Al O’Bannon on Community Supports for Young People

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On this episode of the Getting Smart Podcast, New Pathways Senior Fellow Trace Pickering is joined by Al O’Bannon. Al is the Executive Director of the LBA Foundation in Cedar Rapids, Iowa and is a Certified School Counseling Leadership Specialist, recognized by the American School Counseling Association.  Al has over 20 years of experience with non-profit organizations. 

Trace Pickering: You’re listening to the Getting Smart podcast. I’m New Pathways Senior Fellow Trace Pickering, and today I’m joined by Al O’Bannon. Al is the Executive Director of the LBA Foundation in Cedar Rapids, Iowa, and is a certified school counseling leadership specialist recognized by the American School Counseling Association. Al has over 20 years of experience with nonprofit organizations. Al, great to see you today.

Alphonce O’Bannon: Great to see you also, Trace.

Trace Pickering: Thanks for joining me. For some context for our audience, Al and I have been working together since I founded Iowa BIG and he founded the LBA Foundation. We’d known each other several years before that. Al is an active agent who seeks to remove barriers and create a truly inclusive community where everyone can thrive. The LBA Foundation works with all students, but specifically those who do not have the resources, support, or experiences to be successful in school and life. Al, I think it’d be great if you could share the LBA story. How did it come to be? How did you decide the LBA Foundation was needed in our community?

Alphonce O’Bannon: Sure, Trace, thanks. Well, it started back when we were running an AAU basketball program. We began to focus on underserved kids who didn’t have the opportunity to use basketball as a tool. And when I say “as a tool,” I mean as a way to bring in discipline, structure, teamwork—all the things you develop from being part of a team. One time, we were at the gym, and the coaches told me the kids weren’t listening, so I took away the basketball. The first thing they said was, “I want to quit; I don’t want to be here.” I took that as an opportunity to show them what basketball could teach them. I asked them what was inside the basketball, and they thought it was just air, or maybe a needle floating around. When I looked in their eyes, they were giving me honest answers, and it struck me that they hadn’t had the chance to learn the life skills that come with sports. So, we decided to create a program called Leaders, Believers, and Achievers (LBA). It started as just an organization, then became a 501(c)(3). We began with 12 kids, all part of our basketball team at the time, and now we have over 600 kids in the program.

We started as an after-school program, providing a safety net from 6 to 8 p.m., so kids had a structured, disciplined place to be rather than being on the streets. We found that many kids crave structure and discipline, even though adults often assume they don’t. We then expanded to an in-school program with over seven different classes per week. We teach our “See Our Dreams” curriculum based on four pillars: having a purpose, creating a flight plan, having a dream, and building a vision board. Research says if they can’t see where they’re going, they’re less likely to get there. We talk about a “three-block radius”—both physical and mental. They need to see beyond it to expand their horizons. For instance, we started a lawn-mowing club because many kids who live in apartments had never even considered pushing a lawn mower. It’s all about teaching them the basics that many of us take for granted. Our program has evolved based on listening to 12-year-olds.

Trace Pickering: That’s a major pivot from providing opportunities for AAU basketball and teaching kids to be better players to helping them become better humans and recognize their self-worth. Is that something you always did through basketball, or did you see more opportunity over time?

Alphonce O’Bannon: The beauty of what I do, Trace, is that I lived it. This is what was given to me growing up. My older brothers, Rick and Larry, taught me that basketball is about life lessons, not just the game. A lot of kids don’t even get to hear the word “goal.” What I do at LBA is really just a continuation of what I experienced. I’m giving it back to youth who don’t see it in our community anymore. Communities have changed; mentors have left, and there’s a gap. I went back to people I grew up with and asked, “Where is this in our community?” and it just wasn’t there. Many in our city have been successful because of the mentors before us, and I’m trying to carry that forward.

Trace Pickering: Nice. Could you share one or two success stories? I know you have many, but maybe a couple that highlight the impact you’ve been able to have.

