how to write a speech for 4 h

Cooperative Extension in Cumberland County

Giving a 4-h presentation and demonstration, giving a 4-h presentation.

• Planning How you decide on your topic.
• Parts The three main parts of your presentation.
• Video:  It’s Showtime! How to Demonstrate the 4-H Way (YouTube) from New Mexico State University.

The first step is to decide the topic for your presentation.

The three parts of the demonstration or speech:

1. Introduction:

• Grab the audience’s attention with a quick story, question, quote, joke or another method.
• Tell the audience your personal information (name, age, 4-H club, years in 4-H).
• Tell the audience the theme or topic of your talk — this is when you tell the audience, in a short sentence, what you are going to tell them in the next part of your presentation.

2. Body: Tell the audience the information.

The body of the presentation is the longest part of your presentation and should take up most of your time. The body should include the main points (or steps) of the presentation in an organized order. For example, when making a peanut butter and jelly sandwich, the steps you give the audience might be to:

gather ingredients/supplies, put peanut butter on bread, put jelly on bread, and put the pieces together to form a sandwich.  Your presentation will probably be much more detailed than this!

3. Conclusion: Tell the audience the information that you just told them.

The presenter should use one or two paragraphs to summarize their presentation by restating the main points of your talk. During your conclusion, you should always:

• Ask if there are any questions from the audience. Make sure to repeat any questions asked so everyone in the audience can hear what is asked.
• Conclusion from 4:10 to end: 4-H Victoria Watson demonstration part 2 (YouTube)
• and this video from 2:34 to 3:48: How to Give a 4-H Demonstration (YouTube)

There are a lot of things to remember when you are “performing” your speech or demonstration. For right now, we are going to focus on four important steps that will help your audience follow your presentation. We will use the acronym “P.A.V.E.” to remember these steps:

P :  Pace The easiest mistake to make as a speaker is to talk too fast! Practice your presentation in front of an adult or your siblings and ask them to tell you if you talk too fast. It is a good idea to talk especially slow while you share very important points in your presentation.

A: Audience Remember your audience by making eye contact and smiling.

V: Volume Make sure your audience can hear you. Don’t be afraid of a microphone — it is there to help you!

E: Energy Be excited about your topic! Tell the audience what you like about your topic and what it means to you. And smile! If it seems like you don’t care about the topic then the audience won’t care either.

Four things to avoid when giving a presentation!

• Video:  Top 4 things to avoid while giving a speech (YouTube)

For more resources about choosing, writing, and giving a 4-H presentation, visit Public Presentations from University of Illinois Extension page.

Let’s try a speech

• Write a 30-second speech that has an introduction, body, and conclusion.
• Join your 4-H club
• Attend 4-H Mini-Forum
• Give a demonstration at the Public Presentation Festival
• Volunteer to help collect food for the Food Bank
• Raise an animal/pet such as a cow, horse or dog (or any animal you want!)

Demonstration Guidelines

What is a Demonstration? Demonstration is an opportunity for any 4-H participant to prepare, organize and present an idea by using visual aids and teaching skills. Such things as showing a friend how to tie a knot, take a picture or play cribbage are all examples of giving a demonstration.

Why should I do a Demonstration? Giving a demonstration in front of an audience will help you to think on your feet and to speak in front of a group of peers and families.  This is a great and fun way to begin to prepare you for more challenging events that may involve public speaking.

What will I get out of doing a Demonstration? Once you’re done you will feel proud of yourself for taking part in a County event and talking to an audience.  You will boost your confidence to try other events.  You just might meet some new people and make a new friend.

Each participant is encouraged to demonstrate a topic or activity that interests you.  Anything goes and the sky’s the limit!! Remember to be a successful 4-H Demonstrator, you must understand what you are demonstrating, keep it simple and comfortable to do, and most of all have fun doing it!

Wisconsin 4-H Publications

Division of extension, 4-h public speakers handbook.

All aspects of organizing and researching, writing and presenting speeches are included in this manual, along with tips for improving oral delivery; and coping with stress, stage fright and competition. Communication information that is covered includes: speech planning and delivery techniques,  speech topics, vocal delivery and pronunciation and enunciation skills. This handbook is part of the Building Bridges Communications series. (PDF – 28 pages, 988 KB) Keywords – audience, appropriate, non-verbal communication, gestures

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4-H Public Speaking/Writing Project

Do you love to talk? Do you find yourself with a mind full of creative thoughts? Are you excited at the opportunity to write and share your thoughts with others? If so, the 4-H public speaking and writing project can help you learn to express yourself in a variety of ways, from speeches to written communication on topics that you love and are excited about! Let’s get started!

Ages and Stages of Youth Development

Beginners may consider having fun with this by creating a puppet and delivering a puppet show to Cloverbuds at a local club meeting. Use your love for words to write and draft a story book with pictures to share with children.

Juniors can begin to expand their prepared speech or presentation beyond the local 4-H Club. For example, take the prepared masterpiece and enter it into a county or state fair or a local contest in the community!

In addition to previous suggestions, a senior could film and evaluate oneself as a public speaker. Or, if you have discovered that you might be interested in an education in these areas, visit a college and discuss career options.

4-H Programming Priorities

Give presentations to other 4-H clubs and organizations and use your speaking skills to promote 4-H to community members.

Health & Wellness

Communicate with others and write a public speech showcasing the power of health and wellness.

Conduct a science experiment and project and report the findings to your local 4-H club or another organization.

Agriculture

Agriculture isn’t just the process of sticking seeds into the ground; there are endless topics to speak about. Use your voice to promote agriculture!

Get Involved

Youth Voice

• Public speaking
• Demonstrations/illustrated talks
• Written communication

Community Service

• Read a book to children at a local library
• Give a speech at a nursing home/assisted living center
• Teach a workshop on communication tips

Career Connections

• Journalism and communications
• Education and teaching
• Drama and theatre

Exhibit Ideas

• Public speaking/presentation
• Write a narrative, expository, descriptive, or persuasive paper
• Poetry: collection of three or more short poems or one long poem
• Fiction or non-fiction prose: short story
• National 4-H communications curriculum

Learning Resources

• National 4-H Curriculum
• University of Tennessee, 4-H Youth Development, 4-H Communication/Public Speaking Project

Related Topics

Related content.

4-H Bounty is a monthly club guide that focuses on leadership activities, community service, youth-in-action and specific project areas, as well as prepares youth and their families for county and state events.

South Dakota 4-H Seeks Project Committee Members

October 20, 2021

These committees cover a range in interests, from traditional animal projects and youth-in-action events, to science, technology, engineering and math (STEM) programs.

Projects & Resources

For schools, this page serves as a compendium of evidence-based curricula that our local 4-H professionals can teach or share. This page provides parents and volunteers with project resources and easy-to-digest “hot sheets” for navigating the latest trends/issues affecting youth.

• Games, topic printables & more
• The 4 main speech types
• Example speeches
• Commemorative
• Declamation
• Demonstration
• Informative
• Introduction
• Student Council
• Speech topics
• Poems to read aloud
• How to write a speech
• Using props/visual aids
• Acute anxiety help
• Breathing exercises
• Letting go - free e-course
• Using self-hypnosis
• Delivery overview
• 4 modes of delivery
• How to make cue cards
• How to read a speech
• 9 vocal aspects
• Vocal variety
• Diction/articulation
• Pronunciation
• Speaking rate
• How to use pauses
• Eye contact
• Body language
• Voice image
• Voice health
• Public speaking activities and games
• About me/contact

How to write a good speech in 7 steps

By:  Susan Dugdale  

- an easily followed format for writing a great speech

Did you know writing a speech doesn't have be an anxious, nail biting experience?

Unsure? Don't be.

You may have lived with the idea you were never good with words for a long time. Or perhaps giving speeches at school brought you out in cold sweats.

However learning how to write a speech is relatively straight forward when you learn to write out loud.

And that's the journey I am offering to take you on: step by step.

To learn quickly, go slow

Take all the time you need. This speech format has 7 steps, each building on the next.

Walk, rather than run, your way through all of them. Don't be tempted to rush. Familiarize yourself with the ideas. Try them out.

I know there are well-advertised short cuts and promises of 'write a speech in 5 minutes'. However in reality they only truly work for somebody who already has the basic foundations of speech writing in place.

The foundation of good speech writing 

These steps are the backbone of sound speech preparation. Learn and follow them well at the outset and yes, given more experience and practice you could probably flick something together quickly. Like any skill, the more it's used, the easier it gets.

In the meantime...

Step 1: Begin with a speech overview or outline

Are you in a hurry? Without time to read a whole page? Grab ... The Quick How to Write a Speech Checklist And come back to get the details later.

• WHO you are writing your speech for (your target audience)
• WHY you are preparing this speech. What's the main purpose of your speech? Is it to inform or tell your audience about something? To teach them a new skill or demonstrate something? To persuade or to entertain? (See 4 types of speeches: informative, demonstrative, persuasive and special occasion or entertaining for more.) What do you want them to think, feel or do as a result of listening the speech?
• WHAT your speech is going to be about (its topic) - You'll want to have thought through your main points and have ranked them in order of importance. And have sorted the supporting research you need to make those points effectively.
• HOW much time you have for your speech eg. 3 minutes, 5 minutes... The amount of time you've been allocated dictates how much content you need. If you're unsure check this page: how many words per minute in a speech: a quick reference guide . You'll find estimates of the number of words required for 1 - 10 minute speeches by slow, medium and fast talkers.

Use an outline

The best way to make sure you deliver a perfect speech is to start by carefully completing a speech outline covering the essentials: WHO, WHY, WHAT and HOW.

Beginning to write without thinking your speech through is a bit like heading off on a journey not knowing why you're traveling or where you're going to end up. You can find yourself lost in a deep, dark, murky muddle of ideas very quickly!

Pulling together a speech overview or outline is a much safer option. It's the map you'll follow to get where you want to go.

Get a blank speech outline template to complete

Click the link to find out a whole lot more about preparing a speech outline . ☺ You'll also find a free printable blank speech outline template.  I recommend using it!

Understanding speech construction

Before you begin to write, using your completed outline as a guide, let's briefly look at what you're aiming to prepare.

• an opening or introduction
• the body where the bulk of the information is given
• and an ending (or summary).

Imagine your speech as a sandwich

If you think of a speech as a sandwich you'll get the idea.

The opening and ending are the slices of bread holding the filling (the major points or the body of your speech) together.

