Education Guide 2025-2026 by Moffly Media

E ducation G uide 2025-2026

LEARNING JOURNEY

THE JOY OF WONDER AND CURIOSITY

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Adolescent Brain

The motivation, changes and a case for curiosity by Bill Sistare

College Journey

Thriving in the transition to college by Linda R. Borden

Rethinking Phone Policies

Empowering students, uniting educators and cultivating focus in the classroom by Catherine Steiner-Adair

The Lesson of Athletics

A crucial component of a holistic education by Geoff Barlow

May Day

Navigating college choices and decision day by John Boozang

Artificial Intelligence

The role of AI in inquiry-based education by Carol Maoz

Going Upstream

Making mental health literacy foundational in schools by Donna Volpitta and Julian Nuñez

Independent Schools

Why “independent" matters by Rick Branson

Legacy of Education

Remembering a visionary teacher who inspired students by J. Michael Townsend

Cultivating Leaders

The mission of The Gardner Carney Leadership Institute by Jeremy LaCasse

Expert Advice

Fostering a healthy, happy and curious mind

College Choice Wise words to find the right fit

School Style A+ finds for kids by Julia Wells

Connect With School s Campus directory to help guide your search

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Adolescent Brain

THE MOTIVATION, CHANGES AND A CASE FOR CURIOSITY

by Bill Sistare, Director of Studies at Westminster School

First interested in the neurology of learning over 20 years ago, I was intrigued when a colleague returned from a symposium that featured educational theorist Carol Dweck. We were encouraged by Dweck's concept of a "growth mindset.”

So, together we plunged into a once-a-week learning skills program with our ninth-grade students that year. I now find myself teaching a neuroscience elective with a greater enthusiasm for the science of learning than at any point in my 40-year career. Swimming through my thoughts as I plan daily lessons are ideas that include the powerful motivational influence of dopamine, the concept of curiosity as a "meta" tool for learning, and the potential for AI in education.

Educators and parents know well that adolescence is a time of transformation in behavior and identity. Less well understood is the fact that the fundamental cause of those tumultuous

years is the change in the very structure and function of the brain. Characterized by mood swings, risk-taking, and an increasing desire for independence, neuroscience reveals that many aspects of adolescent behavior are deeply rooted in the biology of the developing brain. Understanding elements of neurological changes during adolescence, the role of dopamine in motivation, and the unique

capacity for neuroplasticity—changes in the hard wiring of the brain—during these years can help parents and educators better support young people as they navigate this critical period. It has worked for me in the classroom and other aspects of my work with my students and in my own parenting. Never perfect, I've tried to pay close attention to the continual adjustment of my perceptions regarding the complexities of adolescence.

While the early years of childhood are characterized by a rapid increase in neural connections, adolescence is characterized by a process known as synaptic pruning. This process selectively eliminates weaker neural connections, while strengthening those used more frequently. Functional magnetic resonance imaging (fMRI) has shown that the prefrontal cortex— the region of the brain responsible for decision-making, impulse control, and planning—undergoes significant

restructuring during this period. One of the most crucial aspects of this remodeling is increasing myelination— the insulation of neurons—which allows for faster and more efficient communication between different regions of the brain. This insulating of brain regions happens unevenly. The areas of emotion processing develop earlier than decision-making regions. As a result, adolescents experience heightened emotional responses and reward-seeking behavior before they have fully developed the ability to regulate these impulses. As parents and educators, we are witnesses to this mismatch. The phenomenon helps to explain why teenagers are more likely to engage in risky behaviors. They are wired to seek novelty and the stimulation of excitement, but their self-regulation systems are still nascent.

At the heart of this behavior lies the neurotransmitter dopamine, often referred to as the brain's "feel-good"

chemical. Dopamine plays a key role in motivation, pleasure, and learning. Research suggests that its activity is elevated in the adolescent brain. Dopamine is essential for reinforcing behaviors that lead to rewards; increased sensitivity to dopamine during adolescence can amplify the drive for new and potentially risky experiences. Interestingly, dopamine release is not just tied to pleasure but also to the pursuit of rewards. This means that adolescents (adults, too!) may not necessarily be addicted to the reward but rather to the anticipation of the reward. This heightened sensitivity can explain why teenagers are particularly drawn to social interactions, music, and experiences that offer immediate gratification. Scrolling through social media is a classic example of this anticipatory addiction mediated by dopamine. The dopamine influence underscores the importance of providing positive, constructive outlets for this drive in adolescents—whether through

sports, creative endeavors, or academic challenges. Enter curiosity.

With so many competing dopamine triggers in the lives of adolescents, teachers and parents must work hard to place curiosity front and center. Teaching adolescents the art of curiosity fosters lifelong learning, critical thinking, and problem-solving skills. Curiosity drives engagement and deep learning by encouraging students to ask questions, seek out new information, and make connections between concepts. Research suggests that curiosity enhances academic achievement and motivation by stimulating intrinsic interest in learning rather than reliance on external rewards. Moreover, cultivating curiosity helps adolescents develop resilience in the face of uncertainty, a skill essential for adapting to the rapidly changing demands of the modern world. By designing classroom environments that nurture inquiry and exploration, we can equip students with the cognitive and emotional tools necessary for success in higher education and beyond.

However, the relationship between dopamine and motivation is a doubleedged sword. While it can fuel curiosity and learning, it also makes adolescents more vulnerable to addictive behaviors, including excessive screen time, substance use, and social media engagement. Given this sensitivity, parents and educators must foster environments where healthy dopaminedriven pursuits, such as mastering a new skill or engaging in meaningful social interactions, are prioritized over instant but fleeting rewards. Battling the perpetual use of the ubiquitous cell phone is worth the effort—something we, as adults, could model better than we do. One of the most exciting discoveries in neuroscience over the past few decades is the concept of neuroplasticity—the brain's ability to reorganize and adapt by forming new neural connections. While neuroplasticity is present throughout life, adolescence represents a particularly sensitive period for learning and growth.

This heightened plasticity allows teenagers to acquire new skills, adapt to challenges, and refine their cognitive abilities. This adaptability, however, is also why adolescence is a time of both great opportunity and vulnerability. Positive experiences, such as engaging in rigorous academic work, learning a musical instrument, or participating in team sports, can sculpt the brain in ways that have lasting benefits.

Building curiosity should be the foundation of these and many other healthy pursuits. Conversely, negative influences, such as chronic stress, social isolation, or substance abuse, can also leave a deep imprint on the developing brain—hard-wiring that might require months or years of therapy to correct. Sadly, innate curiosity can be almost lost in these circumstances.

Importantly, neuroplasticity means that adolescence is not just a time of risk but also a time of resilience. Studies have shown that structured, supportive environments can significantly enhance cognitive and emotional outcomes for teenagers. Programs that promote executive function skills and the development of academic curiosity can help adolescents build the neural architecture necessary for long-term success. Understanding the interplay between neurobiological development, dopamine-driven motivation, and neuroplasticity as they relate to curiosity underscores the importance of a balanced approach to adolescent growth. Rather than viewing teenage behavior as a challenge to be managed, we can recognize it as a window of opportunity to nurture learning through the development of a strong sense of inquiry. Curiosity can be taught!

Given the adolescent brain’s hunger for reward, parents and educators who provide structured opportunities for achievement help adolescents to channel motivation productively. Encouraging students to take on difficult but attainable academic and extracurricular challenges can help reinforce perseverance and

long-term goal-setting. While academic risk-taking can be intimidating for many students, certain types of risk, such as engaging in a novel research project, can be highly beneficial. These experiences allow adolescents to develop confidence, resilience, and a sense of mastery.

Because the prefrontal cortex is still maturing, adolescents benefit from explicit instruction in emotional regulation techniques. Mindfulness practices, journaling, and cognitive behavioral strategies can help teenagers learn to manage stress and impulse control effectively. Just saying "no" or "don't do that" can be ineffective.

In conjunction with an intentional approach to modeling and employing curiosity, these strategies can help stimulate neural connections in the adolescent brain. Since dopamine is closely tied to motivation, reinforcing positive behaviors with meaningful recognition rather than just material rewards—can strengthen beneficial habits. A simple acknowledgment of effort, progress, or resilience can go a long way in shaping adolescent development. Moreover, when adults express a parallel curiosity alongside adolescent thinkers they are supporting the development of this essential attribute. The plasticity of the adolescent brain means that habits and attitudes formed during this period can influence lifelong patterns of thinking and behavior. Encouraging curiosity, adaptability, and a growth mindset ensures that teenagers are prepared to readily accept the challenges of adult life.

Adolescence is often painted as a tumultuous and unpredictable time, but neuroscience provides a brighter and more diverse palette. The combination of heightened neuroplasticity, an active dopamine system, and ongoing brain remodeling creates a period of extraordinary potential. By understanding the social, emotional, and biological forces at play, parents and educators can help elevate adolescent curiosity for healthier experiences.

