KUA Design Review Vol. 2

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➤ WE HAVE DEVELOPED A DEEP CULTURAL COMMITMENT TO LIFELONG LEARNING, ITERATING OUR PRACTICE, AND TRUSTING THE INSIGHTS THAT SCIENCE INCREASINGLY REVEALS ABOUT THE HUMAN BRAIN.

OUR SCIENCE-CENTERED APPROACH TO LEARNING

KUA Design

➤ OUR GOAL IS TO CREATE THE BEST POSSIBLE ENVIRONMENT FOR HOLISTIC ADOLESCENT GROWTH.

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12 SCIENCE OF

16 SCIENCE OF

14 COLLABORATION BY DESIGN

18 STRONGER THAN

RELATIONSHIPS

The magic of structured student teamwork

14 BEYOND CONSEQUENCES

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Using restorative practices to promote student growth

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INDIVIDUALITY

THE GAME Building solid resilience in young female-identifying athletes

4 WHY IT MATTERS

KUA’s Head of School shares why kids deserve outstanding teachers

6 KUA DESIGN

ON THE HILLTOP Putting theory into practice at Kimball Union Academy

20 SCIENCE OF LEARNING 22 METACOGNITION IN

THE CLASSROOM A physics teacher’s quest to get students thinking about thinking

24 FEEDBACK FRICTION

32 VOICES

Faculty share the strategies they’re focused on for the year

26 SCIENCE OF WELL-BEING 28 CULTIVATING CALM The neurological and academic impacts of classroom mindfulness practices

Moving from correction to connection

COVER ILLUSTRATION BY DAN BEJAR

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HEAD OF SCHOOL

Clarity & Inspiration

KUA Design is a philosophy of teaching and learning that impacts all educational experiences. BY TYLER LEWIS

A

s we publish this second

the hearts, minds, and efforts

edition of the KUA Design

of the teachers, coaches, and

Review, we mark another

advisors who put these prin-

milestone of what started as a

ciples into practice. The drive

vision and since evolved into

for understanding and to align

an educational North Star for

our work with insights gleaned

our institutional practices.

from neuroscience has led our

Consistent excellence in any

faculty to research topics to

field does not happen by chance

improve the learning and full

or without reflection, collabora-

experience of our students.

tion, and well-reasoned anchors

Each year, we support a

providing both clarity and

group of faculty members in a

inspiration. In developing the

deep dive into their topics of

four pillars or “sciences” of KUA

interest: This journal is a cele-

Design—relationships, learning,

bration of those efforts. Anyone

individuality, and well-being—

who seeks to understand why

we intellectually wrapped our

our students and parents feel so

arms around the core tenets

passionately about their KUA

of neuroscience research that

experience will see the thought-

continue to inform teaching

fulness poured into our work.

and learning. We prioritized and

Veteran faculty members joining

illuminated the most relevant

our community reflect on the

and impactful insights and

affirmation and fulfillment of

translated them into guided

an environment of intellectually

practice.

curious peers who thoughtfully

Just as our framework was initially designed by our faculty, its expansion has come from 4

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maximize engagement, learning, and student outcomes. This publication highlights

“KUA Design Fellows … share the value and depth of perspective that comes from diving into the research and then leveraging that science into practice throughout the course of a full school year.” —TYLER LEWIS

Head of School

KUA Design EDITOR

RE VIE W

TRICIA MCKEON

Director of Marketing and Communications Kimball Union

EDITORIAL DESIGN WENDY MCMILLAN ’78 P’09 ’11

McMillan Design

COPY EDITOR THERESA D’ORSI

PHOTOGRAPHY ELI BURAKIAN, PATRICK HYJEK MICHAEL PEZONE

CONTRIBUTORS

ANDREW BRIDGES, BRIGID CHICOINE LANEY CONNORS, AMANDA LIGHTHISER TRICIA MCKEON, ANNE PETERSON TUCKER PRUDDEN, ERIC RUSSMAN MICHELE WINHAM, MATTHEW WILLIAMS

last year’s seven KUA Design

reading skills and literacy across

KUA DESIGN ADVISORY BOARD

Fellows, and we invite you to

the curriculum, evaluating as-

follow their engagement, in

sessment and the development

Head of School, Cardigan Mountain School

their own words, on the topics

of AI tools to expand math

of collaboration, resilience,

problem banks, the science and

restorative practices, mindful-

practice of fostering creativity,

ness, and metacognition. They

place-based education’s impact

share the value and depth of

on student engagement, creative

perspective that comes from

course development through

diving into the research and

backwards design, and the

then leveraging that science into

impact of structured community

practice throughout the course

service in enhancing a sense of

of a full school year. Their work

belonging.

will permeate our culture, just

We have developed a deep

as the work of previous fellows

cultural commitment to lifelong

established best practices for

learning, iterating our practice

homework and technology, led

and trusting the insights that

our new faculty orientation, and

science increasingly reveals

guided professional develop-

about the human brain. We

ment across our full faculty.

hope you will join us in re-

In these pages, you will also

flecting on these topics as we

see a preview of our current

challenge others to think more

cohort of KUA Design Fellows,

deeply about their teaching and

who recently wrapped up a

their students’ learning. This

summer of research. In a year’s

will enable us all to contribute

time, we will hear how they ap-

in a very meaningful way to

plied that learning to their own

the expansion of exceptional

work across six topics: growing

teaching. K

CHRISTOPHER DAY

NICOLE FURLONGE PH.D.

Professor of Practice and Executive Director of The Klingenstein Center, Teachers College Columbia University JOELLA LYKOURETZOS P’25

Educator and Philanthropist SARAH MCMILLAN ED.D.

CEO/Developmental Psychologist, McMillan Education PHIL PECK

Retired Head of School, Holderness School GLENN WHITMAN

Dreyfuss Family Director, Center for Transformative Teaching and Learning KIMBALL UNION ACADEMY

(KUA) is a top private school in New Hampshire, offering high school students in grades 9 through 12 or a postgraduate year with a transformative college-preparatory education that places individual growth and development at its core. Founded in 1813, and one of the oldest boarding schools in the nation, KUA is rooted in history, yet unbound by tradition. Our mission is to create a deep sense of belonging for every member of our community. Through intentionally designed experiences and challenges our students develop the knowledge, voice, and character to live with purpose and integrity. KUA Design Review welcomes letters and comments. Email Tricia McKeon at tmckeon@kua.org. For more information about KUA Design, please contact Anne Peterson at apeterson@kua.org. KIMBALL UNION ACADEMY PO Box 188, Meriden, NH 03770 KUA D E S I G N R E V I E W | V O L . 2

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New Design Fellows Kimball Union awarded the following six faculty a KUA Design Fellowship for the 2026-27 academic year, reflecting the Academy’s commitment to advancing teaching and learning through research-informed innovation, faculty leadership, and student-centered practice. JENNY BLUE

THE KUA DESIGN FELLOWSHIP

is a dedicated summer research and professional development opportunity for faculty to advance neuroscience and research-informed teaching practices within the Kimball Union community. Now in its third year, fellows engage in research related to their professional work. These educators, representing departments across campus, undertook projects related to curricular and cocurricular areas of the Academy program that tied directly into the KUA Design framework. Each fellow completed a literature review of research, wrote about findings, and presented their work to faculty colleagues. (See pages 11, 17, 21, 27 for this year’s fellowship reviews.)

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Lionel Mosher Chair of English Investigating best practices emerging from the science of reading and designing sustainable assessment and curricular systems that enhance literacy instruction, improve student achievement, and support faculty implementation at the ninth-grade level JUSTIN FREEMAN

Mathematics Teacher Examining research on effective assessment practices and developing an agentic AI system to generate high-quality problem banks that support instruction and assessment in the mathematics department MARK LIGHTHISER

Arts Department Chair Studying how neuroaesthetics and creativity are essential to student success and well-being beyond the traditional arts elective WHIT LOWER Science Teacher

Studying the impact of place-based and travel-based education on student engagement, well-being, and learning outcomes, with the goal of identifying practices that deepen experiential learning DAN OREM Science Teacher

Exploring the principles of backward design curriculum planning, applying his findings to his course development, and creating a practical framework to support faculty in designing purposeful, outcomes-driven curricula MICHELE WINHAM

Ninth-Grade Dean Investigating the role of structured community service in the high school experience through the lens of “mattering” and well-being and developing enhancements to existing programs that foster student growth, belonging, and purpose

Brain Food

A SAMPLING OF BOOKS RECOMMENDED BY KUA FACULTY THAT HELPED THEM UNDERSTAND SCIENCE-BASED PRACTICES IN THEIR OWN WORK. Mattering

Mattering is both affirming and inspiring, reminding us that every person has a fundamental need to feel known, valued, connected, and able to make a meaningful contribution. It is a powerful reminder that when we create opportunities for people to contribute to something larger than themselves, we help them discover how much they matter to others. Born to Flourish In a world filled with distractions and growing mental health challenges, Born to Flourish offers an actionable, research-based framework for cultivating the daily habits that help us thrive. The authors focus on four areas—attention, connection, metacognition, and purpose—drawing on their research to show how each can play a vital role in a flourishing life. Nature and the Mind Nature and the Mind offers an overview of the emerging field of environmental neuroscience for a general audience. Berman explains the impacts of nature on the brain and offers prescriptions for how time in nature can improve—and optimize— mental and physical health.