You can build yourself a simple sandwich with one filling (one big idea) or you could go gourmet and add up to three or, even five. The choice is yours.

But whatever you choose to serve, as a good cook, you need to consider who is going to eat it! And that's your audience.

So let's find out who they are before we do anything else. 

Step 2: Know who you are talking to

Understanding your audience.

Did you know a  good speech is never written from the speaker's point of view?  ( If you need to know more about why check out this page on  building rapport .)

Begin with the most important idea/point on your outline.

Consider HOW you can explain (show, tell) that to your audience in the most effective way for them to easily understand it.   

Writing from the audience's point of view

To help you write from an audience point of view, it's a good idea to identify either a real person or the type of person who is most likely to be listening to you.

Make sure you select someone who represents the "majority" of the people who will be in your audience. That is they are neither struggling to comprehend you at the bottom of your scale or light-years ahead at the top.

Now imagine they are sitting next to you eagerly waiting to hear what you're going to say. Give them a name, for example, Joe, to help make them real.

Ask yourself

• How do I need to tailor my information to meet Joe's needs? For example, do you tell personal stories to illustrate your main points? Absolutely! Yes. This is a very powerful technique. (Click storytelling in speeches to find out more.)
• What type or level of language is right for Joe as well as my topic? For example if I use jargon (activity, industry or profession specific vocabulary) will it be understood?

Step 3: Writing as you speak

Writing oral language.

Write down what you want to say about your first main point as if you were talking directly to Joe.

If it helps, say it all out loud before you write it down and/or record it.

Use the information below as a guide

(Click to download The Characteristics of Spoken Language  as a pdf.) 

You do not have to write absolutely everything you're going to say down * but you do need to write down, or outline, the sequence of ideas to ensure they are logical and easily followed.

Remember too, to explain or illustrate your point with examples from your research. 

( * Tip: If this is your first speech the safety net of having everything written down could be just what you need. It's easier to recover from a patch of jitters when you have a word by word manuscript than if you have either none, or a bare outline. Your call!)

Step 4: Checking tone and language

The focus of this step is re-working what you've done in Step 2 and 3.

You identified who you were talking to (Step 2) and in Step 3, wrote up your first main point.  Is it right? Have you made yourself clear?  Check it.

How well you complete this step depends on how well you understand the needs of the people who are going to listen to your speech.

Please do not assume because you know what you're talking about the person (Joe) you've chosen to represent your audience will too. Joe is not a mind-reader!

How to check what you've prepared

• Check the "tone" of your language . Is it right for the occasion, subject matter and your audience?
• Check the length of your sentences. You need short sentences. If they're too long or complicated you risk losing your listeners.

Check for jargon too. These are industry, activity or group exclusive words.

For instance take the phrase: authentic learning . This comes from teaching and refers to connecting lessons to the daily life of students. Authentic learning is learning that is relevant and meaningful for students. If you're not a teacher you may not understand the phrase.

The use of any vocabulary requiring insider knowledge needs to be thought through from the audience perspective. Jargon can close people out.

• Read what you've written out loud. If it flows naturally, in a logical manner, continue the process with your next main idea. If it doesn't, rework.

We use whole sentences and part ones, and we mix them up with asides or appeals e.g. "Did you get that? Of course you did. Right...Let's move it along. I was saying ..."

Click for more about the differences between spoken and written language .

And now repeat the process

Repeat this process for the remainder of your main ideas.

Because you've done the first one carefully, the rest should follow fairly easily.

Step 5: Use transitions

Providing links or transitions between main ideas.

Between each of your main ideas you need to provide a bridge or pathway for your audience. The clearer the pathway or bridge, the easier it is for them to make the transition from one idea to the next.

If your speech contains more than three main ideas and each is building on the last, then consider using a "catch-up" or summary as part of your transitions.

Is your speech being evaluated? Find out exactly what aspects you're being assessed on using this standard speech evaluation form

Link/transition examples

A link can be as simple as:

"We've explored one scenario for the ending of Block Buster 111, but let's consider another. This time..."

What follows this transition is the introduction of Main Idea Two.

Here's a summarizing link/transition example:

"We've ended Blockbuster 111 four ways so far. In the first, everybody died. In the second, everybody died BUT their ghosts remained to haunt the area. In the third, one villain died. His partner reformed and after a fight-out with the hero, they both strode off into the sunset, friends forever. In the fourth, the hero dies in a major battle but is reborn sometime in the future.

And now what about one more? What if nobody died? The fifth possibility..."

Go back through your main ideas checking the links. Remember Joe as you go. Try each transition or link out loud and really listen to yourself. Is it obvious? Easily followed?

Keep them if they are clear and concise.

For more about transitions (with examples) see Andrew Dlugan's excellent article, Speech Transitions: Magical words and Phrases .

Step 6: The end of your speech

The ideal ending is highly memorable . You want it to live on in the minds of your listeners long after your speech is finished. Often it combines a call to action with a summary of major points.

Example speech endings

Example 1: The desired outcome of a speech persuading people to vote for you in an upcoming election is that they get out there on voting day and do so. You can help that outcome along by calling them to register their support by signing a prepared pledge statement as they leave.

"We're agreed we want change. You can help us give it to you by signing this pledge statement as you leave. Be part of the change you want to see!

Example 2: The desired outcome is increased sales figures. The call to action is made urgent with the introduction of time specific incentives.

"You have three weeks from the time you leave this hall to make that dream family holiday in New Zealand yours. Can you do it? Will you do it? The kids will love it. Your wife will love it. Do it now!"

How to figure out the right call to action

A clue for working out what the most appropriate call to action might be, is to go back to your original purpose for giving the speech.

• Was it to motivate or inspire?
• Was it to persuade to a particular point of view?
• Was it to share specialist information?
• Was it to celebrate a person, a place, time or event?

Ask yourself what you want people to do as a result of having listened to your speech.

For more about ending speeches

Visit this page for more about how to end a speech effectively . You'll find two additional types of speech endings with examples.

Write and test

Write your ending and test it out loud. Try it out on a friend, or two. Is it good? Does it work?

Step 7: The introduction

Once you've got the filling (main ideas) the linking and the ending in place, it's time to focus on the introduction.

The introduction comes last as it's the most important part of your speech. This is the bit that either has people sitting up alert or slumped and waiting for you to end. It's the tone setter!

What makes a great speech opening?

Ideally you want an opening that makes listening to you the only thing the 'Joes' in the audience want to do.

You want them to forget they're hungry or that their chair is hard or that their bills need paying.

The way to do that is to capture their interest straight away. You do this with a "hook".

Hooks to catch your audience's attention

Hooks come in as many forms as there are speeches and audiences. Your task is work out what specific hook is needed to catch your audience.

Go back to the purpose. Why are you giving this speech?

Once you have your answer, consider your call to action. What do you want the audience to do, and, or take away, as a result of listening to you?

Next think about the imaginary or real person you wrote for when you were focusing on your main ideas.

Choosing the best hook

• Is it humor?
• Would shock tactics work?
• Is it a rhetorical question?
• Is it formality or informality?
• Is it an outline or overview of what you're going to cover, including the call to action?
• Or is it a mix of all these elements?

A hook example

Here's an example from a fictional political speech. The speaker is lobbying for votes. His audience are predominately workers whose future's are not secure.

"How's your imagination this morning? Good? (Pause for response from audience) Great, I'm glad. Because we're going to put it to work starting right now.

I want you to see your future. What does it look like? Are you happy? Is everything as you want it to be? No? Let's change that. We could do it. And we could do it today.

At the end of this speech you're going to be given the opportunity to change your world, for a better one ...

No, I'm not a magician. Or a simpleton with big ideas and precious little commonsense. I'm an ordinary man, just like you. And I have a plan to share!"

And then our speaker is off into his main points supported by examples. The end, which he has already foreshadowed in his opening, is the call to vote for him.

Prepare several hooks

Experiment with several openings until you've found the one that serves your audience, your subject matter and your purpose best.

For many more examples of speech openings go to: how to write a speech introduction . You'll find 12 of the very best ways to start a speech.

That completes the initial seven steps towards writing your speech. If you've followed them all the way through, congratulations, you now have the text of your speech!

Although you might have the words, you're still a couple of steps away from being ready to deliver them. Both of them are essential if you want the very best outcome possible. They are below. Please take them.

Step 8: Checking content and timing

This step pulls everything together.

Check once, check twice, check three times & then once more!

Go through your speech really carefully.

On the first read through check you've got your main points in their correct order with supporting material, plus an effective introduction and ending.

On the second read through check the linking passages or transitions making sure they are clear and easily followed.

On the third reading check your sentence structure, language use and tone.

Double, triple check the timing

Now go though once more.

This time read it aloud slowly and time yourself.

If it's too long for the time allowance you've been given make the necessary cuts.

Start by looking at your examples rather than the main ideas themselves. If you've used several examples to illustrate one principal idea, cut the least important out.

Also look to see if you've repeated yourself unnecessarily or, gone off track. If it's not relevant, cut it.

Repeat the process, condensing until your speech fits the required length, preferably coming in just under your time limit.

You can also find out how approximately long it will take you to say the words you have by using this very handy words to minutes converter . It's an excellent tool, one I frequently use. While it can't give you a precise time, it does provide a reasonable estimate.

Step 9: Rehearsing your speech

And NOW you are finished with writing the speech, and are ready for REHEARSAL .

Please don't be tempted to skip this step. It is not an extra thrown in for good measure. It's essential.

The "not-so-secret" secret of successful speeches combines good writing with practice, practice and then, practicing some more.

Go to how to practice public speaking and you'll find rehearsal techniques and suggestions to boost your speech delivery from ordinary to extraordinary.

The Quick How to Write a Speech Checklist

Before you begin writing you need:.

• Your speech OUTLINE with your main ideas ranked in the order you're going to present them. (If you haven't done one complete this 4 step sample speech outline . It will make the writing process much easier.)
• Your RESEARCH
• You also need to know WHO you're speaking to, the PURPOSE of the speech and HOW long you're speaking for

The basic format

• the body where you present your main ideas

Split your time allowance so that you spend approximately 70% on the body and 15% each on the introduction and ending.

How to write the speech

• Write your main ideas out incorporating your examples and research
• Link them together making sure each flows in a smooth, logical progression
• Write your ending, summarizing your main ideas briefly and end with a call for action
• Write your introduction considering the 'hook' you're going to use to get your audience listening
• An often quoted saying to explain the process is: Tell them what you're going to tell them (Introduction) Tell them (Body of your speech - the main ideas plus examples) Tell them what you told them (The ending)

TEST before presenting. Read aloud several times to check the flow of material, the suitability of language and the timing.

