In honor of recognizing October as Bullying Prevention Month, George Washington Elementary School engaged students in interactive storytelling sessions of "The Electrifying Adventures of Mr. Powers." The children’s book series, authored by Stephen McGill, focuses on bullying prevention and awareness. The text identifies four different types of bullying, providing examples of how students can prevent them through the lens of your friendly neighborhood superhero.
McGill, whose mother was a teacher at Baltimore City Public Schools (City Schools) for over 30 years, was inspired to write the book after seeing how much his own children thrived from being read to consistently.
Through his own life experience as a graduate of the Baltimore Polytechnic Institute, McGill 
noticed that there weren’t many books with characters that reflected his upbringing in Baltimore City, featuring relatable images or situations. “I’ve always had a passion for child literacy. There were not a lot of characters that looked like us, talked like us, and dealt with situations we dealt with. I also used to like rhyming books like Dr. Seuss when I was younger, so I combined the two.”
He travels to different schools teaching this lesson throughout the year. However, he agrees the added spotlight during Bullying Prevention Month “is about having kids be aware and accountable by understanding that it starts with you.”
Detailing the scenarios featured in the book allows for a seamless transition to conversations that are fostered around real-life actions. He comments that holding the mirror up to students sometimes reveals behavior as a cry for help: “Sometimes they are just looking for that connection—someone they can talk to, communicate with, and trust.”
Someone they can trust is watching intently from the back of the room. Chaunika Cheatham-Fields, Wholeness Specialist at George Washington, started her journey at City Schools as a paraeducator in 2012. She quickly moved to dean of students before becoming the wholeness specialist at Collington Square Elementary/Middle School under the leadership of Principal Melvin Holmes. The school achieved great success with its “Harambee” celebration, which continued under the leadership of Principal Tiffany Williams, designed to foster community connections and promote school attendance. With the experience gained at Collington Square, Fields was ready to take that success to the next school on her journey.
She now directs Social-Emotional Learning (SEL) at George Washington by scheduling push-ins, pull-outs, and full-classroom activities. These lessons help students self-regulate during and outside of school. Fields leads activities that expand on all five of the SEL competencies: social awareness, self-awareness, self-management, relationship skills, and responsible decision-making. Teachers, administrators, and students alike can suggest these teaching moments as needed, such as restorative circles, to resolve conflicts.
Through diligence and dedication, Fields has observed a wide range of differences in how students resolve conflicts at school. Her office is designed as a therapeutic sensory haven, featuring various seating options, engaging activities, and calming music.
After a few instances of inviting students to resolve conflict, she now sees them as the leading forces of their own healing. Reflecting on her upperclassmen’s success, she said, “A lot of the fifth graders now come in and are asking for the space to talk. They are comfortable enough to lead their own restorative circles. It's a huge success because they don't need me anymore. The intention for resolution is already there, and I can just guide them through it.”
Storytelling lessons, such as Mr. McGill’s Mr. Powers Adventure series, reaffirm what students are already learning throughout the year. After the presentations, third graders Madeline and T’Karri were able to share their experiences in learning about some of these grounding practices.
Madeline was easily able to recount the four different types of bullying detailed in the story: physical, cyber, verbal, and social. While reflecting on the impacts of bullying, T’Karri stated, “It can break someone's heart,” while Madeline chimed in, “And make them change schools!” T’Karri spoke with excitement while recalling bullying prevention strategies, effortlessly explaining how to bridge the gap by saying, “Start being someone’s friend when they’re sad. You can help them with a math problem or something.”
Instances like these demonstrate the depth of learning that can be reached when multiple forms of curriculum work together to support our students. For more information on wholeness and social-emotional learning, please join our Safety and Wholeness Committee Meetings hosted by the Baltimore City Board of School Commissioners.