Alphonce O’Bannon: Sure. We accept all kids, but our school district wanted us to focus on at-risk youth. We quickly learned that all kids are at risk. I’m still at risk at my age! For example, there’s a kid named Max Stark, a 4.5 GPA student who joined LBA as a mentor. We found that eighth graders learn best from their peers. Bringing in a mentor close to their age helps them apply what they’re learning in the classroom. Max ended up receiving $21,000 in scholarships and was accepted into Ohio State’s leadership program. Another success story is a young woman named Daja. She came to us after altercations with the law and school officials and was homeless. One day, after we told her she could be anything she wanted, she decided she wouldn’t be homeless anymore. Today, she’s a marketing director in Chicago. Then there’s the athletic side. We have Keegan Murray playing for the Sacramento Kings, Orion Vance at Iowa State aiming for the NFL, and Zion Williams at Troy University playing in Orlando.

Trace Pickering: Those are great examples of the broad range of successes you’ve had. I know this is empowering work, but also incredibly difficult and time-consuming. I know you’ve faced major challenges, even heartbreaks, like when a young LBA student ends up in a fatal situation. How do you manage that, given how close you get to these kids?

Alphonce O’Bannon: It’s tough. In 12 years, I’ve done 12 eulogies for kids under 18. My brother once told me, “You’re not going to save them all; it’s about saving the ones you can.” That helped me come to terms with the fact that I can’t save everyone. I had mentors—my “cloud”—who helped me get through tough times. I was ready to quit, but quitting was a word I told kids never to use. I had to lean on those who made me who I am to get through it.

Trace Pickering: What are the greatest barriers and challenges that young people face today, and what are some things you’ve found that work well?

Alphonce O’Bannon: One big barrier is meeting kids where they’re at. We say we’ll do it, but often we don’t follow through. A lot of kids can learn—they are teachable—but it’s about how we approach them. For instance, we had a kid who couldn’t add or multiply traditionally, but he could when it related to football. The book alone creates a fear factor. If kids can’t read or write well, they avoid things like setting goals because they’re scared of failure. The streets work 24/7, and we’re competing with that. The people there are always recruiting and offering, so we have to instill in kids the strength to walk away from that.

Trace Pickering: You’re fighting against that instinct for short-term rewards versus long-term benefits, right?

Alphonce O’Bannon: Exactly. The challenge is getting kids to focus on the long term. Streets are a 24/7 operation, but I don’t think we’d want to have the kids 24/7.

Trace Pickering: This podcast reaches many educators, and you’ve become an important part of the local school district. Your program now operates in classrooms. Can you describe what that partnership looks like and what schools can gain by inviting organizations like yours?

Alphonce O’Bannon: The Cedar Rapids Community School District has been incredible with true collaboration. They give us the freedom to use our “See Our Dreams” curriculum to build kids up, preparing them for their next steps. We work closely with teachers to support kids. Teachers are amazed that we have no issues in class because we focus on the kids as individuals. If they see value in academics for themselves, it changes their perspective. Our collaboration has allowed kids to take LBA as a leadership class. We ask teachers to ask kids about their LBA experience and apply it in other classes. Accountability is key, and we tie everything back to what they want to do.

Trace Pickering: I’ve seen you talk to kids about their dreams, even if it’s something like wanting to be a professional basketball player. How do you guide them from that desire to actionable steps?

Alphonce O’Bannon: We’re honest. If a kid wants to be a pro basketball player, we give them a Steph Curry or Kobe Bryant workout to show them what it takes. Most don’t make it through. Then we discuss other roles

Trace Pickering: You’re listening to the Getting Smart podcast. I’m New Pathways Senior Fellow Trace Pickering, and today I’m joined by Al O’Bannon. Al is the Executive Director of the LBA Foundation in Cedar Rapids, Iowa, and is a certified school counseling leadership specialist recognized by the American School Counseling Association. Al has over 20 years of experience with nonprofit organizations. Al, great to see you today.

Alphonce O’Bannon: Great to see you also, Trace.

Trace Pickering: Thanks for joining me. For some context for our audience, Al and I have been working together since I founded Iowa BIG and he founded the LBA Foundation. We’d known each other several years before that. Al is an active agent who seeks to remove barriers and create a truly inclusive community where everyone can thrive. The LBA Foundation works with all students, but specifically those who do not have the resources, support, or experiences to be successful in school and life. Al, I think it’d be great if you could share the LBA story. How did it come to be? How did you decide the LBA Foundation was needed in our community?

