Character Education That Starts With Students, Not the Curriculum
When a school adopts a character education program, the appeal of a polished, packaged curriculum can be hard to resist. But according to Yolanda, whose Tennessee-based program OWN YOUR GREATNESS was recently recognized in a roundup of student character development programs, the fit between program and students matters more than the finish of the materials.
In a written interview, Yolanda addressed three questions about what schools get wrong, what curricula leave out, and what leaders should slow down to consider.
Meet Students Where They Are
The first question was direct: when a packaged curriculum does not fit the students in front of them, what has to change first? Her answer was not about lesson plans or pacing guides.
"The approach," she said. "We have to meet students where they are, not where we think they should be."
That principle rests on a recognition that student populations vary widely from school to school. A curriculum that works in one building may miss the mark in another, and Yolanda argues the program should flex to the students rather than the reverse. "Every school and student population is different," she said. "The curriculum should support the students' needs, not the other way around."
For school leaders, that reframes adoption as a matching problem rather than a purchasing decision. The question becomes less about which program has the most complete binder and more about which approach reflects the realities of the students who will sit in the room.
The Missing Pieces: Self-Awareness and Real-Life Application
Asked what keeps showing up in middle and high school classrooms that most character curriculum pages leave out, Yolanda pointed to two gaps: self-awareness and real-life application.
"Students need to understand who they are, what influences their decisions, and how they respond to difficult situations," she said.
That inner work is often skipped in favor of more straightforward instruction about right and wrong. But knowing the difference is not the same as being equipped to act on it under pressure. "It's not enough to teach students what's right," Yolanda said. "We have to equip them to make good decisions, especially when they're faced with challenges or pressure."
The distinction matters for anyone designing or selecting character education programming. A lesson that defines honesty is easy to deliver; a lesson that helps a student recognize what is influencing their choices in a tense moment is harder, and more useful. Yolanda's framing suggests that self-awareness is not a soft add-on but the foundation on which application depends.
Slow Down Before You Sign
Her final answer was aimed squarely at decision-makers. If she could stop a school from deciding one thing too quickly when choosing a character program, it would be choosing based on appearances.
"Choosing a program based on how good it looks on paper," she said.
Instead, she outlined a sequence schools should work through first. "Before investing in any program, schools need to understand what their students actually need, what outcomes they want to achieve, and whether the program can make a meaningful difference beyond the classroom."
That last phrase is worth pausing on. Character education that stays confined to a classroom period risks becoming an exercise in compliance rather than formation. Yolanda's standard asks whether the program changes how students act in the hallways, at home, and under pressure, which is a harder outcome to promise on a brochure.
Practical Takeaways for School Leaders
Taken together, the three answers form a coherent method. Start with the students, not the product. Build in self-awareness so that application has something to stand on. And resist the pull of a polished pitch until you have defined the need and the outcome you are after.
For schools weighing options, that means asking questions before signing: Who are our students, and what do they actually face? What do we want to see change, and where would we see it? Does this program adapt to us, or do we adapt to it?
Yolanda's approach, as described in the interview, treats character education as a responsive practice rather than a fixed script. The curriculum is a tool, and the students are the measure. Readers interested in the program can learn more at itsoktobegreat.com, and those exploring the broader field may find context in resources on social-emotional learning and positive behavioral supports.