Students Find Calm and Focus Through New Course

During the 2024-25 school year, thanks to funding from the Culver City Education Foundation, Culver Park High School was able to offer a new course called Well-Being for Academic Success to support general well-being and individual needs as unique as each student. Culver Park High School is an alternative educational option within CCUSD that helps students acquire skills for transitioning back to a traditional high school or into the workforce/higher education. The school addresses the needs of students facing challenges like academic struggles, social-emotional difficulties, or needing a more personalized approach in a safe and supportive atmosphere. Supporting the whole child through high school involves nurturing not only their academic performance, but also their physical and social-emotional development as they navigate rapid changes. 

Culver Park High School Principal Allison Curry partnered with Salena Collins, a community wellness advocate based in Inglewood. Bearing a Harvard Certificate in Early Education Leadership in Stress, Trauma, and Adversity, Collins founded The Balance Of Life Project, a yoga and mindfulness program that has served dozens of K-12 schools across Los Angeles. Curry and Collins envisioned a comprehensive program  that would employ evidence-based practices to support student wellness, reduce stress, and enhance academic focus. 

The course curriculum introduces students to the role of the brain’s Reticular Activating System, a network of nerve pathways in the brainstem responsible for filtering 60,000 – 80,000 thoughts per day. Understanding cognitive processes of the brain makes students more aware of controlling their own attention and focus. An increased ability to concentrate can support more thoughtful decision making and better academic performance. 

Curry and Collins hope to nurture self-confidence and self-compassion in students during a period in their lives when self-esteem can be particularly fragile. Giving students tools to articulate their emotions helps them to identify how emotions show up in their daily lives and influence learning and decision-making. One student reflected, “I now understand how consumed I was with others rather than myself.” Another shared, “I’ve become more aware of my thoughts and emotions and how they affect my actions.” With a small class size of 17-20 students in a non-competitive group environment, the class also provides opportunities to practice social skills, build empathy and develop positive peer relationships. 

As a new course, outcomes were measured through post-class reflections and surveys. 90.9% of students reported feeling “more calm and centered” after taking the course. Overall, student participants reported improvements in mood regulation, increased self-confidence, better communication with peers and teachers, and a greater sense of calm and control during times of academic or personal stress. One student shared that using breathing techniques learned in class helped them stay calm during a stressful exam. Another reported that practicing mindfulness helped them avoid escalating conflicts and instead focus on resolving challenges constructively, which led to more consistent class participation and improved grades. 

A student who recommended the course to others stated, “It’s a peaceful class everyone needs.” These stories shared by students, along with broader trends reported in increased student engagement and emotional resilience, demonstrate the strong connection between well-being and academic performance. “We believe that with continued exposure and practice, the seeds we are planting now will support them not only in school but also throughout their lives,” adds Curry.