Powering the Teenage Brain EMPOWERING TEENAGERS TO MAKE INFORMED CHOICES ABOUT HOW TO APPROACH THEIR ACADEMIC AND PERSONAL GROWTH.

BRAINPOWER

A practical, science-based guide to getting to know your brain and using it more effectively in school.

Anne Miller Peterson is the Director of the Gosselin Center for Teaching and Learning at Kimball Union Academy in Meriden, New Hampshire. She has spent over two decades supporting all kinds of learners. Anne loves working with teenagers and is committed to helping them learn more effectively by providing them with the brain science, research-based strategies, and confidence they need to leverage their brainpower.

“We are so grateful to Kimball Union Academy’s commitment to understanding the best ways to optimize learning for the teenage brain.” – Joella Lykouretzos, P’25

Anne Miller Peterson

Ella Cheong is a senior at Kimball Union Academy from Billerica, Massachusetts. She is an avid scholar of the arts and loves graphic design, mixed media, and collage. She is also a Cullman Scholar, a KUA program which has allowed her to explore architecture, building energy assessments, and sustainable building design. Additionally, she is one of the captains of the cross country and track teams, member of the jazz ensemble, and a Global Scholar. Her work has been featured at the Notch Climbing Gym, in Lebanon, New Hampshire, and in KUA admissions materials. Ella has also earned Scholastic Art awards. She intends to pursue architecture in college and beyond.

A User’s Manual

A new book authored by Anne Peterson, director of strategic initiatives, is empowering teenagers to better understand themselves as learners and make informed choices about how to approach their academic and personal growth. Written by Peterson and illustrated by Ella Cheong ’26, BRAINPOWER Brainpower: A User’s Manual for Teens, is an accessible, engagA User’s Manual ing, and practical exploration of how the brain learns. Designed for a high school audience, the book serves as the core text for Peterson’s course elective “Maximize Your Brainpower: The Science of Learning.” It provides students with a foundational understanding of the research that informs effective learning, memory, attention, and well-being. “We believe that when students understand the why and the how behind effective learning, they are better prepared to take ownership of their education,” says Peterson. This text builds on the Academy’s educational philosophy, KUA Design, which roots programming, pedagogy, and policy decisions in credible neuroscience and evidence-based, research-informed practice. While much of the past work in KUA Design has focused on faculty professional development and institutional design, Brainpower marks an important shift by placing the science in the hands of students and inviting them into the conversation. Anne Miller Peterson, M.Ed., M.A.

ISTOCK

Illustrations by Ella Cheong, ‘26

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Mind Minute THE FIVE-MINUTE RULE FOR BOOSTING MOTIVATION

Sometimes it’s hard to feel motivated. When that happens to you, it’s usually normal. Motivation doesn’t come from a single place: It’s a dynamic interaction between your biology, emotions, expectations, and environmental cues all happening in real time! That’s why your motivation can shift depending on how tired, stressed, or engaged you are. Also, your brain often needs action before motivation: Beginning creates progress, and progress makes it easier to continue. The next time you feel unmotivated to start something—whether it’s a project, exercise, or schoolwork—know that just beginning can make all the difference. Try the five-minute rule: Commit to working on the task for just five minutes. That small commitment reduces the resistance to starting, and once you are engaged and making progress, it often feels easier to continue. 8

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Brain Smarts

A STUDENT REFLECTS ON A NEW COURSE THAT ALLOWS STUDENTS TO EXPLORE THE SCIENCE BEHIND HOW WE THINK. BY LANEY CONNORS ’27

A new course, “Maximize Your Brainpower,” allows students to explore the science behind how we think, learn, remember, and succeed in school. The course enables students to become more efficient, motivated, and confident learners in all classes and feel prepared for the increased independence and academic demands of college. Connors, one of the first to take the course last September, reflects on her experience. As I walked into class for the first time, I didn’t know what to expect. I got a bit nervous when Ms. Peterson handed me a photocopied image of the brain and asked me to write down everything I knew about it. I didn’t know much and was worried whether I would be able to remember what I did know. However, this class ended up surpassing my brain’s predictive capabilities! One big thing that surprised me was the idea that multitasking is not real when it comes to cognitive tasks requiring attention. The brain is actually task-switching, which is the rapid switching between tasks, and it drains your brain, making it much harder to accomplish tasks. Before this class, I would often settle down to do homework while watching something. Now when I study, I tend to be way more hesitant to do this. I tend to be tired while studying, and now I realize trying to put my brain through both homework and a show may not be the best idea for producing my best work. When studying for exams, I was tempted to task switch, but I remembered what I had learned, how determined I was to do well, and decided not to. One of my favorite things I learned was attention restoration theory. This is based on the idea that, while our attention is limited, we can restore it by spending time in nature. Scientists do not know why spending time in nature is so good for us, but some researchers suggest it may be due to the shapes of plants and landscapes or even the smells emitted by trees! This changed how I viewed attention in many ways, because initially, the idea of a break felt silly to me. After this class, when my pomodoro timer (which breaks tasks into 25-minute work sessions with five-minute breaks) signaled a break, I tried to jump on my trampoline or go for a quick walk outside. Unlike taking a phone break, which only left me tired, these activities recentered me and left me refreshed for my next work session. This change also helped with exams, because during long study periods, enjoying the fresh air often improved my ability to focus. This course got me excited about the brain in ways I did not think were possible. My biggest takeaway is that there are people around me who are also interested in learning and education, which makes me excited about my plans to teach French after college.

A SWEET Summer

GRANTS ENABLE FACULTY AND STAFF TO PRIORITIZE WELLNESS.

RYAN MCKEON

connected with a close friend in the French Alps for a mountaineering adventure.

TESSA CASSIDY

competed in the Headwaters Relay, a team-supported adventure race through Montana.

RENEE LEWIS

started a journaling practice on a trip to Bhutan.

When school is in session, boarding school is nothing short of immersive. From student care to class prep to team practices to dorm duty, the adults who call Kimball Union Academy home are masters at juggling the demands of boarding school life. And while they wouldn’t change it, staff and faculty relish the pace summer brings. This year, that time was made even sweeter thanks to a gift from anonymous alumni parents who understand that adults, just like teenagers, need to prioritize health and well-being. Their generosity created the Supporting Wellness through Enriching Experience/Training (SWEET) Summer Grant, designed to support individualized experiences that foster personal well-being, professional growth, and connection within KUA’s adult community. Employees across the institution were encouraged to apply for one of two opportunities: a $200 grant to support personal experiences, activities, or resources; or a grant of up to $1,600 to support a more in-depth endeavor, experience, training, or retreat. More than 50 applied. Here are how a few recipients enriched their summer—and their well-being— through the program.

 Registrar Anne Hutchinson P’29 is rejuvenating the gardens of her home, once owned by her great-aunt. The grant provided larger loopers, potting soil, and a bird bath to create an inviting outdoor area for her, her kids, dogs, and cat.

 STEM Director and Freeski Coach Ryan McKeon connected with a close friend in the French Alps for a mountaineering adventure. The pair, who spent their younger years climbing together, tackled Mont Blanc du Tacul and enjoyed time in France’s famed hut system.

 Tessa Cassidy, Latin teacher and cross-country and track coach, joined a coed team to compete in the three-day Headwaters Relay, a team-supported adventure race through Montana. Her team, the Twisted Blisters, placed third in the coed division and sixth overall.

