Mental Health in Schools Through the Lens of the Whole Child

WSCC Framework

We are excited to share a new resource focused on mental health through the lens of the WSCC Framework. This project, that was completed in collaboration with The Jed Foundation (JED), a non-profit that works to protect emotional health and prevent suicide for our nation’s teens and young adults, and with support from Matchstick Consulting, approaches the work of promoting mental health and preventing suicide comprehensively.

The WSCC Framework is comprehensive and emphasizes the need for collaboration and coordination of people, policy and practice in a school to support the whole child - all with the shared goal of helping young people graduate from high school and feel ready to take on whatever lies ahead.

The new resource is unique because it demonstrates how efforts to support student mental health are consistent with the WSCC Framework - elevating strategies and resources that support mental health across an entire school community, not just within one area or profession.

The purpose of this resource is to create:

  • A foundation of information and practices for mental health promotion in schools through the lens of the WSCC Framework.

  • A place to access a broad array of resources that is kept up to date as practices and research in the area continue to evolve.

  • A webpage highlighting on-the-ground efforts led by people in communities across the United States implementing promising and innovative work. 

In the resource, we use the WSCC Framework as a lens to identify practices, resources and stories to promote school mental health across all components of the framework. While we provide effective practices and resources within each component of the WSCC Framework, it's the coordination and collaboration across policies, practices and programs that gives the framework its power to impact health and academic success. As you interact with the resource, consider how practices listed in each component connect with other areas, and are supported by policy. We also hope you will see how the pieces come together in each of the highlighted stories.

Access the resource here!

Share the resource! Use hashtags #WSCC, #ImproveSchoolHealth, #SchoolMentalHealth, #MentalHealth, #SEL and #WholeChild. Don’t forget to include @cairnguidance and @JedFoundation so we can share and re-tweet your posts!

New Curriculum for Middle School Students - AXE Generation Unlabeled is Here!

We are thrilled to announce that Generation Unlabeled is here! Generation Unlabeled is a new curriculum comprised of five, no cost, interactive lessons that cover a range of topics – from toxic masculinity and gender stereotypes to inclusivity. The program asks middle school students to analyze today’s society and culture, themselves, and conclude with a call to action, like revising a school policy to be more inclusive.

We developed the curriculum with support from a group of national experts and we piloted the curriculum with over 800 middle school students across the country!

Generation Unlabeled is a collaboration between Cairn Guidance and AXE, with generous funding provided by AXE.

Each lesson is intended to be implemented in about 55 minutes and contains:

  • Educator’s Guide

  • Presentation

  • Activities and Handouts

Some of the Objectives of the five lessons are to:

  • Introduce students to terms and definitions related to gender, and identify ways in which gender expectations may be harmful.

  • Examine how internal and external influences contribute to gender expectations.

  • Explore the personal impact gender expectations have on students and their peers.

  • Examine how fears related to differences and/or gender expectations may impede communication and relationships.

  • Promote the importance of building relationships based on respect for others despite differences including gender.

Want to know more about Generation Unlabeled and download it at no cost? Check it out here!

Want to share this resource? Use hashtag #generationunlabeled on social media. Don’t forget to include @cairnguidance and @axe so we can share and re-tweet your posts!

Defining Skills-Based Health Education- What Does it Actually Mean?

Recently I had a big A-HA.

I’d like to throw out my beliefs to see what others think in the health education field. My hope is to engage the conversation broadly so I can continue to form a more comprehensive approach and philosophy and one that is informed by actual practitioners in the field!

Many of us are making the assumption that units based on skills rather than content are a good idea. We have no research to demonstrate this is the case at this point in time.

While facilitating the 2-day Using a Skills-Based Approach to Health Education Standards & Assessment for our new KAHPERD state health education cadre this past summer, I had an epiphany the evening of the first day. I had the cadre trainers do a 3-2-1 processing activity in which they list 3 things they learned, 2 things they still wonder and 1 thing they’ll take back and use. I had 3 of the trainers write something to the effect of, “I don’t know how I’ll implement a skills-based classroom” for their “2/Wonders”. I was confused. These were the same teachers sharing with me their amazing performance assessments and skills-based lessons just that day!

