The Kindness Campaign is a nonprofit that collaborates with schools and community partners to implement a unique and engaging social-emotional curriculum with the intent of using kindness as the central tool and tenet that is centered on four learning pillars: Self-Image, Emotional Awareness, Empathy, and Community (SEEC). The curriculum targets early childhood through 5th grade students with the importance of building a strong a foundation of behaviors and patterns that are carried into adolescence and adulthood.

TKC’s bilingual curriculum allows for cross-curricular opportunities that create a culture of human connectivity serving the whole child and beyond. The curriculum connects your classroom community with our unique visually expressive journeys through coloring books, self-expressive journals, and with the plush doll- Enoughie Buddy®– who brings all the lessons to life. Enoughie Buddy® serves your classroom community as an early childhood transitional object to provide comfort, predictability, and constancy – representational of a stable and predictable world.


In a time that seems to be flooded with news about all of the things that are going wrong in our society, it is refreshing to partner with people dedicated to recognizing a place for kindness in our daily interactions with self and other. I continue to be in awe of your commitment to the students and families of AISD and deeply appreciate our partnership. -Teri Wood, Ph.D., NBCT


READ ABOUT TKC’S ESSENTIAL PILLARS OF LEARNING

Pre K – Kinder

Pre K - KINDER

Children should be able to:

  • (Self-Image) be imaginative with their emotions and skills so that they may extend beyond their areas of comfort to try new experiences that will enhance and grow their sense of self;

  • (Emotional Awareness) identify situations and experiences that evoke unpleasant emotions within themselves and begin to develop coping mechanisms to handle tough moments, as this  builds self-confidence and emotional resilience;

  • (Empathy) identify when others might be having difficult feelings and actively seek to understand, console, and support peers through challenging situations;

  • (Community) become active members of a community of peers where they are able to build healthy relationships and solve basic conflicts through articulating their own emotions and empathizing with others.

1st – 2nd Grade

1st - 2nd Grade

Children should be able to:

  • (Self- Image) engage with prompts about themselves in order to identify what activities, identities, and ideas are most authentic to who they are;  

  • (Emotional Awareness) identify their emotions in various hypothetical scenarios so that they can explore potential reactions and emotions and begin to create a system of responses that are both healthy and oriented towards kindness;  

  • (Empathy) respond to written and artistic prompts that require them to imagine and seek to understand the perspectives of others;

  • (Community) recognize relationships as interactions with others, use empathy in times of difficulty and use the journal as a space to explore the variety of relationships in their world. 

3rd – 5th Grade

3rd - 5th Grade

Children should be able to:

  • (Self- Image) engage with prompts about themselves in order to identify what activities, identities, and ideas are most authentic to who they are;  

  • (Emotional Awareness) identify their emotions in various hypothetical scenarios so that they can explore potential reactions and emotions and begin to create a system of responses that are both healthy and oriented towards kindness;  

  • (Empathy) respond to written and artistic prompts that require them to imagine and seek to understand the perspectives of others;

  • (Community) recognize relationships as interactions with others, use empathy in times of difficulty and use the journal as a space to explore the variety of relationships in their world.