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4‑H YOUTH VOICES

In 4‑H, we believe in the power of young people. That’s why we’re putting a spotlight on young people who are making a difference in their communities and creating opportunities at a time when the nation is facing multiple challenges. This page features stories about young leaders who are making a difference right now, tackling issues ranging from COVID-19 relief, to racial equity, to social justice and beyond.

If you or someone you know is helping your community or people in need, or if are you’re looking for some inspiration on how to help, let us know. Use #TrueLeaders on social media or  FILL OUT THIS FORM to share how you’re making a difference. 4‑H may feature your stories and ideas below and on social media.

Read the youth stories below to discover how 4‑H’ers are changing the world.

4-H'ers making a difference

Coding to Combat Hunger​

Alexa Mitchell, Virginia

Alexa Mitchell, a 16 year old from Fairfax, VA, first learned about food insecurity—and what she could do to help combat it—through her 4‑H club. It was there that she first took part in projects like donating garden-grown veggies to food pantries, volunteering in soup kitchens and raising money for homeless shelters. “I saw that access to basic needs can transform a person’s life, and that sometimes providing those basic needs can be as simple as volunteering my time,” she explains. ​

This realization inspired her to search for even more sustained opportunities to help people in need. When she was 14 years old, Alexa found the perfect way to blend her interest in computer science with her passion for helping those in need. She discovered the MEANS Database, an organization that connects excess food with people in need, and secured a summer job improving their database and website. As the youngest person on the team, Alexa had to learn quickly on the job. Eventually, her responsibilities grew to include operational support, donor outreach and food logistics. She even led sessions to familiarize older team members with how to use JavaScript, one of her areas of expertise. ​

Alexa believes some of her success at MEANS can be traced back to her experience in 4‑H, where she leads her club’s engagement in STEM topics, including computer science and robotics. In addition to helping her develop leadership skills, her 4‑H experience has taught her the value of hard work, to ask for help when she needs it, and to always volunteer to pick up slack. “I tried to make myself as accessible and flexible as possible to maximize my impact on the nonprofit’s system. Because MEANS Database is small, everyone has to put in extra effort to keep it moving. Since this is something I’m used to in my 4‑H club, I am very comfortable in that type of environment,” she says. ​

Since COVID-19 has struck, Alexa has spent even more of her time working with the MEANS Database. She explains, “The virus has left people food insecure and distributors are struggling to meet their increased need. I feel the need to do all I can to help, including taking the initiative to make calls to potential donors and work with the outreach team to help facilitate larger donations on top of my normal duties. During the pandemic so far, we have successfully moved approximately 200,000 pounds of food.”​

Coding to combat hunger​

Alexa Mitchell, a 16 year old from Fairfax, VA, first learned about food insecurity—and what she could do to help combat it—through her 4‑H club. It was there that she first took...

Translating Local Grocery Communications​

Daisy Buenrostro, Quincy, Washington

Daisy, a 4‑H’er from Quincy, Washington, has been helping connect adults in her community to important digital tools for over three years as part of the 4‑H Tech Changemakers program. Her focus has been on empowering people with skills that will improve their lives, like learning how to order medications online to video chat with family.​

As soon as COVID-19 struck Washington state, Daisy knew it was going to have a big impact on her work and her community. She realized that digital skills were going to be more important than ever before.​

Around 75% of the residents in Quincy are Latino and many are native Spanish speakers. So while many of the local grocery stores started offering online ordering to allow for social distancing, the materials to teach people how to use these tools were only being offered in English. ​

Daisy saw an opportunity to fix this. “I want our community to be safer, so I recreated a video in Spanish by the most popular local grocery about ordering groceries online,” she explained. “This way, our whole community can utilize this great resource. Just because COVID is happening doesn’t mean we stop serving our community.”​

Inspired by the success of her first project, she is looking to find more ways to help by translating additional videos and resources where the need arises.

Translating local grocery communications​

Daisy, a 4‑H’er from Quincy, Washington, has been helping connect adults in her community to important digital tools for over three years as part of the 4‑H Tech Changemakers program. Her focus has been on empowering people with skills that will...

Providing Food to Community Members through Gardening

Janya Green, Georgia Youth in Action Agriculture Pillar Winner

Growing up on her family’s farm, Janya Green learned first-hand about agriculture and the challenges America’s farmers face. Her interest in agriculture channeled into a passion for service when she met Sam X, her 4-H mentor, who not only exposed her to a budding community garden initiative but also opened her eyes to a world of opportunities through 4-H. That was four years ago. Now, Janya proudly serves as the garden’s manager, working to provide free produce to fight obesity and meet the nutrition-related needs of her community, while also teaching classes to youth and adults, urging them to learn how to grow their own produce at home in the event of a future food shortage. She just didn’t realize how soon that future food shortage would hit.

During the COVID-19 crisis, grocery stores across the country face shortages and are unable to keep their shelves stocked. “In a crisis like this, we’re in need of food, and the stores are running out of vegetables. That’s why we’re here,” Janya said. Her work at the garden is more important than ever and is playing a significant role in helping people overcome nutritional challenges.

Janya is seeing the fruit of her labor to educate her community as youth, parents and other adults begin to build their own gardens and raised beds, using the techniques that Janya teaches at the Village Community Garden. Janya is thrilled to see youth and adults working together and learning from one another.  “A lot of youth-adult relationships are being built, which leads to the youth trusting the adults more and more,” said Janya.

In addition to inspiring so many at-home gardens, Janya is also still tending to the Village Community Garden. While adhering to social distancing requirements, Janya visits the garden with her mask in hand to tend to its needs and pick up produce. From there, she distributes the produce to elderly community members’ porches, ensuring they have enough to eat.

Janya is also providing virtual classes via the Fort Valley State University 4-H Youth Development Program page to teach community members important techniques like how to freeze fresh vegetables for future use.  When asked how she feels to see her work making such a difference in her small town, Janya said, “It makes me feel wonderful, because I actually see what I’m doing playing its part - I see it happening before my eyes. And that’s all I want to do, is help people.”

Providing food to community members through gardening

Growing up on her family’s farm,  Janya  Green learned first-hand about agriculture and the challenges America’s  farmers face. Her interest in agriculture channeled into a passion for...

Helping Kids Manage Anxiety

Jordyn Maloy, Maine

Jordyn Maloy and her 4-H team from Maine have an ambitious goal: create a comprehensive mental health curriculum, for kids by kids. Each lesson is designed to be relatable, relevant and teachable by and for middle through high school aged students. Jordyn and the team are in the third year of this ambitious six year project, called EmpoweringMEandYou , and are currently focusing on the topic of managing stress and anxiety with a ‘Stress Less’ workshop. All the course materials including live online workshops are available to anyone online Since the onset of the COVID-19 crisis, Jordyn and her team have seen their project take on new meaning and importance. At school, kids are facing a whole new set of stresses and anxieties as they transition to online learning and social distancing, and grapple with grief, fear, loss and other emotional effects of living through a global pandemic.

Jordyn sees her team’s project as a way for these young people to develop emotional tools to cope with some of these issues, while also building social connections during a period of isolation. Even beyond students, Jordyn believes anyone would benefit from these lessons. “With the anxiety levels that people across America and our world are undergoing right now, I think our project can effectively help a lot of people that may not have easy access to other forms of help,” she said.

Jordyn first discovered her passion for addressing mental health issues as an attendee of the 4-H Healthy Living Summit in 2018. There, she became excited about the idea of helping other kids navigate some of the same issues she had been facing herself. “As someone who has struggled with my own mental barriers, I found it exciting and therapeutic to explore the things that worked well for me and then put them into action to help others,” she explained. In the midst of the COVID-19 crisis, Jordyn and her team believe that sharing strategies for maintaining mental health is more important than ever.

Helping kids manage anxiety

Jordyn Maloy and her 4‑H team from Maine have an ambitious goal: create a comprehensive mental health curriculum, for kids by kids. Each lesson is designed to be relatable, relevant and teachable by and for middle through high school aged students. Jordyn...

Reaching Veterans with Encouragement

Amelia Day, Fort Valley, GA Youth in Action National Winner

When Amelia Day accompanied her father to an appointment at a veteran's hospital in 2012, she didn't know that the visit would spark an idea for a 4-H service project that would reach far beyond her hometown. At age 13, she sensed a need for encouragement and support for our nation's veterans, so she put the leadership skills she'd learned in 4-H into action and Operation: Veteran Smiles (OVS) was born. Initially, the program provided handmade cards of encouragement to veterans at her local hospital, but soon she expanded to provide care packages and musical therapy in addition to cards. Her program has reached more than 21,000 veterans in 17 states over the past 8 years.

Due to COVID-19, VA hospitals are currently unable to receive visitors or care packages, so Amelia is taking her project back to its roots and empowering youth across the country to create encouraging cards for veterans. Her goal: to provide handmade cards of encouragement to veterans in all 50 states. During these challenging days, the cards are especially meaningful and uplifting for our nation's most vulnerable veterans. With an online "how-to" guide on the Operation: Veteran Smiles Facebook page, youth are encouraged to make a card, then contact OVS for a pre-paid shipping label for distribution. Amelia is excited about the opportunity to bring smiles to all 50 states. "Together, there's no telling how many veterans we can impact with the power of a smile!"

Reaching veterans with encouragement

When Amelia Day accompanied her father to an appointment at a veteran’s hospital in 2012, she didn’t know that the visit would spark an idea for a 4‑H service project that would reach far...

Sewing Masks for Vulnerable Populations

Maria Lonneman, Cleveland, Ohio

Throughout early 2020, Maria Lonneman was hard at work to launch her 4-H sewing project, “Heavy Hugs Weighted Blankets”. In January, she held a small event for 4-H’ers to learn to make weighted blankets for youth with autism and was looking forward to hosting a larger, state-wide service event for 4-H’ers in March. But as COVID-19 swept the country, the course of her project drastically changed.

No longer able to meet with a large group of youth, Maria wasted no time to change course. Both of her aunts work in healthcare, which inspired her to take action to address the country’s most pressing needs using her sewing skills. While many around the country focused on making masks for adults, Maria turned her attention to sewing masks for another vulnerable population: children in hospitals and pediatric centers.

To date, Maria and her sewing team have created hundreds of masks for children at Pediatric Partners and St. Luke’s in Cleveland, Ohio. “I enjoy thinking that I might possibly have saved a parent or grandparent because a child had their face covered by one of my masks,” Maria said.