College Journey

THRIVING IN THE TRANSITION TO COLLEGE

by Linda R. Borden, MSW, M.Ed., Independent Educational Consultant, Executive Function & Student Success Coach

The jump from high school to college is an important shift in how students learn, live, and advocate for themselves. College is a time of personal, academic and social growth, as well as self-discovery. The challenges along the way are many: meeting people, finding resources, navigating through academic and social choices, selecting from the extracurricular options, and rising to the responsibilities and expectations that accompany being a new member of the campus community. The road to success is paved by students' ability to develop habits and plans that will help them feel in control of these challenges.

As an Independent Educational Consultant and Executive Function & Student Success Coach, I work with students as they transition through high school into college and navigate new academic and social expectations. We work toward building skills in self-advocacy, self-conﬁdence, social

confidence, time management, executive function, goal setting, and management of academic schedules. This article provides some practical strategies I have found most helpful in enabling students to proactively plan and take charge of their college journey and start their first semester with confidence.

Getting Settled

The ﬁrst few days of college include icebreakers, orientations, unpacking, and getting to know your way around. You are managing dorm life, dining hall schedules, new routines, a new social world, and an academic schedule that may include hours of unstructured

time. You are expected to build skills in independence and also be part of a new community. Planning and managing your time become critical to be able to balance multiple responsibilities. This is especially true for student-athletes and those juggling part-time work and full course loads. If you decide you would like to join a chorus, practice an instrument, or join a student-run club, you are adding multiple commitments and hours to your schedule. Once the initial excitement settles, it is time to create a reliable plan for managing your time and responsibilities. A proactive approach will help you stay on track, especially as the semester gets busier.

Understanding Academic Expectations

College requires a higher level of organization, communication, and accountability than high school, and your college courses will need a more selfdirected approach to meet expectations.

Academic Independence

You are expected to be fully responsible for your approach to getting work done. Professors expect you to manage your own time and responsibilities. They will not check in about how you are progressing toward deadlines.

Review the Syllabus

Checking your syllabus at the start of the semester is a game-changer. Each course syllabus is your roadmap. It will often include due dates, penalties for late assignments, how your grade is calculated, rubrics for papers, classroom expectations, and contact information for the professor and the teaching assistant.

Self-Advocacy

Your ability to advocate for yourself, ask questions, and make use of campus resources are key to managing workload. Do not wait until you are overwhelmed to ask for help. Falling behind can make the rest of the semester a steep climb. If you are used to extra help or specific accommodations in high school, college

systems work differently. Reach out early to your advisor and the campus accessibility office so you are set up well from the start. Often, you will be responsible for alerting your professors of the approved accommodations that you need to manage the course work.

Know Your Academic Tools

Start early to understand your learning platform (Canvas, Blackboard, Moodle, etc.). Some are complicated to master, with features that are not always obvious to find. You are submitting most, if not all, of your work through the learning platform and receiving updates, feedback, and grades from your professor through the same platform. Most platforms have calendar and notification options you can set to remind you of due dates.

Read Your Emails

Campus information and activities, social events, and dorm information are often emailed, along with reminders for registration, drop/add dates and housing information. Professors, advisors, and school administration departments will often email important updates, including schedule changes. Make a daily habit of checking your email.

Use Office Hours

Professors and teaching assistants offer office hours — use them early and often! They are there to support your learning. This is the best way to get clarity on assignments and feedback after turning in papers. It is also a great opportunity to connect with your professors.

Access Campus Resources

Tutoring centers, writing labs, and counseling services can be invaluable. Making use of these resources before you are behind will help prepare you for midterms and exams and alleviate stress.

Developing Your Plan and Managing Your Time

Time management is an important part of developing a plan and finding balance in your first semester, especially for students with learning or executive

function challenges. College schedules include a lot of unstructured time, so it is easy to get distracted and fall behind without a plan. Planning includes setting reasonable and attainable goals, initiating tasks, prioritizing, working through distractions, communicating, and managing your energy and time. This does not mean creating a rigid schedule. Instead, aim for a flexible plan that gives you structure but also allows for room to explore, rest, and adapt. Whether you are balancing a full course load, athletics, part-time work or campus involvement, having a plan gives you agency over your time and helps you avoid last-minute scrambles and all-nighters.

Make a Semester Calendar

Review the syllabi for each class and create a list of due dates for your semester. Enter all the assignments, tests/quizzes, papers, and exams. This gives you a visual of your busiest weeks that might have multiple projects and assignments due, and it helps you plan ahead.

Find a system that works for you — a planner, calendar app, spreadsheet, or wall chart — whatever you will actually stick with. Try blocking out your week with dedicated time for classes, studying, meals, rest, and social time. You do not have to follow it perfectly. Think of it as a flexible guide that gives your week some structure.

Stay Flexible

The idea is to have time for study, rest, meals, exercise, and social activities. Be prepared to shift your plan as unexpected things come up. The goal is to create balance in your schedule.

Building Study Skills

A common struggle is task initiation — not being able to start your work or not knowing how to break big assignments into manageable steps. If you are working on a term-paper assignment, the goal is the paper due for class, and the tasks are the steps involved in getting it done. Focus on what is due, when it is due,

when you will work on it, and how you can break the assignment into smaller tasks to ﬁgure out the time you need to complete it.

Eliminate Distractions

When it is time to study, gather only what you need for that assignment. Pick a space with fewer distractions to help you focus, whether it is the library, a study lounge, or a quiet café. Mute your phone and try time-blocking techniques like Pomodoro (25 minutes of focus, 5-minute break).

Prioritize

This involves setting clear priorities based on what assignments are due and how much time will be needed for each of them.

Define the Assignment Goal

What is the “ask”? Take the time to understand what the assignment is speciﬁcally asking you to do. Are you

clear on what your end product is? Is there a rubric provided you can follow? Do you need to email the professor for clarity?

Organize Your Study Materials

Gather only the material you will need for the test/paper, etc., you plan to work on at that time. Do you need class notes, slides, textbooks, or websites? Review the class syllabus for speciﬁcs on tests, quizzes, exams or if there is a folder provided of useful study resources.

Take a Break

Set a limit on your study session. Start with one or two hours maximum, and then take a break. This gives you a chance to regroup and reenergize. Walk around, grab a snack, listen to music— whatever helps you reset.

Review and Adjust

After your break, review what you have

done. What worked in that timeframe and what did not? What adjustments can you make? How much time do you need to ﬁnish the assignment? What additional resources do you need to utilize such as the Writing Center, or re-reading the assignment expectations to make sure you are on the right track.

Self-Care and Wellness

This is important! The ﬁrst few weeks will be busy with late nights, meeting a lot of new people and making decisions on classes and activities. If you are playing a sport, an instrument, engaging in community service, have an oncampus job or joined a club, there will be additional requirements to balance. When self-care is prioritized, it can assist in reducing the stress of change. Your focus on establishing wellness habits will increase your ability to have the energy to respond when challenges are more prevalent than successes. There are many sleep,

The Power of Wonder The Path to Global Impact

nutrition, and mindfulness apps that can assist you in developing and maintaining reliable habits.

• Sleep: Sleep may seem like it is negotiable, but it’s important to focus on not letting sleep be the last thing you consider in your wellness planning. It is tempting to stay up late every night, but getting decent rest is key to keeping your energy up. Pick a reasonable time to set a nightly phone alarm to remind yourself to wind down, and stop looking at your screen and get quality rest.

• Nutrition: Good habits with nutrition are also hard to prioritize. Aim for balance. Plan a few go-to healthy meals or snacks weekly. Eating well does not have to mean perfect meals. Have a few healthy snacks or quick meal ideas so you are not always defaulting to pizza or instant noodles. Try to get moving— go for a walk, hit the gym, or just stretch in your room. Some form of physical activity can make a huge difference in how you feel.

• Mindfulness and Exercise: Find some time for yourself. If you have ways that work for you in managing change or stress, set aside time to focus on them. If you know a morning workout or journaling are great stress relievers, make sure you plan time to get that done. Find some helpful options, such as mindfulness apps, walks, stretching, listening to music or doing something creative, or check in with family and friends.

Residential Life/Social Life

Adjusting to life in a dorm and building a new social circle can be exciting—and sometimes awkward. If you are having trouble with roommates or navigating shared spaces, your Residential Advisor (RA) is there to help facilitate conversations, address issues, and connect you with campus support. Everyone is adjusting just like you are. The ﬁrst-year experience is designed

to help you ﬁnd your place on campus. It is a process and does not have to happen all at once. You have time over the next four years to take part in many of the offerings. Do not overcommit in your ﬁrst semester. College offers countless opportunities to connect — clubs, dorm events, sports, student government, community service, outdoor adventure clubs and more. Seek out communities that match your interests.

Apps to Explore

Whether it is organizing your tasks, managing your time, or ﬁnding a moment of calm, there is an app for that. Here are some student favorites: Productivity

& Task Management Apps

• POMOFOCUS : A Pomodoro timer for focused study sessions.

• POMODONE : Pomodoro + task management combined.

• MYHOMEWORK : A digital planner for assignments.

