The word ohana is more than just the Hawaiian translation for “family.” It embodies a profound concept of connection, responsibility, and love that extends far beyond blood relations. Ohana encompasses those bound by kinship and those we choose to embrace as family – individuals who support, nurture, and uplift us, to whom we feel a deep sense of belonging and duty. It’s beautifully described as: “Those who are family, and those you choose to call your family.”
This powerful understanding of ohana can transform spaces and relationships, fostering environments of care, high expectations, and unwavering support. One inspiring example of this comes from a classroom in Honolulu, where a teacher skillfully wove the spirit of ohana into her teaching, creating a space where students felt deeply valued and empowered.
This story unfolds when my family had the enriching experience of living in Oahu for a year, during my husband’s teaching opportunity. Early in that school year, my seventh-grade daughter, Lindsay, was working on homework when she suddenly asked, “Do you have a picture of Grandpa?”
“Yes, I think so,” I replied, opening my laptop’s photo library. “Why do you need one?”
“Just because,” was her typical tween reply, laced with a hint of impatience.
A few evenings later, we attended back-to-school night. The format was a rotation through classrooms for brief curriculum presentations by each teacher, culminating with Ms. Wong, the social studies teacher. I was particularly eager to meet Ms. Wong. I had previously noticed Lindsay watching a TED Talk for her class assignment, “The Danger of a Single Story,” a personal favorite of mine. Ms. Wong had already captured my interest before I even stepped into her classroom. However, nothing could have prepared me for the heartwarming sight that greeted me.
Looking towards the front of the classroom, there, in the upper left corner of the wall, was a photograph of my father. It was a cherished picture, one I had often looked at since his passing the previous year. In it, he was wearing his favorite red T-shirt, his face lit up with a joyful beam as he looked at a then two-year-old Lindsay. It was the very photo I had sent Lindsay earlier that week when she had asked for a picture of her grandpa.
Confused and touched, I tried to understand why a photo of my dad was displayed in Lindsay’s social studies classroom. As my gaze adjusted, I realized his picture was part of a larger collage of photographs.
“Welcome, everyone,” Ms. Wong’s cheerful voice filled the room. “Thank you for coming tonight. I want to begin by telling you about our photo collage, as I see it has already captured many of your attention.”
Ms. Wong then explained that kupuna, for those unfamiliar with Hawaiian (like my husband and me), is a Hawaiian word for “elder.” It can refer to grandparents or any respected older person. In Hawaiian culture, a deep reverence for elders and a strong sense of place are fundamental values. Embracing these values, Ms. Wong had asked each of her seventh graders to bring in a photograph of a special kupuna. After collecting the photos, she created the “ohana corner” – a collage filling the upper corner of the front wall, a visual representation of their extended family.
“I create this ohana corner every year,” Ms. Wong shared, “to remind my students that they are surrounded by people who care deeply about them and hold high hopes for them. Focusing on our kupuna has a profound impact. For most students, the collage is the first thing they notice when they enter the classroom.”
She also revealed that the ohana collage served as a subtle yet effective classroom management tool. “If a student is struggling, I might make eye contact, gesture towards their kupuna in the collage, and give a nod. It has an immediate calming effect, reminding them of their support system and encouraging them to refocus.”
Extending Ohana to Adults: Building Community with Teachers
Inspired by Ms. Wong’s approach, I decided to adapt the ohana concept for a different context – supporting early-career teachers. This group, often navigating the initial challenges of their profession, seemed particularly receptive to strategies that foster calm and community.
About midway through October, as the pressures of teacher evaluations, grading, parent-teacher conferences, and the sheer demands of the job began to weigh on the idealism of summer planning, I asked my group of new teachers to send me photos of a special elder before our next professional development session. Mirroring Ms. Wong’s method, I compiled the photos into a collage on a bulletin board in our workroom, creating an “ohana space” for them.
The reaction when we next met was immediate and powerful. Teachers gathered around the board, many reaching out to touch the photos they had submitted or placing a hand over their hearts as they recognized familiar faces. Conversations erupted as they shared stories, explaining who each person was, their connection, and why they were significant.
Since transitioning from the traditional classroom setting, I’ve recognized that the core principles of meaningful connection-building between families and schools seamlessly translate to fostering strong relationships with teachers:
- Truly get to know each person.
- Always strive to empathize.
- Let empathy guide efforts to build a supportive community that prioritizes well-being.
Ms. Wong’s ohana collage beautifully exemplifies these principles, particularly the last. When I created the kupuna photo display for the new teachers, my primary intention was to support their well-being, hoping that a daily visual reminder of their personal ohana would offer perspective and comfort amidst the demands of teaching.
An unexpected benefit emerged as well – increased connection with veteran teachers. The ohana collage sparked conversations between new and experienced educators. The photos served as a natural and non-intrusive way to initiate personal connections, fostering intergenerational mentorship and a stronger sense of collective ohana within the entire school community.
Investing time at the start of any school year, or within any team, to cultivate a broad circle of support is invaluable. Ms. Wong’s ohana project served as a potent reminder that this circle extends beyond the physical presence of caring individuals. It encompasses the spirit of those in our lives, past and present, who act as a constant source of strength and inspiration, like water flowing around us, always there to keep us afloat. Embracing the essence of “Ohana Means Family” can transform any environment into a nurturing and thriving space for all.
