Success Stories

Instructions: Click on each box below to read the success story submitted by that individual.

Carlos was a seventh grader who said he did not like to study. He was a rebellious student who did not want to be a professional. Nevertheless, this young man attended the G.R.E.A.T. Middle School Program. This young man lived in a troubled neighborhood called Calcuta, where the police were not welcome. The policemen were constantly insulted. However, when this young man became an adult, he became a professional. He came to the police district to thank the G.R.E.A.T. instructor for helping him become a successful working professional.

I taught the G.R.E.A.T. Middle School Program in the República de Francia Institute in Tegucigalpa. In that class, there was a young man named Angel. He was very rebellious, wore his hair very long, and dressed inappropriately for a student. One day, after teaching Lesson 1, I called him aside from his classmates and told him that the clothes he was wearing were the same as those worn by gangs, that the bandana he wore on his head was a symbol for being part of a gang, and I asked if he was aware of that. He said, “No.” Then I told him that only gang members wore that, and that if they saw him dressed that way, they could hurt him or a family member. I also mentioned how his behavior with his peers was inappropriate because he distracted those who intended to change and pay attention. The following week when I arrived again to teach the Program, I tried to engage him more, asking him to act as the narrator and read for the class. I noticed he had short hair and did not wear a scarf on his leg or head and did the same for the following lessons. He also changed his demeanor and how he behaved and dressed. When the closing ceremony took place on November 1, he approached me and said he wanted to talk to me. He thanked me for the advice I had given him about his clothes, hair, and attitude. He also said that he wore those clothes, had that haircut, and wore that bandana because he had seen some young people in his neighborhood do so, and now he understood why he should not do it. Finally, he thanked me and finished the school year successfully.

When I started the training in one of the schools in Olancho, some children participated, but there was a child who did not participate much in the classes. So, I had to take the time to talk to the child and find out what was happening to him. I approached him, followed him to where he lived (without him realizing I was following him), and noticed that he lived in a house with scarce resources. I realized then that the boy was not participating much in classes because there was not even food in his home, and I decided to donate food for him and his family. When I took the groceries to the boy and his family, he was so excited that he cried. His whole family was very grateful. Since that day, the boy participated more and cooperated in his classes at school. I will never forget his name, “The Great Luis Hernandez,” or “Luisito.”

When I started the Program in a school in Tegucigalpa, I taught sixth grade and met a boy named José. Initially, he was afraid of the police, so when I was teaching the class, he was shy and did not speak. After three lessons, he started to participate. One day, during recess, I approached him and started interacting with him. We became friends, and I showed him I just wanted us to share our time during the lessons. I was stunned when he told me that he was afraid of me because his father was in jail because a policeman had arrested him. I took the opportunity to tell him and that every mistake or wrong decision we make as individuals will have consequences, but that I was his friend. After this, we shared a lot of time during the hours of lessons, and he learned to coexist with police officers without fear.

Once, at the school where I taught the Program, a young man came up to me and threatened me, saying that if I kept coming to that school, I would regret it.

I ignored his comments, talked to his teacher, and set myself the goal of engaging him in different activities, but without forcing him. Instead, I always smiled at him during the lessons and asked him if he wanted to participate. It was not until the sixth lesson that he approached me and asked to talk to me, which I gladly agreed to.

Carlos, 14 years old, told me that his uncle forced him to sell drugs at school and that he did not want to do it anymore. I told him we would look for a solution and arranged a meeting with his mother and teacher. We discussed the situation, and I discovered that the mother was unaware that this was happening.

The young man was psychologically affected, so we got him psychological help, and he began participating more in class. The uncle was investigated rigorously and was arrested with a considerable number of drugs.

At the end of the lessons, Carlitos thanked me for helping him and told me that he wanted to be a good man, a successful professional, and for his mother to be proud of him.

Before the G.R.E.A.T. Program

With a team of G.R.E.A.T. instructors, we planned to intervene in schools in the urban area of Catacamas, Olancho, Honduras.

During the G.R.E.A.T. Program

We taught the middle school component of the Program. In one of the schools, there was a young man who seemed restless every time I entered the classroom to teach the lessons. Outside of class, he told me that he had moved from Tegucigalpa because he was a gang supporter, but the rival group had threatened him. He thought that if the police had investigated that he sold drugs in the past, we could arrest him. I explained to him that the reason for my presence was to help him learn to make good decisions, set goals (as indicated in the manual), and not dwell on his past. As of lesson 7, he has participated more in the classroom.

