Celebrating Our 2025 California Community of Upstanders: A Digital Gallery

As the 2024-2025 school year comes to a close, the schools in our Facing History & Ourselves California Partner School Network have reflected on the many ways their students, faculty, and other community members have advocated for justice and equity, acted with kindness and care, and strove for inclusion in the face of increased polarization. They each identified students and adults whose examples deserve public attention and whose efforts warrant collective celebration. In this Upstander Celebration Digital Gallery, you will encounter stories that reflect a diverse range of actions and efforts; let us constantly recall for ourselves and our students that even the most outstanding upstanders we study in history typically began their journeys with small steps.

As you read, consider the conditions that seemed to facilitate an awareness and care for one’s community; appreciate the courage and willingness to take risks that so often distinguishes the boundary between standing by and standing up; and take solace and inspiration from the fact that these are merely a small sampling of the upstanding stories that can be found in our communities.

Northern California

ARISE High School

The mission at ARISE is to “empower ourselves with the knowledge, skills, and agency to become highly educated, humanizing, critically conscious, intellectual, and reflective leaders in our community. At ARISE we nurture, train, and discipline our school community to engage in a continuous practice of developing mind, heart, and body towards a vision where we actively rise up.” ARISE has been a Facing History Partner School since 2016 and has worked closely with Facing History since that initial partnership began. Facing History is integrated throughout the curriculum of 9th through 12th grades, including providing a foundation for Advisory curriculum. ARISE is also part of the Facing History Student Leadership Group network.

Individual Adult Nominations

Tiffany Pearson

When Tiffany and her son moved from Florida, ARISE welcomed their whole family with open arms. Since then, Tiffany has returned that kindness tenfold. There is no better example of a parent who has ascended the ranks in such a short amount of time. She helped pilot the Family Leadership Institute, a group designed to empower ARISE families that is held in collaboration with partners at Families In Action (FIA). She soon learned and embodied what it meant to be a parent leader. Tiffany quickly began to show that the school’s mission and vision to “empower agents of change” was a sentiment that extended beyond the classroom, reaching families as well. She is also a founding member of the ARISE Wolfpack, a parent leadership group that is composed of consistent volunteers who are eager to get more involved in their students' school community. As a member of the Wolfpack, she was instrumental in making the Teacher Appreciation Luncheon one to remember. During the school’s Charter Renewal Campaign, she rallied other parents to join and was one of the most outspoken parent advocates. Thanks to these efforts, ARISE was unanimously renewed for another five years.

Her proactive engagement, ability to connect with diverse groups, and passion for education eventually led her to join ARISE’s Board of Directors, where she continued her impactful work. She is a shining example of family leadership at ARISE and the school’s leadership feels blessed to have her as part of the beloved community.

Bryond Snell

Bryond is a leader in many regards. He is an Oakland business owner, a flag football coach, a physical education teacher, and above all else: a proud parent. He juggles many hats and in between it all, still finds the time to connect genuinely with all the students, staff, and families he interacts with. His presence on campus has been transformative for anyone who meets him. He has a capacity to build connections with students like no other. He spoke out on behalf of the school during its Charter Renewal Campaign, has volunteered to help with a food pantry on multiple occasions, and is a founding member of ARISE’s parent leadership group—the Wolfpack. His unwavering commitment as a parent leader is what eventually led to the creation of his Flag Football Enrichment class. The mentorship he was able to offer his students was so profound that he was brought on as a full-time physical education teacher as well. Bryond is an invaluable asset to the ARISE Family and a trusted advocate for students, his fellow staff, and educators. As long as the school is able, ARISE will continue to hold and create space for him in the school community!

Group Nomination

ARISE Student Leadership Group

Members: R. Ariana G.C., Ashley M.-M., Guillermo B.C., Jasmine H.J., Miriam R.P., Paola V., Enebilson P.B., Luke P., Raziyah C., Rehiana L.

The ARISE Student Leadership Group has been meeting since the beginning of the year to build their leadership skills and explore ways to improve their school and their community. This dedicated group of students has taken on multiple projects, both inside and outside of school, to try to impact their community in positive ways. They are currently leading a campaign and facilitating KNOW YOUR RIGHTS presentations to help all ARISE students understand what to do in the face of attacks on the immigrant community. The SLG seniors are currently leading Community Action Research Projects that range from gathering clothing and supplies for unhoused people in the community to raising funds for various community organizations.

Most importantly, ARISE SLG students are not only acting in ways that stand up for others and their communities—they are building the skills and knowledge to become lifelong agents of change.

Gateway Charter High School

Gateway High School is a small school located in the heart of San Francisco. It is the most diverse community of all of San Francisco’s high schools and its strength lies in the sense of belonging among its students. The staff is deeply caring and knows that students do their best when they feel a sense of community with their fellow students. Gateway has worked with Facing History for the past seven years as a Partner School, including the facilitation of trainings with the entire staff, support with curriculum development in the Humanities Department, as well as support for leadership in thinking about other initiatives related to justice and equity. Currently, Facing History lives mostly in the curricula of the Humanities Department—including several units, teaching strategies, lesson materials, and the overall pedagogical approach (sequence of study) in many different classes. Gateway also integrates Facing History’s resources on social-emotional learning into its advisory program. For many years, Gateway has been focused on a goal of equitable outcomes for those historically disadvantaged in schools and society. This is an explicitly anti-racist approach to education and Facing History’s focus on justice and equity has been a key support in the school’s work.

Individual Student Nominations

Mimi P. 

Mimi exemplifies Gateway’s schoolwide learning outcomes through her outstanding leadership and unwavering commitment to the community. She has been a dedicated member of the Black Student Union since 9th grade and has grown into an insightful and passionate leader in that group. She actively invests in supporting others and driving positive change. She has been one of the central organizers of Gateway’s events celebrating Black History Month, and just this year led to real and systemic changes by facilitating a professional development segment for staff about centering Black voices and experiences. When she sees an opportunity for improvement she doesn’t hesitate to speak up or take action. She has a broad base of knowledge and skills and works in solidarity with her peers and beyond, striving to uplift and empower the community. Beyond being a leader for equity and systemic change in her formal leadership roles, Mimi follows through with empathy and commitment in her informal interactions. She does this by calling out exclusionary language or curriculum and calling in diverse peers to engage in meaningful collaboration. She sees what currently is and works toward what is possible, and she dedicates herself to the pursuit of that vision. Besides her leadership, she brings humor, sharp wit, and deep compassion to everything she does. Her dedication to excellence and her vision for a better future for Black people is both inspiring and transformative.

Arwa A.

Arwa models collaboration, empathy, and leadership in her class community—and schoolwide. She seeks to understand complex issues and works consistently to invite in other voices. She shares compassion widely and speaks out against sexism, racism, and violence. Arwa recently journaled in class about an American tradition that was outdated and needed rethinking, writing and speaking about the American tradition of "excluding different voices and cultures." Arwa does the opposite and seeks to understand different perspectives, consistently defending individuals and cultures that are being excluded. She also uplifts others—making space to celebrate classmates authentically and encouraging them when they may feel uncertain about speaking up. During a recent Socratic seminar, she adeptly asked students to stop interrupting others and made space for quiet voices in the conversation. Her peers respect her and listen to her in times of challenge or tension.

Santi D.

