election
STUDENT GOVERNMENT GIVES KIDS A SEAT AT THE DECISION-MAKING TABLE
by Susan Shultz
Student government, no matter what the age or grade level, is an important early lesson for children about civics, democracy and the importance of keeping promises. These opportunities also teach students how important it is to have a voice in decision making, the critical need to compromise with differing opinions, and unite together for a greater good School elections should represent more than a popularity contest, they should emphasize character, ethics and hard work. Connecticut schools offer students many ways to contribute to the way their school is run and work toward collective goals.
RIDGEFIELD ACADEMY
RIDGEFIELD
Student government at RA provides Upper School students (Grades 6–8) with meaningful opportunities to practice leadership and collaboration.
Each trimester, two students from each grade are elected to serve on student council, ensuring a wide range of voices and perspectives throughout the year. The council meets regularly over lunch to discuss topics that matter to their peers and to
make decisions on initiatives such as themes for spirit days, school socials, and non-profit organizations to support through drives.
Student council members also work closely with faculty and administrators and occasionally welcome local partners to share in their discussions. By rotating positions each trimester, more students are able to participate, helping to foster confidence, civic engagement, and a strong sense of community.
KING SCHOOL
STAMFORD At King School, leadership begins in the Lower School and grows with students through Middle and Upper School. In the Lower School, students in Grades 4 and 5 run for elected positions, including president, vice president, secretary, outreach ambassador, and grade representatives. Campaigns involve speeches, posters, and two weeks of spirited election activity, giving students early experience in public speaking, organization, and collaboration. The council organizes assemblies, community service projects, and special events throughout the year providing students with a meaningful voice in shaping their school community.
In Middle School, the Student Council expands to include co-presidents, grade representatives, and ambassadors focused on inclusion and community service Members plan school-wide events, advocate for student interests, and serve as the voice of their peers. Leadership development is emphasized, encouraging students to
take initiative, collaborate across grades and implement projects that foster school spirit and inclusivity.
Upper School students build on these experiences in roles such as president, officers, and representatives who lead initiatives like sustainability projects, school-wide fundraisers, and affinity group programs. Leaders integrate extracurriculars with civic engagement, balancing academics, clubs, athletics, and community service to make a broader impact.
What sets King apart is its intentional approach: students begin leadership development at a young age, step into increasingly responsible roles across divisions, and engage in structured programs that combine governance, advocacy, and real-world project execution. Across all grades, student government cultivates confidence, communication, and collaboration, empowering students to shape their school environment and prepare for leadership beyond King. •
work of
by Susan Shultz
onnecticut schools have much to celebrate in terms of talent The sports teams and such rivalries generate excitement, stage performances
earn accolades and more Many schools offer ways for students to indulge in their varied creative outlets as unique as they are.
Home away from home
DANBURY
WOOSTER SCHOOL
At Wooster School (grades 5 - 12), the creative arts are not just taught—they are celebrated as an essential part of the school’s community life Students are encouraged to see themselves as artists, exploring ideas through painting, ceramics, photography, mixed media, acting, music, film-making, and more
In every class, faculty focuses on cultivating artistic thinking: collecting inspiration, experimenting with materials, creating and presenting best efforts, and reflecting. This approach helps students develop confidence and creativity while building a culture where artistic expression is valued and shared.
Celebration of student work extends far beyond the studio. Artwork is regularly displayed throughout academic spaces on campus, turning hallways and classrooms into vibrant galleries that evolve with the school year. The culmination of this celebration comes each spring at Arts and Letters, a signature event that combines musical performance with a curated student art exhibition.
Families, peers, and faculty gather to honor the creativity and talent of Wooster students, making the arts a true centerpiece of the school community.
Wooster School is hosting an open house on Saturday, Oct. 25 for those who wish to learn more.
CONTINUE Creativity ON PAGE 6
Student artist showing off their artwork.
Photo by Wooster School.
KING SCHOOL
STAMFORD
At King School, creative arts are an integral part of the curriculum across all divisions. Students begin exploring visual arts in the Lower School, experimenting with color, texture, and form with hands-on projects that encourage curiosity and personal expression. Middle school students expand their skills through more complex techniques, exploring traditional media and contemporary approaches while connecting art to broader academic and personal interests.
Upper School students culminate their visual arts journey in programs like the annual Art Colloquium, where advanced senior artists present portfolios reflecting years of creative growth and the discovery of an authentic artistic voice.
