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����ֱ�� Boulder's Tribal Climate Leaders Program supports students in bringing science home to their reservations and communities.

On April 26, the participants of the Middle School Ensemble program fine-tuned their pieces one last time. When the doors opened and the lights dimmed, the middle schoolers giddily looked around for their families and waited for their turn to shine on stage.

Following NBA player Kevin Love’s public struggle with mental health, he launched a foundation to support young people who are also suffering. Ellie Haberl Foster, an education alumna, co-designed the foundation’s free school curriculum to help educators model vulnerability and support students.

Senior leaders, faculty, staff and students from around the country, many from ����ֱ�� Boulder, will converge for Campus Compact’s annual conference in Denver and The Research Universities Civic Engagement Network’s annual meeting at ����ֱ�� Boulder. Learn more.

Attention to trauma in schools has grown exponentially in recent years. Scholars Elizabeth Dutro and Erica Caasi have explored the vibrant learning that is fueled when students feel their lived stories—of joy, pain, oppression, identities, connections to family and community histories—are seen, heard and valued by schools and educators.

Developed by a graduate student, a new resource at the University of ����ֱ�� Museum of Natural History expands accessibility to support neurodiverse visitors.

K-12 schools across the country are increasingly integrating artificial intelligence tools into the classroom. ����ֱ�� Boulder’s Alex Molnar gives his take on why these tools could pose risks for students, and what concerned parents and others can do about it.

From an early age, Mia Torres felt the urge to do something about the injustices she learned about. Her menstrual justice project in high school grew into policy change. Now she’s majoring in the School of Education’s unique leadership and community engagement major.

Growing up on the border shaped the worldviews and life trajectories of four “mujeres fronterizas,” or border women, who came together to create the What Remains project. Alumna Adriana Alvarez shares how the project reframes the migrant experience as a global and timeless human experience.

Women of color reported experiences such as these to the co-founders of the Healing, Empowerment and Love project: “Don’t let them see you cry—it will make you seem weak;” and “I tended to my body only when it could no longer carry me.” The project is exploring ways educators can interlace healing justice with education.