After the G.R.E.A.T. Program

The young man graduated from high school in science and humanities and applied to enter the National University of Agriculture (UNAG) located in Catacamas, Olancho. He calls me and writes to me through my social networks to thank me for giving him good advice during the G.R.E.A.T. Program. In the end, he made good decisions because of the Program and will have a bright future as he will be an agronomist to help the development of our country, Honduras.

A middle school student was a clear example for his family since he attended the G.R.E.A.T. Program. He left drugs for good after graduating. In his free time, he accompanied us as G.R.E.A.T. Program instructors to different closing ceremonies of the G.R.E.A.T. Program. Later, he entered the University of Labor in Honduras (UTH). At the same time, he worked as a television channel presenter in Olancho, Honduras. We are always in contact with him because of his vision as a university professional contributing to the G.R.E.A.T. Program and making him a role model for many young people who take drugs or other vices. If he made it out, other youth could do it as well, and once out, they could define what they want in their future and achieve it. So, we as instructors play an essential role for these youth in our country, Honduras. Furthermore, as in other countries, the G.R.E.A.T. Program makes a difference in sending positive messages to each school where it intervenes.

Brooks is a 14-year-old boy from the Bay Islands, Punta Gorda, who had little interest in the Program because he did not pay attention to the lessons. So, one of the techniques that I used was to deepen his understanding of the Program. I remember one Friday afternoon, he went out for recess after the G.R.E.A.T. lesson, and I decided to accompany him. I sat down to talk to him, and I realized that he did not sympathize with the police because his brother was arrested once. I explained to him that I did not know about this event and let him know that I did not participate in this incident. To earn his trust, I also asked him about a personal goal he had for the future, and he answered that he wanted to be a security guard like his brother. I agreed with him with the objective of earning his trust even more. Then I took the opportunity to ask him what he was good at; I wanted to let him know what goals he could achieve and what he could control to improve his future. He asked me why I was not like the others, to which I answered, “Recently, you had a wrong concept of me because of the actions of others.” The idea that I want him to understand is that he should get to know people before judging them and to not judge people for the action of others. I added that all I wanted was to support him in deciding what he wants to be and that he can achieve many good things and meaningful goals. This action changed him and made him participate more in the lessons, and I felt his trust was increasing. He told me that he did not want to be a gang member; he wanted to be a professional in automotive mechanics, since he was good at it in his uncle’s workshop.

The young people I have taught have told me that they felt very safe when the G.R.E.A.T. Program came to their community and that they felt that the police officers were their friends. They also felt safe when we gave them the opportunity to talk and develop. They have put everything they learned into practice at home and with their classmates. Recently, I was very motivated by the fact that they trust me greatly, so I started to practice a special song to sing on graduation day with them. The students sang with great emotion, and when I saw them singing, it blessed my heart that they praised God and sang to the Lord. It was the most beautiful thing to watch. In addition, it has been good to see young people who have made bad choices be motivated to change after the G.R.E.A.T. Program came into their lives.

One time, we taught the Program in a marginal neighborhood in Acatan; marginal because it is a little bit dangerous and there are many robberies. Within the school we were teaching, the teacher told us about a child with some very serious characteristics. She said that he was very rebellious, unruly, and did not do homework. We would approach the child and offer him incentives if he changed those habits. A year after we finished teaching the Program, we returned to check in on the child. He told his friends who accompanied him, “Look! Look! They are the officers who taught me,” and he went on to greet us. He mentioned that he was still in school and that he is one of the students with the best performance. He added that he had decided not to go back to the way he was before and that he loved to be like he was now. We went into the school and looked for the teacher to ask her about the child’s behavior, and she mentioned that she was proud of him for how he changed and that the doors of the school were open for G.R.E.A.T. instructors at any time.

In October, I organized a closing ceremony for the G.R.E.A.T. Program at the Francisco Morazan school in the Jilote S-B neighborhood. At that point, a sixth grader approached me and said, “Teacher, I want to have the opportunity to speak.” So, I gave him the floor, and this boy, very excited, turned to his classmates and began to tell them that he dreamt he was a policeman and teaching classes like the G.R.E.A.T. Program. Tears rolled down his eyes, saying these words. He continued, “With faith in God, one day I will be a policeman and teach classes on crime prevention.” After he finished speaking, I hugged him. As a G.R.E.A.T. Program instructor, I felt very happy, and I understood that there are good feelings in each one of the kids.

