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Before I dive into what we learned, here’s some context: On Tuesdays, I work with students from Chester High School, providing them with training sessions they need to complete to keep their jobs and opportunities that CEF helps them secure. On Thursdays, I work with a different program that trains young future engineers by equipping them with life skills. I’ve really enjoyed my time with them; they are curious about science and its connections to life, people, and the world around them. They embody the joy of having dreams.
Working with both groups has reminded me of our conversation with the mayor about employment in Chester—specifically, what is communicated to kids about their futures, how they grow up, and at what age we can intervene to change their narrative and support their growth. While CEF works to support both groups in similar ways, I’ve noticed a behavioral difference between them.
Even though they come from the same school district, the difference seems to stem from when and how deeply they were nurtured to believe in their potential. Having been invested in early on, one group understands that their current jobs—such as working in restaurants are stepping stones toward bigger aspirations. Meanwhile, the other group often needs more encouragement to envision a future beyond where they are now.
This is not to criticize either group but rather to highlight the striking impact that investment through life skills training and empowerment programs can have. When young people are supported early and consistently, they grow with a sense of possibility. But when that investment is missing or delayed, they may struggle to see beyond their immediate circumstances.