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Impact: Success Stories
Success Stories and Testimonials from Educators
On this page

Positive and heart-warming stories from educators as well as educator evaluations have been collected from teachers implementing Living Values Education Program around the world. The most frequent themes noted in the reports are positive changes in teacher-student relationships and in student-student relationships both inside and outside the classroom. Educators note an increase in respect, caring, cooperation, motivation, and the ability to solve peer conflicts on the part of the students. Aggressive behaviors decline as positive social skills and respect increase. LVEP helps educators create safe, caring, values-based atmospheres for quality learning. Positive and heart-warming stories from educators as well as educator evaluations have been collected from teachers implementing Living Values Education Program around the world. The most frequent themes noted in the reports are positive changes in teacher-student relationships and in student-student relationships both inside and outside the classroom. Educators note an increase in respect, caring, cooperation, motivation, and the ability to solve peer conflicts on the part of the students. Aggressive behaviors decline as positive social skills and respect increase. LVEP helps educators create safe, caring, values-based atmospheres for quality learning.

A Few Results From Educators Implementing LVEP:
A Montessori teacher reported: “I have used the Living Values Education Program from start to finish this past school year with my preschool students. I absolutely loved it, the children loved it, and the outcome was really spectacular. I was dealing with a very angry and aggressive boy at the beginning of the year. After the unit on respect with a few added lessons of my own, the child found respect for himself, for others, and for the environment. He was truly my 'Star' this year. Through the teacher education center that I teach at, I have encouraged many other teachers from many other Montessori schools to use the program in their schools. Several have and have found some very similar results.”
  • In Iceland, a veteran first-grade teacher reported seeing surprising and dramatic improvements in caring, respect, cooperation, concentration, and learning to read.

  • In Lebanon, second-graders in a classroom at ACS have learned conflict resolution so well that they solve all peer conflicts themselves; the teacher reports she is free to teach.

  • In Bermuda, three primary schools implementing LVEP as whole schools achieved an 80% drop in school disciplinary referrals within their first year of implementing LVEP.

  • In the USA, a K-8 school implementing LVEP as a whole school is now rated as the top seventh school in Florida. The principal stated, “There simply is no bullying.”

  • In Kenya, teens self-reported complete changes in their behavior, from violence to cooperation, and from being at the bottom of their class to doing well academically.

  • In South Africa, formerly violent secondary students became leaders of peace and values and led LVEP workshops for their peers.

  • Australia, a year-nine student reported, “It’s not just that I like values classes, I really enjoy them. At the start I was dead against values, I didn’t feel like I got anything out of the class. I distracted people and didn’t put in any effort. Then I thought for one lesson I would really contribute. That lesson changed the way I felt about values. I can relate to everything that we talk about. I find myself discovering things about myself that I never knew. Values class is really worthwhile.”

There are also wonderful stories from educators in special circumstances.  In Thailand, one year after implementing LVEP, nine out of 24 refugee-camp teachers working with children and youth reported 100-percent improvement in violent behavior; the others cited an 80-percent reduction in aggressiveness. Within two years, smiles, kindness and cooperative and creative play had increased dramatically, and the camp leader reported that the section leaders who had spent considerable time dealing with problems of gangs of youth fighting from different sections prior to the implementation of LVE no longer needed to spend even one second on this issue as there was no fighting.

The new program for street children is bringing in very positive reports.  In Brazil and Vietnam, educators reported considerable decreases in aggression and at-risk behaviors, and new behaviors of caring and values.  One teacher noted, “Now they are confident and friendly with adults and their peers.  There is almost no conflict in the classes and they now do not get into trouble after school either.  The students have also developed many skits on how to keep safe from dangerous adults and really enjoy performing them.  Now when they are on the streets and see children that are new to the streets they give support and advice to the new children and invite them to meet their teacher and join their classes.”

The Ministry of Labor in Vietnam reported in March of 2008 that LVE’s program for Drug Rehabilitation was the most successful program in government drug rehabilitation clinics. They have been using it for three years.

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A story from Karen Fryer
an educator at Pearcedale Primary School, Frankston, Australia

A story from Shirley Lehmann
an educator at SeymourPrimary School, VictoriaAustralia

A story from Shelia Gooding
an educator at St. Paul of the Cross, in Sydney, Australia

Changing hearts and minds – Eleven stories from Mauritius.

Attitudes shift for teachers and students – Eight stories from Malaysia.

Restless students become quieter and shy ones develop confidence – A story from Italy.

Several wonderful stories of positive change – from Egypt.

Remarks about doing LVE from students, parents, teachers and visitors – Beauty from Kuwait.

Remarkable changes – A story from England.
When Mr. Neil Hawkes was a headteacher at West Kidlington Primary School in Oxford, England, he reported the following changes after implementing LVE classroom activities. In this working class neighborhood school, students learn to be responsible for their behavior. They enjoy peaceful, respectful, cooperative relationships with their peers and teachers. The school enables the students to think carefully about values and to reflect values in their behavior and attitudes. School assemblies have become a powerful vehicle for teaching values, raising self-esteem, and developing enthusiasm. The school won recognition for its outstanding work in the areas of moral, social, and cultural education. Parents appreciate the changes and are involved in the values education process as relevant assignments are brought home for discussion. Mr. Hawkes notes that when an entire school focuses on values, the impact is greater and more positive on the students. Mr. Hawkes now is an international values education consultant.