 Deb van Dijk P’20, director of human resources, attended a program rooted in yoga and meditation at Kripalu Center for Health & Yoga. She enjoyed focusing on basic principles, taking time for quiet and self-reflection, and reconnecting with yoga.  Physics Teacher Jake Shechter bought a membership to the local climbing gym to increase exercise and practice something he enjoys. He even secured extra day passes to bring KUA community members along for the fun. (Schechter had been a regular at climbing gym The Notch last winter when he took students to learn through KUA’s climbing activity.)  Art History Teacher Renee Lewis P’28 P’30 purchased materials and carved out time to build a meaningful journaling practice, which she started on a trip to Bhutan. She hopes journaling will encourage her to continue to record and reflect on her experiences.

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ROBERT NEUBECKER

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KUA DESIGN | THE TEACHING FRAMEWORK

Science of Relationships Positive relationships are foundational to learning because they motivate healthy connections and growth.

6 Get to know your students and their unique stories. 6 Model and encourage a culture of empathy and kindness. 6 Promote physical and social-emotional safety in all areas of school life. 6 Cultivate an awareness of your personal biases and cultural blind spots. 6 Ensure that all students—regardless of their age, nationality, gender, ethnicity, race, sexual orientation, ability, socio-economic status, or other personal identifiers—feel known, heard, and respected. 6 Make all physical spaces reflective of those represented in them. 6 Build and maintain healthy boundaries with students.

SCIENCE OF RELATIONSHIPS

COLLABORATION BY DESIGN The magic of structured student teamwork

BY MICHELE WINHAM

I

have always been fascinated by what it takes to make a team function well. As a child sitting in the gym watching my father coach, it all felt like magic; the way the players moved together, trusted each other, and seemed to know exactly what to do in every situation. I remember being struck by how seamlessly everyone played their part, supporting one another and working toward a common goal. At the time, it looked effortless. Now, I understand that what I was witnessing was not magic but the result of years of practice and careful scaffolding of skills such as communication, accountability, preparation, and trust. In my role as ninth-grade dean, I see every day how important it is for students to learn how to work together effectively. Equipping students with the tools necessary to function as a team, push each other to be their best selves, and communicate with respect and intention is one of my passions. In my experience, I have witnessed the frustration that arises when students are asked to collaborate without a clear roadmap. Many come to dread group work because of uneven participation, limited accountability, and uncertainty about how to work effectively with peers. Some students contribute very little, while others dominate the process, leaving many feeling disengaged or frustrated. We cannot assume that students inherently know how to work together effectively; collaboration skills must be taught and integrated into every classroom so

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that students can view group work as an opportunity for shared success rather than a source of stress. The literature strongly supports the need for intentional structure in collaborative learning. Yang (2023) explains that defined roles and accountability are crucial for success. Meaningful collaboration requires a balance between student autonomy and thoughtful design. Similarly, Lee and Kang (2024) highlight that successful collaboration depends on a clear division of labor, well-defined expectations, and meaningful interaction among group members. Without these structures, group work can quickly become uneven and unproductive. Research also shows that the quality of student interaction plays a key role in learning outcomes. Pawlak et al. (2018) demonstrate that productive collaboration involves not only completing tasks but also engaging in meaningful dialogue and shared reasoning (the process by which people in a group think through ideas together rather than simply dividing work or stating individual opinions). In contrast, groups that focus only on task completion often miss opportunities for deeper learning. Quinn et al. (2020) further show that unstructured group work can lead to inequities, with students falling into predictable, often inequitable roles such as dominant leaders, passive observers, task managers, or disengaged participants. These findings underscore the importance of designing group experiences

that promote equity and balanced participation. Another challenge associated with collaborative learning is social loafing, a phenomenon in which some students contribute less in group settings because they feel reduced personal responsibility for the task. The Ringelmann effect demonstrates that as group size increases, individual effort often decreases unless roles, expectations, and accountability are clearly defined. Saif Ghaleb (2024) explains that unclear expectations and limited individual accountability are among the primary causes of this issue. To address social loafing, educators can implement strategies such as assigning defined roles, incorporating peer evaluations, and establishing structures that promote accountability among group members. Stein and Raman (2022) found that peer assessment increases student engagement, accountability, and perceptions of fairness, helping ensure all students remain involved in the collaborative process. As part of my fellowship, I collaborated with Daniel Merker, an academic technologist at Lowell School in Washington, D.C. Lowell School’s educational philosophy emphasizes collaboration as a core component of student learning. At Lowell, collaborative skills are taught and embedded throughout the curriculum, including through required courses in social-emotional learning and active collaboration. Learning about the school’s approach reinforced my belief that collaboration must be intentionally developed

“Collaboration skills must be intentionally taught and integrated into the fabric of every classroom.” —MICHELE WINHAM

Ninth-grade Dean

and consistently practiced rather than simply assumed. Inspired by the research, I collaborated with our dean of diversity, equity, inclusion, and justice to facilitate a workshop for ninth-grade students focused on conflict resolution—an essential component of effective collaboration. In addition, I created a resource packet to help educators incorporate collaborative learning strategies into classrooms. The packet included team contracts, skill inventories, project timelines, peer- and self-assessment tools, and teacher observation templates designed to provide structure, clarify expectations, and promote reflection and accountability throughout the process. Working alongside classroom teachers, I then implemented strategies that emphasized defined roles, peer accountability, and the importance of engaging in difficult but productive conversations. A critical component involved building pauses into collaborative activities so students could assess their progress, reflect on group dynamics, and make adjustments as needed. These structured checkpoints encouraged students to view mistakes as a natural part of the collaborative process, creating opportunities for reflection, redirection, and growth while ensuring all group members remained aligned. As a result, the focus shifted from simply completing tasks to developing stronger collaboration skills, including communication, shared reasoning, and collective responsibility for outcomes. The results have been very positive. Students responded well to the increased structure and clarity, often expressing relief at having clear expectations and a more balanced level of participation. Many noted that these strategies helped address common frustrations such as unequal workloads and dominant group members. The emphasis on conflict resolution empowered students to

navigate challenges more constructively, while regular check-ins ensured all members remained engaged and accountable. This ongoing process of reflection and adjustment proved essential in helping groups collaborate more effectively. It turns out that the “magic”—the preparation, trust, communication, and intentional practice behind my father’s team—applies wholeheartedly in the classroom as well. When students are taught how to collaborate and communicate, navigate conflict, and share responsibility, group work becomes more equitable and meaningful. Structure and support do not diminish collaboration; they make it possible. When those conditions are in place, students can create something greater than themselves. It is not magic in the literal sense, but it is close enough that it still feels like it. K REFERENCES Lee, G., and D.Y. Kang. 2024. “A Systematic Review of Cooperative/Collaborative Learning in Science and Engineering Education in the Republic of Korea.” Asia-Pacific Science Education 10(2): 162–195. https://doi.org/10.1163/23641177-bja1008. Pawlak, A., P.W. Irving, and M.D. Caballero. 2018. “Development of the Modes of Collaboration Framework.” Physical Review Physics Education Research 14(1), 010101. https://doi.org/10.1103/PhysRevPhysEducRes.14.010101. Quinn, K.N., M.M. Kelley, K.L. McGill, E.M. Smith, Z. Whipps, and N.G. Holmes. 2020. “Group Roles in Unstructured Labs Show an Inequitable Gender Divide.” arXiv. https://doi.org/10.48550/arXiv.2005.07670 Saif Ghaleb, B.D.D. 2024. “Social Loafing: Understanding, Mitigating, and Enhancing Group Performance.” International Journal of Scientific Multidisciplinary Research 2(9): 1321–1328. https://doi.org/10.55927/ijsmr. v2i9.10975. Stein, R., and M. Raman. 2022. “Managing Group Work: The Impact of Peer Assessment on Student Engagement.” Assessment & Evaluation in Higher Education. https://doi. org/10.1080/09639284.2022.2034023. Yang, X. 2023. “A Historical Review of Collaborative Learning and Cooperative Learning.” TechTrends 67(4): 718–728. https://doi.org/10.1007/s11528-022-00823-9. KUA D E S I G N R E V I E W | V O L . 2