This is a story about a case of forced drug sales in Olancho.

I had a student who was upset when I started teaching the Program. He said he did not want to attend the G.R.E.A.T. Program and left. After I finished the lesson, he returned to the classroom and I asked if we could talk for five minutes, to which he agreed. I started to advise and talk to him about the G.R.E.A.T. Program, and he told me that he had problems with his father. After that, he started listening to me. He is now living in the United States. He called me to tell me that thanks to me and the G.R.E.A.T. Program, he recovered and changed greatly.

Agency: Temple University Police Department; Philadelphia, PA

Lesson 3 of the Middle School G.R.E.A.T. curriculum, “It’s About Us: Being Part of the Community,” is a great lesson. The fifth-graders that I taught at St. Malachy’s School in Philadelphia, Pennsylvania, started planning their “Making My Community a G.R.E.A.T. Place” project when they were in the fourth grade. In 2018, while they were in the fifth grade, the students decided to do a recycling campaign to help their school community by reducing their environmental footprints. They made posters that encouraged others to recycle. They were also awarded a grant from the G.R.E.A.T. Foundation, Inc. that helped them to purchase recycling bins for their school. It is now 2021, and these same students are now graduating from the eighth grade. They still recall the experience of working together to improve their school and community. In addition, the recycling cans are still in the school hallways. I know that they will remember the lessons learned in the G.R.E.A.T. Program as well as the challenges and rewards from participating in the “Making My School a G.R.E.A.T. Place” project. Through this Program, the students demonstrated their understanding that being a part of a community is important.

City, Country/State: Memphis Police Department; Georgian Hills Middle School

Jacqueline was a seventh grader at Georgian Hills, where she participated in the G.R.E.A.T. Program during the 2005–2006 school year. Jacqueline also attended our 2006 G.R.E.A.T. Summer Camp. I remember Jacqueline as a difficult, disobedient seventh grader. However, Jacqueline’s father died when she was younger, which attributed to her rebellion and lack of trust of others at the time. The pivotal event in Jacqueline’s life was her visit/tour of the Shelby County Correctional Facility during the 2006 G.R.E.A.T. Summer Camp. Her experience inside the jail would forever change Jacqueline’s life. This change would not happen overnight. She still continued to struggle with occasional outbursts of anger, but she was headed in the right direction slowly but surely.

Fast forward to the Summer of 2016 when I received a call from a fellow police officer that had met Jacqueline. Apparently, she had been asking every police officer she came in contact with whether they knew me. She finally found one who did, and Jacqueline and I arranged to meet for lunch. What a precious time we had catching up on our lives over the past ten years. Jacqueline was no longer an angry, young teenager. Now she was a beautiful, confident, and full of life 23-year-old woman who had goals to go to college!

Jacqueline started college at Tennessee State University (TSU) in the Fall of 2016 where she is currently finishing her bachelor’s degree in human performance sports science. We have remained in touch over these past four years; meeting for lunches, FaceTime on phone, texting, and even spending Thanksgiving together at my house. What impresses me the most about Jacqueline is her triumph over adversity. She didn’t let her negative past circumstrances (which were many) dictate who she would become as an adult. We can look back now and laugh about the rebellious young teenager she was as we celebrate the 27-year-old strong, confident, and motivated woman she has become. Jacqueline will admit that had she not participated in the G.R.E.A.T. Program all those years ago, she doesn’t know where she would be today.

I am truly blessed to have called Jacqueline my student but even more blessed to now call her my friend.

You can see a video that Jacqueline, another former G.R.E.A.T. student of mine named Leticia, and I did in August of 2019 on Kudzukian Network—Best in Blue. The story is titled “D.A.R.E. and G.R.E.A.T. w/ Ofc Cassandra Leake.” You can hear Jacqueline’s story for yourself.

Program: G.R.E.A.T. Honduras

I had a student named Carlos. When I started giving lessons, the teachers told me that he was spoiled, foul-mouthed, and that I should be careful with him. What I did was gain his trust, and as the days passed, I saw this child improve. He showed companionship and good behavior. The lessons helped him, and he was able to pass the grade. The lessons about controlling anger were a success and helped him very much. It also helped me because a child changed his life due to the G.R.E.A.T. Program.

