That outcome did not happen by chance. It is the result of Inventionland Education’s applied STEAM curriculum, intentionally built around creativity, ownership, and real-world problem-solving.

Garland and English facilitate a learning environment where students take the lead. Using Inventionland’s nine-step inventing method, students identify everyday problems, develop solutions, build prototypes, and ultimately pitch their ideas. The teachers act as guides rather than lecturers, allowing students to think independently while providing structure and encouragement along the way.

The results speak for themselves.

In 2024, students Mia Mertz and Madison Mulato developed the No Cry Hair Tie, a product designed to eliminate a common frustration for users. Their idea moved beyond the classroom and into the marketplace through a licensing agreement. Today, their product is available online through major retail channels, demonstrating that middle school students can create commercially viable solutions when given the right support.

In 2025, Olivia Adams and Samantha Preist added to that legacy by earning their own licensing agreement after capturing first place in the national invention contest Middle School Division with their invention, “The Untie Not.” Their product tackles a universally familiar frustration: shoelaces that refuse to stay tied. Their solution uses a small, lightweight mechanism that attaches directly to shoelaces and secures the knot in place. It keeps shoes tied throughout the day without altering the shoe or requiring complicated adjustments, making it ideal for students, athletes, and anyone constantly on the move. Their product is currently in final development and is expected to debut on the international marketplace later this year.

And in the contest, Ethan Cooke, Elijah Lawson, and Gavin Purdy created the Needle Guard and, in the process, secured a licensing agreement. Their invention addresses a simple yet widespread problem: the small pump needles used to inflate sports balls often break or get lost. Their solution protects the needle and prevents it from slipping into the ball. It is practical, intuitive, and rooted in real-life experience, and exactly the type of thinking the program is designed to foster.

What makes Garland and English’s impact especially meaningful is how early it begins. Students at Grove City Middle School often start thinking about inventions years before they even enter the class. By the time they are eligible to participate, they arrive motivated and ready to create. That level of anticipation reflects a classroom and school culture that has built a reputation for making learning exciting and innovative.

Equally important is the balance these educators maintain. While students drive the work, Garland and English create the framework that keeps teams focused, collaborative, and resilient. They help students navigate challenges, refine ideas, and push through setbacks. In doing so, they are not just teaching innovation but also reinforcing important soft skills such as perseverance, communication, and problem-solving.

Their influence also extends beyond the classroom. By connecting students with community partners and real-world professionals, they ensure that projects are grounded in practical insight. Students gain exposure to how ideas move from concept to market, making the experience both educational and authentic.

On Teacher Appreciation Day, stories like this highlight what is possible when educators are empowered to teach differently. Karen Garland and Ben English are not just preparing students for the next grade level. They are helping them see what they are capable of creating in the real world.

And in some cases, that means turning a middle school idea into a product people can actually buy.