On March 27, 2026, Ulu A’e Transitions was honored to provide a general session resource-sharing presentation to over 300 participants during the 2026 Transition Centers Best Practice Conference at Ko’olau Ballrooms in Kāneohe, Oahu. The 9th annual conference was coordinated and led in collaboration with the Hawaiʻi State Department of Education (HIDOE), the Hawaiʻi Business Roundtable, and the K. Mark Takai Foundation. The main focus of the annual conference is to share and explore resources to create, enhance, and sustain transition centers in schools. Transition Centers were started in 2017 at public schools with higher populations of military-dependent students and schools located on military bases. School Transition Centers provide a safe and stable foundation for all students, particularly newly arrived military-dependent students, offering peer-to-peer mentoring to help students acclimate into their school community.
The conference opened with a one-hour general session led by Ulu Aʻe Transitions project coordinator Niki Fisiiahi-Thomayer and consultant educator Elly Tepper. Highlighted was Growing Pono Schools, a Hawaiian culture- and place-based character education and SEL curriculum. In addition, HIDOE School Transition Center coordinators received Pono Pass It On reflection card sets, reinforcing alignment with the curriculum.
The session centered on engaging the general audience in exploring practical strategies that foster connection, resilience, and belonging. Rather than a traditional presentation, the session invited participants to actively experience the curriculum. Using a “learn, experience, reflect” approach, attendees engaged in activities designed to mirror student experiences and foster pilina (connections). This interactive format allowed participants, especially students, to connect personally to the practices, while educators and administrators could immediately see how the strategies could be applied in their own settings. As one participant noted on a feedback form, “These ideas transcend the classroom! What wonderful ideas for developing connections in any forum.”
Experiential learning began with the 300+ participants engaging in the Hanu Hā protocol which is the first card of all three versions of the Pono Pass It On reflection card sets (K-3, Elementary, Secondary/Adult). “Learning by doing” continued with participants engaging in “Story of My Name,” a Growing Pono Schools Pono Life Skills lesson inspired by Auntie Puanani Burgess, a beloved Kumu of Hawaiʻi. Participants gathered in small table groups and interviewed one another about their names, how they were given, what they mean, and the stories behind them.
What began as a simple prompt quickly grew into something deeper. Conversations unfolded naturally as participants shared personal histories, cultural connections, and family significance tied to their names. The room shifted as people leaned in, listened closely, and responded with curiosity and care. There were smiles, laughter, and moments of genuine reflection. In a short amount of time, the activity created a sense of connection among participants who had just met. It demonstrated how intentional, culturally grounded practices can open space for communication, build relationships, and help individuals feel seen and understood.
Overall, the Ulu Aʻe Transitions general session aimed to emphasize the following:
☑ Belonging is foundational; students are more likely to engage and succeed when they feel connected and supported.
☑ Small and intentional practices can have a meaningful impact. Activities like “Story of My Name” show that even brief moments of connection can foster trust and openness.
☑ Cultural relevance plays a critical role in engagement. When students see their identities and experiences reflected in learning, they are more likely to participate and invest. In sharing Hawaiian cultural values of aloha, mālama, and kuleana, we have a bonus gift to offer military students who transition through our islands. When these values are actively embraced, they support another layer of identity and insight that can lift students up and grow their resilience.
☑ Supporting transitioning students is a shared responsibility that requires collaboration across educators, staff, and leadership.
The Spring 2026 conference brought together over 300 administrators, teachers, support staff, students, and community partners to share best practice and explore resources as a community. The day was filled with activities ranging from a resource table fair, breakout sessions that included student representation from elementary, middle and high schools. During the high school student panel, student leaders known as “Aloha Ambassadors” shared their experiences and offered insight into how they help build and sustain transition centers within their own schools. From this discussion, an important theme that emerged were the realities of transitioning into new schools, leaving behind friends, adjusting to unfamiliar environments, and navigating shifts in identity.
Keynote speaker, Lt. General Laura Lenderman, shared her personal story of growing up in, and choosing to serve in the military. Her story spoke of the challenges military students face as they move to new schools, and also of the potential these students have for developing resilience when they are well supported. She offered her support goal theme as “Listen, Love, Lift Up!”
As schools continue to serve military-connected students, there is an opportunity to rethink how we support transition, not just as a logistical challenge, but as a deeply human experience. By integrating holistic, culturally grounded SEL practices into everyday learning environments, schools can foster stronger relationships and create a greater sense of belonging for all students. Transition is a constant for many military-connected students but disconnection doesn’t have to be. With intentional practices that center relationships, identity, and place, we can help students move beyond simply adjusting to new environments and toward truly feeling at home.