Program: G.R.E.A.T. Middle School Component
Name of School: José Rodríguez Valle School, Comasagua municipality

I have been a G.R.E.A.T. instructor for one year, and I had an experience during the second lesson of the middle school component. A mother of one of my seventh-grade students approached me; she looked very worried and she said to me, “Agent Vanessa, my son wants to take his own life.” This really impacted me a lot because I am a mother. Immediately, I communicated with my boss and he arranged help. A nongovernmental organization offered us its valuable help by connecting us with a professional psychologist. That professional met with the youth and the mother several times, which had a positive result.

The youth graduated from the G.R.E.A.T. Program and completed his seventh-grade studies with excellence. The mother was very grateful for everything we could do for them; it was a team effort, creating confidence through the G.R.E.A.T. Program.

This story began the first day I arrived at the school in the fourth-grade classroom. The objective was to teach the Elementary School G.R.E.A.T. Program. I introduced myself to the children and the teacher. I asked each child to stand up and introduce themselves, saying their name and the fruit that they liked best. Everything was going well until the boy named Josué had to introduce himself. He had an arrogant attitude, which drew my attention. Throughout the class, he smiled and remained indifferent. When the class was over, I asked the teacher if Josué had any problems, and she told me that he was rather difficult and that he had relatives who were gang members. She also explained that Josue said that when he grew up, he was going to be a gang member. In the next class, I paid more attention to his behavior and vocabulary, and I asked him why he talked like that and why his hair was different. I tried to talk to him more. I asked him questions that had nothing to do with the class during recess. I touched his hair and told him that it was too short for him, that he was a child. After the third class, he looked for me during recess and began to talk to me about the previous topic and I made a joke or two. Then he changed his behavior, changed his haircut, participated more in class, helped me hand out papers, and talked a lot with me. Finally, one day he told me that when he grew up, he wanted to be a policeman. I felt really good because I helped change this child’s way of thinking.

Program: G.R.E.A.T. Middle School Component
Name of School: Colonia Santa Cruz School in Chalchuapa, Santa Ana, El Salvador

At first, Susana, a seventh-grade student, was skipping school, acting rebellious towards her mother, and hanging out on the streets in her neighborhood with a group of young people who seemed to be using drugs.

During the G.R.E.A.T. Program, Susana initially acted coolly towards the police because apparently, she had been in trouble with the law before. One time, the police had taken her to the police station for hanging out with those troublesome neighborhood youth. As her instructor, instead of isolating her, I approached her, spoke with her, and asked her about her behavior. It so happens that Susana’s behavioral problems were caused by a lack of attention from her mother. Following our conversation, Susana spoke with her mother, and by means of the G.R.E.A.T. middle school lessons, Susana began to change her behavior and her friendships. With the help of her teacher, we involved her more in the G.R.E.A.T. Program. At the end of the program, because Susana was a model student who went to class every day, Susana was elected as class president. In addition, her mother became more involved in all aspects of her life, including giving her more attention. Susana’s mother is very grateful for this program because it has helped her daughter to become a G.R.E.A.T. citizen.

Program: Jóvenes contra el delito (JOCODE) y G.R.E.A.T.
Name of School: Instituto Profesional y Técnico de Veraguas

In 2017, I was teaching one of the human development and prevention programs to G.R.E.A.T. students from the Belisario Villa School in Veraguas. As part of the JOCODE program, an action plan was proposed in which we would support the community to improve the school’s image while fostering generosity and social responsibility.

Part of this project involved fundraising activities and collecting donations, which went towards meeting many of the needs of a family in the Calobre area in Veraguas. The project was even broadcasted through a radio station to raise awareness and support.

This family was experiencing a very difficult economic and social situation. There were five children, a man in a wheelchair, a woman, and one elderly person living in the home. They did not have drinking water; they drank from a stream. They did not have a bathroom, food, a decent home, or decent mattresses or beds to sleep in. G.R.E.A.T. students showed empathy and collected dry foods, among other things. It was possible to give the family beds and mattresses, food, kitchenware, as well as improve the cooking space and replace 80 percent of the roof, which needed it badly. Finally, pipes were purchased, and the work to bring running water into their home was done. This was an unforgettable experience that taught us all about human values and the importance of teamwork.