Santi is an outspoken student on social justice issues and thinks very deeply about geopolitics, community, and humanity. In the classroom, he always goes above and beyond the classroom texts to bring in information from outside sources to elevate conversations on issues of justice and equity. Santi speaks up as an ally to many communities. He brings an intersectional lens to class discussions, always raising marginalized identities (especially LGTBQ, Black, and women) and the disproportional impacts of issues like health disparities or labor conditions on these communities. He often educates his peers on social justice topics and does so in a manner that aims to break down abstract ideas into simple scenarios that get his point across. He is always willing to answer peers' questions on said topics and he consistently engages everyone with the highest form of respect and empathy. When other students say harmful things, Santi is able to engage them lovingly yet clearly, calling folks in to be more inclusive of others. On a particularly challenging day when another student was sharing homophobic beliefs in class towards an openly queer teacher, Santi checked in afterwards to offer that teacher affirmation and to see how she was doing as a person. Few 15-year-olds have the emotional intelligence to navigate these kinds of conversations, much less to think to check in on an adult after a conflict. Outside the classroom, Santi has been involved with a series of recent workshops and meetings about supporting the Gateway community and families with immigration challenges, especially under new federal policies and orders. Santi is never a bystander when it comes to injustice!

Logan High School (Institute of Community Leaders)

The Institute of Community Leaders (ICL) in James Logan High School is a community of about 250 students (out of a total student body of nearly 4,000) that focuses on academics and creating future leaders in their communities. ICL was created as a 'school within a school' so students would feel a sense of belonging on a large campus. ICL hosts monthly community-building events, fundraisers, donation drives, and leadership trainings. ICL students have close relationships and perform well academically because of the community they have built. ICL has been a part of Facing History since the school’s inception over 10 years ago. The students are active in participating in and hosting Facing History Student Leadership events every year. ICL teachers and students have helped to plan and facilitate events and meetings for Student Leadership Groups from other schools around the Bay Area. ICL teachers have participated in Facing History workshops and use their resources to create lessons that focus on social inequality and restorative justice. ICL students learn about being upstanders and use these lessons to spread positivity back into the larger community. Students are recognized at the end of the year for their work in the community and for being upstanders in the school.

Individual Student Nomination

Marielle M.

During her four years as part of the Institute of Community Leaders, Marielle has made a huge impact on her school and her surrounding community. In her junior year, Marielle started the ICL donation drive. She coordinated with community organizations to get donations and found a great local organization that could distribute donated items to unhoused people in the Bay Area. She then worked with the ICL Student Leadership Group (SLG) to advertise the drive, deliver drop-off boxes to classrooms, collect donated items, and package items to be delivered. In her first year facilitating the drive, Marielle and the SLG were able to pack and deliver 200 food and hygiene bags. This year, Marielle and the SLG worked to expand the drive and were able to pack and deliver 300 food and hygiene bags. Not only did Marielle find a way to act on an issue that she cared about, she also started a new tradition which will carry on after she graduates and continue to help community members in need.

Group Nomination

Institute of Community Learners Student Leadership Group

Student Group Members: Nanditha J. (President), Savannah G. (Vice- President), Gem H. (Secretary), Kiara J. (Social Media Chair), Camille C. (Social Media Chair), Sophia C. (Event Coordinator), Jules G., Mina F., Malia D.V., Julianna M., Marienne M., Greysen M., Marc E.

The Institute of Community Leader's Student Leadership Group has done a phenomenal job all year of representing and caring for their community at school and beyond. The Student Leadership Group has worked hard to put on community events and provide students at their school with opportunities to better understand each other and get the help they need. From holding a school-wide costume contest at Halloween to hosting events that provide tutoring and homework help for students before finals, these SLG students have demonstrated their commitment to their community. All of these students also took an active role in welcoming new members to the school community by hosting welcome events for freshmen and attending parent nights to welcome the families of incoming 9th graders—all of which they did on their own time.

This year, their commitment to community has extended far beyond the walls of their school. For example, all SLG members worked hard to organize this year's donation drive. Students not only facilitated the drive at school but also connected with outside organizations to ask if they would participate, resulting in donation boxes being delivered across Union City. Additionally, many of these students took on a huge role in planning and facilitating leadership conferences with other Facing History Partner Schools. All students in this group consistently showed their ability to think beyond themselves, the bravery to push themselves outside of their comfort zones, and the willingness to dedicate their time and energy towards helping their communities thrive.

Notre Dame High School (San Jose)

Since 1851, Notre Dame has been the premier educator of young women of Silicon Valley. Building on a strong tradition of teaching students “what they need to know for life,” Notre Dame educates students for leadership, global citizenship, and socially-responsible entrepreneurship. The school’s rich urban landscape and innovative programs cultivate advocates with strong voices who will bring intelligent compassion to their world—young women who become active leaders in local, national, and global communities. Notre Dame has been working with Facing History since 2007. The partnership started with English Language Arts, Religious Studies, and Social Studies teams working with Jack Weinstein and Milton Reynolds who were the original members of the Bay Area office. Over time Facing History has become embedded in the school culture, academic program, advisory, and co-curricular leadership. The concept of an upstander is introduced in 9th grade in an integrated humanities course. Students study the concepts of we/they, upstander, and universe of obligation at each grade level with more nuance. Ultimately all seniors do a senior action project in their communities where they become upstanders. The graduation outcomes include being a lifelong learner, community leader, and justice advocate—a close alignment with Facing History's mission. Moreover, the Partner School Network principles are the skills that are required to put these gradation outcomes into action.

Individual Student Nominations

Lupita C.-L.

Lupita has been a justice advocate and community leader since her freshman year. She co-founded Becoming Mujeres, "a firm that helps Latina teens and their female caregivers to translate cultural expectations into opportunities.” As stated on the website: “Lupita co-founded Becoming Mujeres with her mother and is the current Chief Inspirational Officer. Lupita is the author of the forthcoming children’s book, I Now Smile More. The book is about the positive aspects of having divorced parents. I Now Smile More not only tells the story about a young girl’s experience of having divorced parents, but it also illustrates how she handles the experience. Besides writing, she also enjoys the outdoors, cooking with her abuelita, and playing with her dog. Lupita is in middle school and her goal is to foster positivity among teens.” 

At Notre Dame, Lupita is a part of the League of Women Voters who have worked to raise awareness about social justice issues and increase civic engagement on campus. She has also been actively involved in Latinas Unidas and Ballet Folkloriko. Through these clubs, she shares the joy and vibrancy of her culture with the school and local community. Lupita’s actions have given voice to those who are marginalized, create space for meaningful learning and dialogue, and provide a model for what being an upstander in a community means.

Aisha A.

Aisha serves as a school leader in a variety of capacities. She is the Spirit Commissioner on the Associated Student Body school council, working with all grade levels to promote school spirit and unity. She is inclusive and brings together her peers to build community among a diverse student body. Aisha is also a leader of the Muslim Student Association (MSA). She promotes cultural awareness and solidarity through club activities, cultural events, and cross-cultural dialogue. This year Aisha worked with other MSA officers to plan and implement Notre Dame's first Iftar celebration. It was a beautiful event that brought together families and students for an evening of food, culture, and learning.

Pakhi G.

Pakhi has been committed to service since she began her high school junior year. She has demonstrated a passion for social justice and a desire to put her skills and energy towards making the world a more inclusive and compassionate place. As a junior, she served on Notre Dame's Teaching, Advising and Serving our Community (TASC) Justice leadership group. This group works on education and awareness campaigns for relevant issues in the community. Last year the group created a teach-in about climate change and its impact on the local and global community. This year she serves as the Service Commissioner for the Associated Student Body school council. She has coordinated and promoted service opportunities for the school community. Pakhi brings her commitment to service and justice to all aspects of her leadership. She is a National Honors Society officer —and as such, recently coordinated a letter-writing campaign with the group. She taught students about how to write an advocacy letter to elected officials about issues they felt strongly about.

Oceana High School

Oceana High School is a small community of learners who are passionate about social justice and taking responsibility for their own learning. Students form a close-knit community that values each and every student. The school has partnered with Facing History since 2009, and Facing History's content is closely integrated into the Humanities curriculum across grade levels—from 9th-grade Ethnic Studies through 12th-grade Government. With the goal of empowering future global citizens, the curriculum challenges students to think critically about their role in their communities and the world at large.

Individual Student Nomination

Bethany Z.

