Museums across New York City have catalyzed learning for school kids through educational initiatives for many decades and have evolved over time to adjust to the changing landscape of education. New technologies like Virtual reality experiences, digital exhibits, and online learning platforms have allowed museums to reach a wider student audience and offer more flexible learning opportunities. Some new initiatives include the BEES program at American Museum of Natural History which lets elementary school kids have a week-long field trip at the AMNH instead of the typical day-long trip.

Dr. Linda Curtis-Bey, who leads the BEES program, initially aimed to improve the quality of field trips by analyzing feedback from students and teachers. “One of the things I focused on was really the sense of belonging,” Dr. Curtis-Bey explains. “We wanted to make sure that teachers and students not only enjoyed their visit but felt attached to the museum and excited to return.”

The BEES program immerses students in the museum’s resources, transforming it into a classroom. As part of NYC’s Urban Advantage initiative, the program blends science, math, literacy, and social studies into a hands-on learning experience. Students spend five days, from 10 a.m. to 2 p.m., exploring the museum’s collections, often arriving before it opens to the public.

Dr. Curtis-Bey highlights the importance of student engagement through journaling. “Each student receives a journal to document their observations, just like scientists do,” she says. These journals become personalized as students decorate them, taking notes during hall visits and meetings with museum scientists. On Fridays, a museum scientist typically spends an hour with the students, offering insights into their research and the daily workings of the museum.

The program is designed to accommodate diverse student populations, including those with disabilities and from underrepresented communities. “We’re focusing on high-need schools, especially those with large numbers of Black and Hispanic students,” Dr. Curtis-Bey notes. “It’s important they feel comfortable and see themselves represented in the museum.” The program also strives to feature more women and scientists of color to provide diverse role models.

BEES is not just for students—teachers actively co-teach alongside museum educators. Planning sessions define roles and foster collaboration, offering professional development for teachers. The program introduces educators to place-based learning, culturally responsive teaching, and the Next Generation Science Standards, equipping them to better integrate museum resources into their classrooms.

In its first two years, BEES centered on the Insectarium at the Richard Gilder Center, with curriculum focusing on insects and environmental issues. Teachers can also request specific exhibits, such as “The Secret World of Elephants” or “Invisible Worlds,” which are usually paid experiences but included at no cost for BEES participants.

Students bring their lunches and store belongings in a dedicated classroom. Mathematics is integrated into the experience through activities like measuring and estimating during exhibit visits. At the end of each day, students receive newsletters to share with their families, along with tickets for a return visit.

By mid-week, many students are so familiar with the museum that they can guide their teachers. This extended engagement fosters excitement and a deep connection with the museum, helping students feel a true sense of belonging.

At the Museum of the City of New York (MCNY), education is not just about history—it’s about helping students understand the city they live in and empowering them to shape its future. “This is our city’s museum—exploring this wonderful, crazy place that we all live or go to school in,” says Maeve Montalvo, Director of Education at MCNY. She describes how the museum’s programs encourage students to think critically about how New York City came to be and how they can influence what it becomes. “New York City doesn’t happen by accident,” she explains. “It happens because of the choices of individuals and collectives.”

A highlight of the museum’s educational efforts is its focus on civic engagement, which ties into exhibitions like Activist New York and the new Shirley Chisholm exhibit. “Shirley Chisholm was committed to grassroots activism. She started as a teacher and always had an affinity for engaging young people,” Montalvo says. Through her story, students explore how city government works, with the aim of inspiring them to become active participants in their communities.

The museum’s programs are tailored to different age groups. For second graders, the focus is on understanding community needs, while for 12th graders, it’s about the political process, with Chisholm’s story as a foundation. Middle school students, in particular, are encouraged to take part in participatory budgeting, learning how their votes can directly impact their neighborhoods. “Fourteen-year-olds can vote on what projects in their communities should be funded, but they need to know how the city works to have a voice,” Montalvo says.

Since its opening in 2012, Activist New York has drawn tens of thousands of students. “We’ve worked with over 30,000 to 40,000 students,” Montalvo notes. The exhibit evolves constantly, rotating stories to reflect the ongoing social movements that continue to shape the city.

With a grant from the Institute of Museum and Library Services (IMLS), MCNY is expanding its reach even further by developing online resources, field trips, and family programming—all centered on civic engagement. “We’re creating a holistic approach to reaching learners of all ages,” Montalvo says. The museum’s ultimate goal is to empower students with the confidence to make a difference. “We want them to leave our programs with a deeper understanding of how New York City works, and the knowledge that they, too, can be part of shaping its future.”