Program: G.R.E.A.T.
Name of School: Centro de Educación Básica General de Santa María

I was teaching the G.R.E.A.T. Program as usual, but when I arrived at this school, I observed that the youth who were from a problematic community and were at social risk were grouped together and kept away from the rest of the students, the school claiming that they were bad influences. I worked with them for some time. In the beginning, the students displayed a lack of discipline; they did not want to receive the Program, and they were afraid. However, as we progressed through the lessons, these attitudes started to change. The students changed their bad habits and improved their behavior, both inside and outside of the school. I am now able to use the experience of teaching this class as an example of a desire to change. In addition, the students themselves are now sharing what they have learned with other youth in their community in Rincón de Santa María, Herrera Province, Republic of Panama.

Program: G.R.E.A.T.
Name of School: La Doradilla

When I arrived at this school to teach the G.R.E.A.T. Program, and as I taught the lessons, I met a child who was very shy in the class and who also missed classes frequently. I was interested in knowing more about him. Sadly, I learned that he was being sexually abused, which is why he isolated himself from others. I wanted to help him. When we completed the Program, I was able place him in a better home, after which he was able to attend school regularly. Ultimately, he went on to become an honors student at school, and I was able to change his perspective about joining gangs.

Program: G.R.E.A.T. Middle School Component
Name of School:La Primavera, Veraguas, Panama

A sixth-grade student approached me at the end of Lesson 2. She asked to talk to me and confided in me about a situation of abuse and violence at her uncle and aunt’s home, where she lived. She told me that she was a victim of cruelty and abuse. I immediately requested a meeting with the school principal, created a report, sent it to the competent authority, and followed up on the situation. After that, she reported on the situation again, so I informed the authorities and took action. We were able to verify that the report was true.

As a result, the girl was placed in a safe home, where she is doing well; she is continuing with her studies and her rights are respected. This adolescent had special needs and was an excellent student, but if I had not built a relationship of trust with her through the G.R.E.A.T. Program, she may have never received the help that she needed.

Program: G.R.E.A.T.

A group of kids got together and put together a surprise for me in the classroom, giving me a present. They told me how happy they were for having received the G.R.E.A.T. lessons. In addition, one day when I was running some errands and was dressed in civilian clothes, a girl from the group was out with her parents. When she saw me, she let go of her parents’ hands, came running towards me, and hugged me. She explained to her parents that I had taught the G.R.E.A.T. Program at her school, and they thanked me.

Maria was a girl who could not stand the presence of police in the classroom; she was very upset when I arrived at the school, and when she found out that I was the one teaching G.R.E.A.T. classes, she did not want to attend. I tried to talk to her and find out why she hated law enforcement officers so much, and she told me that the police had killed her uncle, who was a gang member. Her mother then told her not to listen to any advice or class taught by the police—that they were bad. I talked to the girl, and it was difficult. When I started teaching G.R.E.A.T. classes, she did not want to come inside the classroom. When I greeted Maria, I talked to her and gave her a chocolate to earn her trust and that was the key to my success. I always gave her something. She realized that what happened was not my fault. I talked to her mom, and she understood. When the Program ended, Maria had changed and now says that she feels and knows that law enforcement officers are good. We are good friends now; she always greets me, respects me, and calls me “profe” (teacher). Thanks to this Program, the kids in all the communities where I have taught know who I am.

Program: G.R.E.A.T. Elementary School Component
Name of School: Centro Escolar José Dolores Larreynaga

I had the opportunity of meeting an elementary school child named Emmanuel. When I taught my first G.R.E.A.T. lesson, he did not want to participate at all, so I began to watch him. Later, I called him so we could talk privately and asked him what was happening. He said that he did not like the Program. He was hanging out with bad friends and said he thought that gangs were something positive. I explained to him that gangs were bad and as we talked, little by little, I earned his trust. By the time I completed the Program at the school, he had turned into a great student; the conversations I had with him made him reconsider his points of view. He became my friend. Experiences like these are the ones that are truly rewarding.

Program: G.R.E.A.T. Elementary School Component
Name of School: Centro Escolar República de Ecuador

Sergio is a boy who refused to be part of the G.R.E.A.T. Program because he was rejected by his classmates due to his aggressive behavior. After I talked to him and made him feel that he was important to the class, he could not wait for his next G.R.E.A.T. lesson and to be included in other similar programs. Now he plays soccer, and he has fun because he is part of a group of children chosen for the school’s soccer team. Before G.R.E.A.T., he was being left out, even by some teachers, but now he feels important and is trying to get good grades each school year.

