Community Schools for Change

The Need in 2026 

The Community Schools for Change project responds to the need for safe, supportive, and enriching educational environments for children and youth in El Salvador. Many students face learning gaps, limited access to extracurricular opportunities, and insufficient support systems that can hinder their academic progress and personal development. These challenges affect both their educational outcomes and their ability to build essential social-emotional skills. The project aims to improve educational spaces, enhance emotional well-being, and foster a sense of belonging and essential life skills, ultimately empowering students to thrive and reach their full potential.

The Project We Fund

The project focuses on transforming San José de la Montaña Parochial School in San Salvador into a Community School, a model that integrates students, teachers, families, and volunteers to create a safe, engaging learning environment. It includes establishing extracurricular clubs, leadership programs, community cafes for family engagement, and volunteer involvement to strengthen academic and social support. These efforts aim to reduce learning gaps, increase school retention, and build resilient community ecosystems with 660 direct beneficiaries. 

The Result

The anticipated outcomes of the project include improved academic performance, enhanced emotional well-being, increased student leadership and community engagement. By providing educational and recreational opportunities, the project seeks to ensure a supportive network and educational opportunities for children, empowering them to effect change within their communities. The initiative is expected to directly support 330 participants, including students, caregivers, teachers, and volunteers annually.

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The Need in 2024

The communities of Atonal, Miramonte, and San José experience significant economic disparities and social stigmatization. Despite being located in a prominent city area, the San José de la Montaña School operates within this context of economic inequality, posing ongoing challenges for its students.

The Project We Fund

Glasswing’s Community Schools program transforms public schools in high-risk areas into secure “centers of community,” enhancing students’ education and development by focusing on life skills, relationship-building, and academic performance. This initiative connects schools with families, communities, and local businesses to promote life skills, foster supportive relationships, and ensure academic success while reducing potential risks.

The program will create safe spaces for 90 students (ages 9-15) and involve 50 parents and caregivers through various initiatives such as extracurricular clubs which offer activities in art, discovery, English, sports, and academic reinforcement. Each club will accommodate up to 20 students and meet weekly for 1.5 hours, facilitated by trained volunteers. Community cafés will provide 50 parents and caregivers a platform to engage in discussions, build support networks, and strengthen family interactions. Additionally, Glasswing will train school staff to replicate these successful methods and enhance existing extracurricular resources.

The Result

Glasswing’s Monitoring, Evaluation, Adaptation, and Learning (MEAL) Department ensures program quality by tracking activities, processes, and key indicators, allowing for real-time adjustments. The M&E team uses the Glasswing Data System to monitor participant registration, volunteer hours, and service continuity, and conducts random site visits to verify data accuracy. After each program, Glasswing administers surveys to students, parents, caregivers, and school staff to gather feedback on their perceptions. The impact of the program is assessed using the following metrics: number of participants in each club, number of volunteers involved, attendance of parents and caregivers at Community Cafés. 

2025 Annual Report 

Throughout the project period, the initiative implemented a range of educational, recreational, and community-building activities aimed at enhancing student development, promoting family engagement, and fostering a supportive school environment. Extracurricular clubs focused on art, discovery, sports, English, and academic reinforcement, reaching 101 students and bolstering their learning and socioemotional skills.

Community Cafés were organized as forums for learning and dialogue, involving 124 parents, volunteers, and teachers to strengthen community participation.

The “Children, Let’s All Play” Rally provided a platform for lower-grade students and volunteers to engage in integration, creativity, and teamwork activities, involving 40 participants. The project also included a sports tournament, where 16 students and volunteers participated in an interschool futsal competition to promote sportsmanship and teamwork.

Furthermore, a Spelling Bee Tournament for English club students helped to enhance language skills and confidence, involving 6 participants. To recognize the efforts and contributions of volunteers, a closing activity was held for 8 volunteers, reinforcing their connection to the program.

Finally, five summer school clubs were established to support the holistic development of children and youth through educational, sports, and recreational activities, engaging 35 students and volunteers.

