Middle schoolers are in a constant state of becoming, and this process is neither predictable nor smooth. In the midst of this time of great change resides unlimited possibility, and for this reason, middle school is an opportunity to be seized, not a time to be endured.
Middle schoolers need learning that is both spontaneous and intentional, playful and challenging, timely and lasting. They value strong relationships with teachers, coaches, and parents even as they resist adult guidance and strive to become decision-makers in their own lives. Necessarily creative and perpetually on the brink of a new skill or discovery, they must have time to work and play each day. They thrive when learning harnesses peer interaction, ensures inclusion, and provides a sense of belonging. To navigate these years, they must develop and exercise strength, courage, and an ever-evolving sense of self – traits that flourish when students are known well.
The St. Anne’s-Belfield School community embraces the opportunities and challenges inherent with teaching middle school students and commits to meeting the central needs of this age: belonging, exploring and discovering, and developing a sense of self.
— The Middle School philosophy statement
Designed for Middle Schoolers
Middle schoolers are too often viewed as mini high schoolers. Recent research around this age, however, reveals that early adolescence is actually second only to preschool in terms of creative thinking, brain elasticity, and openness to new experiences and skill development. Paired with the central social and emotional needs of middle schoolers — belonging, exploring and discovering, and developing a sense of self — an excellent middle school program is one that includes a wide range of pedagogical practices. In short, we hold doors open for students.
We utilize a wide range of applied learning practices: inquiry-based, project-based, collaborative, and other methods. This ensures learning is highly relational, which is so vital at this age, and also scaffolds student agency while maintaining high academic expectations.
Our Academic Program
Curricular Requirements
Humanities: English — 4 years
Humanities: History — 4 years
World Languages — 4 years
Science (including Physical, Environmental, Earth, and Life) — 4 years
Math — 4 years
Visual & Performing Arts — 4 years
Quest — 2 years
Learn more in the MS Curriculum Guide.
Humanities with Purpose
Our humanities program challenges students to think critically, communicate confidently, and connect meaningfully with the world. Through project-based learning and “stand-and-deliver” moments — from poetry readings and concerts to speaking at community meetings — students practice articulating their ideas with clarity and courage. Cross-cultural competencies are woven throughout, preparing them to thrive in diverse communities. The Veterans History Project in Grade 7 and culminating eight-minute personal narrative speeches at Grade 8 Exhibitions showcase each student’s growth as a thinker, writer, and researcher, while also highlighting the empathy and perspective that come with truly understanding others.
STEM that Sparks Innovation
In the Middle School, students develop a deep, conceptual understanding of mathematics while applying data collection, analysis, and engineering skills throughout the science program. Beginning with a fully-equipped Grade 5 lab and continuing each year, our curriculum blends hands-on experimentation with critical thinking. Computer science introduces coding and problem-solving in engaging ways, while co-curricular and after-school opportunities extend learning beyond the classroom for those who want to explore deeper. These layered experiences not only strengthen core skills but also empower students to see themselves as innovators and problem-solvers.
Meet the Head of the Middle School
Marie Reed, M.A., P. ’27 & ’30
It’s wonderful to have you consider St. Anne’s-Belfield for your middle school student. It is my incredible privilege to lead the Middle School and a joy to watch our students grow over their four years with us.
Yes, it’s my privilege, though I know many of you reflect back on your time in middle school and apply different feelings towards it. The thing about being in the middle is that this growth trajectory is not linear. At this age, the needs and opportunities change rapidly by the day, and sometimes even by the hour.
Our students — your children — are in a process of becoming. Intellectually. Socially. Emotionally. Physically. And there is simply nothing straightforward about it.
So that is why this time together during your student’s early adolescent years is so important: it has a unique purpose. Our educators are exceptional because they find joy in the boundless energy and creativity of this age. They embrace the challenge of noticing and responding to rapidly changing needs that befuddle most adults. And simultaneously, they have clarity about the long game: the knowledge, skills, habits, and mindsets that students must cultivate during these transformative years.
I am honored that you are considering our school to partner with you for your student.