Alphonce O’Bannon: Sure, Trace, thanks. Well, it started back when we were running an AAU basketball program. We began to focus on underserved kids who didn’t have the opportunity to use basketball as a tool. And when I say “as a tool,” I mean as a way to bring in discipline, structure, teamwork—all the things you develop from being part of a team. One time, we were at the gym, and the coaches told me the kids weren’t listening, so I took away the basketball. The first thing they said was, “I want to quit. I’m just leaving.” That moment showed me how much these kids relied on basketball as their only anchor.

I asked them what was inside the basketball, and they thought it was just air or maybe a needle floating around. Their answers were honest but showed they hadn’t had the opportunity to explore beyond what they saw in sports. That realization led us to develop a program called Leaders Believers Achievers. It started as just an organization but eventually became a 501(c)(3). We started with 12 kids from our basketball team, and now we have over 600 kids in the program.

We began as an after-school program, initially running from 6 to 8 p.m., so kids had a safe place to be instead of out in the streets. We found out that kids really wanted structure and discipline, even though adults often assume they don’t. Most kids are actually looking for it because they don’t get it in other areas of their lives. Over time, our program evolved into an after-school program from 3:30 to 5 p.m., and then from 6 to 8 p.m. We now have in-school programs as well, with seven different classes during the week that cover leadership and our “See Our Dreams” curriculum. This curriculum is based on four pillars: having a purpose, a flight plan, a dream, and a vision board. Research says if kids can’t see where they’re going, they’re less likely to get there.

We also focus on what we call the “three-block radius”—not just a physical limit but a mental one. If kids don’t see beyond that radius, they can’t dream bigger. For instance, last year we started a lawn-mowing club for kids who had only ever seen someone else mow grass at their apartment complex. Pushing a lawn mower was something they’d never considered. A lot of what we do is based on listening to what twelve-year-olds tell us.

Trace Pickering: That’s a major pivot from being a guy who provides opportunities for AAU basketball to becoming someone who teaches kids how to be better humans and recognize their self-worth. Is that something you had always been doing through basketball, or did you see more opportunity?

Alphonce O’Bannon: The beauty of what I do, Trace, is that I lived it. This was exactly what was given to me. As I grew into it, my older brothers, Rick and Larry, would say things like, “This is more than basketball; this is life.” Many of our kids don’t get to hear messages like that, and some don’t even hear the word “goal.” So, in a way, I’m just reliving my life through LBA and giving back to youth who aren’t typically seen in our community.

There was a huge gap when we started, and I asked myself where the mentorship we had as kids went. Many mentors had left, and the support systems seemed to have broken down. There are so many people in our city who have been successful thanks to the mentors who came before us, and I wanted to bring that kind of impact back to the community.

Trace Pickering: That’s powerful. Could you share one or two success stories that highlight the impact you’ve had in the community?

Alphonce O’Bannon: Sure. One of the things the school district wanted us to do was to work with at-risk youth. We soon realized that all kids are at risk in some way. I’m still at risk myself! One of our kids, Max Stark, started with us as a mentor. He had a 4.5 GPA and wanted to help other students. We found that eighth graders learn better from other eighth graders. When mentors are closer in age, the younger kids can relate better. Max’s leadership led him to receive $21,000 in scholarship money for a leadership program at Ohio State, which was a huge leap for him.

Another student, Daja, came to us after multiple altercations with the law and school officials. She was also homeless. One day, we told her she could be whatever she wanted to be, and it was the first time she’d heard that. She decided she didn’t want to be homeless anymore, and today, she’s a marketing director in Chicago. She’s an example of the power of just one positive message.

In sports, we’ve had several successes too. Keegan Murray is now playing for the Sacramento Kings, Orion Vance is at Iowa State with NFL prospects, and Zion Williams is at Troy University, playing in his first game this Friday in Orlando.

Trace Pickering: Those are amazing stories, Al. I know this is empowering work, but it’s also difficult, time-consuming, and comes with heartbreaks. How do you cope when an LBA student ends up in a tragic situation?

Alphonce O’Bannon: It’s tough. In the twelve years we’ve been running, I’ve done 12 eulogies for kids under the age of 18. My brother once told me, “You’re not going to save them all; it’s about saving the ones you can.” That helped me realize I can’t save everyone. I had to lean on my mentors, who I call my “cloud.” They’re the reason I didn’t quit. I teach kids never to quit, so I couldn’t quit either. Those mentors got me through some dark times.