Bethany has worked tirelessly throughout her time at Oceana to advance social justice. She throws herself fully into everything—including the founding of a non-profit called Youth for Political Engagement which provides non-partisan political education to hundreds of community members, her service in the Beekeeper Club, her role as Youth Commissioner with San Mateo County, and her continued concurrent enrollment in San Mateo Community College. It is notable just how much she has given while still upholding high academic standards and rarely showing any fatigue over her many responsibilities. Additionally, she is fearless and determined as she fights for what she believes in. As a Boys & Girls Club State Delegate, she has fought for—and continues to fight for—gender equality in the organization. She started a campaign, lobbied elected officials ( getting many to support her), and is applying newly-learned skills as an organizer to fight for equal treatment for girls in the program. Bethany sets herself to every task with quiet humility and determination, while also having the curiosity and intellect to ask questions that challenge herself and others to learn.

Jewish Education Partner Schools

de Toledo High School

Founded in 2002, de Toledo High School is a close-knit community that inspires students to be intellectually curious, academically driven, and ethically grounded. de Toledo cultivates the whole student, building self-confidence, encouraging self-expression, and preparing students for a life shaped by Jewish values and democratic ideals. Guided by Jewish values and a relationship with Israel and the Jewish people worldwide, de Toledo develops confident leaders prepared to embrace their life purpose with moral action and shalom (peace). de Toledo is committed to pluralism and guided by the recognition that each person is of infinite value—a reflection of the Divine. de Toledo seeks to form a Kehillah Kedosha, a whole and holy community that contains many perspectives and holds boundless potential. de Toledo High School’s Facing History & Ourselves journey began more than a decade ago with the integration of Holocaust and Human Behavior resources for the Shoah (Holocaust) class. de Toledo joined the Partner School Network through the continuation of this course and the adoption of Facing History’s Advisory curriculum and topics ranging from community building to diversity education across departments including Jewish Life, Jewish Studies, History, and English departments—in addition to ideas for community-wide meetings. Facing History’s emphasis on learning about what makes people different and yet connected across common values aligns with de Toledo High School’s emphasis on nurturing “A+ Human Beings,” who put high character into all they do.

Individual Student Nominations

Eitan E.

Eitan is an 11th-grade student who prioritizes looking out for others in the community. He is kind and conscientious, slowing down to talk and really looking into the faces of those with whom he is engaged. This past year he spent several weekend days scrubbing antisemitic graffiti off the walkways at Balboa Park. This involved driving to Home Depot to purchase materials and chemicals to erase and fade the large bright red spray-painted words. It was a time-consuming and a physically challenging project.

In January, during the Los Angeles fires, Eitan purchased and delivered healthy food and drinks to the local Encino firehouse. He made it a point to talk with the firefighters and learn a little bit about them and their personal stories. Additionally, he reached out to friends and collected donations for families that were displaced or lost their homes. This included gently-used clothing, blankets, sleeping bags, and children's books and toys. He called around and found a local business that was accepting items for distribution and arranged a few large drop offs.

Finally, after a lengthy interview process, Eitan was accepted to become a Teen Talk advisor. For 10 consecutive Saturdays, he is training to become a teen advisor to provide peer-to-peer support where teens can share their experiences and receive support. Upon completion of the required 50 hours of training, he has committed to a minimum of two shifts per month for the first year. Eitan hopes to make a positive impact and help the teens that reach out within the program. His care and sensitivity to the people around him is noticed at school and in the community. At a young age, he is a role model for many others.

Tess G.

Tess encapsulates upstanding, both on and off campus. During her two years at de Toledo High School, she has already given much of her time to help those underserved and in need of support. Tess feels deeply for people, and when she sees someone struggling—whether it is a student who does not have access to education, a family facing food insecurity, or a peer overwhelmed by stress—she makes the effort to help. Just several weeks ago, Tess called many shelters and rescue centers after speaking with a man experiencing homelessness and covered in paint. Tess spent the afternoon understanding the bus system to help get them to a location where a shower, food, and a bed awaited him.

Tess has many ongoing commitments. At Wise Readers to Leaders, she has been mentoring and tutoring young students from underserved neighborhoods. She helps students with reading, writing, and homework skills. This past September, Tess joined the Wise Readers for Leaders Youth Board and Committee to do social media marketing for the organization. A natural leader, Tess is also the Dance Team Captain because her coach recognizes that being a leader requires seeing those you lead, understanding individual needs, fears, concerns, strengths, and weaknesses. That same passion for inclusion and empowerment extends into Tess’s volunteering at Ballet for All Kids, where she teaches children with special needs to dance. Tess's commitment reaches many others, from advocating for animal welfare to working with Chai Lifeline to help children struggling with illness. She is remarkably energetic in all of these pursuits, which makes her shine as an upstander.

Milken Community School

Milken Community School is a private Jewish day school in Los Angeles serving approximately 750 students from grades 6 through 12. The school is a pluralistic community and one of the largest Jewish day schools in the United States. The school’s broader mission is to “educate our children so they can surpass us.” Milken has utilized Facing History & Ourselves resources for over 20 years, initially in Judaic Studies and combined Humanities classes in middle school. Over time, the high school applied Facing History resources and techniques in the social science and advisory classes. Currently, this curricula includes teaching the Holocaust and Human Behavior in the 10th grade, and Reconstruction, Jim Crow segregation, the Civil Rights movement, and Japanese incarceration in 8th and 11th. The 6th- through 12th-grade advisory curriculum incorporates Facing History materials including topics on identity, obligation, and the concepts of areivut (accountability) and Kavod HaBriyot (honoring individuality and one another). Facing History has been a partner throughout the years as Milken has developed and changed in size, curricula, and focus. The school has hosted Facing History professional development workshops and has worked with liaisons to refine how Facing History materials can be used to suit student needs. Materials from Facing History support the development of empathy, and the organization provides the tools necessary for teachers and students alike to navigate divisive conversations.

Group Nomination

While attending an educational conference, Milken delegates Adina, Sam, Norah, and SophiaHope heard anti-Zionist rhetoric and antisemitic tropes in keynote speeches. They also experienced anti-Jewish hatred and isolation in their small group interactions. Delegates responded in the moment by utilizing the principles of Makhloket, the Jewish value of constructive conflict, which they learned and practiced in their Israel Leadership and Beit Midrash (Jewish studies) classes. In small group settings, they articulated their discomfort and the reasons for it and educated their peers from an authentic Jewish perspective with factual evidence, patience, and conviction, reporting their concerns to the conference staff and their school chaperones.

Milken delegates saw the pain of other Jewish students who were hurt and felt unsafe. Adina checked on a student who was crying about her experiences and advocated for immediate counseling support which they both, as a result, received. Then, she and Sam proceeded to invite these students to join the comfort and safety of the Milken Shabbat space where students shared their experiences in a safe space. Norah and SophiaHope shared moments of encouragement from their experiences where they were able to successfully advocate for the Jewish people in constructive conversations.

Even though these delegates left the conference feeling hurt and marginalized, they also left with a sense of maturity and urgency. Adina used her experience to fuel her efforts in raising awareness about impartial education, including reading out to local and national news outlets. Adina also published her own op-Ed piece in a local journal. Sam channeled his experience into developing a conference to provide a Jewish affinity space for local students at independent and public schools and an Israel education space for local teachers with limited knowledge about the history of the region. These delegates are dedicated to creating future upstanders and advocates for the Jewish people.

Pressman Academy Middle School

Pressman Academy is a Jewish day school rooted in Conservative Judaism and strong in General and Judaic Studies. The ethos of the school is that every great teacher changes the world. They believe that learning is fun when it is meaningful and connected to the real world, and the way to do that is vis-a-vis a differentiated classroom—where every single child is seen and supported. Pressman has a long standing partnership with Facing History & Ourselves and curriculum is integrated into both JS and GS classes, particularly in the middle school—including, but not limited to, resources from Holocaust and Human Behavior and Teaching Mockingbird. The staff at Pressman is looking forward to further developing the role Facing History plays in helping to cultivate upstander behaviors and actions at school.

