Connect: A Magazine for the Eton School Community Vol. 9 No. 1

"Not everything worthwhile can be measured, and not everything that can be measured is worthwhile." This quote is from Steve Hargadon, an educational writer and innovator. When we think of educating children, there are examples of this idea that spring to mind: creativity, social-emotional development, intrinsic motivation, and resilience.

It is the last of these that we focus on in this issue of Connect. Resilience is often thought of as a crucial skill, and one can probably recall several quotes or adages to that effect.

"I have not failed, I have just found 10,000 ways that won't work."

– Thomas Edison

"I have failed again and again throughout my life. And that is why I succeed."

– Michael Jordan

Resilience is often also misidentified as an innate trait or characteristic. It is not. Resilience is a skill that can be learned and strengthened over time. In an institution such as Eton School that educates young children, it is important for us to develop a program and an environment that instills and cultivates resilience. This resilience becomes a vital building block in a strong foundation for future success. In short, resilient children become resilient adults.

In recent years, there has been an abundance of research connecting resilience and success. Angela Duckworth's book, Grit: The Power of Passion and Perseverance, came out in 2016 and provides a compelling argument that talent and luck are not guarantees of success. Dr. Duckworth's research finds that "grit" is the hallmark of high achievers in sports, business, education, and other domains.

In this issue of Connect, you will read about how the Montessori philosophy—and the prepared environment of the Montessori and Montessori-inspired classrooms— cultivate resilience in children. Those children are then better equipped to become adults prepared to take on the challenges of an ever-changing world.

Russell Smith, Head of School

Fostering Resilience at Eton School

by Kris Meyer Gaskins, Assistant Head of School

In an increasingly complex world, resilience—the ability to face challenges, adapt, and thrive despite adversity—has become one of the most important skills children can develop. At Eton School, we believe resilience can be nurtured in every student. Through our Montessori and Montessori-inspired approach, we provide a supportive environment where students can cultivate this vital skill, preparing them for academic success and personal growth.

At Eton School, we:

Value Independence

At the heart of our philosophy is a focus on student-led learning. Throughout their time at Eton, students are encouraged to take ownership of their education by making choices about their activities, learning at their own pace, and engaging in selfdirected projects. This autonomy builds confidence and a sense of competence, critical ingredients for resilience. Students who

feel empowered in their learning environment are better equipped to handle setbacks. Whether mastering a challenging math concept or completing a complex puzzle, they learn to persevere and view obstacles as opportunities for growth rather than failures.

Embrace Mistakes as Learning Opportunities

One of the ways we nurture resilience is by creating a classroom culture where mistakes are part of the learning process. Eton School students are encouraged to experiment, problem-solve, and revisit a task if they don’t succeed on their first attempt. This fosters a growth mindset, where students learn that abilities can be developed through effort and persistence. When children are free to fail and revisit a task, they build resilience by learning to bounce back from disappointment or frustration.

Promote Social Learning through Mixed-Age Classrooms

In all our mixed-age classrooms, younger students benefit from observing older peers, while older students have opportunities to mentor and guide the younger ones. This dynamic encourages collaboration, patience, and empathy—all crucial elements of resilience. The social interactions in a mixed-age setting also provide real-world experiences in problem-solving and conflict resolution. When students encounter social challenges, they are encouraged to work through them with guidance, as needed, from teachers. This teaches them to navigate social dynamics, another essential aspect of resilience.

Build Emotional Intelligence

Resilience isn’t just about handling academic challenges; it’s about managing emotions effectively. Social-emotional learning is integrated into our daily routines. Students are encouraged to recognize and express their feelings, and teachers help them develop strategies for managing emotions. Through practices like mindfulness, self-reflection, and peer discussions, students learn to understand their feelings and those of others. This emotional intelligence is a cornerstone of resilience, enabling students to remain calm and composed even under challenging situations.

Encourage Problem-Solving and Critical Thinking

Problem-solving and critical thinking are key aspects of learning at Eton School. Students are frequently presented with open-ended questions and tasks that require creative solutions. Whether working with hands-on materials or collaborating on a project, they learn to approach problems with curiosity and determination. This process of trial and error encourages students to persist even when a solution isn’t immediately apparent. As they practice

breaking down complex problems, they become more resilient in facing challenges, knowing that perseverance will lead to success.

Nurture a Love for Lifelong Learning

We believe that fostering a love for learning is one of the greatest gifts we can give our students. When students are excited about learning, they become more resilient because they are intrinsically motivated to overcome obstacles in their educational journey. By providing rich, engaging environments with various materials, activities, and subjects, we encourage students to explore their interests and develop a sense of wonder about the world. This intrinsic motivation to learn gives them the stamina to overcome difficulties and remain resilient in school and life.

Create a Culture of Support

Our educators play a crucial role in fostering resilience. Rather than simply providing answers, they guide students to discover solutions, building independence and self-confidence. Educators at Eton School also serve as emotional anchors, offering encouragement and support when students face difficulties, ensuring they feel safe to take risks and learn from their experiences. In addition to academic guidance, teachers help students navigate the ups and downs of learning. This dual role ensures that children develop intellectually and build the emotional fortitude necessary for resilience.

Partner with Parents/Guardians

At Eton School, fostering resilience is not just the work of teachers but a partnership with parents/guardians who play a vital role in ensuring that their children grow into resilient, resourceful, and empowered individuals. We encourage parents to continue nurturing resilience at home by giving children opportunities to make decisions, enabling them to solve problems independently, and modeling a positive attitude towards challenges. Together, we can equip them with the skills to face whatever challenges life throws their way, to be confident in their ability to overcome, and to develop the resilience they need to thrive in an unpredictable world. ❧

Kris Meyer Gaskins is the Assistant Head of School and a former Montessori Teacher. Eton School has been a constant in her life and in the lives of her children since 1999 where they learned to love learning, and she found a community of dedicated educators.

The Connection Between DEIB and Resilience

by Laurren Chase, Director of Equity and Belonging

When students experience diversity, equity, inclusion, and belonging, they develop a foundation that honors empathy, fairness, openmindedness, curiosity, and emotional safety. These are all essential tools for building resilience.

Diversity: Deepens Empathy

Students are exposed to a variety of people of different identities and from diverse cultural, racial, linguistic, socioeconomic, and familial backgrounds in their classrooms and the Eton School community. Noticing and embracing differences teaches students to see the world through the eyes of others, deepening their sense of empathy and strengthening their ability to build relationships and resolve conflicts.

This fall, in a Lower Elementary classroom, a student and her father discussed Chuseok, an important holiday in their family, with her classmates. They shared examples of traditional Korean clothing and culinary delights like songpyeon and pajeon. As the presentation unfolded, students began asking questions like, “Why do you eat this special food during your holiday?” and “What does that word mean in your language?” This sharing presented the opportunity to discuss how every culture has unique traditions and common values like love, community, and celebration.

Equity: Recognizes Fairness

At Eton School, individualized learning organically reflects the principle of equity—offering each student the support they need to succeed. This personalized approach helps students recognize that fairness is not about everyone receiving the same thing but about everyone receiving what they need for success.

Through individualized teaching, which is paramount to Eton’s program, teachers offer multiple ways for students to engage with lessons and learning based on their skills, needs, and interests. Students who witness equity in action firsthand internalize the idea that fairness means everyone has what they need to thrive.

Inclusion: Encourages Open-Mindedness and Curiosity

Inclusion plays a crucial role in fostering open-mindedness and curiosity in the classroom by creating an environment where students from diverse backgrounds, abilities, and experiences can learn together. In an inclusive classroom, students discover that everyone’s contribution matters and that differences are opportunities for learning and understanding.

In an Upper Elementary classroom, students worked in groups to read a book and uncover its theme. In each group, every student’s voice was heard, and their perspectives were necessary in identifying the theme.

Belonging: Builds Emotional Safety

Confidence and a sense of belonging grow when students are celebrated for who they are. Eton purposefully cultivates a sense of belonging by embracing the uniqueness of every student, which nurtures self-esteem. Affirming children’s identities helps them develop the endurance to face challenges and persevere in difficult situations.