Maria’s interest in sewing was sparked at the very beginning of her 4-H career at just 5 years old. As a junior in high school, she’s now been involved in every sewing project Ohio 4-H offers, but she has a particular interest in service projects. “4-H prepared me for this work by teaching me to give back to my community, by using my hands for larger service,” Maria said. “A community service project has always been a part of my sewing experience.”

In her community, Maria’s masks are in high demand. The Akron Children’s Hospital reached out asking for her to make masks for them. Though these masks will be for adults, Maria is glad to know she’s making an impact. “One mask can stop the spread of infectious droplets that could impact a lot of people,” she said. “I want others to know that everyone can make a difference; even the things that might seem small can make a big impact on the lives of others.”

Sewing masks for vulnerable populations

Throughout early 2020, Maria Lonneman was hard at work to launch her 4‑H sewing project, “Heavy Hugs Weighted Blankets”. In January, she held a small event for 4‑H’ers to learn to make weighted blankets for youth with autism and was looking...

Providing Resources to Frontline Healthcare Workers

Cade McMunigal and Ian Jackson, Monroe County, West Virginia

Cade McMunigal and Ian Jackson, high school seniors in Monroe County, West Virginia, are answering the call to help medical workers on the front lines of the COVID-19 crisis. In March, they heard that healthcare workers were running low on critical personal protective equipment, or PPE, that allows them to treat COVID patients without becoming sick themselves. This issue, they learned, is even more acute in rural areas like theirs, where existing stockpiles of PPE are low and strained medical systems can’t afford to lose workers to illness. Desperate to lend a hand, they leapt into action when the Mayor of Union, WV, Caroline Sparks, reached out to their award winning 4-H robotics team for help.

Right away, Ian and Cade led the club to figure out how to make an impact. First, they reached out to the Monroe Health Center and learned they were facing a shortage of face shields. Next, the group designed a prototype that was quickly tested and approved by the hospital. After that, Cade, Ian and the rest of the club leapt into production. They borrowed four 3D printers from the Monroe County School system, and distributed them to club members to streamline the process. The boys credit 4-H for preparing them to succeed in this project “in more ways than you would expect.” In addition to teaching them technical skills like 3D design, printing and custom fabrication, they also learned important organizational skills. “In 4 H, we learned about the importance of community service, how to write a business plan, how to fund raise to reach our goals, and how to manage projects on tight timelines,” explained Cade.

So far, the group has produced over 200 masks for hospitals and medical centers in their community. They plan to expand to first responders and nursing homes in the near future. Despite running all four printers day and night, they are limited by how long each headband takes to print. They also need to cut each face shield to size by hand. Despite these challenges, they intend to keep producing shields until the need is met or they run out of materials. “Our small community has supported our robotics endeavors for six years, so we were happy to be able to give back in this small way,” Ian added.

Providing resources to frontline healthcare workers

Cade McMunigal and Ian Jackson, high school seniors in Monroe County, West Virginia, are answering the call to help medical workers on the front lines of the COVID-19 crisis. In March, they heard that healthcare workers...

Providing Supplies to Food Pantry Workers

Addy Battel and Pearl Daskam, Cass City, Michigan

Cass City, Mich., seniors Addy Battel and Pearl Daskam have long been committed to addressing food insecurity in their hometown. Cass City became a food desert when the girls were in middle school, and at just 12 years old they launched Meating the Need for Our Village, a program designed to fight hunger through agriculture. Five years later, with the help of grants and overwhelming community support, the program has made an economic impact greater than $63,000 by donating more than 10,000 pounds of meat, 3,200 gallons of milk, 330 dozen eggs, 400 pounds of cheese, 140 pounds of butter, and 350 pounds of produce.

The onset of COVID-19 generated new challenges for Meating the Need for our Village, but high school seniors Addy and Pearl have adapted and found new ways to make an impact. Since mid-March, the two have worked to supply masks and delivery boxes for food pantry volunteers and have donated 280 gallons of milk and 60 pounds of cheese to the community in need. “4-H has taught me how to work together to overcome difficulties and the importance of doing what you can to help when times are tough, while having hope that things will get better,” said Pearl.

As of April 22, a donor who heard about the incredible work Addy and Pearl are leading is looking to help the teens disseminate $2,000 worth of meat, milk and cheese to the Michigan Thumb Region within the next two weeks. This donation will allow the teens to more broadly support the food insecure in their region.

The 4-H’ers work regularly with two different food pantries and are seeking to meet their individual needs during the crisis. One food pantry, Revive Ministries, is still operational, and Addy and Pearl have donated 140 gallons of milk and 40 pounds of cheese to the pantry since the onset of the pandemic. However, the other food pantry, St. Agatha’s, needed to close their open-pantry pickup process and moved to a delivery-only system. Since St. Agatha’s could no longer receive the milk and cheese Addy and Pearl normally deliver each week, the teens adjusted their plans and instead donated 140 gallons of milk to their local school system’s meal delivery program.

Determined to continue supporting St. Agatha’s, Addy and Pearl worked to understand their new needs and connected with local sewing groups to provide masks for the pantry’s volunteers who are delivering non-perishable items to clients. “Many food pantry volunteers are elderly and immunocompromised, while customers tend to have less access to healthcare,” Addy said. “Definitely prioritize hospitals, but food pantries can use masks, too!” In addition to masks, Addy & Pearl are securing boxes for the food pantry’s porch deliveries.

“The need is greater than ever, and I’m privileged to be able to help,” said Addy.

Providing supplies to food pantry workers

Cass City, Mich., seniors Addy Battel and Pearl Daskam have long been committed to addressing food insecurity in their hometown. Cass City became a food desert when the girls were in middle school, and at just 12...

Connecting Farms with Surplus Crops to Consumers

Hunter Williams, Lake Butler, FL

With school out of session, restaurants closed, and tourism at a standstill, supply chains for farmers all across the country have been disrupted. The problem is so bad that farmers are plowing thousands of acres of fresh produce back into the ground because they can’t afford to harvest it without buyers lined up. Millions of gallons of milk are being poured down the drain. Livestock and poultry are being euthanized. But that doesn’t mean that there isn’t demand for these products. In fact, families across the country are desperate for fresh produce, meat and dairy.

The bitter truth is that this sudden inability to match supply with demand is hurting everyone. Farmers across the country are missing out on the revenue from this year’s harvest at the same time that millions of Americans are struggling to put food on their tables.

That’s why Hunter Williams, a 17-year-old high school junior and 4-H Florida State Officer in Lake Butler, FL, decided to take action. Hunter grew up around farming and ranching his entire life, including serving as a 4-H livestock ambassador in both Florida and Texas. When COVID-19 began to affect his community, he knew he had to do something that would help farmers in the area make ends meet-- while also addressing food access issues for consumers. So, he decided to start a fresh produce box business that would connect farms with surplus crops to consumers who were looking for produce.

Hunter started his new business by reaching out to farmers in the area to understand what crops they had ready to sell. Then, with the help of family and a few friends, Hunter drove all around north Florida picking up crates full of crops-- including green beans, squash, zucchini, onions, bell peppers, corn, cabbage, lettuce, kale, cucumbers, tomatoes, blueberries, and more-- and packing them into 15-20 pound boxes for consumers to buy. Next, he spread the word on Facebook and through word-of-mouth and established three pickup points across north Florida. With that, Hunter’s initiative, called Save Florida Farms, was born.

Hunter sees this effort to help local farmers find buyers for their produce as an urgent priority in the age of COVID. “It’s always important to support our local farmers-- but even more so during the current pandemic. If we are buying imported products because they are less expensive, it is literally taking money out of the pockets of our local suppliers. These local producers are struggling to move their produce and, in some cases, support their own families,” he explains. In fact, over the last several weeks Hunter has developed business relationships with nine different farms across Florida and has witnessed the impact of this disruption first-hand.

To Hunter, Save Florida Farms goes beyond the important task of matching supply with demand. It’s also a powerful way for him to raise awareness about the importance of supporting local farmers, whenever it’s an option. “After the pandemic is over, we need to continue to purchase from our Florida farmers to keep the industry alive. As the population continues to grow so will the demand. We cannot depend on foreign imports for our food. If we don’t support our local farmers now, they won’t be there when we need them,” Hunter explains.

So far, Hunter’s efforts have been successful. In his first week, Hunter sold about 150 boxes of produce. In his second week, he and his partners sold 500 and added 50 people to his waiting list. Now, he’s introduced online ordering and demand for his produce boxes is continuing to climb. As his business continues to grow, so does his ability to feed his community and keep local farmers in business at a time of crisis. He hopes to keep growing the business as long as he can make a difference.

Connecting farms with surplus crops to consumers

With school out of session, restaurants closed, and tourism at a standstill, supply chains for farmers all across the country have been disrupted. The problem is so bad that farmers are plowing thousands of acres of fresh produce back into...

Providing Food through "Blessing Boxes"

Garrett Sander, Tangipahoa Parish, Louisiana

Garrett Sanders, a high school senior and 4-H’er in Tangipahoa Parish, LA, was looking for a way to meaningfully contribute to his community, even after he went off to college. He was searching for an idea that he could get off the ground, and that the community would embrace and sustain. After lots of deliberation, he came up with a concept to create spaces throughout the community where people with means could leave donations of critical staples like food and hygiene items, and people in need could pick them up.

The idea, Garrett explained, came from a desire to make helping people part of everyday life. “I feel that I have been so blessed in my life to have a roof over my head and food on my table, so I feel a need to give back to those less fortunate than myself. This has always been an important part of my life growing up.”

To put his idea into action, Garrett worked with his mom, who is a 4-H agent, and others in his community to design durable wooden pantries that would stand up to the elements and look inviting to passersby. For $150 in building costs, Garrett’s final designs include a sloped and tiled roof, bright green paint, and a plexiglass door with instructions printed on the front: Leave what you can, take what you need. With that, the “Blessing Box” was born.

After completing his design, Garrett worked with local officials to secure two permanent locations. After installing them, Garrett used his own money to make sure the boxes were stocked with $50 to $75 worth of groceries each week. At first, the boxes would empty out quickly and Garrett would restock them. But over time, as word spread throughout the community, other people began to leave goods in the boxes. After a few months, the supply and demand for goods nearly reached equilibrium, with Garrett only needing to top them off every once in a while.

