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Monasuri elementary highlights century-long peace education program
Summary
Claire Rogers, Monasuri principal, told the River Falls School Board the school’s peace-focused curriculum dates to the early 1900s and centers student-led conflict resolution tools — including a quilted 'peace path,' class councils and a 'No Place for Hate' student team — aimed at building accountability and restorative skills.
Claire Rogers, who identified herself as "the principal at RFP," presented the River Falls School Board with an update on Monasuri Elementary’s long-running peace and character education program.
Rogers said peace education at Monasuri traces to the early 1900s and was central to the school's mission during and after the world wars. "Peace education was embedded in the beginnings of Monasuri back in 1907 and has continued throughout Monasuri's work," she said, describing curriculum ties to restorative practice and community partnerships.
Rogers outlined concrete classroom practices: a “peace path,” a large quilted mat with prompts students use to resolve conflicts independently; student-led class councils where leaders read concerns and the class proposes solutions; restorative circles; and a counseling program that includes two-hour small-group guidance lessons. She said the school’s "No Place for Hate" team — one of three such school teams in Wisconsin, per the presentation — raised funds for a peace pole representing the eight languages spoken at the school.
During Q&A board members asked whether Monasuri’s approach is being replicated. Rogers and staff said other elementary schools in the district use parallel structures — councils, assemblies and character traits — but that each school’s emphasis differs. Rogers said Monasuri’s approach ‘‘looks a little different’’ but shares common aims with other schools.
The presentation framed Monasuri activities as part of a broader commitment to social and emotional learning: assemblies, parent education events such as “child as guide” night, partnerships with local organizations and the university, and student service projects. Rogers said those activities also provide a springboard for parent–teacher conferences and build continuity as students move into middle school.
Board members thanked Rogers for the report and for showcasing classroom-level strategies officials said they could observe in site visits. The board did not take action on the program during the meeting.