Beginning in Pre-Elementary, students are encouraged to share what is important to or about themselves with their classmates—such as their favorite stuffy, a family or cultural tradition, or a personal hobby. Teachers model active listening and encourage other students to ask questions of the sharer. As students continue to share what is important throughout the school year and their entire time at Eton, they learn that they are safe being themselves. When students feel a sense of belonging, it motivates the development of the social-emotional skills needed to navigate challenges and build healthy relationships.

By weaving the principles of diversity, equity, belonging, and inclusion into the curriculum and culture, students learn to embrace challenges as opportunities, find strength in community, and feel empowered to be themselves. As they grow, these resilient learners are better equipped to thrive in a world that requires them to be open-minded, adaptable, and compassionate. ❧

Laurren joined Eton School in 2018 after years of working in health administration. With three years under her belt as an Eton School parent, she knew there wasn’t another place she would rather be! In 2022, she accepted the position of Director of Equity and Belonging.

The Montessori Approach Builds a Foundation of Resilience

by Kris Meyer Gaskins, Assistant Head of School

In today’s rapidly evolving world, the importance of nurturing resilience in young learners has taken center stage. Among the various educational philosophies, Montessori stands out for its unique approach to fostering resilience in children. Resilience, the ability to bounce back from challenges, adapt to change, and thrive despite adversity, is essential in setting children on a path of success and emotional well-being. Resilience in children is not something that magically appears; it is cultivated through consistent, supportive, and empowering experiences. The Montessori method, which emphasizes self-directed activity, hands-on learning, community, and collaboration, provides an ideal environment for resilience to flourish. In the Montessori classroom, students are given the freedom, guidance, and tools necessary to develop this critical life skill.

Montessori Key Concepts

Freedom Within Structure

The Montessori classroom operates on the principle of freedom within limits. Students are encouraged to explore and choose activities that interest them, which fosters independence and a sense of agency. At the same time, there are guidelines that provide structure and boundaries, helping students understand limits and respect the learning environment.

By allowing students to make decisions about their learning, Montessori instills a sense of responsibility. When students are free to make choices, they learn to handle consequences, both positive and negative. If a task proves challenging, the Montessori teacher supports the child in navigating difficulties, fostering perseverance rather than avoidance of struggle.

Learning from Mistakes

In traditional education systems, mistakes are often viewed as failures. However, in the Montessori classroom, mistakes are seen as an essential part of the learning process. Students are encouraged to explore, experiment, and make errors without fear of punishment or judgment. This positive approach to mistakes helps students develop a growth mindset—a belief that they can improve and learn through effort and persistence.

Resilience is built as students learn to self-correct and embrace challenges with curiosity rather than frustration. The Montessori environment empowers students to understand that learning is a journey, and setbacks are natural opportunities for growth.

Hands-On Learning and Engagement

Montessori classrooms are rich with materials that encourage active, hands-on learning. Students learn by engaging with their environment, manipulating objects, and exploring concepts through touch and movement. This method fosters deeper understanding and engagement, making learning more meaningful.

The hands-on nature of Montessori education is crucial for building resilience because it allows students to experience success through effort. They are able to see the tangible results of their actions and feel a sense of accomplishment when they solve problems or complete tasks. This fosters confidence, which is a key component of resilience.

Fostering Independence and Problem-Solving

One of the hallmarks of Montessori education is the emphasis on independence. Students are given the tools and opportunities to solve problems on their own. Whether it’s tying their shoes, pouring their own water, or working through a challenging math activity, students are encouraged to figure things out independently.

This approach helps students develop problem-solving skills, a critical aspect of resilience. When students know that they have the ability to tackle challenges on their own, they are more likely to face difficulties with determination and resourcefulness.

The Role of the Montessori Teacher

Montessori teachers play a pivotal role in fostering resilience. They act as a guide observing each student’s progress and providing the right amount of support at the right time. Their role is to create an environment where students feel safe to take risks, make mistakes, and try again.

By offering guidance without overstepping, Montessori teachers encourage students to trust their own abilities. This nurtures self-efficacy, an important psychological component of resilience. When students believe they are capable, they are more likely to persevere through challenges and view obstacles as surmountable.

“By building resilience from an early age, Montessori education sets students on a path toward lifelong learning, adaptability, and success”

Social-Emotional Well-being

In addition to cognitive and academic growth, the Montessori method places a strong emphasis on socialemotional development. Through group activities, collaborative play, and peer interactions, students learn empathy, cooperation, and conflict resolution. These social skills are essential for resilience, as they help them build positive relationships and navigate the ups and downs of social dynamics.

Montessori classrooms have a mixed-age structure where older children mentor younger ones. This creates a community where students learn to support each other, further fostering emotional resilience. The sense of belonging and mutual respect that develops in such a setting gives students the confidence to face social challenges with composure and empathy.

A Resilient Future for Montessori Students

In the Montessori world of the Pre-elementary and Lower Elementary students, resilience is nurtured through independence, self-directed learning, and a supportive environment that embraces mistakes as opportunities. The Montessori method, with its emphasis on holistic development, equips students with the emotional and cognitive tools they need to thrive when facing adversity. By building resilience from an early age, Montessori education sets students on a path toward lifelong learning, adaptability, and success. These young learners, armed with a resilient mindset, are better prepared to navigate the complexities of the world with confidence and grace. ❧

Kris Meyer Gaskins is the Assistant Head of School and a former Montessori Teacher. Eton School has been a constant in her life and in the lives of her children since 1999 where they learned to love learning, and she found a community of dedicated educators.

Resiliency

in the World of the Pre‑elementary Montessori Student

by Susan Baccellieri, Pre ‑ elementary Staff and Holly Fleming, Pre ‑ elementary Grade Level Lead and Teacher

In a Montessori Pre-elementary program, resilience is cultivated through an environment designed to support both emotional and cognitive growth. At this crucial stage of development, students learn to navigate challenges with the help of nurturing relationships and hands-on experiences. Through daily interactions with peers and carefully prepared activities, they develop the confidence, independence, and problem-solving skills that develop a can-do attitude that will serve them throughout life.

The environment naturally nurtures resiliency—the bouncing back from adversity and overcoming challenges —at this early stage of development because of positive attachments and relationships. Our mixed-aged classrooms foster these bonds, giving students countless opportunities for these attachments and relationships to grow. A three-year-old may go home excited about the five-year-old who helped them zip up their jacket. Younger students learn that someone is there for them through interactions such as this. Whether helping each other clean up spills, open lunch boxes, create stories with the Moveable Alphabet, or swing from the monkey bars, students learn to trust and rely on one another. “I can’t” is replaced with “please help,” forming the foundation of positive attachments built on care and trust.

In addition, in the Montessori pre-elementary program, the environment is carefully prepared for the student. In this meaningfully structured learning space, everything has a purpose and a place that encourages students to take the initiative and make independent choices that reflect their interests and growing skills. Throughout the day, teachers often hear, “May I have a lesson, please?” When students take the initiative to learn, they are building self-efficacy—an essential tool for resiliency.

Many of the activities and exercises offered in the classroom are designed with a built-in “control of error,” allowing students to recognize there is a “problem” to solve. They quickly learn they can be amazing problem solvers, from the simplest activity to the most complex. Whether it is a three-year-old seeing the spilled water and finding a cloth to dry it, a four-year-old noticing that a big squeeze of glue makes a large, messy glob and works at making smaller squeezes, or a five-yearold assessing their letter formation by comparing their work to a printed letter guide, each one is empowered to solve the problem independently. Younger students may not be capable of crossing the large monkey bars, counting to one hundred, or reading a wordlist, yet when they reach each of these milestones, they feel a sense of accomplishment. Students learn to feel comfortable and confident when choosing work in the classroom, which in turn empowers them to take risks and is essential in developing resiliency.

Cognitive flexibility grows in a Montessori classroom using concrete, hands-on materials that foster creativity and a growth mindset. Lessons such as pouring grains, stringing beads, building patterns with the Pink Tower and Broad Stair, or organizing the Farm Game to diagram sentences are open-ended to promote creativity and innovation as the student grows and develops. When painting, a color may not be available. Through color mixing presentations or experimentation, the student will comfortably mix the paint to attain the needed color. When eating lunch, a child does not need to wait for an adult to be available to open a cheese stick. They know where the scissors are kept and figure it out themselves. These are only a few examples of daily learning that foster independence and problem-solving, essential skills in building resilience.

