2024 Education Outlook

SCHOOLSACROSS CTTAKETHEIR LEARNINGOUTDOORS

FRESH AIR

by Alyssa Seidman

As theweatherwarmsup,someteachersmaychoose totaketheirlessonsoutsidetheclassroom literally. Thiscanbeespeciallyexcitingforstudentswhofeelcooped upafterthedormantwintermonths,andareyearningfor somelearningunderthesun.

Whilethepracticeofoutdoorlearningisn’tnecessarily new,it’smostdefinitelynotthenorm.Butforahandfulof schoolsandnumerousnaturecentersacrossthestate, studentsandvisitorsexperiencethebenefitsofthispracticeallyearround.

SituatedontheWilton-RidgefieldborderistheWoodcock NatureCenter,whosenearly150acresserveasanatural playgroundforthepublic.Thecenterhasfacilitatededucationalopportunitiesforlearnersofallagesthrough schoolfieldtrips,summercamps,specialtyclasses,and enrichmentprogramssince1972.

ExecutiveDirectorLenoreHerbstdiscussedhowlearningoutdoorsisagoodalternativetothetypicalclassroomsetup andoutlinedthepositiveimpactsitcanhave onachild’sdevelopment

Beingoutdoorsengagesallthesensesandprovides

opportunitiesforalltypesoflearnerstodeepentheir connectiontothematerial whethertheylearnbestby touching,moving,smelling,orlistening.Researchhas shownthatoutdoorlearningcanhavehugemental healthbenefits.Infact,studentsareoftencalmerand betterabletofocuswheninnature,whichallowsfora muchricherlearningexperience.

Herbstaddedthatteacherscanincorporatematerials likeplants,rocks,water,andevenbugsintotheirlesson plans,allowingforamoremulti-dimensionallearning experience.Shenotedthatoneofthecenter’smostpopularprograms,“biomimicry,”helpsstudentscreateconnectionsbetweennatureandengineering.

“Wewouldrecommendschoolsstartthispractice simplybecauseit’ssoeasy,andcanevenbefree!Start bytakinga‘listeningwalk’aroundtheschoolandask studentstowriteaboutwhattheyhear,ortakea‘discoverywalk’inthewoodsandlookunderlogsorrockstosee whatcreaturesyoucanfind,”Herbstsaid.

ThefollowingarejustafewexamplesofCT-based schoolswhopracticeoutdoorlearningonadailybasis.>>

WoodcockNatureCenterhas facilitatededucational opportunitiesforlearnersof allagessince1972.Photo: WoodcockNatureCenter

The Country School

>>DuringtheiryearsatTheCountrySchoolinMadison, studentsengageinuniquelearningandleadership experiencesthroughtheOutdoorEducationprogram. Asacomplementtothestandardcurriculum,this mission-basedprogramutilizesthecampus’natural surroundingsasanalternativeclassroomforstudents ingradespre-K-8.

TheprogramwasfoundedbyBobMcGeeandhelps studentsdevelop“characterandcitizenship,idealsof practicalandphilosophicalleadership,responsible stewardshipoftheenvironment andsounddecision-makingskills,”accordingtothewebsite.

Oncampusstudentsparticipateinnaturehikes, challengethemselvesontheropescourse,andspend timetendingtothecommunitygarden Off-campus experiencesincludecanoeingtheConnecticutRiver andDelawareWaterGap,andclimbingmountains, scalingrockwalls,andridingriverrapidsinUtah. Formoreinformation,visitwww.thecountryschool.org

‘‘ ’’

We believe that these unique learning experiences instill in our students the confidence to face future challenges with an eye toward success.

Oneofthemostsustaininglessonsachildlearnsover thecourseoftheireducationistheimportanceof givingbacktoothers.Andwhilemanycaneasilygrasp thisconcept,ittakesaspecialkindofpersontomakeactionablechangethatspeakslouderthanwords.

ThroughoutConnecticut,studentsareraisingtheir handsforadifferentpurposethanknowingtheanswerto acertainquestion.Theyaredoingsotomakeadifference inthelivesofothers,beitintheirowncommunitiesorin otherpartsoftheworld.

Weaskedafewlocalschoolstoidentifyachangemaker thatexemplifiesthisverypremise.Eachstudentsawa needthatneededtobefulfilled,andcreatedaplanthat hassincehadapositiveimpact.>>

Isabella Kumail

>>IsabellaKumail,13,isaneighthgraderatTheCatholic AcademyofStamford Shelearnedabouttheimportance ofgivingbackwhilegrowingupandattendingschool, notingshefoundgreatenjoymentindoingso.

