“Project Climb, and how I got involved with EMG.” by Hannah Williams
Project Climb is Elevated Mountain Guides’ primary project that aims to increase outdoor access to local underserved communities through therapeutic climbing adventure programming. Over the six-week program, participants are not only able to break into the world of climbing but are able to use rock climbing as a way to build trust, confidence, and connection. This spring, Elevated Mountain Guides partnered with Northwest Middle School for an indoor weekly climbing program.
Northwest Middle School is located in North Salt Lake and is a Title 1 school, or a school that consists of a large lower-income student population and has federal aid for students who have high chances of falling behind in school. I began as a full-time substitute teacher for the school in January and quickly joined the rock climbing club as soon as I heard of it. I had already been climbing for several years, but had only recently realized the benefits it had brought to my life. As I climbed, I discovered not only the community climbing brings, but also the vast mental and physical health benefits that come from climbing.
After hearing about the rock climbing club at Northwest Middle School, I was excited by how it could benefit the students in the classrooms I taught in. After the first club meeting, we ended the club with a group check-in. We each shared something that went well and something that we could improve. Each participant (teachers, students, and volunteers) added to the conversation with positive praise of what we had noticed each student had excelled at. As a full time substitute teacher, I had the benefit of moving around the school and getting to know most of the student body and immediately noticed an overall positive change in the students involved in the climbing program, but especially in the following areas:
Developing Direct/Assertive Communication Skills
Fostering Trust Among Peers and Teachers
Improving Self Confidence
Developing Direct/Assertive Communication Skills
In the second week of Project Climb at Northwest Middle School, we focused on building assertive communication skills because it was a focus in school at the same time. The programming that Elevated Mountain Guide’s is tailored to each group’s needs, which allowed the teachers involved with the program to suggest themes that would benefit the students inside and outside of the classroom and the climbing program. Building assertive communication skills allows for more self-advocacy and trust and helps students become more aware of their needs and how to communicate them. This was practiced in the program by having students regularly state how they were feeling each day, asking students what they needed, and having clear communication while climbing. If students seemed hesitant or nervous on the wall, guides and teachers would encourage them to relax on the wall, take deep breaths, and reevaluate the holds around them. If they were still nervous, they were encouraged to signal they were ready to be lowered and were applauded for recognizing and pushing their limits. This practice reinforced what they were learning in school about recognizing and communicating their needs.
Fostering Trust Among Peers and Teachers
Supportive belay techniques are employed in each program and are used by the trained guides and by teachers after they have undergone training in Elevated Mountain Guides’ techniques. By having teachers belay their students instead of the guides, more trust is built between the students and teachers that can be applied in the classroom and in the program. During Project Climb, students opened up exponentially after each club meeting. On the first day of the program, some students were immediately excited to go up as high as they could on the wall. Others were understandably worried about climbing a few feet off the ground and putting trust in their belayer. The Elevated Mountain Guides and teachers each encouraged the students to push a little farther each session. With consistent check-ins, regular communication, and time, the students who were initially hesitant were able to climb to the top of the climbing walls by the end of the program.
Improving Self Confidence
Recent studies have found that today’s young teens are experiencing challenges with mental health issues, social isolation, and slipping grades at higher rates than ever. Combining the therapeutic elements of climbing with a social program allows students to find community and build trust in themselves, their peers, and their teachers. For example, one student involved in this year’s program had been struggling for most of the school year and their teacher had been struggling to connect with them and build a relationship with them. Once she joined the climbing program, she started participating in class more. The mentorship and coaching not only helped her to reach the top of the wall, but also to improve her performance and confidence in school.
Climbing programming can provide many benefits to schools and groups that work with school-age children. By exploring and practicing themes relevant to each group’s needs, Elevated Mountain Guides is able to foster an environment of safety, growth, and healing that can continue long after the program is completed. If you'd like to bring Project Climb to your school or organization, please reach out to Trevor@elevatedmountainguides.org!