About The Program
Take Back the Halls is the flagship program of Taking Back Our Lives
A powerful initiative that equips young people to build healthy relationships, prevent teen dating violence, and lead lasting change in their schools and communities.
This youth-driven, school-based program helps schools create a comprehensive coordinated and effective response to dating violence through a multi-layered approach:
• Classroom education on healthy relationships and teen dating violence prevention
• Youth leadership groups that design and lead impactful, schoolwide awareness campaigns
• On-site individual and group counseling for students who have experienced dating violence
• Collaborative projects led by students, teachers, and coaches that transform school culture and promote safety and respect
• Training and technical assistance for school staff and administrators on how to respond to dating violence with best practices and trauma-informed care
Take Back the Halls is available in English and Spanish, is inclusive of all gender identities and sexual orientations, and can be adapted to meet the needs of students with intellectual and developmental disabilities.
This is more than a program — it’s a movement to end dating violence and create cultures of consent and healthy relationships in schools.
History: Where we came from
Take Back the Halls (TBTH) has been a powerful force for change since 2004—making it one of Chicago’s longest-standing teen dating violence prevention and intervention programs.
What started as a small after-school program with only 15 young women at Clemente High School has blossomed into a widespread effort that now provides our partner schools across the city with comprehensive supports to end dating violence and foster healthy relationships. Over the course of the past twenty years, TTH has provided thousands of students with the tools and knowledge to foster healthy relationships, recover from the painful experiences of dating violence, and develop into self-assured leaders. These students have taken on leadership roles in their schools, inspired their peers, and worked to create safer, more supportive environments in their communities.