In the quiet hum of an elementary school afternoon, while most students rush out the door to catch their rides home, three fifth-grade girls at Floyd Elementary School were staying behind with a purpose. Callie Johnson, Sydney Cristiano, and Payton Harrington—now known throughout the halls as the President, Vice President, and Secretary of their very own student-led tutoring club—have not only shown initiative and leadership beyond their years, but they’ve also created something that may very well have a lasting impact on the school and those who attend it.
What began as a casual after-school gathering of friends quickly blossomed into something far greater. In early 2024, Heather Harrington began working at Floyd Elementary. Like many staff members, she often brought her daughter Payton to school, where she and several other “staff kids”—children whose parents worked on campus—would wait together after the final bell rang. These students had become fast friends during those extra hours.
One day, that group of friends decided they wanted to create something of their own. At first, it was a bake sale. They plotted out cupcake recipes and pricing structures in the back of a kindergarten classroom, complete with notebooks, calculations, and colorful plans. They envisioned cookies, brownies, and cupcakes galore, sold to raise money for… well, something they hadn’t quite figured out yet. Despite their creativity and drive, their ambitious plan hit a roadblock: time. All three girls were already involved in sports and other extracurriculars. Between games, practices, and homework, baking trays of sweets just didn’t seem feasible.
Still, they didn’t let that stop them. With their notebooks still open and pencils in hand, the trio returned to the drawing board. That’s when inspiration struck: tutoring. They could use their knowledge and energy to help younger students struggling with reading, math, and other subjects.
From there, the idea took off like wildfire. The girls didn’t waste any time—they appointed themselves leaders of their new club, assigning each other roles and responsibilities. Callie Johnson became President, Sydney Cristiano the Vice President, and Payton Harrington the Secretary. Together, they formed a team with a mission: to create a free, accessible tutoring club that would offer support to younger students who needed just a little extra help.
With the support of their peers and a solid plan in hand, the girls knew they needed official approval. They approached Kirsten Johnson, a kindergarten teacher and Callie’s mom, who advised them to bring the idea to the school principal, Mr. Bailey. The idea of three fifth-grade students marching into the principal’s office with a full proposal might intimidate many kids, but not this crew.
“They were so determined,” said Heather Harrington. “We honestly thought that would be where it ended, that they’d get nervous or give up. But they didn’t. They went in and presented their idea with confidence and clarity.”
To everyone’s amazement—but not their surprise—Mr. Bailey gave them the green light. His only condition? They needed a staff member willing to oversee the group. With their parents—who were already juggling teaching and after-school responsibilities—unable to take it on, the girls canvassed the campus in search of a teacher willing to lend their time and energy.
That’s when they talked to Mrs. Cortright, a first-grade teacher who immediately saw the potential in what the girls were building. “Absolutely,” she told them. “Some of these kids really need it.” With her support, the club found its legs—and its classroom.
Together, the team got to work developing the infrastructure of the tutoring program. They outlined rules and expectations, designed flyers to send home with students, and created a car line system for parents to pick up their children afterward. The tutoring sessions were held twice a week: Tuesdays were reserved for kindergarten and first-grade students, while Thursdays were for second and third graders. Each tutor would work with small groups—two students per grade level—allowing for personalized, focused attention.
And this wasn’t just a couple of worksheets and coloring pages. The girls put serious effort into planning each session. On days when tutoring wasn’t in session—Mondays, Wednesdays, and Fridays—they met to discuss lesson ideas and student progress. They used the laminator to create custom flashcards and learning games, tailored to each child’s needs. They even brainstormed specific activities, saying things like, “This kid is really struggling with their letter sounds, maybe we can make a matching game,” or “Let’s help them count by tens with something fun.”
From 3:30 to 4:15 p.m., Mrs. Cortright transformed into a space of encouragement and growth. Students waiting in the library until she was available, had a quick snack, and dove into their lessons. The tutors rotated between reading help, math drills, and literacy games—each activity crafted by their young mentors and guided by Mrs. Cortright’s watchful eye. The girls split their responsibilities evenly, and Mrs. Cortright ensured everyone had the tools and support they needed to make each session count.
At its peak, the club hosted up to 16 students per day, a number that filled up quickly once flyers went out. There was no cost to participate—just a desire to learn and a parent’s signature.
“It wasn’t just a fun project to them,” Heather said. “They took it seriously. They created a space where younger kids could build confidence and skills, and they did it with a lot of love and energy.”
As the school year progressed and state testing approached, the club wrapped up for the year. But the girls weren’t done yet. They began planning for what comes next—how to keep the program alive even after they move on to middle school. With Mrs. Cortright’s encouragement, they’ve started the process of identifying responsible, academically strong fourth graders who could carry the torch next year.
Their criteria? Students who are kind, committed, and available after school—just like they were. The girls plan to collaborate with fourth-grade teachers to get recommendations and will likely create a sign-up or application form to begin transitioning leadership.
Even as they look ahead to middle school, the girls are already brainstorming ways to stay involved in service projects. Though tutoring older students isn’t an option just yet, they’re not letting that stop them from dreaming up new ideas. Whether it’s expanding the program to other elementary schools or starting a different kind of club at their next school, one thing is clear—these three girls are just getting started.
“It’s kids like these that remind us why we’re here,” said Heather. “They saw a need, and instead of waiting for an adult to fix it, they fixed it themselves.”
What began as a simple idea—first a bake sale, then a tutoring club—has turned into a ripple of kindness, dedication, and educational support. Callie, Sydney, and Payton have not only improved the academic journeys of their fellow students, but they’ve also inspired everyone around them, showing just how powerful young voices can be when they’re given the chance to lead.
