Ensworth is a kindergarten through twelfth grade, coeducational independent school. The School promotes academic excellence and inspires students to be intellectually curious, to use their talents to the fullest, to be people of integrity, and to be contributors to society.
ENSWORTH MISSION STATEMENT
Your philanthropic support ensures that every student at Ensworth continues to benefit from an exceptional education rooted in intellectual curiosity, love, and joy.
By the Numbers
$3,252,157
TOTAL ENSWORTH FUND GIFTS FOR 2025-2026
1,248 TOTAL DONORS
404 ALUMNI DONORS
127 YOUNG ALUMNI DONORS thank you
135 NEW DONORS
* Information reflects unaudited gifts made to the Ensworth Fund as of May 31, 2026
This spring, our campuses were alive with discovery, creativity, achievement, and connection. Through meaningful experiences both inside and outside the classroom, our students embraced opportunities to learn, grow, collaborate, and lead.
As we celebrate the conclusion of another exceptional school year, the energy, purpose, and achievements of our community continue to shine.
In this edition of Ensights, we celebrate the Class of 2026 and highlight many of the distinctive experiences that bring an Ensworth education to life.
From the cherished Grade 5 Land Between the Lakes trip and a student’s reflection on the role of artificial intelligence in the classroom, to our largest
A letter from the Head of School
High School musical production in a decade and an inspiring author visit, these stories reflect the depth, innovation, and vibrancy of our community.
Thank you for your continued support and for the many ways you enrich the life of our school. I hope this issue of Ensights offers an opportunity to reflect on a year filled with achievement, discovery, and joy — and to look ahead with excitement to all that is still to come.
Go Tigers!
Prentice Stabler
Table of Contents
LEADERSHIP TEAM
Prentice Stabler, Head of School
Heather Caponi, Associate Head of School
Rebekah Armstrong, Director of Enrollment Management
Angela Claxton, Director of Marketing and Communications
Josh LeRoy, Head of High School
Doug Magee, Head of Middle School
Kiersten Marich, Director of Institutional Advancement
Kerry Ann Masoner, Head of Lower School
Jason Maxwell, Director of Athletics
Bobby Mirzaie, Director of Curriculum and Instruction
Beth Pollard, Chief Financial Officer
David Whitfield, Director of Community Engagement & Inclusion
BOARD OF TRUSTEES
Jim Bowen '90, President
Shervin Eftekhari, Vice-President
Alex Ryerson, Treasurer
Gerard Bullock, Secretary
John Jacobson, Legal Counsel
Bruce Moore, Inman Trustee
Rob McCabe, Inman Trustee
Kathryn Brown, Inman Trustee
Cynthia Arnholt
Teresa Broyles-Aplin
Daphne Butler
Sandy Cochran
Tom Cowhey
Charlie Cox
Julie Dretler '85
Amanda Farnsworth
Harrison Frist '98
Frank Gordon '77
Kailey Hand
Rob Hull
Lauren Elcan Ingram '13
Don Orr
Tree Paine
Louis Upkins
John Vidalakis
Stephaine Walker
EX-OFFICIOS
Prentice Stabler, Head of School
Lindsay Wells, Parent Association President
Aubrie Hutzel, Parent Association President-Elect
Laurie Spradley '03, Alumni Board President
Hayden Sohr '11, National Advisory Council Chair
6 16 30 40 50 62 74
FEATURE
Celebrating the Class of 2026
Graduation Speaker Spotlight
Capstone Scholars
ACADEMICS
Writing Workshop with Sheila Turnage
Land Between the Lakes
Minds, Machines, and Morality
Empowering Student Voice
STUDENT LIFE
College Counseling: Finding the Right Fit
Student Leadership
VISUAL & PERFORMING ARTS
College Arts Signing
VISIBLE K-12 Art Show
High School Musical: Guys & Dolls
First-Year Success: Film Studio
ATHLETICS
College Signings
High School Accolades
Middle School Accolades
ALUMNI
Alumni Spotlight: Brett Barnett ,16
Class Notes
COMMUNITY
Parent Education: Navigating Phones & Media
Facility Upgrades
Community Event Calendar
Copyrighted 2026 by Ensworth School. Ensworth does not discriminate on the basis of race, color, religion, gender, sexual orientation or national origin in its admissions or its hiring policies. Ensworth is a member of NAIS, CASE, SACS, SAIS, and the Tennessee Association of Independent Schools. ENSIGHTS is a bi-annual publication of Ensworth’s Office of Institutional Advancement. EDITOR MC Claverie EDITORIAL STAFF MC Claverie, Aubrie Hutzel, Ellen Ives, JC Johnson, Shawn Knight, Sutton Korn ’27, Bobby Mirzaie DESIGN Angela Claxton, Mary Byrne Dailey PHOTOGRAPHY Michelle Bradshaw, Peter Bryant ’26, Michelle Chang, MC Claverie, Angela Claxton, Mary Byrne Dailey, Oren Goldring, Tim Jones, Morgan Matens, Logan O'Connor, Sydne Richardson, Brian Shaffrey, Mike Strasinger, Evan Webb, Zach Whittaker ON THE COVER Grade 5 Land Between the Lakes Trip (Wren Bartholomew ’33, Talia Witt ’33, Jackson Hand ’33, and Matthew Choma ’33)
SHARING GRATITUDE AND A FOND
farewell
Notes of gratitude poured in to honor and thank Michelle Chang, Debbie May, and Susan Ott as they celebrated their retirement this spring.
Celebrating MICHELLE CHANG
"Michelle, you have taught us that being a teacher is more than a vocation, it is a mission. Your legacy at Ensworth is boundless. It lives on in the curriculum you built, the teachers you mentored, and the hundreds of students who are better people because they spent a year in your classroom. Congratulations Michelle, and thank you for every single year."
Celebrating DEBBIE MAY
"A legend in the hallways of the Lower School, Debbie poured her life and love into our community for decades. She is perhaps most famous for her legendary kumbaya therapy sessions, involving a small circle of children linked hand-in-hand with her, discussing how to be a kind friend or making amends after a squabble. She touched so many young lives with her understanding, compassion, and patience. Students in Debbie's class truly feel seen and loved by her."
