Our Day - Spring 2024

Our Day

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Our Day

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Episcopal Day Students Have a Voice Quincey Grieve Head of School

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Fostering Leadership and Civic Responsibility Chelsey St. Clair Second Grade Teacher

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Mental Health Shikha Kini, '20

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On Becoming a Leader

Doug Jolly Middle School Division Director Katie McDougall Lower School Division Director

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Little Voices, Big Impact

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Spaces for Reflection

SPRING 2024 We are thrilled to unveil the 2024 edition of Our Day magazine, “Little Voices, Big Impact”, dedicated to the vibrant community that continually supports and makes our work possible. Within these pages, we proudly showcase the remarkable journey of our students and the many ways in which they exemplify boldness, compassion, and a profound commitment to positive change. This issue is a celebration of their voices, a window into our program, and a spotlight on the profound influence of youth advocacy.

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Editorial Team Bianca Gomez Administrative Assistant Elizabeth Gomez Development Associate Fatima Julien Marketing & Communications Manager Kendra Mastain Director of Development Quincey Grieve Head of School Roxy Nielsen Associate Director of Admissions Tish Scola Director of Admissions

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Service Learning Highlights

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Tony Luong MakerLab Teacher

Amber Stancliffe-Evans School Chaplain

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Technology for Change

Connecting to a Greater Whole

Across the Gap

Words that Matter

What Can a Song Do?

An interview with alumni Nik de Silva and Jayson Moran, '23

Devin Wolfe Middle School English Teacher

Maggie Eggert Middle School Music Teacher & Choir Director

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My Biggest Influence

Student Council & Social Justice Club

A Culture of Giving

Grayson K. ‘27

Contributing Writers

Alina P. '23

Amber Stancliffe-Evans School Chaplain Chelsey St. Clair Second Grade Teacher

Quinn R. ‘23 Shikha Kini ‘20 Tony Luong Maker Lab Teacher

Design

Maura Feingold Wednesday Seven, Inc.

Cover Illustration Samuel Chen

Print

Devin Wolfe Middle School English Teacher

Jask Printing Services

Doug Jolly Middle School Division Director

Myleen Hollero Fatima Julien

Grayson K. ‘27 Katie McDougall Lower School Division Director Maggie Eggert Middle School Music Teacher & Choir Director

Photography

Special Thanks

Ameena, Anika, Ansley, Ashika, Bella, Brenden, Declan, Fletcher, Martha, and Tyler

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Episcopal Day School Students Have a Voice We hope these pages will inspire our readers to think deeply about the power of their voice to contribute to positive change.

They have big voices and little voices; they have innocent voices and sophisticated voices; they have funny voices and powerful voices. And they have so many stories to tell.

“I slept twelve hours last night!” one pre-k student proudly told me as we walked from the carpool curb to the Charles House classroom. Those simple words demonstrated such pride – clearly this accomplishment had been celebrated at home, for good reason! This was the first of what I expect to be many tales this little friend tells me over the course of her next ten years at Episcopal Day School.

With uncanny consistency, our students stand out for their poise and grace. As Head of School, I have the honor – and great responsibility – of talking to admissions directors and heads of schools across the Bay Area, and beyond, about our students during the high school admissions process. In conversation after conversation, I hear a common theme: Your students are so well spoken.

They have such gravitas and voice. How do you do it?

QUINCEY GRIEVE Head of School

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In my first year as Head of School, I’ve done a lot of thinking about what it is that makes our students’ voices unique. I don’t have the complete answer yet, but I have ideas. No doubt, Chapel plays a profound role. Our students are in Chapel three days a week. Day after day, week after week, year after year, they enter this sacred space, and share in community, authentically engaged as student speakers.

They sing, they preach, they pray, they announce, they educate. They have the most resoundingly joyful, “Go, Mustangs!” Our children feel seen, known, and heard, which

I believe also contributes to their powerful voices. Every day coming out of Chapel, they greet peers, faculty, administrators, the Rector, and the Chaplain. We look each other in the eye and say good morning. How simple – and how rare, beautiful and empowering.

Every day in class, in the hallways, on the basketball court, on Mustang Meadow, our children are seen and heard. They talk Taylor Swift with Ms. Yu; they talk Star Wars mugs with Mr. Paulson; they talk math in zero period.

They turn themselves into beeping cellphones in Reader’s Theatre!

This year’s magazine unpacks the world of Episcopal Day voice, digging deep into the big impact of our students' little voices. You’ll see the uniqueness of our pre-k - eighth grade curriculum which fosters a close knit community within which our students are truly known and feel supported to be themselves at all stages of their growth. Our youngest learners engage with our eldest in profound and significant ways that allow them to build upon their identities while learning and taking inspiration from those who came before them. We delve into our school's Episcopal values, highlighting their role in nurturing compassionate leaders who enact meaningful change, and our division directors, Katie McDougall and Doug Jolly, explore the school's methods for cultivating leadership and fostering a culture of positive influence.

We hope these pages will inspire all of our readers, but especially our youngest, to reflect, engage, and think deeply about the power of their voice to contribute to positive change.

Let us all rejoice in the power of our voices as we stand together as an Episcopal Day School community, united by our commitment to every child and every family.

GO MUSTANGS!

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On Becoming a Leader

By Doug Jolly Middle School Division Director Katie McDougall Lower School Division Director When families with young children are exploring Episcopal Day they often meet our older students in the process, and when they do, it's not uncommon for them to ask , “How can we help our child be like that?” Without a doubt, these big kids, who seem more like babysitters than children to the parents of three, four, and fiveyear-olds, are impressive. Among their fellow applicants, high school admissions directors describe our students as role models. The kinds of young people we all, as educators and parents, seek to launch into the world.

So how do they end up that way?

The leadership development that occurs over a student’s ten-year journey at Episcopal Day is the accumulation of hundreds of big and small moments, intentionally designed to nurture confidence, responsibility, and leadership.

A good example of the progression in our program is Chapel responsibilities. Beginning in third grade, students take on leadership roles in Chapel, gradually progressing from ushers to acolytes to readers. These roles build on one another over time to give each student a chance to be in the spotlight, to experience leadership, and to feel an important responsibility to the community.

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Comfort in the spotlight is an important skill for all our students to develop, and performing arts is one avenue for this learning. As we write this article, our multi-purpose space, JBH, is being set up for our hilarious third grade production of “Cinderella: A Modern Makeover.”

However, leadership is not only about performance, granted, our students are great public speakers, but that’s only a part of the bigger picture.

Foundational to the culture of Episcopal Day School is leadership through service and connection.

Throughout their ten years here, our students will be gainfully employed in a myriad of “jobs” for their classroom, their grade level, or even the whole school community.