Individual Student Nominations

Yael C.

Yael models upstanding behavior at Pressman Academy. While aware of potential social repercussions, this takes a backseat to being able to stand for what is right. Throughout her middle-school career, Yael has made a positive impact and is beginning to become recognized for her upstanding by her peers. A notable story about Yael from this year is when she intervened after witnessing an older student being mean to a younger one. She went up to the bullying student and said, “You shouldn’t be saying mean things about [the younger student]. She’s just trying to live her life, just like you.” She was able to speak directly to what was happening in the moment and that directness without fear was effective. In similar situations, students found themselves unable to confront this person out of fear, especially about being ostracized themselves. The student who was being mean walked away. Yael successfully diffused the situation through calm confrontation. This is Yael: she steps in when needed and in this way she is a model for all the other students in the middle school community. She is dependable for moral behavior around campus, creating a culture of inclusion, integrity, and kindness. 

Elsa R. 

Since 6th grade, Elsa has modeled what it means to be an upstander and has since inspired others to join her in demonstrating upstanding behavior. While aware of potential negative outcomes for remaining steadfastly decent and kind, Elsa consistently stands up for others and for morality. Through her actions, Elsa is slowly changing school culture at Pressman Academy as more follow her example.

Elsa is known throughout the middle school for being a student who demonstrates integrity when it comes to social dynamics and being an upstander. She looks out for students who are sometimes on the outs with their friends, stepping in when necessary to be an ally and involving adults when the situation calls for their support. A friend said about her that she takes a “play stupid games, win stupid prizes” approach to bullying and mean behavior at school, taking it upon herself to speak up. Another classmate described her as wanting to be Elsa’s friend because it is a friendship that is “just fun, no drama.” Further, in an admirable and expected display of good character, when Elsa was asked who she thought demonstrated upstanding behavior, she humbly listed off other good-doers and their deeds—omitting herself from the record. She exhibits an unwavering regard for what is right. Her will to create belonging in her school community directly influences the culture of the school, and Elsa is bringing about this change for the better.

Sinai Akiba Academy Middle School

Sinai Akiba Academy is a Conservative Jewish Day School in Los Angeles that nurtures children from early childhood until 8th grade. Sinai Akiba Academy prides itself on “engaging students in the joy and discipline of learning. This school nurtures a community of ethical, critical thinkers who, shaped by an evolving Jewish tradition, walks through the world with confidence and humility.” Sinai Akiba Academy’s middle school has integrated Facing History into the curriculum for close to two decades. Working closely with a program associate, Sinai Akiba Academy successfully runs Jewish and Catholic exchange programs and has integrated Holocaust and Human Behavior and elements of Community Matters, Facing History’s Approach to Advisory into its curriculum. Seventh graders participate in a program that facilitates dialogue and community events between students and Holocaust survivors. Teachers in the 6th through 8th grades utilize Social Studies and English Language Arts materials. Sinai Akiba students use Facing History to foster their core values of embracing the past, energizing the present, and exploring the future. Creating a kehillah kedosha (sacred community) through academics (Torah), kindness (derech eretz) and ethical responsibility (tzedek) clearly align with Facing History’s values and grows responsible students who find their voice in this world. 

Oz G.

Oz is an outstanding, motivated, and intellectually curious student who demonstrates a deep passion for school and learning. Oz is perceptive and sharp with a high aptitude for math and science. He consistently goes beyond the curriculum, seeking out additional resources and engaging in discussions with his teachers and classmates. But it is his commitment to his community and the desire to make the world a better place that truly stands out. At school, Oz is an avid soccer player and currently plays on two club teams where he routinely demonstrates good sportsmanship on and off the field. Whether it is in class, at recess, or while playing sports, Oz goes out of his way to support his friends, encouraging a collaborative environment. 

A natural leader, Oz, is serving in his second year as a member of the Student Council and readily and regularly volunteers to help with activities on campus. He demonstrates the ability to help his peers in a compassionate and non-condescending way. Furthermore, Oz volunteers at OBKLA (Our Big Kitchen, Los Angeles, a community-run kitchen that distributes food to those in need), and Project Outreach. Oz’s ability to initiate and fill a need he sees runs deep. He was recently featured on CBS and Inside Edition for a holiday dreidel game he created and sold on Amazon called Super Mega Ultra Dreidel. Oz donated the proceeds of this game to charity. He is currently working with his father to launch a company based on the games he has created. Oz consistently stands up for what is right and for what he believes in—and as he stated in an interview, his big win is “believing in yourself to fulfill your dreams.”

Brandeis Marin

Brandeis Marin is a private Jewish school serving K-8th graders in San Rafael, California. Brandeis Marin’s community reflects the diversity of the Marin Jewish community including varied religious and cultural expressions, including about 10% of Brandeis Marin families who are not Jewish. Brandeis Marin is committed to Jewish values and exploring Judaism, Israel, and Jewish texts and ethics. Teachers have participated in Facing History seminars and workshops, including Holocaust and Human Behavior, Civil Discourse, and participation in both virtual and on-demand sessions. The Humanities and Judaic Studies departments use lessons from Facing History on the topics of Holocaust, history, and social and emotional learning. One critical piece of the school culture is about stepping in to do the right thing, and Facing History's lessons are designed to address that focus. Students know when they study Anne Frank, Japanese American incarceration in WWII, or current events that part of the equation is understanding and doing the right thing and learning from history.

Individual Student Nomination

Chloe L.

Over the years, Chloe has been one to partner with all students—including those who need more academic assistance to achieve. Chloe voluntarily supports a class member who is working to overcome learning challenges, and she makes sure that this student is included just as much as other members of the class, increasing the sense of belonging that this student feels in the school community. Through this friendship, she has set an example to others about how everyone should be treated. 

Using strategies from Facing History civil discourse materials, Chloe has also helped her class better navigate middle school social dynamics. She is the embodiment of what it looks like to listen to and engage in challenging conversations. Chloe stands out because she is sensitive to others' feelings and never slips into patterns of othering that can be typical in school social settings.  

Wornick Jewish Day School

Ronald C Wornick is a TK-8 pluralistic Jewish Day School. Wornick believes in students taking the lead in their education through project-based learning and projects that empower them to seek answers to questions both big and small. The Jewish Studies department focuses on Jewish values and identity leading to action through two large projects, the Tzedakah (Justice) and Antisemitism Community Learning events. Wornick is a proud new partner to Facing History over the last few years. Using Facing History’s Antisemitism and Holocaust and Human Behavior collections, the 8th grade—through a Facing History grant—studied and shared with the community how antisemitism currently affects them and their Jewish peers in high school. In addition, the content provided by the Teaching Night Guide, Elie Weisel’s novel, Night, and other social studies materials have been beneficial for the middle school team. Recently, Wornick engaged in a workshop on Civil Discourse to support the faculty and move the needle on how to manage difficult situations for stakeholders in the community.

Group Nomination

The 8th-grade class led the Antisemitism Community Learning event, held in January. Students began with learning about their Jewish identities and about Jewish cultures from around the world. They learned that there is no one stereotypical look or characteristic for a Jew. Facing a significant rise in antisemitism in America, especially after October 7, students learned that education is key in understanding and fighting antisemitism. During the event, the students met in small groups with parents, teachers, and community members—like the mayor of Foster City, local firefighters, and county education officials. They presented what they learned about the history and evolution of antisemitism over time. Students shared multiple examples of antisemitism and then led discussions about the participants' reactions and feelings. All participants left feeling empowered to take a stand and as evidence, the mayor of Foster City posted the following on her social media: "I spent time with the class of 2025 at Ronald C Wornick Jewish Day School and left feeling so hopeful. These students are so courageous and prepared to meet antisemitism head on with information and empathy. I was blown away." In addition, the 8th graders provided many tools on how to combat antisemitism in high school using real case studies of high schools in the Bay Area. Their offer of support demonstrated their ability to be upstanders in our community now and in the future.

