From France to Appalachia, students are discovering faith, service, and connection beyond the classroom.
Holy Grounds brews up big growth
Holy Grounds — the beloved student-led coffee shop — brewed up big changes this year. With expanded hours and a larger footprint in the lobby, Holy Grounds now offers an even wider variety of drinks and fresh pastries to fuel students and educators throughout the day.
Thanks to the support of the campus community, the shop is on track to double its annual revenue this year.
276 students have worked at least one shift at Holy Grounds during this academic year. On average, each student has worked 6 hours.
195 hours each month the coffee shop is staffed (on average).
1,680 units of Refreshers sold, a new menu item added this year.
1,415
Regular and Dirty Dr. Peppers have been poured so far this year, making it the soda favorite.
775
Caramel Macchiatos have been sold so far, making it the bestselling coffee drink this year.
28,000 drinks are poured per semester (on average) with an estimated 800 drinks poured by student baristas each week.
Reverend Luis Rafael Zarama Bishop of the Diocese of Raleigh
Dear Gibbons Community,
As I reflect on the extraordinary moments that have shaped our school year, I am reminded again and again of God’s grace at work in our community.
Whether it’s in a quiet moment on retreat, the joyful laughter at Holy Grounds, or the selfless service of our students on mission, the heartbeat of Gibbons—our unwavering call to faith, service, and leadership—resounds clearly.
This year, our students have answered that call in powerful and inspiring ways. In the classroom and beyond, they have stepped into leadership, embraced new challenges, and shown what it means to live lives rooted in purpose.
From the hands-on mission work in Mexico and Missouri to the Kairos retreat’s sacred stillness, from the vibrant hum of robotics labs to the determined strength of our athletes in the weight room, our young people are discovering not only who they are—but who God is calling them to become.
Their journeys are supported every step of the way by dedicated educators, parents, and alumni who give generously of their time, talent, and faith. We see the fruits of these partnerships in every story shared in this issue—from student entrepreneurs and peer tutors to alumni leading lives of service and spiritual legacy. Together, we are forming hearts and minds to be bold in hope, rich in compassion, and grounded in truth.
As a Catholic school, we draw strength from the traditions of the Church and the example of Christ, who calls us into communion with one another. It is that sense of shared mission and belonging that fuels our House System, enriches our retreats, and deepens our commitment to making Catholic education accessible to all. We know that when every student feels seen, supported, and loved, they flourish.
Thank you for your continued partnership in this sacred work. May the stories in these pages uplift your spirit and remind you of the remarkable things happening every day at Cardinal Gibbons.
Bell Head of School
‘To hear that again’
SENIOR CLAIRE CURLISS COMPILES, EDITS BOOK OF HOMILIES
Father Donald Staib drove a golf cart. He wasn’t a golfer, but he was an avid fan of the Monarchs, the student-athletes of St. Mary Magdalene, where he was pastor for 23 years. He used the transportation around campus to make the most of his time, serving both the parish and the school.
Claire Curliss ’25 was one of those students. She’s the kind of person who makes the most of her time, too. A track and field athlete, she attended St. Mary Magdalene for elementary and middle school. Now a senior at Cardinal Gibbons, she’s also a Girl Scout, volunteer usher at St. Mary Magdalene, and school leader in groups including the French Club, Economics Club, and Admissions Ambassadors.
Claire, 17, is also a writer. But maybe editor would be the better word. For more than two years she worked on a book that focused on Father Staib, who was named a monsignor in 2020 and was her pastor for 13 years.
It was all done to honor the priest she remembered from the golf cart, athletic fields, classrooms, and church ambo, where he shared homilies during Mass. But his words didn’t stay inside the sanctuary. They went with her and her family into their car, where they’d often talk about what Father Staib had to say.
“That stuck with me,” Claire said. “He would always relate the sermons to us, or he would talk about his experiences, which was neat to hear about. [As a young student] I remember sitting criss-cross applesauce on the floor as he was walking by and talking.”
The book project, which features 70 homilies, was the result of a few things coming together. One was the pandemic, which was when Father Staib retired from active priestly ministry. He founded the church and school to which she belonged, and the change had an impact on her. Another piece was her confirmation. A third impetus was the Girl Scout Gold Award, where girls are challenged to do a meaningful project for their community.
“I felt like our community would benefit from his homilies. I started to focus on how I could incorporate his homilies into the faith formation program and provide another structure [to confirmation preparation]. That’s how it all came together,” she said.
Along with her dad, Andy, Claire went to lunch with Monsignor Staib to talk about the award project, which is Girl Scouts’ highest award, and his homilies. He was familiar with the Curliss family as Claire’s mom, Nikki, is a counselor at the school and her dad was once an investigative reporter, whom Monsignor often enjoyed talking with about current events.
Monsignor Staib opened his files, sharing notebooks and papers that held homilies he’d written since 1980.
“That was why it was possible, because he had his copies,” Claire said. “The early ones were handwritten … it wasn’t consistent in his record
Peace, Jeff
keeping till the 1980s and ’90s. And then they were typed. And he had notes in the margins and would underline certain words for emphasis.”
Along the way, Claire and Monsignor discussed whether the project should be digital and online or on paper in a book. She went to him for clarifications. Claire read his shorthand and had to make some wording decisions to make the text flow in complete sentences.
Nikki remembered one summer when Claire did the bulk of homily reading in her effort to pare down the 1,200 homilies available to her to about 70 that would go in the book.
“Between vacations and summer camps, I helped her think that through. Like ‘Claire, how many are there? How many weeks can you really do this? How many per day? And she knew she had to break it down to so many a day,” said Nikki.
Claire got it down to about 10 per day. She only selected homilies that he gave while at St. Mary Magdalene. “That helped me a little bit,” she laughed. “That was only 20 years.”
She organized the sermons by the liturgical calendar, and would later deposit them for preservation in the church archive. For the book
project that followed, Claire selected homilies that had relevance to the faith formation program, Monsignor’s life and the life of their church. She came across many homilies that focused on his travels.
“When I was reading, I was wondering if this could be another project, compiling the history with him in Vietnam and all the people he has met,” she said.
“There’s a lot of other ways that someone could go about having a different focus. It’s a whole lot of choices.”
For her, the most memorable homily was also humorous and as she read the copy he provided her, she remembered him saying it at Mass.
“He was talking about death and what happens after death,” she said. “That is a pretty common thing people want to know … he was talking about his priest friends and how they said when they die, they will try to communicate [or send a sign] and he said, ‘But I haven’t heard from them yet.’”
The homilies compiled were all given during Saturday evening or Sunday Mass. There was one exception in the book, and it’s what was known as the “train homily” among parents and students at the school. It was remarks he gave each year during 8th grade graduation in which he likened life to train rides, where people step on and off.