Celebrating SUSAN OTT
"Susan is fierce in her pursuit of knowledge and perfection in her work. Good enough was never an option. Working behind the scenes, without any fanfare, she has been a selfless servant who has given her all to Ensworth and doing all she can for the place that she loves. Thank you for sharing your mastery. Thank you for thinking outside the box. Thank you for overworking a problem to find a solution we didn’t know existed. Ensworth is better because you were here, and so are we."
CELEBRATING the Class of 2026
AN EXCERPT FROM THE OPENING REMARKS BY HEAD OF SCHOOL PRENTICE STABLER
Seniors, you are the first group that I’ve had the privilege to watch for the entirety of your High School experience. You and I began our High School careers at Ensworth together and navigated learning this place, its traditions, and its culture. Along the way, you’ve established yourselves as a class that is both fiercely independent and capable of stepping out on your own. You’re also one that shows up for one another. You’re a group of 123 that is bold and individualistic enough to go to almost 80 different colleges and universities.
Your combination of rugged individualism and cohesive group mentality shows up in the jawdropping statistic that 38 of you will either play collegiate sports or pursue fine arts at the college level and that the theater and student section are consistently packed for you to cheer on the Tigers, watch dancers drop out of the ceiling, or hear Encore blend with Chamber Singers on stage. For all of your unique talents and interests, there is an Ensworthian joy that has emerged as you’ve grown closer over the years here. You have found a place to belong, both within our larger school and within the smaller groups of friendships, clubs, and teams that have formed within it.
And while feeling at home and feeling a strong sense of belonging is undoubtedly wonderful and something to be celebrated in and of itself, it is particularly important at a school like Ensworth, a school where we expect you to come to your classes fully engaged and ready to dive in and shoulder the cognitive load. Ensworth is not a passive education. It is an active, participatory space that requires each of you to articulate your own core values, beliefs, and ideas, to defend those thoughts in the face of critique and counterargument, and to have ears to hear those who differ from you.
An Ensworth education is different. It both builds and requires confidence and a strong sense of who you are and what you value. It pushes you to put your thoughts and ideas out on the center of the literal and proverbial table in a way that can feel vulnerable and unsettling. It requires you to be flexible, introspective, and deeply human.
As you prepare to leave, though, the world you are entering looks very different from this campus. Rather than the unity through diversity that we seek to foster here, you’re stepping onto many campuses that are
FROM 2025:
fractured...into communities where fights over political redistricting, cancel culture, and politics are splintering many schools.
One of my favorite parts of Ensworth’s graduation is that we don’t bring in an outside keynote speaker or even an adult from within our community for a longer formal address. Fittingly, at Ensworth, our students are center stage, and they will deliver our remarks this morning. When we say we are proud of our seniors, we mean it, and we believe that their words and their presence are the most powerful things we can share as we celebrate this class.
My charge to all of you is to embrace the role that you may be uniquely prepared to play at your colleges and universities. You’re far more comfortable sitting in the midst of disagreement than the peers who will join you from other high schools. You are far more comfortable debating with those who are ideological opposites and then going and sharing a meal together. You are far more curious about why people might differ from you and far less likely to quickly dismiss someone from across the aisle. In the age of many students offloading their work to AI, you’ve gathered around the table to
There is a unique, easy-going warmth to your class and an Ensworthian joy that has emerged over the years. You have found a place to belong, both within our larger school and within smaller groups of friends, clubs, and teams. And while a strong sense of belonging is undoubtedly wonderful and something
to celebrate in and of itself, it is particularly important at a school like Ensworth, where we expect you to come to your classes fully engaged and ready dive in and shoulder the cognitive load. Ensworth is not a passive education. It is an active, participatory space that requires each of you to articulate your own core values, beliefs, and ideas, to defend those thoughts in the face of critique and counterargument, and to have ears to hear those who differ from you.
build the muscle of being true critical thinkers. You have human abilities that no technology can replace.
At your best, you can be the people your campuses need to create the belonging and home-like atmosphere that you fostered here, whether cooking breakfast on the quad at 5:00 a.m. or staying late to cheer for one another under the lights. That type of community won’t happen by accident. Go build it.
An Ensworth education is different. It builds and requires confidence and a strong sense of who you are and what you value. It pushes you to put your thou
Ensworth Class of 2026, you’ve shaped our school. Go forth and do the same on your new campuses. You’re ready. ■
Reuben Joseph Allen
Sadie Elise Anderson
Charles Leman Atwood
Thomas Hobson Atwood
Ilyana O’Neal Bachmann
Eliza Caroline Baggott
Audrey Ryan Bailey
Judah Mitchell Bambic
Margaret Cliffe Banks
Margaret Cate Barfield
Akeem Monet Batey
Camden Haynes Billups
Frank Williamson Blair V
Rhodes Owen Bodart
Ethan N. Boone
Thatcher Curtis Borden
Stefano Boschi Asbun
Nora Ann Brennan
Peter Kennedy Bryant
Gabriella Salazar Bullock
Brooke Nadia LeeMae Butler
Nelson Wood Butler
Hunter Chase Byington
Ana Camila Cabrera Gutierrez
Jeniah Mechae Cauthen
Christopher James Roman Cavolo
Hayden Mabry Cherry
David Rajan Choma
Kimberly Cooper
Edward Holcomb Coppeans
Michael Robert Cowhey
Elliott Bradford Darr
Gabriel George Dean
Matthew Giacomo DeCamillo
Evelyn Grace Denbo
Jonathan Brooks Drobny
Frances Claire Duvall
Alexander Rhys Dyer
Claiborne McIlwaine Elam
Cecilia Louise Elliott
Truitt Clayton Ellis Jr.
