life skills – A Chicago founder is teaching middle schoolers independence—laundry, cooking, and navigating the city—without smartphones. Parents say their kids gain confidence fast.
On the surface, “Going Up” looks like a kids’ camp in Chicago. But the message is sharper: learn real-world life skills early, and do it without defaulting to a phone.
The program was started by Kristin Howard. who had worked for two decades in corporate data analytics before stepping into a new kind of work.. She says the shift was driven by a personal question—whether she was doing enough to model independence for her own daughters—and a bigger concern that many parents quietly share: children can become dependent on adults and devices just as they’re getting old enough to handle more.
Howard first began talking about childhood independence long before she launched a formal program. giving her daughters small chances to do things on their own. like walking to nearby places and crossing streets without constant supervision.. Her background also sharpened her thinking about what would be “useful” beyond the feel-good version of youth enrichment—skills that build resilience and resourcefulness.
The camp, which began with an August 2024 cohort, is designed for middle schoolers.. Howard initially used her own community to find families. offering a structure to help parents join: a cost of $100 a day or $500 for the week.. Depending on the session. kids ranged from roughly 6th to 8th grade. with a small number of older students. and Howard capped groups at around 14.. Most sessions ran as either day or week-long experiences, often aligned with school closures, and later expanded through summer.
A central rule sets the tone: no smartphones or smartwatches.. Instead of sending kids into the city with GPS. the camp uses traditional. physical maps and hands-on problem solving—planning routes. figuring out the best way to get from point A to point B. and learning what to do when a plan doesn’t work.. Howard describes it as a practical training ground for independence. where mistakes are part of the curriculum. not a reason to shut the experience down.
The skill-building isn’t only about navigation.. Howard’s curriculum blends “hard” life tasks with “soft” social skills.. Campers practice budgeting. learn how to cook. and explore real household and decision-making scenarios. including understanding differences in restaurant versus grocery taxes.. Even small financial math matters in her setup: kids get allowances and complete simple planning tasks like calculating tips and budgeting for meals and snacks across the week.
Equally important is the focus on communication.. Howard says she wants kids to feel comfortable talking to strangers when situations require it—because adulthood is full of moments when help isn’t scheduled.. In her view. parents often try to teach those skills at home. but the learning can stall when kids roll their eyes.. In a group setting, she says, kids tend to pick it up because everyone is doing it together.
Each day starts with a morning meeting. where kids review what Howard calls their “independence projects.” Inspired by checklist-style approaches from the broader childhood autonomy movement. these projects are tasks children try during after-hours. such as walking to school alone or managing chores like washing a dog.. The goal isn’t just compliance; it’s giving kids a record of what they can handle and a sense that capability is something they can build.. If a project is completed. the reward is intentionally simple—like candy in a bag—because the motivation is meant to feel immediate. not transactional.
The camp also builds in moments that parents can see.. In the evenings. Howard often ends sessions at the public library. with kids tired after a day of walking. planning. and figuring things out.. When parents arrive. the quiet proof of progress is there: children who walk a little differently. speak a little more confidently. and arrive with a story instead of a complaint.
Howard says parents report noticeable changes quickly.. Some kids come home ready to show off. framing it as “Look what I can do.” By the end of camp. kids may write letters home or host small celebrations for their families. sharing what they learned and what they want to practice next.. In some cases. that momentum translates into real-world requests—like wanting to bike to school—and then having the maturity to discuss what training and boundaries adults need in order to feel comfortable.
The program’s impact appears to carry beyond the camp itself.. Howard has described later moments where parents tell her children take the train independently or meet friends at a café—activities that. before the camp. might have sounded too risky.. For families, the shift is not only about safety; it’s about trust becoming earned.. When adults see their children successfully navigate planned challenges, the fear that previously drove constant supervision begins to loosen.
There’s also a cultural tension behind the approach.. In many households. phones have become the default safety tool—an always-on lifeline for parents and a constant crutch for kids.. Howard’s model pushes back on that idea without pretending risk disappears.. Instead, it treats risk as something children can learn to manage through preparation, group support, and gradual exposure.
For parents considering similar efforts, Howard’s advice is straightforward: don’t let adult fear freeze growth.. She encourages families to think about what children should be able to do by high school and to build the steps now.. If a child is learning to walk to school. she suggests practical compromise—like walking half a block behind at first—so adults remain supportive while kids still experience the independence they need.
After each session. families filled out surveys. and Howard says the response was consistently strong. with many asking for more camps.. Her own path has changed recently—she now works at a local high school testing center—so she’s stepped back from leading the program full-time.. But she remains an advocate, arguing that independence is not a luxury; it’s a form of readiness.
In a country where parents are juggling tighter schedules. larger systems of risk. and the constant glow of screens. “Going Up” offers a different kind of solution: teach skills that don’t require an app to succeed.. The result. she says. is kids who return home with confidence—and the ability to handle the next challenge before an adult has to step in.