Work ranges from large-scale paintings and immersive installations to experimental photography, mixed-media collage, and sculpture Each student’s body of work tells a unique story showcasing technical skill and critical thinking, reflection, and personal identity Many of these projects are part of OPEN (Original, Personal Experienced, and Novel), King’s capstone program that encourages students
to take ownership of their creative journey and push the boundaries of self-expression.
King’s facilities support this artistic exploration, including dedicated art studios and the Performing Arts Center lobby, which doubles as a gallery space for exhibitions throughout the year Across the school, student work is celebrated in assemblies and special events, allowing the school community to experience the creativity and insight of the student artists.
A hallmark of the program is its encouragement of cross-disciplinary collaboration. Students often bring research from history, science, or other classes into the studio, transforming academic exploration into immersive visual projects This approach fosters innovative thinking and emphasizes that art is a lens through which students engage with the world.
By emphasizing experimentation, self-expression, and community, King’s visual arts program cultivates creativity across all grade levels while providing formal and informal platforms for students to share their work, celebrate achievement, and inspire one another >>
explorecreativity ,
shareperspecti
ves& buildconfidence
FRANKLIN ACADEMY
>> EAST HADDAM
At Franklin Academy, the creative arts are celebrated as an essential part of student growth and self-expression. From drawing, painting, and sculpture to photography and digital media the arts allow students to explore their creativity, share their perspectives, and build confidence in their voices.
Each spring, the school community comes together for the annual Art Gala, an exhibition showcasing the talents of both students and faculty This event transforms the campus into a gallery space, highlighting a wide range of artistic expression and affirming the importance of creativity in education.
The celebration of the arts continues with Franklin’s Film Festival, a dynamic showcase of student and faculty films and video projects. This event not only honors technical skills and storytelling but also creates a platform for collaboration, innovation, and public recognition of students’ hard work. Together, the Art Gala and Film Festival underscore Franklin Academy’s belief that the arts are not extracurricular but central to the learning experience, fostering imagination, resilience, and the confidence to share one’s vision with the world.
RIDGEFIELD ACADEMY
RIDGEFIELD
The creative arts are woven into the daily life of Ridgefield Academy and celebrated in every corner of its campus. Student work is prominently displayed throughout the school’s buildings, transforming hallways and gathering spaces into vibrant galleries.
In the central stairwell connecting the Middle and Upper School corridors artwork from generations of students fills the walls, while photography and drawings bring energy to the spaces around the lunchroom
Large-scale student sculptures hang in the Lower School lobby, complemented by displays in glass cases and outside classrooms along the Preschool and Lower School hallways. In addition to these ongoing exhibits, RA hosts art shows for all divisions periodically throughout the year. Families are invited to tour these galleries, engage with the work, and see firsthand how students creativity and expression are nurtured across all grade levels •
OntheCover:AdobeStock
Advertising Information: (203)330-6238
301 Merritt 7 Floor 1, Norwalk, CT 06851
©2025 Hearst Connecticut Media Group
Mike DeLuca PUBLISHER
Ashley Sanderson SPECIAL SECTIONS DESIGNER
Susan Shultz MARKETING CONTENT WRITER
by Susan Shultz
>> DANBURY
IMMACULATE HIGH SCHOOL
Immaculate High School’s story is one of faith, friendship and excellence. Experiences that have shaped the lives of over 7,000 alumni have led to graduates who stay connected to their alma mater and their fellow alums According to Immaculate’s Director of Enrollment Management, and Class of ‘87 alumnus herself, Denise Suarez, this rich tradition begins when seniors are inducted into the IHS Alumni Association on their final day of school, donning t-shirts that read, “Once a Mustang… Always a Mustang!”
This is more than just a tagline, school officials say, as they are reminded on that day that while they may leave Immaculate’s halls after four years, Immaculate will forever remain a part of their lives. Fortunately, they have already witnessed the many times they have seen those who have gone before them return to visit
Services:
Special Education Support Services
teachers, cheer the athletes on in the stands and attend Homecoming.
One of Immaculate High School’s most popular traditions is when recent graduates return after their first semester of college to share their experiences with current upperclassmen.
Jeannie Demko ‘88, Director of Alumni and Special Events, focuses much of her time on alumni engagement, planning events including the annual golf outing and gala, to class reunions and the Athletic Hall of Fame ceremony.
“Our alumni involvement reminds students that they are part of something truly enduring and that the Immaculate community is lifelong! I could not be more grateful to the countless alums who share their time, talent and treasure with our school. It makes a difference!” she said.
