Kindness Keepers: A Student-Led Movement Rooted in Compassion
The vision for Kindness Keepers was inspired by Sheila Pinkney, a fifth-grade teacher at St. Stephens Elementary, after attending a Trauma-Informed Classroom training in Baltimore during the summer of 2025. The training highlighted brain research explaining how students—especially those who have experienced trauma—process emotions and relationships. One key takeaway resonated deeply: for many students, learning how to show kindness and compassion comes more naturally than learning how to apologize.
Research shared during the training showed that when students intentionally practice kindness over time, classroom culture begins to shift. As empathy grows, students develop stronger relationships, greater unity, and an increased desire to resolve conflict and say “I’m sorry” when needed. This understanding became the foundation of Kindness Keepers.
At the start of the school year, fifth-grade students discussed what kindness and compassion truly mean and then decided together how they wanted to demonstrate those values. All fifth graders have the opportunity to participate, and students quickly took ownership of the initiative.
Kindness Keepers have written positive notes for staff, handed out sweet treats just to brighten someone’s day, created get-well cards for classmates, renovated staff bathrooms with uplifting messages, and passed along a JOY Journal shared among staff members. Students also encourage one another to “be kind,” especially during challenging moments.
“I like being a Kindness Keeper because I like helping people and want to spread kindness,” shared Danna.
Currently, Kindness Keepers are partnering with students from Lenoir-Rhyne University to assemble Winter Survival Kits for individuals experiencing homelessness. Kits include hats, socks, scarves, small blankets, and hygiene items and will be distributed by the Salvation Army. Students manage collection boxes, coordinate classroom pickups, and proudly lead the effort.
“I like being a Kindness Keeper because I get to work and have fun,” said Roberto.
Most meaningful of all, this work belongs to the students. Activities take place during breakfast or indoor recess—not instructional time—and students often take projects home because they want to continue spreading kindness.
“I am very grateful to be a Kindness Keeper because it helps me learn to be less shy and gives me a chance to help the community,” shared Aviva.
“I’m a Kindness Keeper and I work hard to be kind,” added Yeivann.
“I like being a Kindness Keeper because it makes me want to be even more kinder!” said Abraham.
Kindness Keepers isn’t just an initiative—it’s students growing in confidence, compassion, and purpose, and carrying those values far beyond the classroom.