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SCIENCE OF RELATIONSHIPS

BEYOND CONSEQUENCES Using restorative practices to promote student growth

B Y M AT T H E W W I L L I A M S A N D E R I C R U S S M A N

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elonging doesn’t happen by accident; it is something a community must create and protect. At KUA, we are committed to ensuring every student experiences a deep sense of belonging and feels welcomed, respected, and valued— even during moments when our institutional expectations are not met. We wanted to reflect on our discipline practices and how they can better support accountability, personal growth, and reflection. Through this work, we realized that to effectively scale and streamline restorative efforts, we needed to establish a clear process and define goals to guide our work. We chose to investigate restorative practices after noticing a disconnect between behavioral consequences and meaningful student growth and cultural progress. Too often, students engaged in disruptive behavior and moved through disciplinary moments without fully understanding their actions and impact on others or taking the time to reflect, learn, and grow from the experience. A lack of student and faculty preparation and experience to engage in and facilitate effective and healthy reflection minimized the potential for personal growth and educational opportunity in response to disciplinary incidents. This was especially challenging and concerning when the behaviors and harm involved actions directed towards an individual or group’s race, gender, sexuality, or religion This raised an essential question: If consequences do not lead to

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learning or growth, what purpose do they serve? Rather than enforcing rules, we sought to understand the root causes of behavior, restorative outcomes, and how to utilize practices that are reflective, responsibility-forward, and focus on repair. We focused on the history of restorative justice, the science behind it, and the implementation of restorative practices in schools. As one of the foundational voices in this work, Howard Zehr situates restorative justice as a response to harm rather than rule breaking. Zehr (2015) believes restorative justice should be a response to harm rather than rule breaking. To address harm, one must consider the harms experienced by those who cause harm, noting that “many of those who offend have indeed been victimized or traumatized in signficant ways.” We explored how neuroscience can inform our approach to restorative practices and enable us to lean into our KUA Design framework, particularly the science of relationships, to drive this work forward. In “Building Positive Relationships with Students, Kaufman (2020) explains that students require significantly more positive interactions than negative ones to remain regulated and ready to learn. Specifically, “researchers recommend having five positive interactions for every one negative interaction,” as positive interactions release dopamine and oxytocin, while negative interactions activate the amygdala and stress hormones

that inhibit learning and the ability to engage in critical feedback and deeper reflection. Furthermore, Nathan Willis introduces neuroscience as “the best friend of restorative practice” because these practices leverage neuroplasticity to calm stress responses and re-engage the frontal cortex, reinforcing the idea that “practice becomes biology” (McCluskey 2019). With a foundational understanding of how restorative practice and neuroscience work, we turned to practical implementation. Smith, Fisher, and Frey (2015) emphasize the need to redefine the role of educational communities—not as those concerned with controlling students but rather committed to relationship building and skill development. Drawing on research by Cassetta and Sawyer (2013), Smith et al (2015). define various academic, extracurricular, and residential interactions as “building relationships with students and teaching social skills along with academic skills.” This relational model supports regulation by reducing stress and fostering trust. These conditions reduce threat responses and allow access to the frontal cortex. Casey et al. (2019) add that while the adolescent brain may be sensitive to threat detection, peers, and rewards, it is also very capable of making good decisions and learning from feedback. Growth and change are possible with a positive culture and effective mentoring. Cassetta and Smith et al. (2015) recommend that educators lean into the ABCs

“We sought to understand … how schools are leaning into practices that are reflective, responsibility-forward, and focused on repair.” —MATTHEW WILLIAMS

Dean of Diversity, Equity, and Inclusion —ERIC RUSSMAN

Dean of Students

(antecedent, behavior, and consequence) by attending to the antecedent—or the context, emotional state, or unmet need that precedes the behavior—so responses support regulation and learning rather than escalation or punishment. Thanks to KUA Design, many of our pre-existing restorative practice responses aligned with the literature. These included understanding the antecedent behind a behavior, facilitating one-on-one or small group dialogue, and creating opportunities to give back to the broader community when harm has been done. Our next step was focused on building structures and activating meaningful practices to strengthen community, trust, and accountability. We created a steering committee to shape our purpose and develop a working definition: Restorative practice at KUA is an active, community-centered approach to addressing harm that prioritizes belonging, accountability, and healing. By emphasizing positive social relationships, accountability, reflection, responsibility, and relationship restoration, these practices work to ensure emotional, psychological, social, and physical safety. This approach recognizes that harm can impact both the individual and the

broader community and requires responses that honor personal experiences while strengthening collective trust. Through deep understanding, shared responsibility, and intentional trust-building, restorative practices create meaningful pathways for all members in our community to develop healthy habits and relationships and, when harm occurs, to repair harm and re-enter the community having done intentional reflection. We partnered with faculty across the program to emphasize proactive strategies to support students and provide targeted, one-on-one support. These groups met to not only create a system of support and response to address specific needs but also design restorative initiatives faculty can use to repair harm done in different areas of campus life. These efforts include writing letters, encouraging student leadership, and facilitating one-on-one or small group conversations with clearly defined protocols to promote deep listening, reflection, and actionable next steps. We have observed faculty use many of the restorative strategies in classrooms, activity spaces, and dorms to address culture and develop collaborative repair efforts with students, such as creating accountability worksheets that allow students to reflect on behaviors and set goals that teachers can revisit later to see if they were met. In some cases, we’ve even seen students proactively come forward about their behaviors because of the relationships and trust cultivated across campus. Faculty feel they have new or additional tools and supports to create safe, trust-centered learning environments that lean into the science of relationships pillar of our KUA Design framework. “Restorative practices have been working in my classroom this year because we took time at the beginning of the year to clearly set

classroom norms and expectations,” said one teacher. “When I need to address student behavior that breaks those norms during or after class, the conversations feel more collaborative and less targeted. This approach also helps me maintain positive regard for students when challenging behavior arises. In addition, I feel supported by administrators who use restorative practices to reinforce the norms of our wider school community.” We will next develop steps around the student-driven restorative process with the Honor Board chair and student leaders who will facilitate peer-to-peer conversations and act as mentors.We remain committed to empowering students throughout this work, encouraging them to take ownership of both the process and its outcomes. Though it takes time, we are confident that laying the foundations for this work will allow restorative practices to continue to evolve and grow alongside KUA. K REFERENCES Casey, B.J., A.O. Cohen, and A. Galvan. 2025. “The Beautiful Adolescent Brain: An Evolutionary Developmental Perspective.” Annals of the New York Academy of Sciences 1546(1): 58–74. https://nyaspubs.onlinelibrary.wiley.com/doi/abs/10.1111/nyas.15314. Cebula, K., and G. McCluskey. 2019. “ToM Goes to a Restorative School: Exploring the Potential for Productive Dialogue Around Theory of Mind and Restorative Practice Research.” In Getting More Out of Restorative Practice in Schools: Practical Approaches to Improve School Wellbeing and Strengthen Community Engagement, edited by M. Thorsborne, Riestenberg, N., and McCluskey, G. Kingsley Publishers. Kaufman, T. 2020. “Building Positive Relationships with Students: What Brain Science Says.” Child Mind Institute. https:// childmind.org/article/building-positive-relationships-with-students-what-brain-science-says. Smith, D., D. Fisher, and N. Frey. 2015. Better Than Carrots or Sticks: Restorative Practices for Positive Classroom Management. ASCD. Zehr, H. 2015. The Little Book of Restorative Justice. Good Books. KUA D E S I G N R E V I E W | V O L . 2

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JON KRAUSE

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KUA DESIGN | THE TEACHING FRAMEWORK

Science of Individuality All brains are unique and draw from their individual abilities and experiences.

6 Teach content using multiple modalities. 6 Provide students with choice in the acquisition and demonstration of knowledge. 6 Help students build their metacognition and become more independent learners. 6 Manage cognitive load and working memory demands so students can focus on learning goals. 6 Use direct instruction to introduce students to new concepts and material, recognizing that inquiry based learning has its place. 6 Define key terms, concepts, and symbols and check for understanding. 6 Encourage and support productive struggle, scaffolding instruction to meet the needs of all learners.

SCIENCE OF INDIVIDUALITY

STRONGER THAN THE GAME Building solid resilience in young female-identifying athletes

BY BRIGID CHICOINE

D

uring my 2025 season coaching girls’ varsity lacrosse at KUA, we had a team full of talent. We were able to win games against opponents we had never won against before. However, in our semifinal game, we faced a team we had already played competitively twice. As the pressure rose, our skill level and confidence dropped. We made mistakes all over the field and were unable to handle situations we typically executed with ease. It was clear we did not have the resilience to overcome the challenges we faced under greater pressure. As a coach, I knew this was my responsibility and an area in which I needed to grow. As a result of that lacrosse season, I wanted to explore the inner workings of resilience and how to foster its development in adolescents. As a school counselor and coach, it is my role to help prepare students to succeed in the classroom, on the field, and beyond the Academy. I knew that if I learned more about resilience, I could use athletics as a vehicle to help our student-athletes grow this lifelong skill and ultimately build a stronger foundation for continued development. According to the American Psychological Association, resilience is the process of adapting positively in the face of adversity. It is the ability to cope with stress and bounce back (McManama et al. 2021). During adolescence, the development of this skill is essential because “resilient individuals adapt better to life’s challenges and have higher levels of functionality” (Pinto et al. 2021). The U.S.

