One year after Hurricane Helene devastated Western North Carolina, the physical damage remains visible: families displaced, schools closed, and communities rebuilding. But amid the recovery, a deeper transformation is taking root. Across the mountains, educators are rethinking how schools can not only restore what was lost but also reimagine themselves as pillars of resilience.
Rebuilding with Community at the Center
The WNC Resilience Project, launched in the aftermath of the storm, has brought together 18 school districts to rethink education. Its guiding principle is simple: recovery should not just restore the past but create a stronger, more connected future.
At Canton Middle School in Haywood County, this idea is already changing how students and staff view school. Principal Joshua Simmons describes it as a shift from a building to a “home” for the community. Weekly assemblies, born from the storm’s destruction, now bring everyone—teachers, students, and staff—together. These gatherings foster empathy and collective responsibility, ensuring that every voice contributes to a positive school culture.
Turning Pain Into Purpose
Madison County is another example of resilience in action. English teacher Julie Young and glass artist Kristen Muñoz collaborated on Stories in Glass, a project that helped students transform broken glass into symbols of renewal, such as butterflies and bees.
For Julie, a veteran teacher, the project was more than art—it was a way to empower students during a time of uncertainty. Instead of a traditional research paper, students created an interactive website to document community stories from the storm. They learned interviewing, podcasting, and design, proving that education could be both creative and purposeful.
Kristen added a Hawaiian prayer, Ho’oponopono, to guide the process. “The most important thing,” she said, “is for us to come together and rebuild our faith in life and in each other. And who better to share that than the kids?”
Six Strands of Resilience
The WNC Resilience Project provides a framework for this work through six key strands:
- Mental Health Supports : Addressing the emotional toll of the storm.
- Recovery-Related Learning : Integrating lessons from the disaster into the curriculum.
- New Credentialing Pathways : Expanding opportunities for students.
- Community Partnerships : Strengthening ties between schools and local organizations.
- Systemic Leadership : Rethinking how schools are run.
- Empathy-Driven Design : Ensuring every initiative considers the learner’s needs.
These strands are not rigid rules but flexible tools for educators to ask: What matters most here, and how can we build it into daily practice?
A Culture of Resilience
For Joshua Simmons, resilience is not just a buzzword—it’s a reality. He drives through neighborhoods still recovering, seeing firsthand the challenges families face. Yet, in classrooms, he sees something else: kids leading projects, collaborating, and supporting one another.
“Kids are the most resilient people in the world,” he said. “They’re back ready to learn.”
This mindset is shaping how schools approach academics. By aligning recovery efforts with North Carolina’s Portrait of a Graduate, districts are emphasizing adaptability, empathy, and collaboration. These skills are not just for the classroom—they are essential for rebuilding communities.
Lessons Beyond the Mountains
The WNC Resilience Project is still evolving, but its approach offers a blueprint for other regions. It’s not about importing programs but fostering local solutions rooted in community values.
Resilience is built not in grand gestures but in everyday actions. When schools become homes—places where everyone feels seen, safe, and supported—they become the foundation for lasting recovery.
Conclusion
One year after Helene, Western North Carolina’s schools are more than survivors—they are architects of a more resilient future
