Historically, the pursuit of academic excellence in schools has often overshadowed efforts to encourage students’ personal development. However, Dr. John Gasko and Chris Balme, two leading voices and passionate advocates for holistic education, champion the critical role schools can play in helping students find meaning and purpose in their lives. Their work and insights shed light on how this approach can transform engagement, student mental health, and overall student well-being in academic and personal pursuits. Watch Gasko + Balme's full discussion below:
As Chris Balme points out, “If we could offer [purposeful education] consistently, we would create an amazing world for our students.” Balme’s statement reflects a vision where every student feels connected to their learning journey, not just academically but also emotionally and psychologically. This connection helps students to see the relevance of their education to their own lives. It creates a school environment where learning is not just a task but a path to discovering one’s place in the world.
A significant part of Dr. Gasko's work as Chief Well-Being and SEL Officer at Uplift Education involves supporting teachers, recognizing that their well-being is crucial to the success of their students. Reflecting on his early teaching experiences, Gasko recalls, “I remember feeling really lonely... high accountability with questionable support.” This realization drove him to prioritize teacher support throughout his career. He now works to ensure that his teachers at Uplift are not just accountable to high performance standards but also have the support to reach those standards.
At Uplift Education, the mantra "whole teacher equals whole scholar" underscores their commitment to providing educators with the resources and support they need. This includes professional learning programs that focus on both personal and professional growth. By applying the personalized and purpose-driven approach to student education to professional learning, Gasko and his team provide their teachers with a solid social-emotional foundation that helps them build strong relationships, remain driven by their purpose in education, and take care of their well-being as needed to be fully present to provide the best possible education for their students.
Gasko emphasizes, “If we don't pay attention to teacher well-being, no matter what we throw out there, however creative, cool, and innovative, it's not going to work.” This principle is fundamental to creating a thriving educational environment.
Balme adds that educators must transition from being mere instructors to facilitators of learning, embracing flexibility and student agency as needed to support deep exploration and discussion. This shift allows for more meaningful interactions in the classroom, where students feel safe to express their thoughts, explore their identities, and make meaningful connections between their studies and their interests. He notes, “This work [of teaching] becomes alive where it’s not just a script you do, but it’s a space where surprising, honest conversations happen that help you make sense of your own life right now.”
The mental health crisis among young people is and has been a growing concern. Predictions indicate that by 2030, issues like anxiety, depression, and suicidal ideation will be the leading public health challenges for adolescents. Gasko and Balme recognize that traditional methods used in today’s schools are largely insufficient to address these issues. Instead, they advocate for programs that focus on character development and personal growth and attempt to prevent mental health crises with programming that supports whole-student well-being.
Gasko explains that Uplift Education has introduced Lift Academies as an innovative response to the mental health needs their school has observed. These Lift Academies—“schools within schools”—are designed to support students struggling with extreme behaviors and mental health issues. Instead of punitive measures, Lift Academies emphasize restorative practices that help students reflect on their actions and align with their purpose. Gasko explains that the goal of the academies is to break the cycle of punitive discipline and guide students toward a more positive and productive path.
In his work at the middle school level, Chris Balme focuses on creating advisory spaces that prioritize mental health and personal growth. He believes that middle school students need safe environments where they can openly discuss their fears, dreams, and challenges. Balme says, “If we can create spaces where students feel unconditionally welcomed and supported, we can help them navigate the tumultuous middle school years with greater resilience.” These advisory groups serve as the cornerstone of Balme’s approach, providing consistent support and fostering a sense of belonging among students.
Balme describes his vision for advisory groups and how they can help improve student outcomes, reiterating the importance of facilitation over instruction in these spaces: “You have a place to go, but you're trained through that idea of being a facilitator to first set the space so that it's safe and open, and a student might bring something up completely different.” This flexibility is key to addressing students' varied and evolving needs and creating environments where students can thrive emotionally and academically.
Be sure to watch Gasko + Balme's full discussion on YouTube.
Both Gasko and Balme emphasize the importance of integrating SEL and purpose learning into the daily fabric of school life. For Gasko, this means using Wayfinder’s curriculum to create structured yet flexible lessons that address the full range of students' academic and developmental needs. Meanwhile, Balme highlights the role of mindfulness and reflective practices in helping students develop self-awareness and empathy.
Wayfinder’s curriculum plays a pivotal role in the ongoing efforts to transform schools into places of greater meaning and purpose development for students. Designed to help students find their true place in the world, Wayfinder offers a variety of resources and activities that set students up for success. Its alignments with statewide SEL standards and frameworks like the International Baccalaureate (IB) Learner Profile traits—critical for Uplift Education and districts around the nation—allow schools to integrate its principles seamlessly into their existing programs. These integration options enable educators to tie purpose development into their academic courses, empowering students to actively participate in their learning journeys and make frequent and meaningful connections to their life goals.
Gasko recalls his early impressions of Wayfinder lessons: “I saw the quality of the layouts and the thoughtfulness of how the different sort of lessons and so forth are sequenced. It was really, really, really provocative for me.” He emphasizes that the visual and tactile quality not only make the curriculum engaging but also inspire educators to bring their best to the classroom. The well-crafted materials provide an appeal that enhances the learning experience, making it more immersive and impactful for students.
Balme, on the other hand, was drawn to Wayfinder through its innovative approach to SEL and mindfulness. “When I first saw Wayfinder, I knew this was something different,” he says. “It's not just another curriculum; it’s a tool that helps students make sense of their lives, their relationships, and their place in the world.” Balme appreciates how Wayfinder’s activities and resources foster authentic connections among students and between students and teachers. By facilitating honest conversations and reflective practices, Wayfinder helps students navigate the complexities of adolescence with greater confidence and clarity.
Explore the Wayfinder Purposeful Leadership course here.
Looking ahead, Gasko and Balme envision an education system that embraces holistic development. This includes hybrid models that integrate community involvement and real-world experiences. Such approaches ensure that students are not only academically prepared but also equipped with the skills and mindset to navigate life’s complexities.
Dr. John Gasko and Chris Balme's insights underscore the transformative power of purpose-driven education. As Gasko puts it, “To care for the teacher is to love the learner.” By prioritizing student and educator development, we can create a more engaged, resilient, and mentally healthy educational environment.
Wayfinder and our partners are at the forefront of this movement, using innovative curriculum and practices that inspire and empower individuals to find their true place in the world. Through these efforts, education becomes not just a path to academic success but a journey toward a meaningful and fulfilling life.
For more information, read Dr. Gasko's guest post on Chris Balme's blog - "Helping Young People Find Meaning and Purpose: A Review of Wayfinder's High School SEL Curriculum." The post details how Gasko's team at Uplift Education has integrated Wayfinder’s innovative approach to address classroom disengagement and mental wellness challenges.
Click here to explore more resources that help educators and students build meaning + purpose.