• TODOIST : Great for organizing tasks and projects.

• MYLIFEORGANIZED : For advanced task management.

• MICROSOFT TO - DO : To organize your to-do list and break down tasks.

Note-Taking, Studying & Planning

• QUIZLET : Make ﬂash cards, study guides and tests you on material.

• GOODNOTES : Ideal for digital note-taking and planning.

• DIGITAL PLANNERS : Million Dollar Habit helps you customize your planner.

• GLEAN : Great for lecture capture, organizing notes and audio note-taking.

• PLANNERS : Etsy planners come in vaious formats depending on your needs.

Wellness & Focus

• CALM : Mindfulness and meditation for stress relief.

• HEADSPACE : Evidence-based meditation and mindfulness tools, sleep resources, mental health coaching.

• FOCUSKEEPER : Timer for productivity.

Time Management and Organizational Supports

• BASIC XL FLYING ALARM : For those who need help getting out of bed.

• TIIMO : Your go-to planning toolkit for better time management and focus.

• i STUDIEZ Pro: Schedule Management allows users to create and manage their class schedule, including class details, locations, instructors, and holidays.

Final Thoughts— Before You Go...

You do not need to have everything ﬁgured out right away. College is a time to explore, make some mistakes, and grow. Set small goals, stay curious, and ask for help when you need it.

DO NOT OVERCOMMIT

YOUR TIME : Try to pace yourself. You have four years to explore options. Pace yourself socially. If you do not feel like going to a social event, then take time for yourself because there will be plenty of other opportunities. Do not feel pressured to join every club or go to every event. Start slowly, and give yourself time to explore.

AIM FOR BALANCE : Establishing a plan with a few familiar and reliable routines will take some of the stress out of being in an unfamiliar place.

ASK FOR SUPPORT : If you are feeling overwhelmed, reach out to your advisor, professor, or on-campus counselor before stress escalates. There are campus resources for managing stress, time management, academic help and ways to be connected to activities you are passionate about. Remember that every freshman is new to campus and is also adapting to the environment.

I hope a few of these strategies will help you to navigate, and thrive in, your exciting ﬁrst year of college.

BE BOLD. APPLY EARLY.

The Frederick Gunn School cultivates independent critical thinkers empowered to be a force for good.

We educate students to be ambitious citizens who are always learning and courageous in character.

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Expert Advice

Fostering a healthy, happy and curious mind

“Learning is all about curiosity. It is about wonder and asking questions. Our job as teachers is to design classrooms and spaces for learning that foster and encourage this—where students can find the joy in wonder, perseverance in productive struggle, and develop authentic motivation for learning."

Diane Martin, Ed.D., Director of Divisions, Wooster School

"Fostering a curious mind means encouraging students to ask bold questions, seek deeper understanding, and value the process of learning itself. Growth happens when children feel safe to wonder, to explore, and to imagine new possibilities."

— Kirsten Rosolen, Head of Middle and Upper School, New Canaan Country School

"The students' minds— individually and taken all together—are the most powerful force in every classroom of every school. The magic of teaching involves enlisting all of those minds to work together toward shared goals."

— Andrew Jones, Upper School English and History, Greens Farms Academy

"Fostering healthy and curious children requires balance and patience. Developing selfconfidence is key and demands attention to their whole being, especially their background. As teachers, we provide a supportive and engaging environment. We want them to experience success, disappointment: to learn from mistakes and find their place in the world."

— Niina Armstrong, Science teacher, Long Ridge School

"The greatest gift a teacher can give his/ her students is to truly know them. A sense of belonging will not only inspire knowledge, but will also grant students the courage to wonder, nurture a joy for learning, and encourage strength to thrive."

—Beth Maree, Lower School Principal, Christian Heritage School

"Students thrive when provided the opportunity to engage with productive struggle through meaningful, contextualized problems in collaboration with peers. Differentiation is a key component in designing appropriate levels of challenge. Teachers have a key role in modeling enthusiasm, actively monitoring growth, and celebrating the 'a-ha' daily moments."

Janet Rossi, Math Teacher, Darien High School

No Ceiling On Learning

Every child is unique, and so is the way they learn. At Whitby, our teachers take the time to know your child – their strengths, challenges, and how they learn best. We unlock their full potential, fostering con dence, curiosity, and a global mindset. Discover how we inspire limitless learning. We are accepting applications for the 2026-2027 school year.

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Whitby Montessori Children’s House 18 months – Kindergarten

Rethinking Phone Policies

EMPOWERING STUDENTS, UNITING EDUCATORS AND CULTIVATING FOCUS IN THE CLASSROOM

by Catherine Steiner-Adair, Ed.D., Clinical Psychologist, School Consultant and Institute Scholar, Gardner Carney Leadership Institute

During the 40 years I have been consulting to schools around the world, working in the overlapping areas of student mental health and wellbeing, social emotional intelligence, leadership education and school culture, I can think of no greater disruptor to the mission and values of schools, than the infiltration by phones into schools. Neurological, psychological, and social-emotional development research is converging at an inflection point that is bringing both deep regret of our initial acceptance of phones everywhere and a fundamental rethink of policies and practices associated with these ubiquitous devices.

Once you let students have phones in class, it is like giving them a hall pass to leave at any moment, only teachers can’t tell who just went out the door. Or that

they will be safe. Or that they will even return to class.

Out they go into Discord, Snapchat, Instagram, YouTube, gaming, or texting

with mom, camp friends, and sharing pics. Bye! And that doesn’t begin to touch upon what happens when they inadvertently get on the red-line express—when they

receive a bullying post, an upsetting pic of a party they were not invited to, a deepfake porn pic, a violent or racist post. High school students get an average of 235 texts a day, half of them during school. Students look at a text on average for 19 seconds, but the impact of a single text can last hours, days, or signify the beginning of a mental health crisis.

Thankfully, it seems as though more and more schools, states, and nations are waking up to the damage phones create throughout the school day and the mental health crisis—anxiety, depression, body dysmorphia, sleepless nights and more— experienced by our students. The end of the year is a great time to reflect on the evolution of your school’s approach to phones during the school day and to consider making a change.

I began my research into the impact of smartphones and social media on kids and family relationships in the early 2000s and published The Big Disconnect: Protecting Childhood and Family

Relationships in the Digital Age in 2013. I began helping schools worldwide do a tech assessment, examining the impact of their approaches to all aspects of technology. Today, there is no question that there are excellent academic reasons to include phones in school, when they are linked to a specific pedagogical approach; e.g., teaching tech literacy and ethics, which is not to be confused with the gamification of learning, when teachers let kids unilaterally use their phones to make learning more fun.

We want our students to be tech-savvy! Schools should teach tech ethics, tech health and wellbeing, digital citizenship and how to responsibly navigate the world of social media and AI. However, that does not counter the research that supports extremely limited access to smartphones during the school day.

I remember the first time I heard of a K-12 independent school totally banning phones. It's a story from 2018 that can be instructive today.

In spring of that year, I was leading an offsite leadership retreat for one school at the Mohonk Retreat Center, when I ran into the head of another school. Dr. Patricia Hayot, the Head of Chapin, was at the same time holding a retreat with her leadership team at Mohonk. Patricia told me that after reading my book, she gave copies to the entire faculty as a required read. When the faculty convened to discuss their own experience of smartphones at Chapin in the context of my research findings, the impact was startling. They realized that use of these devices in school profoundly weakened student engagement with learning and undermined the ability of Chapin’s teachers to be effective. The impact on parents’ connection to the school was noticeable and the group felt achievement of Chapin’s educational mission as a school was at risk.

Dr. Hayot wrote a very transparent letter to parents, outlining a new policy for the coming year and the thinking behind

it. Michael Malloy, Head of the Upper School, wrote a similar one to students. No surprise, they got some “feedback!” There was plenty of dysregulation and redlining among students and parents, conversations about how this might negatively impact enrollment, and debates about legality and safety. The leadership team and faculty were prepared and listened actively, answered questions for clarification, and offered wisdom and support to all who were distressed. The policy began in the new school year.

By February, the entire community was grateful. The school culture had gradually shifted. Students were more academically and interpersonally engaged in their classes, talking to each other much more outside of class during free time and in the cafeteria. Parents weren’t texting kids and disrupting their day, kids were reaching out to teachers and advisors instead of texting their parents, and school spirit was palpably better.

Contrary to early speculation, applications to the school did not decline. This was a bold and rare move in 2018, and a beautiful example of what the Gardner Carney Leadership Institute (gcLi) teaches about a pedagogy of leadership® in action. This was before we had the research confirming that the mere presence of a phone on your desk was distracting and anxiety provoking, before we realized that Facebook/Meta could care less about protecting children, and before we learned as much as we know today about the wide range of risk factors and health complications associated with phones in educational settings.

I continue to work with a range of schools on making practical decisions about tech that are right for their schools, and how to best support the neurological, social, and psychological wellbeing of students. As I encounter different school attempts to specify various

Students with ADHD, dyslexia, and NVLD thrive when learning is individualized and rooted in essential skill building.

