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The aim of Courageous Children: Daily Lessons to Build Resilience is to empower teachers, parents, and caregivers to deliver lessons to their child(ren) that provide a basic understanding of the body’s response to toxic stress and trauma, teach new skills to cope with everyday triggers and school/home-related stressors, and reinforce resilience and positive behavior. The content is designed to fit into K-5 elementary classrooms (in-person and virtual), school-wide Tier I behavioral health supports, and home/community settings, and can easily be personalized to meet your organization or child(ren)’s needs. 

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Please Note: Multi-user license pricing is based on a tiered structure, with the greater the number of licenses requested the greater the discount that is provided. When 10 or more individual licenses are desired, a multi-user license is in the best interest of the requester.

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How It Works

Each week day (Monday-Friday), educators who purchase the curriculum deliver daily lessons via email to parents/caregivers. Alternatively, parents can purchase the program and access, review, and implement lessons directly with their children. These lessons feature daily focus skills, their importance for healthy development, and recommended methods to best practice these skills at home. They are designed to be simple yet powerful stepping stones to build courageous children!

Materials Included

  • Comprehensive introductory videos, pulled from Starr’s 40-week Courageous Classrooms: Skill of the Week program, introducing educators, parents, and guardians to the program concepts, implementation strategies, and underlying philosophy of how to support their child(ren)’s social, emotional, and behavioral growth.
  • 30 daily lessons that can be personalized to meet your class or home needs; each lesson comes in the form of a pre-formatted email to help you deliver each lesson quickly, clearly, and consistently.
  • Add-on activities for select lessons, to reinforce the daily area of focus.
  • Access to a community (through a closed Facebook group) of like-minded professionals, parents, and guardians who are actively using the 6-week Courageous Children program – providing a unique environment to exchange best practices, lessons learned, and grow together as experts in social-emotional learning during difficult times like the COVD-19 pandemic.
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Erika Grevelding, LCSW-R

Erika Grevelding is a school social worker currently working at Milton Terrace Elementary School in Ballston Spa, NY. Her current role is to provide individual and group counseling services, facilitate the Courageous Classrooms: Skill of the Week program, and provide on-going staff and parent consultation. She is also a Therapeutic Crisis Intervention trainer for the district to provide updated trauma-informed de-escalation strategies. Erika has been a school social worker since 2008. Her approach in the school setting was influenced from her previous experience of working at Saratoga Center for the Family. This was a diverse, trauma-focused role that included individual, group, and family counseling using a family systems and strengths-based approach. In this position, she also provided home-based support, developed and facilitated parenting classes, and also provided prevention programs in local school districts. She received a Master of Social Work degree from the State University of New York at Albany.

Erika lives in Ballston Spa, NY with her husband, Patrick, and children, Kyle and Alexa, who provide endless opportunities to be curious about behavior and to enjoy life. She believes they always provide fun and unique perspectives resulting in an inspiration to grow along with an unconditional support to just be.

Colleen Germann, PsyD

Dr. Colleen Germann is a school psychologist currently working full-time at Milton Terrace Elementary School in Ballston Spa, NY. She has worked in various positions in the Ballston Spa Central School District since 2011. Her primary roles include assessment, direct intervention with students, and staff consultation within a three-tiered model of support. Dr. Germann’s interests include trauma-informed strategies in the classroom along with data management related to intervention effectiveness as well as providing consultation on systems-level change. She has experience chairing Committee on Special Education at the preschool and school-age level, which incorporates in-depth knowledge of state and national education law. Prior to her work as a school practitioner, she pursued her doctoral degree at the State University of New York at Albany in school psychology. Her dissertation research focused on school psychology internship satisfaction among early-career practitioners.

Dr. Germann lives in Glenville, NY with her husband, Matt, and son, Spencer, who inspire her with their courage and spirit every day.

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