That’swhywhensheheardaboutastrugglingfamilyin Colombia,shedecidedtolendahelpinghand.

Kumail’sgreataunt,wholivesinColombia,firsttoldher aboutthesituation Amiddleschool-agedgirlhadgiven birthtotwochildren,whoarenowbeingraisedbytheir grandparents.Andalthoughtheyarebothemployed, Kumailsaidtheyarenotmakingenoughmoneytoprovidethechildrenwithfoodandotherbasicnecessities.

“Thisfamilyhastouchedmyheart,soIdecidedtodo somethingtohelpthem.Ihavebeenworkingoncreating Easter-themedartwork,crafts,andbaskets,whichIwillbe selling,”shesaid.“Alloftheproceedswillgotowardsthis familyasaspecialservice,andformetofollowinJesus’ pathtoalwayslove,serve,andhelpothers.”

Kumailplannedoutthespecificsforthecraftsshe wouldcreate,notingthateachonewasmadebyhand. Oncethedesignsweredecidedupon,shewentoutto purchasealltherequiredmaterialswithhermother’shelp.

“It was important to have everything planned out to avoid setbacks, and find enough time to work on and finish all the items,” she said. “I’m hoping with the sales enough money will be made to provide a sufficient donation to this family and make a special difference in their lives.”

OneoftheplacesKumailchosetosellheritemswason campusattheCatholicAcademyofStamford.OnMarch 16,sheandherfriendsevensoldsnackstofellowpeers andfacultymembersduringtheschoolday.

Kumailofferedsomewordsofadvicetoyoungstudentslike herwhomayfeelinspiredtomakeadifferenceasshehas:

“It is important to put your heart into all you do, and always have compassion for others while letting your faith guide you. ”

The Foote School

Located on an 18-acre campus in the heart of New Haven is The Foote School, which also incorporates outdoor learning into its everyday curriculum Its website lists additional benefits associated with the practice, including boosted attention spans, improved academics, more fully-developed senses, and a fascination with the natural world.

“Unstructuredplayoutdoorsalsodevelopsproblem-solvingandexecutivefunctionskills,andencourages creativeandcollaborativeplay,”thewebsitereads “Beyondcampus,Footestudentsmakegreatuseofthe area’sabundantnaturalandbuiltresources.”

OnarecenttriptotheMilfordPointAudubonCenter, fifthgradersexploredtidalpoolsandsaltmarshesand collectedandcomparedaquaticorganismsaspartof theirecologystudies.Pasttripshaveincludedstudying thewaterqualityinNewHaven’sWestRiver,andtouring thecity’spublicoutdoorartsculptures.

TheFooteSchoolinstructsstudentsingradesK-9.For moreinformation,visitwww.footeschool.org

Steward Outdoor School

AttheStewardOutdoorSchoolinIvoryton,instructors allownaturetobetheirguide.AsaprogramoftheIncarnationCenter,studentshaveaccesstolife-changing educationalexperiencesonmorethan700acresof protectedlandintheConnecticutRiverValley

Steward’scurriculumincorporatesallthebasics,which arewovenintothesubjectofEnvironmentalOutdoor Education.Throughdailyexperiences,studentsdevelop leadershipandteam-buildingskillswhilealsolearning aboutthemselves,others,andtheworldaroundthem, accordingtothewebsite.

“We combine environmental learning, wilderness education, and physical adventure-based activities that

allow students to practice and learn how to communicate, work together, and take risks,” the website reads.

“We believe that learning is innate. It happens fastest and lasts the longest when done through play, exploration, and discovery.”

Steward’sdailyscheduleallowsstudentstolearn, explore,connectwithpeers,andrecharge.Activities includetappingmapletreesintheoutdoorSTEMlab, sketchingdesignsinspiredbythenaturalsurroundings, preparingfirepits,andlearninghowtousethefarm’s wormcompost

TheStewardOutdoorSchoolinstructsstudents ingradesK-8.Visitwww.stewardoutdoorschool.org formoreinformation.

Westbrook Nature School

LocatedonsixscenicacresinWestReddingisthe WestbrookNatureSchool,anonprofitthatfacilitatespre-K programs parent-childclasses,andmixed-agekindergartenexperiences.Whilelearningamongtheshady woods,foresttrails,naturalshelters,andorganicgardens, studentswillfeelfulfilledintheirfundamentalneedfor explorationanddiscovery,accordingtothewebsite.