Winston Prep’s approach leads to clear improvements in academic achievement and social emotional capacities. While this approach may feel new, we have years of evidence-based research and practice to back it up.

ways—where, when, how, and why— to limit how students may continue to access their phones at school, I find that none has eliminated the concerns and complaints about student distraction and teacher frustration. More recently, I hear more and more schools, states and countries eliminating phone access during the school day (except for classes with dedicated applications), and requiring students to leave their phones in a locker or Yonder lock box. The results from schools that have made this change are consistently quite positive. Teachers, students, parents and leadership teams report increased academic engagement, positive social relationships, stronger school spirit, and healthier school cultures. It could be that we are finally at a moment where these reconsiderations by researchers, educators, parents, students, and nations around the world may redress the mental health crisis facing this generation of students and those to come.

99 versus 70.8% nationwide for students with learning differences

80of Winston graduates enroll in college, versus 33% nationwide for students with learning differences

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The Winston Prep high school graduation rate

The Lesson of Athletics

A CRUCIAL COMPONENT OF A HOLISTIC EDUCATION

by Geoff Barlow, Director of Athletics, Avon Old Farms School

The inclusion of physical education at academic institutions is nothing new. As early as ancient Greece, Plato taught the importance of physical education as an integral part of balanced development. While it’s unlikely Plato ever envisioned a Friday night football game with two rival high schools playing under the lights, his belief that athletics are a crucial component of a holistic education still holds true. For those aspiring to be professional athletes, the importance of participating in athletics in primary school is clear. But for those who won't be playing sports beyond the high school or collegiate level, the positive impact of athletics may not be as obvious. However, there are numerous benefits that can be received from any level of physical education.

The Benefits

To start with the most apparent advantage, athletics promote physical health. According to the World Health Organization, regular physical activity provides signiﬁcant physical and mental health beneﬁts, including the prevention of cardiovascular diseases, cancer and

diabetes; the reduction of symptoms of depression and anxiety; and enhancement of brain health. For children and adolescents speciﬁcally, physical activity promotes bone health, encourages healthy growth and development of muscle, and improves motor and cognitive development. Participation at a young

age can also lead to the formation of long-lasting healthy habits. A student who joins the high school cross country team may develop a love of running as a hobby that extends far into adult life. Another positive outcome is the value of teamwork. The ability to work as part of a team is an important life skill. If

student-athletes want to see success on the ﬁeld, they have to quickly realize they cannot achieve it alone. They need to both trust their teammates and be someone their teammates can trust. Teamwork also means identifying and promoting the individual strengths of each athlete. This is a skill that translates to all areas of life. In the same way a center or power forward would allow their point guard to bring the ball up the court, an accountant would allow a project manager to present data to a client, or a medical researcher would rely on a spokesperson to announce their ﬁndings. Athletics are an effective medium in teaching this life lesson. Plus, being part of a team is a great way to make friends.

Similarly, athletics can teach students powerful lessons about leadership they might not receive elsewhere. Through sports, student-athletes are exposed to many different kinds of leaders from coaches to captains. Or, conversely, they

may be exposed to what bad leadership looks like, which can be a lesson in itself. It’s also true that every athlete on any team has the opportunity to be a leader themselves, regardless of age, experience, or if they are chosen to be a captain. Those who understand you don’t need a title to be a leader will ﬁnd much more success in achieving individual or team goals throughout their life.

Tenacity, determination and perseverance are traits that can take you far in life. They help you overcome challenges that might otherwise set you back or halt your progress altogether. The best athletes have these traits in excess. It’s shown in the form of relentless practice to improve, even outside of coach-organized, ofﬁcial team practices. A willingness to work harder for a better result in the future is a necessary trait to succeed in sports and remains useful as students navigate their lives.

In sports, and in life, things don’t always go according to plan. Athletics

The

force students to deal with adversity at an early age. Moreover, it presents them the opportunity to overcome this adversity. This might be something simple, like playing through bad weather, or something a bit more extreme, like a student who suffered a season-ending injury working hard to fully recover. The ability to work through adversity is a crucial life lesson relentlessly taught through sports.

Shawn Stanco is the assistant principal at Notre Dame Prep in Fairﬁeld, Connecticut. He is also the head football coach at Watertown High School. He said he’s seen participation in athletics result in a student’s improvement in seemingly unrelated facets of school, including one girl’s transition from a shy and timid student to a conﬁdent public speaker.

“That ﬁrst year she was really quiet, didn’t participate much in class and was afraid to present,” Stanco shared. “Then she did track and ﬁeld that spring and had to race in front of large crowds. That next

The Masters School Class of 2025

Vassar College Villanova University Wake

Wesleyan University

Yale University

year, she was so much more confident and outgoing. I don’t know if she gains that confidence to perform in front of others without sports.”

Stanco adds that being coachable is another positive trait athletes possess. “Kids who do sports are usually better at taking feedback or criticism and trying to improve on it.” In this way—internalizing a coach or teacher’s instruction and putting it into effect later on—athletics truly are an extension of the classroom.

The Results

For many high school upperclassmen and their loved ones, putting together the best college application is at the forefront of their minds. The amount of stress they likely feel is dwarfed only by the number of sources offering advice on what would be best to include in an application. While every college admissions department has their own

way of judging applications, there’s a general consensus that including sports participation won’t hurt, as it showcases a diversity of experiences and skills. “Having some type of sports on your resume is going to help you. Sports can make you a well-rounded student,” Stanco said.

On the College Board website, they provide similar advice to applicants, saying, “Colleges seek students who aren’t only academically accomplished but also have a diverse range of interests and a demonstrated dedication to their passions. Being actively involved in [sports] can positively impact your application and highlight your potential contributions to the college community.”

Beyond college, athletics can also play a role in job recruiting. A recent study spearheaded by Harvard Business Professor Paul A. Gompers found that members of college sports teams secure higher-level jobs and better pay after

graduation than their non-athlete peers. The results of Gompers’ study indicate that working well with others and learning to lead people from different backgrounds “are skills that may be better honed on the field and court than in the classroom.”

The study closely followed the career trajectories of 401,785 Ivy League graduates from 1970 to 2021. It found that individuals who participated in sports earn some 3.4 percent more during their careers and are more apt to land in C-suite roles than their classmates. Gompers speculates this is due to athletes possessing traits that their counterparts might not—traits previously mentioned like persistence, teamwork, grit, and grace in victory and defeat. He says it also has a lot to do with the networks created amongst teammates or participants of the same sport. “If I were an HR person, and two people were pretty similar, and somebody spent 20

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hours a week doing women's basketball, I’d give them the nod,” Gompers stated. “Because I think that they're likely to have those other kinds of skills that are just far more difficult to achieve.”

The ability to work well with others, reliability, being coachable, leadership, and a willingness to face challenges head-on to find a solution are all traits refined through athletics that translate well for any career—and many recruiters take notice.

The Alternatives

No two students are the same. For some, sports are the only reason they continue to come to school. For others, a concerted effort is made to avoid any type of physical activity due to fear of judgment or just a general disinterest. Luckily, some of the benefits to be gained from athletics extend to other areas of school life.

To start, there are lower levels of

athletic participation available at most schools. Junior varsity or freshmanspecific teams are a way to join in on the action at a less intense pace than at the varsity level. There are usually club teams or intramural sports for students who don’t want to take things too seriously.

There are plenty of extracurricular activities that provide similar benefits like robotics, debate, or theater. Through these programs, a student can still gain experience working within a team toward a shared goal, relying on each other’s strengths and weaknesses. These programs often require just as intense of a commitment as a sports team, meaning these students will learn to deal with stress and adversity. Ultimately, they offer opportunities for student learning outside of the classroom, like sports.

So even if sports aren’t your thing, there are still opportunities

to gain the benefits they provide for holistic student development.

The Conclusion

Lifelong lessons can be learned from athletics, and character traits and habits are developed through participation. Sportsmanship, leadership, teamwork, physical and mental health, aspiration, perseverance, confidence, and the drive to improve are just some of the traits students can hone through their participation in athletics. These lessons learned on the field, court, rink, mat, or in the pool help teens understand what it means to contribute to something larger than themselves, and they mature in the process.

When schools pair athletics with a classroom curriculum, they are making great strides toward a real, holistic education that would make Plato proud.

College Choice

Wise words to find the right fit

“One of the biggest questions on every college-bound student’s mind is: Am I making the right choice? The students who answer that confidently tend to be those who have taken the time to reflect on the experiences they truly want from college. It’s not luck or external circumstances that shape their success—it’s their ability to define their own aspirations and make choices aligned with them. In the end, it’s less about control they don’t have and more about clarity they do. Be critical!”

—Adam Gimple, Director of College Counseling, The Masters School

"The college process now begins earlier than ever—but executive functioning skills are often overlooked. Poor freshman year habits can weigh down aggregate GPAs. Start early—build organizational habits and time management. Effective processes supercede chasing results—so by senior year, kids thrive rather than catch up."