Distinctive Programs
Advisory, Impact Block, and Quest
Three unique features of the St. Anne’s-Belfield Middle School are Advisory, Impact Block, and Quest. These are dedicated times in our week where students both help direct their own learning and learn how to do so.
Every student in the Middle School is assigned to an Advisory led by a teacher who serves as that student’s adult advocate and a liaison between the School and parents/guardians. The smaller teacher-to-student ratios provide a setting where students can voice their questions and curiosities. Advisory prioritizes the development of key life skills and habits: everything from typing, organization, and time management to digital citizenship, reflection, and goal setting. For our Grade 8 students, there is also a special emphasis on community leadership. Also beginning in Grade 5, students have Impact Block. This four-year scaffolded experience focuses on building the skills that prepare students for the increased rigor, engagement expectations, and independence of our Upper School. Students engage in academic skill-building and choice-based experiences designed to help them articulate the support they need, identify and implement the strategies that work best for them, and extend learning beyond the classroom in areas that excite, empower, connect, and engage.
Starting in Grade 7, students begin an electives-based program called Quest. With each Quest centered around a question, past topics have ranged from, “How can we support our local nursing homes?” “How do we work with sound in film and live events?” and “Relax, it’s not rocket science...or is it?” New course options are “pitched” to students each trimester through a video showcase prepared by faculty, and students get to rank their top five interests. In this manner, students have the opportunity to explore multiple topics outside of the traditional curriculum. By Grade 8, students are invited to lead a Quest if desired.
Extracurriculars Aren’t “Extra” in the Middle School
Middle school is a time where students are balancing a deep need to belong with a desire for exploration and independence. Think of the tween or teen who wants to try a new activity — but only if a friend is doing it too.
To address the natural tension between joining in and branching out that exists at this age, our curricular and co-curricular programming offers the broadest exposure for younger students, narrowing in specificity as the students age.
In the Visual & Performing Arts, every Grade 5 student takes strings, visual arts, music & movement, and theater. In Grade 6, students choose a yearlong music focus (orchestra or choir) and continue in both visual arts and theater. In Grades 7 & 8, students choose one yearlong arts focus, while still having a wide choice of arts options such as the play, an arts-based Quest or club, or enrichment opportunities such as Junior Regional Orchestra.
Similarly, student choice is intentionally included in our Grades 5 & 6 Physical Education (P.E.) program. Students enjoy daily P.E. with rotating options: individual and team sports, competitive and non-competitive activities, and the choice to rank their top selections. This structure encourages students to take risks, knowing they’ll have new opportunities ahead. In Grades 7 and 8, formal athletics and team sports become part of the school day, providing both challenge and camaraderie.
“I got the opportunity to be in the play and it was an amazing experience. I made so many new friends, mostly from the other grade, and everyone was so supportive. Doing the play is a great way to step out of your comfort zone a bit.”
— Frances G. ’30
The Saints Community
At St. Anne’s-Belfield School, we are first and foremost a community. The best way to help children flourish is to support and partner with our families. Our community reaches beyond the classroom to build strong, intentional relationships with the whole family. This connection begins even before our students arrive with Parent/Guardian Partnership Meetings, and continues throughout the year with our Wednesday Wellness family education webinars, Meet in the Middle programming, and volunteer opportunities on and off campus. Within our age 2 to Grade 12 community, relationships form between students of all divisions. We want all our students to know and genuinely feel that they belong to a caring and vibrant community.
“Right before my first Chapel, I honestly was not excited at all about it and thought it would be really boring, but I eventually found it interesting and valuable. I’d say there were a lot of challenges at the start that I had to overcome, like staying focused and not talking, but I got over them pretty easily once I realized how important it was to our community. We are lucky to have it here.”
— Drew C. ’30
Chapel
Chapel has existed at St. Anne’s since our founding in 1910. While today’s Chapel is inclusive of all faiths, backgrounds, and beliefs, it remains one of the sacred traditions of the School. In the Middle School, students begin to emerge as Chapel leaders as planners, musicians, and speakers in group or individual Chapel talks. These provide time for students and faculty to gather in fellowship and reflect on what it means to be a member of a larger community.