“There was one sermon that parents asked me to preach every year at graduation. They said, ‘I just want to hear that again.’ But I don’t think the kids cared a whole lot,” laughed Monsignor. “That was a parent favorite.”
It was one sermon he didn’t have a copy of to give to Claire, but they worked it out. And it’s featured in the book’s afterword.
“I asked him ‘Is there a way to get this? This is kind of important.’ And he recounted it as best as he could,” Claire said.
Claire knew the book would have to have a homily about Jonah, whose statue is outside the church building and was given in 2020 in honor of Monsignor Staib by the parish.
“Jonah is very special to him,” she said. “He had
several about Jonah that he gave throughout different Sundays … I made sure to include one of those.”
Once the book was ready, she gave it to him before a Mass. “It was really special,” she said. “He was so awed but humble about it. One of his priest friends was there and he said, ‘You have to look at this.’”
That book was published and provided for the faith formation community and was not for sale, which is part of the award project’s specifications, she said. It had a faith formation discussion guide in the back and notes geared toward teenage confirmation candidates.
As she discussed the project people began to ask when they could get a copy. That’s how the second edition was born.
“I realized maybe I should … the second edition doesn’t have the discussion guide, and it has a different publisher. I changed a few things in the introduction. The sermons themselves are the same, but the context around it is different.”
One thing that’s the same, Nikki said, is Monsignor’s style.
“When you read these sermons, you can hear Father Staib talking. The way he wrote is how he speaks … even though it’s been years since he was pastor here at St. Mary Magdalene, if you know Father Staib and you read this, you can hear him. I told him that,” she said.
For his part, Monsignor Staib is still in wonder of the whole project.
“That was a lot of work,” he said. “I mean, she had to retype them. I believe it was pushing on three years she worked on it … oh my gosh. When I realized she was working on a book, that was astounding. I have never written a book in my life. I never thought I had the ability to write a book, and I still don’t. It’s impressive to me that she did this.”
He sent copies to his family and said they were amazed. The whole process and the fact that the book even exists has been entertaining to the priest who said he often got points off
his schoolwork in seminary for spelling words incorrectly.
The book, titled “Our Faith; A Collection of Sermons by Monsignor Donald F. Staib,” was recently made available on Amazon. The week of its debut it was a top new release in the Christian Sermons category, and the response by the parish has made it a top seller in that category since. All proceeds go to the church.
Claire spoke about the project during Mass in October.
“I recently completed a Girl Scout project that was focused on preserving the words and wisdom of Monsignor Staib,” she said. “The sermons I chose for this book were with a purpose … My hope with this project has been that current members of our parish – and future members – will see that it is here, in the church, where our faith comes to life.”
—Reprinted with permission from NC Catholics Magazine.
Scoop Dreams
Sophomore Sydney Marshall ’27 has always loved ice cream.
She turned that passion into a business during the summer between 8th and 9th grade. Doodles Ice Cream—named after her Goldendoodle, Bruno, who loves a good pup cup (the dog-friendly version of ice cream)—is a mobile ice cream cart that delivers high-quality treats.
“I started Doodles as a fun way to learn about running a business and earn some money,” said Sydney.
Before she was old enough for a traditional job, Sydney decided to launch her own venture. With the help of her father, who works with business owners, she developed a plan to bring Doodles to life.
“Ice cream is popular at events and enjoyed in any weather,” she said. “It brings joy to people of all ages, which made it an easy and fun choice for my first business.”
Doodles served scooped or pre-packaged ice cream cups with a variety of flavors and toppings. Some customer favorites included strawberry, banana pudding, Panda Bear (cookies and cream), and salted caramel.
Sydney partnered with a local vendor for her ice cream and offered customizable cups with fun toppings like sprinkles, gummies, and flavored syrups.
Operating year-round on a booking basis, Doodles became a hit at school functions, weddings, birthday parties, and sporting events. Spring and summer were naturally the busiest seasons, with events ranging from private parties to school gatherings around Raleigh.
Last summer marked a major milestone for Doodles: Sydney purchased a second, larger cart. With two carts now available, she could serve more events and offer an expanded flavor selection. As a student entrepreneur, she learned everything from
customer service to managing finances.
“The biggest lesson early on was realizing I couldn’t make money until I paid off my initial investment,” Sydney said.
One of Sydney’s favorite parts about Doodles is that it was a family affair. As a student-athlete, she often relied on her parents and brother to help operate the carts when she had other commitments.
“The Gibbons community and staff have also been incredibly supportive, inviting Doodles to serve at school events,” she said.
Looking ahead, Sydney hopes to inspire others.
“I want Doodles Ice Cream to bring smiles to people—and to show other young people that they can do this too.”
Sydney’s entrepreneurial spirit is as refreshing as her ice cream.
Learn more about Doodles Ice Cream at doodlesicecream.com.
—Lynn Beahm
Peer Power
STUDENT TUTORS IMPACT LEARNING
At Cardinal Gibbons, a quiet shift in learning is taking place. The Peer Tutoring group has grown from a National Honor Society offshoot into an independent, student-led initiative where peers support each other academically, creating a culture of shared success.
This transformation is thanks to student leaders like Grayson Connor ’25 and Kennedy Farnham ’25, who envisioned a system where students could seek help without judgment.
“It helps to learn from someone who’s been through what you’re facing,” Grayson said.
Grayson manages logistics, while Kennedy brings creative strategies to recruitment and tutor pairing.
Accessibility is key to the program’s success. QR codes around campus link students to a request form, where they note subjects and availability. Coordinators then match them with qualified tutors—covering everything from math and science to literature and foreign languages.
Early on, the group worked to shift student
perception—showing that asking for help is a strength, not a weakness. That message stuck. Today, over 130 tutors support more than 60 peers.
But numbers only scratch the surface. The group has reshaped the school’s academic culture by normalizing collaboration and making tutoring a supportive, empowering experience.
Students gain confidence and skills, while tutors deepen their own knowledge and develop leadership abilities.
The program reflects Gibbons’ core values. Faith shines through in the commitment to help others; service in the time tutors dedicate; leadership in the student-driven structure.
“You’re giving your time, experience, and knowledge so others can benefit,” Grayson said.
Kennedy adds, “Some of our best tutors are the ones who never make you feel inferior for needing help.”
Looking ahead, both leaders are hopeful.
“We don’t want peer tutoring to end when we graduate—and we know there are students ready to keep it going,” said Kennedy.
The Peer Tutoring group proves what students can accomplish when given trust and responsibility. By learning together, they’re building a stronger, more compassionate academic community.
—Weston Monroe
Learning Without Borders
GLOBAL EDUCATION & OUTREACH INSPIRES, TRANSFORMS
At Cardinal Gibbons, learning through experience is a transformative part of the student journey. Whether it’s discovering new cultures, forming unexpected connections, or engaging in meaningful service, these moments of impact shape students in lasting ways.