And then it occurred to me… they somehow received the message that skills-based means that units have to be skills units, not content units. Meaning their units are: Interpersonal Communication (NHES #5), Advocacy (NHES #8) and so on. So- here’s the deal- I’m currently writing a curriculum (one HS unit example is here, but stay tuned because site overhaul and lessons will be up this school year!) that does this. Many leaders in the field (including myself) are advocating for this as well. I’m assuming this is based in what we know- that young people need opportunities to practice skills in order to achieve some sort of health literacy. So- many of us are making the assumption that units based on skills rather than content are a good idea. We have no research to demonstrate this is the case at this point in time.

How does skills-based unit planning work? It means that your unit is called a skill from the NHES (standards 2-8) and you have content, like Substance Use Prevention or Promotion of Sexual Health, that are included within the units as functional information and to provide context for students to practice and demonstrate the skill. See the example below that comes from my Health Literacy 4 Life scope & sequence. There are two high school courses (two tracks- blue and yellow since I didn’t know if I wanted to promote one being taught prior to the other… but that may change based on how content is introduced). This first image is a screenshot of the scope and sequence for the units (skills on top) in the Yellow Track and how the content of Promotion of Mental & Emotional Health & Promotion of Healthy Eating is introduced throughout those different skills-based units.

This next screenshot comes from the high school Blue Track and again, shows the skills units (across top) with how Promotion of Mental & Emotional Health content is infused throughout- in different skills than the Yellow Track! (There is no Promotion of Healthy Eating in the Blue Track since we end up covering other content.)

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As we learn more to see if this works for student learning, we may adjust again! It might feel that the content is too chunked-out since you may be covering Mental & Emotional Health over 3 skill-units within both the Yellow and Blue Tracks. Or, it may be a great way for the focus to be skills with the most important information being taught. We don’t quite know.

It might work, it might not matter.

Back to the cadre responses… the A-Ha was that they assumed the only way to teach skills-based health education is by ensuring your units were by skill with content within. I disagree with that. I clarified with them, that my belief (and again, happy to have healthy dialogue on what others think) is that skills-based can look two ways: skills units, like my examples above, OR content-based units with a clear introduction, practice and skill proficiency progression throughout. Again, we don’t have any evidence that one works better than the other. Skills-based units is a HUGE paradigm shift in our profession. It might work, it might not matter. What matters, to me, as a health education pedagogist is that students have opportunities to be modeled a skill, practice it multiple times within the context of different situations/content & have opportunities to be proficient. With the assumption that if the young person is practicing and becomes proficient in a skill, it will be applied outside of the classroom.

When I explained this to the cadre trainers, they literally exhibited huge sighs of relief. They realized based on my definition that they were still doing skills-based health education. And, their goal is to shift to skills-units. In fact, during the training, they all left with a fully developed skills-based unit informed on local student behavior data, a well-written skills-based performance assessment and rubric to score student work samples!

My suggestion is that teachers work on a progression. Determine how their students are most successful when it comes to becoming proficient in the NHES skills. So- if that means continuing to teach content units and an effective skills progression (use this free RMC Health resource to help with that), that’s great! If it means trying to write one skills-based unit with 2-3 content areas included within it, that’s super! If it means shifting completely to skills-based units, fabulous! I’m not an expert on what might work best. I hope we have the research in the future that informs us as health educators what is best for our young people to become health literate.

I’m still forming my opinion on this topic, so I’m interested in what your thoughts are… feel free to comment on this blog or email me at

The Journey to Body Confidence

2019 DSEP Cadre Trainers

2019 DSEP Cadre Trainers

Written by Cairn Guidance, a Dove Self-Esteem Project Partner

 The theme for the Dove Self-Esteem Project’s (DSEP) 2019 Cadre Trainer Retreat was The Journey to Body Confidence.  Every human being takes this journey, most of which is probably not wholly conscious.  We become who we are by experiences, thought processes, and the significant lives that touch ours, amongst other things.  Does anyone just wake one day and know they are body confident?  It’s a process that probably ebbs and flows. 

A character in a movie, told another character who had just said something disparaging about themselves, if they didn’t like it, do something about it.  They weren’t seeing what the disparager saw, however, they honored where the person was and made a suggestion.  If there is something a person does not like within themselves, they have the power to change it.  Was the disparager basing their remarks on unfulfilled realistic personal goals or what they thought others expected or thought?  These were fictional adult characters.  However, how often do youth have this conversation and make changes based on the unrealistic expectations of others, such as their peers, or manipulated media images or messages?  How do adults, specifically educators, help students on their journey to adulthood? On their journey to body confidence and positive self-esteem?