Since the COVID-19 crisis hit, demand for the boxes has skyrocketed. Even though many people are still making contributions, Garrett has gone back to stocking large quantities of groceries each week. “Some people can’t afford to eat. Especially now in this time of uncertainty, they don’t know where their next meal is coming from,” Garrett said. “This just kind of reassures them that they do have something to eat tonight.” The power of the Blessing Box, Garrett explains, is to take that uncertainty out of people’s lives and give them something they can count on.

Garrett credits 4-H and his mom for inspiring him and equipping him with the skills he needed to bring Blessing Boxes to life. “Throughout my 4-H career, I have focused mainly on volunteering and service learning. My mom has always been one of the main inspirations for my 4-H projects because she always strives to give back to others in any way she can. I simply want to follow in her footsteps,” he said. “All my experiences over the years have taught me the most effective ways to give back to my community, and this project is the result of that cumulative experience.”

With the help of his community, Garrett plans to keep the Blessing Boxes stocked throughout the crisis. In the next year, he also hopes to expand Blessing Boxes to other Parishes throughout Louisiana and establish a “leftovers program” at school, where leftovers from lunch are sent home with students in need.

Providing food through "Blessing boxes"

Garrett Sanders, a high school senior and 4‑H’er in Tangipahoa Parish, LA, was looking for a way to meaningfully contribute to his community, even after he went off to college. He was searching for an idea that he could get...

Sewing Masks for Healthcare Workers

SewWhat 4‑H Club, Nashville, NC

As COVID-19 swept the country, 4-H clubs nationwide moved their efforts online and began exploring new ways to keep learning and keep projects going from a distance. When the local JOANN fabric store contacted SewWhat 4-H Club leader Jane Tyson, to see if her Nashville, NC, club would be interested in sewing fabric masks, the 4-H’ers didn’t hesitate to say yes and get involved.

“We were eager to learn a new project,” said Megan Garciga, a 17-year-old 4-H’er. But it wasn’t always easy. “The first challenge was to learn virtually, over email. It was a bit of a learning curve at first, because I’m used to Mrs. Jane walking me through a new project!”

Despite needing to learn on their own, Megan and 12 of her fellow club members rose to the challenge and banded together to sew more than 1100 masks for local healthcare workers, policemen and firemen. “4-H has given me a lot of advanced sewing skills,” Megan said. “I’ve been happy to help with this effort and to learn a new project, too!”

Sewing masks for healthcare workers

As COVID-19 swept the country, 4‑H clubs nationwide moved their efforts online and began exploring new ways to keep learning and keep projects going from a distance. When the local JOANN fabric store contacted SewWhat 4‑H Club leader Jane Tyson,...

Giving Hope through Music

Mason McClintock, Georgia Youth in Action Civic Engagement Pillar Winner

As young people around the globe cope with the drastic changes in their lives caused by COVID-19, 4-H’ers are banding together to make an impact in their communities in large and small ways. Georgia 4-H’ers and young alumni from the performing arts group, Clovers & Company are working together to share their music and provide a bit of hope to listeners.

“‘Stand by Me’” is a song about resilience and realizing that none of us are always capable of thriving in this life alone,” said Mason McClintock, Clovers & Co. alum. “It teaches us it’s okay not to be okay and encourages us to reach out when we need help.” Mason, along with 11 fellow company members and alums banded together to create a virtual, a cappella performance of “Stand by Me”. The 4-H’ers previously performed the song in their 2018-2019 show, “I’m Still Standing.”

Mental health is quickly emerging as an important area of consideration as youth and adults alike grapple with the realities of social distancing and a vastly uncertain future. “In this time of crisis when everything seems especially dark, my goal for this song is to b inspire a sense of hope, positivity and unity in all who hear it. We all need to be reminded sometimes that we are all citizens of this earth, and we all want to be loved and accepted. We truly are all in this together,” Mason said.

The Georgia 4-H performing arts group, Clovers & Company, was founded in 1981 and features a cast of youth singers, dancers, instrumentalists and stage hands who annually perform a high energy show for 4-H events, civic groups, and state and national conventions. Several alumni of the program have gone on to have careers in the music and entertainment fields, including Jennifer Nettles of Sugarland, Hillary Lindsey and Nikki DeLoach.

Giving hope through music

As young people around the globe cope with the drastic changes in their lives caused by COVID-19, 4‑H’ers are banding together to make an impact in their communities in large and small ways. Georgia...

Creating 3D Face Shields for First Responders

4‑H Club, Illinois

As healthcare workers around the country face a shortage of personal protective equipment, 4-H’ers on the Elgin, Illinois, “got robot?” FIRST Tech Challenge team are working together - separately - to produce 3D printed face shields for first responders. Using the team’s 3D printer and 9 other printers owned by team members or on loan, the 4-H’ers, ages 12-17, launched “Operation got face shield?” in late March to produce PPE face shields for local hospitals, nursing homes, police stations, funeral homes, grocery stores, and more.

Early on, the team tested 3D printed designs and made several for evaluation. Though they could originally only print a single shield band at a time, the team’s mentor, a 4-H alumnus, wrote a new code, allowing the 4-H’ers to print 10 bands at a time and dramatically increase their output capacity. The Kane County Coroner’s Office agreed to test the face shields and were impressed with the simple design and ease of use. “These face shields are essential,” said Natalie Hall, Forensic Morgue Technician for the Kane County Coroner’s Office. “It takes the extra step to ensure that we are having the least amount of exposure possible.” As of April 28, the team has 3D printed just over 4000 face shields for 90 different locations in their hometown of Elgin, Ill., nearby Chicago., and states as far away as Georgia and Texas

“Being a member in robotics and 4-H has taught me and many members on our team to look for opportunities to help our community,” said Evan Sass, a 13-year-old team member. Because the team has access to so many 3D printers, responding to the call for 3D printed face shields was relatively easy. “It is also a great way for the team to stay active and keep learning, while honoring the shelter-at-home order,” said a team leader.

Evan credits 4-H with not only preparing him with the tech skills to create face shields, but also with the leadership and communication skills he needs to deliver them. “One of the biggest things I have learned in 4-H is leadership and that has helped me with almost everything I do in day to day life,” Evan said. “When we deliver the face shields, I give a presentation about how to work with the headbands and how to assemble them. Doing community service projects in the past has helped me with learning to speak comfortably.”

Long committed to making a difference in their community, the “got robot?” team has collaborated with their local library for the last three years to raise funding for STEM Backpacks, which feature a range of STEM activities and topics (in both Spanish & English) for families to learn together. When the opportunity arose for the team to create a product to help the community stay safer during COVID-19, team members didn’t hesitate to join in the effort.

In addition to their own work, “got robot?” has mobilized 3 other local robotics teams by sharing files and best practices, and they’re glad to provide tips and support to other teams as they get started with the relief effort.

Creating 3D face shields for first responders

As healthcare workers around the country face a shortage of personal protective equipment, 4‑H’ers on the Elgin, Illinois,  “got robot?” FIRST Tech Challenge team are working together – separately – to produce 3D printed face shields for...

Creating 3D Printed Resources for Hospitals

Joseph Huff, Utah Youth in Action STEM Pillar Winner

Joseph Huff is no stranger to using 3D printing to help those in need. His dad, a stroke survivor, has limited use of his right hand. When Joseph realized he could 3D print prosthetics for youth who have mobility challenges, he leapt at the opportunity. For the past several years, he’s combined creativity with science to lead 4-H’ers to create life-changing prosthetic hands for young people in need.

In light of the COVID-19 crisis, Joseph pivoted to creating 3D printed resources to meet needs for local hospitals and police. Though gaining access to the type of 3D printing materials needed to produce masks is difficult, Joseph has worked alongside his employer to create more than 50 3D printed masks for local police officials.

Using his own 3D printer and materials at home, he’s creating surgical mask tension relief bands for ear comfort for the University of Utah Hospital. “A family friend works at a hospital and talks about how painful it is on her ears to wear a mask all day long, so I looked for a way I could make a difference.” To date, Joseph has printed 21 bands.

Joseph encourages fellow 4-H’ers with access to 3D printers to get involved with the effort to make mask tension relief bands. “They seem to be even more needed than masks at this time,” Joseph said.

Creating 3D printed resources for hospitals

Joseph Huff is no stranger to using 3D printing to help those in need. His dad, a stroke survivor, has limited use of his right hand. When Joseph realized he could 3D print prosthetics for...

Fighting Food Insecurity During Social Distancing

Erin Kistner, Illinois

Like many Americans, Erin Kistner was unaware that a large proportion of her neighbors, friends and classmates were struggling to get access to three meals a day. After all, in high school this problem can be difficult to detect since many teens find it embarrassing or stigmatizing to talk about hunger issues. It wasn’t until she attended a Hunger Ambassador training put on by the Illinois State 4-H Office in 2018 that she learned an estimated 2.3 million households in rural communities face food insecurity. She was shocked. And it got her thinking about her own community in Hillsboro, Illinois, and how many of her friends and peers might be going hungry without any help.

When she returned home, she got to work right away. First, she asked around to see if hunger was affecting people she knew. She quickly learned about a classmate who had been living without electricity for a month and another who didn’t have access to a functioning stove. “Hearing their stories really impacted me and inspired me to do something to help,” explained Erin. She realized there was no way these students could feed themselves properly under these conditions. From there, she decided to survey her high school to assess the extent of the problem. To her surprise, a whopping 25% of her classmates reported having food access issues.

Once Erin understood the pervasiveness of the issue, she turned to her local Extension 4-H office to come up with a plan. Since many students rely on school meals for nutrition, they determined that they could make the biggest impact by providing nutritious ready-to-eat meals that could be picked up at school on Fridays and taken home for the weekend. Working with school administrators and her 4-H mentor, she set up a private room at the school that she and her fellow 4-H members would stock with bags containing a healthy breakfast, lunch, dinner and snacks. Participation was private, and students could take as many bags as they felt they needed for the weekend. She worked with local churches and businesses to make sure she had enough donations to keep the program running.

When COVID-19 hit her community and schools closed, Erin knew that food access issues would only get worse. “When school closed on March 15, there were so many students depending on us as a food source, I knew I had to do something. I worked with Extension staff and the school administration to see how we could continue to feed these students,” Erin recalled. Together, they adapted the program to deliver eight meals each week directly to students at their homes on school buses.