No Ceiling On Learning
Everychild is unique,and so is the waythey learn. At Whitby, our teachers take the time to truly know your child —their strengths,their challenges,and how they learnbest.Weunlock their full potential,fostering confidence,curiosity, and aglobal mindset.
Discover howweinspirelimitless learning at one of our open houses:
Meghan Daniele
•Specializinginearly education, age2-grade 5
•Nurturing intellectual curiosity, collaboration, andcreativeexpression
•Inquiry-based,experientiallearning
•Individualizedinstruction
•Low studenttoteacher ratios
•A globally inclusivecommunity
•Nestled in NorthStamford—stepsfromBedford, PoundRidge,Greenwich,and NewCanaan
The Long RidgeSchool setthe standard forthe rest of my children’s educational journeys.Heretheydeveloped the love oflearningand how to respect andbe respected.
Alumni Parent
Where young students grow,thrive, and developa lifelong love of learning
by Susan Shultz
And there are countless ways for the school’s graduates to stay involved in the life of Immaculate, including via its annual Career Day where nearly 30 alumni come back each spring to share their college and career journeys with the students of today.
Many alums have also returned to speak in specific classes, sharing real-world experiences and insights that help to guide current students.
Keelan Doherty graduated from Immaculate in 2020 and went on to graduate from Northeastern University with a B.S. in Mechanical Engineering and M.S in Mechatronics.
He recently came back to campus to present to the Engineering II Honors class, speaking about his varied experiences to date in the field “The foundation laid at IHS has enabled me to pursue work that feels meaningful, using engineering to solve real problems and contribute to something larger than myself,” Doherty shared.
Whether it’s participating in the annual Day of Giving, raising their paddle at the Immaculate Fund Gala, or generously giving to the Robert E. Gerwien Endowment for scholarships, the generosity of the school’s alumni helps to advance the mission of Immaculate.
Alumni contributions extend far beyond financial support. Many serve as teachers, staff members, coaches, and board members
“The opportunity to work at a place that meant so much to me and my own three children during our formative years, has been a true blessing,” Suarez said.
‘I get the opportunity in admissions to share my love of Immaculate with prospective families, introducing them to the many alumni faculty and staff who will help to provide an outstanding education of the mind and heart.”
Alumni return to campus to speak with current students, serve as mentors, offer career guidance and open doors to internships and professional opportunities. This bridge between generations helps students on their paths to success and happiness, often leading them to pay it forward to future Mustangs.
At Immaculate, the school believes that a high school with engaged alumni offers students both inspiration
and opportunity, while demonstrating the lasting impact of a Catholic school education.
FRANKLIN ACADEMY
EAST HADDAM
Franklin Academy’s alumni community exemplifies the power of connection in education beyond the classroom Graduates return to campus often, sharing their stories and perspectives as panelists during Parents’ Weekend and Admissions events, and as guest speakers for students.
These conversations provide not only a window into life after Franklin, but also serve as an invaluable resource for families and students preparing for college and beyond. By offering mentorship, advice, and lived experiences, alumni help current students imagine what is possible and reassure parents about the transformative impact of a Franklin education.
Alumni engagement at Franklin extends far beyond campus visits.
The school’s Alumni Organization—led by a board of dedicated alumni volunteers—organizes the annual reunion and a variety of events throughout the year, building opportunities for connection across generations.
Franklin also invests in Franklin Connections, an online platform that allows alumni to network, share information, and maintain lifelong friendships. Together, these initiatives reflect a growing emphasis in education on building strong, sustained alumni networks that nurture mentorship, professional development, and enduring community.
RIDGEFIELD ACADEMY
RIDGEFIELD Whether returning to campus to speak with current students about their experiences beyond RA or working in internships alongside faculty and staff, alumni involvement is both welcome and deeply valued. >>
buildmeaningfulprofessional connectionswithalumni
>> Many of the school’s alumni maintain close relationships with their former teachers, and it is not uncommon to see them back on campus to reconnect, mentor or cheer today’s students. They often return for beloved traditions such as Patriot Pride Night and graduation, where their presence strengthens the sense of continuity and community that defines RA.
In these ways, Ridgefield Academy’s alumni model the lifelong connections and support that the school’s students carry with them well beyond their years on campus.