None of these jobs is more coveted than their first pre-k line leader assignment, designated by a gold star sticker worn proudly on their chest. Every morning during the school year, you can observe the middle school version of “class jobs” as sixth and seventh graders greet and welcome their fellow students to campus each day, experiencing the powerful role they play in building a positive, welcoming culture in our school community.

We also ask students to look beyond our school with our community service and service learning opportunities.

Students in kindergarten through eighth grade make lunches for the St. Vincent de Paul community. In our middle school program, students design their own projects in Leadership and Service class, thinking about the needs of our school, our community, and our world. They explore their passions and apply their research and communications skills to create and execute their project. One example of this came from a group of seventh grade boys who became concerned about males being

socialized not to express their feelings. Their project was to meet with small groups of lower school boys to talk about, and model, the importance of authenticity and vulnerability. These Leadership and Service projects give our students opportunities to make a meaningful difference for others.

Every Monday and Thursday, we all have the joy of seeing the culmination of these many moments of leadership development: Chapel Talks. Each eighth grader thoughtfully prepares their talk with Chaplain Amber, thinking carefully about lessons they’ve learned, and how they can share their experience with the community. They stand at the pulpit, bringing with them the confidence, clarity, and poise accumulated through hundreds of moments throughout their school experience. They are often nervous, but they are always prepared. The eighth graders step into this ultimate expression of their leadership in the school community, delivering talks that are vulnerable, wise, and poised. We are so very proud of them in these moments, and like our prospective parents, we are impressed by the people they are becoming but we’re never surprised.

We know all along what they are capable of, and at every moment along the way, it is a joy to watch them learn it too.

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Empowering Our Community Service Learning in Action

Our second graders chose to support the Society for the Prevention of Cruelty to Animals (SPCA) by hosting a marketplace for the community. They handmade items and sold them for a dollar. The money raised was donated to the SPCA.

At Episcopal Day, we prioritize more than just academic achievement; we foster a deep understanding of the world and instill empathy in our students through service learning initiatives. Our curriculum goes beyond the classroom, encouraging students to actively engage with their community and beyond. Through service projects, students not only learn about various societal issues but also discover the power of their actions in making a positive impact.

Last year, Episcopal Day School of St. Matthew was awarded the 2023 Sr. Rosalie Rendu, Daughters of Charity “In Recognition” Supporter Award. This award goes to supporters of the St. Vincent de Paul organization in San Mateo who make it possible to deliver on all of the services the organization offers.

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By connecting with different communities and understanding diverse perspectives, our students develop empathy and a sense of responsibility towards the world around them.

Every year our eighth grade students host and help plan the annual Partners and Advocates for Remarkable Children and Adults (PARCA) Halloween party. They help run the event and host fun activities for guests!

To celebrate Earth Day our sixth graders went out to Central Park in San Mateo and did their part to help clean up the park by picking up trash.

Students in all grade levels participate in making lunches for the society of St. Vincent de Paul. They prepare food, pack and decorate lunch bags, and learn about the effects of food insecurity in their classrooms.

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Build Design Discover Technology for Invent Connect Find Boost Expand Wonder Inspire Envision Imagine Reflect Resolve Mold Influence Adjust Shape Arrange Equate

Change

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By Tony Luong MakerLab Teacher

MakerLab teacher, Tony Luong, creates design challenges for students of all ages that aim to tackle real-world social issues.

George Washington Carver and Jeremy Lawson. In this way, students are able to learn the fundamentals of coding through a social justice lens.

In an increasingly technological world, we aim to equip Episcopal Day School students with knowledge about the tools of the future and their implementation for social good. Examples of this work include a water clean-up project which demonstrates the challenges of removing plastic from water; the “lift a heavy object challenge” which is themed on creating devices that can move things during floods; and the “strengthening a bridge (or tower) challenge” which highlights the difficulties encountered when earthquakes and other natural disasters occur. These challenges allow students to practice the engineering skills they learn in their MakerLab classes and apply their knowledge to real world problems and crises.

Similarly, in eighth grade, students select a global leader to research and then apply what they know about that person to create an interactive timeline of their life using Javascript. The challenge for students is to capture that person’s life and accomplishments in engaging ways.

Students learn to write functional code that will pop up information about the person whenever the user hovers their mouse pointer over different markers in the timeline.

As our students learn to connect their curricular findings to the world around them, we hope they will feel confident to one day use their skills to enact positive change on a wide scale.

We also believe that understanding the journey of others is one of the best ways to harness empathy and be introduced to the social issues we have faced in the past and are still dealing with today.

Our MakerLab curriculum prompts our students to engage deeply with the work of changemakers throughout history and learn about the different social issues they faced.

In fourth grade, using Scratch (a free programming language available through the Scratch Foundation), students make a simple timeline of Martin Luther King’s life including his noteworthy accomplishments. Once the students have mastered the program, they create similar timelines of leaders such as

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By Amber Stancliffe-Evans School Chaplain Our mission at Episcopal Day is to inspire through an academically challenging course of study, the intellectual curiosity, confidence, moral courage, and character that prepare our students to be leaders of positive change in the world. Naturally, in order to become leaders of positive change in the world around them, our students must be connected to the world in a deep way that inspires them in their pursuit of the greater good. So, how do we facilitate that connection? It all starts with our Episcopal identity.

Connecting to a Greater Whole Our Episcopal Values as a Blueprint for Empathy & Connection OUR DAY EPISCOPAL DAY SCHOOL 12

When a person is baptized in the Episcopal Church, they vow to strive for justice and peace among all people; to respect the dignity of every human being. Guided by those values, we recognize and seek to teach our students that the heart of serving others is love in the form of mutual respect. That is the Episcopal way, and it is in turn the Episcopal Day way.

We teach our students that service to others is about being an ally, a friend, and a partner. We aim to teach our students the value of empathy above all else, and we recognize that empathy is different from pity–it is seeing ourselves in another person, seeing them as a person just like us.

Rooted in this foundational respect for others, our Episcopal Day curriculum aims to embed empathy into every aspect of a student’s learning. Our students learn about diverse cultures and dig deep into global issues such as climate change and gender equality (which the United Nations has recognized as a foundational goal for sustainable development ) in their classes.

They build their own world-changing gadgets in their fourth grade history lessons and tackle creative ways to facilitate ocean clean ups in our MakerLab. In this way, service and empathy are woven into every aspect of our academic curriculum, so that as our students tackle the challenges of classroom learning, they are also thinking and engaging deeply with the world around them. They understand that the education they’ve been fortunate to have can and should be used for the greater good.