Lillian Norvet Fleming
Paige McKennon Fogaros
Jacob Andrew Francy
Avery Nicole Franklin
Jackson Fisher Gallimore
Hattie Grey Garner
Charlotte Martha Garza
Lela Rose George
William Robert Gerken
Alex Vivian Glenn
Taylor Kate Gordon
Roland Humphrey Grant
Caroline Elizabeth Greer
Paige Alexandra Haas
Elizabeth Brooke Hadley
Margaret Frances Hardin
Beau Collins Harrison
Taylor Thomas Hasselbeck
James Andrew Heinrichs
Thomas Ervin Hicks
Sumner Grace Hiett
Andrew Noel Hogan
Hudson Alexander Honeybone
William Trexler Hooper
Justin Shawn Hopkins
Brandon
David Horn
Caleb Hamilton Ingram
Lila Allison Jackoboice
Foster Hubbard James
Nori Alexis Jamison
Sydney Elizabeth Johnson
Anna Catherine Jones
Mya Marie Jones
Harrison Tate Kilgore
Claire Boxley Kintz
Juliette Melissa Laffer
Julia Grace Linn
Sage Marks
Sophie Sianeh Musu Massaquoi
Mia Maria McDermott
Corinne Copeland McGehee
Ashton Marquis Moore
Sampson Aubrey Neyman
Cameron Elijah Obee
Ohoyo Tashka Imaiya Owns Different Horses
Kelsy Haven Parker
Mary Nell Myers Pettigrew
Layton Thomas Pewitt
Virginia Elizabeth Powell
Jayden Orr Pyant
Terrance Ricco Reynolds III
Luke Richards
James Van Roberts
Jack Nicholas Ross
Katarina Carmen Santiago
Jordan Grace Scott
Steven Sherman
Caroline Spears Sifford
Elena Leigh Sipe
Lillian Tolar Sites
Alaena Jeanette Smith
Emerson Kathleen Smith
Weston Myong-Ho Smith
Lila Rose Solimine
Lily Elise Sonnenschein
John Collin Armour Spitzer
Mihir Aadi Srivastava
Bishop Miguel Starling
Blake Michael Surratt
Demarii Jamond Thompson
Jackson David Tompkins
Henry Junkins Topping
Henry Edward Turberfield
Brayden John Vallejo
Jose Diego Villegas-Mendez
Alana Jordyn Wells
Ryleigh Isabella Wescott
Elijah Thompson Wilt
John Cullen Womble
Harper Louise Cameron Woolley
Elizabeth Hartman Sterling Wright
William Benton Wright
ENSWORTH CLASS OF 2026
GRADUATION SPEAKERS
GABI BULLOCK Student
Government President
LEE ATWOOD
Chosen by the Senior Class
"As we depart from Ensworth, I know many of us, myself included, feel a mixture of optimism and anxiety as we set out in different directions. While our futures may look different, I truly believe that if every member of the Class of 2026 continues to leave an impact similar to one they have left on the Ensworth community, they will create meaningful change in our world. No matter where these 123 stories go next, I know that every single one will continue to matter in their respective communities. As we leave Ensworth today, I hope you all will join me in recognizing all of our accomplishments during our time together, and that we continue to use our talents to the fullest, be people of integrity, and be contributors to society."
SPEAKER SPOTLIGHT
HONORING THE CLASS OF 2026
An Excerpt from Gabi Bullock's Graduation Speech
Over the past few months, as graduation was approaching, I’ve found myself thinking a lot about what it actually means for someone to have life figured out. And so I turned to Ensworth’s motto, In Search of Truth . I have always wondered what that phrase really meant. Ever since I was in the third grade, I always assumed that one day I would figure out exactly what truth we were looking for. While Ensworth has told me a lot of things since the third grade, it didn’t tell me directly what this “truth” was. I was kinda hoping that by the time I gave this speech, I would be able to give you all the answers. However, I was still trying to figure it out, and a few weeks ago as I often do, I turned to my classmates for help. I also decided to ask our grade one simple question: “If you could thank Ensworth for one thing, what would it be?” I was expecting answers like the amazing academics, college preparation, or achievements, but almost no one brought any of that up. People instead answered with “I am thankful for the friendships,” “I am thankful for a place I am going to miss,” “I am thankful for a community of people, teachers, and coaches who believed me,” “I am thankful Ensworth gave me the ability to finally feel confident in myself,” and “I am thankful for the opportunities that helped me grow into someone who I am proud to be.”
Our class did not have one, single answer to my question we had a collection of answers that was based on each of our personal experiences at this place — personal experiences based on the people, the moments, and the memories we made in this place
Our answers came from the small, ordinary yet slightly chaotic moments that only make sense when you’ve
lived them together. One of my favorite quotes of all time is from the Disney movie Soul Before Joe returns to his human form, a soul guide asks him, “So what are you going to do, how are you going to live your life?” and Joe responds with, “I don’t know, but I do know I’m gonna live every minute of it.” Without even realizing it, that’s what we have all been doing here. Living. We didn’t always have the answers, and we definitely didn’t always get it right. But we found our truth by living it. It didn’t happen in one big movie-worthy moment — it happened slowly in the life we were living together every day. The life we are thankful for.
Out of all the responses, one person said, “I am thankful Ensworth has given me a place and people I am going to miss so much.” It’s one I have returned to over and over the last few weeks. It captures how many of us are feeling right now. In what are now minutes, we will be moving our tassels from right to left, going headfirst into a future of who knows what and leaving behind a place that has felt like home and given us people who have become family. A lot of us don’t just feel sad, we feel full And that feeling runs this deep because the joy that came before it did too.
Maybe we didn't see it at the time, but we all found our truths here. We didn’t just “go to school together,” we grew up here together, we changed here together, we became the people we are proud of to this day, together. We had something really, really great. And now, we have to learn how to carry it with us instead of just living in it. This whole idea of being “In Search of Truth” was never about one right answer. It was about a journey and a collection of experiences. The answer was in the people, in the moments, in all the versions of ourselves we became along the way, and the pieces of ourselves we leave behind in each other. Class of 2026, I love you all so much and I am forever grateful to have experienced this journey with you. Congratulations, thank you, and Go Tigers. ■
CLAYTON ELLIS Senior Class Speaker
"Truthfully, it’s impossible to fully prepare for all the change ahead — because no one really knows what’s coming. Even when we can’t predict what’s next, we can rely on what we’ve gained here at Ensworth: the academic lessons, the life lessons, the perseverance, and the connections. Though we don’t know what’s coming, I know we will be able to handle whatever is thrown our way."
CAROLINE GREER
Chosen by the Senior Class
" That’s how I see high school: a collection of ordinary moments that become meaningful without us even realizing it. For years, we were all just trying to make it through high school, but somewhere along the way, we also became part of each other's lives. As we leave this place, I hope we remember that the best parts of these past four years were never just the milestones we counted down to, but the moments we almost overlooked."
