Integrating Skateboarding into Education: A Review of Juniper School’s Program and Its Connection to the Get On Board Initiative

In his article, Juniper School in Durango integrates skateboarding into curriculum, Tyler Brown (2024) highlights a unique approach to social-emotional learning and physical education. The Juniper School, a charter school in Durango, Colorado, piloted a skateboarding program in the spring of 2024, designed to help students develop essential social-emotional skills, problem-solving abilities, and resilience. This review explores the core elements of Brown’s article, discussing the potential impact of skateboarding in educational settings. Additionally, this review will connect these observations to the Get On Board skateboarding program of First Push Syndicate, which aims to use skateboarding as an educational tool for students across a wide range of schools and learning environments.

Brown (2024) introduces the Juniper School’s skateboarding program as an innovative solution to both physical and social-emotional learning. Traditionally, skateboarding is banned in most schools due to concerns about property damage and safety. However, Juniper School has taken a different stance, integrating skateboarding into the curriculum to address various learning challenges and enhance student engagement.

The program was initiated by fifth-grade teacher Matt Ogburn, who had implemented similar programs at other schools. Initially, only one student at Juniper knew how to skateboard, but the program quickly gained traction, with 10 to 15 students regularly skating during recess. Students check out skateboards and use designated areas in the schoolyard, creating a safe environment for skateboarding. The program is more than just recreational; it contributes to social-emotional learning and personal accountability. Students are taught problem-solving, managing conflict, and responsibility through building and designing their own skateboards, and by taking risks in a supportive setting.

Safety is a key priority, with helmets and pads provided for students and adult supervisors ensuring responsible behavior. Ogburn noted that the program encourages students to take risks, helping them develop resilience and confidence that transfer into the classroom. Juniper’s skateboarding initiative coincides with the growing popularity of the sport, especially with its inclusion in the Olympics, contributing to its success. The school reported higher engagement, with some students checking out skateboards even during summer vacation.

The principles behind Juniper School’s skateboarding program closely align with the goals of the Get On Board skateboarding program, which aims to introduce skateboarding to students in schools across the country. Like Juniper’s initiative, Get On Board integrates skateboarding into physical education and social-emotional learning, helping students develop motor skills, problem-solving abilities, and personal responsibility.

Both programs emphasize the accessibility of skateboarding to students of all skill levels. As Ogburn (cited in Brown, 2024) observed, many students at Juniper had no prior experience with skateboarding, creating a common entry point for all participants. This inclusive approach is also a core aspect of Get On Board, which strives to create an environment where students can build confidence, learn from their mistakes, and grow at their own pace. The *Get On Board* program also helps students develop foundational motor skills, aligning with the National Physical Education Standards, particularly in areas such as locomotor skills, balance, and coordination.

Furthermore, just as Juniper’s skateboarding program encourages personal accountability through building and caring for skateboards, the Get On Board program involves similar hands-on learning opportunities. Students learn not only how to ride skateboards but also how to maintain their equipment, reinforcing responsibility and technical skills. Both programs use skateboarding as a tool to teach broader life lessons, such as perseverance, self-discipline, and the ability to break down complex tasks into manageable steps.

Another significant connection is the focus on safety. Juniper School ensures that students are equipped with helmets and pads, and the Get On Board program follows similar protocols, emphasizing the importance of safety and injury prevention. Both programs foster a supportive community where students look out for one another, reinforcing teamwork and empathy, as seen when Juniper students quickly assist peers who have fallen (Brown, 2024). This communal aspect of skateboarding aligns with the Get On Board program’s goal of creating inclusive spaces where students can collaborate and support each other.

Additionally, the emphasis on skateboarding’s academic applications at Juniper—particularly in relation to physics and problem-solving—mirrors the educational goals of Get On Board. The program integrates skateboarding into classroom learning, connecting it to subjects such as physics, where students can explore concepts like force, motion, and momentum. This hands-on approach enhances student engagement and makes learning more relatable and exciting. By linking physical activity to academic subjects, both Juniper’s program and Get On Board reinforce the idea that learning can take place both inside and outside the classroom, and that movement-based education is a powerful tool for enhancing cognitive development.

Finally, both programs address the issue of student disengagement in the post-pandemic era. As Brown (2024) notes, student attendance has been a challenge across Colorado since the COVID-19 pandemic, and programs like skateboarding offer a solution by engaging students in activities they are passionate about. The Get On Board program similarly aims to capture students' interest by offering them a unique, enjoyable way to stay active, learn, and connect with their peers.

The integration of skateboarding into educational settings, as demonstrated by the Juniper School program, reflects a growing recognition of the sport’s value in promoting both physical and social-emotional learning. The Get On Board program shares many of the same goals, aiming to provide students with opportunities to develop motor skills, problem-solving abilities, and personal accountability through skateboarding. Both programs show that skateboarding is more than a recreational activity—it can be a powerful educational tool that fosters resilience, teamwork, and academic growth. As skateboarding continues to gain popularity, programs like Get On Board and Juniper’s initiative could serve as models for integrating non-traditional physical activities into school curricula nationwide.

References

Brown, T. (2024, September 6). Juniper School in Durango integrates skateboarding into curriculum. The Durango Herald. https://www.durangoherald.com/articles/juniper-school-in-durango-integrates-skateboarding-into-curriculum/