Ages 5-13 · Floyd County, IA county · Book 5, Empathy

After-School Programs — Floyd County, IA

Floyd County is one of 99 counties in Iowa. Nobody signs a child up for an empathy program. They sign up for a badge or a game, which is why this has to live inside those.

Mixed ages, volunteer staff, contested hours. Written for exactly that room.

The book behind it

Ellis Abel and the Helping Hand

“What matters more than earning a Gold Star?”

Empathy: notice when someone else is struggling.
Courage and accountability: tell the truth about a mistake.
Teamwork: success is more than awards or perfect grades.

Ellis Abel is a character series. Volume 5 carries the value empathy, and the story does the teaching. There is no doctrine in it and nothing for a family to opt out of, which is why it runs in Floyd County, IA in public schools, libraries, clubs and living rooms without changing a word.

Read about Ellis Abel and the Helping Hand · The whole series

Five sessions in Floyd County

Session 1
Open with the story, not the lesson — the lesson lands after
Session 2
Small groups: where does this show up in our room, specifically
Session 3
The adult goes first, with a real example that cost them something
Session 4
Each child writes the one step they take before next week
Session 5
Follow up by name the following week and ask what happened

What Floyd County, IA leaders ask first

Is after-school programs in Floyd County, IA a religious program?

No. Ellis Abel is a character series. Each volume carries one named core value — this one is empathy — and the story does the teaching. There is no doctrine in it, nothing to opt out of, and it is used in public schools, libraries and secular programs as readily as anywhere else.

What ages does this work for?

Ages 5-13. The story is read aloud, so a child who cannot read yet is fully in it, and the discussion prompts are written in two bands so one adult can hold a mixed-age room.

What does a Floyd County, IA program need to run this?

A room, an adult, and thirty minutes. No kit, no screen, no prep beyond reading the page before the children arrive.

Can we run it as a drop-in rather than a series?

Yes. Each session stands alone, and the arc is stronger if they come back, but nothing breaks if a child only ever comes once.

How a session actually runs in Floyd County

Step 1
Notice the person, not the situation
Empathy starts as an attention skill before it is ever a feeling. Children in Floyd County, IA are asked to name one specific person who had a bad day this week and how they could tell — which most of them can do immediately, and have never once been asked.
Step 2
Name what helping would cost
This is the session that makes the book different. Ellis Abel gives up his own moment for Maya. Children work out, out loud, what a specific act of helping would actually cost them — time, a turn, a place in a queue, looking silly. Kindness that costs nothing teaches nothing.
Step 3
The harder one: telling the truth about a mistake
The book's second lesson is the one adults skip. Owning a mistake in front of people is harder than helping, and it is the thing that actually repairs a classroom. The adult in the room goes first, with a real one.
Step 4
Do it, and do not announce it
One useful thing, this week, for one named person, done without telling anyone. The follow-up asks what changed for that person — not how the helper felt, which is the question that turns service into a performance.

The rules that make it work

Helping has to cost something

Kindness that is free teaches nothing, and children over about eight already know it. The cost is named out loud in every session.

Notice first — it is an attention skill

Empathy gets taught as a feeling children are supposed to summon. It starts as noticing one specific person, which is trainable and testable.

Owning a mistake is the harder lesson

Helping a friend is easier than admitting you were the one who caused the problem. The book teaches both, and this is the one adults skip.

Do not announce it

The moment helping becomes a thing you are seen doing, it becomes a performance. The follow-up asks what changed for the other person, never how the helper felt.