The Dove Self-Esteem Project’s cadre trainers (cadre) came together in June for a day and a half retreat to focus on their role in this journey.  While some of the cadre provide direct services to students, they all focus on increasing awareness and implementation of the DSEP Confident Me! body confidence and self-esteem lessons, for 11 to 14-year-old students, to the educators who teach these youth.  The retreat was designed to recharge, increase knowledge and skills, and provide opportunities to network across cadre and within the cadre located in their region.  The cadre has grown to 25 professionals located across 23 states in each region of the United States.  They represent health and physical educators, school nurses, school social workers, school counselors, and prevention and wellness professionals.

To say they each understand the importance of the DSEP Confident Me! lessons is an understatement.  Being able to give educators tools to support the instruction of their students is a core of their mission.  They know there are students who are struggling with peer pressure, personal and professional social media issues, appearance ideas, etc.  They also know the DSEP Confident Me! lessons add value to the educator’s instruction.

Cadre share their message primarily via local, state and regional conference presentations and exhibits. They also write articles and blogs, as well as host webinars.  Many are an active presence on social media.  The retreat gave them the opportunity to learn from each other, collaborate and share ideas.  Their goal is to make The Journey to Body Confidence as positive and as seamless as possible for students through the educators who teach these students. 

How often do we as adults say something disparaging about ourselves to ourselves?  Learning about these lessons can remind us that we too may internalize unrealistic external measures regarding our appearance ideals.  We may offer compliments to other adults and our students based on how they look or how they dress, instead of honing in on those things that truly make the person who they are.  The DSEP Confident Me! lessons help educators adjust the way they offer recognition to their students, while helping students better value themselves and others and what makes them who they are as unique and contributing individuals.

The Dove Self-Esteem Project cadre trainers hope, when you learn they are present at your conference or meeting, that you stop by their presentations or exhibit booth.  If they write an article or blog, they hope you read it and take away some jewels.  If they host a webinar, they hope you attend.  Students do not learn as well when they do not feel the best about themselves.  They do not reach out and grow as well.  Students who do not feel the best about themselves may make poor choices.  Educators are there to help students become their best. The DSEP Confident Me! lessons are there as a support.  Visit Dove Self-Esteem Project to learn more about the no cost, researched, single and five-lesson curriculum.

Daniel Boone Rails to Trails- Building Connections to my New Home

It’s not often I have the opportunity to facilitate one of my favorite strategic planning activities in my own town of Morehead, Kentucky. I moved to Morehead from Portland Oregon (with a buffer year in Louisville) after falling in love with my life partner. Leaving a bicycling friendly, physically active town with a true culture of health to a small (7000 residents) Appalachian town was the biggest culture shock of my life. And, I’ve lived abroad in Curicó, Chile and Auckland, New Zealand! I could complain about the lack of recycling programs and arugula salad options. The lack of motorists who see cyclists and lack of access to the New York Times except for Sundays… however, that’s not who I am. I’m a glass is half-full type of gal and I embrace the journey I’m on, especially the one where I made the decision to pick up and leave for love.


I met my group of friends here because they mountain bike, or rock climb, or carry reusable grocery bags. They donate to the recycling center, enjoy lunchtime walks in my neighborhood, drink local brews and eat arugula salad. 😉 It’s the small things you find in common with people in a place where you don’t quite feel like you belong. Other than connecting with some amazing people that I genuinely love to be with, it’s important to me to contribute to the community I live in. I don’t know if we’ll live here forever, probably not full-time forever, but for the time being, I’m dedicated to living here and contributing in any way that I can.

I’ve been able to build relationships and trust with the school system to offer pro-bono professional development to the health teachers in the district. I sit on two advisory boards- one for the Innovation Launchpad (where we have our co-work space) and New Cities Morehead - a council of diverse stakeholders addressing livability measures in our county. Through New Cities, I met Scott Davison, an MSU Professor of Philosophy and member of our Rowan County School Board. Scott is also the President of the Daniel Boone Rails to Trails (DBRT) a non-profit promoting walking, hiking, and cycling in and around Morehead, KY. One of the projects the DBRT has desired to implement for a very long time is the Triplett Valley Trail, a multi-use path for walkers, hikers, cyclists and more. It would enhance livability and transportation options between the University and businesses downtown and be located along Triplett Creek downtown.