“Mostpreschoolskeepchildrenindoorsforthemajority ofeachday,butcurrentstudiesshowthestressthis placesontheyoungchild’sphysical,emotional and cognitivedevelopment,”thewebsitereads.

Westbrookprioritizesanature-basedcurriculumin whichstudentshaveanactiveroleintheireducation. Eachdaybeginswithunstructuredoutdoorplayfollowed bycircletime,whereinstructorsdiscussthemainactivity. Thiscanbeanythingfromascavengerhunttocreating woodlandartoridentifyinganimaltracks.

Theschoolalsoplaysaroleinsupportingthelocal communitybyhostingWork&PlayDays,puppetshows, aswellasaseriesoffestivals.Formoreinformation,visit www.westbrooknatureschool.org •

Westbrook gives children an opportunity to

Left:AgroupofchildrensupportatinywormtheydiscoveredinthedirtwhileexploringtheWoodcockNatureCenter.Right:AttheWoodcockNatureCenter,twoyounggirls usedamagnifyingglasstoseewhattheycouldfindhidingunderalog.AttheStewardOutdoorSchoolandWestbrookNatureSchool,studentsandvisitorsexperiencethe benefitsofoutdoorlearningallyearround.Photos:WoodcockNatureCenter

CELEBRATINGCHILDHOOD, PREPARINGFORTHEFUTURE

Specializinginearlyeducation,age2-grade5

Inquiry-based,experientiallearning

Individualizedinstruction

Lowstudenttoteacherratios

Adiverseandgloballyinclusivecommunity

TheLongRidgeSchoolsetthe standardfortherestofmychildren’s educationaljourneys.Herethey developedtheloveoflearningand howtorespectandberespected.

LongRidgeSchool.org

478ErskineRoad,Stamford,CT06903

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Admissions@LongRidgeSchool.org

Where loveof learning begins

Hayden Senst

HaydenSenst,17,isasenioratFormanSchoolinLitchfield.Formanisanindependent,coeducational,college preparatoryschoolforboardinganddaystudentswith identifiedlearningdifferencessuchasdyslexia,executive functiondifficulties,and/orattentiondeficits.

Senstinitiatedapeer-tutoringprogramwherestudents whoneedextraassistanceinvarioussubjectsreceive supportfromtheirclassmates.

“EveryoneofmypeersatFormanhashadaremarkablysimilarexperiencetomine andthat’swhatmakes Formansogreat,”Senstsaidofinitiatingtheprogram. “Theneurodivergentbrainisincrediblydrivenandcreative,andweoftenneglecttheinherentvalueofworking togetherandusingthattoouradvantage.”

He continued, “Thus, I thought of offering a place where they could connect with peers around their age, students they could look up to, and someone who could offer an appreciable amount of empathy for their learning styles On the other hand, this could benefit the students who would be tutoring by offering community service hours.”

Senststartedhisplansfortheprogramlastyear,andit launchedinthebeginningofthe2023-2024schoolyear.

“Ibegantotaketheideaseriouslytowardstheendof lastyearandwrotearoughdraftforthepitch,whichI laterfinalizedandpresentedtoMs.(Allie)Maxwell(AssistantHeadofSchoolforInternalAffairs),”hesaid.“She gavemefeedbackandconnectedmewithDr.(Stephanie)Weaver(AssociateDirectorofAcademics)toconstructthisprogramfromscratch.”

Senstputalotofeffortintotheprogram,whichnow runsfourdaysaweekfor30minutesduringStudyHall. TheimpacthasbeenpositiveontheFormancommunity.

“Whileinitiatingthisproject,thetoughestobstacleI facedwasbrainstorminghowtoincentivizeandmotivate tutorstosignupwhilehavingstrictrequirementsto becomeatutor,”Senstsaid.“IbelievethespaceDr. Weaverhelpedmecreateisnowasafeplaceforstudents toreachoutandlearnfromupperclassmen,offeringa differentperspectiveandapproachtolearning.”>>

“It doesn’t have to be anything big.

In fact, I think the most helpful thing someone can do is spread ubiquitous kindness.”

Chelsea Phaire

>>ChelseaPhaire,14 isafreshmanatImmaculateHigh SchoolinDanbury Herdesiretohelpotherscamefrom watchingherparentsdocommunityservicewhenshe wasyounger.ThisinspiredPhairetostartherveryown charityattheageof10.