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Department of Health and Human Services (2025) recommends that adolescents complete 60 minutes of exercise each day to receive mental and physical health benefits. Among these benefits, physical activity promotes resilience by strengthening self-regulation skills through top-down control of bottom-up processing. Bottom-up processing tends to be more automatic, while top-down processing is more cognitive and presents a key area of opportunity for development. Thus, by regularly participating in athletics, adolescents physiologically stress-train in a supportive environment and improve their ability to cope with and navigate stressful situations within their sport and in life (Sheng et al. 2024). According to the Harvard University Center on the Developing Child, four factors predispose children and adolescents to being resilient and able to positively overcome adverse situations: supportive adult-youth relationships, a sense of self-efficacy and perceived control, opportunities to strengthen adaptive skills and self-regulation, and feeling a part of a community (Lee et al. 2021). All four factors can be found in athletics and highlight coaches’ unique opportunity to guide student-athletes in overcoming challenges in their sport. The skills gained in this process, in turn, support the development of valuable life skills—such as resilience—that facilitate adolescents’ overall social-emotional development. For my KUA Design Fellow-

ship, I sought to reach as many female-identifying student-athletes as possible during the fall 2025 athletic season. I partnered with the athletic department as well as the varsity field hockey, varsity girls’ soccer, and girls’ cross-country teams. With the knowledge gained from the current research on fostering resilience in adolescence and best coaching practices, I created an hour-long coaching workshop and a student-athlete pre-season workshop. The coaching workshop was held before the start of the season, and participants left with a “toolkit” handout to guide their coaching practice. This workshop focused on ways to establish team culture and foster resilience through the seven C’s— competence, confidence, connection, character, contribution, coping, and control. At the end of the workshop, coaches discussed things that had and had not worked well from previous seasons plus the new techniques they were looking forward to trying. At the beginning of the fall season, I ran a student-facing workshop with each participating team. The goal was to kick-start the development of student-athletes’ resilience foundation for the season, which would then be fostered through the techniques implemented by their coaches. The workshops included education around adolescent brain development, and I walked students through stressful sport-specific and life examples. Student-athletes worked in small groups to break down the adverse situation, describe the associated feelings, and develop

“There’s a strong connection between resilience, authenticity, and showing up as your true self.” —BRIGID CHICOINE

School Counselor ways to manage and overcome it in a positive way. The workshops concluded with students completing the Connor-Davidson Resilience Scale, an evidence-based survey that measures an individual’s resilience level. This survey is not athletics-oriented and reflects one’s overall resilience level (Connor and Davidson 2003). Lastly, participants left the workshop with a personal resilience checklist. The checklist consisted of something they learned, something they wanted to try the next time they faced a challenge, who their support system was, something in their sport they were good at, and a self-care commitment. Students were encouraged to keep this checklist where they could easily refer to it, such as a sports bag or locker. To conclude my research, I administered the Connor Davidson Resilience Scale again at the end of the season to assess any changes in participants’ scores. My favorite part of the fellowship was working directly with student-athletes. Each workshop began with students seeming unsure of what we were about to go over, and the

energy in the room quickly shifted as we dove in. Many students remarked on how interesting the neuroscience of adolescent brain development was and how the content normalized how they often felt in difficult situations. Grayson Davies ’28 described the experience as a great way to “start fresh and connect with the team off the field,” and that it was also “helpful to hear what frustrates other teammates the most and what their strategies are for overcoming difficult situations.” When teammates discussed challenging situations in their sport and daily lives, they were able to build stronger connections and normalize feelings they experience when faced with adversity. The data from the Connor Davidson Resilience Scale reflect Grayson’s observations. Participants started the 2025 fall season with a new knowledge base and grew their resilience skills, leading to higher resilience scores at the end of the season. The 48 student-athletes participating in the workshop began with an average resilience score of 94 (78 percent). Some areas for growth included staying focused under pressure and not being easily discouraged by failure. At the end of the season, the 36 student-athletes completing the Connor Davidson Resilience Scale had an overage average score of 101 (84 percent). Key areas of growth included: Having to cope with stress makes me stronger; I can bounce back from illness, injury, or hardship; under pressure, I can stay focused and think clearly; and I am not easily discouraged by failure. These student-athletes grew in many ways this fall. Coach Bella Parento ’20 participated in the coaching workshop and noted that using the term “resilience” offers an empowering connotation athletes can really connect with. She said, “My experience this year as a first-year coach and participating in the resilience workshop has shown me that for players to truly practice resilience, coaches need to model

it themselves.” There’s a strong connection between resilience, authenticity, and showing up as one’s true self. From a psychological safety standpoint, this creates a foundation of trust and vulnerability, which is when student-athletes can develop and practice their resilience. In the future, I would love to be able to implement this program on a wider scale as it could benefit all coaches and student-athletes. I hope these science-informed practices may someday be a permanent part of our KUA Design work, guiding students in their social-emotional growth and development of well-being, positive relationships, and independence as they thrive at KUA and beyond. K REFERENCES Connor, K.M., and J.R. Davidson. 2003. “Development of a New Resilience Scale: The Connor Davidson Resilience Scale (CD-RISC).” Depression and Anxiety 18(2): 76–82. https://doi.org/10.1002/da.10113. Lee, J.A., E. Heberlein, E. Pyle, T. Caughlan, D. Rahaman, M. Sabin, and J.L. Kaar. (2021). “Study Protocol for a School-based Single Group Pragmatic Trial to Promote Resilience in Youth: Building Resilience for Healthy Kids.” Contemporary Clinical Trials Communications 21, 100721. https://doi. org/10.1016/j.conctc.2021.100721. McManama O’Brien, K.H., M. Rowan, K. Willoughby, K. Griffith, and M.A. Christino. 2021. “Psychological Resilience in Young Female Athletes.” International Journal of Environmental Research and Public Health 18(16), 8668. https://doi.org/10.3390/ ijerph18168668. Pinto, T.M., P.G. Laurence, C.R. Macedo, and E.C. Macedo. 2021. “Resilience Programs for Children and Adolescents: A Systematic Review and Meta-Analysis.” Frontiers in Psychology 12, 754115. https://doi. org/10.3389/fpsyg.2021.754115. Sheng, X., K. Liang, K. Li, X. Chi, and H. Fan. 2024. “Association Between Sports Participation and Resilience in School-attending Students: A Cross-sectional Study.” Frontiers in Psychology 15, 1365310. https://doi. org/10.3389/fpsyg.2024.1365310. Steinberg, L. 2015. Age of Opportunity: Lessons From the New Science of Adolescence. Mariner Books, Houghton Mifflin Harcourt.   The U.S. Department of Health and Human Services. 2019. Physical Activity Guidelines for Americans, 2nd Edition. https://odphp.health. gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf. KUA D E S I G N R E V I E W | V O L . 2

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KEITH ALEXANDER LEE

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KUA DESIGN | THE TEACHING FRAMEWORK

Science of Learning Memory, attention, assessment, and feedback are essential to the learning process.

6 Integrate retrieval practices into your work with students to strengthen long-term memory and knowledge transfer. 6 Give frequent, low-stakes formative assessments to monitor student learning and guide instruction. 6 Provide all feedback as quickly as possible; make it actionable and be mindful about how it will be received. 6 Build comprehension through scaffolded notetaking instruction and the use of skeleton/partial notes. 6 Minimize distractions in the learning environment and leverage strategies to maximize student attention. 6 Highlight patterns, emphasize relationships, and provide background knowledge and skills as needed. 6 Communicate the most essential content at the beginning and end of your time with students, using the time in the middle for practice.

