra support. Counselors and teachers use a database that helps connect students to a buddy who can help them.

The program has been incredibly successful. Keeping the future in mind, Mason designed and built the program to continue on for years to come. The program already has a student who will take over the program for the next couple of years. He said, “I created volunteer training materials, communication systems, and a database that allows counselors and teachers to quickly connect students with the bilingual volunteers…. Today, Bilingual Buddies includes more than thirty volunteers representing twenty-one languages, creating a broader culture of support and inclusion throughout the school.” 

One of Mason’s favorite success stories from the Bilingual Buddies program was about a student named Omid. Mason shared, “The most rewarding part was seeing students become more confident and engaged.I use this example a lot because it’s one of my favorite stories. One of the first students I worked with was Omid, who had recently arrived from Afghanistan. He was struggling academically and falling behind on assignments when I first met him. Although we didn’t have any volunteers who spoke Dari, his native language, we were able to pair him with a student who spoke Farsi, a closely related language. After being paired with a buddy, everything changed. His attendance improved, he caught up on assignments, and his confidence grew. Stories like his were echoed by feedback from teachers and counselors, who reported improvements in participation, communication, and student engagement.”

Mason said he learned that the best leaders start with listening. He learned to adjust as program needs changed when immigration rates started to decline, and found a way to continue helping the students who needed support. He is grateful for the connections he made and the friendships he gained through this program, and is excited that the program will continue to help students as they integrate into their new surroundings.

Wow! What an incredible project! I can only imagine the incredible impact this program has had, and will continue to have on both the newly immigrated students as well as the buddies they are paired with. Good work, Mason! 

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2025 Scholarship Winner Spotlight: Fowwaz Moeen

One of our incredible recipients of our 2025 Build A Better Future Scholarship was Fowwaz Moeen, a graduating senior in Texas. His project, Food for Friends, aimed to provide fresh nutritious foods to individuals who are experiencing food insecurity in his area.

First, a little about Fowwaz: This fall, he will be attending UT Austin where he will begin his studies to double major in Computer Science and Physics. In addition to this incredible feat, he is also working toward logging enough flight hours to get his private pilot’s license! He says that dried mangoes are his favorite treat because “they’re sweet enough for late‑night coding sprints, light enough for the cockpit.”

Fowwaz first became aware of the problem of food insecurity in 2022 when Pakistan was hit with monsoon floods, which ultimately led to 1/3 of children facing malnutrition. His research during that time led him to realize that people in his own area were also facing the same problem. He writes, “That overlap of global catastrophe and local need inspired me to found Food for Friends: a student‑run greenhouse and garden that grows nutritious food and donates it to partner food banks serving Houston’s hardest‑hit neighborhoods.”

He began by conducting a needs assessment and figuring out the who, when, where, and what of the project. His high school already had a greenhouse they could use– it needed some major repairs, but they had something to start with. He led a grant application that brought in over $6,500 that was used to cover the greenhouse rebuild and their first 20 raised garden beds.

During this process, Fowwaz had to overcome hurdles and learn how to manage those set backs. The greenhouse repair was nearly finished when Hurricane Beryl ripped through their area, tearing off panels and twisting the structure. Discouraged, but not defeated, they were forced to start over. Thankfully, they had support from their school, which allowed them to purchase a new greenhouse so their work could continue.

Fowwaz teamed up with local gardening experts to learn gardening techniques and plan a proper garden to ensure the most successful harvest. Wanting to make sure that this initiative continued long after he had graduated, he established a leadership team of underclassmen to oversee the weekly operations. The school has also integrated Food for Friends into the middle and high school curriculum– each semester, new classes of students get the chance to take care of the garden beds and harvest the crops. This ongoing project will ensure that many people will benefit from the healthy food that is grown, harvested, and distributed.

Fowwaz also plans to advise remotely and return during college breaks to check in and monitor the project. He also hopes to create a sister garden project at UT Austin and partner with local food banks there.

He has great plans for his project, and for his future! He summed it up best when he wrote, “Whether flying above the clouds or planting seedlings, my aim is the same: to use science and tech to make our shared universe, starting with Earth, more understandable and equitable for everyone.”

