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Telling scary stories is a practice as old as time, from families swapping spooky tales around a campfire to children whispering ghost stories under the protection of a sheet with a flashlight held to their chins.

Scary books are having their moment, and in this Halloween-inspired episode of Connect Canyons, we’re exploring why. Local author, Lehua Parker joins Canyons Library Specialist Gretchen Zaitzeff and teacher librarians Bridget Rees and Jennifer Van Haaften for a conversation about how scary stories give us a controlled way to process real-world fears. They can even function as cautionary tales, reinforcing moral and social codes. Enjoying a spine-tingling thriller with friends and family can even be a bonding experience.

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October is officially recognized nationwide as Bullying Prevention Month, a time when schools, families, and communities unite under a common goal, ensuring that every single student feels safe, valued, and connected when they walk through the doors of every school in Canyons School District.

"Middle school is difficult,” Eric Garder, principal of Albion Middle School said in a recent episode of Connect Canyons. “It is difficult to transition, and it's that time in life that you're making new friends, losing old friends, navigating some social things. And so we just try to make it as a positive environment as possible for the kids every day.”

When we talk about bullying, the numbers can be sobering. Data from the Utah State Board of Education and national health trackers show that roughly one in five students, or about 20-percent of youth, experience bullying during a given school year. And in our digital age, it doesn't just stop when the final school bell rings.

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What does it take to prepare a student for the future?

Strong academic skills matter. But success in college, the workplace, and life also depends on qualities that aren't always captured by a test score: the ability to solve problems, work with others, generate ideas, persist through challenges, and contribute to a community.

Those skills are at the heart of Canyons School District’s Portrait of a Canyons Scholar, a framework that defines the habits every student should develop by the time they graduate from high school. Canyons is now piloting an effort in its middle schools to intentionally embed these competencies into everyday learning.

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As we celebrate World Literacy Day, two Canyons experts explain on the latest episode of Connect Canyons how our native languages provide the building blocks students need to grow and learn in other languages.

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With the start of each new school year comes a fresh set of nerves. Some students and even teachers and administrators are getting into new routines, students are finding their new classrooms, and everyone is meeting new faces.

Students aren’t the only one who get the jitters during the first week of school, Dr. Angela Wilkinson has dedicated nearly 20 years to educating young minds, 11 of which she has been at the helm of elementary schools — most recently, Sunrise and East Sandy elementary schools. This year, she’s finding her own new routine as principal of Draper Park Middle School.

“It’s been a mishmash of feelings,” Wilkinson said on a recent episode of Connect Canyons. “Seeing the students and the teachers, that has been so exciting. But prior to them coming, I have been very nervous. Obviously, I have a pit in my stomach wanting to make sure that you're meeting and greeting everybody, and making everybody feel welcome in your building.”

Wilkinson isn’t the only one, Paige Mangan, one of Canyons’ certified social workers, says it’s common for adults — parents included — to feel nervous during the first week of school.

“I am grateful that we're living in a world that is increasingly more accepting of grown-ups and kids and teenagers being able to talk about the hard things that we go through, the hard things that we think about,” Mangan says.

Wilkinson and Mangan have a few tips and tricks to manage anxiety whether as a parent, or to help students understand and recognize their own feelings.

“We are very excited to have our families and our students back,” Wilkinson said. “I want all the students and families in Canyons District, and other districts as well, to know that we are here for your students and for you, just ask. Come talk with us. We're excited to have conversations, and we're excited to have them back.”

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The Class of 2026 have turned their tassels, leaving behind their childhood years and setting their sights on the horizon. Some will head to college, others look to build their own business, and still more will begin to pursue their dreams of the future.

In this episode of Connect Canyons, we sit down with someone who walked a similar path and now has his sights set on the horizon, quite literally. TJ Newman is a Canyons alum who dreamed of being an engineer and eventually of a career supporting space exploration. Now, he supports the science experiments taking place onboard the International Space Station, turning his classroom skills into mission-ready work. He shares how teachers here at CSD helped open doors for him, how the arts helped him get where he is today, and his advice for anyone with dreams. We hear a little bit about his love for sci-fi movies and geek out on science experiments too.

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A Brighton High graduate is shining in the national spotlight as a star of the fourth season of Netflix’s Emmy Award-winning unscripted series “Love on the Spectrum.”

Bengal Emma Miller, who earned her diploma in 2020, is one of the young adults on the autism spectrum who are filmed while navigating dating, relationships, and, well, love.

“My mom is a big Netflix show watcher, and she told me about ‘Love on the Spectrum,’” Miller said during a recent episode of Connect Canyons. “Then we watched it and my mom’s like, ‘Emma, if they knew about you, they would have you.’ And then, surprise, foreshadowing.”

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There’s a quiet revolution happening at Alta High School—and it starts with 20 minutes of silence.

Not the awkward kind. The good kind. The kind where teenagers are flipping pages, lost in books they chose themselves.

If that sounds improbable, even a little magical, you’re not alone.

“Sometimes I’ll look up and think… wait, they’re all reading?” said English teacher Peggy DeVeny. “And then I don’t say anything because I don’t want to ruin it.”

Like many educators across the country, DeVeny was seeing a troubling trend: students disengaging from reading. Assigning whole-class novels—once a staple—wasn’t landing the way it used to.

So, a few years ago, she tried something different. Instead of telling every student what to read, she gave them a structured choice.

The results were immediate—and surprising.