CLASS OF 2026 COLLEGE MATRICULATIONS
Appalachian State University
Arizona State University
Auburn University (5)
Austin Peay State University
Babson College
Barnard College
Baylor University
Belmont University (2)
Berry College
Boston College
Boston University
Butler University
Case Western Reserve University
Claremont McKenna College
Clemson University
Dartmouth College
Davidson College (2)
Elon University
Fordham University
Fort Valley State University
George Washington University
Georgetown College
Georgetown University
Howard University
Iona University
LaGrange College
Lipscomb University
Loyola Marymount University
Loyola University Chicago
Miami University
Middle Tennessee State University
Missouri Western State University
Morehead State University
Northeastern University (2)
Pepperdine University
Princeton University (2)
Rollins College
Savannah College of Art and Design
Sewanee: The University of the South (2)
Southern Methodist University (2)
Southern University (New Orleans)
Spelman College
Stevenson University
SUNY Alfred State
Texas Christian University (8)
University of Alabama (2)
University of Arizona
University of British Columbia
University of Florida
University of Georgia
University of Kentucky
University of Miami
University of Minnesota
University of Mississippi (7)
University of Missouri
University of Oregon
University of Rhode Island
University of Richmond
University of San Francisco
University of St. Andrews
University of Tennessee (10)
University of Utah
University of Virginia
University of Wisconsin (2)
University of Wyoming
Vanderbilt University (8)
Virginia Tech (2)
Wake Forest University (3)
Washington and Lee University (2)
Washington University in St. Louis
Wesleyan University
Western Kentucky University (2)
Wofford College
Xavier University of Louisiana
HUDSON HONEYBONE
Designing a Custom Solar Solution to Power Ensworth's Natatorium
Capstone Scholars
WRITTEN BY MC CLAVERIE, Communications Manager
Hudson Honeybone ’26 always knew he wanted to pursue engineering after graduation. However, because the field of engineering is so broad, he wasn’t quite sure which aspect he wanted to focus on. In the fall semester of his junior year, he decided to apply to the Capstone Program to further explore engineering before heading off to college.
Ensworth’s Capstone Program offers upperclassmen the opportunity to explore an academic passion that goes above and beyond courses offered at Frist Campus. Following the investigation and approval process during their junior year for a specific Capstone project, scholars conduct independent research in their senior year, which may also include participation in internship programs, workshops, or seminars related to the topic of interest. Each Capstone project is supervised by a faculty sponsor, providing another avenue for educators to serve as mentors and invest in the lives of Ensworth students.
HUDSON HONEYBONE '26
Designing a Custom Solar Solution to Power Ensworth's Natatorium
"Hudson led the work with remarkable creativity, returning to our meetings with discoveries, inventive ideas, and questions that often pushed me to deepen my own scientific thinking. He once joked that he had probably asked me more questions than any student in Ensworth history — and he may be right — a remark that perfectly captures both the depth of his intellectual curiosity and the spirit of Ensworth’s Capstone Program.
My greatest challenge has been helping him distill months of exploration into a tenminute presentation, reflecting the scope of his thinking, his passion for the project, and the seriousness with which he approaches meaningful scientific work. I am incredibly proud of Hudson and deeply grateful to have had the opportunity to work alongside him."
- DR. CRYSTAL MILLERHigh School Science Faculty & Capstone Sponsor
Past Capstone scholars have explored a wide range of topics, from “In Vitro Exploration of Brain Injuries: Analyzing GFAP Expression in Cultured Neural Cells” to “Creating a One-Woman Show: Expressions of Motherhood in Western Theatre.”
With help from his faculty sponsor, Dr. Crystal Miller, Honeybone decided to center his project on renewable energy.
“As I was brainstorming ideas, I came across renewable and solar energy. It was very interesting to me, especially the electrical and chemical principles that are actually behind the solar panel,” he said. “We are running out of fossil fuels, so we're looking towards alternative fuel sources, such as renewables, energy, and solar. I gravitated towards that because it is a problem with such scale and impact.”
Honeybone spent the summer before his senior year deepening his understanding of solar panels and batteries, which were the primary components of his project. He also had the opportunity to meet with Nashville Electric Service engineers to learn how solar power works and how the electric grid operates. After he mastered the basics, he began drafting potential designs. Once school started in the fall, he dove into the math portion of the project.
The project did not attempt to create a full-scale solar panel system for the Natatorium. Instead, Honeybone took a theoretical look at off-grid solar panels on the International Space Station and scaled them down to create a version for Ensworth. Through this process, he had to account for system inefficiencies and calculate how much energy would need to be input to the system to theoretically power the Natatorium.
“The coolest part for me was that I took all of this conceptual stuff that I'd been learning in the classroom and applied it to something practical,” he
said. “I got to see all of the classroom stuff — all of those AP Chemistry principles — and apply those to a real project and deliver a real product. Seeing everything I've learned culminate in a workplace-esque project was really awesome for me.”
Honeybone will attend the University of British Columbia in Vancouver. There, he plans to study engineering and continue working on solar power energy.
“My goal of narrowing down a career worked,” he said. "I've decided that renewables, energies, and batteries are a path that I want to pursue. I hope to be a part of that vanguard that's helping solve the energy question later on in my life.” ■
Looking for Evidence of NHE1 Mutations in Rat C6 Glioma Cells
Capstone Scholars
— Evie Denbo —
Comparative Analysis of U.S. Dietary Guidelines and Blue Zone Dietary Practices
James Heinrichs —
An Analytical and Compositional Study of Rock Music
How You Can Benefit from Gender Equality and How the U.S. Can Achieve It
The Evolution of Architecture in Relation to Politics, Religion, and Culture
— David Choma —
— Mya Jones —
— Claire Kintz —
CLASS OF 2026
GRADE 4 WRITING WORKSHOP SPARKS
creativity
At Ensworth, experiential learning invites students to move beyond the page and engage directly with ideas, people, and creative processes in meaningful ways. Through opportunities that connect classroom learning with realworld experiences, students are encouraged to explore their passions, think imaginatively, and develop confidence in their own voices. This spring, Grade 4 students experienced that kind of hands-on learning firsthand during a special writing workshop with acclaimed author Sheila Turnage.
