D.C. Virgo's Positivity Project

D.C. Virgo’s Positivity Project

D.C. Virgo Preparatory Academy, opened by UNCW in 2018, serves K-8 students in the downtown Wilmington area. Last year, Virgo introduced a Positivity Project (P2). We are pleased to share a story written by fifth grade teacher Colette Fraley about ways P2 is making an impact on teaching and learning at the school.

Continuing the Culture: How P2 Shaped Our Students & Classrooms at DC Virgo

The 2024–2025 school year marked D.C. Virgo Preparatory Academy’s (DCVPA) second year with the Positivity Project (P2). This year was about digging deeper into the curriculum—strengthening connections, shifting culture, and witnessing real change. Throughout the year, we observed the impact of P2 throughout our school community. The program extended beyond just students; it shaped classroom dynamics, fostered student growth, and proved to be flexible enough to meet the unique needs of each classroom.

Student Growth and Impact

The impact of P2 was evident from Kindergarten through 8th grade. Our entire school culture began to shift due to its implementation. In Kindergarten, accountability was already being demonstrated by our youngest learners. For example, students began recognizing when they should have celebrated others rather than displaying less positive behaviors. Kindergarten teacher Ms. Proctor shared, “They were able to hold themselves accountable without an adult redirecting them.”

First-grade teacher Ms. Abraham expressed her excitement about how the P2 vocabulary naturally made its way into daily student conversations. She shared, “It was amazing to see my students, who sometimes had their self-interest in mind, now celebrate others and cheer on their successes.”

P2 laid foundational skills in the early grades and encouraged deeper reflection in the upper grades. It truly met students where they were. In middle school, Mrs. Yates noted her students’ growing ability to recognize and discuss traits such as humility in real-life situations. She explained how P2 helped students learn about a range of character strengths—some that were new and others that served as important reminders. These traits, she said, were displayed by students throughout the day.

Changing the Classroom Dynamic

Growth did not come easily. Both students and staff had to work together to bring about a cultural shift through P2. In middle school, Mr. Bell openly reflected on how he used P2 to positively influence his classroom environment. After working through the initial “growing pains,” he described how P2 deepened classroom conversations and used reflection as a tool for character development. He often overheard and participated in student-led discussions about P2 traits and strategically used “remember when” stories to build community and strengthen relationships.

Making It Uniquely Ours

One of the most powerful aspects of P2 was its adaptability. At DCVPA, we molded it to fit our classrooms’ specific needs. In 5th grade, we integrated P2 into our morning meetings. Our classroom prioritized choice and dialogue, so I found that incorporating P2 at the start of the day helped us remain consistent and intentional.

Due to time constraints, students often selected questions or activities from the daily slides, which empowered them to lead discussions and explore character strengths through their own lens. I described this integration as a “welcomed challenge.” P2 brought up topics that sparked interest and meaningful conversations—some of which inspired larger acts of change.

One example was our “Coffee with Cops” initiative. A morning between 4th and 5th grade students and local police officers, encouraging open dialogue and community building.

Visibility and recognition also played an important role. Each Friday, the school gathered in the auditorium to highlight students who exemplified the weekly character trait. This consistent recognition helped unify the school community and created a shared focus.

Looking Ahead

D.C. Virgo is looking forward to continuing its journey with P2. The program served as a bridge—connecting character development, school culture, and community involvement. We envision another year of growth through strengthened student voice, deeper relationships, and inspired, community-driven change.