Bold Hearts: Running Full Force into Building Classroom Relationships

Lately, I’ve been thinking a lot about how my experience with Girls on the Run, specifically the Bold Heart curriculum, has shaped the way I show up in my classroom.

When I first started coaching, I knew it would be meaningful, but I didn’t expect how much it would impact my actual teaching practice. The Bold Heart curriculum focuses on confidence, emotional awareness, goal setting, and building positive relationships. Those things sound simple, but seeing them play out with real students has completely shifted how I think about learning.

One of the biggest takeaways for me has been how important it is to explicitly teach things like self-talk, perseverance, and how to handle challenges. In the classroom, we often expect students to “just know” how to push through something difficult or how to work through frustration. Through Girls on the Run, I’ve seen how powerful it is when we slow down and actually teach those skills. Now, I’m much more intentional about naming those moments with my students. When something is hard, we talk about it. When they succeed, we reflect on how they got there.

This has also directly strengthened how I approach classroom management, especially through a CHAMPS-based, restorative mindset. The program naturally builds a 3:1 ratio of positive to corrective interactions because the focus is always on encouragement, recognition, and growth. I’ve started carrying that into my classroom more intentionally. Instead of leading with correction, I’m making a conscious effort to notice, name, and reinforce what students are doing well.

In my classroom, this looks like using quick routines, like our daily whiteboard math practice, as an opportunity not just to check for understanding but to build that positive ratio. As I circulate, I intentionally name specific strategies I see students using, highlight effort, and invite students to share their thinking. Even when correcting, I frame it in a way that builds them up, like pointing out what they did right before guiding them to the next step. Over time, I’ve seen students become more willing to participate, take risks, and stay engaged because the environment feels supportive rather than high-pressure.

I’ve also noticed a shift in how I build relationships with students. The program emphasizes creating a space where girls feel seen, heard, and valued for who they are. That has carried directly into my classroom. I’m more aware of how small interactions matter, how checking in with a student can change their whole day, and how building trust leads to more engagement and willingness to take academic risks.

Another huge impact has been confidence. Watching girls who were initially quiet or unsure begin to speak up, take leadership roles, and believe in themselves is something I carry with me every day. It’s a reminder that academic growth and personal growth are so closely connected. When students believe in themselves, everything else becomes more possible.

Programs like Girls on the Run are so important, especially for young girls who are still forming their identities and figuring out where they fit. Having a space that intentionally builds confidence, encourages positive relationships, and teaches life skills gives them a foundation that extends far beyond school. It’s not just about running or completing a program. It’s about helping them see their own strength.

Overall, the Bold Heart curriculum has made me a more intentional, more reflective, and more student-centered teacher. It has strengthened not only how I support students academically, but also how I build relationships and create a positive, restorative classroom environment.

And honestly, that’s the kind of impact I want to have every single day.