Turnage is an award-winning author celebrated for her engaging middle-grade novels filled with humor, mystery, and memorable Southern characters. She is best known for the Mo & Dale Mysteries series, which began with Three Times Lucky
The novel received widespread acclaim and was named a Newbery Honor book. It also earned the E.B. White Read Aloud Honor and was recognized as an ALA Notable Children’s Book. Her books have frequently appeared on state reading lists and have been praised by librarians, educators, and young readers nationwide. Turnage’s visit was facilitated by Ensworth parent Margaret Riley King ’99, a literary agent who worked on Three Times Lucky
“I like working with students because I appreciated the people who worked with me when I was a student,” Turnage said. “From the students, I am reminded of the value of joy, of reading, and of the importance of reading holographically. It's a tremendous energy exchange working with kids.”
Turnage first realized she wanted to be an author in first grade when she wrote her first story. Throughout her time in school, she was encouraged by her teachers to pursue her passion for writing. While visiting Ensworth, Turnage aimed to instill that same confidence and love of writing in the Grade 4 students through various writing activities and exercises.
“What stood out to me was that she not only satisfied their curiosity about the story, but really helped them crystallize their own thinking about it,” said Grades 4-8 Librarian Monica Williams. “That’s exactly what we hope to do in the library, connect readers to stories and help them see themselves as integral to meaningmaking.”
The day started in the library, where Turnage spoke about her book Three Times Lucky, which the entire class read earlier this year. Students were able to ask questions and learn more about her writing career.
“I learned that the story chooses the author, the author doesn't choose the story,” said Cooper Berry ’34. “I want to be an author when I grow up, so it was really cool to see how she started out just like us.”
After lunch, students dove into writing exercises. Turnage’s novels are known for using sensory detail to bring her mystery stories to life, so she prompted students to focus on specific aspects of their characters. To kickstart this process, she had all the students close their eyes and imagine different scenarios their characters may experience.
“We learned that all stories are different, and that you just have to reach into your mind, pull out a couple of characters, and make all of their emotions and personalities,” said Mira Seay ’34. “Once you have this character, you can start writing.”
Each student got to create their own original character and storyline in the mystery genre. Stories ranged from Seay’s protagonist, Destiny Davenport, a 15-year-old girl trying to solve a murder mystery, to Berry’s Captain Raven, a pirate searching for the key to Atlantis.
“It is really important for kids to meet authors, to find out we're just people who create books and that is something they can do too,” Turnage said. “It's important to me that they see that and know that they can do that too because I didn't have that when I was a little girl. I want them to see me now, while they're little, so they can start heading that way.” ■
WRITTEN BY MC CLAVERIE Communications Manager
Land Lakes
WHERE LEARNING MEETS ADVENTURE
Every spring, Grade 5 students leave their desks behind and make the two-hour journey to the Brandon Spring Group Camp located within the Land Between the Lakes (LBL) Recreation Area near Dover, Tennessee. For three days, students explore verdant woods, fish in Bards Lake, and gain new skills under the guidance of full-time park rangers in a beautiful outdoor classroom setting.
A highlight of the Grade 5 program at Ensworth, the LBL trip helps students develop their independence and connections before the transition to Middle School.
“When students arrive at Brandon Spring, they are taken by the beauty of the lakeside property and the amenities available, but when they realize they are free to explore these places with their classmates, their smiles widen, and their shouts of delight fill the air,” said Grade 5 Teacher Michelle Chang.
This year, Grade 5 students participated in Ensworth’s 22nd LBL trip. Joined by homeroom teachers and Specials faculty, the programming continues to provide students
with unique off-campus learning opportunities and a chance to strengthen friendships through shared experiences.
“I have an older sibling, and he went to LBL,” said Annie Saltzman ’33 . “He told me all about it and how it is really fun and great to be outdoors. All of the activities seemed really awesome, and I’d been looking forward to it all year.”
The trip begins at the Woodlands Nature Station. There, interpreters introduce students to the rescued wild animals. This enhances the Grade 5 science curriculum, in which students explore food webs and the effects of changes to ecosystems. Additionally, students hike around Hematite Lake and learn about the iron industry that dominated the region in the 1800s.
After the Nature Station, the group heads to the LBL Recreation Area. Upon arrival, students and teachers split into teams to engage in different activities. On campus, students participate in a Team Building class each week, where they practice their communication
skills and, at the end of each class, reflect on what went well and how they would do things differently to reach their goals. At LBL, students put these skills into practice and work collaboratively while orienteering, canoeing, and sharing their art installations.
During the art activity, students create nature-inspired pieces in the style of Andy Goldsworthy, the British sculptor, photographer, and environmentalist known for site-specific works made from natural materials. Guided by Middle School Art Teacher Logan O’Connor, students spread throughout the woods, using sticks, branches, moss, and leaves to build sculptures such as fairy houses, teepees, and tree-branch figures. Afterward, they visit each project and share feedback.
“It was really cool to make art using nature. It was awesome to see how all the sticks and leaves can be reused and turned into something,” said Turner Graham ’33 “In the classroom, art is fun, but you can’t simulate a breeze of wind in the classroom and how it impacts your art. It’s nice to be outside and hear birds.”
Other beloved LBL activities are fishing and canoeing. Students learn to bait their hooks with worms and fish from the dock using simple cane poles. They catch and release loads of sunfish as well as the occasional catfish, largemouth bass, striped bass, bluegill, and crappie. When not fishing, students swim in Bards Lake or improve their paddling skills in 15 foot aluminum canoes. These water activities allow students to practice communication, cooperation, and responsibility as they manage their fishing equipment and canoeing instructions.
Additionally, the stream, another water-based activity, connects to the Grade 5 science curriculum. Students catch different species, including crawdads, and rangers help them understand each organism's adaptations for survival.
When students are not at a specific activity, they have free time to play Newcomb, basketball, wiffle ball, kickball, ultimate frisbee, football, or continue enjoying the lake. This free time is especially valuable because it teaches them how to manage their time and take care of their needs, essential skills needed for success in Middle School.
“IT’S IMPORTANT WE TAKE THIS TRIP BECAUSE WE ARE GOING INTO MIDDLE SCHOOL NEXT YEAR AND WE ARE GOING TO HAVE A LOT MORE INDEPENDENCE.”
Annie Saltzman ’33
WRITTEN BY MC CLAVERIE Communications Manager
“It’s important we take this trip because we are going into Middle School next year and we are going to have a lot more independence,” Saltzman said. “At LBL, we have a lot of free time, and we learn how to manage our time well when doing activities.”