Program: G.R.E.A.T.
Name of School: Rodrigo J. Leiva School

I had the opportunity of teaching the G.R.E.A.T. Program at the Rodrigo J. Leiva School, where I met Eliu, a member of a problematic community. His brother was arrested for homicide and his mother sold drugs. During the G.R.E.A.T. Program, Eliu was a very disciplined student, and the Program helped to prevent him from getting in trouble and to continue studying. Today, Eliu is a Boy Scout in his community and helps with productive projects.

Program: G.R.E.A.T. Elementary School Component
Name of School: Raúl Flores Morenol

The G.R.E.A.T. Program was successful with one of my fifth-grade students from the Raúl Flores Moreno School in the municipality of Conchagua, La Unión. He is 11 years old, and his teachers and classmates admire him because, after he received the G.R.E.A.T. lessons taught by his instructor, he began to mirror and model the actions of his instructor. He also began to influence other students by sharing the values and principles that are developed in the Program.

Program: G.R.E.A.T. Middle School Component
Name of School: Antonio Velasco School

All of the students who attend the Antonio Velasco School live in a place that is gradually overcoming its violence and crime. After completing the G.R.E.A.T. Program, all ninth-grade students carried out very nice individual projects that highlighted the level of acceptance that they had towards the police after participating in the Program. Also, as a token of their appreciation, they gave me a blanket embroidered with the word “G.R.E.A.T.” This community has been influenced by gangs for years, but the G.R.E.A.T. Program, together with other preventive actions, has allowed the community members to trust more in the school and feel more secure. It is important to mention that in previous years, youth could not leave their homes due to murders and threats; this is a territory controlled by the 18th Street Gang. However, with the incorporation of the G.R.E.A.T. Program and other actions, law enforcement officers have been able to engage youth in activities with the support of people from other areas. The important thing is prevention, the freedom of transit, and a change in outsiders’ perceptions of the community, the school, and especially the youth living there, who clearly understand the risks of direct or indirect gang affiliation.

Program: G.R.E.A.T. Elementary and Middle School Components

It is very rewarding to see students on the street, and they hug me and greet me with great enthusiasm. The same thing happens with the parents; they recognize me after working with the students. The communities also acknowledge our work.

Program: G.R.E.A.T.
Name of School: Centro Escolar Francisco Gavidia (Lourdes, Colón, La Libertad)

Thanks to the G.R.E.A.T. Program, a girl, whose parents were killed, cares for me and trusts me as if I was her own father, even though I am a police officer. Teaching the G.R.E.A.T. Program has been very rewarding and encourages me to continue working harder.

Program: G.R.E.A.T. Middle School Component
Name of School: Gustavo Vídes Valdés School in Lourdes, El Salvador

I had a seventh-grade student who was hyperactive, and during the first lesson, he was already distracting everyone. But I moved him to the front row and put him in charge of handing out and collecting the workbooks. In addition, the teacher told me that he was rebellious and had bad grades. However, at the end of the G.R.E.A.T. Program, this young boy was one of the best-behaved in the entire class. One morning before school, I spoke with him and he told me that ever since he was a little boy, his grandmother has raised and educated him because he doesn’t have any parents. Nevertheless, thanks to the efforts of his grandmother and the G.R.E.A.T. Program’s attention to its students, this student has changed his attitude and behavior.

Program: G.R.E.A.T. Middle School Component
Name of School: Ciudad Futura School in Cuscatancingo, Apopa, El Salvador

Marlon, a 13-year-old seventh-grade student, gave me a letter on the day of his G.R.E.A.T. graduation in which it said the following: “Dear G.R.E.A.T. Officer, I want to thank you for dedicating your time to all of us. I want you to know that, before you started sharing the G.R.E.A.T. Program with us, I was a disobedient and very troubled young person. On more than one occasion, I considered joining a gang. However, the lessons that you have taught us during the G.R.E.A.T. Program have made me change my temperament and have made me decide not to join a gang.”