Students' perspectives grow in service learning courses and community service experiences. It is vitally important that we teach our students to love and serve others from a place of equality, not superiority. Our students learn that true service is rooted in compassion and connection, and thus our students are already becoming agents of positive change right on our campus. It is through the practice of awareness, compassion, and relationship building that our students begin to connect more deeply to the world around them.

To better the world around them, they should not be afraid to lean in, even when it’s uncomfortable, expecting that sometimes they will make mistakes. It is through genuine connection and bonds that our students might begin to imagine creative ways we can serve. In this way, the seeds of mutual respect and global awareness are planted, so that as our students grow from children into high school students, and then into adults, they will understand the needs of the world around them in order to become the leaders of positive change we hope they will become.

They practice their service learning outside of the classroom by standing up for a peer at school, organizing a sanitary product drive for people experiencing period poverty in the Bay Area, or helping to host the PARCA Halloween party and dancing alongside an adult with a developmental difference. Our middle schoolers are beginning pen pal friendships with students in Tanzania, sharing the joys and challenges of their life, and learning what they do and do not have in common.

Ultimately, for students aged four to fourteen, more formative than direct service is learning that fosters empathy, inspires insight and empowers students with the confidence that they can make meaningful changes.

In the Bible, justice means “to make right.” Justice means systemic change to heal the world (to borrow an expression– tikkun olam–from Judaism). When we understand systems, we understand how to change them to create justice for humans and the earth. In kindergarten, students analyze the ecosystem of native plants and pollinators, and how humans impact this system by changing the environment. In eighth grade, students analyze U.S. institutions like mortgage lending and education to understand the legacy and persistence of racial injustice.

Every aspect of the Episcopal Day program invites students to see how interconnected they are with their immediate community as well as the broader world.

Finally, one of the more subtle ways our students begin to connect to a greater whole is in Chapel where we speak daily of the universal human experiences and values that bind us together across a diverse world. Communal singing and reading with hundreds of people on a regular basis is profound. When we do that, we willingly blend our voices together, not needing to stand out as leaders or soloists, but as a chorus of many. When we experience being part of a community in this way, we learn just how powerful we are to work together for justice, and to heal the world.

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Fostering Leadership & Civic Responsibility TH E E PI SCO PAL DAY SC H OO L S ECO N D G R AD E E LECTI O N

By Chelsey St. Clair Second Grade Teacher It all began with a simple question: "What cookie is better, Oreo or Chips Ahoy Chocolate Chip cookies?"

This seemingly lighthearted inquiry served as the catalyst for a deeper exploration within our second grade government unit, a pivotal component of our curriculum aimed at fostering critical thinking and civic engagement among our students.

Throughout this unit, students delve into the voting process, learning its significance and embracing democratic principles. They engage in activities such as reviewing commercials, taste-testing, and debating their preferences, all while honing their ability to articulate well-reasoned arguments. This immersive experience empowers them to use their voices and think critically about the world around them, nurturing their personal and intellectual growth. As the unit progresses, students not only learn how to cast their votes but also discover the importance of encouraging others to participate in the democratic process.

Episcopal Day recognizes the importance of incorporating real-life experiences into our curriculum, particularly in government. It became evident that by immersing students in hands-on learning opportunities, we could nurture their creativity, engagement, and passion for learning while preparing them for active citizenship in society.

Our teaching philosophy emphasizes the power of hands-on learning and project-based education.

Through discourse and creativity, students absorb and apply information meaningfully, ensuring that their learning experiences are memorable and impactful.

The second-grade election quickly emerged as a

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yearly tradition that epitomizes these principles. This year marks our third iteration, and each year, the event becomes more significant as students take on increasing levels of responsibility and leadership.

Moreover, the election fosters a sense of community within the school. Students collaborate with their peers, teachers, and administrators, learning the value of teamwork and cooperation. They develop interpersonal skills and empathy as they consider the perspectives of others and work towards a goal.

This year, our students took the reins to organize the school-wide election to rename our mascot, demonstrating their leadership and civic responsibility.

Throughout the election planning process, students engaged in meaningful discussions about the significance of voting in our community, fostering respect for diverse perspectives, and addressing challenges such as accessibility for all students.

They grappled with the importance of inclusive language, ensuring that the names on the ballot reflected the non-gendered nature of our mascot.

On the day of the election, students tirelessly fulfilled

their roles, distributing ballots, handing out stickers, and enthusiastically greeting their peers. Despite the fatigue that accompanied their efforts, they recognized the significance of their contributions and the power of their voices in shaping their school community. The name ‘Maverick’ emerged victorious and students proudly announced the election results during a school wide pep rally shortly following the election.

One of the most rewarding aspects of this unit is witnessing the growth of our second grade students as they embrace their roles as leaders and collaborators, even guiding older students through the voting process. Their confidence and sense of agency serve as a reminder that even the youngest members of our society can affect meaningful change.

As we explore the complexities of governance and civic participation, we also acknowledge the struggles endured by marginalized groups throughout history in their fight for the right to vote. It is in their honor and the spirit of change making that we continue to instill these traditions of civic engagement in our students.

After the unit, students channel their newfound understanding and advocacy into action by writing letters to elected officials, expressing their concerns, and advocating for positive change in their communities. Whether addressing issues such as bullying in schools, equitable education funding, or environmental preservation, these young voices serve as powerful agents of change.

Our government unit underscores the belief that students are never too young to make a difference in the world. By empowering them to use their voices and exposing them to the realities of the world around them, we equip them with the tools and mindset to become active, informed, and compassionate citizens for life.

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We asked students to tell us more about the causes they care about and the ways they’re making a difference.

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Supporting and Protecting Our Homeless Populations Ashika T. '28

They growl and they yell at you from the street.

They hold up messy signs asking for food to eat.

They walk all around with no shoes on their feet.

We watch from the sidelines, pointing and staring.

And I wonder why I’m not sharing or caring.

At night we go home to our comfortable beds, But they lay on the streets with cement under their heads.

The homeless are people too, So why do we treat them like a beat up shoe?

That place you call home?

Well they don’t have one to roam.

There are ways we can help the homeless out.

You can donate special belongings, for that is what kindness is all about.

You can give them your extra food to answer their cries, And you can make them a special sweet treat, or at least try.

These are the ways to make the world a better place.

