Testimonials

Partners

“Our facilitator introduced new terminology and lesson plans to the students to get them talking and thinking about the way they see themselves and the world around them. The Tools For Peace participants have become thoughtful citizens of our school community and lead by the examples that they learn twice per week after school at L.A.C.E.R. —Linda Horner, Executive Director and Jeremy Lange, Program Director, L.A.C.E.R. Afterschool Programs at Bancroft Middle School, Hollywood, CA

“The value Tools for Peace has added to Metro can be seen in several forms.  Some students participate only as 9th graders and the impact Tools for Peace has had on some of our students during that initial year of high school, has helped them become more aware of themselves in order to form a more successful academic identity after 9th grade.  Many students participate for multiple years and feel very invested in the program.  Participation of Metro students in the after school program and at Tools for Peace camp in the summer has grown each year as returning students spread the word around campus.  It is hard to imagine Metro without Tools for Peace.  As our school continues to grow, I see Tools for Peace as vital partner toward building a reflective and mindful school culture.” —Nick Kapplehof, Principal, Metro Arts & Tech High School, San Francisco, CA

“Here at Aim High, we are always looking for quality partners.  Two year ago, we made the decision to formally partner with TFP.  They have been  superb addition to our program, working collaboratively to strengthen our curriculum and deepen quality as well as help us achieve our program outcomes.  We have integrated TFP into our Issues and Choices curriculum and afternoon activities program with great success.  For our students, many of whom come from difficult and chaotic backgrounds, TFP has been transforming; TFP has helped our students feel safe and nurtured and more mindful.  The skills taught are real and meaningful, project-based, and an ideal fit for Aim High.  Our students have also greatly benefited from the camp experience.  I encourage other organizations to explore partnering with TFP.” —Alec Lee, Executive Director, Aim High Summer Program, San Francisco, CA

Students

“Tools for Peace was life changing, and allowed me to reflect back on my own self. The meditations allowed me to reflect and forgive. I think the earlier you can learn this stuff the better. I learned how to control myself, and in the real world I can now trust people.” —Kennia H., 12th Grade, Metro Arts & Tech High School, San Francisco, CA

“Mindful breathing helps me deal with stressful situations.” — Helen, 11th Grade, Metro Arts & Tech High School, San Francisco, CA

“I learned that I can help friends, help others be happy. Also, when I’m having trouble, I know I have friends that are there for me, and if I have a lot of stress I can just relax and meditate.”  Student, 8th Grade, Aim High, San Francisco, CA

School Leader

“From what I have observed from the students, their sincerity and enthusiasm for the concepts and tools they were taught during the summer gave them positive and valuable skills to navigate the emotional ups and downs of being teenagers.  I believe it gave them more confidence in being who they want to be.” —Paula Egan, Co-Site Director at Marina Middle School, Aim High Summer Programs, San Francisco, CA

Supporter

As a parent who is dedicated to improving educational opportunities for our youth, I support Tools for Peace because it teaches students how to access and sustain healthy, peaceful and present minds which is the foundation of academic, social and emotional success. Witnessing students open up to this kind of centered calm has been remarkable.” —Anne Lind, Parent and Board Advisor to Tools for Peace, San Anselmo, CA

Teacher

“Tools for Peace was absolutely transformational for the students in my class. By the end of the semester, they were 180° from where they had started, and I truly believe that it was the first time many of those students had ever felt like they could be ‘good’ and ‘successful.’” —Judith Quinones, James Monroe High School, North Hills, CA

“I could visibly see the difference in class between students who participated and those who did not. They carried it in their countenance and posture. Those who had participated were calmer, better able to listen and focus. They seemed to have greater resilience to cope with all of the demands and pressures of the graduate course in this extremely disadvantaged region.” —Kris Clarke, Fresno State University, CA