Scott and Connie Spencer-Ackerman (Treasurer/Secretary) reached out to me about facilitating a community event to build awareness of the DBRT and the Project, build interest and strategize to make this trail come to light. Obviously, the opportunity was a perfect marriage between my love and dedication to creating a culture of health in schools and communities as well as my background as a facilitator of strategic planning processes!

One break-out group working on their “Cover Story”

One break-out group working on their “Cover Story”

Drew Henderson and Pastor Alex Lockridge at the First Baptist Church graciously provided the space for us to hold the event. Mike Long, manager of KFC provided dinner for over 40 people. We had about 30 adults and six children come to the event, which we considered a huge success given the downpour of rain that began the hour prior. Community members came because they live close to the proposed trail, are avid walkers, or would like to increase the opportunity for physical activity here in the community. I was struck by the energy, passion and interest in the room!

Scott began the evening sharing about the history of the Daniel Boone Rails to Trails and its research on the project to date. He shared map renderings of the proposed phases of the trail and options in more challenging areas (passing over creeks, for example). This led us into my facilitation piece, around visioning. The larger group was split into three smaller groups to determine what news would be coming out of Morehead in 5 years from now if the Triplett Creek Trail were to be successful. The energy from these three groups was amazing! People had so much fun thinking ‘out of the box’ and creatively thinking about what this project might do for our town and community as a whole. The activity is meant for people to have fun, be creative and get to know each other a bit more. Groups talked about 5K Race opportunities and increase of college students walking to dinner and the movies rather than driving. The groups discussed how health insurance rates would drop and a sense of community would increase. The ideas were creative, fun and many that could lead to concrete ideas for a strategic plan. Many people left saying they met some new folks and confidently shared they would want to stay involved.

Many people asked when the next meeting would be, so I want to share that we will be hosting our next meeting on Monday, August 19 from 6-8. Location TBD, but hopefully same location. Our plan is to work on strengths, problems, opportunities and threats related to the proposal trail and project. We want public health, law enforcement, transportation, businesses, university and hospital representatives, parents, neighbors, educators to come and provide input. The more awareness and education we can build around the project, the likelihood it will be successful through its inception to implementation!

I also want to give a public shout out to Jessi Robinson at Print & Pixel in Mt Sterling, KY for offering her time pro-bono to develop our information flyer for the event!

Team Highlight & Cairn Project Updates

Team Highlight
Samantha has been a member of the Cairn Guidance team since 2016 and is excited to continue!
Samantha Lowe McCleese is a graduate of Morehead State University’s Experimental Psychology master’s program. Originally from Maysville, Kentucky she has been a resident of Eastern Kentucky her entire life. Growing up in Appalachian culture sparked Samantha’s interest in sex education, and she later went on to further research the topic in her Master’s research project; A Vagina is an Ugly Duckling: Metaphors for Sex Education.
During her time with Cairn Guidance she has worked on multiple projects and has had the opportunity to travel the United States for the Dove Self-Esteem Project. Samantha also works as a Behavior Specialist, where she helps individuals and families with diagnosed disabilities reach their full potential and personal goals.
Samantha currently lives in Morehead, Kentucky with her two dogs, Tesla and Petie. When Samantha has free time you can find her hula-hooping, hanging out with plants, or spending quality time with her husband.

Cairn Guidance has been working on some exciting projects over the summer!

  • Based on pilot teachers and expert reviewers, we are finalizing the AXE Brand Generation Unlabeled lessons on gender roles, bias and conformity.

  • We continue to work with the Dove Self-Esteem Project by promoting their no-cost middle school program addressing body confidence and image.

  • We are working in partnership with Advocates for Youth to write K-12 Sexual Health lessons & assessments, including HIV Prevention for NYC Department of Education

  • Our work the JED Foundation continues to expand. We just finished a analysis using CDCs HECAT to review nine high school curricula on mental health and suicide prevention. We'll be presenting a poster session at American School Health Association conference on this work in October.

  • Kevin Lorson at Wright State University and Cairn Guidance have partnered for over a year to work with seven districts/counties in Ohio through a Whole School, Whole Community, Whole Child approach focusing on mental health and addiction. It's been a joy to help facilitate this journey for these districts and we are excited about the possibility of expanding the work next year!