More remarks from educators:

“We have implemented Living Values: An Educational Program as part of our daily curriculum. The children seem to be working with a more loving, peaceful temperament; there has been a noticeable decrease in broken and damaged equipment and toys; the program enhances creativity and imagination; there is a tremendous boost in self-confidence and general cooperation amongst the children; and the children are steadily developing a capability for reasoning and a sense of caring for themselves and others.
Christel Joseph, teacher, Kid-eo Pre-Primary School, Pietermaritzburg, KwaZulu-Natal, South Africa

“There has been so much improvement. My students grew in self-confidence, awareness of the world and ability to relate to each other respectfully. Instead of talking about other students, they began really talking to each other. LVEP made the most difference with the marginalized, antagonistic students.”
Susan Hustad, 3rd Grade Teacher, Long Beach, California, USA

“I enjoy doing LVEP with them. This subject has helped me be nearer my pupils. I am learning so much from them. The use of conflict managers during recess has greatly changed the behavior of pupils. There has been a drastic fall in the amount of problems I had to face previously. The pupils now enjoy their recess.”
Rajendrun Murdymootoo, Teacher, Grade 5, Andre Bazerque Government School, Mauritius

“One day, while doing conflict resolving with two five-year olds I asked them how they would solve their problems without being aggressive. After thinking for a while and discussing together they gave me the following response; ‘This is a school of peace. We must solve everything by talking and loving each other.’ This response was the result of Peace Theme which we have just finished implementing from Living Values' subjects.”
Sema Ulcay, Director of the Child Study Center of Robert College, Turkey

Power to Blossom, a seven-minute film of a new LVE program in kindergartens in Israel

If you are using FireFox or Internet Explorer use this link ... https://www.youtube.com/watch?v=li8aM_Dg1Ps

If you are using Chrome you can view the video below.


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Difficult Grade 6 special education students change – A story from Canada

A story from China.
Mr. Peter Williams worked with somewhat older students for several months in a middle school in Beijing, China. When he asked his Chinese colleague, Ms. Ao Wen Ya, why she thought a peace visualization was successful, she said: "It helped the children to find peace by themselves. It helped the children to feel happy and relaxed. It made them really want to be happy and motivated to build a better world and be kind to each other." She additionally noted, "Sometimes the children can be naughty in class; they don't concentrate. Now they are more engaged in their subjects because they are interested. They are motivated to learn because they are valued as people ... They are now calmer and not as naughty. The quality and standards of work are higher. They are willing to take risks to express themselves well with more confidence." Mr. Williams added, "The lessons REALLY DID something. Their attitude is more positive, and they are better organized both individually and as a group." An observer from the Chinese Academy of Sciences commented that the motivation of the children had been greatly enhanced, and it transferred to other lessons.

More remarks from educators:

“With LVEP they (children) changed so quickly that you can notice which value worked well. Parents also notice the difference in schools dealing with LVEP. There is no fighting at school. Teacher-pupil relationship is good. Polite language at school. Parent-teacher relationship is good. Children miss being at school all the time for there is love, peace, freedom and unity.”
Catherine Kanyi, Teacher, Skeats Junior School, Nairobi, Kenya

A LVE Testimonial Video

Lórien Eck created a video and shared the following about implementing LVE in the classroom: “I taught in the Los Angeles Unified School District for 10 years total, 5 years at both the middle school and high school levels. I implemented Living Values Education (LVE) into my classroom environment and curriculum throughout the 10 years that I taught in the public schools. We experienced immense success and amazing results with nearly no disciplinary referrals year after year from my classroom. I taught over 2,000 students and seriously, the data speaks for itself, .0002% disciplinary referrals!

I taught more than 200+ students/day on average and it was a pure pleasure teaching and learning with my students day in and day out. Living Values and the Values-Based Atmosphere served as an invaluable resource in my teaching practice. I also served as a teacher trainer and conducted LVEP professional development workshops for over 8 years to over 120 teachers, counselors, deans and administrators during that time.

In 2001, I was fortunate to be able to travel to a refugee camp at the Burmese-Thailand border to facilitate an educator training for 2 weeks. This experience provided me with the power of experience of seeing how powerfully transformative LVEP can be.

I highly recommend this simple, yet potent and effective values program to all educators worldwide.” 

Lórien Eck, M.Ed., NBCT

Would you like to create a video about LVE? Share your experiences and create the opportunity for students to share their inspirations, art, songs and service-learning projects. We’ll post them on livingvalues.net!

Three stories by teens in South Africa
Story One: Not Working for an Escort Agency Anymore
Story Two: From Hijacking Cars to Being a LVE Peer Educator
Story Three: From Drugs to Feeling and Acting Valued!