“IusedartalotwhenIlostmygrandfatheratage4, andwhenIlostmyfavoriteswimteacheratage8, she explained,“butwhenIfoundoutthatotherchildrenmay nothaveaccesstoartmaterialstousewhentheywere upsetlikeIdid,IknewIhadtodosomething.”

Forher10thbirthdayin2019,Phaireaskedforartsuppliesinlieuofpresentstocreateartkitstodonateto40 childrenlivinginashelter.Sincethen,Chelsea’sCharity hasdistributedmorethan37,000artkitstounderprivilegedkids

Phairesaidsheandherfamilyintendedtofundthe projectfromthestart,butasitgainednationalmedia attentionmoreandmorepeopledecidedtopitchin.From collegekidsgivinguptheirdailyStarbuckstopurchase crayonstoartistsdonatingbrand-newsupplies,thousandshaveshownuptohelpoutinsomeway,sheadded.

Phaire’sprojecthasnotonlygivenothersthegiftofart, buthasalsoinspiredcompletestrangerstofollowinher footsteps.ShesaidayounggirlfromOhiomessagedher onsocialmediaafterhearingherstory,andthatitinspiredhertostartherowncharity,aswell.

“Ialsohavelotsofpeopleinourcommunitythatwant tohelp,andittrulymeanssomuch,”Phaireadded.“It remindsmethattherearemanypeoplethatwanttodo greatthingsintheworld,andI’mgladIgettoworkwith someofthem,too!”

In2021,PhairewashonoredwiththeYoungWonder AwardattheCNNHeroesAll-StarTribute.Shehasappearedonmorethanahalfdozentelevisionprograms, receivedwrite-upsinTIMEandHighlightsmagazines,and gracedthecoverofTIMEforKidsmagazine.

“Youarenevertooyoung,toosmall toobig,ortootall tomakeadifference Weallhavethepowertomake positivechangeinourcommunitiesandtheworld,”Phaire said.“Mostimportantly,don’tletothersdiscourageyou; keepbeingyouanddoingthebestyoucanpossiblydo eachandeveryday!” •

In2021,ChelseaPhairewashonoredwiththeYoungWonderAwardatthe15thannualCNN HeroesAll-StarTribute.PicturedisPhairewithAmericansinger-songwriterJoshGroban.

SThesestudentsstartedhighschoolin2020 whentheCOVID-19pandemicwasstillraging. Yetthroughalltheadjustingtoournewnormal, theypersisted.Now,withjustafewweeksof highschoolleft,theyarelookingforwardto tacklingtheirnextchallenge:college. Wecaughtupwithsomehighschoolseniors fromConnecticutandbeyondtoseejusthow muchthey’vegrownoverthepastfouryears. Theydiscussedtheirfavoritememories,the mostimportantlessonstheylearned,and theirpost-graduationaspirations.>>

enough, the Class of 2024 will make their way across the graduation stage, marking the end of what has no doubt been a transformative four years.

by Alyssa Seidman

>>KatieMcCulloch 17 isa senioratTheHarveySchoolin Katonah,N.Y.,butisoriginally fromRye,N.Y.Theschoolinstructsstudentsingrades6-12, butMcCullochstartedgoing thereasaninthgrader Inthose firstfewmonthsshesaidshe grewmoreasapersonthan sheeverhadbefore.

McCulloch’smostmemorablememoryoccurredduring junioryear,whenHarvey’s roboticsteamcompetedatthe VexRoboticsWorldChampionshipagainsthundredsofother teamsfromaroundtheworld.

Afterputtinginhundredsof hoursofworktoprepare, Harveywalkedawaywiththe 2023InnovateAward

“Being recognized with one of the top judged awards was very rewarding and memorable, and it opened our eyes to how many kids around the world shared our passion for engineering,” she said. “This year we’ve won the Excellence Award multiple times at tournaments, and are heading to the world championships again in April.”

Despiteaninjurybenching herfortherestofthelacrosse season,McCullochplanstobe thereonthesidelinesofevery practiceandgametosupport herteammates.Shewillbe attendingTuftsUniversityinthe fall,andplanstostudybiomedicalengineering.

I went from never having played a school sport to joining both the lacrosse and ski teams. I tried robotics and found it was something I was really interested in and enjoyed challenging myself with. At Harvey I learned the importance of advocating for yourself and using all of the resources available to you, which has definitely made me a more successful student.

I learned a lot about myself & how I learn best, & I also discovered that a small school environment was what I really needed to be successful

Katie McCulloch Senior The Harvey School

Prep has helped me learn more about myself, but the most important lesson I’ve learned is to make the uncomfortable comfortable, for it was in these moments where I experienced the most growth

I am so grateful to the Prep community for helping me grow both inside & outside the classroom.