Southern California

Animo Jackie Robinson Charter High School

Animo Jackie Robinson Charter High School is located in the heart of historic South Central Los Angeles. It has a majority Latino and African American student body as well as staff from diverse backgrounds who mirror the community they serve. The school fosters an environment of mutual respect, resilience, and ambition where students are encouraged to thrive both academically and personally. The school’s relationship with Facing History has been integral to its growth, culture, and academic programming since its founding in 2006. Facing History has become a cornerstone in the school’s efforts to provide students with the tools to think critically about the world around them and to act with empathy and justice. Facing History is deeply embedded in several aspects of school curriculum at Animo Jackie Robinson. It is a core part of the 10th-grade curriculum, helping students engage with critical issues in history, identity, and social justice through an interdisciplinary unit on the Holocaust. Additionally, Facing History’s materials and frameworks are incorporated into Senior Social Action Projects, where students apply what they've learned to create meaningful, community-focused initiatives that promote positive change. Beyond the formal curriculum, Facing History resources are also used in Advisory lessons, which help guide students in developing important social and emotional skills and encourage them to reflect on their role in the world.

Individual Student Nominations

Gycell E.M.V.

Gycell is a standout student at Animo Jackie Robinson Charter High School who consistently embodies the qualities of an upstander. Gycell demonstrates her upstander behaviors daily, often going out of her way to support both students and staff. Notably, she serves as a personal translator for an Emerging Bilingual classmate, ensuring that she is fully engaged in class discussions and activities despite potential language barriers. This act of service not only supports her classmate’s academic experience but also fosters an inclusive environment where all students can thrive. Gycell’s willingness to assist others without expectation of recognition is truly admirable. In addition to her individual acts of kindness, Gycell is consistently the first to volunteer during Associated Student Body (ASB) events. She eagerly helps with event planning and execution, playing a vital role in creating a positive and engaging school culture. Her humility, despite being an overachieving student, sets a strong example for others. Gycell’s kindness, dedication, and leadership have earned her the respect of both her peers and teachers. She is a role model for others, showing that leadership is defined by action and service, not position.

The impact of Gycell’s upstander behaviors extends beyond individual moments. Her consistent willingness to help others has contributed to a school culture of empathy and mutual support. Students and staff alike are inspired by her example, and her actions have created a ripple effect that encourages others to step up and offer help where needed. Gycell has made an impact on fostering an environment of respect, kindness, and inclusivity and she will undoubtedly continue to inspire and make a difference wherever she goes.

Karen D.J.

Karen is an exceptional student and true upstander at Animo Jackie Robinson Charter High School. She consistently uses her voice and actions to support causes she believes in and stands up for others, especially when faced with injustice. She has demonstrated her leadership and commitment to social justice by organizing a peaceful protest via social media and motivating her peers to advocate for important causes. This initiative showcases her courage and passion for creating positive change. By using her platform to speak out against injustices, Karen has encouraged others to follow her lead and stand up for what they believe in. Her actions have fostered a culture of empowerment where students feel motivated to participate in school activities and speak up for what’s right. Through the school’s emphasis on social justice and ethical action, Karen has learned the importance of standing up for others and embracing activism. She has applied these lessons to become a fearless advocate for justice and a role model for her peers.

As class president, Karen fearlessly leads her classmates and is always willing to participate and represent her grade level in rallies and grade-level meetings. Whether it's through showing school spirit or leading discussions, Karen takes every opportunity to engage with her peers—inspiring them to get involved in school events. Her leadership stands out because she isn’t afraid to be different and challenge the status quo. Karen’s influence as an upstander has made a lasting impact on the school community. Her leadership, dedication, and willingness to stand up for what’s right continue to inspire and motivate others to take action. Her teachers are proud to have Karen as a leader at Animo Jackie Robinson and they look forward to seeing her continue to inspire positive change.

Bryant F.

Bryant has consistently acted as an upstander through his kindness and willingness to support others. Without being asked he regularly helps classmates who are struggling, ensuring they feel supported both academically and personally. Bryant goes above and beyond to assist teachers and staff, offering help whenever needed and fostering a positive atmosphere in the classroom. His cheerful attitude and thoughtful nature bring joy to those around him, making him a beloved member of the school community.

Bryant’s actions have had a significant impact on school culture, creating an environment where students feel more comfortable reaching out for help and where kindness is celebrated. His willingness to step up and help others, whether in class or around school, has inspired his peers to do the same. His consistent support and positive presence make him stand out as a role model for others. Bryant’s behavior aligns with the core values emphasized at Animo Jackie Robinson, particularly those emphasized through Facing History programming—which promotes empathy, social responsibility, and standing up for others. These values have shaped Bryant’s actions and helped him become a true upstander.

Cleveland Humanities Magnet High School

Cleveland High School is an active school with many communities,—including two magnets, an Advanced Studies program, Academy of Art and Technology, English Language Development program, Special Education program, and additional academic pathways. Each entity is dedicated to the success of its students. Cleveland Humanities Magnet has been a Facing History Partner School since 2017. Facing History was instrumental in the revision of the Magnet’s 12th-grade curriculum and helped reimagine a bullying curriculum for 9th graders. Additionally, Facing History has led professional development over the years with the Humanities Magnet and full Cleveland staff. In partnership with Facing History, the Magnet seeks to cultivate a learning community marked by upstanders who carry on the legacies of historical figures that stood up for what was right even when it was difficult. This helps students understand their expectations and gives them models from which to draw.

Individual Adult Nomination

Violeta Alarcon (parent)

Violeta Alarcon is the definition of an upstander. She is the first to volunteer to help teachers and administrators with any activity in the service of students. Though her child is a student in the Humanities Magnet, Violeta is the Parent Teacher Student Association (PTSA) president and often serves as a liaison between parents and the larger school—especially for parents whose primary language is Spanish. Violeta supports campus-wide events—not just those in the Magnet—and she encourages other parents to become involved. She lives over 30 minutes away from the school and will stop by just to inquire if she can help with anything. She is kind and generous, and this school will not be the same without her.

Group Nomination

Latinx Student Union

Students: Victoria A., Emeli C., Sofia T., Mariana D., Adamariz A.

Victoria, Emeli, Sofia, Mariana, and Adamariz are the leadership team of our Latinx Student Union (LSU). They meet once per week to plan and facilitate club meetings about current issues impacting the Latinx community. Most recently, these students partnered with school administration to plan and implement a schoolwide walkout and rally advocating for humane immigration policies. The rally centered on students' right to protest and unapologetically communicated that Cleveland Charter High School supports undocumented students. At a school which is predominately Latinx, these students have been thoughtful and intentional about providing access to students whose primary language is not English. Historically, all PA announcements were made in English, but LSU leaders advocated to have announcements also read in Spanish. They are a model of what is possible through teamwork and passion.

Esperanza College Prep High School

Esperanza College Prep is part of the Ednovate network of independent, free, public charter schools. It opened its doors in East Los Angeles in August of 2017, expanding one grade-level per year and serving its first full enrollment of grades 9–12 in the fall of 2020. Last year Esperanza was awarded the coveted California Distinguished School Award by the California Department of Education and has achieved 100% college acceptance five years in a row. Esperanza strives to cultivate a culture of inclusivity, compassion, and solidarity, where every member feels empowered to make a difference and contribute to a more just and equitable world. The school has partnered with Facing History & Ourselves for several years, shaping its approach to education by fostering a community of empathy, critical thinking, and social responsibility. Through the utilization of resources such as "The Anti-lynching Activism of Ida B. Wells," "The Legacy of Emmett Till," and "Black Women’s Activism and the Long History Behind #MeToo," Esperanza engages students in examining the complexities of history and the enduring struggles for justice and equality. As the school describes itself: “We believe in the power of upstanding, recognizing and honoring those who demonstrate courage, empathy, and integrity in standing up for others. Within our community, students and adults alike are empowered to intervene and advocate for those facing bullying or attacks, ensuring that everyone feels safe, respected, and valued.”

