Embracing Cross Generational Grace: Lessons Chloe Day School & Wellness Center Can Teach Us About Remembering Our Humanity

It’s been two weeks since the Acosta Institute 's healing retreat for leaders with burnout at The Garrison Institute. The focus was themes about creating space within ourselves and relationships, and with the world around us continue to give me pause and inspire thoughtful reflection. I haven’t been so happy to move beyond DIY self care and shift my focus to uncharted transformational perspectives and heart centered practices, since I wrapped up studying indigenous cultural studies through The Four Winds Society.

Among the innovators I had the pleasure of meeting during the retreat, one regret I had was not getting a chance to learn more about the work of Dr. Sanayi Beckles-Canton. As we settled into the Meditation Hall, guests seemed quietly eager to be in a space dedicated to restoration and contemplative practice to explore healing and burnout in the care of Dr. Angel Acosta . Dr. Beckles-Canton briefly spoke of the inspiring journey she’d embarked on founding Chloe Day School and Wellness Center, New York’s first trauma-informed preschool. I learned the children have a daily meditation and wellness practice.

“Stop by sometime,” Dr. Beckles-Canton said as we parted.

Her comments and invitation left me deep in thought about how different life could be when kids have the right head start—one that is supported in a community and society that models the humanity it expects kids to learn and abide by. I often try to make sense of a world that forgets the day-one lessons in humanity but didn’t expect an invite to see how it all came together.

A day after inclement weather derailed my visit, I headed across Harlem to the newly launched Reggio Emilia-inspired inclusive preschool and community wellness space aimed at helping the Harlem community find healing from trauma and intergenerational trauma. Moments after my arrival, I joined Dr. Beckles-Canton for a guided tour. The walls were flanked with hand drawn artwork that celebrated creativity, achievement, and other inspiring community activities that brought back memories. 

Our tour wrapped up in time to join morning mindfulness and breathwork in three pre-K and 3-K classes. I would never have guessed there would be such an abundance of life lessons about humanity in three short meditations with preschoolers. I sat with my legs crossed, just as I would in any other intentional place of wellness, and my heart opened. Here’s what happened.

1. As I settled into the first class and the meditation screen came on and I began the gentle exercises, a few of the more curious kids would look from the screen to me. I was being observed, assessed. I felt truly welcomed and was reminded of the importance of trusting in our natural ability to be present.
2. I arrived at the second class and a little girl lit up like she’d seen a fairy godmother. She hugged me and told me she liked my pants. I settled in for a second time for a different meditation. Afterward, each student got to go to the center of the floor and model a pose for others around the circle to imitate. At the end, I was also given a turn. The little girl told me the exact space that was best to take my turn on. I felt truly seen, supported, and like I belonged.
3. As anticipated, the kids in the third classroom were a mix of shy and curious. We followed two short mindfulness activities. I noticed a student looking from the screen to me and back again while also doing their poses. At the end, I was welcomed to have a quick chat with the students and it made my week. They welcomed my big kid energy and curiosity as we chatted about their favorite colors and symbols on their clothing of hearts, fire engines, and ice-cream cones. The volume of their cheer steadily increased as they all spoke at once. It was pure joy. I felt like they held a key too many adults write off as childish when that’s the whole point.

Visiting a school that has only recently rounded the corner of its first full year was a walk down memory lane and a real lesson in humanity. I thanked Dr. Beckles-Canton and the friendly staff before heading into the rest of my morning. 

I felt relaxed and inspired and thought about how space comes into play after such a unique experience. I was left wondering if we understand wellness and inclusion principles as little people like these young students, why don’t many of today’s leaders want to subscribe but expect children to? 

Thanks to the recent focus on contemplative practices and the role space plays in raising intentional community and systems transformation at the retreat, I left feeling moved and grateful. Yet, it was hard to miss something spelled out in plain sight. Kids know the golden rule of do unto others as you’d have them do unto you. If we understand wellness and inclusion principles as preschoolers, why don’t many of today’s leaders want to subscribe but expect everyone else to except them? 

My short visit to Chloe Day School reminded me of the importance of the universal values they stand by. Leaders can easily take note. You don't have to be an educator to benefit from a focus on continued whole-person learning that supports physical, cognitive, social-emotional, mental and spiritual development, through play and social interaction. As adults, preparing ourselves and our families to recognize our unique potential as lifelong learners and leaders who center inclusion and social justice, may be easier said than done. It's worth it, though.

About the author: Kahshanna Evans has been a leading strategic thinker in various nonprofit and for profit industries, including communications, tech, professional services, and wellness. Throughout her career of firsts across a variety of disciplines, Kahshanna has prioritized the pursuit of continued learning, indigenous cultural studies, trauma-informed practices, leadership development, and volunteerism. During Kahshanna’s tenure at PACEs Connection as the Director of Creating Resilient Communities, she spearheaded a key grant-funded project that educates on trauma-informed awareness and resilience through the short and long term evidence of PACEs science—positive and adverse childhood experiences (ACEs, PCEs) and their relationship to social justice, antiracism, community building and healing.

Author’s note: The views expressed in this article is shared through the lens of my lived experience and offers commentary on community building, trauma-informed (TI) education, community care, and overall wellbeing.