They Start Small. Then They Adjust Up. Every Time.
One of my favorite things in the world is discovering patterns, and as we've launched new D-Max Effect projects in classrooms this fall, I've found myself noticing a few that repeat so consistently they've started to feel less like coincidence and more like truth about how young people grow when we give them the chance.
The first pattern shows up on day one. At the start of every project, I ask students to set a financial goal, to name how much they believe they can raise and what kind of impact they think they can make. Almost without exception, they start small. Most young people have never been asked to look at the people already in their lives as a source of ideas, introductions, and support, so they quietly assume they're starting from nothing. That's why one of the core beliefs of The D-Max Effect is that you already know more people than you think. Once students begin to see their world that way, something remarkable happens. When I ask them to revisit their goal, they adjust it upward, every single time, and you can actually watch their confidence rise in the room as they realize what's possible.
The second pattern is one I feel more than I see. At the beginning of our sessions, I'm at the front of the classroom guiding the conversation and setting the direction. But as students begin shaping their projects, the energy shifts. Ideas start moving around the room, students challenge and build on one another's thinking, and ownership passes from me to them. Little by little, I find myself moving from the front of the classroom to the outside looking in, and I've learned that it's one of my favorite places to be, because the goal was never for me to lead their projects. It was to help them realize they could.
D-Max brainstorming with the class!
The third pattern belongs to Dorian, the inspiration behind The D-Max Effect and a nationally recognized young entrepreneur and philanthropist. Dorian may begin a session at the front of the room with me, but he always finds his way into the group, pulling up a chair, listening, sharing ideas, and becoming part of the conversation rather than standing above it. During one recent session, as students were signing the code of conduct that marks their commitment to one another, they turned to Dorian and asked him to sign it too. "You're part of us now!" they told him. In that moment, it was clear that Dorian wasn't there to be the star of the classroom. He was there to be part of something alongside other young people, and they recognized it instantly. It's living proof of something I believe deeply, that leadership doesn't wait for age, a title, or permission.
When I step back and look at these patterns together, I see students thinking bigger, discovering the power of relationships, taking ownership of their ideas, and beginning to see themselves as people who can make a real difference. That matters far beyond any single project, because connection, belonging, and purpose have taken root. The D-Max Effect has never really been about fundraising. Fundraising is simply the vehicle. What it's truly about is helping young people discover what they're capable of when someone gives them the tools, the trust, and the opportunity to lead.
Only Two Classrooms Left. Is One of Them Yours?
Thanks to funding from the New England Prevention Technology Transfer Center (NE PTTC), two more high school classrooms have the opportunity to experience The D-Max Effect this year at no cost to their schools. Over six weeks, your students will partner with a nonprofit, take on a real community need, and turn their ideas into meaningful action, learning leadership not from a textbook but by living it. And you don't need to be an expert to make it happen, because Dorian and I will be right there supporting you every step of the way, from kickoff to celebration.
Imagine your students walking into class with ideas they can't wait to share, raising their goals because they finally believe they can reach them, and leaving with a story they'll carry into college interviews and job applications for years to come. That's what happens in a D-Max Effect classroom, and I'd love for yours to be next.
Spots are on a first-come, first-served basis. To claim one, email lisa@poweroftransparency.com with the subject line "Bring The D-Max Effect to My Classroom!". Let's show your students what they're capable of.
