About The Second Movement Project
In the throes of 2020, a powerful idea was born: THE SECOND MOVEMENT PROJECT. As the world faced the chaos of a global pandemic, we also carried the weight of profound social loss. The resulting wave of marches and protests symbolized the "First Movement" of change—an opening that, like many symphonies, was abrupt, jarring, and challenging.
Now, it is time for the Second Movement: a harmonious celebration of the beauty around us and a dedicated effort to rebuild and uplift our communities.
We transform artistic concepts into actionable, interdisciplinary strategies. At the heart of our work is the "Sing, Don’t Shout" initiative—a transformative approach helping educators engage students without reinforcing cycles of trauma. By replacing reactionary behaviors with strategies rooted in connection and encouragement, we cultivate classrooms that embody the fruits of a good spirit: love, joy, peace, patience, kindness, goodness, faithfulness, gentleness, and self-control.
Through our podcast, one-on-one coaching sessions, and professional development series, we equip educators with practical tools to engage with young people in healthier, more uplifting ways. Together, we aim to create environments where children thrive, relationships strengthen, and communities heal.
Kaijeh Johnson
Founder / Director of Second Movement
I am an educator dedicated to building psychologically safe, high-engagement learning environments where every student and teacher has the emotional foundation necessary to thrive. My pedagogical approach is centered on the belief that effective classroom management is rooted in intentional connection and relationship rather than compliance. This philosophy is supported by my academic background, including a Master of Education in Human Development from the Harvard Graduate School of Education and a Bachelor of Music in Vocal Performance and Music Education from the Peabody Institute of Johns Hopkins University.
Much of my professional journey has been shaped by the unique complexities of urban school settings, including my work within the New York City and Boston public school systems. Currently, I serve as a teacher in the Boston Public Schools and an instructional coach for Arts for Learning Massachusetts. In these roles, I provide educators with the professional development and concrete tools needed to refine their classroom management and improve student outcomes in fast-paced, diverse environments.
By prioritizing "singing over shouting," I implement restorative strategies that transform traditional discipline into moments of joy and cooperation. As a Curriculum Designer and Research Assistant with Art/Play, a Project Zero initiative at Harvard, I translate complex research into actionable programs for Boston Public Schools and lead workshops in collaboration with institutions. My leadership experience also includes serving as a Programs Manager, where I specialized in scaling educational initiatives and mentoring staff to meet the specific needs of urban student populations.
From my origins as a Universal Pre-K teacher in New York City to my work developing literacy-based interventions for English Language Learners, I have remained focused on the intersection of evidence-based instruction and community engagement. I am committed to fostering the inclusive classroom cultures and strong family-school partnerships that are essential for long-term student success in any urban educational landscape.