In a Montessori Pre-elementary program, students discover creative ways to solve problems, adapt to curveballs, and act confidently. They know their teachers and classmates are there for them when they need assistance, reinforcing a sense of belonging and trust. They build self-confidence and a can-do attitude as they work with the many amazing materials in the classroom. This holistic approach encourages students to see mistakes as opportunities to trust in their own ability to overcome obstacles, all within a supportive and collaborative community that fosters and develops skills and tools that build a foundation for lifelong resilience.

Susan Baccellieri started teaching in 1988. She retired from the classroom in 2023 but continues as staff in support of the Pre-elementary Program.

Holly Fleming started as an assistant in Grades 1-3 before becoming a Pre-elementary teacher with a classroom and being a grade level lead.

Resilience in Lower Elementary: Building Stepping Stones for Lifelong‑Learning

by Lower Elementary Teachers:

Apsara Chowdhary, Lin Farmer, Angela Kim, Chris Music, and Ashley Tadeja

In a Montessori Lower Elementary program, resilience is not just a trait to be developed—it’s a core value embedded in lessons, interactions, and challenges a student faces. Resilience is the ability to recover from setbacks, to persevere through difficulties, and to emerge stronger from the experience. It’s about learning how to confront obstacles with patience, creativity, and a belief in oneself. In this environment, students are guided through their emotional, social, and academic challenges in ways that build confidence and independence. They are taught to view mistakes as opportunities, not failures, and to see every challenge as a chance to grow.

During a field trip, a first-grade student trips while walking through the forest. She picks herself up and dusts off her clothing, but the teacher notices something is wrong. When asked if she is okay, the student’s tough demeanor that she was trying to hold breaks, and she lets out a sob. Her ankle hurts, and her socks and shoes are dirty. She is tired and hungry but knows she must keep going—her class still has to walk back to school. With the help of friends and her teacher, she pushes through.

Back at school, resting on the classroom rug with an ice pack and a snack, the student is calm and settles in. The teacher sits next to her and gently starts a conversation.

“You seem to be feeling much better now,” the teacher observes.

“Yeah,” answers the student with a smile as she eats her snack.

“What do you think happened back there?”

“Well, I fell, and it hurt, and my shoes and socks were dirty, and I didn’t want to walk all the way back.”

“But you did.”

“Yeah, I knew I had to.”

“You’re right. Even though it was hard, you made it back.”

“Well, I couldn’t stay there, and I didn’t want to hold anyone up.”

“That’s really brave of you to do that. Can I share something?”

“Yeah.”

“I think you handled the situation the best you could in that moment, and you really pushed through the challenge.”

This moment is part of a broader lesson the students have been learning throughout the year: resilience. Through social-emotional learning, students like her are taught

that challenges are a part of life, and how we respond to them shapes our growth. They learn about Growth Mindset, which encourages students to view challenges as opportunities for learning and improvement rather than obstacles and to see mistakes as a necessary and functional part of that learning process. They learn that difficulties are seen not as failures but as opportunities to grow stronger and more capable, an essential skill of resilience.

As the first-grade student progresses into second grade, her resilience continues to develop. She has figured out how to manage her emotions better, whether it be on the playground, in the classroom, or on field trips. Part of her learning was listening to her body and brain when they needed a break. She has become internally driven with a growing intrinsic motivation to do challenging academics. One day, her frustration bubbled over when faced with a particularly challenging assignment.

“I can’t do it! It’s too hard!” She cries and crosses her arms. Tears fall down her face.

“That’s okay. You just learned how to do it today. How about you take a break and do something else? Then we can do it together later,” the teacher suggests.

“Okay…” she says quietly. She does take a short break and then works on something else. Later in the morning, she brings her notebook to her teacher. “I’m ready now.”

“Great! Me too!” They sit down together and review the lesson a couple more times, and her faces light up as each problem becomes easier and easier.

“This is so fun!” she exclaims.

“Look at that! You were pretty frustrated earlier, but now you could probably teach this same concept to someone else.”

“Well, yeah, I didn’t know how to do it earlier, but now I do.”

“Why do you think that is?”

“I asked for help and practiced some more,” she admitted.

“I think you’re spot on.”

Moments like these reveal her growing resilience. She is learning to confront difficulties with a calm mindset, accepting that setbacks are temporary, and perseverance leads to success.

By third grade, the student has become more confident, not just as a person but in her abilities. She continues to tackle new academic challenges using the skills she developed to manage her frustration and persist until she finds solutions. At the end of her third-grade year, she delivers a speech to her teacher and classmates, reflecting on her journey and the culmination of her experience in Lower Elementary. Her gratitude stands out the most: “Thank you to the teachers for always encouraging me, for listening, and for understanding what I needed to help me grow.”

The story of this student’s journey is a testament to the power of resilience, which is nurtured continuously in a Montessori Lower Elementary classroom. Here’s how the program fosters resilience in students:

Emotional Awareness

Students are taught to recognize and name their emotions. The Montessori environment emphasizes that all emotions are valid and that learning how to express and manage them is vital to growing.

Coping Skills

Teachers guide students to reflect on how they have handled difficult situations in the past. They help students understand how the coping skills they have developed from those experiences build strength and help them handle future challenges. Setbacks are not failures but opportunities for growth. Mistakes are viewed as stepping stones for learning and building resilience.

Routine and Self Care

A predictable routine provides a sense of security, helping reduce students’ anxiety. At the same time, Montessori students are provided with unstructured time to practice self-care and independence. Balancing the two allows them to develop healthy strategies to manage stress, preparing them to face challenges with a sense of calm and control.

Confidence

Confidence grows when students are trusted to handle real-world changes. Montessori students are encouraged to solve problems, make decisions, and contribute to their community. When students see that adults trust their judgment, it reinforces their belief in themselves and their abilities.

Resilience is the foundation upon which Montessori students build their academic and emotional strength. In Lower Elementary, students are nurtured to see challenges as natural and necessary parts of their journey, equipping them with the tools they need to overcome obstacles and handle setbacks with grace and determination. They learn to regulate their emotions, to support their peers, and to persist through difficult tasks. But resilience goes beyond individual growth—it fosters a strong sense of community, where students collaborate, empathize, and encourage each other.

By the end of their Lower Elementary years, students are academically prepared and emotionally equipped to tackle future challenges with confidence and optimism. They leave with a deep understanding of their resilience, ready to face the unknown with a growth mindset, knowing they can rise to meet any challenge. The Montessori approach empowers children to succeed and thrive, turning obstacles into opportunities and setbacks into stepping stones for lifelong learning. ❧

before getting her own classroom. She enjoys Eton’s community feeling and loves working with her supportive co-workers.

Apsara Chowdhary started as an assistant in Grades 1-3. She took her Montessori training in 2013 and found her way back to Eton School as a teacher in 2022.

Lin Farmer completed her Montessori certification, taught, and in 2016 joined Eton School. She appreciates Eton’s supportive, dynamic community of learners.

Angela Kim started as an assistant in 2008 and became a teacher after completing her Montessori certification. She feels lucky to have partnerships with students and families.

Chris Music received his Montessori certification and in 2017 started at Eton School. Every day he is excited to guide students in becoming their happiest selves.

Ashley Tadeja had her Montessori certification and started as a substitute teacher

Nurturing Your Child’s Resilience: 4 Key Strategies

Life is a journey filled with twists and turns. Resilience is not about shielding your child from difficulties. It is about equipping your child with tools to face and overcome obstacles, embrace opportunities, and empower them to weather storms and emerge stronger. Child development experts have identified four key strategies to use to nurture resilience effectively in your child:

Build a Strong Foundation

Positive Relationships: Cultivate warm, supportive relationships that provide security and sense of belonging.

Secure Attachment: Respond consistently to their needs to foster trust and emotional stability.

Effective Communication: Encourage open dialogue, listen actively, validate their emotions, and create an environment where they feel heard.

Develop Essential Skills

Problem-Solving: Teach them to approach challenges methodically, breaking them into manageable steps and thinking critically.

