Our Story & Vision

A learning community where young people are known and challenged.

Connected to themselves, one another, their communities, and something larger than themselves.

Our Vision

Young people who know their gifts matter

We envision young people knowing they are valued, capable, and full of gifts the world needs.

Through belonging, wonder, and meaningful action, they come to trust that their ideas matter. Alongside their communities, they help shape a more compassionate, just, and sustainable future for people, animals, and the Earth.

Kindness

Care expressed through attention, respect, and everyday choices.

Courage

The confidence to ask, listen, speak, try, and keep learning.

Integrity

Thoughtful choices that align actions with values and responsibility.

Meet the Founder

The educator behind Purpose Lab Collective

Photo of Bridget Wann smiling outdoors while holding her Green School educator certificate.

Bridget Wann

Educator, program designer, and founder

For more than fifteen years, Bridget has created thoughtful, engaging learning experiences for young people.

Her background spans nature-based, project-based, and humane education. Her work centers on learning environments where young people can think carefully, grow in confidence, form meaningful relationships, and use what they learn in service of a real purpose.

15+ years in education
"We are preparing young people for a world worth creating."

The Question Behind the Work

What becomes possible when young people have the time, trust, and guidance to pursue questions that matter?

Purpose Lab Collective grew from a question Bridget kept returning to as a teacher:

How can education help young people understand themselves, care deeply about the world, and participate in it with thoughtful compassion and courage?

The Youth Collective is the first youth education program developed by Purpose Lab Collective LLC and the first small-group expression of this vision.

A colorful brick mural showing a sunrise, mountains, trees, and a winding river.

What Guides the Learning

Four educational beliefs that guide the program

These commitments shape how young people are supported, challenged, and invited to contribute.

  1. Belonging & Voice

    Young people learn when they feel known.

    Trust, relationships, and genuine responsibility help students take intellectual and creative risks.

  2. Nature, Place & Attention

    Close attention changes what we notice.

    Local places invite observation, curiosity, context, and a deeper sense of relationship with the living world.

  3. Meaningful Projects

    Academic skills become tools for purpose.

    Real questions and audiences give research, writing, design, collaboration, and reflection a reason to matter.

  4. Hope Through Action

    Agency can transform overwhelm into hope.

    With guidance and achievable steps, concern can become contribution, confidence, connection, and joy.

Research That Inspires the Work

What helps early adolescents thrive

Across education, developmental science, psychology, and public health, a shared picture emerges: young adolescents thrive when learning connects them with nature, meaningful relationships, growing independence, and opportunities to contribute.

Open a finding to explore the research.

Nature-based learning Learning in and with nature can support attention, engagement, academic learning, personal growth, and care for the living world.

What the research found

A review of 119 K–12 studies reported predominantly positive outcomes extending beyond environmental knowledge to academic achievement, critical thinking, personal development, and civic engagement. A broader research synthesis found converging evidence that experiences of nature can support learning and healthy development.

Ardoin et al., 2018; Kuo, Barnes & Jordan, 2019

Read the K–12 review Read the nature synthesis
Meaningful schoolwork Middle school students describe meaningful learning as real-world, personally relevant, hands-on, social, and connected to their futures.

What the research found

A study of 258 students across nine middle schools found that students in EL Education schools reported more meaningful school experiences. In interviews, students emphasized real-world problems, personal relevance, hands-on and social learning, and skills connected to the future.

Ward-Seidel, Rimm-Kaufman & Sandilos, 2026 · Journal of Adolescent Research

Read the middle school study
Project-based learning Well-designed projects give research, collaboration, creativity, and reflection a genuine purpose while building academic knowledge.

What the research found

In a randomized controlled trial across 42 urban schools, sixth-grade students using a project-based science curriculum outperformed peers using the district textbook on measures of core science ideas and authentic science practices. The study also underscores that strong materials and teacher support matter.

Harris et al., 2015 · Journal of Research in Science Teaching

Read the sixth-grade study
Purpose begins with exploration Middle schoolers do not need a finished life purpose. They need time and support to notice what matters, try possibilities, and connect their interests with contribution.

What the research found

In a Greater Good Science Center conversation about Kendall Bronk’s research, Bronk explains that most middle schoolers are still exploring purpose—and that is developmentally appropriate. Conversations about their interests and values, exposure to caring role models, and small opportunities to act can support the search without pushing for premature certainty.

Greater Good Science Center at UC Berkeley, 2016 · Q&A with Kendall Bronk

Explore purpose research
Purpose-driven contribution Early adolescence brings a growing capacity—and developmental need—to make contributions that have real value to other people.

What the research found

Meaningful contribution can support autonomy, identity, agency, and connection. Across four additional studies, a purpose for learning connected to helping others was associated with stronger academic self-regulation and, in experimental settings, deeper learning and persistence through less interesting tasks.

Fuligni, 2019; Yeager et al., 2014

Read the Berkeley summary Read the contribution review Read the purpose study
Connection & growing independence Young people need sustained in-person relationships—and growing opportunities to decide, help, play, create, and take real responsibility.

What the research found

Jonathan Haidt’s research synthesis argues for more face-to-face play, real friendship, independence, and responsibility. A peer-reviewed review of adolescent connectedness likewise identifies sustained relationships with family, peers, schools, and communities as a cornerstone of healthy development. Together, the evidence points toward balance: caring adult support plus meaningful room for young people to act.

Haidt, 2024; Blum et al., 2022 · The BMJ

Explore Haidt’s synthesis Read the connectedness review

A note on evidence: these studies describe patterns across varied programs and populations. Outcomes depend on thoughtful design, relationships, context, and implementation.

From Vision to Practice

The first cohort is a beginning.

Purpose Lab Collective is beginning deliberately: six young people, one carefully structured eight-week session, and meaningful relationships with local places and people.

Over time, each project can leave something useful behind: knowledge, stories, community connections, and new possibilities for the young people who follow. The hope is to grow a connected learning community rooted in North San Luis Obispo County.