— Aron Boxer, Founder and CEO, Diversified Education Services

"College admissions isn’t just about grades and scores—it’s about helping students uncover and communicate who they are. That clarity is powerful, in applications and beyond. When students shape and embrace their own story, they approach the process with more confidence, purpose, and authenticity. Success follows."

— Lindsay Tanne, Founder & CEO, LogicPrep

“College is a gift of time to explore ideas, test assumptions, and learn how to learn. Be fully invested in the place where the give and take that learning demands is equal. Seek a college that challenges you to develop the tools to become a lifelong learner.”

— Clarissa H. Basch P'15, Director of College Counseling, The Ethel Walker School

“When colleges look to admit a student, they look to admit someone who will be a good fit in their community for four years, and a valuable alum for life. They are looking for communityminded collaborators who have passion and wide-ranging interests. Be authentic and open-minded.”

Shannon Vollmer Director of College Counseling, Millbrook School

RYE COUNTRY DAY SCHOOL

MayDay

NAVIGATING COLLEGE CHOICES AND DECISION DAY

by John Boozang, Director of College Counseling, Wilbraham & Monson Academy

or centuries, May 1, known as “May Day,” has marked the midpoint between the spring equinox and the summer solstice. Rooted in the ancient Roman Floralia, a six-day festival to honor the goddess of flowers, as well as in medieval pagan celebrations throughout Europe, May Day festivals welcomed the arrival of spring. Far more recently, May Day has taken on new meaning in the United States, particularly for first-year college and university applicants. May1 is National Decision Day, the date for impending high school graduates to submit their enrollment deposit to the college or university of their choice.

For many high school seniors, the ﬁnal step in their college search process— deciding where to enroll—can be the most challenging. Some may envy those admitted as Early Decision applicants, thereby spared the burden of weighing options, given the binding nature of Early Decision agreements. The

notion of choice, in what is arguably the ﬁrst major decision in their lives, can be overwhelming at times but also empowering.

Throughout my experience as a boarding school college counselor, my favorite time of year is when seniors return from March break with stories of

home and updates on college decisions. It's a mix of good news, bad news, and surprises. I have learned the therapeutic value of active listening as students share their news and associated emotions, especially when denied admission. For some, this may be the ﬁrst time they have been able to talk about the

decisions, their disappointment, and feelings of rejection. I always remind them of a tenet of our school’s college counseling program, coined by one of my ﬁrst mentors, who advised students: “To the best of your ability, completely personalize each aspect of your college search and application process, and then, to the extent possible, completely depersonalize the admission decision.” Obviously, this is easier said than done.

People need time to process disappointment, and well-intentioned platitudes often fall short. “It wasn’t meant to be” or “When God closes a door, He opens a window,” provide little comfort to a student only recently denied admission to their “dream school.” What is effective is the comfort of family and friends, the familiarity of the mundane, and the routines and busyness that seem to deﬁne high school life.

I’m reminded of a bitter cold Saturday afternoon in March 1983, when I entered our kitchen with my two best friends to

ﬁnd three pieces of mail addressed to me. Each thin envelope, sent from one of my top ﬁve schools, would remain unopened as a rejection letter, or a “bullet,” as we called them. Offers of admission arrived in oversized packets. “That’s a bummer–let’s get some pizza,” my buddy Steve offered as my dad slipped me a twenty.

I often share this with students to emphasize that they will not only survive but thrive in not enrolling at a certain school or schools. I’m grateful to have been denied because it led me to a college that fit me well, perhaps better than the others, and where I made it the “right” school in how I invested in the many aspects of college life— academics, extracurriculars, friendships, parties, opportunities, and challenges included—that enriched and defined my undergraduate experience and the many years since. I have no doubt that another good-fit school could have provided for a similarly rich and fulfilling experience, but I wouldn't change a thing.

At our school, the college counseling program begins in the spring of 10th Grade with Sophomore Seminar, a weekly class that includes an overview of the college planning process, access to our college search software, and most importantly, an introduction to the lifelong skill of self-reflection. Like most high schools, from day one of the college planning process, we emphasize the paramount importance of fit as the guiding compass. As they prioritize fit-driven search criteria in Junior Seminar, students develop an initial list of prospective colleges and universities that align with their unique interests, preferences, aspirations, and abilities. Ongoing research and sustained selfreflection, aided by college websites, virtual and live campus tours, and frequent college counselor meetings, contribute to a nearly final list of ten or so schools by the start of senior year. The list must be balanced in terms of realistic chances of admission, including one or

two Likely-Admit schools, three or four Target schools, and three or four Reach schools. Although chances of admission vary, it is understood each school would be a good fit for the student.

By April 1, most schools will have released admission decisions, leaving students with a month to decide where to deposit and subsequently enroll. Regardless of a student’s level of excitement or disappointment, the following tips can help make the best decision about a school that suits them.

Ownership of the Process

In Sophomore Seminar, we pitch college planning as a treasure hunt, and each student as a ship captain searching for their bounty: a rich, fun, and fulfilling undergraduate experience at a college that fits them well. It’s understood that the quantity of treasure is directly proportional to the quality of fit. Admittedly, this analogy is met with some eye rolls and chuckles, but the

point is clear enough: College can and should be among the more formative experiences in life.

During Junior Seminar, we adopt a more sophisticated model, with the student as CEO of their college search company, their parents as members of the board of trustees, and their college counselor as board chair. Given our school’s curriculum, which includes yearlong and elective economics courses, this model resonates with many of our students. They understand the value of preparation, partnership, action steps, and fully exploring their options in each phase of the process.

Does the Fit Still Fit?

When a student has had ample time to process their admission results and options, we discuss their current perception of a good fit to determine if it has changed since they applied. Every so often, a student will share an experience, insight, or even an epiphany that changes

their notion of fit. Interest in a different major, school size, or location, or an unexpected family situation are just a few of the factors that can redefine what fits.

Visit Anew

A campus visit, including an information session and a tour, is perhaps the most effective way for students to gauge their initial level of interest. For many, however, these visits occur as early as junior year or during the summer months when campus life is not fully represented. In addition, the experience is markedly different as a prospective applicant compared to an admitted student.

I encourage all students and families to participate in admitted student days, which provide a more in-depth understanding of a school’s academic, extracurricular, and residential life programs, its culture, facilities, traditions, and other areas of interest. Interacting with current students and asking probing questions can also be enlightening.

Financial Fit

A benefit of Regular Decision and Early Action admission offers is the ability to compare the net cost of attendance at respective schools. For many students and families, this can be a significant factor in determining the best fit. Parents should consider and discuss this early in the search process. It’s worth noting that college financial aid offices do consider appeals for additional need-based or merit aid.

Students are also encouraged to explore scholarship opportunities. Each high school’s guidance or college counseling office maintains a current list of scholarships, complete with descriptions, qualifications, and links to applications.

Trust Your Gut

For many students, the ultimate choice of where to deposit is an easy one. For others, there may be no clear favorite, even after attending campus admitted student days, engaging in

further self-reflection, comparing academic programs, campus culture, location, affordability, and other practical considerations, and discussing options with parents and counselors. Generating pros and cons lists, weighted according to fit criteria, can be helpful; however, some students still remain undecided. In these situations, I have found the following approaches can be helpful: Remind the student that each school remains a good-fit option, so they can't make a poor choice. Any of the schools has the potential to be equally formative and fulfilling. Ask the student to think about which school best aligns with their values, interests, preferences, and aspirations.

If a student favors one school more than the other(s), but can’t articulate why, this may be intuition at work and should be considered.

The gut-check test: Ask the student to name one school as

“heads” and the other as “tails,” and then flip a coin. Reveal which school was identified and immediately ask the student if they felt a rising or sinking feeling.

“1% Decisions”: Explain that some choices in life can be described as one-percenters, whereby someone may favor one only marginally more than the other.

Regardless of the decision complexity, it’s important for students to trust that they have personalized each phase and every aspect of their choice. For all students, enrolling at any college or university requires a leap of faith despite the unknowns, the what-ifs, and curiosity about other options. Most will find that any reservations about their college choice will dissipate as they explore all their college has to offer, and in the enduring friendships they are bound to find.

Artificial

Intelligence

THE ROLE OF AI IN INQUIRY-BASED

EDUCATION

by Carol Maoz, Head of School, King School

In an era of rapidly evolving technological landscapes, education stands at a critical crossroads. Independent schools are recognizing the transformative power of inquiry-based learning, particularly when combined with emerging technologies like artificial intelligence. This dynamic approach is revolutionizing how students engage with knowledge, explore new ideas, and develop the critical thinking skills essential for navigating an interconnected world.