Testimonies

“I first heard about the clubs when I was in third grade, during the pandemic, when classes were still online. Since then, I have participated in at least one club every year. The Art Club was the first one that truly caught my attention because I’ve always loved crafts. I remember how excited I felt when we received a box with all the materials we would use throughout the year. Even though the sessions were virtual, I wanted to join—my sister was also participating, and the clubs quickly became something special that we shared and enjoyed together. By fifth grade, I began attending the English Club in person because I wanted to improve. Being part of the club helped me feel more confident in my English classes at school and allowed me to meet classmates from the afternoon shift. One memorable experience was participating in the Spelling Bee competition. It was challenging since I didn’t yet know the entire alphabet, but the volunteers supported us tremendously in our preparation. Even though we didn’t win, I felt proud of myself for participating and learning so much. The following year, I joined the Girls’ Club and the Glee Club, where I learned about the importance of understanding my emotions, paying attention to my environment, and believing in myself. These spaces became a support system where I felt safe to express how I felt and ask for help when needed. This was especially important when my sister and I experienced our parents’ separation. Being part of the clubs—and the connection we developed with Glasswing—was essential. The support we received helped us stay grounded and focus on positive things during a difficult time.
Over the years, the clubs have given us more than academic skills; they have given us emotional and psychological support. Without them, my sister’s experience and mine would have been completely different. The clubs strengthened my relationships with classmates and helped improve my English grades.  Next year, I hope to join the Leadership Club to gain more confidence in public speaking, especially because I will be leading the band. In the future, I want to study Communications, and I am certain that everything I have learned through the clubs will help me grow and succeed in that path.” -Stefany, 13 yo, Community Schools, Photograph-

“From a young age, I studied at a private school where we were taught advanced English. For me, this was always a challenge—I didn’t have the foundational skills I needed, and it became a source of constant frustration, especially when I saw my low grades, I wanted to do well, but I felt lost, like I needed someone to explain everything from the beginning, step by step. Two years ago, due to financial difficulties, my mother decided to transfer me to a public school. Being the new student was overwhelming. I was leaving behind years of friendships and was afraid I wouldn’t fit in, wouldn’t make new friends, and wouldn’t adapt to this new environment. But it was there that I first heard about Glasswing’s clubs, and from the start, they became a meaningful way for me to connect with others. The clubs that caught my attention were Art and English. To my surprise, from the very first day, I felt included and supported. The volunteers welcomed me into the group as if I had always been part of it, helping me overcome the fear of not belonging. I also met classmates from different grades, which made me feel truly integrated into the school community. Through the English Club, I not only improved my pronunciation but also gained confidence in myself and strengthened my academic performance. I realized that I am capable of learning. I simply needed the right tools and support. This progress motivated me so much that I applied to a university to continue studying English, knowing it will open professional opportunities and help me pursue one of my biggest dreams: studying criminology abroad. Glasswing’s clubs gave me more than academic support, they gave me confidence, community, and a clearer path toward my future.” –Fabiola Alejandra, 13 yo, Community Schools, Photograph-

“From a young age, I knew I wanted to dedicate my life to teaching, inspired by the many women in my family who also chose this path. Over time, I discovered other areas that I am passionate about, but my commitment to education never wavered. Today, after 17 years of experience, I support other teachers from a leadership position in the same school where I began my professional journey. One of the greatest challenges I have faced as an educator is the lack of accessible and adaptable teaching resources to meet the diverse needs of students. Each child has a unique reality, and supporting them requires empathy, sensitivity, and a genuine human connection. Beyond academic instruction, we must create an environment where students feel seen, supported, and capable of learning and growing. I remember when Glasswing began working at our school in 2015. From the start, I was impressed by the enthusiasm with which volunteers and students engaged in every club activity. That energy motivated me to join as a volunteer as well, giving me the opportunity to connect with students in meaningful ways beyond the classroom. The clubs quickly became ideal spaces for this—especially considering that nearly 98% of our students participate in them. One of the moments that made us especially proud was receiving recognition in competitions such as debate, spelling bee, and mini glee. Without a doubt, this program not only reinforces academic learning but also fosters emotional development and strengthens essential skills such as leadership, decision-making, and self-confidence. I encourage other school principals to open their doors to initiatives like these, because the impact on students is both profound and transformative. For us, these clubs have enriched our educational offerings by introducing innovative methodologies and complementary content that enhance core subjects and broaden students’ opportunities to thrive.” –Ms. Mónica, principal, 40 yo, Community Schools, Photograph-