When a storm is brewing in your mind, will you let the lightning and thunder drown out your judgment or will you rise above the clouds to find the sunshine? In the piece titled “Mountain of Hope,” the author explores how perspective, perseverance and hope can help us climb even the steepest emotional mountains—and remind us that we are never truly alone on the journey.
“It all stemmed from a tiny little squiggle,” said Knuth. “They could write and draw whatever they wanted—they had total creative freedom. Some students, like Avery, took it and sprinted with it.”
For Avery, that squiggle became a mountain. As he drew, he imagined more—storm clouds, a river, sunshine and small faces. Each doodle represented something greater: the mountain as life’s journey, the storm as fear and moments that rattle you, and the river as both a threat and a path forward.
Avery’s writing and awareness of other people’s emotions have stunned his teachers.
“His brain is just brilliant,” Knuth said. “The depth of awareness he already shows—it just makes Kayla and me so proud. A lot of adults can’t even comprehend what Avery is describing. We know he’s going to go far.”
Although Avery dreams about becoming an actor one day, it’s clear that his talent for storytelling and emotional insight runs deep. His words reflect more than imagination—they embody a concept CHS has embraced campuswide: hope—not just as a belief, but as a science-backed tool for healing and growth.
The Science of Hope at CHS
In 2024, CHS began training staff, leadership, board members and volunteers in the Science of Hope—a research-based framework developed by Dr. Chan Hellman. His book, Hope Rising: How the Science of Hope Can Change Your Life, defines hope not as wishful thinking, but as, “the belief that the future can be better than today and that you have the power to make it so.”
This past June, CHS began measuring children’s hope levels through the validated “Children’s Hope Scale” survey. The survey includes six statements that measure both pathways and willpower thinking in kids ages eight to 16. CHS even received approval from Dr. Hellman to evaluate children as young as four.
“Higher total hope scores are linked to better long-term outcomes,” explained CHS Chief Operating Officer Allison Sanderson. “When children learn to use hope language, they begin to shift their thinking from self-doubt to confidence and growth.”
That shift leads to more than just optimism—it also supports better academic performance, stronger relationships, and improved problem-solving skills. It helps children reframe challenges, persist through setbacks and manage stress.
“Ultimately, fostering hope in children empowers them to believe in their ability to shape their future, strengthening both their emotional well-being and their capacity to thrive in school and in life,” said Sanderson.
CHS will survey children throughout the year to help educators, therapists and caregivers identify additional areas where CHS can provide support. Staff will also participate in the survey soon. Leadership hopes the results will identify pathways to create a more inclusive and positive work culture.
Hope in Action on Campus
The benefits of the science of hope teachings are not just showing up in assignments and surveys, but in daily classroom culture. Earlier this year, Knuth and Larkin began a midmorning snack program called Willpower Snacks. While children in residential care at CHS have breakfast, some kids enrolled in the day school program may not eat before arriving at the Sioux Falls campus. Each morning around 9:30, teachers pause for 10-15 minutes to let students eat a quick, healthy snack—and share something they’re hopeful for or looking forward to.
“For some students, the time without food between breakfast and lunch can cause low willpower and may trigger food insecurities,” Knuth said. “We’re hoping this will increase their cognitive functions, improve behaviors and ultimately lead to a healthier environment. But even more than that, this is a moment to connect with students, check in and help them feel seen.”
The Wisdom of Avery
Avery has already discovered what many adults are still trying to learn—that when life knocks you down, it’s okay to reach out to someone to keep going. In his writing, he describes a river that represents challenges in life that can drag you down. Avery wants everyone to understand that there is no shame in leaning on someone when you feel like drowning.
“I’ve found that there are some people in your life that you can talk to no matter what,” he said.
For Avery, that person is his uncle. He often recalls a conversation he had with him when he’s feeling sad, and usually it motivates him to keep moving forward.
“Even when I can’t talk to my uncle, I think about what he would say. He once told me, ‘Only boring people get bored.’ That doesn’t mean you’re boring—it means you can do something about how you feel. The same thing goes for sadness. You can let it affect you, or you can find a way to fight back. You need to overpower your sadness because you are amazing.”
Avery’s ability to reflect, reframe and uplift others is a reminder that wisdom often doesn’t come with age. Knuth shared that sometimes the teachers aren’t wearing a badge at the front of the classroom but are sitting behind the desks.
“We need to remember that we are not just teaching these kids,” said Knuth. “They’re also teaching us. And we need to give them a platform because the insight and wisdom they hold needs to be heard.”
Avery’s words are exactly the kind of wisdom that Knuth believes should have a platform. And as he so eloquently put it, we all need to remember:
“Life has ups and downs like a mountain. There are slippery slopes, steep inclines and rocky paths, but if you persevere and make it to the top, you can see the sunshine. You can be happy. But we need to remember those people at the bottom—stuck in the river—because they need help too. I guarantee at some point on your journey up the mountain, you might have been stuck in a river needing a helping hand.”