Inquiry-based learning represents a fundamental reimagining of educational methodology. Unlike traditional approaches that rely on memorization and passive reception of information, this approach places students at the center of their own learning journey. For learning to truly stick, students must be encouraged to become active investigators—asking questions, designing experiments, creating ideas and solutions, and drawing conclusions based on discoveries. A kindergartener examining a leaf under a magnifying

glass, a middle school student designing a scientific experiment, and a high school senior conducting original research are powerful manifestations of this dynamic and creative educational philosophy. This approach should come to life across all grade levels, and in all disciplines, not just the sciences. Humanities students conduct original research, debate conflicting ideas, and study connections between different fields of study. Whether reviewing historical documents, exploring literary themes, or addressing global challenges,

inquiry-based learning helps students develop academic knowledge and the skills necessary to thrive in and contribute to their communities.

In the sciences, whether examining local ecosystems, designing engineering solutions, or conducting advanced research in labs, students engage in scientiﬁc discovery by asking questions, exploring possibilities, and presenting their ﬁndings.

Artiﬁcial intelligence has emerged as a particularly powerful tool in this educational transformation. Far from

replacing human teachers, AI is a sophisticated learning companion that enhances educational experiences. As students grow, so too does the sophistication of their AI use—moving from guided interactions to more nuanced applications that support deeper inquiry and complex problem-solving. Rather than fostering dependency, this progression helps students develop independent thinking and creative problem-solving skills. AI remains a valuable resource in their toolkit, amplifying their learning while ensuring that the learner's curiosity, critical thinking, and mindset remain at the center of the educational experience.

As we look to the future, the integration of inquiry-based learning and emerging technologies represents more than just an educational trend. It is a fundamental reimagining of how we prepare young people to understand, interact with, and ultimately shape the world around them. By fostering curiosity, critical thinking, and technological literacy, we are equipping the next generation with the tools they will need to address challenges we cannot yet even imagine.

This is not about replacing traditional learning but enhancing it. Teachers are more important than ever, serving as guides, mentors, and facilitators who help students navigate increasingly complex learning landscapes. Technology becomes a powerful tool, allowing for more personalized, engaging, and transformative educational experiences. Digital intelligence can be aptly and responsibly applied. Science students use AI-driven tools to design and refine their examinations, test new hypotheses, or simulate complex scientific phenomena. Art teachers use these technologies to allow students to experiment with creating digital art or analyzing famous works, blending creativity with technology. This integration helps students develop both technical skills and creative problem-solving abilities.

Consider the breadth of AI's educational applications. In language arts, students can use intelligent writing assistants to experiment with different writing styles, analyze sentence structures, and receive immediate, nuanced feedback. History students might use AI to synthesize large amounts of historical data, helping them identify patterns and connections difficult to discern through traditional research. Art students can explore digital creation tools that blend technological precision with creative expression, pushing the boundaries of traditional learning.

AI is used to deepen students' analytical skills and stimulate thinking. Language arts students use it to parse literature, experimenting with sentence structure, transitions, and writing style. History and social studies students apply AI tools to synthesize large amounts of data, critique sources, and evaluate the historical context of events. In middle school science, students use digital tools to generate scientific diagrams and assess their accuracy. Across disciplines, students are also learning to critically evaluate AI-generated summaries for accuracy and bias—an exercise that further sharpens their ability to assess the trustworthiness of digital information and sources.

The integration of these technologies goes beyond mere technical skill development. This approach is about cultivating a deeper, more meaningful relationship with knowledge. Students are not simply learning facts; they are learning how to learn. They develop critical thinking skills, learn to ask probing questions, and understand the importance of evidence-based reasoning. These are skills that will define success in a world where information is abundant and the need to discern is critical.

Ethical considerations are paramount. Like all schools, we are still discovering ways to use this technology and guide students to use it while ensuring the integrity of our programs.

Schools are increasingly incorporating lessons about AI's limitations, potential

biases, and broader societal implications. Students are not just learning to use these tools but to critically evaluate them. They analyze and synthesize information, while also critiquing the quality of the AI-generated content. Our students consider how machine learning can be used responsibly and critically, asking important questions about accuracy, bias, and the potential consequences of relying too heavily on automated systems.

The most innovative educational institutions are creating environments where technology and human curiosity work in harmony, as the future will require more than just technical proficiency. A student who can use AI to explore a scientific hypothesis, then articulate that hypothesis's broader philosophical implications, is developing the kind of multifaceted thinking that will be crucial in tomorrow's world.

Students are learning to be creators, not just consumers of information. They are developing the skills to tackle interdisciplinary challenges. Whether addressing climate change, developing innovative technologies, or solving intrinsic social issues, these students are being prepared to be active, engaged global citizens.

This approach suggests a future where learning is not a standardized, one-sizefits-all experience, but a personalized, dynamic journey of discovery. Where students are not passive recipients of information, but active investigators of the world's most compelling questions. Where technology does not replace human creativity and curiosity, but amplifies and extends it in ways we are only beginning to understand.

As schools continue to embrace these innovative approaches, we are witnessing the emergence of a new educational paradigm. One that prepares students not just for the jobs of tomorrow, but for a lifetime of learning, adaptation, and meaningful contribution. In classrooms around the world, the future is being shaped— one curious question, one technological exploration at a time.

by Julia Wells

Where love of learning begins

CELEBRATING CHILDHOOD, PREPARING FOR THE FUTURE

203.322.7693

Where love of learning begins

CELEBRATING CHILDHOOD, PREPARING FOR THE FUTURE

Where love of learning begins

Specializing in early education, age 2–grade 5

Inquiry-based, experiential learning

Individualized instruction

Where love of learning begins

Low student to teacher ratios

LongRidgeSchool.org

478 Erskine Road, Stamford, CT 06903

Admissions@LongRidgeSchool.org

Specializing in early education, age 2–grade 5

Inquiry-based, experiential learning

Individualized instruction

Low student to teacher ratios

Specializing in early education, age 2–grade 5

Low student to teacher ratios

Inquiry-based, experiential learning

Individualized instruction

LongRidgeSchool.org

Low student to teacher ratios

LongRidgeSchool.org

478 Erskine Road, Stamford, CT 06903

203.322.7693

Admissions@LongRidgeSchool.org

478 Erskine Road, Stamford, CT 06903

203.322.7693

Admissions@LongRidgeSchool.org

We seek to enable our students to develop their full academic, moral, creative and physical potential while fostering respect and loving -kindness. We promote excellence in individual academic achievement in the context of our motto:

We cultivate mutual respect and kindness, as well as civic responsibility, in a multicultural environment where we can encourage the development of accomplished, caring, and responsible human beings.

Our high school offerings go from tutoring to college credit courses in a small and friendly environment where everyone knows your name.

Easton Country Day School 660 Morehouse Road Easton, CT 06612

Going Upstream

MAKING MENTAL HEALTH LITERACY FOUNDATIONAL IN SCHOOLS

Donna Volpitta, Ed.D., Cofounder and Chief Learning Officer, The Mental Health Literacy Collaborative and Julian Nuñez, Teacher, Greenwich Country Day School and Young Adult Advocacy Council Leadership, The Mental Health Literacy Collaborative

s more students face mental health issues, it’s crucial to address these social challenges and make it part of the curriculum. The concept of mental health literacy (MHL) is vital not only for mental health professionals, but also for educators, parents and young people. It offers a clear, proactive way to help students understand and manage their mental well-being. By offering teachers specialized training, schools can implement MHL and provide the support students need before reaching a point of crisis.

What Is Mental Health Literacy?

Mental Health Literacy is an education framework that covers four core concepts:

1) How to foster and maintain positive mental health

2) Understanding common mental health disorders and treatments

3) Knowing when and how to seek help effectively

4) Understanding how to reduce stigma

At its heart, MHL is about teaching individuals how to care for their mental health—just as health education teaches them to care for their bodies. Teaching MHL doesn’t require clinical training, but rather a shared language and a commitment to fostering understanding.

Annie Slease, Co-founder and Chief Executive Ofﬁcer of the MHLC, often cites the words of Desmond Tutu:

“There comes a point where we need to stop just pulling people out of the river. We need to go upstream and ﬁnd out why they’re falling in. Mental health literacy is about moving upstream.”

Why Focus on Schools?

What do schools do best? Teach.

Education is a scalable, proactive solution for addressing and preventing social problems. Schools represent one of the most consistent and universal environments in a young person’s life.

With appropriate training and students' mental health—without needing clinical credentials. There are evidence-based MHL programs designed for every grade level, and there are creative ways to integrate the concepts into any community. Mental Health Literacy is an education framework, not a particular program.

Research shows that integrating MHL in schools can lead to numerous beneﬁts, including stronger teacherstudent relationships, more targeted referrals, earlier interventions, and reduced strain on the mental health

service system.

While many states have policies requiring mental health education in schools, few have provided the necessary support for meaningful implementation. The disconnect between policy and practice is one of the primary challenges facing educators today.

Jason Schoﬁeld of the MHLC frames the issue clearly:

“We know we can’t simply treat our way out of this crisis. States recognize that education is part of the solution, but they need support to conﬁdently implement it.”

The MHLC was founded in 2023 to help close that gap. By creating resources, offering professional

development, and fostering collaboration across sectors, the organization aims to make MHL both accessible and sustainable for schools across the country.