Individual Student Nomination

Victoria F.

Victoria has been very impassioned in fighting for equal access to education. She is active in her former neighborhood where she kept contact with local organizers. She supported students and teachers who were promised updated textbooks when they held protests and attended school board meetings. Furthermore, Victoria has been involved in the Model UN club on campus, making her passion in policy and activism very known. During the school walkouts in East LA this year, Victoria respectfully participated while trying to organize within the school's procedures. She is an outstanding student who has a strong moral compass, along with the drive to succeed. She is currently planning to pursue a career in the field of law!

Global Leadership Environmental Action Magnet (GLEAM)

The Global Leadership Environmental Action Magnet (GLEAM) provides students with opportunities to demonstrate their concern and desire to act on behalf of their school, community, and planet. GLEAM is a small magnet in its fourth year at John F Kennedy High School in Granada Hills. Students plant gardens, paint murals, measure the health of tide pools, and plan events for their school community. GLEAM started working with Facing History & Ourselves during the 2024-2025 school year as a Team Training Opportunity partner. The partnership has helped increase students’ civic engagement. GLEAM has been fortunate to have students who are eager to get involved with projects that build community, and Facing History has helped the school nuture that talent with a plan for the future. Working together, GLEAM and Facing History are developing student leaders who feel they’re part of an inclusive community while identifying as agents of change.

Julian P.

Julian is a member of the Art Committee of his Upstanders group. He supports the group’s activities by creating posters that promote awareness campaigns, special events, and fundraisers. He is currently working with other students to promote "World’s Movement Day," which brings awareness to social, civil, and ethnic movements in history. Julian uses his agency to empower other students and is preparing to be a peer mediator to help students in need of intervention who are uncomfortable speaking to adults. He is also working closely with his leadership president for a rights-awareness event to help undocumented students understand their rights. He understands the importance of promoting a healthy school climate that fosters safety, security, and justice.

Julian is also a member of Kennedy High School’s music department where he plays brass instruments and supports his fellow musicians. He organizes lunch practices for brass players during which they practice their parts and work on tone quality and playing together as a single unit. Music helps Julian enjoy the day while providing an opportunity to support a musical community that represents the broader JFK school community. It’s no surprise that Julian is so involved as a 9th grader; in middle school, he was a vital part of a tutoring club that helped other students pass their courses and prepare for high school. 

Julian shows great promise as a leader in GLEAM. He has a quiet nature that is friendly and welcoming to others. He believes in involving everyone in the community and has the motivation and artistic ability to make a meaningful impact.

Yamizel B.

Yamizel is a true representation of what it means to be an upstander. As a journalist for John F Kennedy High School’s newspaper, The Word, she brings awareness of her generation’s problems and utilizes the expression of feelings to create a community around them. Yamizel hopes to become a journalist and public-relations spokesperson, putting a spotlight on businesses, families, and organizations that deserve to be recognized for their hard work. 

As a student in the Global Leadership and Environmental Action Magnet at Kennedy, Yamizel combines the topic of climate change and news writing to create a cleaner and greener community and world. She actively participates in events for her Advanced Placement (AP) Environmental Science class, and is working with other students to create a pollinator-friendly garden system in an elementary school.

Yamizel is a very hard worker and ensures that everyone is able to use their voice. She is active in the journalism community. Yamizel feels a strong obligation to accurately represent the events she covers, approaches this and her other goals with unwavering ambition. She sets clear objectives and has developed a strategic plan to achieve them. Her dedication is evident in the way she tackles assignments. Once given a task, she dives in with enthusiasm and a commitment to excellence. She constantly delivers results, proving that her ambition is matched by her ability to execute.

Vanessa S.

Vanessa has shown upstanding qualities in all her actions and leadership. She offers a helping hand to those in need and serves as the president of Upstanders leadership. As a founding member of the group’s leadership, Vanessa has guided events to empower, inform, and engage her community. The events she plans and participates in advocate and inform the student body on a wide range of topics. For example, through an Immigrant Rights Awareness event, current students learn their rights and also inform others about the historical impact of immigration. The event is meant to educate and inspire hope. She strives to make students feel more secure on campus -- regardless of their gender, race or immigration status.

Vanessa's unrelenting goal for a united and inclusive campus can be seen in everything she does. She is trained as a peer mediator and helps her peers resolve their conflicts peacefully. She has empowered students to advocate for their rights through additional events on campus such as Hispanic Origins Month, Black History Month, and Cougar Closet donation drive. Vanessa also trains students to become peer mediators, working closely with the student mental health services office, Dream Center, and other leadership groups across campus. Her commitment to the student body has been recognized by her teachers, peers, families, and administrators. She strives to create an inclusive environment by creating events to support an overall anti-hate, anti-discrimination, and anti-racism program.

Lincoln Middle School

Lincoln Middle School is a spirited, family-oriented community dedicated to fostering curiosity, empowerment, and a strong sense of belonging in students. Lincoln Middle School recognizes and celebrates the unique needs of each learner, ensuring that every child feels seen, valued, and supported. Dedicated teachers embrace diversity and are committed to equity by integrating culturally responsive teaching practices that honor students’ backgrounds, experiences, and identities. Lincoln Middle School has worked with Facing History for over 20 years—however, in 2023 it became a Partner School for the first time. Throughout the year, 7th-grade history classes learn about and discuss people who make choices to make the world a better place. This culminates in a project called “Upstanders We Admire” in which students present to community members at the end of the year. In 7th-grade English classes, core novel studies of Brown Girl Dreaming and The Giver employ strategies such as “Identity Charts”, “Four Corners,” and “I Am From” poems, among others. Eighth-grade English classes study a unit on the Holocaust, which has expanded into an exhibition project on human rights. The vision is to implement the rich strategies of Facing History within classrooms and across the campus to cultivate a larger school culture based around the core values of intellectual rigor, emotional engagement, and ethical reflection. Lincoln Middle School is excited to continue its relationship with Facing History and make further connections with middle schools who are doing this work.

Individual Student Nominations

Thalia S.

Thalia demonstrates consistent kindness to others on a daily basis. She is a positive leader on campus and works through her role in Associated Student Body (ASB) to make the school a great place for everyone. Thalia uses her voice to do what is best for her peers and balance the needs of others, all while keeping her focus on the greater good of the school community. Teachers note that Thalia takes on the extra effort to include, support, and encourage her classmates. She actively engages in class discussions, listens to others’ viewpoints, and bravely shares her own. When working in groups, Thalia always makes space for everyone to share and be involved. If someone is struggling, she seeks to help the student and/or advocate for additional support if necessary.

Along with navigating the usual stressors of middle school, Thalia manages to meet challenges head-on with a great attitude, inspiring others to do the same. Her classmates have reported that Thalia “always stands up for what is right and is always willing to lend a helping hand.” They go on to say that “whenever she sees bullying, she steps in to stop it, offering support to those targeted. She also goes out of her way to make others feel included, reaching out to classmates who might feel left out. Additionally, she provides emotional support, always offering a listening ear or words of encouragement to those in need. Through her actions, Thalia makes a significant impact on our school, always working to create a safer, kinder community for everyone.” Thalia treats adults and students with respect and understanding. She is a remarkably brave spirit and the school community is lucky to have her.

Marlin K.

Marlin is an outstanding young person and is incredibly deserving of being recognized as an upstander. Marlin consistently stands up for others, whether speaking out against bullying, offering support to those who need it, or creating an environment where everyone feels safe and valued. His conscientious nature drives him to take action when he sees someone in need, and his kindness motivates him to help others without expecting anything in return. 

