Before the sun rises over Amherst Regional Middle School in the United States, the gym fills with the thumping sound of basketballs and energetic music. A diverse group of students, some still wiping sleep from their eyes, gather for “Morning Movement and Mentoring,” a pioneering program that combines early-morning exercise with academic support and mentoring. Initiated as a simple way to entice teens to school with a few early hoops, this grassroots project has evolved into a multifaceted, youth-focused initiative now recognized for boosting academic performance and attendance—as well as transforming lives.
The significance of this approach extends well beyond Amherst, offering models and inspiration for Thai educators and policymakers. As Thailand continues to grapple with absenteeism, academic disengagement, and gaps in student motivation, the model emerging from Amherst highlights the potential of integrating physical activity and holistic support into the school day. With evidence accumulating globally about the impact of exercise on mental alertness, mood, and learning, Amherst’s program shows what creative solutions can achieve at the local level, backed by community partnerships and a focus on the whole student.
Launched three years ago by Seiha Krouch, a paraeducator determined to foster better school attendance and engagement, the program capitalizes on unused morning gym time. It has since expanded into a comprehensive operation serving around 70 middle school students, with daily attendance between 30 and 40. The routine runs Monday through Thursday from 7 to 8:45 AM, encouraging students to start their day with various forms of physical activity ranging from basketball to group jogs and fitness room workouts. As seen in the experience of Keisha, a previously struggling student who went from failing grades to consistent A+ scores, the combination of movement, mentorship, and accountability can yield dramatic improvements (source).
Central to the program’s success is the coordinated support provided by school staff, volunteers from local universities, and important community partners such as the police department. These adults act not merely as supervisors, but as caring mentors who check in on students’ academic progress, offer homework support, and model positive behaviors. As Dwayne Chamble, the district’s Out-of-School Time Coordinator, explained, “We’re holding them accountable…[while] letting them know that we’re invested in your success [as a student].” Family Center Director Marta Guevara adds, “If you offer what they need and want, they will come out,” highlighting how the program’s voluntary nature actually fuels its appeal.
Student voices further illuminate the life-changing effects of the initiative. Carlos, one of the participants, noted, “It held me accountable and I felt safe, it’s a safe environment and I built a community.” Parents, too, have spoken out: Paula, Carlos’s mother, said the program “has changed many lives…Thank God for this program.” Parent testimonials echo those of many Thai parents who worry about their children’s academic focus, emotional well-being, and social environment. As mother Bonnie described, the participation of police officers as mentors builds trust: “It allows our kids to see there are phenomenal police officers out there. I love it.”
The program’s partnership model is just as vital as its content. Amherst College and UMass Athletics have contributed student volunteers, expanding the sense of community and even promoting well-being among the college volunteers—an unexpected but welcome “win-win.” Local organizations such as CRESS (Community Responders for Equity, Safety, and Service) extend the circle of support, further embedding the program in the wider community. Critical logistical hurdles, such as transportation, have been addressed through local government funding (source), underlining the role of coordinated public investment in program sustainability.
There is growing consensus among education and health researchers about the benefits of school-based physical activity. A systematic review published in 2014 found that structured, school-based exercise can lead to meaningful improvements not just in physical health, but academic achievement and socioemotional outcomes (PubMed). According to a 2016 study, morning movement interventions like Amherst’s “Morning Blast” demonstrably enhance attention and readiness to learn throughout the school day (ResearchGate PDF). The principle is simple—exercise wakes up not just the body, but also the brain.
Thailand’s interest in holistic education models aligns with these findings. Although morning exercises (“wan auy kan”) have long featured in Thai schools, they are often brief and lack integration with targeted academic support or mentorship. The Amherst model provides a more comprehensive blueprint: It connects movement to mentoring, extents academic engagement beyond formal class hours, and explicitly builds scaffolded relationships between youth and adults. Such integration could be especially relevant in Thai contexts where students who are “left behind”—whether academically, socially, or behaviorally—struggle in silence.
Thai educators may also recognize echoes of the Cheer Thai (เชียร์ไทย) cooperative spirit in Amherst’s group warm-ups and closing circles, which help students build friendships, social resilience, and a sense of belonging—factors just as vital for school success as test preparation and rote learning. The presence of local role models (including police, athletes, and university students) mirrors long-standing Thai values around community leadership and intergenerational learning.
As Thailand confronts increasing rates of absenteeism and “learning loss” in the post-pandemic era (Bangkok Post), pilot programs inspired by Amherst’s Morning Movement could serve as valuable test cases. Pilot implementation could focus on schools facing chronic absenteeism or low morale, leveraging support from government agencies, local businesses, and universities in line with the “whole child” approach advocated by many international organizations.
Looking forward, broader uptake of such programs would necessitate navigating practical and cultural considerations. For example, adapting to the high morning temperatures in Thailand might mean altering the scheduling or choosing shaded or indoor venues. Linking physical activity to academic support in meaningful, voluntary ways—rather than as a punitive “catch-up”—is also vital to attracting genuine student interest and motivation.
For Thai policymakers, the lesson is clear: Investing in comprehensive, community-integrated school programs that combine movement, mentorship, and academic accountability can yield dividends reaching beyond the school gates. Experience from Amherst suggests that with creative leadership, community buy-in, and multi-sectoral collaboration, such projects are both possible and profoundly impactful.
For Thai readers—parents, teachers, administrators, and students—the call to action is to advocate for similar initiatives in your own schools and communities. If you are an educator, consider piloting morning movement groups combined with academic and socioemotional support. For community leaders and businesses, explore partnerships for funding, volunteering, or providing expertise. In every case, listen closely to students: Their needs, interests, and hidden strengths may surprise you, much as they did in Amherst.
At its heart, the Amherst Morning Movement and Mentoring program reminds us that even simple changes—structured exercise sessions, caring mentors, a positive school culture—can make a world of difference. Or, as the Thai proverb goes, “น้ำซึมบ่อทราย”—little drops make the pond. When it comes to nurturing Thailand’s youth, perhaps it’s time to make some early-morning waves.
Sources:
- The Amherst Current: Early Morning Program is Reshaping Teens’ Middle School Experience
- Daily Hampshire Gazette: Movement motivation: Morning program gives Amherst middle schoolers a jump on their day
- Amherst Rec news: Regional Community Impact of the Year Award
- Ready to Learn: The Impact of the Morning Blast Physical Activity Intervention
- Wikipedia: School physical activity programs
- Bangkok Post: Teachers flag pandemic-linked ‘learning loss’