A testimonial from Jacqueline Stein
an educator at Alia Secondary College, Melbourne Victoria

Comments from Ms. Stein's students

They believed in themselves – A story from Zimbabwe.
In Zimbabwe, Ms. Natasha Ncube used Living Values Educational materials with her class at Prince Edward Boys High School in Harare. She felt the reflection activities helped improve discipline; the storytelling and discussions allowed her to learn individual opinions of the students; and the group work developed unity, cooperation, patience and tolerance in students. Her comments: "Discipline has improved. I noticed the development of self-confidence in many students, appreciation, recognition of values in others, as well as in the self. The students became more open-minded, not only confident, and also fearless in expression of their own opinion." She also noted that many students began doing their work on time because they had developed more conscientiousness: "They believed in themselves." She noted some did their work before because of fear of academic detention or corporal punishment.

Ms. Natasha Ncube's remarks about the change in her own teaching was interesting. She wrote: "I became more patient and tolerant with my students. I feel our relationships have improved. There is no more urge to send them for corporal punishment to the Head. (It is still very popular in Zimbabwe.) I can solve all the problems peacefully with my boys."

More positive in every way – A story from Bolivia.
In La Paz, Bolivia, 3000 students from 3 to 18 years in age, engaged in LVE values activities at the German School. Cecilia Levy noted that discriminatory behavior in this class-conscious society have dramatically decreased, and unity has grown. She stated, "Students have become more positive in every way -- in their tone of voice and manner when they interact with others. The teachers involved have noted changes in their own attitudes, and how that affects the atmosphere in the classroom." One hundred and twenty parents took part in the Parent Values Classes. The parents felt the classes were very beneficial. An unexpected result was more understanding and cooperation between parents and teachers.

From violent to attentive – A story from France.
In Chateauraoux, France, a high school teacher, Sarah Ferrand, was amazed at the changes in some of her students. Instead of slamming doors, two of her most violent students become very attentive students: "It was amazing. They matured and discovered that they were intelligent.

More remarks from educators:

“Our girls love doing the Living Values Activities and are enriched by them. The counselors, mentors, and teachers not only enjoyed the LVEP Educator Training but became more effective with the students.”
Nellie Caudillo Kaniski, Counselor, Santa Ana College, President of MANA of Orange County, a National Latina Organization

“Living Values Education Program (LVEP) has been an invaluable tool whilst teaching at the secondary level for a decade in the Los Angeles public school system. Year after year, my personal number of referrals to the disciplinary team, including counselors, deans, and school administrators, was close to 0%!  I garnered the respect of my peers and administration with a reputation as the teacher who could manage her classroom and where students joyously chose to be daily!  Through my consistent application of the Living Values tools and my most favorite "Values-Based atmosphere", my students felt safe, understood, loved, valued, and respected.  I am pleased to share that my personal practice of LVEP reflected in my classroom, provided over 2,000 students ages 11-18 a solid foundation and philosophy of living lives filled with courage, character and values.”
Lórien Eck, Middle and Secondary School Educator, Los Angeles, California

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Women of Substance, a documentary about LVE at Arundel School in Zimbabwe
FEBRUARY-MAY 2009: Women of substance (documentary about living values education at Arundel School, Zimbabwe, directed, edited and produced by our LVE coordinator Natalie Ncube and presented at alive AGM on 14 May 2009)

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“There are many band-aids in the market today; Living Values is a program of integrity and self-reflection for the whole child.”
Cristina Casanova, Former Citywide Coordinator for Professional Staff Development, New York Board of Education, New York, USA

“LVEP, easily adaptable to any cultural context, is an essential and integral part of our Early Years curriculum. The user friendly program offers very practical teaching strategies that respectfully helps children to learn, to grow and to shape their characters. We have built our school community on Living Values and have been rewarded with a very happy school atmosphere, well behaved children, young minds capable of making informed choices, a purposeful work ethic, higher quality academic performance and, in our hearts, the promise of a better future.”
Peter Williams, Principal, Kuwait American School, Kuwait

Living Values Activities for Children Ages 8-14 is a book that has the capacity to help schools be centres of excellence. This has been the very positive effect that Living Values: An Educational Programme has had on West Kidlington School in Oxfordshire, UK. Through its influence the school has become an international model of good practice by working with Living Values to underpin the school's life and work. Values education has both raised standards and enabled pupils to develop as well balanced citizens.
Neil Hawkes, formerly Oxfordshire's Senior Adviser for the Development of a Values Based Approach to Teaching and Learning, Oxford, UK

“This book is an essential tool to implement values teaching. It creates positive change for children and educators. No school should be without it.”
Penny Morris, Kindergarten Teacher, Jenkintown, Pennsylvania, USA

“The students used to anger quickly, be cruel to each other, be slow to forgive and fight frequently. Now they do not anger quickly, they are not cruel, they forgive quickly and they do not fight.”
Paw Mu Kha, Teacher of students ages 16 to 20, Karen Refugee Camp, Thailand

"When we do the LVEP activities, the atmosphere in the classroom changes. The feeling of appreciation for each other grows."
Jim Crowell, 5th Grade Teacher, California, USA

“Children showed less aggression in class and in the playground. Children were very motivated in class and concentrated more on their work.”
Lina Nehme, Teacher of students ages 4 to 5, Brummana High School, Lebanon
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