At the end of each night, everyone comes back together for evening activities, which include trivia night with a dance party intermission and a campfire sing-along, complete with s’mores. Then, students head back to their cabins to rest up for the next day.
“My favorite thing about Ensworth is all of the nice people here. It’s important that fifth graders go on this trip because it’s a great way to get to know each other, and I got to know completely new people,” Graham said. “I’ve learned that it’s hard to fall asleep in a cabin full of 12 boys, but also how fun it is to hang out with a bunch of people your age who you are with every day in a place outside the classroom and in nature.”
At the end of the trip, each student receives their LBL t-shirt. On the back of the shirt are the words, “follow me,” which remind the wearer that Ensworth students are ready to be leaders as they embark on the adventures that await in Middle School.
“From sunrise to lights out, Grade 5 students are outside playing games, exploring, and connecting with friends, old and new,” Chang said. “This trip is truly magical.” ■
The Art of Thinking
Ensworth prides itself on effective, timeless teaching approaches, alongside experimentation, innovation, and the inclusion of new practices to prepare students for today and the future. Our journey with AI at Ensworth reinforces our values for student-centered approaches to teaching and learning. We believe that technology integration succeeds when it amplifies rather than replaces human, face-to-face learning. Through careful planning, faculty development and exploration, and student-centered design, our faculty are seeking the right ways AI can support critical thinking, creativity, research and writing, Harkness discussions, and other approaches to learning.
Our approaches have revealed exciting possibilities and important boundaries that preserve essential human, faceto-face experiences in learning. Our integration of AI into our program is lean, but, more importantly, we are including time and space for student reflection and discussion, as well as for the purpose, benefits, and concerns. Our journey is far from complete, but we're confident that our work thus far positions Ensworth students to thrive as contributors to a society being shaped by AI in its present forms and in whatever new arises.
Minds, Machines, and Morality:
A LOOK AT HOW ONE CLASS IS EXPLORING HUMANITY AND TECHNOLOGY
In our Minds, Machines, and Morality class, we examined how modern inventions, from the nuclear bomb to AI, affect human society. The class offered a unique blend of philosophy and technology that I have yet to explore elsewhere. Not only did I grow intellectually, but I also gained a deeper understanding of the current state of artificial intelligence.
Mrs. Towle designed the curriculum to balance breadth and depth. Looking back at our projects, it can be hard to believe we covered so much ground in a single semester. We started the year discussing our summer reading, Do Androids Dream of Electric Sheep? by Philip K. Dick, a speculative dystopian novel published in 1968. The book launched our debates on consciousness. As a class, we struggled to define consciousness and determine whether a machine or AI could ever develop it. These discussions hurt my brain. Most of us initially insisted that AI could never have a genuine conscious experience. But after reading excerpts from Alan Turing and Isaac Asimov, that argument became much more complicated.
At Ensworth, we often emphasize the importance of
engaging with beliefs different from our own. Many people assume those beliefs are political. In Minds, Machines, and Morality, however, I found myself wrestling with ideas that challenged my philosophical worldview. At first, that mental clash was uncomfortable. Over time, though, I grew more comfortable considering perspectives that differed from my own.
In another unit, we debated the responsibilities of inventors and innovators. Mrs. Towle introduced the topic through fiction. We read the Greek myth of Prometheus and excerpts from Mary Shelley's Frankenstein to discuss how individuals can alter the world, for better or worse. We then examined J. Robert Oppenheimer's role in the creation of the atomic bomb by watching a 1960s interview with Oppenheimer and reading poetry by Hiroshima survivors.
Next, we analyzed the issue through four moral frameworks: utilitarianism, deontology, virtue ethics, and consequentialism. As a class, we debated who bears responsibility for the consequences of inventions. Is it the inventor? The user? The government? We then applied those same questions to artificial intelligence. Who is responsible for unforeseen consequences? Should AI development continue before its impacts are fully understood? Can we justify slowing research that might also lead to life-saving medical advances? These questions led to our Ethics of Creation project. Each student selected a recent AI-driven innovation. I chose AlphaFold, a protein structure prediction system used in medical research. My classmates explored topics such as quantum computing, self-driving cars, and Meta glasses. Through our presentations, we examined the societal consequences of emerging technologies and considered who should be held accountable when things go wrong. I appreciated the opportunity to study current AI developments through the moral frameworks we discussed in class.
“This class really encouraged me to go beyond my surface-level thinking regarding AI, past just thinking about my potential career pursuits, and consider the deeper moral dilemmas that arise when humanity’s own
creation starts to surpass its creators,” said Ben Rios ’27. “Besides the possible problems and dangers of AI, the class also exposed me to the positive uses of AI in different fields — medicine, engineering, law, and more — and how it can take over mundane tasks, allowing us to explore our own creativity.”
We also experimented with AI's current capabilities using two tools: EnQuire and EnScribe. Both were custom-built by Ensworth English teachers and Librarian Courtney Bahr to support our curriculum. EnQuire, the research bot, streamlined the research process by recommending sources from Ensworth's online databases. EnScribe is an editing tool calibrated to our writing rubrics.
To use EnScribe effectively, we often split our timed essays into two days. On the first day, we drafted on a locked-down browser with no outside assistance and submitted those original versions to Mrs. Towle. On the second day, we revised using EnScribe. I appreciated this approach because it encouraged us to use AI to enhance, not replace, our writing. We still had to generate our own ideas and produce our own work, but we also gained experience using tools that are increasingly shaping the modern world.
By analyzing emerging technologies through philosophical and ethical lenses, I learned to apply abstract ideas to real-world problems. Just as importantly, I learned that there are rarely simple answers when it comes to technology. Tools like EnQuire and EnScribe gave us the opportunity to experiment with AI while still prioritizing original thought, discussion, and human judgment. Because AI is evolving so quickly, many of the questions we debated this year may look different for next year's students. New technologies will emerge, new ethical dilemmas will arise, and the course will continue to adapt alongside them. Rather than teaching us what to think about AI, Minds, Machines, and Morality taught us how to think critically about a future that is still being written. ■
Empowering Student Voice
In Middle School, a time when the simultaneously desire to cultivate an authentic voice and exercise agency in their educational experience. Academically, the ability to articulate thoughts and ideas with clarity and impact is a vital skill that grows increasingly significant in our modern world.
