Every Friday at Salem Community High School, something takes place that cannot be found anywhere else in the building: preschoolers arrive.

They come from across the surrounding communities, including Salem, Iuka, Kell, and Kinmundy. These three, four, and five year old children are potty trained and not yet in kindergarten. They enter a high school classroom and are greeted by teenagers who have spent weeks preparing for this moment. Students practice reading aloud with expression, rehearse songs that once felt awkward, write lesson plans, record themselves, and participate in what Trina Green calls “preschool boot camp.”

“You can’t tell them it’s going to be different,” Green said of her students. “They have to experience it.”

Green teaches Family and Consumer Science at Salem. She is not the first educator to lead the Wildcat Preschool, as the program has been in existence for more than sixty years, even before her time as both a teacher and a student. In fact, she once participated in the very same class. Today, she teaches Child Development, Parenting, Clothing and Textiles, and Food and Nutrition. Of all her courses, the Parenting class and its preschool component remain her favorite. For an educator, the opportunity to witness immediate growth is rare. “I can see all of the things we’re discussing, and they can relate them to real life immediately,” she said.

This year’s class offers dual credit through Kaskaskia College. As an elective, every student has chosen to be there, which reflects genuine interest and engagement. When asked how they found their way into the class, their answers varied.

Greyson enrolled after hearing his aunt speak highly of both the course and the teacher. Hannah was initially placed in the class but chose to remain because of Mrs. Green’s encouragement. Gracie overheard a conversation in a Foods class, thought working with young children sounded enjoyable, and signed up without hesitation.

Anna is preparing to enter the Coast Guard, where she hopes to train as an aviation survival technician and rescue swimmer. Coming from a military family, she had once considered becoming a paratrooper, but allergies limited her options. She chose Parenting because her sister had loved the class, and it gave her something to look forward to each day. Having something positive to anticipate can make a meaningful difference in both attendance and long term motivation.

Jolie plans to pursue a career in pediatrics and values the early hands-on experience the class provides. Eden, who volunteered in the classroom for three years before officially enrolling, continues to find joy in the program as a full time student.

For some students, the experience requires stepping beyond familiar boundaries. Kyla, who is used to younger siblings, adjusted quickly. Hannah, however, found the transition more challenging. “I’m only used to talking to people around my age,” she admitted. Interacting with preschoolers pushed her out of her comfort zone. By observing others and approaching children who seemed more open, she gradually built confidence and connection.

Greyson worked with two preschoolers, both five years old yet very different in personality. One was calm, affectionate, and consistently sought his attention. The other was energetic, constantly moving, and more interested in social interaction than structured activities. “He was super excited and had a lot of energy,” Greyson said. The experience taught him adaptability in a way no lesson plan could.

The relationships formed between students and preschoolers are often meaningful and lasting. When scheduling adjustments require children to be reassigned, students are often reluctant to give them up. These reactions reflect the genuine bonds that develop over time. In some cases, former students return years later as parents, enrolling their own children in the program. “I have a few this year whose parents I once taught,” Green said. “It truly comes full circle.”

That sense of continuity speaks to the program’s lasting impact. Preschoolers gain valuable early learning experiences and opportunities for social development, especially those who may not otherwise have access to structured programs. High school students, in turn, develop qualities that are more difficult to measure, including patience, empathy, and a deeper understanding of responsibility.

Experiences like this highlight an important truth. The well being of any society depends on both its children and the educators who guide them. Early childhood is a critical period for growth, and quality teachers play a vital role in shaping confidence, curiosity, and character. At the same time, programs like this inspire future educators by giving students meaningful, real world experiences. Investing in children and in strong teaching is not just an educational priority. It is an investment in the future of the entire community.

“It’s one of my favorite classes that I get to teach,” Green said. “Because I can see both groups growing and learning at the same time.”