From traditional trips to Italy to newer adventures in Japan, Canada, and France, to historical excursions across Western Europe, Gibbons offers a wide range of immersive global education experiences.
In 2024, the Spiritual Life team added mission trips to Mexico, Missouri, and Tennessee, complementing the school’s longstanding commitment to local service.
Luke Durney, English Educator and coordinator of the Japan trip, describes the experience as one of faith, culture, and leadership wrapped into a dynamic cultural exchange.
Why Japan? “It’s a safe trip to a vibrant, complex culture with a rich history,” he said. “Gibbons already does Europe exceptionally well, but we wanted to offer something different—and the students were excited.”
Global education is a key pillar in the school’s strategic plan.
“I hope it sparks a lifelong passion for travel and cultural learning,” Durney said. “You can sit in a classroom and look at Kyoto on a screen—or you can walk through it, learn about Hiroshima firsthand, sit in a 1,000-year-old temple on a mountainside, and eat local ramen with chopsticks. That’s powerful.”
World Language Educator Lydia Binanay has also embraced international learning, leading French immersion trips to Quebec and France.
“Both are Catholic countries, so we attended Mass,” she said. “The structure of the Mass is the
same everywhere, so students can follow along— even if they don’t understand every word.”
She loves asking them what they heard during the homily.
“It’s a great way to experience faith and feel the Holy Spirit, even in another language,” Binanay said.
Binanay remembers how thrilled the upper-level students were to put their French skills to use.
She notes that locals often try to be helpful by switching to English, but she encourages her students to keep responding in French regardless.
One particularly determined student even told people she didn’t speak English, which Binanay saw as a brilliant strategy—it pushed the student to fully immerse herself and gain confidence.
“We always say a Gibbons education can be transformative. International travel and cultural immersion are powerful ways to make that happen,” she said.
Global learning isn’t limited to experiences abroad.
Through mission trips organized by Spiritual Life, students are engaging in deeper, more meaningful service opportunities.
“Our goal is to give students immersive, impactful experiences that are both enriching and fulfilling,” said Chaplain Father Luke Rawicki. “God has given each of us unique gifts, and we’re called to use them in service to others.”
In February 2024, Gibbons launched this vision with a trip to the St. Francis Inn in Philadelphia. Run by Franciscan Friars, the Inn serves the Kensington neighborhood with food, clothing, and compassion.
“We prepare them well,” said Outreach Coordinator Windi Mitchell. “We encourage students to explore the systems behind poverty, and direct service really brings that home.”
That success set the stage for three summer 2024 mission trips to Mexico, Jerusalem Farm in Kansas City, Missouri, and the Appalachia Service Project in Eastern Tennessee.
Preparation is essential.
“We hold planning meetings, team-building activities, and situational training,” said Retreat Coordinator Meredith Espina. “Especially for places like St. Francis Inn, where students might face new and intense experiences, we want them to feel supported.”
At Jerusalem Farm, Mitchell and her group joined an intentional Catholic community focused on urban farming and home repairs.
“The founders have Jesuit and Franciscan roots, and the work aligns with those values,” she said.
“Some students found the work hard, but still meaningful. One even asked, ‘Can we go back on our own?’”
Fr. Luke led the largest trip to Mission Maya in Mexico, just outside of Cancun.
“You think Cancun, you think resorts—but the surrounding towns are deeply impoverished,” he said. “We helped build roofs and homes, rested during the heat of the day, led catechism classes in the evening, and ended each day with Mass.”
The experience was deeply moving.
“There are missionaries there year-round, but they adored our students,” Fr. Luke said. “The local kids jumped into their arms. We brought arts and crafts and toys—it was an instant connection. No walls to break down.”
The local community led the building projects, and Gibbons students supported them, donating materials as part of the exchange.
“These are joyful high schoolers giving a week of their summer, sweating it out to build a roof in a rural village,” Fr. Luke said. “The hospitality was incredible—families gave up their homes for us, cooked meals from their gardens, and showed us immense generosity.
“It’s not glamorous—sleeping in hammocks, no AC—but it’s real, and we’ll definitely do it again.”
—Mike Watson
Guided by values, powered by AI
LEARNING
It began with a simple question.
Parent Paul Dryden asked his daughter, then a freshman, how she was using AI in school. Her answer surprised him: she wasn’t. It was considered cheating.
“That didn’t sit right with me,” Dryden said. “In my work with startups, I’ve seen AI transform entire industries. It’s not going away. If we want our students to thrive, we need to teach them how to use it wisely.”
That conversation sparked a quiet but meaningful transformation across Cardinal Gibbons. With Dryden’s support, the school launched a yearlong AI pilot program, giving educators access to training and paid tools like ChatGPT. More importantly, it gave them space to explore AI.
“It became clear to me: knowing how to use AI responsibly is going to be a foundational skill,” he said. “But schools are facing real challenges— concerns about cheating, about students bypassing the struggle where learning happens.
“I wanted to help Gibbons navigate that tension— not by pushing technology, but by supporting educators in thoughtful, values-driven exploration.”
Across departments, educators are discovering how AI can enhance—not replace—learning.
Teaching with Intention
Lydia Binanay, a French educator, uses AI both as a planning partner and a classroom tool.
“If I’m exploring a new topic or cultural element, I’ll start with AI for inspiration,” she said. “It helps me design more engaging lessons and assessments tailored to my students’ needs.”
In her classroom, AI is a compass, not a crutch. Students use ChatGPT to review grammar rules or FLINT, an AI-powered platform, to complete personalized exercises.
“I created an assignment where students selected the correct verb form in multiple choice, then applied it in a written response,” she explained. “They got immediate feedback, and I could focus on the deeper aspects of their writing.”
“If we want students to use AI ethically and constructively, we have to give educators space to explore, experiment, and lead.”
—Paul Dryden, parent & supporter
DeAnna Trembow, who teaches AP Psychology, uses AI to break through creative blocks in her lesson planning and exam prep.
“AI helps generate real-world scenarios tied to required content,” she said. She also leverages AI in platforms like Quizizz to build more dynamic review sessions.
Dryden sees that kind of integration as a glimpse of what’s possible when educators are empowered.
“Teachers are the linchpin,” he said. “If we want students to use AI ethically and constructively, we have to give educators room to lead.”
Exploring Faith with AI
Even Theology classes are embracing AI in meaningful ways. Educator Christin Bothe introduces students to Magisterium AI, a chat tool trained exclusively on Church documents.
“This allows students to ask questions and receive responses with citations from Church texts,” she said. “It ensures accuracy and encourages engagement with primary sources.”
