Building Foundations for Equity: How Youth Infrastructure Expands Opportunity in Rural New York
When we talk about infrastructure, we often think of roads, bridges, and utilities. But equally critical—though often overlooked—are the spaces where young people learn and grow. Youth infrastructure is foundational not only to education but to equity, especially in rural communities where resources can be scarce. That belief is at the heart of the Catskill Montessori School (CMS) expansion project in upstate New York, supported by CECorps volunteers through Engineers Without Borders USA.
Expanding Educational Access in a Rural Community
Nestled in Greene County, NY, Catskill is a rural town where families face limited access to educational alternatives. The Catskill Montessori School offers a rare model: hands-on, individualized education rooted in Montessori philosophy. But demand outpaced capacity. With only 110 student slots and growing interest from surrounding communities, CMS is embarking on a major expansion—converting the Red Barn into usable classroom space and constructing the Yellow Barn to add three more classrooms. When completed, the school will serve 188 students and bring 8–12 new staff positions to the area.
This expansion, however, comes with unexpected hurdles. Before construction plans can be approved by local regulatory authorities, traffic and stormwater concerns must be addressed which is a hurdle for CMS as a nonprofit with limited funds. That’s where CECorps comes in.
Technical Support That Goes Beyond Engineering
During the first phase of this project, a team of local transportation engineers volunteered to complete a Traffic Impact Study (TIS) to determine the impact the expansion would have on local traffic patterns. As part of a second phase of work, volunteers from the EWB-USA University of Vermont Burlington Chapter are reviewing onsite drainage conditions to create a stormwater management plan for the expansion. These high-quality technical deliverables will help CMS meet regulatory requirements without derailing the project’s timeline or budget. From traffic flow analysis to stormwater design, the engineering support ensures that this vital educational infrastructure moves forward. But the impact goes beyond documents and data.
Lauren Nelson, one of the phase 2 project leads, shared:
“A goal of ours is to learn through the process so not only educating your students but also educating ourselves and understanding how we can help, learn new ways of designing and get real world experience. I know we’ve learned a lot through classes but what we’re doing outside right now, taking elevation points, which many of us learned sophomore year of college, but to come to an actual project site and do it knowing it’s going to be used for something meaningful is something that is super fulfilling as young engineers. The learning process is very important to do real world work so coming here and doing it is awesome for us.”
The hands-on nature of the work brings lessons alive, connecting classroom theory with tangible community impact. Students are gaining professional experience while helping younger students gain educational opportunities—an echoing ripple of learning and service.
Community as Classroom
The partnership between EWB-USA and CMS exemplifies a holistic approach to infrastructure. As community partner Narottama Tester explained:
“Rather than it only being stormwater, it’s stormwater plus education, it’s your system growing in some way in biodiversity.”
This ethos of stacking functions—making systems serve multiple purposes—reflects the permaculture values CMS integrates into its curriculum. From gardening to carpentry, the school is a laboratory for life skills and sustainable thinking. EWB-USA’s involvement is not only helping solve drainage issues but also becoming part of the school’s educational fabric. One volunteer even developed a stormwater learning resource for CMS students, turning a municipal requirement into a teachable moment.
Equity Through Access
At its core, this project is about equity—ensuring rural families have the same access to enriching, progressive education as those in more urban or affluent areas. By increasing CMS’s capacity, more children will be able to learn in an environment that values self-direction, creativity, and community engagement.
The technical support from CECorps volunteers doesn’t just help build classrooms; it helps build futures. As Narottama reflected:
“Growing is part of our mission. Without your involvement, we simply couldn’t grow.”
Conclusion: A Model for Impact
The CMS project is a powerful reminder that infrastructure is not just about concrete and construction code—it’s about care, community, and opportunity. When we invest in youth infrastructure, especially in underserved regions, we’re not just creating buildings; we’re laying the groundwork for a more equitable society.
As one volunteer put it:
“If everyone did what you’re doing the world would be a lot better and for us to be exposed to that hopefully we can take little parts and implement them into what we’re doing”
At Engineers Without Borders USA, we believe that engineering can—and should—be a force for good. Projects like this show what’s possible when technical expertise meets community passion. Together, we’re not just engineering schools—we’re building equity.