KING SCHOOL
STAMFORD
At King School, alumni play an integral role in strengthening student learning opening doors for life after graduation, and sustaining school spirit One of the key programs is King Connects, a mentorship initiative that pairs students with alumni in fields such as medicine, social work, the arts, business, and law. Through monthly sessions on goal setting resume building, interview skills, and networking, students gain real-world insight that extends learning beyond the classroom.
Each year King hosts Career Day, an annual event that features a panel of alumni from a variety of industries. Graduates share their career paths, answer student questions, and offer candid advice about preparing for the future. The event also includes time for one-on-one conversations giving students the chance to build meaningful professional connections with alumni who were once in their shoes.
Such networking opportunities are found throughout the King experience. The school’s dedicated alumni relations team helps connect students with graduates who serve as college buddies, provide internships and job-shadowing experiences, and return for Homecoming and Alumni Weekend, where current students, families, and faculty join with alumni to celebrate and connect.
The benefits are wide-ranging. Students see role models who once walked the same halls and can help them navigate choices ahead. Alumni support also strengthens the school in tangible ways, from philanthropy and professional expertise to shaping programs through feedback and partnership. King stands out for treating alumni not only as graduates but as active partners in education, mentoring, and community life. •
According to the organization’s website, this problem evoked many interesting solutions from the professor Dr Sam’s, students Dr. Sam’s fun classes began to attract media attention and interest from other local teachers
In 1978, middle and high schools in New Jersey held the first competition using Dr. Sam’s programs
Since then, Odyssey of the Mind has spread internationally and includes 20,000 teams, including a Connecticut chapter The Odyssey of the Mind competition emphasizes creativity, Science Technology Engineering Arts, Mathematics (STEAM), and teamwork.
The organization says that Odyssey of the Mind teaches students how to develop and use their natural creativity to become problem solvers It brings the classrooms to life as students use their own interests and passions to solve open-ended problems
Odyssey of the Mind also teaches teamwork, time management, and more.
TEAM DIVISIONS
Odyssey teams are made up of 5 to 7 students and one to two coaches.
Teams can represent schools, churches libraries, community groups, non-profits and more Each team
must be sponsored by a pre-existing community organization. Divisions include:
x PRIMARY – K through second grade
x DIVISION I – third through fifth grade
x DIVISION II – sixth through eighth grade
x DIVISION III – ninth and twelfth grade
The season starts in September and teams meet one to two times a week to work on the problem they have selected. This year’s annual CT Odyssey of the Mind tournament is on March 28 at Bethel Middle School.
A sample of this year’s long-term problems students can choose from includes:
For primary grades, “Clowning around with science” is an option. These teams will create an original group of comedy performers that teaches lessons about natural science.
The vehicle problem will have the team become conductors and engineers as they design and build a working train vehicle, with a new car added at each stop.
The classic problem includes an epic having the team create an epic poem that details a team-created quest acted out during the performance
The structure program has teams throwing a party or ball and creating a balsa wood structure built to withstand as much weight as possible.
CONNECTICUT ODYSSEY OF THE MIND
Several Connecticut schools have successfully participated in Odyssey of the Mind tournaments.
Last May, the Odyssey of the Mind team from Hamilton Avenue School in Greenwich moved on to the Michigan finals after placing second in the state finals.
It was the fifth time that a team from Hamilton Avenue has attended the World Finals
The team was also this year’s recipient of the OMER award. The OMER named for the Odyssey of the Mind mascot, is given to the team that exemplifies outstanding sportsmanship, exemplary behavior, or exceptional talent. The Hamilton Avenue team received the award in recognition of their teamwork and creativity in overcoming a set malfunction during their performance.
Also, last May, Stamford students from the Academy of Information, Technology & Engineering and Toquam Elementary competed in the 40th Odyssey of the Mind World Finals at Michigan State University in May.
The all-girls “STEMinist” team from AITE placed in the top 10, finishing 10th in the exceptionally competitive Division III, Problem 2. They also had the honor of serving as a buddy team for the Shanghai Girls School #3 team from Shanghai, China The elementary students from Toquam finished in 27th place overall, achieving the 6th highest spontaneous score in their problem and division.