While some worry AI could encourage shortcuts, Bothe sees it as a way to deepen inquiry.
“It gives students quicker access to important texts and helps them ask better questions,” she said. “They’re learning to trace ideas back to their sources.”
Innovation and Integrity
Director of Studies Treve Lumsden sees AI’s impact not just in content delivery but in how educators design learning experiences.
“Educators are using AI to create real-world scenarios and give students more chances to revise and reflect,” he said. “It’s helping personalize education in real time, which builds student confidence.”
AI is also streamlining the planning process. “Teachers can describe a desired outcome, and AI will generate a draft for a project or unit,” Lumsden said. “That becomes a starting point for customization based on student needs.”
Still, the school hasn’t avoided the tough questions.
“We’ve had to rethink assignments,” Lumsden said. “Instead of work AI can do, we’re focusing on what only students can do—express beliefs, make decisions, show their thinking. That’s where true learning lives.”
He also acknowledges the challenges. “We’ve seen some academic dishonesty, especially early on,” Lumsden said. “But as we increase student literacy with these tools and support teachers in designing reflective assessments, we expect that to lessen.”
A Vision for the Future
The pilot program has sparked more than innovation—it’s cultivated a culture of curiosity, care, and collaboration.
“I’m proud to be part of a school that leads with integrity but isn’t afraid to look ahead,” he said. “Gibbons took a risk with this pilot, and I’ve seen firsthand how seriously the teachers approached it. They weren’t looking for shortcuts—they were asking the hard questions.”
While AI tools will continue to evolve, the school remains rooted in something more enduring: a commitment to forming students not just as learners, but as thinkers and creators.
“This wasn’t about having all the answers,” Dryden said. “It was about making space for good questions. And that’s what I love most about what’s happening here.”
—Sarah Hardin
“God’s Time”
KAIROS RETREAT CONTINUES TO TRANSFORM SENIORS
Since 2010, the Kairos retreat for seniors has been held 83 times at Cardinal Gibbons — and Crista Anders has coordinated and attended 80 of them.
“In that time,” she said, “it has grown so much.”
Anders, the school’s first full-time retreat coordinator, introduced the national Kairos program to Gibbons. Even after all these years, the experience still inspires her.
“I always say you’re living in black and white before Kairos,” she said. “There’s a spark in the air when we return — pure excitement.”
Though planning each retreat is a significant undertaking, Anders believes it’s always worth the effort.
“Every time, there’s a moment when God shows up,” she said.
Chaplain Father Luke Rawicki, who joined the school three years ago, has regularly attended Kairos since then. He’s witnessed how deeply it resonates with students.
“They hear it’s meaningful but show up skeptical. As the retreat unfolds — through talks and small groups — they begin to open up,” he said. “They connect more deeply with their faith, themselves, and each other.”
Megan Diamond ’25 felt that initial hesitation.
“I was stressed with college apps and almost didn’t go,” she said. “But once they took my phone, I felt free. After our first small group, I knew this was where I needed to be.”
Anders said stories like Megan’s are common.
“For many, it’s their first real chance to unplug and reflect,” she said. “Even if they’ve done other retreats, this one is different.”
She compares Kairos to “The Breakfast Club” movie — bringing together students from all walks of life.
“We mix the groups intentionally to break down stereotypes. It’s amazing to see those walls fall.”
That openness often leads to unexpected closeness.
“Students frequently say they feel closer to their Kairos group than to their best friends,” Anders said. “It’s easier to be real when there’s no history or judgment.”
At its core, Kairos is about encountering God — not as a distant figure, but as a friend.
“A lot of students think they have to do the ‘God stuff’ because they go to a Catholic school,” Anders said. “Kairos shifts that. It becomes a relationship.”
Having a full-time chaplain has added depth to the experience. In the past, priests would visit
occasionally, but now Father Luke’s consistent presence allows for more meaningful spiritual guidance.
“Kairos builds a deep bond within the senior class,” he said. “You might go years without talking to someone, but after Kairos, you feel like you’ve known them forever.”
The impact of Kairos doesn’t end when the weekend does.
“We see students get more involved — they lead other retreats, attend Mass and Adoration,” Father Luke said. “They want to keep that connection with God alive.”
Anders helps make that possible. The week students return, they have a reunion and attend daily Mass. Social events and a follow-up retreat day, Kairos 2.0, continue the momentum.
“We remind them: this isn’t just about one weekend,” she said. “They’re part of something bigger.”
Sometimes, the outcomes are life-changing. Last year, five to seven students received sacraments or entered the Church as a result of Kairos.
“Alumni write all the time to say it was a turning point in their lives,” Anders said.
Jake Pettibone ’25 said the retreat changed his perspective.
“It helped me feel more present and less alone,” he said. “I realized everyone’s going through something.”
Anders often recalls advice from a former mentor: “You may never see how Kairos impacts everyone — just trust that it does.”
“Sometimes we plant the seed, sometimes we water, and sometimes we watch it bloom,” she added. “Kairos doesn’t fix everything, but it gives students the tools and the community to face what comes next.”
In Greek, Kairos means “God’s time.” And for the Gibbons community, that sacred time continues to change lives.
—Mike Watson
Opening Doors
MAKING CATHOLIC EDUCATION MORE ACCESSIBLE
Choosing a Catholic education is more than selecting a school—it’s a deeply personal decision to center learning around faith, values, and purpose. At Cardinal Gibbons, that decision becomes a transformative journey, where academic excellence is matched by spiritual growth and a commitment to service. But for some families, this choice also comes with a financial challenge.
Gibbons is working to change that.
The school’s commitment to accessibility is rooted in the belief that no student should be denied the opportunity to experience a Catholic education because of cost. Through robust financial aid programs and a culture of philanthropy, Gibbons is making it possible for more families to say yes to a faith-based, college preparatory education.
Lauren Gentile ‘04, director of admissions and enrollment management, is at the forefront of this effort.
“At Gibbons, we believe every student deserves access to an exceptional and challenging academic environment—one that prepares them for a life of faith, service, and leadership,” she said. “We know
that the cost of tuition can be daunting for many families, but financial need should never be the reason a student misses out.”
Cardinal Gibbons provides over $1.7 million in financial assistance each year. The admissions process focuses solely on a student’s academic and personal record. Families who qualify can apply for aid through the Clarity portal, a tool that assesses financial need fairly and transparently. Aid awards are determined based on each family’s financial circumstances, the overall applicant pool, and the school’s financial aid budget.
Beyond traditional financial aid, Gibbons offers additional pathways to reduce the cost of a Catholic education. Families who are active members of a Catholic parish may be eligible for tuition discounts, and others may qualify for the NCSEAA Opportunity Scholarship, a state-funded program that expands access to education.
But the school’s efforts don’t stop at tuition.
