Building Leadership, Accountability, and Emotional Strength
Boys Group is a school-based leadership and social-emotional learning (SEL) program designed to support male-identifying students in grades 7–12 during the school day or after school.
The program provides structured, consistent support to strengthen students’ emotional awareness, self-management, decision-making, and leadership skills. Through facilitated group discussions, leadership workshops, service-learning activities, and experiential learning opportunities, students build practical skills to support academic engagement, positive peer relationships, and responsible decision-making.
The program is designed to support students who may benefit from additional mentorship and social-emotional enrichment, including students from father-absent homes, students experiencing housing instability, and youth identified by school staff as needing targeted SEL or leadership support.
Boys Group emphasizes the development of identity, accountability, communication skills, and emotional regulation in a structured, supportive group setting. The program aligns with school-based intervention frameworks and is intended to complement existing student support services.
Boys Group Is a Strong Fit
for Schools That:
• Are seeking structured Social-Emotional Learning (SEL) and leadership support for boys in grades 7–12
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• Want to provide Tier 1 or Tier 2 interventions that complement existing student support services
• Serve students who would benefit from consistent mentorship and positive male role models
• Are supporting boys navigating emotional regulation, peer relationships, or decision-making challenges
• Are looking to strengthen student engagement, accountability, and school climate
•. Serve students from father-absent homes, temporary housing, or other high-need circumstances
• Value trauma-informed, culturally responsive programming delivered by trained facilitators
• Want a turnkey program that can be implemented during the school day or after school
• Are interested in collaborative partnerships that align with school goals and priorities
• Are seeking preventative, skill-building programming rather than reactive discipline-based approaches
