Stronger school culture starts with understanding. The culture you intend is not always the culture people experience. We help schools see that difference, strengthen relationships, and build practices that can hold.
Not every institution needs the same starting point. Find yours.
Take five minutes to reflect on how your school culture is experienced. See possible strengths and pressure points.
Start your school analysis →What we do, who we serve and what a partnership includes. Observation first, every time.
Explore how it works →De-identified projects: the challenge, what was done and what has changed so far.
View the case studies →Photography is illustrative stock imagery and does not depict actual Jackie Project engagements.
Figures are reported by The Jackie Project and have not been independently audited. They describe our work, and they are not evidence that any one result was caused by it.
Systems tell us what was supposed to happen. People tell us what actually happened.
Explore our approachThe Jackie Project is a game changer. It opened closed practices in a way we now know where we are headed. It's important work, but the lightest I have felt in a long time.School CounselorColorado alternative high school, in implementation
Most culture work begins with a verdict. Someone is the problem, someone has to feel it, and everyone else braces. We begin with the building. We spend full days watching how it actually moves, read it next to what staff told us anonymously, and say plainly what we find, including how students are read differently depending on who they are. We never turn it into a trial. When adults feel accused, they defend. When they feel curious, they change. So we build the room for the second one: no blame, no performance, no borrowed template. Just a culture your people recognize, because they helped write it.
The research and the data go on the table, without softening. Who a student is shapes how the building reads them, and we say so.
Everyone in the building is inside the culture, and everyone gets a hand in changing it. Defensive rooms don't change. Curious ones do.
Once the pattern is seen, it gets redesigned: the routines, the questions and the way adults greet students in the hallway.
We spend full days inside the building and watch how it actually moves.
We read what we saw next to what people told us anonymously.
Leadership and staff build the framework with us, in their own words.
Staff development, Truth Rooms and live coaching carry it into daily practice.
Check-ins and closing rituals keep the culture holding after we step back.
A Colorado alternative high school engagement is exploring trust, staff alignment, and shared language. The work is in progress. Its early signals are not a claim of completed institutional change.
Read the case study →A short film with Ashle and the communities she works inside: what she sees in a building, and why she starts by listening.
A transcript will be added when the founder film is published.
Ashle Rodriguez-Perdomos spent over a decade inside institutional systems: schools, courts, foster systems, and the families living at the intersection of all three. She did not learn culture from a consulting framework. She learned it standing inside institutions, watching what happens when they get culture wrong.
Read Ashle's story →Start with a five-minute reflection, or talk with us for 30 minutes. Either one is a first step, not a commitment.