70 Years of Impact: Stories That Shape Junior Achievement

Author: Makenzie Morris
Community Involvement
Published: Thursday, 01 Jan 2026

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Building Connections Beyond the Curriculum
Chris Ford, President & CEO of River Bend Food Bank

When I first agreed to teach a Junior Achievement class, I thought I was doing something for them—a small way to give back, share a little real‑world knowledge, and hopefully make economics and business feel a bit more approachable. What I didn’t realize was just how much the experience would end up giving me in return.

On that first day, I walked into the classroom with a mix of excitement and uncertainty. The students weren’t sure what to make of me either. There’s always a warm‑up period—those first few minutes of polite smiles, curious glances, and the unspoken question hanging in the air: Who is this person, and what is he doing here? But as with most meaningful relationships, it didn’t take long for the walls to come down.

By my second or third visit, everything felt different. The energy changed. The kids recognized me as soon as I walked in, and their faces lit up. We were genuinely happy to see each other. They knew I was someone who showed up, who cared, and who brought real stories from the real world.

At the time, I was working for Pepsi, and that turned out to be an unexpected advantage. Suddenly, business concepts weren’t abstract; they were connected to products they saw every day. I could talk about supply chains and marketing using examples they recognized from store shelves or the commercials they’d grown up with. Sharing stories from the beverage world made the lessons come alive. The students leaned in, asked questions, and connected the dots between classroom learning and life outside those walls.

A huge part of the experience was made easier by JA’s curriculum. Everything was well-organized, thoughtfully structured, and simple to follow. The preparation wasn’t overwhelming; it felt purposeful. Instead of spending hours figuring out what or how to teach, I could focus on connecting with the students—on making the lessons meaningful.

And somewhere along the way, something unexpected happened: I realized I was getting more out of the experience than I ever anticipated. There’s a deep, unique fulfillment that comes from seeing a student grasp a concept because you explained it. There’s satisfaction in watching them light up when they understand how the world works a little better than they did before. And there’s something incredibly grounding about stepping away from the daily grind to invest in the next generation.

Teaching that JA class didn’t just make an impact on the students; it made an impact on me. It reminded me why mentorship matters, why investing in young people is so important, and why sometimes the most meaningful rewards come from showing up, sharing what you know, and being open to what you might learn in return.

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