But keeping the program running in the era of COVID has not been easy. As her traditional sources of funding and food donations have been disrupted by COVID, Erin has had to navigate finding new partners and new ways to raise funds. It’s been a constant balancing act of finding organizations that are in a position to help despite facing their own challenges. She has also had to adjust to the new reality of needing to run her program without the help of volunteers, since social distancing won’t allow for them to prepare and pack kits together. Yet despite these challenges, Erin has been successful in maintaining her program. “Because of a great outpouring of support from our community, we have been able to provide meals each week since the school shut down,” she said.

Erin credits her experience in 4-H for equipping her with many of the skills she uses to keep this program running. “I developed a passion for community service and helping others as a result of my 4-H involvement. I have organized numerous food pantry collections, food packaging events, supply drives and many other service projects with my 4-H club and Youth Leadership Team. Organizing the Weekend Food program uses many of the same skills,” she explained. 4-H has also helped her develop communication skills that have proved vital in making her program successful. “ As a member of the Illinois Speaking for 4-H team I enjoy talking with legislators, service clubs, and funders about 4-H. So it was easy for me to meet with school administrators and teachers to help develop the framework of the program, then meet with organizations to obtain donations for the program.”

Erin hopes to be able to maintain her food delivery program throughout the COVID crisis, and is already planning to scale her in-school program to other districts. Ultimately, Erin hopes to inspire large-scale action to combat hunger issues. “I hope to raise awareness of youth food insecurity issues in small rural counties, so others will join the fight against hunger. I also want to create a sustainable nutrition program in my community so that no high school student goes hungry on the weekends. This issue is all around us, and I hope my program can be a blueprint for success in other locations.”

Fighting food insecurity during social distancing

Like many Americans, Erin Kistner was unaware that a large proportion of her neighbors, friends and classmates were struggling to get access to three meals a day. After all, in high school this problem can be difficult to detect since many teens...

Organizing a Blood Drive with Healthcare Works

Hana Pfeiffer, Idaho

Hana Pfeiffer’s hometown in rural Idaho is facing an ongoing shortage of donated blood to perform life-saving procedures at the local hospital. Inspired by her experience as a 4-H leader in civic engagement, she decided to take matters into her own hands. After some careful planning and calling around, she was able to forge a partnership with the American Red Cross and the Minidoka Memorial Health Care Foundation to host a blood drive.

What struck Hana vividly about her experience is that the same healthcare workers who were battling the COVID inside the hospital were also the ones taking time out of their days to donate live-saving blood. Since many of these workers had either been caring for COVID patients, Hana and the hospital had to take special precautions to make sure everyone was able to stay safe. Despite the challenges this caused, the turnout and enthusiasm to help was spectacular: Over 60 healthcare workers came to donate over the course of two days, donating enough blood to save 125 lives.

Hana’s experience has opened her eyes to the incredible role healthcare workers play in keeping the rest of us safe every day. “This service project and pandemic have shed new light on how truly amazing health care workers are. With COVID-19, they have worked countless hours, taken many precautions, and risked their lives to protect us—and now over sixty of these individuals donated blood on top of that. This experience has opened my eyes to how very fortunate we are to have these amazing people in our communities.”

Hana is eager to keep helping, and is already planning her next blood drive. For other people interested in finding ways to help out in their communities, she offers, “My best advice is just to ask! Contact local shelters, foundations, or movement organizations and ask how you can get involved. Also, 4-H extension coordinators are great resources for finding service projects near you. There are usually plenty of people who are always looking for a helping hand.”

Organizing a blood drive with healthcare works

Hana Pfeiffer’s hometown in rural Idaho is facing an ongoing shortage of donated blood to perform life-saving procedures at the local hospital. Inspired by her experience as a 4‑H leader in...

Paying Opportunity Forward

Nalia Warmack, Illinois

From an early age, Nalia Warmack recognized that learning something new could be a life-changing opportunity. In her Illinois hometown, these opportunities came in the form of 4-H, which she joined at the age of four.

For Nalia, having access to small opportunities throughout her childhood had a snowball effect that made a profound impact on her life. She vividly remembers the first time she participated in a public speaking workshop. It was there that she found her voice and gained confidence in being herself around other people. This experience ignited within her a desire to seek out new experiences and opportunities to learn new things. “The inspiration I got from taking that public speaking workshop gave me the confidence to take another training, which inspired me to take another opportunity, and the next one, and so on, until I realized my life had taken a different trajectory thanks to the skills I had learned and the people I had met along my journey,” she said.

As Nalia began to reflect on what opportunity means—and the idea that a small experience can have a profound effect on a young person’s life—she began to wonder if she could help replicate the same types of opportunities she had as a kid for more young people. “When I looked back to my starting point, I was able to recognize the opportunities that led me to where I am today, and I am so thankful to have had them. But it occurred to me that not everyone has opportunities like that. That led me to start Mission: Opportunity. I know that every kid can achieve so much if given the chance – but unfortunately, not everyone has those chances,” she explains.

With the help of her 4-H mentors and friends, Nalia has already reached more than 500 youth throughout Illinois with workshops, camps, demonstrations, programs, and other learning opportunities. Drawing on her own experience, she’s been able to teach everything from natural disaster preparedness, to 3D printing, DNA extraction (from strawberries), genealogy and much more. Nalia hopes these experiences will inspire kids in the same way she was inspired growing up. She explains, “I hope these opportunities allow others to discover new passions and find paths that will lead them to take even larger opportunities. Inspiration is contagious, and my hope is to not only inspire kids to take the opportunities they find in front of them-- but to actively create opportunities for others.”

Since the onset of COVID-19, Nalia has been shifting her opportunities to virtual settings. Despite the additional challenge, she hopes to triple her impact by summer 2021. She encourages those who wish to get involved to share their own skills and passions with the people around them.

Paying opportunity forward

From an early age, Nalia Warmack recognized that learning something new could be a life-changing opportunity. In her Illinois hometown, these opportunities came in the form of 4‑H, which she joined at the age of four. ​ For Nalia, having access to...

Giving All Kids Access to 4‑H Camp

Amelia Sale, Georgia

Amelia Sale, an 18-year-old from Oconee County, GA, found something at 4-H camp that has had a profound effect on her life: a sense of confidence, purpose and belonging. “It’s really where I feel as if I am loved and celebrated for being myself,” she explains.

Through her local 4-H club, Amelia has been working with kids with special needs since she was in fourth grade. From an early age, she recognized that while these young people have unique skills, interest and personalities, they often don’t have access to the same types of opportunities that other kids do. So, she decided that the best way to help would be to give kids with special needs access to the same opportunity that had changed her life: 4-H summer camp. To make it happen, she launched an online jewelry business to raise money for 4-H camp scholarships.

“I wanted to take my hobby of arts and crafts and use that skill to bring kids with disabilities into 4-H. Summer camp is the reason I fell in love with 4-H and I love working with kids with special needs, so I wanted to give all kids the chance to go to camp. Jewelry making is my favorite hobby so I decided to combine all of these passions into a small business,” says Amelia.

To date, Amelia has sold over 500 pieces of jewelry, raising about $800—enough for three camp scholarships. Since COVID-19 hit, many summer camps have been cancelled in 2020—but Amelia is undeterred. She is using the extra time to sell more jewelry so she can expand her scholarship initiative in 2021. Amelia also engages in advocacy to help more kids find out about the opportunity to participate in 4-H locally. So far, through a combination of social media, speeches, and word-of-mouth communication she has reached around 5,000 individuals with her message of equality and opportunity.

Giving all kids access to 4‑H camp

Amelia Sale, an 18-year-old from Oconee County, GA, found something at 4‑H camp that has had a profound effect on her life: a sense of confidence, purpose and belonging. “It’s really where I feel as if I am loved and celebrated for...

Providing Supplies to Elderly Community Members

Amanda Hibbard, New Mexico

Amanda Hibbard lives in a rural ranching community in New Mexico, where elderly neighbors were running low on household staples due to stay-at-home orders during COVID-19 times. Using access to her family owned grocery store, Amanda, along with her siblings and parents, saw the opportunity to help pick-up and deliver necessary supplies for 11 other families, each week.

In fact, her family has been doing this since 2016, and now she can make sure the older population in her community stays comfortable, healthy and safe.

“It can be very hard to find what we need, both for our store and the people we shop for. The biggest problem we’ve come across is not always being able to find basic necessities,” says Amanda.

It’s harder to find specific items now, but thanks to the lessons in leadership Amanda and her siblings have learned in 4-H, like consumer decision making, they have tracked which stores had the cheapest brand names, as well as regular food items.

Amanda’s family has remained healthy, although she admits the stress occasionally impacts them. She says others can “take care of the people around you, especially the people at risk at this time. Show them love and appreciation, just be a friend.”

If others want to get involved, Amanda suggests they can offer to pick up basics like milk or a pack of toilet paper for high risk neighbors and that being willing can go a long way.

Providing supplies to elderly community members

Amanda Hibbard lives in a rural ranching community in New Mexico, where elderly neighbors were running low on household staples due to stay-at-home orders during COVID-19 times. Using access to her family owned grocery store, Amanda, along with her siblings and...

More youth stories

Healthy living.

Battling the Opioid Crisis

Dani Jo Thatcher, Elmo, Utah

Dani Jo’s personal mission is to encourage all residents in her hometown to clean out their medicine cabinets. Dani Jo is from Emery County, Utah, a rural area that has been heavily affected by the opioid crisis. She has been working to personally battle the crisis in her local community since she lost an uncle to an accidental overdose.

Through her involvement in the Well Connected Communities initiative, she is working with other youth and adults to build a community coalition to help solve the opioid epidemic facing Emery County. She has met with the local sheriff and local pharmacists to help grow awareness and serve community members. Through presentations and efforts to encourage community members to discard unused medications at the county drop box, Dani Jo is making a positive impact in Emery County.

Battling the opioid crisis

Dani Jo’s personal mission is to encourage all residents in her hometown to clean out their medicine cabinets. Dani Jo is from Emery County, Utah, a rural area that has been heavily affected by the opioid crisis. She has been...

Fighting Mental Health Stigmas

Florencia Tellechea, Davis County, Utah

Florencia has always loved living in Davis County – from the gorgeous landscapes, great people and unique culture, she loves the sense of community. When suicide rates in the county began to increase and mental health became an issue in the local high school, she knew she had to help. Florencia got involved in the Well Connected Communities initiative and the Mentes Sanas youth team where she joined other youth and adults to help erase the stigma around mental health in the Latino community and grow awareness on resources that are available to help.