Program: G.R.E.A.T. Middle School Component
Name of School: Sacred Heart School in San Miguel, El Salvador

2016—the story of 14-year-old Miss Lazo Reyes. When I arrived at this girl’s school with the G.R.E.A.T. Program, she was the one who, from the beginning, accepted the program because she had heard how G.R.E.A.T. changed its participants and gave them skills for saying “no” to gangs. She told me that all of her uncles were members of the international criminal gang, MS-13. When they found out that she was in the G.R.E.A.T. Program, those uncles who were in prison told her, “Finish your schooling and listen to that police officer. He does not want you to end up in prison or ruin your life like we have done.” Today, this girl is in her first year of high school. She tells me that the G.R.E.A.T. Program taught her so much. According to her, everything that she learned in the G.R.E.A.T. Program is helping her to make better friends, and she has even used some of the refusal methods that she learned during the program. She has also set goals for herself—she wants to graduate with a degree in education in order to be able to help and teach those students who are in need. She writes,

“I used to think that if my uncles were gang members, that wasn’t so bad. I asked my father. He never answered me but instead told me to ask a police officer. My plan was to join a gang. Today, not anymore. I want to be a professional who helps people, like my teacher and my G.R.E.A.T. instructor.”

As a G.R.E.A.T. instructor, it makes me happy that, with the G.R.E.A.T. Program, I have changed the negative course of action that this girl was planning to take. I plan on sharing this program with my son when he is old enough.

Congratulations on such a successful program!

Program: G.R.E.A.T. Middle School Component
Name of School: Francisco Gavidia School in El Refugio, Ahuachapán, El Salvador

Josefina, a ten-year-old sixth-grade student, began to exhibit poor behaviors at school, but we caught those behaviors early on. We approached the girl, and we asked her what was going on with her and why she didn’t want to participate in the G.R.E.A.T. lessons. It was being investigated whether she was a victim of bullying because her classmates had found out that she was the sister of a gang member. Nevertheless, we kept talking with her and by the second G.R.E.A.T. lesson, she began to change her behavior. She also told us that she wanted someone to talk with her brother because she didn’t want any harm to come to her brother and her family. So I went to visit with her family, and I continued to visit with them. Thank God, Josefina was no longer the target of bullying, and her brother removed himself from those harmful friendships—friendships that were pressuring him to commit crimes. And thank God, today both children are making good grades, are doing very well in school, and have been able to enjoy a close-knit family. They have learned how to make good decisions and how to say “no” to bad things.

Program: G.R.E.A.T. Middle School Component
Name of School: Cantón Salinas del Potrero School in Usulután, El Salvador

Rutilio, a seventh-grade student, had intentions of dropping out of school because there was a group of young, like-minded gang supporters who were trying to pressure him into joining a gang. The other problem was that he could hardly read, so he was apathetic about participating in group activities. However, thanks to the G.R.E.A.T. Program that was being taught at that school, the young Rutilio chose to continue with his studies, and he completed the seventh grade with good grades. He was even given a medal of excellence for improving his grades. He also greatly improved his reading skills, which led to increased group participation, and he was even the first one to raise his hand when I asked for volunteers during the lessons. Likewise, on the day of the G.R.E.A.T. Program graduation, I gave Rutilio a medal of excellence for his enthusiasm and increased participation during the program.

Program: G.R.E.A.T. Elementary School Component
Name of School: California School in Usulután, El Salvador

It was really nice to take a long walk through the town of California, where students from kindergarten, students from first to ninth grade, high school students, teachers, parents, and a previous G.R.E.A.T. instructor were all involved in the G.R.E.A.T. Program. We held an inauguration event at the school, as well as several folk festivals. There were 81 children who participated in these events, and three of these students had special needs. It was wonderful to watch as the others helped these three children. When I told the students that they would be graduating from the G.R.E.A.T. Program on September 12, 2017, everyone was very happy. I requested some assistance from city hall officials, and they provided snacks for the children as we celebrated their graduation from the program. We also celebrated with a piñata breaking. The teachers congratulated me, and they hope that I will continue teaching this program in the upcoming year.

Program: G.R.E.A.T. Elementary School Component
Name of School: Doctor José Antonio Rodríguez Porth School in San Salvador, El Salvador

Estefany lived in a community in which there were two criminal groups. She was able to witness many acts of violence, fights, injuries, and homicides. Estefany made it known that when the G.R.E.A.T. Program arrived at her school, it had a great impact on her. She recalls how she was very naughty to her mother and how she used to treat her little three-year-old brother poorly when she was ten years old. The lessons from the G.R.E.A.T. Elementary School Component have made her change her vocabulary and not treat her mother and little brother poorly. The program has changed her a lot—she completes her school assignments, passes each grade, helps her mother with chores at home, and cares for her brother. She says “thank you” to her G.R.E.A.T. instructor and for her G.R.E.A.T. Student Handbook.

