Ways Schools Can Bring The Aerin Project to Their Community

One of the most meaningful parts of The Aerin Project is that every school has made it their own. Some schools have brought it into existing curriculum, while others have used it through peer mentorship, advisory, service-learning, writing classes, senior programming, athletic teams, clubs, or school-wide events.

The project is flexible, simple to implement, and easy to adapt to the needs of each community.

Existing Curriculum and Classroom Units

The Aerin Project can be woven directly into what students are already learning in class.

At Echo Horizon School, the project is integrated into both the Humanities curriculum and the school’s Social-Emotional Learning program. As students explore themes like character, friendship, courage, kindness, and empathy, they write Aerin Letters that connect to those ideas. For example, students might write letters such as “Open When You Need a Friend” or “Open When You Need Courage.”

This approach allows one activity to support multiple goals at once. Students deepen their understanding of important character traits while also practicing empathy, encouragement, and thoughtful communication. At the same time, teachers can use the letters as authentic writing assignments to teach the mechanics of letter writing, including organization, voice, grammar, and clear expression.

By connecting The Aerin Project to existing classroom units, schools can strengthen both academic learning and social-emotional growth without adding an entirely separate program to an already full curriculum.

Peer Mentorship Programs

Schools with peer counseling, buddy programs, advisory leaders, or student ambassadors can use The Aerin Project as a way for older students to support younger students.

At Windward School, peer counselors wrote “Open When” letters for their younger mentees to open during important moments, such as finishing 7th grade or starting 8th grade. These letters gave students a lasting source of encouragement beyond a single conversation.

Grade-Level Letter Writing

Some schools begin with one or two grade levels before expanding the project more broadly.

At St. Elizabeth Seton School, 4th and 5th grade students participated in the project. Fourth graders wrote letters to students at another Catholic school, while fifth graders wrote to military service members. This gave students an age-appropriate way to practice empathy, gratitude, and connection.

Senior and Graduation Reflection

The Aerin Project can be especially meaningful during moments of transition.

At Windward School, seniors heard Aerin’s story and then wrote letters to classmates before graduation. This gave students a chance to reflect on their relationships, express gratitude, and say meaningful things before leaving school.

Community Service Programs

Schools can also use The Aerin Project as part of an existing service-learning or community service program.

At The Studio School, younger students helped lead the project through their “Reach Out” program. They created a letter collection box where people could contribute letters or take one when they needed encouragement. This turned the project into an ongoing source of support within the school community.

At some schools, students also write to people outside of the school community, including firefighters, police officers, local shopkeepers, veterans, hospital patients, service members, or other groups who may benefit from encouragement and gratitude. This allows students to connect their writing to the broader community and recognize the people who support others every day.

Writing Centers and Student Leadership

The Aerin Project can also connect naturally to writing, reflection, and student-led service.

At The Masters School, the project grew out of a partnership between the school’s Writing Center and community service organization. Students wrote letters, mentored younger students, collected feedback, and even studied how writing letters affected the students writing them. Their work later became a student-led research project presented at a writing center conference.

SEL, Advisory, and Reflection Time

For schools with social-emotional learning, advisory, or wellness programming, The Aerin Project can become a regular reflection practice.

At Skola, students write Aerin letters twice a week during afternoon grounding time. They use mood meters, writing templates, and their own Aerin boxes to reflect on emotions, practice empathy, and write to people who may need encouragement. The school connects the project to skills like mindfulness, emotional regulation, positive self-talk, and problem-solving.

School-Wide Events and Celebrations

Some schools have used The Aerin Project during larger community events.

At Windward School, the project was included in Founder’s Day as a school-wide letter-writing station. It was also brought into alumni programming, where alumni wrote letters to former teachers and participated in a letter-writing station at an alumni event.

Other Ways to Implement The Aerin Project

There are many other ways schools can adapt The Aerin Project depending on their community, schedule, and student interests.

Foreign Language Classes
Students can write Aerin Letters in another language as a way to practice vocabulary, sentence structure, tone, and cultural communication while still creating something meaningful.

Athletic Teams
Teams can write letters to teammates, coaches, injured players, younger athletes, or future team members. This can help build team culture, sportsmanship, encouragement, and support during wins, losses, injuries, tryouts, or major transitions.

Aerin Project Clubs
Schools can create an Aerin Project club that regularly organizes letter-writing events, manages letter boxes, partners with community organizations, and encourages students to participate throughout the year.

Aerin Project Student Ambassador Program
Student ambassadors can help introduce the project to new grades, lead workshops, organize materials, collect letters, and represent the project within their school community. This gives students a leadership role while helping the project grow in a sustainable way.