Ages 5-14 · Encinitas, CA city · Book 5, Empathy

Care Packages — Encinitas, CA

A Encinitas, CA food drive teaches logistics. Whether it teaches empathy depends entirely on whether the children ever met the need. Encinitas has a population of about 61,588.

Small, specific and for a named person, which is worth more than volume every time.

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 Encinitas, CA 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 Encinitas

Session 1
Pick the need first, from the people who actually have it
Session 2
Read the story and name why helping cost him something
Session 3
Plan the smallest useful thing, and do it this week
Session 4
Do it without announcing it, and see how that feels
Session 5
Say afterwards what changed for the person, not for us

What Encinitas, CA leaders ask first

Is care packages in Encinitas, CA 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 5-14. 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.

How do we find a real need in Encinitas, CA rather than inventing a project?

Ask the people who have it. The session order is deliberate — the need comes first and the activity is built to fit it, not the other way round.

Does this have to be a big project?

No, and big projects are usually the ones that teach least. One useful thing, done this week, without announcing it, is the whole lesson.

How a session actually runs in Encinitas

Step 1
Notice the person, not the situation
Empathy starts as an attention skill before it is ever a feeling. Children in Encinitas, CA 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.