Emotional Intelligence: Help them identify, express, and regulate their emotions in healthy ways.

Self-Regulation: Promote impulse control and strategies like pausing and deep breathing to manage reactions.

Stress Management: Introduce mindfulness practices, such as meditation or yoga, to help them cope with anxiety and stress.

Cultivate a Growth Mindset

Praise Effort Over Outcomes: Celebrate perseverance and hard work rather than just achievements.

Learn from Mistakes: Frame mistakes as learning opportunities. Encourage them to view setbacks as steps toward growth.

Set Realistic Goals: Break larger goals into smaller, achievable milestones to build confidence and a sense of accomplishment.

Lead by Example (Your actions speak louder than words.)

Model Resilience: Share your own challenges and how you navigated them, demonstrating that resilience is a lifelong journey.

Practice Self-Care: Prioritize your mental and emotional well-being to model healthy coping strategies.

By consistently applying these strategies, you can help your child develop the resilience they need to thrive in life’s journey. ❧

Building Resilience Through Enrichment: It’s Not Just a By ‑Product

by Enrichment Teachers: Ameilia Beeton, Kerena Burns, Joey Crotty, Tash Levandownski, Enid Mendez Flores, and Eleanor Withrow

At Eton School, resilience is more than just a skill—it is a way of thinking and thriving. Our Enrichment classes provide students with opportunities to grow by challenging themselves in diverse and meaningful ways. Whether exploring the arts, engaging in physical activity, or solving real-world problems, students are encouraged to step outside their comfort zones, embrace setbacks as learning opportunities, and persevere. This holistic approach fosters confidence, creativity, and adaptability, preparing students to face challenges with courage and optimism.

One way students cultivate emotional resilience is through Earth education, where nature serves as an inspiring and profound teacher. Observing how plants thrive in extreme conditions or how animals adapt to changing environments reveals the importance of flexibility and perseverance. These lessons become deeply personal when students spend time outdoors—hiking through forests, planting gardens, or simply observing the cycles of life. Nature provides a space for mindfulness and reflection, helping students ground themselves while reducing stress. These experiences nurture emotional resilience, teaching students to adapt and grow in the face of change.

This same sense of perseverance is reinforced in the library, where storytelling and research empower students to overcome challenges. Stories teach valuable lessons about resilience by showing characters navigating obstacles, resolving conflicts, and persisting through adversity. Meanwhile, the research process introduces students to the realities of trial and error. Whether reframing questions, starting over, or piecing together new information, students learn that success often requires grit and determination. From the imaginative storytelling of pre-elementary years to the culminating eighth-grade projects, the library provides students with the tools and mindset needed to persevere in all areas of life.

Resilience takes on a uniquely personal dimension in the performing arts. For many students, stepping onto a stage is an act of courage in itself. At Eton School, where choir and performances are a regular part of the curriculum, students are continually encouraged

to embrace vulnerability and take creative risks. One fifth-grade student, hesitant at first to audition for a speaking role in the spring musical, demonstrated this journey. Initially nervous about stepping out of their comfort zone, they found inspiration in their classmates’ confidence. With encouragement, they took the leap, discovering a newfound love for performing and a sense of pride in their accomplishments. Such experiences show students that resilience is not about being fearless but about embracing challenges and finding joy in the process.

“In every facet of our Enrichment program, resilience emerges as a unifying thread.”

Similarly, physical education offers students an environment where growth is nurtured through incremental progress. One student’s journey stands out—a child who initially stayed on the sidelines, quietly watching as others participated. Over months, with gentle encouragement and consistent support, they moved from observing to participating in warm-ups and, eventually, full games. By the end of the year, this student had become an active participant, and within two years, they grew into a confident leader, guiding peers and encouraging younger students. This transformation demonstrates how resilience can be developed step by step as students learn to trust their abilities and take on new challenges.

Visual arts also plays a vital role in fostering resilience as students learn to turn mistakes into opportunities for growth. Students are invited to embrace imperfection and persist when projects don’t go as planned. The creative process often brings moments of frustration, but these are reframed as chances to adapt and try new approaches. Students learn that every “oops” moment has value, helping them build confidence and discover joy in their creative journeys. Through art, they come to understand that resilience is about persistence, self-expression, and celebrating the unique process of creation.

This theme extends into Spanish classes, where students face the challenges of learning a new language. Each misstep or misunderstanding is treated as an opportunity

to grow, fostering a mindset of determination and adaptability. Through conversation, reading, and writing, students develop not only linguistic skills but also the resilience to overcome frustrations and push through difficult moments. This approach transforms language learning into a broader exercise in perseverance and creative problem-solving.

In every facet of our Enrichment program, resilience emerges as a unifying thread. Whether rooted in nature, storytelling, physical movement, artistic expression, or language acquisition, each activity encourages students to embrace challenges and step beyond their comfort zones. These experiences teach them that growth often comes from moments of vulnerability and effort, not just success. Under the guidance of specialized, dedicated instructors and support of peers, students gain the confidence to navigate setbacks, the creativity to reimagine solutions, and the adaptability to thrive in an ever-changing world. Resilience is not just a byproduct of the Enrichment classes—it is its core, preparing students for a lifetime of learning, discovery, and achievement. ❧

has been teaching Art and Art History at Eton School since 2016. Amelia is also an independent artist who shows he work in the greater Seattle area.

joined Eton School in 2017 after completing her Master of Library and Information Science. She then left to work in another library and returned in 2023.

Levandowski came to Eton School in 2022 with years of experience working with students around health and sport. She played soccer in college.

Enid Mendez Flores has a bachelor’s in Early Childhood Education and joined Eton in 2012 as the Spanish teacher. She enjoys teaching, learning languages and experiencing cultures.

Prior

taught at Whatcom Middle School, where he developed curriculum focused on empowering students to see their lives as beneficial to the world.

Withrow has taught and performed for over a decade. She joined the Eton School in 2017, after working as a Teaching Artist for the Seattle Children’s Theatre.

Amelia Beeton

Kerena Burns

Tash

Eleanor

Joey Crotty joined Eton in 2019.

he

Thank You, Viki!

by Judi Hoskins, Former Parent and Former Board Member

Sadly, the Eton Community lost one of its greatest champions in July when Viki Dragich unexpectedly passed away. Many here knew Viki, but many current families did not; so I’d like to let you know something about my friend. I met her when my twins started kindergarten in the fall of 2008. Fortunately, I was one of the many friends Viki made over her years of volunteering at the school.

Viki was one of the first parents I met when I attended an Auction Committee meeting. She volunteered to write the catalog, as she would continue to do for the many auctions that followed. It was a task that no one else wanted to undertake. I was in awe of her speed at turning out countless pages with so many creative item descriptions. That’s when I learned she was a professional writer, and volunteering her skills would benefit Eton many times over.

Viki was Mom to Sela and Evan, often volunteering in their classrooms. And, of course, there were the yearly Eton School events, including the Cultural Fair ( World of Eton), Book Fair & Ice Cream Social, and End of Year Picnic. She showed up with a smile whenever she could help out. I took notes for Viki and Diana Butler when they drafted the original by-laws to launch the first parent association. It was a pleasure to see how Diana’s experience and Viki’s word magic laid the foundation of what is known today as PAGES.

Viki became a Trustee on Eton School’s newly formed Board of Trustees in 2013. A year later, I was pleased that she nominated me to join the Board. In 2015, Viki began

her term as the Board Chair and served 7 years in that role before returning to Board member status. She also served on several committees and wrote volumes of by-laws and reviews. It was on the Board that I could see Viki’s talents flourish. She was so sharp, fun, curious, and interested in every aspect of Board work. Her commitment and vision shaped the developing Eton Board.

Viki truly cared about Eton – its students, staff, and the entire community. I’ve been inspired by her wit, dedication, intelligence, and willingness to share. I really admired her concern for doing what was fair and just, not only in her role on the Eton Board but also in her personal life. She touched almost every aspect of Eton School, and we are all the better for her generous spirit.

