By Sean Means
Educator, Westinghouse Academy (14 years)
Justice Scholars Institute Partner Teacher
One of the busiest intersections in our city is Penn and 5th Ave. Parallel to Mellon Park, it's a constant cluster of individuals migrating to different destinations. On one side, you have Larmar, Lincoln, Homewood, Wilkinsburg, and East Hills; on the other side is Shadyside, Point Breeze, Oakland, and Squirrel Hill.
On one side, you have Winchester Thurston, Central Catholic, Eillis Academy, Oakland Catholic, and Shadyside Academy's Primary School; on the other, Westinghouse Academy, Lincoln, and Faison. This intersection is a divide between socioeconomics and racial demographics.
Theodore Roosevelt once said, "Comparison is the thief of joy". And while I'd never want to teach anywhere bsides Westinghouse, I see the intersection as a constant reminder of how finances can open or close doors to opportunity. It was easier for Roosevelt to make such a proclamation; he was born with a trust fund and the connections that come with it. I didn't create the game; however, I'm cognizant of its reality and impact on my students' adult life prospects. The Justice Scholars Institute has been pulling every lever and knocking on every door that can enhance the students’ opportunities. So much of their futures depends on access.
A little over a year ago, I stepped into a meeting on Winchester Thurston's campus. For those unfamiliar with the area or the school, Winchester Thurston is a private school in the heart of Shadyside. It costs roughly $25-36k to send your child there each year. Winchester is three miles from Westinghouse, but the distance in terms of resources is immeasurable. At that meeting, I can remember thinking, "What am I doing here?"
Their administration told me that Winchester had received a sizable STEM-related grant, and one of the stipulations was that Winchester students would work alongside Pittsburgh Public students for a summer program. That's where the directions ended; there was no blueprint or example of a concept.
I've spent much of my career working to turn nothing into something. However, I was hesitant with this one. I didn't want our students to be viewed as props or some experiment. Sure, we don't have all of this stuff, but we're no one's charity case. My pride was talking in my ear, and I eventually declined the offer for reasons that in hindsight, may have been misguided.
Several months later, I received a call from an unknown number. On the other end was a Winchester teacher named Greg who'd recently been given the task of managing the grant. He wanted to give our partnership another go and wanted to meet after school. Although initially skeptical, I sat down with Greg. During our conversation, we began to think of ways the program could develop. I spoke honestly about some of my concerns, which Greg empathized with, and we spoke candidly about the social, economic, and cultural environments in our buildings. Although we didn't have a plan yet, I left that conversation feeling good about the guy across the table.
In the months to come, Greg, Winchester Staff, and Deanna Sinex from Youth Enrichment Services, a local youth development program, worked to create an opportunity for students from both schools to collaborate. Our aim was to make it a little easier to improve the lives of others—specifically, those with disabilities via an invention/project. During the planning phase, various committee members would raise questions and ideas. Every time there was a concern or potential financial barrier, the collective worked together to find a solution. Because we had the resources, we were able to plug the holes.
Fast forward to July 2025, and the program took off with only minor turbulence. The students had the chance to meet some of the people who work in the world of disabilities, and they had the opportunity to speak to people who'd been born with a disability or became disabled through an accident. By starting with these initial visits and conversations, the students found an authentic purpose for their projects.
For weeks, the students worked in groups creating an invention that they'd pitch to an audience at the culmination of the program. The groups had members from each participating school, and the students used 3D printers to create a prototype. When a group asked if they could get a fridge for their product to help people who struggle to get nourishment, Greg went to Amazon and purchased the product —no fuss, just action.
The morning of the program presentations, the students were all nervous about their presentations, which, honestly, is a good thing. The products the students created and presented included from "EZ PICS," which helped individuals with disabilities take photos and "to Yano," which helped individuals differentiate between the shampoo, conditioner, and soap. Each product was made by the students, with the sole intent to make another person's life easier to manage. They knocked it out of the park!
I believe that the collaboration and integration of students across socioeconomic and racial divides have never been more crucial than they are now in Pittsburgh. In reflection, everyone who participated gained an appreciation for one another. While my feelings about access to financial resources were, in fact, accurate, my ideas about who has it have expanded. In the future, I'd like more of these collaborations to take place not only on Winchester's campus but also on Westinghouse's, as consistent access to both communities can open doors for understanding and opportunity.