  • We will be training leaders at JSI this summer to build their internal capacity to facilitate the Systems Thinking; Systems Changing simulation. They fund districts in NY state to address obesity in a school setting and want to be able to bring grantees through the simulation.

  • Locally, we are helping start a KAHPERD health education cadre of trainers. Jess will be working with 5 health education teachers from around Kentucky to increase professional development offerings to other health educators in the state.

Supporting Trans and Gender Non-Conforming Students with Pride (ASCD Webinar)

Super glad I was on ASCD’s webinar today on supporting transgender and gender non-conforming students in schools. It was great to see people sharing where they were joining in from in the group chat - from all over the world!

Two speakers led the webinar- Becca Mui from GLSEN and Vanessa Ford, a Board member of the National Center for Transgender Equality. They started by defining key terms to get everyone on the same page.

ASCD’s slide asking participants to reflect on these questions.

ASCD’s slide asking participants to reflect on these questions.

This video of non-binary high school students sharing their experience and how they define non-binary would be helpful for any educator. The presenters asked us to reflect on the questions on the Gender Reflection image. Considering what my gender expression would have been considered 100 years ago was a huge A-HA. I would have definitely been labeled as non-binary versus a cis-gender woman as I think I’d be labeled now. Fascinating reflection.

“Genderism or gender binarism, is the system of oppression that perpetuates the cultural belief that gender is a binary, or that there are, or should be, only two genders — man and woman — and that the aspects of one's gender are inherently linked to the sex in which they were assigned at birth. Male and female are favored genders which makes it difficult for people that are non-conforming.”

Educating educators on this topic is essential. It’s amazing that in 2019 people are still homophobic and gender-phobic. Regardless of what you believe, LGB youth feeling unsafe is a public health issue. Not a value issue, or a religious issue. But, a public health issue. All students should feel safe and be able to thrive at school. No matter who they are. In fact, they should feel embraced through policies, practices, language and programs that send consistently healthy messages to all genders.

ASCDs slide showing that LGB students are more at risk.

ASCDs slide showing that LGB students are more at risk.

If you are interested in the PPT from the webinar and resources, email me at and I’d be willing to share. They should be on ASCDs website shortly as well!

Meeting, Greeting and Impacting SHAPE Tampa Conference Participants

SHAPE Tampa Attendees at the DSEP Exhibit Booth

SHAPE Tampa Attendees at the DSEP Exhibit Booth

Written by Cairn Guidance, a Dove Self-Esteem Project Partner

The Dove Self-Esteem Project (DSEP) had an impactful presence at the recently held SHAPE Tampa conference. Information was shared on the project via an extremely well attended session and a very busy exhibit booth. DSEP cadre trainers Michelle Rawcliffe and Dawn Graff-Haight provided an informative and interactive session which led many of the attendees to visit the exhibit booth to declare their intent to implement the DSEP Confident Me! lessons.

Cadre trainers Mary Wentland, Michelle Rawcliffe, and DSEP Cadre Coordinator Antionette Meeks greeted both health and physical education professionals and students majoring in the profession.  One of the notable “ah-ha’s” was hearing the college students share their familiarity with DSEP through their courses.  Many educators already using the lessons in their classrooms also stopped by to share their thanks and value of the lessons.  Still others stopped by or were encouraged to stop by the booth to learn how to support their body confidence and self-esteem efforts.  Those new to DSEP were often happy to learn the lessons are research-based, available at no cost, and easy to incorporate.

The energy and excitement surrounding attendees was almost palpable.  The spark of interest in the eyes of those learning about DSEP or sharing their experiences markedly impressed upon the booth hosts the meaningfulness of DSEP to these educators and the impact on their students.  Hearing these comments cemented what the booth hosts already knew:  DSEP produces positive outcomes for students.  Students experience a lot as they matriculate through school and an unfortunate by-product along the way may be a lack of body confidence and poor self-esteem.  DSEP uses interactive tools and experiences to help students strengthen their self-esteem and improve their body confidence.

Educators understand the need for students to not only be physically present, but to be mentally and emotionally present, prepared and ready to learn.  While there may be many reasons why students may not be ready to engage in the learning process, DSEP focuses on building and supporting body confidence and positive self-esteem.  Often students may look outside of themselves seeking approval from their peers and center on physical appearance versus the depth of who they are as individuals.