Incredible work, Fowwaz! I’m certain this project has been an incredible asset and blessing to the lives of everyone who has been involved in any way, especially to those who have benefited from the harvests. Thank you for sharing your talents and ideas with your community. We are proud to include you on our list of scholarship recipients for our 2025 Build A Better Future Scholarship!

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Hard Skills vs. Soft Skills- Do Both Matter?

Schools are an excellent place for teaching important (some crucial), measurable skills like reading, math, science, other technical skills, and so on. These kinds of skills are called hard skills, and are pretty easy to track progress in— there are clear, definitive answers and methods to how these skills are learned and carried out. Other learned skills, however, don’t have answers and methods that are quite so cut and dry. These are referred to as soft skills— behavioral traits like leadership, time management, communication skills, critical thinking, and problem solving, among others. 

Should schools be responsible for teaching both kinds of skills? I think they already partially are. I believe that when you teach hard skills, the soft skills sometimes just naturally work their way into the teaching and learning. For example, if you are teaching a science concept, and students are put into groups to do an experiment, they will naturally be forced to use problem solving, team work, communication, and other soft skills. 

Soft skills are equally as important (if not more so in some situations) as hard skills are. In fact, many employers today tend to favor soft skill knowledge over hard skill knowledge. In a digital world where people are spending less time interacting face to face, employers today need people who can take responsibility, lead a team, communicate, and effectively solve problems. 

If employers are favoring soft skills over hard skills, then how do we as teachers ensure that we are providing opportunities for our students to learn these important soft skills that will aid them as they grow, progress, and eventually enter the adult world? Like was mentioned before, a lot of it stems from things that are already happening in our classrooms. So many of the activities and projects we ask students to take part in naturally lend themselves to teaching these crucial soft skills. Group work encourages communication and leadership. Reports and presentations give students a chance to practice leadership and communication skills. Word problems and other kinds of problems allow students to use critical thinking skills. Larger projects provide excellent lessons and chances to learn time management and organization skills. 

Soft skills can even be learned outside of the classroom, in places like home, church, or while doing a sport. Sports provide many valuable opportunities for soft skill attainment, and can teach those skills in ways unlike anything else. Parents can encourage their children to learn and practice soft skills within the walls of their homes by providing children with opportunities to lead family meetings, do chores, work as a team with siblings, or manage and balance their activities and time. Church groups can also provide great opportunities for kids to learn communication skills, leadership skills, and empathy.

While some children are seemingly born with natural soft skills, others need to be taught. As adults, we ought to do our best to encourage and teach the youth of today these soft skills that will greatly aid them in the coming years. Our future selves will thank us later.

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2024 Scholarship Recipient Spotlight: Elia Woods

We’re reached the end of our 2024 scholarship winner spotlights. You can find out more about our other winners by clicking on their names: Jack, Thrisha, Sahana, and Josephine. Last, but certainly not least, we have Elia Woods, who created The Recycling Project, which is aimed to provide better water accessibility to homeless and other underserved populations. 

Elia described what made this project come about, “One day, when my mom and I were volunteering at Paz de Cristo, a local homeless charity, we noticed a problem.  While dinner was being served, we noticed that many of those in need were using old Circle K cups or crinkled plastic water bottles for their drinking water. They were then coming back to the water dispenser several times to refill small styro-foam coffee cups and old disposable bottles. They clearly did not have a durable solution to store/drink water outside of the shelter.” 

When she realized it was a problem at one homeless shelter, Elia realized it was likely a problem at other shelters as well, and that she could do something to help. Her solution for this was to place donation bins in various businesses in the community. There, people could donate new or used reusable water bottles. Elia would then collect the water bottles, wash them, then donate them to those in need. 

These donations would help to alleviate the problem of poor quality water containers while also reducing the use of single use plastic water bottles. In 2022, Elia was able to collect and donate 678 reusable water bottles, and in 2023, she was able to collect over 1,500! What an amazing impact this project has had.

You can find Elia’s website here to read more.

Way to go, Elia!

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2024 Scholarship Recipient Spotlight: Sahana Gupta

Today we continue our spotlights on our 2024 scholarship recipients. You can read about our other winners here and here.

Our spotlight today is on Sahana Gupta. Sahana came to realize that while many children in foster care had their basic needs taken care of, extra “wants” were often overlooked. She set out to create a positive birthday memory for children in the Charlottesville Attention Foster Family by baking, decorating, and delivering personalized birthday cakes. 