Tully’s favorite memory from his time

Prep was a recent trip to Arizona and Mexico with the school’s Social Justice Committee. During this time he and his peers worked at an immigrant family shelter, and learned about the immigration process at the southern border.

“We heard first-person accounts about the conditions that many immigrants face during their journey to our country,” Tully said. “The trip was a fantastic experience and extremely educational, as well.”

Tully said he will savor “the little things about Prep in these final weeks of the school year. After graduation, he will attend Virginia Tech and major in business management. >>

William Tully, 17, is a senior at Fordham Preparatory School in the Bronx, but grew up in Greenwich. He credits Prep’s faculty members for helping him come out of his shell, noting he wasn’t as outgoing in middle school.

at

WilliamTully,17,isasenioratFordhamPreparatory SchoolintheBronx butgrewupinGreenwich.Photo: FordhamPreparatorySchool

William Tully Senior Fordham Preparatory School

>>AuroraMcWhite,18 isaseniorat

FranklinAcademyinEastHaddam,

aboardingschoolforstudents withuniquelearningstyles.With thehelpofherservicedog,King, theWestHartfordresidenthas experiencedexponentialgrowth sinceherfirstdayatFranklin.

For McWhite making strides in math class stands out, thanks in part to her teacher Mr Jason Madej. She explained that he made concepts more engaging and relevant to real life, and if she was ever having a bad day, he

would turn it around. “He always reminds me that I am more capable than I know, and validates all I have accomplished, McWhite said. “He is more than a teacher—he’s a friend.”

In the final weeks of the school year, McWhite expressed excitement about presenting her passion project, which will educate younger students about how to interact with service dogs After graduation, McWhite plans to attend college and get certified as a Montessori teacher. •

I was an anxiety-ridden teen who had no idea who she was or what she wanted, but with time I found where I belonged and forged my path to success The most important lesson I’ve learned is that as you look forward, you must remember to look back to see how far you’ve come.

If you forget, you will never recognize your accomplishments.

My time at Franklin Academy has taught me that I can grow, that I do belong, & that I will succeed. Thank you Franklin Academy, for helping me find who I am.

Aurora McWhite Senior, Franklin Academy

St Joseph High School

TerenceHoulihanisthedirectorofCollege&School CounselingatSt.JosephHighSchoolinTrumbull.Their counselorsworkincollaborationwithteachers,administrators,andcoachestoplayanactiveroleinmaintaining students’mentalhealth.

Studentsmeetwithcounselorsindividuallyforaminimum numberofsessionsdependingontheirgradelevel,butcan requestmoresessionsifnecessary.Theprogramalsoemploysafull-timesocialworkerwhovisitsclassroomstoteach mindfulnessandotherinterventionsthatboostwellness.

Thisschoolyear,St Joe’sintroducedamindfulnessclub calledFeelingsFirst.Here studentslearnaboutwaysto promotementalhealthawarenessthrougheducation, peersupport andadvocacy.

“Memberslearnstrategiesforincreasingone’soverall well-beingastheysupporteachotherintheirjourneys,” Houlihansaid “Theclubofferstool-buildinglessonson physicalmovement,artexpression,breathworkandmeditation,andotheractivitieswhilespreadingpositivity, awareness,andencouragementthroughoutcampus.”

St.Joe’salsohostsamonthlygroupforparentsand first-yearstudentscalled“TalkitOutTuesday,”whichis facilitatedbytheschool’ssocialworkerandguestspeakers. Itprovidesanopportunityforparentstodiscussanystrugglestheirchildrenmaybefacing,recognizingthatstudent developmentdoesnotexistinisolation,Houlihansaid

ThisMay,St.Joe’sisfocusingonawareness,tools resources,andinspirationrelatedtomentalhealth,whichwill bedeliveredtothestudentbodyandgreaterschoolcommunitythroughmultiplemediums.Thecampaignwill includevideomessagesonfactsandfigures,waystoboost wellness,andwherestudentscangowhentheyareinneed.

“Mentalhealthawarenessismorethanjustdefining anxietyordepression;itisalsoaboutteachingstudentsto exercisetheiremotional,psychological,andspiritual musclessothattheycangrow,”Houlihansaid.“Our facultyknowthecontentoftheirlessonplansmightneed totakeabackseatwhenitcomestothecontentoftheir students’lives.Thisiswheretheschoolcounselorsand socialworkertrulymakeadifference.”