To learn more about registering a team or to volunteer as a coach or a judge, visit WWW.CTOM.ORG •
INCLUSIVE YEAR-ROUND CELEBRATIONS
MEAN A HOLIDAY FOR ALL
by Susan Shultz
Wcelebrate
some affiliated, many
hile some CT schools are religiously affiliated, many are not And at those schools, the administration works to make sure that all students’ beliefs and cultures are not only included, but celebrated. By providing each student with a chance to learn about their classmates’ diverse or different backgrounds, the student body as a whole learns important lessons about respect and acceptance >>
The Path to Global Impact
At King,questions arejustthe beginning. Ourinquiry-based modelturns curiosityinto meaningful discovery, helpingstudentsmakeconnections across subjectsand cultures With astrongglobalfocus,we're notjusteducating scholars -we're shapingengaged citizens of theworld
>> STAMFORD
KING SCHOOL
At King School holidays are celebrated in ways that honor the cultural and global backgrounds of members of the community.
Flags representing nearly 80 countries can be found across campus, reflecting the wide range of cultures and nationalities among students and faculty. Across divisions, in the classroom and
RIDGEFIELD
beyond, culture is woven into learning, community life, and celebrations.
80 across the wide range Across with colorful
King marks cultural holidays both on and off campus. The school joins the India Cultural Center’s HoliFest, celebrating spring with colorful powders ning about Hindu traditions. On campus, the Lights showcases Hanukkah, Diwali, Kwantmas, Lunar New Year, and New Year, with themed tables, activities, and student performances. Jewish holidays such as Suk recognized through student gatherings in a sukkah.
and learning about Hindu traditions. On campus, the Festival of showcases Kwanzaa, Christmas, and New with themed and student Jewish such as Sukkot are student in a sukkah.
tions, students the traditions and values building inclusion, and a sense of belonging the school year.
Through these celebrations, King helps students appreciate the traditions and of diverse communities, buildin inclusion, understanding, and a throughout the school year.
RIDGEFIELD ACAD LANDMARK PRES
At Ridgefield Academy and Landmark Preschool, holidays are celebrated in ways that honor both the school community and the diverse traditions of students’ families. Throughout the year, families are invited to share their own cultural celebrations with individual classes or the wider school community, giving students opportunities to learn from one another.
That said, one of the school community’s most beloved school-wide holiday traditions is Halloween. From Preschool through Grade 8, students, faculty, and staff dress up and participate in a parade throughout campus, cheered on by families lining the driveways. This joyful event brings the whole community together in a fun and festive way.
Our approach transcends labels. Informed by research, inspired by experience,wedowhat worksbest for our students. With intention, with ingenuity,and with deep respect for child development, we invite students to ask hardquestions, dig deeper,takesmartrisks, and think in new directions.
BeginHere.
AllSchoolOpenHouse
11a.m.–1p.m.,Sunday,Oct.5
JoinusforourAllSchoolAdmissionOpenHouse.Experienceourprogramthroughhands-onactivities designedfor3to12yearolds.ParentsandGuardianswillhaveachancetomeetHeadofSchool AaronCooperanddivisionalleaders,faculty&staffandcurrentparentsandstudents.Takeatour ofourcampus.Childrenandwalk-inswelcome!Interestedinafutureyear?Comejoinusaswell.
DivisionalOpenHouses
10a.m.,Wednesday,Oct.15:EarlyChildhoodOpenHouse
10a.m.,Wednesday,Oct.22:LowerSchoolOpenHouse(Grades1–4) 10a.m.,Wednesday,Nov.5:MiddleSchoolOpenHouse(Grades5–9) Getafirst-handlookatourclassrooms,meetourteachersanddivisionalleaders,andlearnmore aboutouracademic,athleticandartprograms,whicharedeliberatelydesignedtomeetthe needsofstudentsateachstageoftheireducationaljourneys
VirtualCoffee&Conversation
9a.m.,OfferedmonthlyonThursdays
GrabacupofcoffeeandjoinusonZoomforaninformalconversationwithschoolleaders,parent andstudentambassadors,andanadmissionrepresentative.Learnmoreaboutourprogram intentionallydesignedforstudentsages3throughGrade9.
GroupCampusTour
9:30a.m.,OfferedonFridays
JoinusforagrouptourofourcampusledbyourparentvolunteersandseeourPre-KthroughGrade9 programinaction.Thisisagreatopportunityforyoutoaskquestionsandlearnmoreaboutwhatyour child’sexperiencecouldbeatNewCanaanCountrySchool.Tourslastapproximatelyonehour
635FrogtownRd,NewCanaan,CT|(203)801-5608 countryschool.net|@nccountryschool
Aco-eddayschoolforstudentsinPre-K(ages3&4)throughGrade9. Dedicatedtohonoringchildhood|Committedtoacademicexcellence Arts&Athletics|Full-daycoverageoptions|SummerCamp|BusesserveCT&NY