Reflections on the application of the Self-Science programme from the perspective of students, parents, and teachers

The purpose of this article is to present anecdotal information as to the effectiveness of the Self-Science curriculum based on the reflections of participants (i.e. students) and/or observers (i.e, parents and teachers). The data has been collected over a span of thirty-five years and includes remarks, statements, and emails from a total of over 1000 students, their parents and teachers. These intimate narratives tell of development, transformation, growth and accomplishment from the perspectives of the players. Emerging from the data is the following evidence: 1) seventy percent (70%) of the students reported Self-Science as the class that had the most significant impact on their lives; 2) alumni parents shared that Self-Science developed many vital skills including self-awareness, empathy, altruism, consequential thinking and self-advocacy; and 3) educators (former and concurrent teachers and administrators) indicated that Self-Science was a significant factor in the development of leadership skills, building community ties and positive emotional risk-taking. These testimonials, combined with compilations from pre- and post teacher questionnaires, provide interesting insight into the impact and import that Self-Science can have on the development of social and emotional intelligence.