Florencia helps lead workshops that address mental health topics, including providing resources to train community members on how to recognize mental health issues and coping skills. Florencia loves being a part of Well Connected Communities and hopes to see it continue to grow and make a positive impact on the community that she loves. She believes her involvement has not only helped her become a better leader, but a better person overall.

Fighting mental health stigmas

Florencia has always loved living in Davis County – from the gorgeous landscapes, great people and unique culture, she loves the sense of community. When suicide rates in the county began to increase and mental health became an issue in the...

Providing Food to a Community in Need

Pearl Daskam, Ubly, Michigan

Pearl Daskam is the co-founder of a project called “Meating” the Need for Our Village. The project is the result of a group of youth realizing a need in their community -- a lack of protein options at the local food pantry. Although at 12 years old, the kids were too young to drive, did not have jobs, and did know how to grow food, they decided to start raising chickens and donating the meat to the food pantry.

Four years later, the project has grown significantly with guidance from community organizations, Michigan State University Extension Specialists, area farmers, egg and dairy producers, large and small businesses, and volunteers ranging in age from 8 to 80.

Pearl is the recipient of a 2019 Culture of Health Award. The awards are made possible with the support of the Robert Wood Johnson Foundation as part of the Well Connected Communities initiative. Monica Hobbs Vinluan, Senior Program Officer for the Robert Wood Johnson Foundation presented the awards.

Providing food to a community in need

Pearl Daskam is the co-founder of a project called “Meating” the Need for Our Village. The project is the result of a group of youth realizing a need in their community — a lack of protein options at the local food pantry....

Bringing STEM to Diverse Youth

Aja Capel, Illinois

Aja’s passion for STEM was ignited through her frustration with the under-represented minority STEM gap. As a result, she started See Me in STEM with a mission to provide exposure, access, and STEM opportunities to under-represented youth. She impacted 122+ youth in her community.

Bringing STEM to diverse youth

Aja’s passion for STEM was ignited through her frustration with the under-represented minority STEM gap. As a result, she started See Me in STEM with a mission to provide exposure, access, and STEM opportunities to under-represented youth. She impacted 122+ youth in...

Changing Communities through Data Visualization

Clyde Van Dyke Youth in Action Award National and STEM Pillar Winner

Clyde Van Dyke was told at a young age that he likely would not graduate from high school or ever be successful. Facing many challenges, he didn’t have the support he needed and lacked the confidence to get out of his comfort zone. But when his friend brought him to the 4-H Tech Wizards After-School program, his life changed in a drastic way. In 4-H, he learned to communicate, collaborate and be a leader and was introduced to a geospatial program that allows him to create maps that visualize data to help spark action in the community. He has created geospatial maps to visualize costs of attending 4-H camp for low-income families, drug overdose deaths and the factors that may contribute to their increase, and more. Clyde plans to attend the State University of New York, Delhi, and pursue a career in digital forensics.

Changing communities through data visualization

Clyde Van Dyke was told at a young age that he likely would not graduate from high school or ever be successful. Facing many challenges, he didn’t have the support he needed...

Teaching Youth Valuable Coding Skills

Decklan Thomas, West Virginia

Following the footsteps of three generations of his family in the trucking industry, Decklan, a high schooler in West Virginia, planned on becoming a diesel mechanic. The field was appealing not only because of family tradition, but also because it allowed him to do something he liked: identifying problems and fixing them. Through his local 4-H club, he was introduced to computer science.

Decklan didn’t realize he was coding at first—it just felt like solving a puzzle on the computer. As he began to code more, he quickly saw the parallels between the skills needed to be a mechanic and the computer science he was learning at 4-H and now sees a range of possibilities for his future, including his first interest, diesel mechanic. Now, as a 4-H teen computer science ambassador, Decklan helps other youth learn computer science, creating opportunities for himself and others in his community.

Teaching youth valuable coding skills

Following the footsteps of three generations of his family in the trucking industry, Decklan, a high schooler in West Virginia, planned on becoming a diesel mechanic. The field was appealing not only because of family tradition, but also because it allowed...

Helping Kids through Coding

Ethan Auyeung, California

At nine years old after playing video games with a friend, Ethan Auyeung discovered Scratch, an introductory coding program that allowed young people to create their own games. Over the next three years, Ethan worked to learn Javascript, Python, C++, and Java. Later on, Ethan created Three Helping Hands to solicit donations for the homeless population in his community. After realizing that Ethan wanted to do more to help his community than only give donations, he started teaching coding classes to kids in an afterschool program.

Learn more about Scratch and how its being used for  4-H STEM Challenge.

Helping kids through coding

At nine years old after playing video games with a friend, Ethan Auyeung discovered Scratch, an introductory coding program that allowed young people to create their own games. Over the next three years, Ethan worked to learn Javascript, Python, C++, and...

Growing Online Learning in Rural Areas

Emily, Catoosa County, Georgia

Emily joined the Microsoft Tech Changemakers program when she learned how many people in Georgia still lack broadband access. Emily has always had access to the internet and she grew up learning digital skills from her parents. It was a way for her family to spend time together and it had a huge impact on her. She is training parents of children at the local elementary schools to help them foster their own children’s online learning and bring their families together.

Growing online learning in rural areas

Emily joined the Microsoft Tech Changemakers program when she learned how many people in Georgia still lack broadband access. Emily has always had access to the internet and she grew up learning digital skills from her parents. It was a way...

Helping Adults Learn Digital Skills

Cameron, Dodge County, Wisconsin

Cameron was inspired to join the Microsoft Tech Changemakers program because of his own trouble accessing the internet at home. With 30% of residents in his community being over age 55 he realized the impact they can have on creating more local opportunities. He is focused on educating adults about digital skills and broadband to help them improve their lives and create more demand for broadband locally.

Helping adults learn digital skills

Cameron was inspired to join the Microsoft Tech Changemakers program because of his own trouble accessing the internet at home. With 30% of residents in his community being over age 55 he realized the impact they can have on creating more...

Community & civic engagement

Fighting for LGBTQ+ and Racial Equity and Inclusion

Mayyadah Zagelow, Washington True Leaders in Equity Ambassador

Mayyadah Zagelow’s 4-H experiences connected her with youth from vastly different backgrounds and life experiences from her own. Mayyadah is an advocate who works for social change in 4-H and her community. She is a senior in high school and very active in leadership and citizenship activities.

Passionate about LGBTQ+ rights and addressing racial inequities, Mayyadah is a founding member of a grassroots youth movement in Washington state called the Equity and Inclusion Teen Taskforce. Through this taskforce, Mayyadah is working with fellow 4-H’ers to educate adults and teens about gender identities, expression, orientation and biological sex, as well as the challenges facing the LGBTQ+ community. Mayyadah hopes that through her efforts, we can create a world of inclusion for all 4-H youth.

Fighting for LGBTQ+ and racial equity and inclusion

Mayyadah Zagelow’s 4‑H experiences connected her with youth from vastly different backgrounds and life experiences from her own. Mayyadah is an advocate who works for social change in 4‑H and her community. She is a senior in...

Creating Opportunities for Youth

Stanley Celestine, Jr., Louisiana

Stanley Celestine, Jr., is a nationally recognized education reformer, youth development practitioner, and youngest member of the Avoyelles Parish School Board. He is also the founder and executive director of the Forum for Opportunity Youth, a nonprofit that supports young people who are disconnected from school and work.

Creating opportunities for youth

Stanley Celestine, Jr., is a nationally recognized education reformer, youth development practitioner, and youngest member of the Avoyelles Parish School Board. He is also the founder and executive director of the Forum for Opportunity Youth, a nonprofit that supports young people...

Helping Refugees in Their New Communities

Mariah Canton, California True Leaders in Equity Ambassador

An 11-year member of California 4-H, Mariah Canton is passionate about education and the positive effect 4-H can have on communities. While traveling to Greece to work with refugees and teach English, Mariah and her team provided refugee teenagers with useful skills for navigating their new communities.

The resilient and vibrant refugee community inspired Mariah to get involved with the refugee community in her hometown, a startup group aiming to prepare refugees to enroll in local schools. The group helped refugees with homework, discuss their experiences in America, and learn to read and speak English. Through her involvement with the True Leaders in Equity Institute, Mariah has worked with county 4-H staff to begin an initiative to reach out to local refugee families. She hopes this initiative provides a welcoming influence and positive learning environment through 4-H for refugee youth.

Helping refugees in their new communities

An 11-year member of California 4‑H, Mariah Canton is passionate about education and the positive effect 4‑H can have on communities. While traveling to Greece to work with refugees and teach English, Mariah and her team...

Fighting LGBTQ+ Discrimination

Emma Newell, Ohio

Emma Newell is an Ohio 4‑H alumna, National 4‑H Council Young Alumni Advisory Committee member, and self-proclaimed ally. Emma joined a committee to assist in educating friends, faculty, and staff in 4‑H about the LGBTQ+ community, which led to the creation of the Ohio 4‑H LGBTQ+ Summit. Through her work, she has learned how to best advocate for this group, create a safe space for them and join the fight for equal rights.

Fighting LGBTQ+ discrimination

Emma Newell is an Ohio 4‑H alumna, National 4‑H Council Young Alumni Advisory Committee member, and self-proclaimed ally.  Emma joined a committee to assist in educating friends, faculty, and staff in 4‑H about the LGBTQ+ community, which led to the creation...

Educating about the Importance of Honey Bees

Jacob Shuman, Ohio Youth in Action Agriculture Pillar Winner

Jacob Shuman became an advocate for bees through Ohio State University Cooperative Extension after finding out that Ross County was one of the unhealthiest counties in Ohio.  In response to these findings ,  he developed Teens Educating Adults and Children about Honey Bees (TEACH B) program. Through the TEACH B program, Shuman leads live bee education, demonstrations and lessons on the importance of bees to agriculture and the economy. He is an Ohio State ambassador and the recipient of the National 4-H Council Merck Y outh Agriculture Advocacy Award, and he has the honor of being recognized by Ohio Senator Bob Peterson for his work in environmental sciences.  The 2016 4-H Youth in Action Agriculture Pillar Winner, Jacob is now studying at the Ohio State University - Agriculture Technical Institute in Wooster, OH, specializing in Extension Education with a minor in entomology. Jacob is furthering his TEACH B working with honey bees as a research assistant and is the current president of the Ohio State University – ATI Bee Club. 

Educating about the importance of honey bees

Jacob Shuman became an advocate for bees through Ohio State University Cooperative Extension after finding out that...