SCIENCE OF LEARNING

METACOGNITION IN THE CLASSROOM

A physics teacher’s quest to get students thinking about thinking

BY ANDREW BRIDGES

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have always worked to get my students thinking. This past year, as a KUA Design Fellow, I explored ways of getting them thinking about their thinking—a practice known as metacognition (Schraw 1998; Metzger et al. 2018). I began researching metacognition during the summer, focusing on the types of practices that work to support student metacognition in the science, technology, engineering, and mathematics (STEM) classroom. In the fall, I applied my findings across three sections of ninth-grade conceptual physics. My goal was to hone my 40 students’ ability to distinguish what they know from what they don’t. This calibration is vital for their growth as critical thinkers (Greene and Yu 2016). What is metacognition really? Broadly, metacognition encompasses two core components: knowledge of cognition and regulation of cognition (Metzger et al. 2018). Mastery of both is essential. Knowledge of cognition refers to acquired knowledge about cognitive processes, which helps learners control them. According to Schraw (1998), this includes declarative knowledge (awareness of one’s strengths, weaknesses, and what types of information is important to learn), procedural knowledge (awareness of the specific strategies one uses when studying), and conditional knowledge (understanding when and

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why certain strategies work better than others). Regulation of metacognition involves those iterative processes used to control learning and ensure goals are met, including planning (setting goals, allocating resources, and establishing sequences), information management (skills used to process information such as organizing, elaborating, summarizing, and selective focusing), monitoring (real-time awareness of comprehension and performance), debugging (strategies to correct errors in understanding), and evaluation (appraising the products and efficiency of one’s learning). This is the “reflection piece,” or evaluating performance against standards. As the late psychologist James H. Flavell (1979) defined it, metacognitive knowledge is one’s stored beliefs about oneself as a cognitive agent and how tasks, strategies, and actions interact to affect intellectual outcomes. This distinction is vital: Metacognition differs from cognition. While cognitive skills are required to perform a task, metacognitive skills are essential to understand how that task was performed. Crucially, metacognition is to some extent teachable (Schraw 1998). In my research, I found it useful to view the concept through the lens of critical thought. To evaluate information and solve complex

problems, students must develop metacognition not just as a study skill but as a prerequisite for critical thinking. This is relevant in STEM, where students must first understand how science works before they can evaluate competing claims (Greene and Yu 2016). Studies have confirmed that “strong metacognitive skills have the power to impact student learning and performance” (Stanton 2021). Much of this involves self-regulation; addressing deficits in this area promotes higher levels of achievement (Ley and Young 2001). Furthermore, these skills are domain-general, meaning they allow students to control cognition across multiple subjects (Schraw 1998). In short, promoting metacognition benefits every student in every classroom. During my research, I worked with Dr. Julie Stanton, a professor of cellular biology at the University of Georgia. An accomplished scientist and researcher, Stanton became interested in the science of teaching and learning and is now a leading voice in metacognition research. Three ideas from our conversation stood out. First, it is essential to hold students to high expectations while explicitly communicating belief in their abilities. Second, be explicit about your teaching methods. Third, tackle overconfidence by promoting self-testing and providing the rationale for it (and other strategies).

“My students are gaining insight into how they learn. By recognizing patterns, they have built competence, self-efficacy, and independence.” —ANDREW BRIDGES

Science Teacher

I have always told my students that I am asking them to do hard things because I trust they can succeed. This year, I have modeled my thinking processes more frequently and carved out more space for them to self-test before assessments. As Rivers (2021) notes, “Practice testing is a powerful strategy for enhancing long-term retention.” Students often struggle to identify gaps in their knowledge; replacing “explaining in their mind” with active self-testing allows for a more concrete knowledge check (Stanton 2025). To facilitate this, I continued using study ’zines—eight-page booklets folded from a single sheet of paper— which students make for use during assessments. The physical limitations of the format force students to reflect; they must make quantitative and qualitative judgments about what is essential to include. The booklets remain a hit, as they serve as a bridge between information management and active recall. I also introduced exam wrappers, or reflection sheets, after summative assessments. These prompt students to analyze their preparation, identify error patterns, and plan adjustments for the next assessment (Langdon et al. 2019). The value of intentional reflection cannot be overstated. A century ago, education reformer John Dewey emphasized that we learn more from reflecting on experience than from experience itself (Tanner 2012). One of my goals this year was to make the value of metacognition explicit. On the conceptual physics first-trimester exam, I asked my students if reflecting on their preparation had changed their study habits and performance. While some teens predictably told me, “Not really,” others reported significant shifts, including that it helped them recognize what they do to study, illuminated which study tools work for them, and enabled them to understand what they should study for to perform better. Although this feedback is anecdotal, it demonstrates that my

students are gaining insight into how they learn. By recognizing patterns, they have built competence, self-efficacy, and independence. As for me, witnessing this growth has made this one of my most rewarding years of teaching. K REFERENCES Flavell, J.H. 1979. “Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry.” American Psychologist 34(10): 906–911. https://doi. org/10.1037/0003-066X.34.10.906. Gorlewski, J. 2009. “Research for the Classroom: Shouldn’t They Already Know How to Read? Comprehension Strategies in High School English.” The English Journal 98(4): 127–132. www.jstor.org/stable/40503281. Greene, J.A., and S.B. Yu. 2016. “Educating Critical Thinkers: The Role of Epistemic Cognition.” Policy Insights from the Behavioral and Brain Sciences 3(1): 45–53. https://doi. org/10.1177/2372732215622223. Halmo, S.M., et al. 2024. “Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.” CBE—Life Sciences Education 23(2). https://doi.org/10.1187/cbe.23-08-0158. Langdon, J., et al. 2019. “Examining the Effects of Different Teaching Strategies on Metacognition and Academic Performance.” Advances in Physiology Education 43(3): 251–442. https://doi.org/10.1152/advan.00013.2018. Ley, K., and D.B. Young. 2001. “Instructional Principles for Self-Regulation.” Educational Technology Research and Development 49(2): 93–103. www.jstor.org/stable/30220313. Metzger, K.J., et al. 2018. “SMASH: A Diagnostic Tool to Monitor Student Metacognition, Affect, and Study Habits in an Undergraduate Science Course.” Journal of College Science Teaching 47(3): 88–99. www.jstor. org/stable/44840519. Rivers, M.L. 2021. “Metacognition About Practice Testing: A Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning.” Educational Psychology Review 33(3): 823–862. www.jstor. org/stable/48750360. Schraw, G. 1998. “Promoting General Metacognitive Awareness.” Instructional Science 26(1/2): 113–125. http://www.jstor.org/ stable/23371268. Stanton, J.D., et al. 2021. “Fostering Metacognition to Support Student Learning and Performance.” CBE—Life Sciences Education 20(2). https://doi.org/10.1187/cbe.20-12-0289. Tanner, K.D. 2012. “Promoting Student Metacognition.” CBE—Life Sciences Education 11(2): 113–199. https://doi.org/10.1187/cbe.1203-0033. KUA D E S I G N R E V I E W | V O L . 2

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SCIENCE OF LEARNING

FEEDBACK FRICTION Moving from correction to connection

BY TUCKER PRUDDEN

A

s a coach, few things prove more challenging than when players struggle with feedback—either because of the way you give it or how they receive it. Many coaches have experienced the phenomenon in which one athlete internalizes a cue immediately while another lets the instruction drift away the moment they return to the playing environment. There is great inconsistency in how feedback can be delivered, received, and incorporated. Feedback can be subjective, vague, and inexact, yet it remains a critical lever for growth. As a coach and learning specialist, I wanted to understand why feedback sticks in some contexts but fails in others, and how I could shift my coaching from a cycle of repetitive correction to a process of genuine growth. The initial dive into the literature revealed that feedback is a relational and motivational interaction between an individual and their environment. The gap between what is shared and what is retained can be influenced by a variety of factors: athlete motivation (willingness to adapt), perceived relevance of the information (if it helps improve performance), and the volume of ideas offered (too much information can overwhelm the athlete). Central to making feedback stick is understanding self-determination theory, which suggests that feedback satisfying competence, autonomy, and relatedness supports intrinsic motivation (Mastrich 2019). Stone and Heen (2014) emphasize that the receiver—not the giver—of feedback

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is the most important aspect of the exchange, underscoring the importance of emotional safety to avoid a threat response. In all instances, feedback literacy—or the ability of the athlete to recognize, manage, and act on feedback—is paramount (Dawson et al. 2024). This theory is supported by the relationship between the individuals giving and receiving feedback. When trust and connectedness foster emotional safety, a partnership can begin, enabling a meaningful exchange of information to support growth. PUTTING IT INTO PRACTICE