Gibbons is known for its wide-ranging experiences—mission trips, athletics, club activities, retreats, and global learning opportunities—all of
which help shape well-rounded, compassionate leaders. These programs, while enriching, can also come with additional costs. Recognizing this, the Board of Directors, along with Head of School Jeff Bell, launched a wrap-around tuition assistance program.
Their vision was clear: every student should be able to fully participate in the Gibbons experience, regardless of financial circumstances.
“Whether it’s joining a sports team, attending a retreat, or traveling abroad for a service project, we want every student to feel included,” Gentile said.
“COST
SHOULD NEVER BE A BARRIER TO BELONGING.”
—LAUREN GENTILE ‘04, DIRECTOR OF ADMISSIONS AND ENROLLMENT MANAGEMENT
Although still in its early stages, the program is already making a tangible impact. Students who might have previously sat on the sidelines are now stepping into new experiences—leading, learning, and growing in ways that go beyond the classroom.
Behind the scenes, departments across the school work together to identify and support students who may need help covering the costs of participation. This comprehensive approach to financial aid is about more than numbers, it’s about creating a school community where every student feels valued and empowered. For many families, financial support is the deciding factor that opens the door to a Gibbons education.
None of this would be possible without the generosity of the Gibbons community. Donors play a vital role in supporting these efforts, working hand-in-hand with the school’s Advancement team to fund scholarships and aid programs that directly impact students.
“We’re incredibly fortunate to have donors who believe so strongly in the power of Catholic education,” Gentile said. “Their support allows us to extend our mission and welcome students who might have otherwise thought this opportunity was out of reach.”
—Mike Watson
Your Impact. Our Story.
As we prepare to share the 2024-2025 Cardinal Gibbons Annual Report, we invite you to be part of the story.
This report is more than numbers — it’s a reflection of the faith, generosity, and spirit that define our Gibbons community. When you make a gift by June 30, you’ll be included in this year’s Annual Report and help us continue forming students in faith, service, and leadership.
Your support matters. Your name belongs in this story. Make your year-end gift today at cghsnc.org/give.
Gibbons Media
AMPLIFYING STUDENT VOICES
Media programs are the heartbeat of student life. They give young people a voice, a platform, and the tools to share meaningful stories—through writing, photography, and video. At Cardinal Gibbons High School, this tradition lives on through Gibbons Media, a thriving ecosystem of student-run publications and broadcasts that continues to evolve with each generation.
But Gibbons Media wasn’t always what it is today. Its story is one of transformation—rooted in tradition, redefined by technology, and driven by student passion.
“Student media has been a staple at Cardinal Gibbons almost since its inception,” said Journalism Adviser Dan Jukic. “With the rise of digital and social media, it’s become more important than ever for students to have their own platforms to express themselves. Creating original content that reflects their high school experience is both essential and empowering.”
A Legacy of Publications
The journey began in 1937 with “The Cathedralite,” Gibbons’ first student newspaper. Over the years, it evolved in name and format—from “Veritas” (1962–1972), reflecting the school’s move to Western Boulevard, to “The Cardinal Times”
(1972–1996), and then “The Crusader” (2001–2022).
In 2022, the paper entered the digital age as the “Gibbons Globe,” the school’s first online-only newspaper.
Alongside the newspaper, “The Landmark” yearbook has long captured the spirit of each academic year through student-led photography, writing, and design.
In 2011, a collaboration was born. Yearbook advisers teamed up with the journalism educator Jukic to form Gibbons Media—a joint effort to share resources, amplify storytelling, and enrich both student publications.
Media that Grows with Students Today, Gibbons Media is a dynamic, multiplatform program encompassing:
- Gibbons Globe (online newspaper)
- The Landmark (yearbook)
- Gibbons News Network (GNN), the school’s video broadcast branch
Supporting these are several classes and electives, including Introduction to Media, Photojournalism, Journalism, Digital Media, Yearbook, and Broadcast Production.
Lights, Camera, Connection: GNN
Born out of necessity during the 2021 hybrid learning schedule, Gibbons News Network (GNN) became a vital way to keep students connected— both on and off campus. Spearheaded by Fine Arts Educators Stew Aull and Jukic, the program began producing video announcements and quickly grew into something more.
GNN evolved from a student club into a yearlong class. Today, it’s a hub of creativity. The Broadcast Production class, along with the GNN Club, produces daily announcements, GNN+ (studentcreated content), and GSPN, a sports and student life segment.
The Power of the Pen (and Keyboard)
When the “Gibbons Globe” went digital, it was introduced as a new journalism elective. Initially offered as a “zero-period” class before and after school, the course has since grown under the leadership of English Educator J. Mike Blake, the current adviser. With a staff of 20 students, the publication is led by editor-in-chief Blair Mitchell.
“Our purpose is to bring attention to important aspects of our community while teaching students how to write with clarity, purpose, and journalistic integrity,” Blake said.
Storytelling Through the Lens
The Photojournalism class, taught by Jukic and fellow Educator Darsey Williams, covers campus events through powerful visuals. Students capture and curate images that appear on the Gibbons Media Instagram and in Vidigami, the school’s photo-sharing platform. The class includes 24 dedicated photographers.
Yearbook: A Keepsake of Community
“The Landmark” yearbook team transforms a 400page blank canvas into a vivid, thematic chronicle of the year. Students take on leadership roles as section editors, learning essential skills—design, storytelling, teamwork, and deadline management.
“Being in a teaching role has given me the unique opportunity to guide students through a creative project that builds real-world skills,” said Williams, a yearbook advisor. “At the same time, we’re preserving the memories that define our school community.”
Skills for Life
The impact of Gibbons Media extends far beyond campus. Students build skills that prepare them for college, careers, and leadership.
“The skills students develop—storytelling, collaboration, creative thinking—are valuable in every field,” Jukic said. “They learn how to present, how to communicate, and how to work as a team.”
Former yearbook editor Abby Rinehard reflects on her time with Gibbons Media: “Being part of Gibbons Media gave me a place to serve beyond academics. It inspired me to become a teacher— and now, I’m a yearbook adviser myself.”
Looking Ahead
What’s next for Gibbons Media?
“The future belongs to the students,” Jukic said. “They will shape the stories, the platforms, and the direction of Gibbons Media.
“Through their leadership, we’ll continue to see this program grow in new and exciting ways.”
And if the past is any indication, the best is yet to come.
—Lynn Beahm
Coming Home
ALUMNI RETURN TO SHAPE STUDENT LIVES
It’s no secret that Cardinal Gibbons’ commitment to faith, service, and leadership leaves a lasting impression on its graduates—so much so that many feel called to return. That enduring connection is clear in the number of alumni who now serve the school as faculty and staff.
