PeerBlooms began as a simple idea rooted in personal experience and a deep desire for inclusion. Founder and President Eddie Ding, a student at Thomas Wootton High School, had spent four years working with neurodivergent children and young people with disabilities through camps, nonprofits, and University of Maryland-based programs. Those experiences revealed a clear gap in access to opportunities and support, even as he saw the strengths and passions these students displayed when given a chance to belong. Eddie’s mission is also shaped by his relationship with his older sister, who has a disability and often faced challenges with everyday tasks. Growing up beside her strengthened his belief that inclusion should be the norm rather than the exception.
With that mindset, Eddie founded PeerBlooms, initially working with his parents to turn the idea into reality. As the need became clear and interest grew, he built a dedicated team of students who shared the same goals of empowerment and connection. Among them is James Woo, a Poolesville High School student who now serves as Vice President and head coach, helping guide the organization’s programs and expanding its reach in the community.
PeerBlooms describes itself as an inclusive platform designed to expand academic and extracurricular opportunities for neurodivergent children and underserved families. Students are paired with peer mentors who help them develop new skills through structured programs while forming meaningful, supportive relationships. Mentors gain valuable leadership experience, communication skills, and confidence as they work directly with younger students. The goal is to create a space where both mentors and participants can grow, feel empowered, and discover what helps them thrive.
Each weekend, PeerBlooms offers academic and sports programming tailored to individual needs. Saturday academic sessions provide guided help with homework, reading, writing, or specific subjects like math or English. On Sundays, the group hosts soccer sessions where students learn fundamentals and build confidence in a supportive environment led by instructors, including James. Families sign up for the sessions that best match their child’s interests through the PeerBlooms platform, which automatically pairs them with instructors. Volunteers can offer one-on-one or small-group sessions, and additional support is added when groups form to maintain close attention and an ideal 1:1 ratio.
The impact of PeerBlooms has been deeply felt among both students and volunteers. Children grow more confident, social, and willing to try new things, while instructors gain real-world leadership experience and a stronger understanding of how to support others. Eddie recalled one student who arrived shy, withdrawn, and hesitant to interact. As trust built through slow, supportive progress, the child began opening up, eventually offering Eddie a hug at the end of class. That hug became a weekly tradition, symbolizing how meaningful connections form when students feel safe, valued, and understood.
PeerBlooms began in Poolesville, but momentum is growing across Montgomery County. Volunteers and instructors now come from schools such as Wootton, Montgomery Blair, and others, helping expand the program’s reach beyond its original community. Growth has been driven by consistent results that inspire others to get involved, along with community events like a recent gathering that brought over 50 families and volunteers together to connect and learn about future programs. As PeerBlooms strengthens relationships with schools, families, and partner organizations, it hopes to reach even more children countywide.
Building the organization hasn’t been without challenges. Coordinating volunteers, scheduling sessions, and managing communication required trial and error before systems became streamlined. The team created simple online sign-ups and emphasized flexibility to keep sessions running smoothly. Early hurdles such as awareness, consistency, and supplies were overcome through partnerships with organizations like SEEDS and support from families who offered feedback, spread the word, and helped the program evolve. These combined efforts have shaped PeerBlooms into a more organized and effective platform.
Volunteers play a central role, and many learn about the program through word-of-mouth within their school communities. Once they join, new mentors receive an overview of session expectations and guidance on supporting students with patience and encouragement. Training is hands-on, with experienced volunteers leading by example. The focus is on creating a comfortable, supportive environment rather than enforcing strict procedures.
A typical academic session lasts about two hours, with volunteers working in a classroom setting to help students at their own pace. Sports sessions at Dufief Park blend basic drills with fun, confidence-building soccer games. Across all activities, the emphasis remains on connection, growth, and creating a positive space where children can enjoy learning and spending time with peers.
PeerBlooms’ progress has been made possible through strong community support. Partnerships with groups like SEEDS, along with family involvement and recommendations, have helped the program expand and refine its approach. Parents provide valuable insight into what their children need most, shaping how lessons are structured and what types of sessions are offered.
The PeerBlooms team hopes the Montgomery County community continues to recognize that the children they serve often need just a little more time, patience, and individualized guidance. When tasks are broken down step-by-step and students are surrounded by people who truly want them to succeed, their potential becomes clear.
Community members can support the mission by volunteering at academic sessions or soccer activities. Schools can share information with families or connect PeerBlooms with prospective students and mentors. Those interested in getting involved can learn more or create an account at peerblooms.com