Based on these insights, I implemented strategies to build a culture of high-level feedback literacy and emotional safety. To foster relatedness and autonomy, I initiated preseason meetings to give players a voice. I asked athletes about their personal goals, modeling the idea that their perspective is the starting point for our work. I asked, let them share opinions, and demonstrated active listening coupled with action focused on their preferences (Glez 2023). In those meetings, athletes offered strategic ideas they wanted to use, and I generated play calls to enable those moments, helping build autonomy in their experience. Film sessions are historically times when players risk feeling exposed. To address this challenge, we reframed our sessions to focus on team goals rather than individual mistakes and failures. The goal was to create a “reduced emotional

space” where mistakes are treated as opportunities to grow (Stone and Heen 2014). The timing of these sessions followed a predictable model the day after a game, when the emotion of that experience had abated. A phrase I often repeat in that space is that it is better to be wrong than indecisive. I encouraged them to be players in the moment, making real-time decisions that we can review later, rather than being unsure of themselves. Mistakes trigger dopamine responses critical to learning and adaptation. Included in our film sessions was the implementation of “wise feedback” that connected statements of belief in the individual with the feedback to reduce mistrust in the process (Yeager et al. 2014). Prior to this research, I likely would have offered feedback on what I want to see; wise feedback is phrased in a way that promotes emotional safety, using statements of encouragement about ability. To ensure feedback was specific and actionable, we developed a shared language that was strategic (e.g., mirror, fade, sweep), positional (e.g., wing, weak side, landmarks) and emotional (e.g., loose or tight). This allowed us to reference play style or strategy with key terms for focus areas. By using shorthand, we streamlined communication and remained focused on collective goals (Glez 2023). To avoid the trap of providing too much information during feedback sessions, we adopted a thematic approach in those film sessions, examining concepts or skills in depth

“When players discover solutions to problems presented in their playing environment, autonomy improves and learning is intentional.” —TUCKER PRUDDEN

Varsity Boys’ Lacrosse Assistant Coach and Learning Specialist

and within the context of the big picture. Clips included both positive and negative examples of those skills, coupled with the contextual explanations to focus on building competence while addressing areas for growth (Mason et al. 2023). Finally, we moved toward a constraint-led approach. Instead of telling players where to stand or what to do, we manipulated the practice environment to let them find solutions to the problems they encountered. This could look like limiting the number of players, the space, the time, or other constraints that encourage them to experience the scenarios we are working on. We would then add or remove constraints, with occasional input, to help determine how they interact with that environment. To that end, we were able to drill the decision and let the skills emerge naturally from that experience (Ecclesall et al. 2023). When players discover solutions to problems presented in their playing environment, autonomy over the playing environment is improved, and their learning is intentional. The coach is the designer of the optimal learning space. HOW IT WORKED AND WHAT’S NEXT

It is difficult to quantify the success of these changes, as I did not have a control group or data to support growth relative to other seasons or teams. However, my athletes and I experienced the qualitative shift. The working environment felt more positive, where students were exploring and discovering, and I observed marked growth in individual decision-making and skill acquisition. Players waited less for coaching corrections and more often used our shared language to self-correct or coach each other. Moving forward, I intend to

lean even more heavily on a constraint-led approach coupled with augmented verbal feedback. My goal is to maximize athlete access to their performance data, further supporting autonomy and competence. By continuing to treat feedback not as a command but as a collaborative tool for problem solving, I hope to turn those repeatedly addressed concepts into permanent, internalized skills. K REFERENCES Dawson, Phillip, Zi Yan, Anastasiya Lipnevich, Joanna Tai, David Boud, and Paige Mahoney. 2024. “Measuring What Learners Do in Feedback: The Feedback Literacy Behaviour Scale.” Assessment & Evaluation in Higher Education 49:3, 348–362. www. tandfonline.com/doi/full/10.1080/02602938.2 023.2240983. Ecclesall, S.J., J. Rudd, and W.M. Roberts. 2020. “When and How Should Feedback and Instructions be Provided to Athletes?” Frontiers in Psychology 11: 1444. https://doi. org/10.3389/fpsyg.2020.01444. Glez, M. 2023. “Ground Rules: The Importance of Communication and Feedback in Sport.” Inside Pitch Magazine May/June. www. abca.org/magazine/magazine/2023-3-MayJune/Ground_Rules_Importance_of_Communication.aspx. Mason, R.J., D. Farrow, and J.A.C. Hattie. 2020. “Sports Coaches’ Knowledge and Beliefs About Providing, Receiving, and Evaluating Verbal Feedback.” Frontiers in Psychology 11, 571552. https://doi.org/10.3389/ fpsyg.2020.571552. Mastrich, Z.H. 2019. “Assessing the Impact of Coaching Feedback Strategies on the Motivation and Performance of Elite Athletes.” Virginia Polytechnic Institute and State University. https://vtechworks.lib.vt.edu/ handle/10919/93983. Stone, D., and S. Heen. 2014. Thanks for the Feedback: The Science and Art of Receiving Feedback Well. Penguin. Yeager, D.S., V. Purdie-Vaughns, J. Garcia, N. Apfel, P. Brzustoski, A. Master, W.T. Hessert, M.E. Williams, and G.L. Cohen. 2014. “Breaking the Cycle of Mistrust: Wise Interventions to Provide Critical Feedback Across the Racial Divide.” Journal of Experimental Psychology: General 143(2), 804–824. https://doi. org/10.1037/a0033906. KUA D E S I G N R E V I E W | V O L . 2

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ANNA PARINI

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KUA D E S I G N R E V I E W

KUA DESIGN | THE TEACHING FRAMEWORK

Science of Well-being Emotion, cognition, and physical well-being are interlinked.

6 Support mindful habits around nutrition, exercise, sleep, and devices. 6 Teach students how to identify and manage stress. 6 Make time and space for joy, humor, and play. 6 Teach students to recognize, label, and regulate a wide range of emotions. 6 Help students develop their personal values, strengths, and purpose. 6 Nourish students’ sense of place, both locally and globally. 6 Embrace and promote the expectation that every student can grow.

SCIENCE OF WELL-BEING

CULTIVATING CALM

The neurological and academic impacts of classroom mindfulness practices

A

s a practitioner of mindfulness and yoga for more than 30 years, I believe these techniques reduce stress and anxiety and increase focus and attention in my life. As an educator, I knew that incorporating mindfulness and yoga into my work with students could be an effective teaching tool. Last year I took a deeper look into the research on mindfulness and explored whether certain practices might target the brain in ways that support specific learning outcomes. My research explored which mindfulness-based intervention programs are most successful. Ultimately, I partnered with two KUA faculty members to measure students’ and teachers’ experiences when engaging in regular classroom mindfulness practices. Dr. Julie Kolzet describes mindfulness as a “linchpin habit.” Linchpin habits are routines that impact identity, provide structure and balance, and naturally lead to other positive behaviors. Mindfulness practice also supports each element of the KUA Design framework: It builds awareness, empathy, and kindness; helps students manage cognitive load and stay focused on learning goals; reduces distraction; and fosters presence and habits that support stress management. One of the first studies I looked at was a systematic review assessing current literature on

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mindfulness-based school interventions (MBSIs), evaluating 77 studies with a total sample of 12,358 students across five continents. MBSIs include everything from practicing meditation and yoga to more structured programs. The authors concluded that overall, “MBSIs produce improvements in resilience and anxiety across youth” (Phan et al. 2022). The authors also noted that many of the school interventions used components of mindfulness-based stress reduction (MBSRT), the MBSI with “the most empirical support for its effectiveness.” As a certified instructor for MBSRT, an MBSR program designed for adolescents, I found these results both affirming and unsurprising. In 1979, Jon Kabat-Zinn, professor of medicine emeritus at the University of Massachusetts Medical School, founded an MBSR clinic to help participants cope with stress, pain, and illness through an evidence-based, eight-week structured program that teaches mindfulness skills. Kabat-Zinn adapted the program from Soto Zen, Vipassana, Hatha Yoga, and Advaita Vedanta teachings and through his research grounded MBSR in a scientific context. Kabat-Zinn defines mindfulness as “awareness that arises through paying attention, on purpose, in the present moment, nonjudgmentally”

ISTOCK

BY A M A N DA L I G H T H I S E R

Across all six classes, bringing mindfulness into class was associated with reports of higher levels of calm and engagement and lower fatigue.