From the classroom to the court, and in every corner of campus life—spiritual, academic, athletic, and administrative—students are bound to encounter someone who once walked the same halls and now calls Gibbons home once again.
After speaking with several dedicated alumniturned-educators, their reasons for returning become evident: a desire to give future generations the same meaningful high school experience they once received.
Madison Doss ’10 came back to Gibbons as an English educator during the 2023–24 school year.
“I just missed the Gibbons school spirit—it’s so unique and special,” she said. “Thinking back on how influential my high school teachers were, I realized I wanted to give back to the place that helped shape who I am.”
For Doss, the opportunity to integrate faith into her teaching makes the experience all the more powerful.
“I love that I can talk about my faith openly. The students are open about it too,” she said. “It adds a special layer to these relationships that you don’t get at other schools.”
Dean of Culture Michael Rogosich ’90 echoed the sentiment.
“I love our mission,” he said. “There’s something unique about the spirit and magic of this school.”
Meredith Espina ’18, retreat coordinator in the Spiritual Life department, offered a different yet equally heartfelt perspective.
“I don’t teach in a classroom—I work in campus ministry, which speaks volumes about the culture of Catholic education,” she said. “Working with students who are eager to try new things makes my job that much more rewarding.”
Returning to Gibbons, she added, “feels like coming home. It’s a warm, familiar space that still means so much to me.”
For Jess Lowe ’99, a social studies educator and assistant women’s basketball coach, being back is about more than just teaching.
“Gibbons provides educators the opportunity to grow both spiritually and professionally,” she said.
Current Alumni Educators
Paige Derouin ’09
Colleen Dimitry ’99
Madison Doss ’10
Lauren Gentile ’04
Jennifer Hammersley ’04
Bob House ’70
Chris Kemple ’89
Sarah Kuszaj ’95
Tabatha Lappin ’13
Susan Leigh ’87
Jess Lowe ’99
Nick Mangum ’99
Meredith Espina ’18
Michael Rogosich ’90
Paul Smith ’01
Michael Warren ’07
When asked what advice she’d offer alumni considering a return, Lowe added, “The campus has changed—it’s modern and beautiful—but what hasn’t changed is the care people have for one another.”
Assistant Athletic Director Paul Smith ’01 also highlighted the gift of faith-centered education.
“My favorite part of this role is the freedom to talk openly about the Christian faith,” he said. “Our beliefs shape who we are, and being able to have
meaningful, life-changing conversations with students during these formative years is truly a gift.”
For Smith, the continued involvement of alumni speaks volumes about the school’s impact.
“So many alumni come back for events, support the school, or work here. That says everything about what this place means to us,” he said. “Even if you’ve been away, you’re always welcomed back— like you never left.”
—Weston Monroe
Meredith Espina ‘18
CGFA builds community through faith, service, and connection
The Cardinal Gibbons Family Association (CGFA) is more than just a parent organization—it’s a vibrant, welcoming, and inclusive community rooted in faith, service, leadership, and support.
This isn’t your typical PTA. Every Gibbons parent and guardian is automatically a member of the CGFA—no applications, no prerequisites. Whether you attend one meeting or volunteer weekly, you’re part of the family.
IN THEIR OWN WORDS
Nicole Francis-Mason
Co-President ’22–’24, founding member of The Village (African American parent group), volunteer since 2019
“Serving on various committees has allowed me to connect with the school and share my gifts. I’ve watched CGFA evolve to meet the community’s needs, and I’m proud to be part of that journey.
“CGFA is like light—illuminating paths, inspiring growth, and bringing warmth. We are capable hands doing meaningful work for our children, our school, and our community.”
There are so many ways to jump in—whether by leading an initiative or lending a hand when time allows. From planning events and supporting educators to deepening our spiritual life, there’s a place for every passion.
And while CGFA supports the school, it’s also about connection. Parents often become true friends here. It’s a way to build your community within the Gibbons family.
Tiffany Barry Gibbons Gala Board Chair, volunteer since 2021
“CGFA is a great way to plug into areas you’re passionate about— whether that’s spiritual life, fundraising, or event planning. Through my involvement, I’ve built relationships with teachers, staff, and other parents—it’s made Gibbons feel even more like home.”
Matt McGowan DadCru member
“THE CRU is a growing space for Gibbons dads to connect socially and serve together. From monthly happy hours to volunteering at Catholic Parish Outreach and Habitat for Humanity, it’s a chance to give back—sometimes with our kids right beside us.
Courtney Orning Communications Lead
“CGFA is always in motion—we’re constantly planning, supporting, and showing up for the Gibbons community. I’ve enjoyed the fast pace and the creative challenge of keeping everyone connected through social media and outreach.
“When I joined, I knew just a few people. Now I feel deeply connected. Being part of this group has enriched my Gibbons experience and allowed me to use my skills in meaningful ways.”
I’ve met incredible people through CGFA, and I now proudly call them friends.”
JOIN CGFA
Whether you’re interested in event planning, spiritual enrichment, hands-on help, or simply meeting great people, CGFA has a place for you. Visit cghsnc.org/cgfa to learn more and sign up for the areas that speak to you—no pressure, just possibilities.
Strength in Every Season
STRENGTH & CONDITIONING PROGRAM EMPOWERS STUDENT-ATHLETES
At Cardinal Gibbons, long-term athletic success isn’t just built on the talent of its student-athletes or the expertise of its coaches—it’s driven by a commitment to innovation.
One of the school’s most forward-thinking moves has been hiring Erin Bratcher as the full-time strength and conditioning director, a role that has transformed the way student-athletes train, compete, and grow.
“This new program is more accessible to all student-athletes,” said Athletic Director Tonya Holmes. “We now serve 95% of our athletic teams at every level. Erin has revitalized the space, the scheduling, and the energy in the weight room—all while incorporating valuable education.”
That collaboration is clear in how seamlessly the strength and conditioning program supports each sport.
“The strength and conditioning staff is an extension of our team,” said men’s lacrosse head coach Gordon Galloway. “We plan our seasons, weeks, and daily sessions together. We meet almost every day to assess, recover, and push toward our goals in this championship-caliber program. It’s not just about building strong athletes—it’s about building healthy, highperforming teams.”
Cross country head coach and NCHSAA Hall of Famer Nick Mangum has seen similar benefits.
“Our distance runners love going into the weight room,” he said. “We’ve worked with Erin one to two times a week, and the difference has been huge. They’re stronger, more balanced, and capable of handling a greater training load thanks to our time with Erin and her staff.”
Now in her second year as full-time director, Bratcher originally joined Gibbons part-time to increase female participation in strength training.
“Once she started, we immediately saw the potential and made the push to bring her on fulltime,” Holmes said. “It’s rare—only a handful of high schools in the state have a full-time strength and conditioning director.”