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Supporting Refugee Children and Building Awareness for Their Stories

I love reading books by Muslim authors, and I love graphic novels, so I was very excited to come across an amazing book called "When Stars are Scattered" by Omar Mohamad. It's about two brothers, Omar and Hassan, who live in a refugee camp in Kenya. Omar's story is incredible—at just four years old, he walked three months to get to the camp! Growing up a refugee, Omar didn’t go to school at first in order to take care of his brother, but when he finally went, he

Ameena M. '29

talked about how he didn't even have pencils or notebooks for school. I read this and thought, I have so much - what can I do to help? So, I wrote to Omar asking him. He said donations to his organization, Refugee Strong, are the best way to support, and most donations came from families like mine who had read and were inspired by his book. So, to help, I'm telling everyone about his book and helping him to share his story; Omar even agreed to visit my third grade class! I want to keep helping Refugee Strong because every kid deserves school supplies. Just a dollar can make a big difference!

Hey there, I'm Geneva, and I'm afraid. We all have fears, whether it's spiders or elevators, but mine is drug addiction, a reality many prefer to ignore. For those battling addiction, access to resources for change is often out of reach, limiting their ability

Building Systems of Support for Victims of Drug Addiction

to live fully. Addiction can dismantle lives, erasing opportunities for positive impact. We must support rather than shun those in recovery. My approach, the Hydra Theory, addresses addiction's root causes: the addiction itself, drug production, and societal neglect.

By bolstering education and opportunities for all, we can weaken the grip of addiction and build a more equitable society where everyone has a chance to thrive. That's why I’ve created "A Thousand Questions, A Thousand Courses," an online platform that I hope to launch soon offering free education to empower individuals and prevent addiction.

Ultimately, prevention through resource accessibility is key to overcoming this challenge.

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Geneva K. '26

Building Awareness For Type 1 Diabetes

This year, I focused my science fair project on my diabetes, which shapes every moment of my life and intertwines biology, technology, and scientific discovery. I aimed to gauge our school community's awareness of a condition impacting 1.45 million Americans.

Reflecting on the history of insulin's invention in 1922, I emphasized its life-saving

Fletcher R. '26

significance. My survey results revealed gaps in knowledge, with percentages ranging from 51% to 73.3% on different questions about diabetes types. My hypothesis of achieving at least 65% accuracy was inconsistent, indicating a need for further education. Misdiagnosis or mistreatment for T1D has led to tragic consequences, underlining the urgency of spreading awareness and knowledge about this condition.

Protecting Endangered Animals Ansley C. '28

Hey, I'm Ansley, a fourth grader passionate about giant pandas. Did you know there are only around 1,850 left worldwide, all belonging to China? Despite efforts (pandas remain highly protected) there's still a risk of extinction by 2050. They might seem tough, but pandas are actually fragile, weighing just around 150 pounds. Those dark eye spots? They're meant to intimidate predators but just make them cuter to us! Want to help? You can donate through pennies4pandas, support habitat expansion, green corridors, anti-poaching efforts, and research. While adopting a panda isn't an option (unless you're a zookeeper!), providing proper care can extend their lives. Personally, I adore pandas and believe in protecting them and all animals to preserve our ecosystems.

The goal of makeup and cosmetic lines is to provide products that cater to all skin tones, enhancing individuals' appearances.

However, some brands have been criticized for lacking inclusivity, offering limited shade ranges that don't accommodate darker skin tones. Brands like Fenty Beauty and Huda Beauty have been praised for their extensive shade ranges, striving to

Advocating for Inclusivity in the Beauty Industry Bella P. '24

ensure representation for all. Recognizing the importance of accessibility, projects like my Service Learning and Leadership capstone aim to address this issue by gathering data on makeup brand inclusivity. Through an anonymous survey, I'm examining which brands prioritize accessibility, hoping to advocate for greater inclusivity in the beauty industry. Makeup should empower everyone, irrespective of their skin tone.

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Combating Male Dominance and Toxic Masculinity

As part of our Leadership and Service curriculum at Episcopal Day, we delved into the study of gender roles and inequalities, particularly how they impact young boys' development. Recognizing the pervasive influence of toxic masculinity, we embarked on a project aimed at dismantling these harmful norms. Through a month long series of four sessions with lower school students,

Brenden Y. '24 Declan I. '24 Tyler T. '24

we crafted a curriculum fostering acceptance and normalizing complex emotions. Our goal was to create a safe space for open dialogue, encouraging boys to embrace and express their feelings, contrary to societal expectations.

By educating children at a young age, we hope to cultivate a future generation that is inclusive, confident, and empowered to challenge toxic masculinity.

I'm deeply committed to ensuring that all students, regardless of ethnic background, have equal access to quality education. As a Polynesian student, I'm particularly concerned about the challenges that Polynesian students face in our educational system. Many of us struggle due to a lack of support from teachers and counselors and face an unwelcoming school environment. Stories like Teli Hafoka's, highlighted in a 2014 NBC News article, underscore the systemic issues Polynesian students encounter, from lack of encouragement to insufficient college guidance. Moreover, the absence of representation among educators exacerbates these challenges, with only 2.5% of teachers and less than 2% of principals nationwide being Asian American or Pacific Islander. Educational disparities persist, with a 2020 report revealing lower college attendance and completion rates among Native Hawaiian and Pacific Islander (NHPI) students compared to the general population. Despite these glaring issues, the conversation around Polynesian student disparities remains largely overlooked. This lack of discourse only perpetuates the problem, deepening the educational divide. It's imperative that we address these disparities and ensure equitable access to education for all students, regardless of ethnicity.

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Supporting Equal Access to Education for Polynesian Students Martha M. '25

Saving Rainbow Fish - Protecting Our Oceans Anika T. '28

I watch as our sparkly ocean transforms into a black polluted swirl.

I hear no lively music, but a tsunami of vulnerable and scared fish I cry, for what was once colorful coral is now brown and wilting.

I guiltily turn my back as thousands of fish lives are stolen by fishermen.

I close my eyes, imagining a sparkling blue ocean with millions of colorful fish.

I selfishly ignore that I can help turn our ocean beautiful again.

I, like so many before me, wait for someone else to fix it for me.

But ...

What if you tried to make a difference?

What if you worked hard, and made an effort not to pollute?

What if you generously used less, rather than more?

What if you spread your idea all across the globe?

What if you gave speeches so people would understand?

What if you helped to make a healthy and safe environment?

Could one good step turn into a miracle?

Could you turn our trashed ocean into a paradise?

Could one person actually make a change?

Yes, you really can do all of that BUT ...

You need to want to change the wrongs, and make them right.

SCAN to read our students' full articles!

You need to pause, and identify the bad and the good.

You need to be the voice that makes a difference.

You need to be the one who cares enough to try.

You need to be the person who stands up to those who don't care.

You need to believe, and truly believe that you can!

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Across the Gap Exploring Immigration & Policy Through Human Stories Through a program at their high school, Episcopal Day School (EDS) alumni Nik de Silva and Jayson Moran ‘23 traveled to Nogales, Arizona, where they drove, then crossed the U.S. -Mexico border on foot everyday to work with the Kino Border Initiative.