(Kabat-Zinn 1990). His definition is widely cited, and many of the school-based programs I found in my review are rooted in MBSR structure and practice. In a 2015 study, Walters et al. examined 15 peer-reviewed studies of school meditation programs and examined three student outcomes: well-being, social competence, and academic achievement. They concluded that meditation positively influences student success in these three areas by increasing cognitive function—including attention, learning, and memory—and emotional regulation. From this, the authors developed a school-based model of meditation interventions. Because there was no youth neuroscience research in meditation studies at the time, the authors built their model on adult neuroscience research and extrapolated from there. Adult fMRI studies have suggested a positive impact on cognitive function both before and after meditation. The authors found meditation structurally alters the brain, supporting emotional regulation and overall well-being. In a 2011 review, Hözel et al. consolidated findings from the neuroimaging literature on brain activity during the meditative state. These authors found that increased gray matter concentration shown after MBSR is associated with stronger learning and memory processes, emotion regulation, and KUA D E S I G N R E V I E W | V O L . 2

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more positive self-representation, including higher self-esteem and self-acceptance. More recently, a small number of adolescent fMRI studies have added to this body of evidence. A review of these neuroimaging studies showed an increased integration of neural networks that support executive function and suggested mindfulness-based interventions can help with the strengthening of self-regulation (Jande et al. 2025). The authors report that in several of these studies, mindfulness practice increased white matter in brain regions associated with enhanced emotional recognition and processing. This fMRI research also indicates that MBIs may be helpful for disorders that involve cognitive control and often emerge during teenage years, such as depression, anxiety, and schizophrenia. This research is particularly exciting because, as the authors note, fMRI and structural MRI studies such as these provide a deeper understanding of how mindfulness affects brain activity. Further research will help educators and practitioners create more targeted mindfulness-based interventions for specific behavioral outcomes. Mindfulness programs are clearly effective for improving attention, memory, emotional regulation, self-representation, and resilience. Thus, my next step was to test these findings with our students at KUA 30

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with the assistance of English teacher Carlie Wetzel and psychology teacher Joseph Donarum. During the first six weeks of the winter trimester, these teachers did not teach mindfulness to their students. In the second six weeks, they started each class with a mindfulness practice. Each week, students and teachers filled out a survey on their mood and engagement. Across all six classes, bringing mindfulness into class was associated with reports of higher levels of calm and engagement and lower fatigue. Interestingly, although mention of stress and anxiety did not drop, students reported feeling calmer and more engaged in class when they practiced mindfulness. The teachers used a variety of mindful practices. Wetzel used calming videos, movement, and guided meditation practices. Donarum focused mainly on a Vipassana practice involving breathwork, mindful reflection, journaling, and some gentle movement. Student feedback across classes showed that breathwork and meditation correlated with the highest levels of calm and focus. So, what can we take from this as educators? Even when students are stressed and anxious due to circumstances beyond our (or sometimes their) control, we can help them feel calmer, more focused, and engaged in class by taking a few minutes to breathe deeply together

“Mindfulness programs are clearly effective for improving attention, memory, emotional regulation, selfrepresentation, and resilience.” —AMANDA LIGHTHISER

Director of the Gosselin Center for Teaching and Learning

REFERENCES Feinberg, Irwin, and Ian G. Campbell. “Sleep EEG Changes During Adolescence: An Index of a Fundamental Brain Reorganization.” Brain and Cognition 72, no. 1 (2010): 56–65. https://doi.org/10.1016/j. bandc.2009.09.008. Gais, Steffen, Brian Lucas, and Jan Born. “Sleep After Learning Aids Memory Recall.” Learning & Memory 13, no. 3 (2006): 259–262. https://doi.org/10.1101/lm.132106.

or engage in a short mindfulness meditation. Donarum is an experienced meditation practitioner and has long shared mindfulness tools with his students. He told me, “Not only do these [Vipassana] practices set the tone for creating a classroom environment conducive to intentional learning, but they also support overall well-being. My students frequently self-report that they are incorporating the [breathing] techniques they are introduced to and practice in class into other areas of their KUA lives.” Taking time for mindfulness is not only beneficial for students. As teachers, taking the time to pause is both good modeling and an effective reset. Wetzel reflected, “Making time for mindfulness has made me feel more grounded and calmer at the beginning of class. I have a greater capacity to meet the energy that students bring to the classroom with patience and without judgment.” The students were also overwhelmingly positive about starting their classes with mindfulness. They reported that the practice helped them to transition, focus, feel less tired, and “be more cooperative” in class. My research has affirmed my commitment to bringing more mindfulness to KUA. I hope to continue supporting and encouraging teachers to develop this practice as a part of their classroom routine.

A student in Donarum’s class said, “Mindfulness has helped me find myself and focus on the task at hand by just taking four minutes to let go. It allows me time to think about the things I am feeling and carrying, so that I can ultimately feel my worries and stress have their own place of belonging.” We know that students learn best when their brains are regulated and they feel physically and emotionally safe. By giving students time to process what they are thinking and feeling without judgment, check in with their minds and bodies, and connect with their breath, we are making space for better focus and learning. We are also giving students important lifelong tools to process grief, selfsoothe, and feel more connected to themselves and one another. K

Holz, Johannes, Hannah Piosczyk, Nina Landmann, et al. “The Timing of Learning before Night-Time Sleep Differentially Affects Declarative and Procedural Long-Term Memory Consolidation in “Adolescents.” PloS One 7, no. 7 (2012). https://doi. org/10.1371/journal.pone.0040963. Hysing, Mari, Stale Pallesen, Kjell Morten Stormark, Reidar Jakobsen, Astri J. Lundervold, and Borge Sivertsen. “Sleep and Use of Electronic Devices in Adolescence: Results from a Large Population-based Study.” BMJ Open 5, no. 1 (2015). https://doi.org/10.1136/ bmjopen-2014-006748. Jones, Blake L., and Jocelyn S. Wikle. “Activities and Social Contact as Antecedents to Sleep Onset Time in U.S. Adolescents.” Journal of Research on Adolescence: The Official Journal of the Society for Research on Adolescence 33, no. 3 (2023): 1048–1060. https://doi. org/10.1111/jora.12857. Kinsey, Amber W., and Michael J. Ormsbee. “The Health Impact of Nighttime Eating: Old and New Perspectives.” Nutrients 7, no. 4 (2015): 2648–2662. https://doi.org/10.3390/ nu7042648. Mason, Lorcan, James Connolly, Lydia E. Devenney, Karl Lacey, Jim O’Donovan, and Ronan Doherty. “Sleep, Nutrition, and Injury Risk in Adolescent Athletes: A Narrative Review.” Nutrients 15, no. 24 (2023): 5101. https://doi.org/10.3390/nu15245101. Tarokh, Leila, Jared M. Saletin, and Mary A. Carskadon. “Sleep in Adolescence: Physiology, Cognition and Mental Health.” Neuroscience & Biobehavioral Reviews 70 (2016): 182–188. https://doi.org/10.1016/j. neubiorev.2016.08.008. Typaldos, Marlene, and Daniel G. Glaze. “Teenagers: Sleep Patterns and School Performance.” The National Healthy Sleep Awareness Project (2021). Urrila, Anna S., Eric Artiges, Jessica Massicotte, et al. “Sleep Habits, Academic Performance, and the Adolescent Brain Structure.” Scientific Reports 7 (2017). https:// doi.org/10.1038/srep41678. KUA D E S I G N R E V I E W | V O L . 2

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VOICES ON KUA DESIGN

Overheard To encourage the adoption of the KUA Design Framework, faculty select one strategy each year to guide their work across the Academy. Here, a few faculty share their goals for the coming year.

“My goal is to learn all the names of the 11th-grade students and create a classwide feeling of belonging rooted in empathy, understanding, and joy. —TAI RIVELLINI 11th-grade Dean

“I will make metacognition a more explicit part of my work with students by regularly asking them to identify what strategies are helping them learn, where they are struggling, and what they could do differently.” —JULIAN DORMADY Director of Student Support Services

—JONO NEWTON History Teacher

“I want to focus on teaching students how to identify and manage stress.” —SEAN BURNS Music Teacher

“I plan to give frequent, low-stakes formative assessments to monitor student learning and guide instruction.” —MARK HUDAK Math Teacher

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“I plan to talk to my students about implicit biases, which will tie in during our units on food justice and food sovereignty.” —JACK WALKER Science Teacher

“I want to highlight student mistakes as learning opportunities—and encourage students to find mistakes and validate the process of identifying, correcting, and learning from those mistakes.” —ENYI KOENE World Languages Teacher

JOEY GUIDONE

“I want to model playful learning and the willingness to take risks (and not know the answer).”

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