Spreading the Word

In 2025, Nuñez and Dr. Volpitta presented a session at the National Association of Independent Schools (NAIS) conference in Nashville titled Going Upstream: Mental Health Literacy as an Upstream Solution to the Youth Mental Health Crisis.The session was recognized as one of the conference’s Innovative Sessions, a reflection of its relevance and timeliness. Nuñez and Dr. Volpitta found significant interest

“ We know we can’t simply treat our way out of this crisis.

States recognize that education is part of the solution, but they need support to confidently implement it.”

JASON SCHOFIELD

The Mental Health Literacy Collaborative (MHLC)

from educators eager to learn how MHL could help address growing mental health challenges.

At the conference, Nuñez shared the strategies he uses to integrate MHL into his teaching and coaching at school. He explains, “As a teacher and coach, mental health literacy has been a gamechanger, enabling me to support my students and athletes more effectively. I’m excited to help other educators, coaches, and young people understand its value and empower them to spread it within their communities. Teachers, in particular, should feel confident in their ability to teach mental health literacy. They are trusted community to bring this important knowledge to their students and families.”

During the presentation, they dispelled three common misconceptions about MHL:

• Mental health literacy and social-

“ There comes a point where we need to stop just pulling people out of the river. We need to go upstream and find out why they’re falling in. Mental health literacy is about moving upstream.”

BISHOP DESMOND TUTU

Theologian, Human Rights Activist and Nobel Prize Winner

Cultivating Curiosity The

Cultivating Curiosity

The

emotional learning (SEL) are not the same. While they complement each other, they serve different goals, much like math and science.

• Teaching MHL does not require clinical expertise—there are curricula for all grade levels designed to be implemented by teachers.

• Mental health literacy is not one more thing on educators’ plates; it’s already on their plates—it’s just “hidden under the mashed potatoes.” MHL gives teachers the tools and conﬁdence to teach about mental health and support their students more effectively.

The presentation’s message was clear: MHL tools already exist. What’s needed now is the knowledge and conﬁdence to implement them.

A Practitioner’s Perspective

In addition to his roles at the school, Nuñez works as a Therapeutic Mentor

at Causeway Collaborative, where he supports young adults navigating academic and emotional challenges. His dual roles—as educator and mentor—have given him a ﬁrsthand view of how transformative MHL can be.

Nuñez has also taken on a leadership role through the MHLC, serving as a founding advisor and coleader of the Young Adult Advocacy Council. This youth-led initiative is working to expand mental health literacy in schools and communities across the country. In summer 2025, the Council will launch a Mental Health Advocacy Toolkit designed to help students advocate for MHL in their own schools.

Nuñez has found that when young people are given the tools and vocabulary to talk about mental health, they step up—not just for themselves, but for each other.

Call to Action

The urgency of the youth mental health crisis continues to grow. According to the American Medical Association, health literacy is a more powerful predictor of a person’s health status than income, education level, or ethnicity. Yet mental health literacy has long been overlooked in education.

That’s starting to change— but more work is needed.

MHL can be a foundational part of the school experience— not as a standalone program, but as part o f the broader educational mission. When schools prioritize mental wellness, students learnbetter, teachers teach better, and communities thrive.

The tools are here.

The researchis strong. The moment is now. The solution is upstream—and it begins in the classroom.

Bright minds don’t follow straight lines.

For 50 years, Eagle Hill has supported bright students with language-based learning differences, ADHD, and executive function challenges thrive — with confidence, compassion, and community. Our individualized, relational approach is grounded in the belief that every child deserves to be seen, supported, and celebrated. Because progress isn’t always a straight line.

Enrollment is open. Call (203) 622-9240, Email admissions@eaglehill.org

Eagle Hill School 45 Glenville Road Greenwich, CT 06831

Independent Schools

WHY “INDEPENDENT” MATTERS

by Rick Branson, Ed.D., Executive Director, Connecticut Association of Independent Schools

Schools come in many shapes and sizes with terminology such as “public” or “charter” or “parochial.” Another familiar term, “private,” once described as “non-public” schools, has since become obsolete. Private doesn’t really describe this category of schools as well as the term “independent.” At Connecticut Association of Independent Schools (CAIS), we put the term "independent" right in our name and that is important. It has meaning.

Independent means a school has an independent board to govern the school, independent ﬁnances to operate the school, and an independent curriculum for teaching and learning.

Yes, the schools are private; as in, they are non-public: they do not, in most cases, receive federal funds. They are

self-funded, often non-proﬁt, institutions. But what distinguishes and differentiates the 90-plus member schools of CAIS is their independence. This allows them to chart their own path, designing the curriculum and programming that ﬁt their mission, says Debra Wilson, president of the National Association of

Independent Schools (NAIS).

“It translates to more educational options, from which a family can ﬁnd the right ﬁt for their student.”

“The deﬁnition of an ‘independent school’ can be confusing,” says Bonnie Ricci, executive director of the International Council Advancing

Independent School Accreditation (ICAISA), of which CAIS is a member. “The definition comes down to the governance structure. An independent school is governed by an independent group of volunteer trustees who govern the school to ensure long-term sustainability and fidelity to the mission.”

Independent school boards are the governance of the school, oriented to each unique and enduring mission. Boards evaluate their schools on the school’s performance based upon accomplishing that mission and not on financial bottom line or outcomes. Every school has its own mission, and parents, students, and prospective employees can find these on the school websites. It is the mission to which the school is beholden. Prospective parents might peruse the mission statements, value statements, and other important aspects to see how they live in the daily life of the school. That mission ultimately shows up in the school’s academic and extra-curricular programming as well as its community service and other ancillary activities.

“The independent nature of our schools allows us to innovate by following the sciences of learning, emotions, human development, and the brain,” says Matthew J. Byrnes, head of school at Wooster School. “We can choose to evolve and improve autonomously, within the context of our own unique school communities, and always with a focus on what's best for students.”

The ability for independent schools to innovate matters not just to their schools, but to education in general. “The educational sector benefits from the excellence and innovation independent schools model,” Wilson explains.

An independent school’s program differentiates it in the marketplace and is likely the most important aspect for a family making a decision. In Connecticut, families are fortunate to have a multitude of school choices. Independent schools have control of their program so they can be flexible and responsive to the needs of students. The program can inspire,

challenge, support, and prepare students for whatever comes next.

According to Jeff Shields, FASAE, CAE, President and CEO of NBOA, Business Leadership for Independent Schools, “Independent PK-12 education plays a crucial role by fostering environments where students can thrive academically, socially, and emotionally. These schools are uniquely positioned to offer personalized learning experiences, innovative teaching methods, and a strong sense of community.”

CAIS schools develop programming based upon the mission, values, and philosophy of the school, and with this local control it can evolve, mature, and change with greater flexibility as a single entity. Independent schools can be responsive to changing needs and new opportunities. In addition, all CAIS member schools are accredited by either CAIS or the New England Association of Schools and Colleges (NEASC). This allows for detailed self-reflection as well as a peer response for the accrediting body. A school accredited by CAIS or NEASC is recognized by the Connecticut State Department of Education.

Cam Staples, CEO of NEASC says, “Independence affords schools the flexibility to innovate and create studentcentered educational experiences that reflect the unique mission and goals of the school and its community.”

This allows for “decisions guided by values rather than mandates,” Staples explains. “We are proud to work with independent day and boarding schools that use this independence to develop a thoughtful culture of reflection and continuous improvement within schools, leading to educational environments where all students may thrive.”

The nature of independence means decisions are local with a volunteer board, often parents and alumni, who have a high commitment to the school and its students. These are not operational boards or shareholders, but stewards of the school, its mission and future.

“Independence also means no state or federal funding, so our programs, designs

for learning, and culture must be of value to the families who will have to make sacrifices to have their children learn and grow with us,” Byrnes says.

Ultimately, independent schools are funded privately by parents who pay tuition and that funding is the primary source of revenue, so providing value is essential for a school’s success.

“The value of independent school is our freedom to create strong learning communities where teachers can do what’s right for kids, both academically and socially,” said Sharon Lauer, head of school at Unquowa School.

Independent schools emphasize the value of independent decision making, independent curriculum and the flexibility to quickly and nimbly adapt.

“Being independent gives us the ability to do what is best for our students and families,” says Jay Briar, head of school at the Whitby School. “We make our own steady decisions with much-needed space from the unpredictable world around us. And we have the flexibility to meet challenges in a collaborative and mission-driven environment.”

This freedom also helps maintain a culture that supports all students.

“There has perhaps never been a better time to be independent in education,” says Amy Clemons, head of school at Forman School. “The distinct value of independence is demonstrated within our school’s environment, where students who learn differently are not just accepted but valued and empowered.”

Adds Shields, “In a rapidly changing world, the adaptability and resilience fostered within independent schools are more important than ever.”

“We all have to believe in what we are doing,” says Byrnes. “We do get to decide for ourselves and to act on what's best, but at the same time, our decisions have real consequences. If our students do not emerge as better thinkers, problem-solvers and people, then our product has no value when compared to alternatives—and the market will hold us accountable. This is a good thing.”