Through intentional programming across disciplines, the Middle School fosters a supportive environment where students feel safe exploring their unique perspectives, while also challenging them to push the boundaries of their learning and acquire the confidence and communication tools that will serve them through high school and beyond.
Research, Writing, and Public Speaking
Research, Writing, and Public Speaking is a semester-long class that all Middle School students take each year. The class aims to provide students with research skills, thinking strategies for approaching a writing prompt, and the confidence to speak on stage.
When students dive into the public speaking portion of the class, they are instructed about the five steps to make their presentations shine: identify the story, map it out, use great visuals, be aware of stage presence, and practice. Students in Research, Writing, and Public Speaking learn to connect their research topics to the real world in ways their peers can understand. We utilize Self-Regulated Strategy Development (SRSD) graphic organizers to map out our speeches and writing assignments, and talk about how visuals should enhance your message and stage presence. By emphasizing the importance of practice, we give students the confidence they need to know they are capable of delivering an impactful presentation.
Harkness DIscussions
Although the Harkness method is at the center of all conversations about Ensworth High School, Middle School students engage in formal discussions throughout many classes that build the foundation for strong Harkness discussions when they get to the High School. In English, students have in-depth analysis discussions over a common text, like a novel, short story, or poem. Middle School history classes frequently learn about historical events from different perspectives and collaborate to have evidence-based discussions in context.
“Participating in Model UN and Youth in Government has taught me valuable skills in public speaking, helping me find confidence in my opinions and voice.”
DOMINIC BACHMANN ’30
"Our goal is not simply to teach students how to speak; it's to teach them how to think alongside others. Through discussion-based learning, students learn to listen carefully, consider multiple perspectives, and contribute meaningfully to a shared conversation. Those habits help them become stronger learners, communicators, and community members," said Whitney Ruf, Middle School English Teacher and Department Chair.
Model United Nations and Youth in Government
Both of these programs, sponsored by the YMCA’s Center for Civic Engagement, give students the opportunity to take on the roles of ambassadors and legislators and to practice their research, writing, and public speaking skills while simulating the workings of our global community and state government.
“Participating in Model UN and Youth in Government has taught me valuable skills in public speaking, helping me find confidence in my opinions and voice,” said Dominic Bachmann ’30
Students prepare resolutions and bills, use persuasive speaking techniques, debate policies and ideas, and really learn firsthand what it means to be an informed and active citizen.
“Model UN and Youth in Government have been such an amazing opportunity to grow my speaking abilities and stage confidence. I love how you can speak about whatever you want, which allows you to get really invested in your resolution. Giving kids a way to be passionate about what they are advocating for definitely boosts interest because for me, it is something I genuinely want to do,” said Willie Belott ’30
Coffeehouse Performance
Singer-Songwriter is a year-round club dedicated to helping students discover their unique songwriting voice and style. At the beginning of each year, students explore the artists they love by listening to and discussing what draws them to certain vocalists, lyrics, and musical styles. From there, students draw inspiration as they brainstorm, collaborate, and work together toward creating a group song.
“Since music has always been such a big part of my life, a Singer-Songwriter gave me the chance to grow even more through collaboration. Working with other people and hearing everyone’s different ideas or styles showed me how powerful music can be when people create something together,” said MK Kidd ’30.
As the year progresses, each singer-songwriter begins developing their own original lyrics and melodies. Once their songs are crafted, the focus shifts to rehearsal and performance — singing with confidence, clarity, expression, and heart. The Coffeehouse Performance serves as the culminating celebration of the students’ hard work, giving singer-songwriters the opportunity to share their original music and beautiful voices with the people who support and love them. ■
WRITTEN BY THE MIDDLE SCHOOL LEADERSHIP TEAM
Finding the Right Fit
For many students, the college search begins long before senior year. At Ensworth, it starts on day one. Through the School's four-year college counseling model, each student is paired with a dedicated counselor who serves as an advisor and advocate.
By encouraging students to explore their interests, pursue meaningful opportunities, and challenge themselves both inside and outside the classroom, Ensworth helps students discover the colleges that are the best fit for their goals and aspirations. We asked members of the Class of 2026 to reflect on their college counseling experience and share how it shaped their journey.
Katarina Santiago
PRINCETON UNIVERSITY
Can you talk about your relationship with your college counselor and what it looked like over the last four years?
Mr. Whitehill has always been a friendly face on campus to me, and he was especially helpful during the college application process. From reviewing essays to helping me organize my extracurriculars, he was always open to offering insight in a supportive, thoughtful way, and I am very grateful for that.
Did you go into the process with any specific goals or particular colleges/ programs of interest?
Going into the process, I was unsure about exactly what I wanted, and I am still exploring my academic interests. I did know, however, that I wanted the opportunity to pursue my passions and discover how I could best serve my community. Because of that, I looked for a college where I could declare my
major later and take a wide range of rigorous courses.
I also wanted a school that would allow me to stay involved in many different areas. I sing in two ensembles, play two varsity sports, and participate in several clubs and conferences focused on dialogue and social impact. I knew my interests were broad, and I wanted a college experience that would reflect that.
One of the best parts of college is the ability to continue exploring what you love, so I knew I needed a place with many opportunities to do so. I have lived in Tennessee my entire life and love it here, but I also wanted the chance to experience a new environment. I hoped to attend a school in the Northeast — far enough to feel new and exciting, but close enough to family for a sense of home.
Why did you choose Princeton, and what are you planning on studying?
Princeton fulfilled everything I was looking for and more. The university allows students time to explore before declaring a major, along with hundreds of student organizations and highly flexible academic
requirements. This balance of structure and exploration will allow me to stay engaged both academically and personally.
Its location in the Northeast was also important to me. With access to nearby cities and family in New Jersey and New York, it offers both independence and connection.
Most importantly, though, is the community. The alumni I have met have been incredibly kind and welcoming, often describing their time at Princeton as one of the most meaningful experiences of their lives. Conversations with current students — about studying abroad, writing senior theses, and taking unique courses — made it clear how passionate and engaged the community is. After visiting campus and experiencing that energy firsthand, I knew it was a place I could see myself thriving.
I have participated in the Architecture, Construction, and Engineering Mentorship Program for the past two years, which inspired me to pursue civil engineering, with the possibility of exploring architecture as well. I am also excited to continue discovering new academic interests along the way.