Trace Pickering: From your perspective, what are the biggest barriers young people face today? And what strategies have you found that help?

Alphonce O’Bannon: The biggest barrier is meeting kids where they are. We often say that, but then we stop walking with them once they’re in a safe spot. We need to keep them in situations where they can be successful, which is why we emphasize learner-centered learning. A lot of these kids can learn and are teachable, but sometimes it’s about how we approach it.

I remember a kid who “couldn’t” do math but knew all the math related to football. When we related it to sports, he understood, but if you put a textbook in front of him, fear took over. Another challenge is literacy—kids who don’t read or write well are at a disadvantage from the start. If they can’t write down a goal because they’re afraid to spell a word wrong, that’s a huge barrier. We have to find ways around that so they can succeed.

Trace Pickering: You’re competing with the streets, which are active 24/7, offering temptations and recruiting kids constantly. How do you compete with that?

Alphonce O’Bannon: It’s challenging because, as you said, the streets work 24/7. People out there are always recruiting, offering things that may seem appealing. We have to instill something strong enough that when our kids face those situations, they can walk away. But it’s tough because we’re up against a system that never stops. If we had the kids 24/7—which I’m not saying I want—it would definitely give us an advantage.

Trace Pickering: And you’re also battling the natural human instinct to seek short-term rewards over long-term goals. That’s got to be a factor, too.

Alphonce O’Bannon: Absolutely. The instant gratification they get from the streets is hard to compete with. That’s why we try to engage them deeply, whether it’s through sports or other interests, so they see the long-term benefits.

Trace Pickering: You’re now working directly in the school district, running classes and teaching your “See Our Dreams” curriculum. What does that partnership look like?

Alphonce O’Bannon: What I appreciate about the Cedar Rapids Community School District is the true collaboration. We have the freedom to do what we need to with the “See Our Dreams” curriculum, which builds kids up and prepares them for their next steps. We stay in close contact with teachers, looking for ways to reinforce what the kids are learning in our program in their other classes. Teachers often tell us, “We can’t believe how well the kids behave in your class.” That’s because they’re focused on themselves in our sessions. The challenge is to get them to apply that focus in their other academic subjects. If they understand why learning matters for their personal goals—why math or English is relevant to what they want to achieve—that’s when things start to click.

We actually offer an option where students who don’t want to take an elective like ensemble can instead take LBA as a leadership class. We work with them on developing who they are and what they’re trying to do. Our goal is for them to take what they learn in LBA and apply it wherever they go next. We encourage teachers to engage with the students on what they’re learning in LBA, to ask, “What are you doing in that program?” or “How can you apply those skills here?”

For example, if a student says they want to be an architect but is acting out in class, we remind them that they need math skills to reach that goal. If they’re more interested in being a comedian, maybe we steer them in that direction. It’s about holding them accountable to their own stated goals, not just what we or their teachers think they should do.

Trace Pickering: I love that. I’ve seen you and your staff work through that process with students before. When a kid says they want to be a professional basketball player or football player, a lot of adults would tell them, “That’s unrealistic, you need to focus on academics.” But I love how you approach it differently. Can you talk about how you handle that conversation?

Alphonce O’Bannon: Sure. When a kid says they want to be a professional basketball player, we say, “Great!” But then we’re honest with them. We give them a workout routine similar to what Steph Curry or Kobe Bryant might do, and let them see what that kind of commitment looks like. Most kids don’t make it through the workout, but it opens up opportunities to talk about what other jobs exist in the NBA besides being a player. They might consider being a coach, a referee, or even a team manager.

We also introduce them to the idea that skills in math and English are relevant to their goals. They begin to see the connection between these subjects and their dreams. It’s a way to help them realize that even if they don’t make it to the NBA, there are still ways to be involved in what they love. With experience, their dreams often evolve—they might want to be a high school coach or referee instead, which still allows them to stay connected to the game.

We also have real talks about the odds. I might say, “Statistically, none of us in this room are going to the NBA, but that doesn’t mean you shouldn’t try your best.” It’s about balancing their dreams with reality, but in a way that doesn’t discourage them from working hard.

