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Student trainers describe Celtics Playbook anti-bias workshops to Bedford committee
Summary
Student trainers and district educators presented the Celtics Playbook initiative—a Project 351 program sponsored by the Boston Celtics—reporting 24 student ambassadors were trained to run three workshops focused on identity, inclusion and upstander skills; the committee heard plans for a 'Day of Unity' and curricular review work.
Student trainers from Bedford High School and district educators presented the Celtics Playbook initiative on April 6, describing a first-year program that trained 24 middle school ambassadors to lead anti-bias workshops and peer conversations.
Betsy Wilson, a library media specialist who serves as the program’s lead educator, thanked the superintendent for bringing the program to Bedford and said trainers received extensive preparation from the Celtics community outreach team and Project 351. Student lead trainer Matt (a senior) and deputy trainer Ariana (a sophomore) described three workshops conducted this year: icebreakers and leadership definitions, ‘agree/disagree/sure’ movement activities followed by whole-group discussions, and scenario-based small-group work drawn from a printed playbook of hundreds of student-generated scenarios.
Matt said the training was intensive and largely extracurricular but worth the time: he told the committee he took part because he wished that as a middle-schooler he had earlier guidance on how to be an upstander. The students said the program paired Bedford with a partnered district (referred to as Hollist in meeting materials) for two inter-school workshops and that the year will culminate in a Day of Unity where ambassadors will present projects and a student-created video intended to spread awareness across middle and high schools.
Task force co-chairs and district leaders framed the workshops as one element of broader anti-hate/anti-bias work that also includes an incident response and reporting protocol, curriculum review in social studies and ELA, and professional development for staff. District leaders said they will seek grant funding for a comprehensive curriculum review but will proceed with a scaled version if grants are not secured.
Committee members praised the peer-led model and asked about continuity and selection. Presenters said selection this year relied on counselor recommendations and that the program plans to maintain a lead-and-deputy trainer model to allow senior trainers to mentor incoming students.
The presentation drew applause and several members said they were proud of the student trainers’ work.
