Hixson Volunteers Help Students Envision the Future Through JA

This year, Hixson team members once again stepped into classrooms at Hixson’s Partner in Education school, St. Francis de Sales, to teach Junior Achievement (JA). Drawing from their own backgrounds, the volunteers shared real‑world experience and professional perspectives to help students think about money, work, and their futures.

For Senior Project Manager Martin Hardrick, teaching JA is personal. “JA aligns with my personal mission and values,” he said. In addition, Hardrick, a longtime JA volunteer, sees the program as a way to give students something textbooks can’t: lived experience and representation. “The kids in the St. Francis community benefit from receiving the JA content from an individual who is a minority and a professional.”

Such connections were evident throughout the program in other ways too. Volunteers consistently noted how engaged students were, particularly during conversations about money, work, and ownership. “The depth of questions from the students about personal finance really stood out,” said Hixson Electrical Project Engineer Luke Leindecker. “They weren’t just listening: They genuinely wanted to understand how these ideas apply to their own futures.”

Sometimes, that engagement showed up in unexpected ways. Hixson Plumbing Project Engineer James Fiorini recalled a moment while acting out supply and demand during a lesson. “I made a weighing motion with my hands, and all the kids immediately shouted, ‘Six seven!’ and pointed to the board…it was the 67th day of class,” he said. “They were clearly paying attention.”

For others, the most powerful moments came from student ambition. Jim Schreyer, Senior Project Manager, remembers one student who spoke openly about wanting to start a business. “He talked about using his skills to take care of his family,” Schreyer said. “That stuck with me.”

Volunteers also came away with a deeper understanding of the classroom environment. Schreyer admitted he gained a new appreciation for educators. “I’ve realized how challenging a task it is for teachers to keep the attention of their students,” he said.  Hardrick meanwhile reflected on broader changes, noting how economic uncertainty and the pandemic have shaped today’s students. “The world, and business/economic influences have changed a great deal over the last decade…Covid has certainly impacted the lives of these kids since they don’t really know what life was like beforehand,” he said.

Despite the challenges, every volunteer said the experience was worth repeating. “After every session, I felt like I was providing some value to the students’ awareness of personal finance that can help them with their futures,” Leindecker said.

And when asked what they’d tell someone considering volunteering, the message was unanimous. “Do it,” Fiorini said. “It’s a ton of fun and more importantly the students seem to get a lot out of it.” Hardrick agreed. “Learning firsthand experiences from local professionals is a unique perspective that you don’t get from a textbook AND the subject matter may land different as JA volunteers are not faculty or student parents/guardians,” he said. “That’s what makes JA special.”