Legacy of Education

REMEMBERING A VISIONARY TEACHER WHO INSPIRED STUDENTS

by J. Michael Townsend, Counselor at King’s Academy, Former English Teacher at The TAFT School

With the passing of Dr. Eric Widmer on January 18, the world lost a visionary educator whose legacy reaches around the world and lives on in a thriving independent school in the Middle East. A world citizen and a true Renaissance man, Dr. Widmer possessed a zest for life, a passion for learning, and an unyielding humanity that inspired the scores of students he touched at Brown University, Deerfield Academy, and at King's Academy in Jordan.

Born in Beirut to teachers and educated at Deerﬁeld, Williams, and Harvard, Dr. Widmer gained an intimate knowledge of what makes a great school, and his vision played a crucial role in the greatness of schools he led. He served

as a distinguished professor, Dean of Student Life, and Dean of Admissions at Brown before serving as Deerﬁeld’s 54th Headmaster from 1994-2006. In 2007, he concluded his career at Deerﬁeld but put off a well-earned retirement to help

Deerﬁeld Alumnus King Abdullah II of Jordan. King Abdullah loved his years at Deerﬁeld and dreamed of bringing to Jordan an international school in the same mold. Inspired by the King's vision and his own love for the Middle East, Dr.

Widmer took on the gargantuan task of building such a school.

Named the Founding Headmaster of King's Academy in 2006, he oversaw the transformation of farmland outside Madaba into a magniﬁcent modern campus. With his wife Meera Viswanathan, herself an educator who serves as Head of School for Ethel Walker School, he traveled the world to raise funds, helped design a beautiful campus, and recruited a talented international faculty. They devoted themselves to bringing Deerﬁeld's commitment to pursuing academic excellence in a nurturing environment.

Today, King's Academy continues to honor the vision of King Abdullah II and Dr. Widmer. In selecting Penny Townsend as the School's fourth Head of School, in 2023, King's chose a woman devoted to that vision and driven by an energy that is in every way equal to that of Dr. Widmer's. Townsend states, "We commit ourselves to being an oasis

of peace and understanding in one of the most turbulent regions of the world. We celebrate the diversity that is crucial to creating respect and understanding among people of every nation, religion, and culture. And we pursue the highest academic standards in a community that honors what every student brings to the table."

Deerfield traditions continue to thrive. Close relationships between teachers and students are fostered by formal sit-down meals, frequent community meetings, and students being welcome in faculty homes. A substantial financial aid budget makes it possible to attract students who lack the funds for tuition. The school enjoys a magnificent state-of-the-art campus with unrivaled academic and athletic facilities. During the academic day and at sit-down meals, King's students wear formal dress.

Like all the great American secondary schools, King's offers advanced and AP courses in every discipline, expert college counseling, and a strong program in

competitive athletics.

But at the same time, the environment is emphatically Jordanian. Classroom instruction takes place in English, and all students study Arabic as well. Outside the classroom, students communicate in Arabic as often as they do in English, which helps to develop ﬂuency in the non-Arabic speakers. All students gain an appreciation and deep understanding of the Islamic traditions. The school honors Islamic holy days and makes every accommodation for students and faculty who fast during Ramadan.

King's Academy is an international community devoted to fostering communication, understanding, and mutual respect. And it is that enduring ethos that has enabled the school to thrive as an oasis of peace and understanding in a region beset by violence and discord. It is ﬁtting that each day the students walk beneath a portrait of Eric Widmer and Meera Viswanathan. We are proud to be part of a great man's enduring legacy.

Cultivating Leaders

MISSION OF THE GARDNER CARNEY LEADERSHIP INSTITUTE

by Jeremy LaCasse, Executive Director of The Gardner Carney Leadership Institute

The GARDNER CARNEY LEADERSHIP INSTITUTE (gcLi) believes that every child has the potential to be a leader and that leadership can and must be taught. Every teacher needs to cultivate leadership in all students. To accomplish this, we have developed a disciplined method and practice of teaching that we call The Pedagogy of Leadership®, combining brain science, social emotional learning, cultural competency, and experiential learning.

We believe that: (i) There is an urgent need to prepare young people to become capable citizens and agents of change in the world; (ii) teachers are in the ideal position to prepare students for this

work; and (iii) teachers need tools, resources, and professional networks to do this work.

The gcLi was founded at the Fountain Valley School (FVS) in 2002 to honor the

memory of Gardner Carney (FVS ‘92) who died in a kayaking accident in 1995 during his senior year at the University of Colorado-Boulder. The purpose was to provide the opportunity for teachers

everywhere to gain the tools necessary to make the teaching of leadership more deliberate, systematic, and intentional.

Our mission makes clear that there is an inextricable connection between leadership and citizenship. The healthy, effective, and benevolent functioning of classrooms, sports teams, schools, local communities, and entire nations depends upon it. Leadership is an active struggle, an exercise of character and values, a willingness to be in dialogue with diverse viewpoints, an ability to take risks and to engage wholeheartedly and uncomfortably with groups. To do it well, one must be willing to be on a lifelong journey to become more selfaware and compassionate. In short, the path to leadership and thus to citizenship consists of all the skills and behaviors that the gcLi has taught since its inaugural Leadership Lab ‘05. Time has demonstrated both the effectiveness of this pedagogy and how critical it is to helping students develop into people capable of leading the process of creating durable solutions to the signifcant challenges facing communities today.

The Leadership Lab draws participants from around the country to educate teachers to teach leadership through The Pedagogy of Leadership®. Our participants teach in a wide range of schools—from kindergarten through 12th grade, single sex schools, religious schools, boarding schools and more. The Lab is an experiential weeklong workshop that models many strategies and practices teachers may use when teaching students to lead. Participants work in cohorts to solve novel problems that offer insight on group behavior, systems of feedback, and how we learn to lead and, by extension, teach leadership.

The gcLi Leadership Lab is a highly effective program, as our participants often note that it is one of the most signifcant professional development experiences of their career. We complete an annual post-Lab Likert Scale survey that comprehensively measures multiple aspects of the lab and the participant’s experience. The graduates reference the

powerful impact of the Lab, aiding them as they develop student leaders. They return to their schools, ready to employ The Pedagogy of Leadership® within the context of their school community and through the many and varied interactions they have with students.

Leadership Lab ‘25, the 21st annual practicum of the gcLi, convened on June 16 in Colorado Springs. More than 1,000 teachers and administrators have graduated from our program and gone on to change the lives of thousands of students in powerful and important ways. Students of our graduates, in turn, go on to do tremendous work in their own right, shaping the world into a better version of itself.

The gcLi perpetually looks for new and effective means to best help educators develop as teachers of leadership. Our newest initiative, School Certifcation Program in the Pedagogy of Leadership®, provides an opportunity for the gcLi to work directly with faculty in their school environment. Through a four-day intensive experiential program delivered over the course of a school year, the School Certifcation Program in the Pedagogy of Leadership® engages with faculty in an experiential workshop focused on helping individual teachers and the whole of the faculty teach leadership across their school community.

Similarly, the gcLi Virtual Program is a series of three sessions delivered ge teachers in teaching leadership through a more accessible medium. This program caters to both those new to the gcLi Pedagogy of Leadership® and graduates of the gcLi Leadership Lab, acting as a refresher and providing further inspiration to do this important work.

The gcLi is also fortunate to have a strong relationship with the University of Pennsylvania Graduate School of Education. The ‘24 –‘25 school year marked the 10th awarding of the gcLi- sponsored $10,000 Fellowship in The Pedagogy of Leadership® Grant at University

of Pennsylvania Graduate School of Education (UPENN/ GSE). Each grant recipient is a graduate of the Leadership Lab. Penn GSE’s School Leadership program is unique with its emphasis on cohort learning, mentoring, and engagement of both private and public educators. Graduates will earn a Masters of Science in Education (M.S.Ed.) through an 11-month executive style masters program.

We are also partnering with the Penn GSE to offer the Leadership for Authentic Learning program. This virtually delivered program covers six two-hour sessions and employs both the Penn PBL framework and the gcLi Pedagogy of Leadership®. This allows us to reach a broader audience and help more teachers educate more students to lead.

We provide resources on teaching leadership through the gcLi bi-monthly Leadership Blog, written by global leaders and practitioners of The Pedagogy of Leadership®, and the gcLi Leadership Podcast. Many contributors are products of the Leadership Lab and are doing path-breaking work creating opportunities for students. Their work includes service-learning programs, mentorships, community partnerships, athletics, the arts, and unique experiences that help students develop the leadership capacity so essential to making them productive citizens and improving the state of our global community.

The gcLi helps teachers educate students to lead. While this work is challenging, never has The Pedagogy of Leadership® been more essential to developing people who will work together to solve problems facing communities and countries around the globe. Together, educators focused on teaching leadership can and will make the difference, and the gcLi is thrilled to aid teachers in this important work.