I hear Viki’s laugh as she watches over my shoulder at my attempt to write a tribute to such a gifted writer. She’s continuing our banter over Oxford Commas. We will miss you, my friend. Thank you, and rest in peace. ❧

Judi Hoskins retired as a business owner when her twins were 3. When researching kindergartens, she looked to Montessori schools to best suit her twins’ very different personalities and learning styles. One visit to Eton School was all she and her husband needed to decide to join that wonderful family they found there. Years later, the twins are in college, and Judi has retired from the Board but still helps out at the school by serving on committees.

Photo: Viki Dragich (center left) and Judi Hoskins (center right at Pat Feltin’s Retirement Celebration in 2012.

Building Resilience in 9 to 11 Year‑Olds: Navigating the Turbulent Waters of Early Adolescence

by Upper Elementary Teachers: Vic Spurling, Jo Weise, and Grace Yu

Educators have the unique privilege of witnessing and supporting the remarkable growth and development of students aged 9 to 11. For students, this transitional period—often referred to as the “tween” years—can be both exhilarating and challenging. With a whirlwind of social, emotional, and physical changes, these young learners are at a critical time in their journey toward becoming resilient individuals.

As they navigate these changes, they are beginning to develop a stronger sense of self—identity, values, and emotions. Significant physical growth and evolving friendships bring new layers of self-awareness, often accompanied by a mix of emotions and uncertainties.

Friendship dynamics become more complex, with peer influence often overshadowing familial bonds. Navigating friendship issues—whether it’s dealing with falling outs, cliques, or simply feeling left out—can be tough, making it essential for them to have a safe space to express their feelings. Teachers and staff are always tuned in to the changing emotions and needs, offering flexibility and support to address these concerns throughout the school day. Class meetings extend beyond their typical schedule to provide a community space whenever needed.

A cornerstone of their resilience is inclusivity. By embracing diversity, students learn to see each other as unique but equal, building stronger bonds and self-confidence. In the classroom, students embrace diversity by engaging with peers from different backgrounds and varying perspectives. Fortunately, there is a strong partnership with families who instill empathy and kindness at home, laying the groundwork for inclusive behavior at school.

The classroom library and daily read-alouds include books that center around resilience and diversity. A class favorite, The House in The Cerulean Sea by TJ Klune reinforces our core value of acceptance, self-worth, and determination. In Literature Circles, students select from a range of books such as New From Here by Kelly Yang, that tells the story of an Asian American family who moved to California in the height of COVID-19 and their experiences with the skyrocketing racism that occurred. Counting by 7s by Holly Goldberg Sloan follows Willow Chance as she navigates being alone and neurodiverse in a world that doesn’t understand her. The focus placed on these books stimulates discussion, encourages reflection, and sparks meaningful conversations, emphasizing resilience as a theme.

“By promoting open communication, empathy, and self‑acceptance in the class, teachers and staff help Upper Elementary students navigate the world’s complexities with confidence.”

Recognizing and regulating their emotions becomes paramount at this stage. Classrooms offer artistic and expressive outlets tailored to students’ individual needs. The Zen Garden and the Peace Fountain offer a place for quiet contemplation and are always available to help process feelings. The social-emotional learning program, Second Step, provides access to Mind Yeti, an online resource that introduces mindfulness practices, equipping them with tools to manage stress and anxiety. Yoga is being introduced as another way for students to connect mind and body. Daily class discussions encourage and normalize emotional expression and resilience-building.

As Upper Elementary students approach adolescence, they desire more independence while exploring their identity. This can lead to a mix of excitement and anxiety as they navigate new responsibilities—whether it’s managing homework, class jobs, or personal time. Providing opportunities to make decisions fosters a sense

of ownership and responsibility. Long-term projects reinforce the importance of time management and prioritization. Having resilience to complete assignments they are proud of is core to the class values. Ultimately, the goal is to empower students to be their true selves, regardless of external expectations, and to encourage authenticity by celebrating their unique interests and talents. A fabulous home-school partnership enriches this experience, as students and parents/guardians are encouraged to share their cultures, traditions, and stories with the class.

Resilience is not something children inherently possess; it is nurtured through experiences and support. By promoting open communication, empathy, and self-acceptance in the class, teachers and staff help Upper Elementary students navigate the world’s complexities with confidence. The role of educators and parents/guardians is to guide them, offering the tools and encouragement they need to thrive during this pivotal time in their lives. Together, we can cultivate a generation of resilient, compassionate, and authentic individuals. ❧

as an assistant in Pre-elementary and Lower Elementary. He is now a fourth- and fifth-grade teacher and couldn’t be happier.

her postgraduate degree in education and taught in an elementary school in England. She moved to the United States in 2008 and joined Eton School in 2014.

and a Master of Education. She

Vic Spurling joined Eton School in 2021

Jo Weise earned

Grace Yu holds AMI Primary Credentials, AMS Elementary I-II Credentials,

started teaching in 2009 and joined Eton School in 2021-2022.

Resilience to the Core: Values of Eton School

by Pete Kashevarof, Middle School Grade Level Lead and Teacher

Resilience is drive and determination paired with patience and poise. When faced with an obstacle, resilience helps students navigate through, around, and over tough spots and challenges rather than turning away from them. Like all skills, resilience takes time to learn and employ, and it is a constant endeavor in the Middle School. Eton’s five core values are to support and honor each child intellectually, emotionally, socially, physically, and spiritually, and teaching and practicing resilience keeps those values alive every day.

Intellectually, resilience encourages students to reach for the stars instead of resting on their laurels. Once students have completed a lesson, the work is not done, as paradoxically as that may sound; they reinforce skills and look for what is next. One of the best ways to do that is to work with and teach others, imparting new skills to those who have yet to see the material, while refreshing concepts for those who already have. Teachers discuss and model how to actively participate in group work while showing how to stay focused and succeed with independent tasks. Classes practice giving genuine feedback and constructive

criticism. This resilience is seen in an eighth-grade student who worked hard to complete algebra and geometry all in one year. It is seen in a seventh-grade student who learned study skills at school, used them at home, and did well on a quiz. Intellectual resilience is not mastery itself but aiming for mastery, knowing that the effort and time put in is the true reward.

Emotionally, resilience shows students how to acknowledge and appreciate themselves and their feelings. Teachers and students work together to create a safe space, so even if someone feels anxious, embarrassed, or anything else, they can rely on the empathy and understanding of others. There are times set aside each week to check in and reflect on how people are feeling, which helps and prepares everyone to cope with the positive and negative emotions that arise. This resilience is seen in a sixth-grade student who recognized they were starting to get overwhelmed, and then they asked to run some laps outside to destress and reset. It is seen in an eighth-grade student who learned to juggle their demanding ballet schedule, rigorous tutoring sessions, challenging homework, and busy social life. Emotional resilience is balance within, accepting that the highs and lows lead to personal growth.

Socially, resilience leads students to accept and cherish those around them. They are encouraged to share their needs and to ask and listen to what others need, which helps them see each other for who they truly are, instead of simply guessing or assuming how others may be. Teachers and students aim to communicate openly and honestly, identifying when conversations are best one-on-one, with a small group, or with the whole class. Everyone practices how to forgive and how to receive forgiveness. This resilience is seen in a seventh-grade student who recognized a classmate was lonely and offered to play a game of Jenga. It is seen in a sixth-grade student who spoke up for a friend during a tense class meeting, acknowledging their value while kindly offering ideas to restore trust. Social resilience builds and maintains respect with peers and friends to form strong relationships.

Physically, resilience trains students to care for and listen to their bodies. Movement is an integral part of school, and while recess and Physical Education (P.E.) rightfully take the spotlight in this category, a short break between or during classes to play tag, throw a frisbee, or get some fresh air can reinvigorate the academic space. While the head and heart take care of the internal space, the hands and feet are the movers and shakers in physical space. So, students practice fine and gross motor skills, from notetaking to reading, to basketball, to transitions between classes, and beyond. Even taking a moment to breath

in and out can refocus an entire class. This resilience is seen in an eighth-grade student leading Pumpkin Bowling for the younger students at the Fall Fest and the seventh-grade student getting up to stretch and kneading putty to help them focus on a class discussion. Physical resilience is purposeful movement, blending the mind and body inside and outside the classroom.

“Like all skills, resilience takes time to learn and employ, and it is a constant endeavor in the Middle School.”

