From Ideas to Action: Building Power & Possibility

“You have to speak up and tell people enough is enough.” — Ja’kyra (TTP Participant)

For our fourth session, students focused heavily on working on their final projects — clarifying team roles and making real progress toward their presentations.

Students received a step-by-step planning packet to guide them in creating their projects, with a deadline to submit by the end of the day. They worked in 20-minute intervals, completing two steps at a time, with their groups.

First Work Session: Describing the Project and Making a Plan

During the previous session, we introduced the Four Wings of Movement Collaboration: resisting, building, reforming, and healing. Using this model, students selected one wing to guide the focus of their project and explain why it mattered to them. Options included:

• Resisting: Taking action to challenge gun violence.
• Building & Reforming: Educating and making changes in your school or community.
• Healing: Creating safe spaces and using art, music, or conversation to heal from gun violence.
• Cross-School Collaboration: Working with students from other schools to make a bigger impact.

Chunking and Sprints

Students identified what they needed to learn about their project topics and the steps necessary to move forward. Some students jumped right in, while others needed more direction. Facilitators checked in regularly, offering support and helping clarify instructions during the 20-minute intervals.

This approach — working in short, focused bursts — is known as chunking and sprinting. It’s a powerful tool for engagement, efficiency, and focus. By breaking big tasks into manageable parts and setting time limits, students stay energized, avoid burnout, and build momentum. Even if a task isn’t finished in one sprint, they’re encouraged to keep moving and circle back later. This method creates a rhythm of progress and helps students balance productivity with reflection.

Second Work Session: Documenting the Project and Assigning Team Roles

In this phase, students considered how they would document their work, keep track of their progress, and celebrate what they had accomplished. We also emphasized the importance of team roles, suggesting positions such as leader, researcher, designer, spokesperson, and documentarian. Youth participants in each group emerged as natural leaders, moving around their table, facilitating, coordinating tasks, asking thoughtful questions, and ensuring everyone was on the same page.

Across the room, groups showed different approaches to teamwork and problem-solving. Some students naturally stepped into roles based on their strengths — like leading discussions, researching key facts, designing visuals, or documenting progress. Others made decisions based on what their group needed most in the moment, showing flexibility and initiative. Whether students had full teams or were working in pairs, each group found creative ways to move forward.

Third Work Session: Predicting the Impact of Students’ Projects

In the final sprint, students reflected on the change they hoped to inspire and considered how their communities might respond to their projects. They then paired up with peers from other schools to share elevator pitches, offer feedback, and exchange best practices. This cross-school collaboration not only sharpened their ideas — it strengthened a sense of shared purpose.

Throughout the room, the energy was electric. Groups leaned in, debated ideas, and sketched out final touches on posters. You could hear bursts of laughter and affirmations, and moments of inspiration and excitement — things like : “WRITE THAT DOWN, WRITE THAT DOWN!”
Groups erupted in cheers, quickly jotting down final ideas. It was a clear sign that joy and getting things done can coexist — and even amplify each other. As students presented and listened, they provided thoughtful peer feedback, asked insightful questions, and supported one another.

A Message from Congresswoman Delia C. Ramirez

Before lunch, students watched a special video from Congresswoman Delia Ramirez, who represents Illinois’ 3rd District. Although unable to attend the session, she recorded a heartfelt message encouraging students to stay engaged and committed to the work ahead. She shared how she got started in activism as a young person and by age 21 had become an executive director. Ramirez emphasized the critical role of student leadership in the fight against gun violence.

Congresswoman Ramirez:
“Gun violence is a threat to our collective well-being, safety, and futures. You are the leaders that we need right now. We need your clarity, your conviction, and your courage to hold us accountable and ask, ‘What are we doing to address gun violence?’ I encourage you to seek the answers you need about the challenges we’re facing, and look to local organizations that have shown it’s possible to address the root causes of violence in our communities… You are never too young to hold your leaders accountable.”

Her words were met with applause, and many students reflected on her message during lunch. It was a powerful reminder that their voices matter — right now.

Student Voices: Reflection and Resilience

After a full day of teamwork, planning, and creativity, several students sat down for interviews with our documentarian to reflect on their experiences and the deeper meaning behind their projects. Their voices offered powerful insight into the passion and leadership driving this program.

Ja’kyra and Akaylah:
When asked what they wanted the world to know:
“People can’t care if they don’t know. Awareness is the first step toward change.”

Josie and Anna:
These students emphasized the importance of student-led activism.
“We took initiative and made it our own,” said Anna, highlighting the ownership behind their project.
When asked what they’d say to leadership about gun violence, Josie replied:
“It’s a much bigger problem than they think. It’s not just about rules — it’s mental health, upbringing, economic opportunities. It’s deeper than they realize.”
They also reflected on how working toward a common goal helped them connect deeply with peers from different backgrounds.
“When you’re working toward the same thing, there’s an automatic connection,” Anna added.

Through these conversations, it was clear that students weren’t just working on projects — they were standing up for something they believe in. Their ideas came from real-life experiences and a deep desire to make things better. When young people are trusted and supported, they show what real leadership looks like. The future they’re shaping is one where people are more aware, more connected, and more committed to change — and we should all be paying attention.

Together Towards Peace (TTP), brings students from Baker College Prep, Roosevelt High School, DRW College Prep, and Highland Park High School to confront the issue of gun violence. This initiative empowers students to share their experiences, take leadership, and drive meaningful change in their communities.