Nik and Jayson have both been selected to receive the first Episcopal Day School Alumni Agent of Change Award. This award will be bestowed annually on EDS alumni who are raising awareness and working toward positive change in our communities and the world.

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Tell us about your time at EDS.

JAYSON : I was an Episcopal Day student for 12 years. It was like a

second home for me, and my safe space. Most of the teachers were there throughout the entirety of my 12 year career and are really special to me. Mr. Hopkins is my favorite teacher. We’re good friends.

NIK: I'm a current freshman. I was at EDS for three years and I started in sixth grade. Some of my favorite memories were how close our class was. I really enjoyed May Day. Our class performing for the graduating classes was built up over the years, and then finally being in the eighth grade as a spectator was just something really special.

What was the experience of giving your Eighth Grade Chapel Talk like?

JAYSON: Chapel Talks show us eighth graders how important we really are. After everyone’s Chapel Talk, they’re always excited. They always feel as if they’ve made an impact. I especially like the way our school does it because being there for twelve years, I got to build up to my own Chapel Talk. From the time I was six years old, I was thinking about what I was going to share.

How did your time at EDS support your transition to high school?

JAYSON: I learned to be outgoing and open to everything around me. We had to be pretty outgoing to sign up to go to Mexico and trust our school to take care of us. Something that I will take away from my experience at EDS is that I can have an impact, however small. I think that started with the people who inspired me to pursue different goals and activities. I know I’ll be able to take these things with me throughout high school and beyond.

How were you taught about the world through a social justice lens?

JAYSON: Some topics like racism or gender inequality are really hard to teach in an academic way. Our teachers at Episcopal Day did a really great job of explaining it to us but also allowing us to form our own opinions. They let us decide how we want to work towards ending the types of injustices we were learning about.

Alumni Spotlight

In what ways did your experience expand your perspective? Did you find any connections to the service curriculum at EDS? NIK: I think the main connection between curriculum and the immersion experience was taking down the stereotypes and misconceptions that are painted about immigration in the media. Often these stories become over politicized and talked about from the perspective of numbers when it’s really more about the humans being affected.

It was about humanizing the issues.

The immersion experience you were involved in is typically reserved for older students. What was it like participating as freshmen?

JAYSON: My dad immigrated here and he always tells me ‘you need to be grateful, I didn’t have this as a kid’, so immigration is something that I’ve always struggled to understand. I decided why not take this opportunity and see what my dad is talking about. I wanted to see what he went through. It was eye opening.

NIK: Immigration is an important part of my family’s story. My father immigrated to the United States with his family, and my grandparents immigrated to the US, so I really wouldn’t be here without the process of immigration. I wanted to see into the lives of the people who are being directly affected by the policies we have in place.

Immigration is personal for you both.

How did it feel engaging with other people’s stories and getting a sense of what’s happening in the present?

JAYSON: It made me more grateful for where I am because some families never get the opportunity to come here. I'm grateful that not only was I able to come here because of my dad, but I also have access to a lot. It makes me realize how hard my parents worked to make this life for me.

NIK: It made me think about the depth of these people’s experiences. In

their home countries, they’re doctors, lawyers, students, and teachers.

When we categorize them into these different bubbles, it takes away from their individual experiences. They have unique stories and are trying to make better lives for themselves.

Is there a specific story that stood out to you?

JAYSON: There was one man, Edward, from Colombia. He was a successful doctor in the military. Edward carried a big speaker around his neck on a necklace. He played audios from his family back at home, and it kept him motivated. He would play it while he was walking.

NIK: Edward migrated to the U.S. through a route called the Darien Gap. Hundreds of thousands of people go through there every year, and it's extremely dangerous. What stuck out to me about his story is that through all his struggles, he was still looking for ways to help other people. As a doctor, his first instinct was to help people who had injuries, and carry people who couldn’t help themselves across the gap even though he was struggling and could have just looked out for himself.

You mentioned your ethics teacher at Sacred Heart Prep emphasized the importance of asking questions. What kind of questions did you leave the experience with?

NIK: It’s not so much about questions, but more about how this issue has so many different aspects. When immigration is talked about in the media, it is talked about as a black and white issue–what’s legal, what’s illegal, who’s right, who’s wrong. I don’t think that is the right

way of looking at it because oftentimes there isn’t a right and wrong.

Who are your biggest inspirations?

JAYSON: My dad and my aunt. My aunt

is a single mom. She didn’t really have anything growing up and she was forced to find her own way. She has turned out to be the most successful member of the family. She’s worked for Obama, for Biden, she’s constantly on trips with them, and she weaves a lot of social justice into her work. It is inspiring to me. And, my dad who has had to deal with many injustices.

NIK: My mom. As a doctor, she was given opportunities to help people.

She’s inspired me and told me that I’ve had a great education and I live a really fortunate life. Because of that, she’s emphasized the importance of giving back and not just using my opportunities for myself.

What role do young people play in the building of a better world?

NIK: Young people are the future leaders, and the people who will be shaping our world. I think it’s important that these opportunities are open to us and our voices are heard. We will be the ones that will be making these important decisions about policies and about immigration.

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Words that Matter Cultivating Student Voices Through Writing

By Devin Wolfe Middle School English Teacher What is the ultimate skill for a young writer to develop? No, it's not perfect spelling, impeccable grammar, or flaunting a vast vocabulary. Saying what you mean clearly and in your unique voice is much more important!

In an era where AI can tidy up text, and even compose essays, young writers need to craft their voices to stand out and be heard. A writer's voice is a lot like a singer's; both convey personality, emotion, and lived experience.

Think of the haunting tones of Billie Holiday or the ethereal melodies of Billie Eilish—emotional depth emanates from their voices, just as it does from a writer's word choices, dialogue, and punctuation. One of my students, Alina, likened using her voice to decorating a cake: "Voice is like icing on a cake, adding flavor and personality. It's what makes the story unique."

A writer's voice is their personality or presence in the writing. When it shines through, it's like hearing them stand next to you and read aloud.

Developing students' voices through the writing process is crucial to empower them to confidently advocate and speak up for what they believe in. This can be achieved through four key aspects: 1

Providing choices in assignments.

2

Encouraging strong opinions.

3

Guiding students to write from personal experience.

4

Offering opportunities for feedback and revision.

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Offering choice within the lesson guidelines boosts students' engagement, allowing their personality to shine. Varying assignment topics and genres—personal narratives, persuasive essays, and comic strips, for example—allow students to explore diverse interests and explore with different mediums. Another student, Reid, reflected on how he best expressed himself with the written word: "Poetry is my best form of writing. This [poem] has a piece of my heart, and I cannot believe I created this." Alina felt her voice shine in a piece prompted by music played in class: "Being musical, I connected easily and used descriptive words to illustrate my feelings.”