Henry M.

Henry is a 6th-grade student who stands out in his school community as an upstander, consistently showing kindness, responsibility, and leadership in everything he does. Academically, Henry excels in his studies, always striving to do his best. However, his intelligence is not just for his own benefit; he is also eager to help his peers. When classmates struggle with assignments, Henry doesn’t just give them the answers but takes the time to explain the material, teaching them in a way that helps them understand and learn for themselves. This approach not only strengthens their knowledge but also builds a sense of teamwork and trust in the classroom. Henry is a great role model for his peers, known for his actions in keeping the school clean and organized. He regularly picks up litter and encourages others to do the same. If he finds any lost items, he makes sure to return them to the lost-and-found, ensuring that nothing goes missing for long. This sense of responsibility and respect for his school environment reflects his strong character. Additionally, his classmates report that Henry is always willing to lend a hand to substitute teachers, offering assistance or explaining things students may not understand. His respectful and helpful attitude supports a positive, productive classroom environment.

In addition to his helpfulness, Henry’s personality makes him well-liked by everyone around him. His positive attitude is contagious. He is funny, kind, and friendly, always making an effort to include others—whether it’s inviting someone to join a game or simply sharing a smile. His ability to make others feel welcome and valued shows his leadership in building a positive, supportive school community. Through his actions and attitude, Henry proves that being an upstander is not just about standing up for others in difficult situations, but also about being a consistent positive influence on others.

Marlin is a very empathetic and proactive individual who genuinely cares about the well-being of others. His willingness to speak out against bullying and his commitment to creating a safe and welcoming environment best demonstrates his strong character and leadership. He inspires and influences other students by promoting kindness and respect and fosters a more supportive and empathetic environment by standing up for others and encouraging the use of kind language. Further, he encourages a culture of empathy where everyone feels valued and understood and his influence is a reminder that one person's actions can make a big difference in creating a more positive and inclusive community. People like Marlin are great role models who inspire others to be mindful of their words and actions, ultimately contributing to a more positive atmosphere for everyone. The qualities Marlin embodies affect the community as a whole. Marlin’s good intentions and positive impact make the world a better place.

Los Angeles School of Global Studies

The Los Angeles School of Global Studies (LASGS) is one of the four schools on the Miguel Contreras Learning Complex (MCLC) in Westlake/MacArthur Park. LASGS students are predominantly Latino, primarily with Central American or Mexican roots. About half of LASGS’ students are Emergent Bilinguals with many having just arrived in the United States. Newcomer students are often unaccompanied youth between ages 14-17 who work late hours into the night and then study in the morning. LASGS has been a Facing History Partner School for over a decade. In the past they have embedded Facing History case studies into project-based learning projects—such as the 10th-grade Holocaust unit, the Upstander Project, and Industrial Revolution unit. There are two projects that train students in defining an upstander and embodying the responsibility of what it means to act as one: in 9th-grade English this year, key components of Facing History’s approach to teaching the Holocaust were incorporated into the reading of The Book Thief and its final project. In 11th grade, students work on a project called Young Abolitionists in which they learn about human rights and the violations involved in human trafficking in order to raise awareness in their community. LASGS teachers have presented at Facing History Partner School Conferences in Los Angeles and Chicago, highlighting the power of student immigrant stories.

Group Nominations

Young Workers’ Rights

Students: Manuel A., Adelaida B., Zolema E., Diego J.

Manuel, Zolema, Adelaida, and Diego attended the Young Worker Leadership Academy (YWLA) at UC Berkeley where they learned about workers' rights, particularly issues affecting young workers today. They left the workshop empowered to make a difference in their community by bringing awareness of workers' rights and avenues for seeking help to other students. The leadership academy was open to youth throughout California and these four students submitted an impressive application. Adelaida, Zolema, and Diego are part of an internship program with the Los Angeles Department of Water and Power (LADWP) and are learning about the working environment firsthand. These three students took initiative and presented the opportunity to apply for the leadership academy to their teachers. Manuel had just completed a Garment Workers' Rights Internship over the summer and was involved in educating others about their rights. He was a perfect fit as the fourth member of the team. 

Adelaida, Zolema, Diego, and Manuel are working on a civic action project as part of their Principles of American Democracy class. The students will collaborate with the Work Experience Education Office at the Los Angeles Unified School District and liaise with LADWP to provide a presentation on workplace harassment, workers’ rights, and avenues for help to other interns. Their goal is to make it part of the training for interns starting out. Their plan also includes creating a public service announcement that students applying for work permits would have to watch before obtaining their permit. In addition, they will step into the role of presenters to their fellow students at the school’s annual College and Career Day.

Global Studies National Honors Society

Students: Manuel A. (President), Dylan M., Nicolasa G., Leslie S., Leslie A., Italia C., Juana U., Nathaniel J.

This year's National Honors Society Chapter is the first in which the members have completed all three years of eligibility as NHS members in the post-COVID era. This chapter is comprised of upstanders who are determined to uplift their school and community by making themselves available whenever and wherever needed. The Global Studies National Honors Society Club focuses on empowering and recognizing high-achieving students (3.0 or higher GPA), providing them with a value-based framework that promotes a culture of four pillars: scholarship, service, leadership, and character. Students work together to sharpen awareness of the community’s needs and work toward solutions that will make profound and enduring contributions. They have volunteered for three consecutive years at the Rampart Police Station Toy Giveaway to give away toys with the LAPD Cadets Program, distributing food and doing outreach on behalf of the entire Los Angeles School of Global Studies community. They’ve also volunteered for two years at the Love My Community Clean Up at MacArthur Park along with District Board Member Dr. Rocio Rivas and City Council Member Eunisses Hernandez. As passionate upstanders, they lead by example and continuously offer help, support, and leadership when needed. They move from organizing events to lending a hand during community initiatives. They consistently demonstrate a selfless attitude, go above and beyond what is expected, and strive to make a difference by serving as an inspiration for future generations. Their mission is to showcase the love and pride they have for their school while helping to create a legacy of a stronger, more connected community where everyone—including themselves and their families—can thrive.

New Los Angeles Charter Middle School

New Los Angeles Charter Middle School is a community of scholars who are taught to demonstrate the mission pillars of Respect for Self and Others, Engagement in the Community, and Passion for Learning. New LA has been a part of the Facing History & Ourselves Partner School Network since 2016, using Facing History lessons and trainings to help facilitate its academic programming. New LA incorporates Facing History curriculum in Humanities and Advisory classes. This year, the Humanities Department met with a Facing History program associate to help prepare for upcoming novel studies and participated in a professional development workshop to support teaching current events. New LA’s integration of Facing History curriculum and strategies has been tied to its goal that students receive equitable and inclusive learning opportunities.

Individual Student Nomination

Charli R.

Charli has been an advocate for students who need support and is a natural leader who works to ensure that others do not feel excluded or treated unfairly. She is the first person to offer help—whether it’s by speaking up when she sees something wrong, encouraging others to do the same, or simply offering a listening ear to someone in need. These actions create an atmosphere of kindness and respect, making everyone feel like they have a voice and that their well-being matters. What sets her apart is her unwavering commitment to advocating for inclusivity and standing up for those who may not always be able to stand up for themselves. Further, while Charli is often first to share her experiences, she is also a strong active listener during class discussions. Charli invites the perspectives of others, making school a place where diverse viewpoints are celebrated.

Charli’s upstanding behaviors were deeply influenced by the humanities curriculum, particularly when she learned about historical events involving inequality and social justice. Charli was especially moved by a unit on civil rights and social movements, which helped her understand the power of speaking out and standing up for what’s right. Additionally, school cultural experiences—such as her 8th-grade Social Justice Action Project on unhoused people—enabled Charli to collaborate with her peers and stakeholders in order to identify ways in which acts of kindness and courage can make a positive impact. Finally, for her 8th-grade Book Project, Charli chose to share a non-fiction book called The Fire Next Time by James Baldwin—one of her favorite writers and activists. Her project reflects her beliefs as a young activist who values inclusivity and is passionate about the urgent need for racial justice and understanding. These important experiences, among others, have helped shape Charli into someone who is always ready to intervene in situations of injustice, advocate for peers, and encourage others to embrace diversity and equality.