Trace Pickering: That’s a powerful approach. You’re saying “yes” to their dreams while helping them see the work and options that come with them. It puts a different framework around learning and goal-setting, which is fantastic.

Alphonce O’Bannon: Exactly. And that approach also builds in accountability. We tell teachers, “If he says he wants to go to the NBA, remind him that listening skills are crucial. If he’s not listening to you, he’s not going to listen to a coach, either.” Kids start to understand that listening is more than just hearing—it’s about comprehension and following through.

Trace Pickering: That’s insightful. I want to confirm something I’m hearing from you. Are the biggest barriers for these kids about fear—fear that they can’t do it—or is it more that they can’t envision a positive future for themselves?

Alphonce O’Bannon: It’s a mix of both, but one of the biggest challenges is that many kids can’t see a positive future because they’ve never been exposed to it. When you ask some kids what they want to do, they might say “nothing,” which isn’t a real answer. I remember my partner, Carrie, once told a kid who said he wanted to “just lay on the couch” that it would actually take a lot of hard work to maintain that lifestyle.

Sometimes, it’s the fear of the unknown. They don’t know they can have things like a driver’s license, a job beyond fast food, or even something as simple as a lawnmower. We had kids who thought only certain people could mow lawns because they’d only seen someone else do it. Once we exposed them to these opportunities, it opened their minds. We even had parents who didn’t realize that lawn mowing could connect to entrepreneurship and landscaping. It’s not that anyone’s holding them back—they just don’t know what’s possible.

Trace Pickering: I hear you. In recent years, you’ve also been focusing more on the community level, recognizing issues of diversity and inclusion in Cedar Rapids. What drove you to take that on, and why was it important to you?

Alphonce O’Bannon: It comes back to the idea that people don’t know what they don’t know. I once gave a presentation in Seattle on the concept of belonging, and I realized there’s also a need for a sense of “welcoming.” You can tell someone they belong, but if they don’t feel welcome, it’s not genuine. People can sense when they’re just checking a box.

As people started to talk more about belonging, I felt we needed to focus on teaching people how to be welcoming. We created the LBA Engage program, where we conduct professional learning sessions with the Cedar Rapids Community School District and a few corporations. It’s about helping people feel comfortable having difficult conversations. After George Floyd’s death, several white friends asked me what they could do. I told them they might need to bring up these issues in spaces like their country club or their own homes. It’s not about changing at 100 miles an hour—it’s about making any positive change, even if it’s just one mile an hour.

Trace Pickering: That’s powerful. I imagine those types of conversations can be uncomfortable for many people, even adults who may still not have clarity on their own purpose.

Alphonce O’Bannon: Exactly. We’ve even had adults who, when asked their purpose, grab for the bathroom pass like the kids do. It’s a challenging question for anyone, but if we’re going to send kids out into the world, they need to feel genuinely accepted and valued. If a student spends years in our program and then goes to a company that says they want diversity but doesn’t follow through, that’s a problem.

I remember one young man who was nervous about applying for a job because he thought he’d need to cut his hair. I told him, “Go as you are. Don’t pretend to be someone else.” On the other side, we also work with HR professionals to break down biases. Some people think rap music is inherently negative, but it’s just a form of poetry. People often misunderstand things they don’t know personally.

Trace Pickering: Absolutely. My daughter has tattoos, and she’s always conscious about covering them in interviews because of possible judgment. These mindsets really need to evolve.

Alphonce O’Bannon: Exactly. We need people to see beyond those stereotypes. I tell people that just because something isn’t familiar to you doesn’t make it wrong or bad.

Trace Pickering: Al, it’s always great talking with you. I’m glad we could share your story with a larger audience. It’s important for educators to know there are resources out there like LBA, and people who are willing to think outside the box to meet these kids where they are. Thanks for your continued efforts in our community.

Alphonce O’Bannon: I appreciate that, Trace. And I’ll leave you with this: there is no more “thinking outside the box.” There is no box.

Trace Pickering: That’s right. I love it—you say that often, and it’s true. There is no box anymore. Let’s just get to it. Thanks again, Al.

Alphonce O’Bannon: Thank you, Trace.