Bratcher’s experience speaks volumes. A former high school basketball and softball athlete, she went on to play college basketball and spent four years playing professionally in Germany.
“Our athletes know the level she’s competed at, and that gives everything she brings to the program more meaning,” said Holmes.
Student-athletes agree.
“The difference between our early years and now is massive,” said Rocky Phelps ’25, a field hockey and lacrosse player committed to West Point.
“Having this program both in and out of season has transformed our physical fitness—and it shows on the field. It’s also created a positive, uplifting environment. We cheer each other on and build strength and friendships together.”
Senior field hockey standout Maddie Pennisi ’25 shares this perspective.
“I wouldn’t be the athlete I am today without this program,” she said. “Coach Bratcher has given me the tools to grow both on and off the field and to compete at the college level.
“It’s not just about lifting weights—it’s about health, nutrition, and daily performance. The culture here is supportive and empowering.”
Cash McSweeney ’25, a basketball player committed to Princeton University, echoed their praise.
“This program plays a huge role in preparing us for the season and keeping us healthy,” he said.
“The workouts are always tailored to our needs— it’s a personalized approach that really makes a difference.”
The results are visible across all sports.
“We’ve seen safer lifting practices, improved overall health, and better long-term performance,” Holmes said. “For volleyball, there’s been enhanced strength, endurance, and fewer injuries. The girls
now have the stamina to maintain high energy levels throughout the season.
“The focus on technique and sport-specific training has improved their agility and explosiveness. Best of all, students actually look forward to being in the weight room.”
Holmes also highlighted the program’s cultural impact.
“We’ve made some meaningful shifts. We now have the ‘Iron Crusader Award’ to recognize students who go above and beyond or promote the program in a healthy way.”
For Bratcher, the program’s impact is threefold:
“We’re improving individual and team performance, reducing injuries, and teaching young athletes how to care for their bodies for life—both in and beyond sports,” she said. “The student buy-in has been incredible, and I credit our coaches for backing the program and encouraging athletes to embrace it.”
—Mike Watson
Four Houses, One Home
HOUSE SYSTEM DEEPENS SENSE OF COMMUNITY
At large high schools, students can sometimes feel disconnected from the wider community. To help foster stronger relationships and a deeper sense of belonging, Cardinal Gibbons launched its House System in 2023—a structure designed to unite students across grade levels and build lasting community bonds.
The House System encourages cross-grade friendships and shared identity, introducing students to school values in a more holistic and engaging way. It allows students to form meaningful connections beyond their immediate peer groups.
Franciscan House
Recognizes the Franciscan brothers
educators and administrators at the school.
The four Houses—Dominican, Franciscan, Notre Dame, and St. Monica—each represent an important chapter in Cardinal Gibbons’ history. Students are randomly assigned to a House, with members from every grade level, creating opportunities for interaction among students who might not otherwise meet.
This year, Tim Yelenic, director of the Short Journey Retreat Center, and Meredith Espina, retreat coordinator, took on leadership of the House System. Together, they introduced a “House of Representatives” model, inviting student leaders to help shape the program.
“We asked them what they wanted, and that’s how interHouse competitions began,” Espina said.
Dominican House
Pays tribute to the Dominican Sisters of Hope from Newburgh, NY, who once taught at Cardinal Gibbons.
Cross: Reflects the Catholic faith at the heart of our school.
Heart: Symbol of Sacred Heart Academy, founded by the Dominican Sisters of Newburgh in 1909the school eventually became Cardinal Gibbons.
Oak tree: Taken from the former Western Boulevard campus, where the Sisters served for over six decades.
Notre Dame House
Named for the Sisters of
who were a long-standing presence in the Gibbons community.
Door: Represents how the Sisters of Notre Dame opened the school to new people, places, and opportunities.
Light: Shining from the doorway, it symbolizes both renewed school spirit and the light of the Holy Spirit.
“THE GOAL IS TO BREAK DOWN GRADE-LEVEL BARRIERS. YOU’RE NOT JUST A FRESHMAN OR A SOPHOMORE—YOU’RE PART OF A HOUSE.”
—MEREDITH ESPINA, RETREAT COORDINATOR
Surveys show students appreciate the chance to connect across grades. With growing enthusiasm, the school now aims to make the House System more visible to the broader community.
While friendly competitions and events boost engagement, the true strength of the House System lies in creating smaller, supportive communities within the larger school—benefiting students, educators, and families alike.
—Mike Watson
St. Monica House
Arch:
solidarity within the Gibbons community and echoes the arched doorway of the original St. Monica School.
Designed by Mollie Reeves ’26
Notre Dame,
Designed by Sarah Kolodziejksi ’25
Honors St. Monica School in Raleigh, established by the Diocese in 1930 for African American students during segregation.
Cross: Symbolizes unity through shared faith.
Broom: Honors St. Martin de Porres and symbolizes transformation and service—a nod to St. Monica School’s role in bridging divides.
Represents
who served as
Tao Cross: Emblem adopted by St. Francis, representing fidelity to Christ and worn by the Franciscan leaders of Gibbons.
Dove: A sign of peace and St. Francis’ love for animals and all creation.
Lives of Service
ALUMNI LEAD BY MAKING A DIFFERENCE
At Cardinal Gibbons, service isn’t just taught—it’s lived.
The impact of that foundation can be seen in the lives of countless alumni who have chosen to serve others— often in demanding, deeply meaningful roles that reflect the values they first encountered at Gibbons.
Bridget (Mulder) Way ’00 A LIFE ON THE FRONT LINES
Bridget Way never set out to become a paramedic.
Originally a meteorology student at NC State with dreams of working in disaster response, it was the events of 9/11 that changed her course.
“I had just taken a Red Cross first aid class,” she said. “I went down there and said, ‘Give me something to do.’ That’s when I started volunteering.”
Through her disaster relief work, Bridget found herself drawn to the role of emergency medical services.
“We would end up with critical patients we couldn’t do much for,” she said. “But when EMS arrived—it was incredible. I said, ‘Yeah, I want to do that.’”
She enrolled in an EMT class, fell in love with it, and never looked back. More than 20 years later, she’s still answering the call.
Bridget credits her time at Cardinal Gibbons with instilling resilience and purpose.
“Our teachers expected a lot from us. They saw our potential—even when we didn’t.” she said.
Her passion for helping others also comes from her roots.
“My parents and grandparents always volunteered,” she says. “At Gibbons, I worked with Miss Penny on youth programs and saw how much of a difference I could make.”
For Bridget, faith is inseparable from her work.
“There’s a sacredness in having a stranger’s trust in a moment of need. I’ve helped deliver babies and held hands during someone’s last moments. Being present in those moments—it connects me to my faith.”
