Social-emotional learning and hands-on creativity came together in a meaningful cross-grade collaboration between PVC InDe eighth graders and ELA fifth graders. To launch the project, it was the fifth graders who took the lead—introducing the older students to Good Different by Meg Eden and its main character, Selah.

“Good Different is about a neurodivergent seventh grader who is diagnosed with autism partway through the school year,” said PVC Fifth Grade Teacher Kimberly Gallina. “Through this book, my fifth-grade students have been learning about neurodivergence, autism, and sensory input needs.”

In the novel, Selah follows strict personal rules for being “normal,” keeping her feelings tightly contained throughout the school day. At home, she can finally remove what she calls her “normal-person mask.” She often feels like a dragon in a world of humans—always hiding her true self until the moment she no longer can.

Working collaboratively across grade levels and disciplines, Ms. Gallina and PVC Art & InDe Teacher Ashley Lupfer designed an opportunity for younger students to teach older students about the book’s themes. After practicing active listening, the eighth graders used what they learned to partner with fifth graders on a 3D-printed fidget design using Tinkercad.

“One thing the main character relies on is the use of fidgets as a tool to help regulate her emotions and focus,” explained Ms. Gallina. “Another important aspect of this collaboration is the connection between our older and younger students around acceptance and understanding.”

When the two groups met in the InDe lab to begin the multi-layered project, the fifth-grade students presented their insights about Selah’s experiences—highlighting the sensory overwhelm she often faces and how fidgets support her focus and regulation. The eighth graders listened attentively, asked questions, and were eager to jump into the planning phase while considering shape, texture, movement and color.

“I learned how sensory sensitivities can include many things. Even colors can sometimes be overwhelming,” said Anya, an eighth grader. “For that reason, we chose softer colors for our fidget.”

“We are excited to see the depth that this step can add to the design process,” said Ms. Lupfer. “Our students are practicing receiving and responding to feedback as they create with the needs of others in mind—guided by input and inspiration from Ms. Gallina’s fifth graders. Each finished fidget will be donated to the guidance suite and flex space for any student in our community to use, reinforcing the message of empathy, understanding, and inclusion that both groups are exploring.”

Remy, a fifth grader in Ms. Gallina’s class, enjoyed brainstorming with his eighth-grade partners. “They were really helpful and accepting of my ideas,” he said. “I like mythical creatures, especially dragons because they are one of the main mythical creatures. I pulled ideas for the fidget out of the depths of my imagination, which is extremely overactive,” he added with a smile. “Some scales of the dragon could be different shades of green and different tactile textures. I can’t wait to see the finished product.”