Her goals include to expand her project beyond the foster care system to serving other children in need, as well as creating partnerships with bakeries and children’s organizations to maximize the reach of her project. 

Sahana had all the resources at her own home, and was able to get cakes made and delivered easily, which allowed for her to get her idea up and going quickly and effectively. You can check out her website Hani’s Heroes for more information. 

As someone who has had a cousin and a niece adopted into my family out of foster care, I absolutely love this project and the thought and consideration Sahana put into the children who are in foster care. It’s an important work, for sure!

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Teacher to Admin: Mike’s Story

The administrative team in a school makes a big impact on the teachers and students in the building. Every administrator is different, and every administrator leads in a unique way. The role of a principal or assistant principal is to support, lead, and teach their students and teachers, among other things that would fall under these three categories. In order for an administrator to fully understand what their teachers need, I believe it is crucial that they have spent some time actually teaching in and managing their own classroom. It’s one of those “you don’t understand it until you’ve actually done it” kind of things. I had the chance to talk to Mike, a teacher-turned-administrator, and was able to get his insight on the shift from a classroom teacher to a vice principal. Let’s see what he had to say!

What grade(s) and subject(s) did you teach while you were in the classroom?

6-12

Social Studies – Utah History, U.S. History, Geography, World History, Government, History of Pop Culture, History of Food, Positive Psychology

Financial Literacy

Interior Design

Drama

I was also a school counselor for a year.

What is something you miss about being in the classroom on a daily basis?

The thing that I miss most about being in the classroom is the deeper, more individualized connection I was able to develop with students. I was able to see them on a regular basis, get to know them, understand what strengths they had and what needs they had.

What influenced your decision to leave the classroom and become an administrator?

I went into teaching to advocate and support students. I went into administration to advocate and support teachers. I realized if I could support teachers in a building, I could actually have a broader impact on the larger school population. I also had some situations where I felt like I wasn’t being supported by administrators and wanted to be part of the change. Furthermore, I’ve always been one who wants to learn systems from every angle. Experiencing the public school system from a teaching perspective is much different than experiencing it from an administrative perspective.

What is your favorite thing about being an admin?

My favorite thing about being an admin is problem solving. Every single day is different, and every day requires me to access different parts of my brain, my experiences, to come up with solutions to very unique problems. I step into the building with no idea what will happen that day, and that is exciting to me.

I also love watching them navigate “firsts”  on a regular basis. First locker, first break up, first death of a loved one, first failing grade, first passing grade, first solo in a concert, first place in a race, etc. Being able to help them navigate through these firsts is so rewarding.

What would you tell someone who is considering becoming an admin, but isn’t quite sure they want to make the switch?

I would tell them to make sure to cherish the time they have in the classroom. It’s one of those “you don’t know what you have until it’s gone” situations. Classroom teaching is difficult, but there’s just something about it that you don’t quite get to experience once you leave it. You still get to interact with students as an administrator but it’s just different. I would also encourage them to ask if they can shadow an administrator for a week. I think it’s easy for a teacher to view administration as something that it’s actually not. I was completely blindsided by the amount and scope of work that I had to deal with as an administrator, and that’s partially because I have worked for some great administrators that made the job seem easy, even though it wasn’t.

What do you love most about the students you work with?

I am inspired on a daily basis by my student’s resiliency. The fact that students get up every morning, get on the bus, come to school (something many of them don’t love), and face many unknowns and challenges every single day is inspiring. Students have very little control over what is happening in the world around them, yet they still show up. Every. Single. Day. I have seen students experience some of the most horrific things one could imagine, and yet, there they are in 1st period, learning about the pythagorean theorem. I also see this resiliency watching them navigate “firsts”  on a regular basis. First locker, first break up, first death of a loved one, first failing grade, first passing grade, first solo in a concert, first place in a race, etc. Being able to help them navigate through these firsts is so rewarding.

What great insight; thanks, Mike! From his answers, you can tell what an excellent administrator Mike is. Administrators like Mike, who lead with kindness, understanding, and love, are the kind we need in schools today. Students face so many hard things in their lives, and school should be a place they can come and feel safe and taken care of by the teachers and administration at their schools. The next time you see the administrator of your own school or of your children’s school, take a minute and thank them for their hard work!