Chris Kingston ’01 FROM THE CLASSROOM TO THE FIRELINE
Chris Kingston was a freshman at Mars Hill University when the Twin Towers fell. He remembers visiting New York just months later with teammates whose fathers were in the FDNY.
“Standing at Ground Zero changed me,” he says. “I knew I wanted to do something to help.”
Inspired by his Gibbons coaches and educators, Chris always felt drawn to service. After earning a psychology degree and teaching for 12 years, he transitioned into full-time firefighting in 2016.
Today, Chris serves with the Greensboro Fire Department and is a member of the elite Urban Search and Rescue team, Task Force 6.
His work has taken him to some of the hardesthit areas during natural disasters. “During Hurricane Helene, we did a lot of water rescues. The destruction was the worst I’ve seen,” he says.
“In this line of work, we see a lot of tragedy. My faith keeps me grounded. Sometimes, just taking a moment to pray is what helps me push forward.”
For Chris, the reward lies in the people. “This is the best job in the world. You get to make a difference every single day.”
Susan “Kim” Stasheff ’81 GUIDING WITH COMPASSION
After graduating from Cardinal Gibbons, Kim Stasheff planned to pursue physical therapy—but life had other ideas. A temporary eye injury during a gap year sparked a memory of childhood stories about Helen Keller and Louis Braille and a dream of training guide dogs.
She spent over a decade as a physical therapist before making a career shift, ultimately joining The Guide Dog Foundation for the Blind. After completing a three-year apprenticeship, she became an instructor and later began training service dogs for veterans and first responders through America’s VetDogs.
Her background in physical therapy gave her a unique perspective. “It was a natural fit,” she says. “Helping people regain their independence, whether through therapy or a service dog, has always been at the heart of what I do.”
Kim credits her mother—a nurse—for encouraging her commitment to helping others. “The most rewarding part is seeing the difference these dogs make. They give people their freedom back. That’s what keeps me going.”
Kathryn (Thomason) Sabatelli ’11
HEALING WITH PURPOSE
For Kathryn Sabatelli, service has always been a family affair. Inspired by her mother’s example of giving back, she found her own path to service at Gibbons through volunteer work and leadership programs. Today, she’s a dedicated nurse pursuing a Nurse Practitioner degree, with a focus on making healthcare more equitable and accessible.
Kathryn earned her B.A. in Psychology at NC State before pivoting to medicine through UNC’s Accelerated BSN program. She now works in an emergency department, where every day brings new challenges—and new chances to make a difference. “It’s not always glamorous,” she admits, “but knowing I’ve helped someone on one of the hardest days of their life? That’s incredibly meaningful.”
Alongside her husband, fellow Gibbons alum Patrick ’11, she also volunteers with Big Brother Big Sister of the Triangle.
“Our commitment to service is something we share,” she says. “And something that was nurtured at Gibbons.”
Jason Yardley ’96
LEADING WITH INTEGRITY
Captain Jason Yardley of the Raleigh Police Department credits Cardinal Gibbons with helping shape the man— and leader—he is today.
“The environment, the teachers, and coaches created at old Gibbons was foundational,” he said. “It helped develop the courage and grit I needed.”
“My passion is caring for marginalized communities—particularly minorities and LGBTQ+ individuals,” she says. “Everyone deserves quality care.”
Although Jason initially considered a military career, his interest shifted to law enforcement after college. He joined the Raleigh Police Department in 2000 and rose through the ranks to become a captain. He’s especially proud of the time he spent leading the Police Academy and overseeing the training of new recruits.
Jason’s faith continues to guide his approach to leadership.
“The Raleigh PD’s core values—service, courage, fairness, integrity, and compassion—align perfectly with my faith,” he said. “I try to live those values every day.”
One of his most meaningful accomplishments? A community engagement program he launched with The Boys and Girls Club—still thriving years later.
—Mike Watson
Creativity Meets Compassion
DRAMA LAUNCHES SENSORY-FRIENDLY PERFORMANCES
At Cardinal Gibbons, the curtain is rising on something truly meaningful: a growing commitment to sensory-friendly performances— thoughtfully designed for guests with sensory sensitivities or special needs.
This year, the Drama Department presented not one, but two of these adapted performances: "Almost, Maine" in the fall and "Shrek the Musical" in the spring. Each show was carefully reimagined to be welcoming, manageable, and joy-filled for audiences who might not otherwise be able to attend a traditional production.
The idea first took root last year when a student approached Fine Arts educator Zach Taylor with a heartfelt question: Could a performance be adapted so her sibling with special needs could attend?
“We were just too far along in the process at the time,” Taylor recalled. “But I loved the idea—and I wanted to fulfill that request. I have a sibling with special needs too, so it was near and dear to me.”
Taylor kept the conversation going. When this year’s season was announced, he saw an opportunity.
“We looked at our lineup and thought, what better time to start than with our first show?” he said. “We were blessed with a structure that made it possible.”
From there, he worked closely with students to adapt scenes, shorten the runtime to a manageable hour, and soften the sensory experience.
Sudden blackouts became gentle “blueouts,” loud transitions were toned down or removed, and students were trained to be present and welcoming throughout the experience—greeting guests, assisting with seating, and posing for photos in costume.
“I’ve been blessed to witness our students in moments of service,” Taylor said. “This gave them another opportunity—within the fine arts space— to express both creativity and compassion.”
Director of Fine Arts Kevin Ferguson offered a broader reflection on the importance of the initiative.
“Art should be accessible to everyone, and teaching young artists how to meet all audiences where and how they live is as invaluable as it is necessary,” he said. “Community cannot exist without empathy.”
Taylor echoed that spirit: “This isn’t just about making theater more accessible. It’s about creating a space where every person knows they’re welcome— where every voice and presence is valued.
“Joy, creativity, and community—those are things everyone should get to experience.”
—Sarah Hardin
A champion on and off the court
REMEMBERING WILBERT JOHNSON ‘66
As a student at Cardinal Gibbons during a time of profound social change, Wilbert Johnson ‘66 stood tall— literally and figuratively. He attended when Gibbons was the only integrated high school in the region.
Despite being denied access to locker rooms at away games, he led the school’s basketball team to its firstever state championship in 1966, cementing his place in history as a symbol of resilience and excellence.
Johnson’s passion for the game continued beyond high school. He broke barriers once again as the first Black basketball coach at NC State University, serving on the coaching staff of the 1974 NCAA championship team—a moment etched in college basketball history.
In 2015, he was rightfully honored with induction into the Gibbons Athletics Hall of Fame. But even more meaningful was how he continued showing up for the next generation. Whether attending alumni events, mentoring young athletes, or sharing his story during Black History Month, Wilbert remained a powerful presence on campus.
Johnson was more than a champion athlete—he was a mentor, a leader, and a beacon of hope. His legacy will live on in every player he inspired and every life he touched.