Wooster School

RachelCordidoisaschoolpsychologistatWooster SchoolinDanbury Sheoutlinedthedualapproachittakes insupportingstudentwell-being

Studentslearnaboutmentalhealththroughoutthecurriculumandthroughrelationshipswiththeirteachers, advisors,coaches,andtheschool’smentalhealthprofessionals.Additionally Cordidoandaschoolcounselorwork directlywithstudentstoaddresstheirindividualneeds.

“In both areas our primary goal is for students to understand themselves and the world around them, and develop the skills and dispositions that will allow them to successfully adapt to normal life stressors and change,” she said.

Studentscanscheduleanappointmenttomeetwith

oneoftheseprofessionalsatanytime.Theybothworkon campusduringschoolhours,andarefullyintegratedinto theteachingandadvisingteams.

Woosteralsohasastudent-ledmentalhealthclubthat isoverseenbyafacultyadvisor.Itmeetsweeklytodiscusstheimportanceofnormalizingconversationsaround mentalhealth practicemindfulness,andidentifystrategiesforworkingthroughlife’snormalupsanddowns.The groupalsoeducatesthegreaterschoolcommunityabout topicsrelatedtomentalhealth.

FornationalMentalHealthAwarenessMonth,Cordido saidtheclubisplanningeducationalexperiencesfor studentsandfacultythroughitsadvisoryandcommunity programmingchannels.>>

“We see this as a natural part of our broader curriculum, where mental health is woven throughout as akey element of our students’ holistic development.”

School

St.Joe’sschoolcounselorsoffer parentpresentationsonthe developmentalchangesduring adolescence,creatingacollaborative partnershipwiththeparentcommunity.

Photo:St.JosephHighSchool

Rachel Cordido School Psychologist Wooster

WoosterSchoolcurrentlyhasastudent-ledmentalhealthclub thatmeetsweeklytodiscusstheimportanceofnormalizing conversationsaroundmentalhealth.Photo:WoosterSchool

St. Luke’s School

>>St.Luke’sSchoolinNewCanaanhaslongbeenatrailblazerinfocusingonstudents’well-being.Itinstituted laterstarttimestoaddresstheimportanceofstudent sleep,tookactiontomanagehomeworkoverloadandcell phonedistraction,andwasoneofthefirsttoleverage mindfulnessforstudentandfacultystress.

Director of Well-Being and Academic Support Kari Olsen outlined some other ways in which St Luke’s supports its students:

RULER DevelopedattheYaleCenterforEmotional Intelligence,thissystemicapproachhelpseducation professionalsunderstandstudents socialandemotionallearning,andprovidestoolssuchastheMood Metertoassesswell-being.

RelationshipMapping—EveryChildisKnown AninitiativeoftheMakingCaringCommonprojectof theHarvardGraduateSchoolofEducation,which assessesadult-studentconnectionsandpromotes positiveyouthmentalhealthbyensuringallstudents areconnectedtoatleastoneadultintheschool

FactoringinOut-of-SchoolFeelings Monitoringthe climateoflocalandglobaleventstorespondtothe communityswell-beingneeds,andofferunbiased information,vettedresources,openforumsforstudent dialogue,andone-on-onecounselingandsupport.

St.Luke’salsohasa dedicatedCounselingTeam thatmeetsindividuallywith students,designsand implementsgrade-level instruction,andconnects withteachers,advisors,and administratorstosupport studentsbehindthescenes Forexample,theCommunitySupportServices Teammeetsweeklyto discussstudentsofconcern,andwaystheycan helpthemnavigatecertainobstaclestotheir learning.Outsidetheclassroom St.Luke’scollaborates withSilverHillHospitalthroughtheNewCanaan/Weston UrgentAssessmentProgram,whichconnectsresidentsin needofurgentmentalhealthtreatmentwithapsychiatric assessmentandreferralforongoingcare.

Twostudent-ledclubs—MindMattersandMorgan’s Message—helpmembersconnectwithoutsidemental healthorganizations hearfromguestspeakers,andeducatetheschoolcommunityabouthowtheycansupport oneanother.Olsensaidadministratorswillworkwith studentleadersthroughoutthemonthofMaytoincrease awarenessandreducethestigmaofaskingforhelp. •

We work closely with faculty and staff, families, and outside resources the child may have, such as a therapist or behavioral specialist, to ensure students are receiving the support they need

BOTH IN & OUT OF THE CLASSROOM.

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