Spiritually, resilience inspires students to find joy in all things they do. It is a never-ending search, not because it is impossible, but because the goal is the quest for knowledge, the desire to keep exploring. Teachers share their passions and express how they continue learning, showing that teaching is a calling and privilege, not just a stagnant job. Students discover that classwork is more than just an assignment—it is a way to discover what kind of learner they are, what inspires them, and how to transfer their joys and drive into all aspects of life. This resilience is seen in a sixth-grade student who comes to school daily with a smile on their face, excited to learn and hang out with friends and the eighth-grade student who, when asked what they thought about school, described Eton as a second home. Spiritual resilience is hope and belief, the sewing of cosmic strings that bind and connect everyone and everything.

In every aspect of Middle School, resilience serves as both a foundation and a guiding force, helping students navigate challenges while reinforcing core values. Through resilience, students build the intellectual courage to reach beyond their limits, the emotional strength to face and balance their feelings, the social empathy to connect meaningfully with others, the physical awareness to care for their bodies, and the spiritual joy that keeps them curious and engaged. The Middle School team’s commitment to fostering resilience in students ensures they grow not only as learners, but as compassionate, confident individuals prepared to face the world with grit, grace, and a deep sense of purpose. ❧

Pete Kashevarof joined Eton School in 2006 as a Teaching Assistant. He worked with all levels before returning to his alma mater, Seattle University, for his Master’s in Teaching. In 2011, he returned to Eton as a fifth-grade teacher and then moved to Middle School, where he happily remains in that post to this day.

World of Eton: Celebrating Our Community

Our annual all-school event celebrates and honors the diversity and unity of our Eton community while promoting respect, understanding, and an appreciation for cultural richness. Families share something about themselves in a special booth area, such as a piece of their heritage, a beloved family tradition, unique talents, occupations, or hobbies. Students, parents/guardians, and guests perform dances, musical instruments, and more on the stage area of of the Sports Court. Scan the QR code to view additional photos of this amazing event!

Una Voce: All‑School Concert

Once a year, the entire school comes together, from the youngest three-year-old to the oldest eighth-grade student. They perform songs together at their grade level. They also join their voices together with another grade level for a song or two. This yearly concert ends with all voices joining in the final song one grade level at a time until all the voices come together as one voice—the meaning of Una Voce.

Use the QR code to view additional photos.

Scan QR for additional photos.

Eton School’s Auxiliary Program Coordinator Accepts City’s Proclamation

In a proud moment for Eton School and the Bellevue community, Auxiliary Program Coordinator, Sharon Gonzalez accepted the City of Bellevue’s official proclamation of Filipino American History Month this October. Sharon, who has been actively involved in promoting cultural awareness and community engagement at Eton, stood before the Bellevue City Council to represent Filipino Americans in the area and honor the rich heritage and contributions of Filipino Americans in the city and beyond.

Bellevue’s Filipino American History Month proclamation recognizes the impact of Filipino Americans on the community’s diversity, culture, and growth, highlighting the arts, business, and leadership contributions made by individuals and families of Filipino descent. Following her acceptance, Sharon expressed her gratitude and spoke about the importance of visibility and celebration for people of Filipino American heritage and all people of color:

This proclamation is a meaningful step in ensuring that our stories and our heritage are seen, heard, and celebrated not just by our own culture or community but by the broader society we are all a part of. While we celebrate this milestone, we recognize that there is still much work to be done in fully embracing the narratives of all people of color in our communities.

Sharon’s commitment to diversity, equity, inclusion, and belonging has been central to her work supporting an inclusive environment at Eton School, within the greater Bellevue community, and the greater global community.

As Eton School continues to celebrate and embrace cultural diversity, Sharon’s role in accepting this proclamation marks a meaningful recognition of Filipino American heritage within Bellevue, inspiring others to honor and celebrate the diverse backgrounds that make up our community.

Watch the proclamation and Sharon’s touching acceptance by using the QR code provided on the right. ❧

Attendees at Event: (l to r): Samuel Gonzalez (Sharon’s Son), Sharon Gonzalez (Auxiliary Program Coordinator), Laurren Chase (Director of Equity and Belonging), and Sonja Everson (Director of Admissions).

Notes for Sharing

Just after school started this year, we started our remodel project for the second floor of the Casa Building. Construction vehicles and dumpsters took up a small section of the parking lot, and the crew came in at night to work to avoid disturbing the school day. The demolition has finished, and permits are being processed.

This new Casa second-floor space will contain three classrooms, a shared space, and a STEAM room (for robotics and more) for Middle School. There will also be office space for staff and administrators and a conference room. Use QR to view the space after demolition finished. ❧

When a parent/guardian raised concerns about the lighting being too dark in the Lower Elementary and Pre-elementary classrooms, we listened. We then researched the best lighting for learning. When we completed the study, we looked for the recommended lights and a company to install them. The company installed some of the new lights in Mezzo 2 as a test, and they passed. So, while the students, faculty, and staff were on break, the company came out and installed these new lights in Rooms 1, 3, 4, 5, and 6 (Main Building), Mezzo A, B, C, 1, 3, and 4, and Casa 1 and 2 so they were ready for the students when they come back after Winter Break. ❧

On the night of 19 November 2024, a major storm blew in, as predicted by the weather service. Trees and branches took down power lines, closed roadways, and created damage all over the Puget Sound Region. Early Wednesday morning, the school had power, but the damage caused by the storm was extensive, so the school was closed for the day.

As our facility crew went to work to clean up, staff members arrived on campus to lend a hand. Besides the branches blown all over campus, two trees were uprooted at the Main Building—a medium-sized tree by the wildlife habitat gate and a large tree on the playground. The large tree landed on the large climbing play structure, took down a section of the playground fence, and reached across the one-way driveway to exit. Thank you to the volunteers and our facility crew for cleaning the campus so students could return the next day. Use the QR code to view images and a video of the damage. ❧

The Power of the Annual Fund

by Monica Maling, Director of Development

As an independent school, our Annual Fund is much more than just a fundraiser. At its core, the Annual Fund is an expression of community—of families, alums, faculty, and friends coming together to make a shared investment in our school’s future and our students’ success.

We are very grateful to everyone who supported last year’s Annual Fund and raised just over $177,000. From providing essential classroom tools that allow our teachers to create inspiring lessons to funding technology upgrades, you helped power the day-to-day life of the school. But your impact goes far beyond the basics. The Annual Fund ensures that Eton can offer innovative programs, from experiential learning trips to enrichment activities that help students explore their passions and develop critical life skills.

Your Annual Fund donations helped support a variety of initiatives.

• We raised salmon! All students engaged in this broad-reaching project that culminated in an all-school release of the salmon and storytelling by a local Indigenous storyteller.

• We went on field trips and had assemblies! Students visited the Seattle Art Museum, MOHAI, Arena Sports, Redmond Artworks, and more. The Seattle Opera and Pacific Science Center came to school for assemblies.

• We went to school! Faculty and staff attended the NWAIS Educators Conference, and Montessori, antibias/antiracist, language, math, and social/emotional development workshops.

• We bought new Montessori materials and other excellent resources! Pre-elementary teachers refreshed their classroom materials, ensuring that the learning environment is one where students are encouraged to explore, experiment, and dream.

The collective support of our donors helps us continue to nurture the Eton School community, where every child has the opportunity to learn, grow, and thrive. An enormous thank you for helping to make a difference in the lives of our students and for being a part of Eton School’s continued success! Your involvement in the Annual Fund campaign is a true testament to the strength of our community and our shared dedication to providing an exceptional education. ❧

Monica Maling taught at Eton in the 1990s, moved to London, and returned in 2005 when her two daughters enrolled, and she became the Support Staff Supervisor. In 2012, she became the Director of Development and she is also a parent of two alums (class of 2015 and 2016).