Program: G.R.E.A.T.
Name of School: El Congo School, Unión Centroamericana School and Anselma Sánchez de Mancia School in Santa Ana, El Salvador

The experience that I have had in developing the G.R.E.A.T. Program in the municipality of El Congo, Santa Ana (El Salvador) has been very successful. There, many of the youth were unable to travel to the other schools, for fear of gangs. By means of the G.R.E.A.T. Program, we have been able to make general improvements between the schools. This has allowed the students to coexist and get along well with other students from other schools. It also has improved their ability to travel without fear.

Program: G.R.E.A.T. Middle School Component
Name of School: Profesora Ángela de Jesús Hernández de Romero School in Apopa, San Salvador, El Salvador

When I started the G.R.E.A.T. Program, I was met with the disapproval of a student named Kevin. Kevin always had a tendency toward gangs, but as the program progressed, I had the opportunity of watching him take part in the program’s activities, and, as a result, Kevin performed a song about the G.R.E.A.T. Program as part of the program’s project.

I am proud of this great success with Kevin.

Program: G.R.E.A.T. Middle School Component
Name of School: Doctor Darío González School in San Vicente, El Salvador

It is a beautiful experience, watching as the students in the G.R.E.A.T. Program become more aware. There are students who initially oppose the police, but because of the lessons taught during the G.R.E.A.T. Program, the students began to realize that the police were not like they thought they were. By the end of the program, they were appreciative of everything, and that is where I noted such a change in these youth.

This type of program works very well in helping to change the negative thoughts of youth to positive ones.

Program: G.R.E.A.T. Middle School Component
Name of School: Gustavo Vídes Valdés School in Lourdes, El Salvador

Program: G.R.E.A.T. Middle School Component
Name of School: Ciudad Futura School in Cuscatancingo, Apopa, El Salvador

Program: G.R.E.A.T. Middle School Component
Name of School: Colonia Santa Cruz School in Chalchuapa, Santa Ana, El Salvador

Program: G.R.E.A.T. Middle School Component
Name of School: Sacred Heart School in San Miguel, El Salvador

Congratulations on such a successful program!

Program: G.R.E.A.T. Middle School Component
Name of School: Francisco Gavidia School in El Refugio, Ahuachapán, El Salvador

Program: G.R.E.A.T. Elementary School Component
Name of School: California School in Usulután, El Salvador

Program: G.R.E.A.T. Middle School Component
Name of School: Cantón Salinas del Potrero School in Usulután, El Salvador

Program: G.R.E.A.T. Middle School Component

Since I entered the G.R.E.A.T. Program, my communication with children has improved. My greatest satisfaction is seeing the children that I have trained having good conduct and staying away from gangs.

Program: G.R.E.A.T. Honduras

The success story that I have had is knowing that the children of rural areas of the department of Yoro have had the opportunity of being trained. They are now making decisions for their futures and achieving their objectives; most children in rural areas only stay in school until sixth grade. This Program provides great help for them because it brings strategies so that they can overcome obstacles and, in that way, changes their mentality. This information reaches their homes where their parents are also looking for support and the confidence that their children can achieve becoming someone in their futures.

Agency: National Civil Police of El Salvador

I want to share my success story, because it was something that marked my life in terms of the G.R.E.A.T. Program. I had only been certified as an instructor of the Program for two years, and as a new instructor, I was very excited when I arrived at the schools. On one of these visits, I arrived at the Canton Lourdes school, where I tried to talk to the principal to offer the G.R.E.A.T. Program. The first time, I was not seen and was denied entry to the school. This made me sad and simultaneously concerned about what might have happened. I did not understand why there was so much hatred towards and rejection of the police. However, I came a second time and managed to draw attention to the Program, which was not well known to the teachers at that time, and the school gave me the opportunity to teach a class with fifth graders. I had to ask, though, why the school had rejected the police earlier, and the principal replied that the school had a bad experience several years ago with a police officer. Gradually, over time, I managed to host a G.R.E.A.T. graduation, not only with one section of students, but with a large group of three sections. Since then, the principal requests to have G.R.E.A.T. at her school. She has opened the doors of her office and of the school to police, who are able to develop different programs, not just G.R.E.A.T., but also others, such as the Police Athletic League. The lesson for me is that we (police officers) should be pleasant and professional in our work and respect the students and all of the teaching staff of the schools. If one of us fails to do this, then we affect the rest of our fellow policemen and discredit our institution, our image, and the G.R.E.A.T. Program.