Encouraging students to write about topics they're passionate about fuels strong opinions, infusing emotion and passion onto the page. "A piece of writing that I feel makes my 'writing voice' really stand out is one where we talked about what a hero was to us. This piece stands out to me because I got to talk about my opinion and how it was specific to me," said Maddie. In that piece, she explained that "A hero is courageous, kind, and will try to help the people they love and the people in their community. They will be willing to help anyone out and try to be selfless when making a decision."

my life into what it is today. Both are painful and happy."

Additionally, providing opportunities for feedback and revision can also contribute to the development of student voices.

By providing a safe environment where students engage in constructive critique and revise their work based on feedback, they refine their writing skills, and gain confidence in expressing their ideas effectively.

Just as singers can convey emotion through their unique vocal phrasing, writers evoke feelings through their word choices and personal experiences. By offering choice in assignments, encouraging strong opinions, guiding students to write from personal experience, and providing opportunities for peer feedback and revision, educators can cultivate student voices that resonate and make a meaningful impact. Ultimately, nurturing student voices is not only about honing writing skills but also about empowering students to leave their distinctive mark on the world.

To nurture student voices further, they must be encouraged to draw from their lived experiences in their writing. Using prompts that generate introspection and reflection will help them connect with their personal stories and emotions.

By highlighting the value of writing from experience, students infuse their writing with genuine emotion and insight, enhancing the depth of their voices on the page.

As Aubrey explained: "The wording of a story can tell a lot about someone's personality. This piece tells you that I am thoughtful, [and] that I am both introverted and extroverted, and it tells you about a past experience." In her writing, she explains what gratitude means to her.

"Honestly, I never really thought about what gratitude means. I always said that I was grateful, but what does the word grateful actually mean? To find this answer, I have to go back. Back to the experiences that shaped

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What Can a Song Do? Teaching the Next Generation about the Power of Music

By Maggie Eggert Middle School Music Teacher & Choir Director

I

t was the spring of 2020, and our world was in the throws of a global pandemic. Then came the death of George Floyd and an attack on the United States capital. For months on end, the news in our world felt grim and was unbearable to watch. But there were hopeful stories of people finding clever and unconventional ways to stay connected and share their truth, especially through music.

It was during this time and the many months following, that I was reminded over and over about the awesome power of music. And if I was noticing these powerful connections, I wondered if my students were, too.

This timely inspiration spurred me to change the theme of my seventh grade curriculum to “Music as Activism and Protest.”

I wanted to be able to draw from any time or place, from any culture, genre, or continent, to teach students the musical skills they needed while also drawing on the powerful notion that music can be fun and enjoyable but also serve a greater, more powerful purpose.

I was sure that much of the music they loved had a deeper message than they were hearing, and I wanted to find a way to teach students an extra level of listening they may not have considered before.

When writing a new curriculum from scratch, there can be some hits and misses as a teacher starts to figure out what works, what doesn’t, and what there is time for. Things finally came together when someone told me about a Netflix series about popular music called, “This is Pop.” One of those episodes is called, “What Can a Song Do?” and as soon as I watched it, I knew this was how I would center my curriculum.

The episode answers its thematic question with songs from different styles, genres, and time periods that fit into the categories: Unite, Fight the Power, Represent, Remember, Take the Message Mainstream, Resist, and Speak Up. Through the stories told by the composers,

OUR DAY EPISCOPAL DAY SCHOOL 26

performers, or experts of the music used in this episode, the students and I have learned how to listen more deeply to the music we love and therefore, are finding more meaningful connections and the messages that exist within.

One of the songs discussed in the Unite section of the episode is the beloved American folk song, “This Land is Your Land,” by Woody Guthrie. Most students come to middle school music class knowing this song in some capacity, so it’s a great starting point for seventh graders to review their ukulele skills and then segue into the many, many verses Woody Guthrie wrote about the hardships folks were living through in 1940’s America. Students are shocked but excited to learn their beloved song is not just about bringing people together - it’s also about bringing awareness to the struggles of people who don’t have a voice.

We use this new knowledge to write our own, new verses to Woody’s folk song about modern topics we think are important to bring awareness to.

At the end of our semester exploring protest music, I task students with choosing a song they must prove is a song of protest or activism and present it to their classmates. Students must use all the skills they’ve learned to prove their point and create an additional related “project piece” to go along with the song. They are given a document with questions to answer and project ideas to consider. Then they are given time in class to work independently and time to present at the end of our semester together.

I’ve included some samples of this year's seventh grade work updating Woody Guthrie’s “This Land is Your Land”. I wonder if you can tell what their “themes of activism or protest” are. . .

Stand up don’t scatter, ‘cause we all matter, We need to protest, so we’re not suppressed.

We must try not to fall, so we can stand tall This land was made for you and me.

Lyrics by Paolo Q. As I was looking, at the glowing TV, I saw a protest, screaming at me.

What on earth can we do for peace?

This land was made for you and me.

Lyrics by Karis C. Together there is power, we bloom like a flower If we all keep walking, we should be talking I heard the lord say, where we want we can stay That place was made for you and me.

Lyrics by West B. I hope that someday, we’ll focus on climate change And our future planet, will be healthy in exchange This earth is turning, into a wasteland Our earth deserves a helping hand.

Lyrics by Lila V. Scan to hear more student songs!

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I will never forget March 13, 2020. I remember opening my locker and stuffing my bag with all the textbooks I’d left shoved in there, jovially joking with my classmates about the three-day break we got from school because of a ‘new virus’ that was spreading.

“See you on Monday” we sang, before eagerly jumping into our parents’ cars and, unbeknownst to us, leaving Episcopal Day School for the last time as eighth graders.

Attending Episcopal Day, I’d never had a shortage of community. I knew that every morning, I would line up for Chapel alongside people I’d known and loved my entire life, and we would spend 30 minutes reflecting on the world around us and paying homage to that bond. Now, Chapel was just a series of slides on a computer screen.

During those days, without the consistency of the routine and community I’d built over the course of my ten years at Episcopal Day, it was easy to feel completely and utterly alone.

Mental Expanding Access to Resources

Shikha Kini is currently a senior at Crystal Spring Uplands School. She attended Episcopal Day from preschool until eighth grade and graduated in 2020. Her fondest memories include discovering her love for performing and public speaking in Chapel and on stage. Shikha is hoping to study business and political science next year in college in hopes of working towards improving the accessibility of healthcare for all people.

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When consumed by our own feelings of loneliness, it rarely crosses our mind that other people, too, feel alone.