Thank You 2023–2024 Annual Fund Donors

Families

Anonymous (15)

Arvind Arasu and Janani Arvind

Merdith Atkins and Ilya Bukshteyn

Michael and Deena Austin

Karina Barrera Gama and Edgar Hernandez

Gonzalez

Jason and Annie Brashill

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Henry and Mary Burden

Suzana Canuto and Mario Guimaraes

Patricia Carlos and Gus Rubio

Sean Chang and Kay Hsi

JC Chin and Lixia Liu

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Eddy and Xiangyu Chu

Charis Chung and Jody Ho

Rinku Dalwani and Harish Sachidanandan

Jian Deng and Li Kiang

Qianru Deng and Pinyi Yang

Mandy Ding and Steven Zhang

Sol and Michael Doran

Maribel and Robert Doss

Milenko Drinic and Christina Zhao-Drinic

Chao Duan and Weixiang Tian

James Duan and Cathy Yuan

Ibrahim Eden and Ece Kamar Eden

Matthew and Flora Ellis

Stephen and Lin Farmer

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Jieying Fu and Wendi Lu

Lingjun Fu and Xianwen Shen

Erwin Gao and Coral Zhu

Zhuang Gao and Qin Xiao

Cheng Gu

Zhijie Guan and Yin Liu

Edgar Guo and Karry Zhang

Derek Harris and Jocelyn Beyer-Harris

Abhie Hatekar and Vibhuti Mudholkar

Leon He and Bella Zhang

Phillip and Becky Heckinger

Lifeng Hu and Christine Han

Likun Hu and Edward Yam

Mengjie Huang and Xiangyu Chen

Stone and Cody Huang

Devin Hughes and Rowan Liu

Ziyi Jiang and Sophie Zeng

Gavin Jin and Estella Zhou

Gavin and Hayley Jung

Seth Johnson and Melissa Binde

Jerry Ju and Yan Gao

Gavin and Hayley Jung

Palak Kadakia and Meghal Patel

Varun Kakkar and Harpreet Kaur Kapur

Ece Kamar Eden and Ibrahim Eden

Katy Kao and Kun-Tao Chiang

Sara Kessack

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Govindaraju

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Li Li and Christina Yu

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Crystal and Andrew Lin

Blake Lindsay and Milli Mittal

Amy Liu and Han Wang

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Yuan Lu and Zhu Cheng

Cuong and Kimble Luu

Dan Ma and Wei Li

Matthew Ma and Grace Yang

Richard Ma and Ding Zhao

Yue Ma and Dandi Gong

Kendall and Joyce Martin

Dongzi and Chris Matsuoka

Nicole McLean

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Nok Mohprasit and Joaquin Bolbrugge

Aswath Mohan and Rohini Batra

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Yohei and Whitney Nakajima

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Cory and Jeremy Newton-Smith

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Stella Choi-Ray and Chris Ray

Alex and Michelle Reinlieb

Jing Ren and Xuanyi Chen

Lawrence Ren

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Vlad and Diana Riscutia

Ted Roberts

Toby Ruitao and Jane Kou

Premal Shah

Min Shao and Jeff Talada

Raman Sharma and Ruchika Chinda

Yiyang Shi and Fan Zhang

Ying Shen and Chengyan Fu

Zhexiang Sheng and Chengqian Wu

Satindra and Ragini Sinha

Kai Song and Shengnan Zhang

Tiffany Sparks-Keeney and Aaron Keeney

Shihao and Liping Sun

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Eric and Ashley Tadeja

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Tesh Family

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Carrie Wang and Leo Luo

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Yang Wang and Li Fang

Genevieve and Dan Warren

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Ning Wei and Janice Zhang

Zehong Wei and Siqian Lu

Ryan Williams and Lynn Frauenholz

Wilbur Wong and Kim Zhang

Aaron Woo and Alice Li

Kristin and Patrick Wyatt

Chris Xiao and Sunho Lee

Jinian Xiao and Emma Feng

Liang Xie and Yurong Chu

Tiger Xing

Bing Xu and Laura Wang

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Jessie Xue and Chen Wang

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Lu Yuan and Zhu Cheng

Paul Yuan and Tina Woo

Jing Yen

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Fan Zhang and Jian Huang

Qi Zhao and Tongtong Chen

Te Zhao

Xing Zhao and Wenwen Zhou

Yingying Zheng and Yunfan Zhang

Feifan Zheng and Hai Zhu

Yiding Zhou and Ying Cai

Susan Baccellieri

Mounika Balasani

Michelle Bash

Rohini Batra

Amy Beal

Amelia Beeton

Deborah Benaloh

Wirapa Boonyasurat

Kerena Burns

Marilou Carlson

Laurren Chase

Apsara Chowdhary

Sameeksha Dwivedi

Jay Eckard

Erina Ekmecic

Kathleen Ellwood

Sonja Everson

Lin Farmer

Holly Fleming

Claire Gaskins

Kris Gaskins

Christina George

Karl and Michele Dehmer

Viki and Chris Dragich

Anica and Rick Harris

Laura Harris and Charles Potter

Neel and Smita Jain

Pat Feltin

Apple

Black Rock

Boeing

Bright Funds

FacultyandStaff

Maria Gomez Gutierrez

Bertha Gonzalez Mancilla

Sharon Gonzalez

Stephan Haistings

Jana Huang

Mikyla Johnson

Gordon Kaplan

Pete Kashevarof

Venkata Kasinadhuni

Sara Kessack

Angela Kim

Igor Koval

Michelle Lee

Tash Levandowski

Blake Lindsay

Monica Maling

Jason Mallon

Alice McNeer

Enid Mendez Flores

Lacey Monson

Alice Msheda

Subashini Rani Murugesan

EtonBoardofTrustees

Bridget and Bruce Horne

Minnu and Mohan Kotha

Andrew and Crystal Lin

AlumFamilies

Nadejda Poliakova and Maxim Mazeev

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Susan B. Lindsay

Corporations

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Russell Smith

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Vic Spurling

Selina Sultana

Ashley Tadeja

Sudha Vaghul

Susie Walden

Kalsom Wali

Jo Weise

Vanessa Werle

Ray Wolff

Grace Yu

Kirsten Zender

Sunita Pailloor

Peter Roppo and Berengaria Winkler Roppo

Byte Dance Cisco

Hewlett-Packard Kroger

Cindy Merritt

Oracle Salesforce

Starbucks Corporation

The Trade Desk

Wells Fargo

PAGES: More Than a Group

by Kimble Luu, PAGES President

Dear Parents and Guardians of Eton School,

Parents and Guardians of Eton School

I am Kimbe Luu, a parent at Eton and the president of PAGES, which stands for Parents and Guardians of Eton School. I am thrilled to welcome you to our wonderful community of families and educators.

PAGES is more than a group; it’s a way for us to support our children and their school, share our ideas and experiences, and make positive changes. We believe every parent and guardian is an important part of the Eton family, and we would love for you to join us. As a member of PAGES, you can attend our general meetings and our executive committee gatherings, where you can have a say in how we support the students and the staff at Eton. You can also join us for our fun and friendly PAGES morning coffees, where you can meet other parents and build lasting relationships.

There are many other ways to get involved and to make a difference at our school, such as volunteering for the amazing events and activities that we host throughout the year. These events not only enrich our children’s learning experience but also celebrate the diversity and culture of our school. PAGES is a great way to get involved, to make a difference, and to have fun. I’m honored to be the president of PAGES this year, and I can’t wait to get to know you better and to work with you as we support our children’s experience at Eton.

Thank you for being a part of our PAGES community.

Sincerely,

Kimbe Luu ❧

President: Kimble Luu

Kimble is the President of PAGES this year (2024-2025). She is proud to have three children attending Eton (Casa 3, Room 6, and Mezzo B). Kimble is an expert in change management and strategy for high-growth tech organizations and is currently leading Operations for Handshake, a startup dedicated to democratizing access to job opportunities for students. She holds a Masters of Science in Public Policy, where she studied interventions around global health, governance, and gender. She has spent much of her working career in the public and government sector(s) focused on harnessing the power of convening people and advancing innovative methods for creating social change. She has had the distinct honor of working for former Secretary of Labor Tom Perez, former First Lady Michelle Obama and the Obama Campaign, and was a Presidential Appointee for the Obama White House. She is very involved in her community, volunteering regularly with Pike Place Foundation, being a Troop Leader for her girls’ Girl Scout Troop, and being the VP of Fundraising for Redmond Middle School.

Kimble has four children, a dog, and two cats, as well as some fish that keep her busy most of the time. Still, in her free time, she enjoys date night with her husband Cuong (who also spends a lot of time helping out around Eton), practicing yoga, making music with the family, gardening, and starting new projects around the house.

