Sixth graders have been exploring themes from A Work in Progress by Jarrett Lerner through a combined English and Social-Emotional Learning (SEL) curriculum. Led by English teacher Lara Gleason and Director of Counseling Services Shannon Dugger, students delved into the story of Will, a middle schooler grappling with body image challenges and his journey toward self-acceptance.

Written in free verse and featuring doodle-style graphics that convey Will's emotional journey, the book explores his internal struggles. After being labeled “fat” by a classmate, Will begins a cycle of self-criticism and restrictive eating as he attempts to change his appearance. His self-destructive behavior culminates in a blackout due to malnutrition, sparking his slow path toward mental and physical health.

When Lara chose A Work in Progress as the sixth grade summer reading assignment, she saw the importance of addressing its wellness themes to support students’ understanding. She invited Shannon to co-facilitate an in-depth, SEL-focused exploration of the book. This fall, students reread the book together and mapped Will’s experiences, using large sheets of paper to capture key moments and impactful quotes illustrating his downward spiral. “We charted Will's negative spiral visually and discussed coping strategies that could have helped him along the way,” Shannon noted. Together, classes brainstormed ways to redirect negative thoughts and habits, with students sharing their personal approaches like spending time outdoors, engaging in sports, and practicing mindfulness.

To further connect with the story’s themes, students discussed how emotions and mental health relate to eating habits, examining the importance of balanced nutrition. Using the SAGE menu from Fay’s dining services, they explored how to create balanced, colorful meals.

The unit ended with a reflective exercise: students selected eight meaningful passages from the book, writing about their significance in the story and personal connections to each. These reflections served as preparation for a deeper class discussion, where students gathered in small groups to link passages to six major themes from the book: self-acceptance, personal growth, the power of words, friendship, the danger of suffering in silence, and wellness of mind, body, and spirit. Working collaboratively, they sorted passages by theme and noted that many passages overlapped. Students then formed three discussion groups, each group exploring a different set of themes. Lara and Shannon rotated among groups, asking questions to encourage deeper insights.