This all came to a head when my mom, a physician, mentioned her elderly patients one night over the dinner table and remarked that they too were lonely.

Stirred and compelled by this awareness, I began to call a few of her older patients, once or twice a week.

It didn’t feel like much, not to me anyway, they were all just ten minute conversations, about the book I was reading, or the places they’d traveled. And though I looked forward to the calls, I hardly realized the impact it was having on my ‘phone pals’. That is, until my mom came home one day, having seen one of my phone pals that morning at work, and informed me that I “made their whole week.” She told me about how, over the pandemic, symptoms of depression and anxiety had been exacerbated amongst so many of her patients, and many of them couldn’t access help.

This simple statement altered my entire definition of mental health support.

Alumni Spotlight

I’d always thought of treating depression, anxiety, and other mental health disorders through means like medication and therapy. Yet, here I was, having contributed to somebody’s well-being, with nothing more than a phone call. And, furthermore, I had alleviated some of my own anxieties and loneliness in turn. By putting myself out there, I’d made someone’s day, and they had in return made mine. While many traditional responses to mental

health struggles will assert that care begins and ends with the individual, I began to see the power of conversation, community, and awareness in tackling these problems.

Two years later, working for San Mateo County, I analyzed mental health rates in the county. I’ve grown up in a generation in which mental health awareness is fairly normalized. What I hadn’t realized, though, was how much of it goes untreated.

can express my anxieties without being labeled as unstable, in which I can have an indescribably sad day without having to explain my emotions. Yet as we progress towards the next era of mental health, I raise the question of what truly constitutes mental healthcare.

As our understanding shifts, our solutions must shift as well. Mental healthcare of the future must be widely available, talked about in community, and individually tailored to the recipient: It should account for cultural particularities with targeted treatment.

Health 40-50% of people in every age group, income class, and racial group require mental health services, and only a small portion of these cases are being properly treated.

These rates are only exacerbated in youth and elderly populations.

I realized we are in a county in which over half of the population requires mental health resources, but only a fraction of them can access them, whether due to financial constraints, a lack of support, or cultural differences.

This March, I hosted a Youth Health & Wellness fair at Episcopal Day School, my first step towards expanding access to mental health resources. I am lucky to have grown up in an era where mental health is not the same taboo it was a few decades ago. An era in which I

Care should adapt so mental health services are more accessible to older generations who were raised with its original taboos; and most of all, it should not be based on one definition of wellness. Because struggling mentally is not black and white, it is not simply if someone has depression or does not.

It can look like a 15 year old girl, holed up in her room, staring at a screen full of faces she’s come to recognize but cannot connect with. It can look like an 80 year old man, living in his house alone, losing himself in books and computer manuals to distract him from the loneliness.

We can find joy in something that brings another person sadness, we can find loneliness in a place filled with people.

Just like there is no one way to be well, there is no one way to restore wellness.

By recognizing this, we can begin the healing process, together, hand in hand, in community.

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Spaces for Reflection Creating a Space to Reflect and Celebrate in our Chapel Services

30OUR Episcopal Day School OUR DAY DAY EPISCOPAL DAY SCHOOL 30

O

ur Chapel is inter-faith, and our Episcopalian identity determines the structure of our services. Our students are encouraged to come in as their full selves.

We hope to communicate to the whole human being and not just to the learner or the classmate; we want to holistically build students up to be citizens and agents of positive change in the world around them.

The hope is that students will be able to take advantage of our time spent in Chapel to think deeply about the world outside of themselves in intentional ways.

Example Prayers May we be people of love and compassion, helping those in need. May we be people of justice working for the good of all people.

Prayers of the Community are a way to come together and reflect on the world around us. We say prayers for the environment, for the world, and to give thanks. Students participate in the call and response using prayers from various religious traditions, including Buddhism, Hinduism, the Islamic faith, West African spirituality, and Judaism.

Singing together in the beautiful space of a church offers a profound sense of unity and connection among individuals. The acoustics of the church enhance the richness and depth of the music, creating an immersive and uplifting experience for all participants. Beyond the enjoyment of the music itself, this shared activity fosters a sense of community, promotes emotional well-being, and provides a sacred space for reflection and spiritual rejuvenation.

Bring healing to our lives, so that we may limit our consumption and protect the world. Teach us to recognize our connection with every creature.

The St. Matthew’s way teaches that we can make our world better, filling it with justice.

For all the people of the world, that we may treat others as we want to be treated.

As the capstone experience of the eighth grade year, students lead a Chapel Talk where they share lessons from personal experiences to inspire schoolmates with their wisdom.

Eighth graders become powerful voices of leadership in our community, emulating qualities of vulnerability and self-acceptance.

Their Chapel Talks inspire us to think about our Chapel readings in personal and vulnerable ways that highlight the humanity at the core of all that we do. The talks are also a wonderful opportunity for students to show support and commend accomplishments of their classmates.

Purpose Responsibility Spirit OUR DAY EPISCOPAL DAY SCHOOL 31

My Biggest Influence

By Grayson K. '27

Meet Grayson, our fifth grade student writer. Grayson’s poignant article shines a spotlight on his father's legacy of kindness and advocacy. In this article he aims to highlight the profound influence of those around us in shaping the people we become.

I

entered Episcopal Day School in kindergarten and I am now in fifth grade. Some of my interests include playing basketball and watching the Golden State Warriors. I live in San Mateo with my mom and dad. I have many important people in my life, but my dad is my biggest supporter. My dad has taught me many lessons since I was little, and the one important thing he wants me to remember is to be kind and courteous to others. This also applies when playing sports and other activities with friends.

My dad grew up in a world different from mine. He grew up in the Midwest, near St. Louis, Missouri.

Back then in St. Louis, there were not a lot of Asian people.

When he went to school he would sometimes be picked on by other kids because he looked different than everyone else. Most kids didn’t even try to get to know him, as they were too close-minded. My dad was still able to make friends even though he looked different. He respected the friends he did make and wanted to be like them because they were nice to everyone. Sometimes he made mistakes and picked on other kids, but later realized it was not right.

My dad wants me to be a good person to everyone because of what he learned from his experiences as a child.

“I learned from my dad that it is good to be thoughtful of other people and realize how your actions can help others. He taught me to lead by following his example.”

I learned from my dad that it is good to be thoughtful of other people and realize how your actions can help others.

My dad has taught me to lead by following his example.

My dad is an assistant coach for my league basketball OUR DAY EPISCOPAL DAY SCHOOL 32

team, and since my team is very good, we often win big. Sometimes during games, my dad doesn’t update the scoreboard when we score a basket. Some parents thought he just forgot, but he said he didn’t want the score to look so lopsided. He told me that we should care about what the other team’s players are feeling, and try not to make them feel bad for losing. My dad said this is good sportsmanship, but I also learned that this is useful in other parts of my life. Being kind to others is a good way to behave.