Interaction Across Grade Levels
From their first day of school through the time they are initiated into our expansive, global alumni network, all Saints know they are part of a caring and vibrant community. With students from age 2 to Grade 12, representing 20+ countries, your student will have the opportunity to interact with students of all ages and backgrounds through programs like the Lower School Intern Quest, Chapel Buddies, and volunteering.
Community Events
Cheer on our Saints at a game, bring the family to an arts performance or gallery opening, attend a speaker lecture, come decked in maroon and white for our Fall Family Fest or Maroon & White Party, roll up your sleeves and volunteer alongside a local organization during Saints Serve Saturday — the School community loves to come together.
Parent/Guardian Partnership Meetings
Our Parent/Guardian Partnership Meetings, the first of which is prior to the start of school, enable faculty and parents/guardians to form an important connection between home and School life for middle schoolers at St. Anne’s-Belfield.
Parent/Guardian Programming
The Wednesday Wellness series connects child and teen development experts to our parents and guardians; Curriculum Night gives parents and guardians insight into Middle School academics; and regular Meet in the Middle gatherings with the head of the Middle School focus on aspects of our program.
The Parents’ Association (PA)
The Parents’ Association welcomes volunteers. We provide many opportunities for families to become involved. In the Middle School, parents and guardians act as grade level reps, serve on PA committees, assist as athletic team parents, help at events, and more.
“In the time I’ve been at St. Anne’s-Belfield I’ve learned a lot about myself. I’ve learned to try and get all of my homework done as soon as possible so I don’t have to do it later. I’ve also learned to try my hardest to include everyone in either a conversation at break or make them feel welcomed at our school if they’re new. Finally, teamwork is a skill I improved on tremendously. I used to only want to work with people who I was friends with, and now I try and branch out to talk to others or help them when they’re stuck.”
— Ella K. ’30
“In fifth grade, you do a project called KidWind. You have a team of 2 – 4 people and build a miniature wind turbine. You work in class for a few weeks, and then the top few teams get to attend a regional competition. My team advanced to the state level, and after that, we realized we had developed a love for engineering. We continued the project in sixth grade and went on to win Worlds. This project is great because it helps your creative thinking and helps demonstrate what the school does best, help people find their passions.”
— Eliza P. ’30
St. Anne’s-Belfield School
At A Glance
Quick Facts
994 students age 2 – Grade 12
672 family households
4,975 living alumns in 49 countries located in Charlottesville and Albemarle County, VA
55 acres of land between two campuses around the corner from University of Virginia
44 sports teams
104 zip codes
13 countries represented in the Residential Life Program as of Aug. 20, 2025
21 Advanced Placement (AP) exams offered on campus
26 countries and
10 U.S. states in the student body
“We
wish our students to become strong in body, broad of mind, tender of heart, responsive in soul.”
— Mary Hyde DuVal, Founding Headmistress (1910 – 1920)
enroll in highly selective schools with <25% admit rate
The Middle School
15
average class size 249 MS students
9:1 student-toteacher ratio
1313
average SAT vs 1028 national average
28
average ACT vs 19.9 national average
Our robust college counseling program begins in Grade 9 with four full-time counselors and a standout 22:1 student-to-counselor ratio (vs. Virginia’s 307:1). Students and families have multiple touchpoints each year, with increasing specificity by grade. By junior year, students may take a course on the application process, and seniors have dedicated school time for essays and applications. Learn more at www.stab.org/academics/college-counseling
100%
participate in visual or performing arts
100% have P.E. or athletics 4 – 5 days per week
The School admits qualified students of any race, color, national origin, place of birth, ancestry, sex, religion, gender, gender identity, sexual orientation, mental or physical disability, or any status protected by applicable law, and extends to them all the privilege to participate in the educational programs generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, national or ethnic origin, ancestry, sex, religion, gender identity or expression, sexual orientation, mental or physical disability, or any status protected by applicable law in the administration of its admission or its educational programs.