Vice

President: Tina Wu

Tina has one son in Kindergarten, and she is thrilled to join the PAGES as the Vice President this year. She and her family have been loving the warm and friendly vibes of the Eton community for the past three years, adding to the uplifting spirit all around. Professionally, she serves as a brand partnership manager at a renowned brand while also managing her own small business in the event planning industry. Outside of work, Tina cherishes weekends as an opportunity for quality family time. Together with her loved ones, she indulges in various activities such as traveling, hiking, reading, watching movies, and savoring a variety of delicious cuisines.

Secretary: Premal Shah

Premal has been an Eton parent for five years. His daughter has been at Eton since she was 3 years old and is now in second grade. They have been in the Seattle area for over 15 years. He works at Microsoft and moved here from the East Coast. Premal and Mahi love the outdoors, playing board games, practicing piano, and playing chess.

Treasurer: Hayley Jung

Hayley has two children at Eton (Grades 2 and 4) and one still in daycare (age 3). Her family started at Eton in 2020, and she has been excited to learn over the past four years what life at Eton is like in non-pandemic times. She has participated in many Eton events, and last year, Hayley and her husband, Gavin, shared the role of secretary of PAGES. In her abundant free time, she enjoys chauffeuring children to play dates and activities, tackling endless ambitious home projects, napping when the toddler naps, and consuming the occasional bottle of wine.

Volunteer Coordinator: Janice Zhang

Janice is a proud mom of two wonderful children. Her family has been a part of the Eton community for eight years. She has a daughter who started in Pre-elementary and went through fourth grade and a son who started at age three and is now in third grade. Janice enjoys cooking and traveling. Her family started to play board games during the pandemic and continue to love that, as well as reading together and exploring the beautiful Pacific Northwest.

Pre elementary Coodinator: Wen Wang

Wen is a mother of two, and her elder son is in Kindergarten. She enjoys sharing in her son’s adventures at Eton, a place where her family has created cherished memories. She is honored to join PAGES and is dedicated to fostering a supportive and engaging environment for families. Professionally, Wen teaches math at Bellevue College, where she is committed to inspiring her students and making learning accessible and enjoyable. Wen and her family love spending time on the golf course playing together and connecting with friends. Whether at school, in the classroom, or on the green, Wen embraces every opportunity to build community and strengthen relationships.

Lower Elementary Community Coordinator: Choral Zhu

Coral has lived in the greater Seattle area for four and a half years. After graduating from a university on the East Coast, her husband found a job in Seattle. They moved before the start of her oldest child’s first day in Pre-elementary. All four of them love playing the piano and tennis.

U pper Elementary and Middle School

Community Coordinator: Chao Duan

Chao loves to be an active participant in his children’s lives and education. He and his wife, Xiang, work in IT. His daughter Alina is in the 5th grade this year with Mrs. Yu in Casa V, and his son Allan is in first grade this year in Room 6. His whole family loves outdoor activities such as hiking and skiing. He has a nickname, “Coach Chao,” when he’s on the mountain snowboarding with his family. Apparently, Alina and Allan like “Coach Chao” more than their dad!

Congratulations Alumni: 2024 High School Graduates!

Emery Cole

In a rainstorm, Emery graduated from Woodway High School in Edmonds as a full IB Diploma Recipient with Gold Honor. He was also one of five National Merit Commended Students for his school and was awarded a Western Undergraduate Exchange (WUE) scholarship from Oregon State University (OSU). He is pursuing a degree in electrical and computer engineering at OSU. One of Emery’s favorite memories was the trip with Salish Seas Expedition. The outdoor activities and adventurous times spent with friends left him with fond and long-lasting memories of his peers, mentors, and Eton School.

Eton School's Class of 2020: (Back Row l to r) Aryan Nagpal, Ayrie Dutt, Arjun Nagamangalant, Ben Parsons, Emery Cole; (Front Row l to r) Matthew Wyatt, Carolina Guerrero, Diana Goloshubina, Dash Pinck, Anya Nishanova; Not Pictured: Arjun Vedbrat.

Ayrie Dutt

Ayrie graduated from Interlake High School. She is attending the University of Utah and is majoring in biomedical engineering. Her favorite Eton memory was playing a predator versus prey game with the whole middle school at NatureBridge outdoor camp! It was super fun, just a big game of tag in a dark forest.

Diana Goloshubina

Diana graduated from Interlake High School. She is attending Colorado State University, where she is studying computer science. Her favorite memory was when they went to Mount Rainier Institute for an outdoor education camp. She got to do so many exciting things at MRI that she probably would not have done on her own, like hiking at Mt. Rainier!

Carolina Guerrero

Carolina graduated from Seattle Academy. She is now attending Duke University, where she studies computer science and psychology. One of her fondest memories from Eton School is visiting the Smithsonian museums during the 6th grade Washington, D.C. trip.

Arjun Nagamangalam

Arjun graduated from Eastside Prep School and is attending Brown University. He is studying Applied Math and Physics and will continue studying the piano to pursue his passion for music.

One of his favorite Eton memories was going to an overnight camp at the Mount Rainier Institute, where he had an amazing time exploring environmental science and the forest ecosystem. He especially loved playing games with his friends in the lodge.

Aryan Nagpal

Aryan graduated from TESLA STEM school. Since the fifth grade, he has dreamed of going to college in Canada, and now he has made that dream come true! He is attending Simon Fraser University in Burnaby, B.C., majoring in Computer Science, and is currently a part-time software engineer at a start-up.

His favorite memory was when he was out at recess and breaks; he loved to swing and jump down from the highest point. His family would often discuss how many pants were sacrificed as a result of those jumps.

Anya Nishanova

Anya graduated from Overlake High School and is attending Boston University, where she is studying nutrition and health. A favorite memory of Anya’s is when they went to Naturebridge (an outdoor education camp). She also enjoyed going on local field trips to the Bellevue library and parks. She liked connecting with her classmates and teachers outside of the classroom.

Dash Pinck

Dash graduated from Interlake High School and received an Arts and Science Associates Degree from Bellevue College. She is attending Lewis and Clark College in Portland, Oregon, as a prospective theater major. Dash has many fond memories from her time at Eton School, but two stand out. The first is performing as a lead in The Music Man under the direction of Miss Mary, which inspired her ongoing career in theater and the arts. The second is her time at Mount Rainier Institute in 8th grade, where she deepened her appreciation of nature and understanding of its profound beauty.

Arjun VedBrat

Arjun graduated from Eastside Prep School and is attending the University of Victoria to study Computer Science. His favorite memories of Eton were when he spent time playing board games and card games with his friends at lunch.

Together

One of the things that sets Eton School apart is the strength and commitment of our community.

Together we teach and honor the whole child.

Together we join the students in the passion and the process of lifelong learning.

Together we share our strengths, enrich their education and support all students.

Share Time and Talent

We are fortunate to have a rich resource of talent and dedication within our community. Tapping into this resource is essential to a wide range of school activities such as driving on field trips and helping during events such as the World of Eton, Family Game Time, All-School Ice Skating, Book Fair, Spring Fling and more.

Enrich and Enhance Learning

The diversity of our community provides opportunities for enriching learning. Sharing cultural and family traditions enhances the understanding and appreciation of each other. Offering a special expertise or providing access to specialized resources with a classroom, grade level or entire school enhances learning and understanding for all.

Support Students, Program, and Community

One important way of supporting students, program and community is through yearly participation in the Annual Fund. We are fortunate to have 100% participation from our faculty and staff, and Board of Trustees each year, which shows their belief, dedication,

Donate Online

Using our online form you can donate:

• One Time

• Set Up Recurring

and support. Reaching 100% family participation is the goal each and every year. Every donation, no matter the size, counts. The lasting effects of everyone's generosity and support continue for many years, and are demonstrated in the faces of the students.

• Pledge Download and Submit

Download our form (bottom of page) then

• Complete It

• Mail It

• Drop off at School

Matching Gifts

Many employers offer a matching gift program. Check with your employer to see if they participate. Please reach out to our Development Office if you need guidance.

Age 3-Grade 8