Dorian and I were standing in front of a College Prep class at Brewer High School, looking out at a room full of seniors who had just heard us share the story of the D-Max Effect and what they could accomplish if they took on a community project of their own. We'd reached the final slide of our presentation, and there was just one question on the screen: Are you in?
The room was silent. You know that feeling when your stomach twists and you suddenly wonder if you've completely misread the room? That was me.
Usually, by the time Dorian and I walk into a classroom, the teacher has already decided to bring the D-Max Effect to their students, and we're there to kick things off. But this time was different. The teacher wasn't sure her students would be interested, so she invited us to share our story and let them decide for themselves. She made no promises. No guarantee we'd be coming back. Just Dorian and me, a slideshow, and one question running through my mind: Can we actually sell this? Can we get these students to want to experience what we've seen happen when young people lead something real?
We shared how Dorian's journey began in 2020, when he was just an elementary school kid who saw a problem and decided to do something about it. I've watched in awe as he's invited others to help and one idea has grown into something bigger, with more and more people getting involved. Together, we've raised more than $20,000 and collected thousands of items for families in need, and along the way, Dorian was recognized as Outstanding Youth in Philanthropy in Northern New England.
But what I wanted these students to understand wasn't the award or even the numbers. It was that Dorian started with an idea, invited others to join him, and discovered what they could accomplish together.
Brewer makes this visit especially meaningful because Dorian is now a high school freshman and, although he's homeschooled, he plays sports for Brewer and has deep connections to the community. He even organized a fundraiser at Brewer High School where his middle school team collected teddy bears for the Boys & Girls Club so children there could receive a birthday present.
Now we were back, asking these seniors to imagine what they could do for their own community through the D-Max Effect, a six-week leadership experience where students partner with a local nonprofit, set goals, make decisions, and turn their ideas into real impact.
And then we asked if they wanted to do it.
Silence.
In every other classroom, that final question had been a celebration because the students already knew they were participating. Here, nobody was answering, and for a moment, I wondered if we'd lost them.
I could have thanked them for listening and packed up our presentation, but I wanted this experience for them too much to walk away without trying again. So I kept talking, sharing more stories about what we'd watched other students accomplish and how much I believed these seniors could do right here in their own community.
Standing there with Dorian, I realized I was doing exactly what we were asking them to do. Leadership isn't just stepping up when everyone is already on board. Sometimes it's believing in something enough to keep going when you're not sure anyone will follow.
Then a student raised her hand.
"So… can we do it?"
The teacher asked for a show of hands, and almost every hand went up.
I keep coming back to that moment because it reminded me how easily we can mistake silence for a lack of interest. What if we'd accepted it as a no and walked away?
Sometimes silence doesn't mean "I don't care." Sometimes it means "I didn't know I was allowed to."
Once they said yes, we got to work, and the energy in that classroom completely changed. Ideas started coming, I was scribbling across the whiteboard, and students were talking about needs in their community and what they could do to help. My favorite moment came when they looked at their ideas, realized some might be a stretch, and started adjusting their plans without being told. They were already thinking critically, making decisions, and taking ownership.
One student even works at the Boys & Girls Club, the same organization that received Dorian's teddy bears, and with winter approaching, the Brewer class has an idea taking shape that could bring things full circle. We're keeping the details under wraps for now, but if you live in the Brewer area, you might want to keep an eye on your closet.
I've thought a lot about that class since Dorian and I left. These students needed the opportunity to discover what they could do with their own ideas.
They came in as an audience and left as a team.
That's why I created the D-Max Effect. After years of watching Dorian bring people together and seeing these same leadership principles in my college-level teaching, I wanted to put what I'd learned into a framework that could give more students this opportunity.
Our first pilot at United Technologies Center (UTC) in Bangor helped me begin documenting and refining that process, while students collected an incredible 1,200 toiletry items for Neighbors Supporting Neighbors. Now, thanks to support from Acadia Federal Credit Union, we're continuing that work at UTC with two more student-led projects, while funding from the New England Prevention Technology Transfer Center (NE PTTC) is bringing the D-Max Effect to Mid-Maine Technical Center (MMTC) in Waterville and Brewer High School.
Each class is tackling its own community challenge, and I can't wait to share what these students accomplish. For now, I'll just say that there are some exciting stories unfolding, and you'll want to come back to see how they turn out.
We spend so much time talking about preparing students to become tomorrow's leaders, but what happens when we give them the chance to lead today?
At Brewer High School, they said yes. And I can't wait to see what they do next.
Now, there's room for one more high school classroom.
Thanks to funding from NE PTTC, we have one funded D-Max Effect pilot opportunity remaining for a high school teacher who wants to give their students the chance to build leadership skills, take ownership of a real community challenge, and discover what they're capable of accomplishing together.
If you're that teacher, email me! And if you know an educator who would love this opportunity, please share this story. Somewhere there's another classroom full of students who may just be waiting for someone to ask.
Are you in?