Several educators and future educators who visited the DSEP exhibit booth opted to share personal characteristics or what they appreciate about themselves via social media.  It was not about how they looked, what they wore, or their choice of hairstyles.  Please search #DoveSelfEsteem tagged with #SHAPETampa to read these powerful posts.

To learn more about DSEP, visit the Dove Self-Esteem Project website. To be entered to win an all-expenses paid trip to attend the SHAPE 2020 conference in Utah or another national professional convention, please email for more information.

Announcing A New Partnership with AXE!

 AXE wants young men to grow up confident in their own brand of masculinity.

Cairn Guidance is pleased to announce a new partnership with AXE to address gender stereotypes, bias and harassment by offering a no-cost program, Generation Unlabeled, for the school setting. Our partnership and new curriculum was publicly announced at SHAPE America in Tampa last month with a sponsorship of the General Session, a performance by Carlos Andrés Gómez and a vendor booth in the exhibit hall.

 You probably think of AXE as the body spray that your students layer on in the hallways, but they’re much more than that! As the go-to grooming brand for middle and high schoolers who are learning to style for themselves, AXE offers a wide range of grooming items including deodorant, body wash, and hair products designed to help guys look and feel their best.

However, they recognize that some of the ads they created in the early 2000’s negatively reinforced stereotypes that would not be acceptable by today’s standards. In 2015, AXE went back to better understand the effects of negative stereotypes on their core young male audience. Partnering with Promundo, a global research leader, they conducted a study and found that 72% of young guys reported being put in the “Man Box,” a set of beliefs about masculinity that place pressure on men to act a certain way. Along with other findings, this statistic helped AXE reinforce their core mission to inform young men that there’s no one way to be a man.

Carlos Andrés Gómez introducing the partnership at the SHAPE Tampa General session.

Carlos Andrés Gómez introducing the partnership at the SHAPE Tampa General session.

Armed with research, they re-worked their marketing campaigns to champion a portrayal of guys that don’t fit traditional standards of masculinity (see “Is It Ok For Guys…” on YouTube). From there, AXE brought this message into high schools through their Senior Orientation program, an in-school workshop that encourages students to shape their school culture through self-expression and inclusivity with the help of marquee talent partners like John Legend and Super Duper KYLE. Now in 2019, they’re taking their mission a step further...   

Building on the success of its Senior Orientation programs, AXE now wants to reach students at an earlier age before they’re exposed to the social pressures of high school with the creation of this specialized curriculum that will be implemented in middle school health classes across the nation. Generation Unlabeled’s four interactive lesson plans cover a range of topics – from toxic masculinity and gender stereotypes to harassment – asking students to analyze today’s society and culture, themselves, and conclude with a call to action, like creating a new school policy. By directly educating teens and empowering young men to define what masculinity means for themselves, our goal is to foster the first generation of students to grow up in a society without toxic masculinity.

Our team represented by Edelman, Cairn Guidance and Carlos Andrés Gómez

Our team represented by Edelman, Cairn Guidance and Carlos Andrés Gómez

As an educator, you have the opportunity to create environments where students thrive so they can win at education. Part of your role supporting young people in schools is about creating healthy and safe classrooms and teaching students using relevant and current health education curricula.
Items given away at the AXE booth at SHAPE America.

Items given away at the AXE booth at SHAPE America.

These no-cost lessons will be available this summer, so please keep in touch. We will be offering incentives to those that implement the lessons in the classroom, as well as looking for pilot teachers to provide on-going feedback and student work samples to ensure this program is creating the outcomes we hope to achieve!

If you have any comments or questions, please feel free to contact us at

A Message from Liz: Growth Requires Taking a Risk

Growth and evolution is a constant process that involves taking risk and getting out of your comfort zone. This is why I am excited to announce that I am spreading my wings and launching Matchstick Consulting, a small consulting firm based in Portland, Oregon. Our mission is to help organizations and communities create the spark they need to ensure people are healthy, connected and thriving.

It is (a little) easier to take this risk because I am surrounded by partners and colleagues that share my passion for health, education and helping young people reach their full potential. I am grateful for the support and love I have received from Jess and the rest of the Cairn Guidance team.  Cairn Guidance and Matchstick Consulting will continue to collaborate as partners, and I look forward to contributing meaningful work and growing together in this next chapter.

And the need for our work has never felt more immediate. I am honored to join the ranks of professionals and organizations working to create a healthier, more just world. Find out more at or reach out to

In Health,