Individual Adult Nomination

Christiana Cobb-Dozier (Staff)

Ms. Cobb-Dozier is the leader of New LA’s Positive Behavioral Interventions and Supports (PBIS) and School Culture Committee. She has been an exceptional upstander in the school community, working tirelessly to build a strong and consistent bullying prevention program and ensuring that every student feels safe and supported. Ms. Cobb-Dozier created a self-reporting form that allows students to confidentially report bullying incidents, giving them a voice in a way that helps them feel empowered and heard. She has also been instrumental in organizing staff professional development, ensuring that all faculty members are equipped with the tools and knowledge to recognize and respond appropriately to bullying. By supporting administrators in developing tailored safety plans for students who have been victims of bullying, she actively takes steps to protect and support vulnerable individuals.

The impact of Ms. Cobb-Dozier’s upstanding actions has been profound. Her proactive approach has led to a safer and more inclusive environment where students feel supported and understood. The self-reporting form has given students an accessible way to share their experiences, leading to quicker resolutions and lessened feelings of isolation. The professional development for staff has increased awareness and consistency in how bullying is addressed, which has strengthened the school’s overall response to incidents. Her efforts have created a culture where bullying is no longer ignored, and standing up for others is the norm.

What stands out most about Ms. Cobb-Dozier’s upstanding leadership is her dedication. Her work goes beyond just responding to incidents of bullying—she’s focused on prevention and creating an environment where kindness, empathy, and respect are emphasized. Through her efforts, bullying prevention is integrated into the school culture, and it’s clear that she cares deeply about each student’s well-being.

Group Nomination

8th Grade WEB (Where Everyone Belongs) Leaders 

Students: Ariana P., Belien K., Jesus O., Sebastian A., Mateo A., Hellen M., Juan L., Giovanni M., Bryan M., Jenifer V., Sebastian N., Valeria D., Laura R., Neila G., Sarah C., Nancy A., Charli R., Jason A., Hugo S., Karina D., Nicolas K., Jaylene A.
Led by school counselor Ms. Christiana Cobb-Dozier

The 8th grade Where Everyone Belongs (WEB) leaders are mentors for all 6th-grade students. To do this they must maintain a certain GPA, be present for 95% of school days. and meet with mentees once per month to lead lessons on teamwork, bullying prevention, empathy and other social-emotional topics. This year, WEB leaders have reported unsafe behavior such as student drug use and bullying and have volunteered to help with staff members for after-school activities. They have also supported students who have caused harm to others by holding special meetings to help with homework or work on coping strategies. All WEB leaders meet regularly to learn lessons that they later teach to mentees on team building, empathy, and bullying prevention. Additionally, they have regular check-ins with an advisor to improve their leadership and discuss opportunities to intervene to support other students who may be causing harm or are being harmed on campus. Their presence has prompted a safer school environment for all students.

In the founding year of this program, WEB leaders have shifted school culture to be more welcoming and engaging for all students. Because of their leadership in the 6th-grade orientation, all incoming 6th-grade students were able to start the year on a positive note. Additionally, when new students enroll, WEB leaders personally welcome them and see that they adjust to their new class and teachers. They have given insight to school staff on ways to improve school culture to limit bullying behaviors and increase student safety, and they have also used their position to be a listening ear to their mentees and provide emotional support when needed. WEB leaders are also present at all major school events, provide a welcoming energy at open houses for potential students, and model our school mission pillars (respect for self and others, engagement in the community, and passion for learning). 

Valor Academy High School

Valor Academy High School is committed to fostering a culture of community, integrity, social justice, excellence, and leadership. Rooted in restorative practices, they aim to create an environment where students are empowered to become innovative youth and change agents. The partnership with Facing History & Ourselves, an organization that provides valuable lessons and workshops to enrich the curriculum and school culture, is what helps shape the culture around the school. The curriculum at Valor Academy is based on experiential learning, encouraging students to engage critically with historical issues. Creativity is welcomed and celebrated, allowing students to express themselves and develop a deeper understanding of diverse perspectives. Facing History lessons are embedded in daily instruction, exposing students to a variety of cultures and backgrounds while recognizing their impact on the world. The staff also participates in workshops led by Facing History, further strengthening their commitment to inclusive education. These lessons support the school’s mission, empowering students with the tools to stand up for social justice and lead with integrity. By integrating these values into the foundation of the school, the team at Valor Academy High School works hard to cultivate a new generation of informed, compassionate, and action-driven leaders ready to make a difference.

Individual Adult Nomination

Tisha Marina Bernard (Administrator)

Tisha Bernard is more than just a dean and school counselor—she is a fierce advocate, a compassionate guide, and a relentless champion for her students and community. She goes above and beyond to ensure that no student feels unseen or unheard, using every resource at her disposal and seeking out new ones when needed. Whether she is navigating systemic barriers, advocating for underserved students, or providing a safe and judgment-free space, Tisha approaches her work with an unwavering dedication that sets her apart. She believes in second chances, in growth, and in the power of support. Her students know that no matter what challenges they face, she will always be in their corner—fighting for them, believing in them, and reminding them of their worth.

Tisha’s work is not just about academics or career guidance—it is about nurturing the whole person. She recognizes that students need more than advice; they need someone who genuinely cares, who sees their struggles, and who walks beside them on their journey. She fights for those who are often overlooked, ensuring they receive the same opportunities, respect, and encouragement as anyone else. Her efforts extend beyond the school walls, touching families and the broader community in ways that leave lasting change. She is a pillar of strength and support, making a difference in ways that often go unrecognized. Tisha was nominated for recognition last year, yet she never fully grasped the depth of her impact. She did not seek the spotlight, nor did she pause to soak in the acknowledgment of all she has done. But now, it is time for her to truly understand how much she means to those she serves. Tisha Bernard embodies the very essence of service, and she deserves to be celebrated again for the extraordinary difference she makes every single day.

Group Nomination

Valor Students

Students: Jazlyn G., Joshua M., Steven R.

It brings great pride to recognize Jazlyn, Josh, and Steven as upstanders. They are extraordinary leaders who consistently use their voices to stand up for others, challenge injustice, and inspire meaningful change within the school community and world around them. Their passion, courage, and unwavering dedication make them true and genuine upstanders. Jazlyn, Josh, and Steven recently organized a powerful school walkout, bringing together hundreds of students in their community to take a stand on issues that deeply impact them. With determination and careful planning, they ensured that the event was peaceful, impactful, and widely recognized. They worked tirelessly to educate their peers, coordinate logistics, and communicate the urgency of their cause. Their ability to mobilize students and spark dialogue with educators and community leaders demonstrates their strength both as organizers and advocates. 

On a daily basis, Jazlyn, Josh and Steven are steadfast champions for social justice. They consistently stand up against discrimination, stand up for their peers, and empower those who feel unheard. Individually and collectively, they believe in the power of unity and wish for a world where every human feels valued and supported. Whether through student organizing or one-on-one mentorship, they encourage their peers to use their voices and take action. Their leadership also extends beyond activism, as they can be found in after-school programs, leadership camps, and making extra efforts to excel in their education. Balancing school, advocacy, and leadership is not easy, yet they do it with determination and compassion. Jazlyn, Josh and Steven are far more than upstanders: They are agents for change, champions for justice, and an inspiration to the world at this time. These students are direct reflections of what Facing History represents. They deserve to have their hearts seen and reflected back to them, especially because this will only fuel the fire within them to keep going. The world is waiting for them.