Fighting Food Waste

4‑H Science Matters Team, Johnson County, Kansas

4-Hers involved in the Science Matters program not only participate in hands-on activities that broaden their perspectives about today’s science and agriculture, but they are also challenged to develop action plans and create long-term solutions for challenges facing their local communities.

Teens in Johnson County, Kansas, saw a big issue with the large amount of food waste in their community. In their county alone, they found that an estimated 162 million pounds of food is wasted annually. The team was inspired to create a policy to encourage school districts, businesses and homeowners to reduce food waste. They began with a local school and reached out to all 8th graders to push for food waste prevention measures within their school district.

After looking into additional ways to influence policy change on this issue, they worked with their Board of County Commissioners to proclaim May 23 as Johnson County Food Waste Prevention Day to help bring additional awareness to this important issue.

Fighting food waste

4‑Hers involved in the Science Matters program not only participate in hands-on activities that broaden their perspectives about today’s science and agriculture, but they are also challenged to develop action plans and create long-term solutions for challenges facing...

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How to Make an Outline for an Entertaining Speech

The words "public speaking" strike fear into the hearts of many otherwise brave men and women. Yet, with careful preparation and practice, anyone can deliver a speech that is both informative and entertaining. If you have been given a public speaking assignment -- whether for a wedding, business gathering or civic event -- you can outline your remarks in a three-part format comprised of the introduction, the body of the speech and the conclusion.

Write your introduction. In the outline, begin by greeting your audience and thank them for their attendance. Be sure to acknowledge your hosts as well. In addition, give a brief statement establishing your credibility. This statement may reference your personal or professional experience, for example. Preview your speech's main points in this part of the outline.

Begin the next portion of the outline with a transition statement that moves the speech from the introduction to the main body. This statement may be a "review/preview," a rhetorical question or a signpost.

Write the body of your speech. Start your speech proper with an "attention grabber." This might be a question, an anecdote, a quote or an analogy. In a sentence or two, tie your theme to the audience. This can be done, for example, by stating something like "The reason we're all here today..." Write your main points, making sure that each one has at least two sub-points. For each sub-point, give at least two statements of evidence in support.

Write your conclusion. This portion of the speech will allow you to review and summarize your main points. Reconnect to the audience, reminding them of the purpose of the gathering. Make your concluding remarks, thanking audience members for their time and attention and signaling the end of your talk.

• Use transition statements between the introduction and the body, between each main point and between the main body and the conclusion.
• Northern Virginia Community College; Sample Outline for a Talk
• University of Southern Mississippi; Speech Transitions

Colby Phillips' writing interests include culture and politics. Phillips received a Bachelor of Arts in English from the University of Oregon and a Master of Arts in philosophy from Boston College.

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April 30, 2024 - US university protests

By Rachel Ramirez, Chandelis Duster, Samantha Delouya, Tori B. Powell, Aditi Sangal, Amir Vera, Deva Lee, Kathleen Magramo, Dalia Faheid and Elizabeth Wolfe, CNN

Our live coverage of the protests rocking US campuses has moved here

Over 100 protesters arrested across 2 New York college campuses, law enforcement official says

From CNN’s Mark Morales

Over 100 protesters were arrested Tuesday at Columbia University and City College of New York, according to a law enforcement official.

Most of the arrests were made at Columbia, including about two dozen protesters who police say tried to prevent officers from entering the campus, the official said.

Tactical teams at Columbia first set up a perimeter around the campus to hold back protesters and prevent further arrests, according to the official. Offers then entered the campus through multiple entry points.

"It's still a student-fueled movement," Columbia student magazine editor says

From CNN's Kathleen Magramo

Jonas Du, editor-in-chief of a Columbia student magazine, told CNN that the protests on campus are student-fueled regardless of any outsider involvement.

It’s “hard to say” whether those arrested from Columbia's Hamilton Hall were students or from outside the institution, the Columbia Sundial editor said.

“Even though campus has been locked down to Columbia ID holders, now there has been ways of getting in, getting non-affiliated into campus. But for the most part you need Columbia IDs, you need students to provide you with IDs that can get you into campus," said Du, who is a junior student at the university.

Du said he believes there is “evidence” of outside organizations behind the occupation's planning, but he also says numerous Columbia students were inside Hamilton Hall. 

He said he recognized “many, many Columbia students in the crowd” that formed human chains around the entrances to Hamilton Hall while reporting on the protests. 

“At the end of the day, it's still a student-fueled movement. It wouldn’t have gotten to (this) extent without the of the student organizations here.” 

Du said students received a text message and email alert from the school stating that a shelter-in-place order had been issued, asking them to remain in their dorms and not to go on campus.

"But all of us knew that that was sort of a signal that the NYPD was going to raid campus," he added.

Video shows Arizona State University police officer removing protester’s hijab during arrest

From CNN’s Cindy Von Quednow

Video taken over the weekend at Arizona State University shows a campus police officer removing a hijab from a protester’s head during her arrest.

The blurred video, obtained by Mass Liberation AZ and provided to CNN by attorney Zayed Al-Sayyed, who represents the women, shows several ASU Police Department officers surrounding a woman whose hands are held behind her back as one of the officers removes her hijab.

People nearby can be heard yelling, “You’re violating her privacy,” and “Give it back.”

The officers then pull the woman’s sweatshirt hood over her head and a bystander yells, “So she can wear a hood but not her hijab?” At one point one of the officers blocks the woman from the view of those taking the video, as a person yells, “let her go!”

A lawyer representing her and three other women who said it also happened to them is demanding accountability.

Al-Sayyed, who said the arrests took place early Saturday, did not identify the women but indicated that three of them are students at the university and all four are Phoenix-area residents. They are facing criminal trespass charges.

Upon being taken into custody, Al-Sayyed said, the women explained the significance of a hijab and “begged” to keep their hijabs, but he said they were told that their hijabs had to be removed for safety reasons.

“They never expected that an officer … who’s sworn to protect and serve is going to violate their most basic protected right under the United States Constitution, which is the right to practice their religion. So they're hurt,” Al-Sayyed said.

After being detained and bused to jail, the women were not given their hijabs back, Al-Sayyed said.

Around 15 hours later, when he was finally given access to his clients, Al-Sayyed said he was able to bring them new hijabs.

The Arizona chapter of the Council on American-Islamic Relations (CAIR-AZ),  condemned  the university police for the recorded incident and others like it and called for a full investigation.

“This act represents a blatant infringement upon the religious liberties of peaceful protesters. It is profoundly distressing for the affected women, and ASU Police must conduct a thorough investigation into this matter,” Azza Abuseif, executive director of CAIR-AZ, said in an email to CNN.

In a statement to CNN, the university said, “This matter is under review.” CNN has reached out to the Maricopa County Attorney's Office for comment.

Protests will continue despite police presence at Columbia, student negotiator says

A lead student negotiator for protesters at Columbia University has told CNN that protests will continue on the campus despite the school's request for a police presence.

The university has asked NYPD to maintain its presence on campus until May 17.

"I’m very confident that students will continue this movement even after all this brutality against them," negotiator Mahmoud Khalil said, adding that students still have the right to protest despite increased security.

Since negotiations between student protesters and the Columbia University administration began two weeks ago, the university has not viewed them as an anti-war movement, he said. 

"Instead, they dealt with it as an internal student discipline matter. They negotiated with us about bringing food and blankets to the encampment. They refused to acknowledge that this actually is more than that, this is a nationwide movement.

"This is a movement that asks Columbia to divest its investments from the companies that are fuelling the war in Gaza right now,” said Khalil, who is a second-year graduate student at Columbia.

Tensions escalated on campus when officers entered Columbia's Hamilton Hall , which had been occupied by protesters since the early hours of Tuesday, and dozens were seen being arrested.

Khalil said that "the autonomous group decided to take that building when they felt the university is not answering their demands" and was "alienating" them.

Police presence at Columbia may dampen graduation celebrations, CNN journalist and student says

From CNN's Elizabeth Wolfe

Julia Vargas Jones, a CNN journalist and Columbia Journalism School graduate student, said the university's request for an on-campus police presence through May 17 will only "dampen the mood even more" as students and their families prepare for graduation.

NYPD swarmed the university Tuesday night after the university authorized them to go into the campus to clear out a building being occupied by protesters. CNN has witnessed dozens of arrests.

"Graduation is May 15. That is my graduation as well. I have family coming from Brazil to come watch me walk across the stage and get my diploma. I hope of course, as everyone does, that this (graduation) can happen," Jones said.

"But at the same time, is there a climate for celebration, for graduation?" Jones said.

Jones said she's unsure the climate on campus will be celebratory as graduation nears.

"I spoke to a lot of students on campus today and students were just feeling caught in between. I don't really see celebration being something we flock to in the coming weeks," she said. "I'm interested to see who will actually attend graduation."

Jones said she has not witnessed any violent altercations as she reported from inside Columbia’s campus Tuesday night. After the campus was cleared by NYPD, Jones described the atmosphere as quiet enough to “hear a pin drop.”

NYPD used flash bangs to breach Columbia building where doors were barricaded

From CNN’s Matthew Friedman and Miguel Marquez

NYPD officers used flash-bang grenades to breach Columbia's Hamilton Hall, which protesters had barricaded themselves inside Tuesday, the police department told CNN.

The building's doors had been barricaded with chairs, tables and vending machines, and windows had been covered with newspaper, the NYPD said.

When a flash-bang grenade is deployed , it emits a bright flash and a very loud bang, often used to shock and disorient. 

Video posted by NYPD Deputy Commissioner Kaz Daughtry shows officers searching a bookshelf-lined office after busting the door's lock with a hammer.

Another video shows officers packing a stairwell and passing chairs to one another.

At least 50 officers had earlier used an elevated ramp to climb into the building through a window. 

Columbia University property has been cleared, NYPD says

From CNN’s Matthew Friedman and Miguel Marquez at Columbia

Columbia University’s property has been cleared, the New York Police Department told CNN, less than two hours after officers entered the school’s campus in Morningside Heights.

Hamilton Hall has also been cleared, the NYPD says, and nobody was wounded during the operation. 

The NYPD is still monitoring different locations for protesters across the city, they said.

Photos show NYPD action at Columbia University

From CNN Digital’s Photo Team

The New York Police Department entered the Columbia University campus late Tuesday evening after receiving a letter from the university authorizing them to go into the campus, a law enforcement source familiar with the situation told CNN. 

Officers entered Hamilton Hall , which had been occupied by protesters since the early morning hours Tuesday.

Dozens of people have been arrested.

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