I have applied my dad’s advice to my own life. One time, I helped a friend at a school event who was really sad. I noticed he was alone and not having fun, so I decided to go over and talk to him. I comforted him and gave him advice. After doing this deed, I not only helped my friend through his difficult situation, but I also felt good about myself for stepping in like Batman to save the day. Another example is when my friends and I were playing basketball at school. People on the other team were being mean to my friend and team-mate. I stood up for him and told the other team not to pick on him and told them to continue playing the game. If I could go back in time, I would help my friends in these situations over and over again, because what goes around comes around. By putting out kindness, it will come back around to me. I take these lessons that my dad has taught me and continue to apply them in everyday life.

Someone not having the same athletic ability as you shouldn’t matter. Show compassion and understanding and help them feel good about themselves. Using positive words and encouragement to others goes a long way in helping spread kindness.

I hope that you realize that spreading kindness is contagious and that random acts of kindness, however small, make a big difference in people’s lives. Kindness doesn’t cost any money, or take any extra time, but it is rewarding when you help someone. A final thought would be to think about your actions, and how it would make someone else feel by putting their needs before your own.

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O

ur Social Justice Club meets once a week.

We discuss ways to improve our community, organize drives and raise money for different causes while leaning into and digging deeper into different social justice topics.

Social Justice Club Invisible Identities Project Currently in the Social Justice Club, we have been creating a project to spread awareness about the “Invisible Identities” in our society today.

Our main goal is for students at Episcopal Day to feel seen and heard, and to develop a sense of belonging.

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Branches of identities such as gender, sexual identity, and health were expanded on through a presentation we gave during one of our middle school assemblies.

We also created a survey for middle school students and faculty that asks them a series of questions related to their identity (which is optional and anonymous). This survey will inform us about students and faculty in our community within each identity category. Eventually, we will present our survey’s findings to our fellow middle school students as well as faculty. We believe that sharing these statistics will offer new perspectives about the people in our community so that they can learn to appreciate our differences.

We hope that this project will make the students in our community more open-minded to learning about topics related to identity and help them acknowledge and recognize what speaks to them as humans.

—Alina P. and Quinn R. ‘24

S

tudent council members meet weekly and plan activities ranging from pep rallies to clothing drives and more. The goal of the space is to give students the opportunity to not only serve as leaders but empower their fellow students and help support and build a school culture where student voices are celebrated.

Student council members work to embody our Mustang ideals of leadership and service. They strive to create inclusive environments where students can bond and connect beyond the classroom, ensuring that everyone feels valued and supported within our school community.

Together, they orchestrate various initiatives aimed at enhancing our school experience and fostering a sense of community.

From organizing vibrant school dances that infuse energy into our campus to curating meaningful community service opportunities, our student council does it all.

Student Council

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Changemaker Crossword 1 2

3

4

5

6 7

8

9

10 11

12

1

Addressed world leaders at the 1992 Earth Summit in Rio de Janeiro at the age of 12 about the need for urgent action on environmental issues.

5

Founded the Green Belt Movement in Kenya which focused on environmental conservation, women's rights, and community empowerment through tree planting.

7

Founded the Ryan's Well Foundation at the age of six aiming to provide clean water and sanitation facilities to communities worldwide, built over 15,000 water projects.

9

Provided his community in Malawi with electricity by building a windmill from scrap materials at just 14 years old.

10

Wrote Frankenstein, a literary classic that explores morality, ambition and the consequences of scientific experimentation, at 18 years old.

Across 2

Refused to give up her seat to a white person on a segregated bus in Montgomery Alabama nine months before Rosa Parks' similar act.

3

Gained international recognition for her activism regarding climate change and sparked the Fridays for Future movement.

4

The first African American child to desegregate the all-white William Frantz Elementary School in Louisiana.

6

Known for advocating for a girl's right to education and won the Nobel Peace Prize in 2014.

8

The 14th Dalai Lama and is known for his advocacy for peace, nonviolence, and human rights starting at just 15 years old.

11

Fought against child labor and became an international symbol for the abolition of child labor.

12

Known for her diary which documented her experiences as a young Jewish girl during the Holocaust. She was a firm believer in humanity's inherent goodness.

Justice Journal As we finish our journey exploring how kids like you can make a big difference, we want to invite you to think about what you've learned. Take a moment to think about the stories and ideas you've read about, and how you can use them to take action in your own life.

How can you make the world more fair for everyone? What things can you do today to help everyone have the same chances and rights?

What things do you really care about?

Maybe it's helping animals, or cleaning up the planet. How can you start to do those things in your neighborhood?

You've got special things that make you awesome! How can you use those skills and your voice to be a leader where you live?

CROSSWORD ANSWERS Down: 1.Severn Cullis-Suzuki 5. Ryan Hreljac 7. Wangari Maathai 9. William Kamkwamba 10.Mary Shelley Across: 2. Claudette Colvin 3. Greta Thunberg 4. Ruby Bridges 6.Malala Yousafzai 8. Tenzin Gyatso 11. Iqbal Masih 12. Anne Frank

Down

OUR DAY EPISCOPAL DAY SCHOOL 37

Episcopal Day School, like all independent schools, relies on annual giving to support our exceptional programs. Every year, families in our community rally to donate to the Mustang Fund.

Faculty salaries and professional development that enable us to hire and retain the best teachers

A diverse collection of library books and tools for the MakerLab

Sports, music, and theatre programs to engage all learners

Tuition assistance which expands our community to include a diverse range of perspectives and experiences

A gift to the Mustang Fund is the most important gift families can make to the school. The Mustang Fund is essential for the continued excellence of an Episcopal Day School education and enriches it by providing support to: Field trips and experiential learning for all grades, from visits to the pumpkin patch in kindergarten to camping in Yosemite in seventh grade

The continuous maintenance and improvement of our facilities

We are immensely grateful for the generosity of our community. The total amount raised in the 2022-23 Mustang Fund was $1.171 million with gifts from 94% of our families, 95% of our faculty, and 100% of our trustees. Additional support for the Mustang Fund comes from grandparents and alumni families.

Ways to Give OUR DAY EPISCOPAL DAY SCHOOL 38

SCAN the QR code to the right, VISIT the Episcopal Day School website, or CALL Kendra Mastain at 650.274.0725.

A Culture of Giving Scan to make a gift to this year’s MUSTANG FUND

Scan to review our 22-23 ANNUAL REPORT and learn more about giving at Episcopal Day School

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