Will Blair
NORTHEASTERN UNIVERSITY
Did you go into the college search process with any specific goals or colleges/programs of interest?
When I first began the college search process, I hoped to attend the University of Georgia, since it is where my parents went. It was also the team I cheered for growing up.
My main goal was to determine which academic path would best prepare me to become a lawyer. Because of that, I initially planned to study criminal justice and eventually attend law school.
How did your college counselor support your search for the right college?
The College Counseling Office was one of the most important resources I used throughout the process. My college counselor, Mrs. Stewart, supported me in many meaningful ways.
She first helped by suggesting colleges that aligned with my interests and created a list for me to consider. Since many of those schools were in Boston, my mom and I visited several campuses, and I ultimately discovered that Northeastern was my top choice.
She also guided me in selecting courses and helped me understand which classes and AP options would best support my goals. Throughout
the process, she provided steady encouragement and confidence that I would find the right fit. I am very grateful for her guidance and support.
What activities have you been involved in during high school?
Before I came to Ensworth my junior year, I was unsure what activities I would be involved in, since I did not yet know what clubs were available. However, during the enrollment process, Mrs. Hubert shared that the school was launching a Mock Trial team, and I immediately knew I wanted to be part of it.
At the club fair, I signed up right away at Dr. Young’s booth. Over the past two years, our team has traveled to Chicago to compete and placed sixth in the district, which is especially impressive for a program that is still in its early years.
Why did you choose Northeastern, and what are you planning on studying?
I chose Northeastern because of its co-op program, which allows students to complete two full semesters of professional internships while still graduating in four years. This structure will give me valuable real-world experience and help me clarify my future career interests.
I plan to study Business Administration and Law, which will give me a strong foundation while allowing me the flexibility to explore different paths.
Nora Brennan
UNIVERSITY OF WISCONSIN
How did your interactions with your college counselor evolve throughout high school, and what role did they play in your overall experience?
My interactions with my college counselor began with our annual course scheduling meetings during freshman and sophomore year. Over time, especially during junior year after college planning meetings and visits, I found myself stopping by Dr. Phillips’ office more often with questions.
By senior year, I would visit almost every free period to ask anything from one question to several. Even after submitting applications, I still stopped in for help — and, of course, to grab some candy.
What expectations, preferences, or ideas did you have going into the college planning process, and how did those shape the options you considered?
I knew I wanted to attend a school in or near a city. I remember once driving through Illinois and seeing miles of cornfields on the way to campus and thinking I definitely wanted something more urban.
especially a school with a football team and a lively campus atmosphere. Those preferences shaped the schools I explored and ultimately toured, and while I considered a few that did not fully match them, they helped clarify what mattered most to me.
What has been the most valuable aspect of the Ensworth Experience for you?
I also wanted strong school spirit,
Why did you choose the University of Wisconsin, and what do you plan on studying?
I knew I wanted a school in a city with strong school spirit, and Wisconsin checked those boxes, but it also offered so much more. When I visited, I loved how connected the campus is to Madison and all the opportunities that come with being part of the city. I also appreciated its location on Lake Mendota. Even the winter culture stood out to me, from festivals on the frozen lake to the way students fully embrace the cold rather than avoid it.
I felt like Wisconsin offered the full college experience with strong academics, school spirit, city life, and a true sense of community.
The most valuable aspects of my Ensworth experience have been tutorial and the Harkness table. Both helped me develop my voice and confidence in expressing it. I have grown significantly in advocating for myself, asking for help when needed, and communicating effectively with others, even when I do not fully agree with their ideas. These experiences have taught me how to listen and engage thoughtfully in discussion, skills I will carry with me beyond Ensworth.
What advice would you give to incoming freshmen?
I would tell incoming freshmen that they will change a lot over four years. Embrace those changes, even when they feel uncomfortable or uncertain. Every experience has something to teach you, and each one helps shape who you become.
Student Leadership
IF YOUR ACTIONS INSPIRE OTHERS TO DREAM MORE, LEARN MORE, DO MORE, AND BECOME MORE,
are a leader.
-JOHN QUINCY ADAMS
Ensworth's programming is intentionally designed to equip students with the skills required to be effective leaders. Through a wide range of leadership opportunities, we empower our students to positively shape and impact the future.
High School Student Government Leadership
President Tom Courtney
Vice President Dan McGugin
Class Speakers
CLASS OF 2027
Christian Kurtz
CLASS OF 2028
Katie Freeman & Annie Spencer
CLASS OF 2029
Caroline Kurtz
Tiger House Captains for 2026-2027
House of Integrity
Claire Flury
Quinn Taylor
House of Morality
Katie Hooper
Jeremiah Easley
House of Truth
Charlotte Figler
Dain Clark
House of Vitality
Meredith McGee
Daniel Maumus
Black Team Wins for 2025-2026
Congratulations to the Black Team for winning the long-standing spirited tradition of the Black vs. Orange competition. The Black Team was led by Captains Dalton Weprin and Hayes Hampton Black Team Points
House of Integrity Wins the Devon Cup
Congratulations to the House of Integrity, led by Captains Nori Jamison and Blake Surratt, for winning the Devon Cup this year.
High School Service Scholars
Each Ensworth senior is required to design and complete a service project and present insights about their experience. Some seniors become Service Scholars by completing a research essay, a reflection essay, additional service hours, and a presentation. Service Scholars experience the challenges and rewards of designing and completing a purely independent project outside of any specific Ensworth class.
Stefano Boschi Asbun
Audrey Bailey
Cate Barfield
Nora Brennan
Nelson Butler
Ana Cabrera Gutierrez
David Choma
Edward Coppeans
Michael Cowhey
Matthew DeCamillo
Evie Denbo
Avery Franklin
Charlotte Garza
Alex Glenn
Taylor Gordon
Thomas Hicks
Hudson Honeybone
Foster James
Mya Jones
Claire Kintz
Mia McDermott
Cameron Obee
Imaiya Owns
Different Horses
Luke Richards
Katarina Santiago
Caroline Sifford
Collin Spitzer
Ryleigh Wescott
Middle School Head of School Award
The Head of School Award is given to students in the Grade 8 class who make the School’s highest Honor Roll, the Head of School’s List, for each of the four marking periods of their Grade 8 year.
Susan Arnholt
Willie Mo Belott
Betsy Blair
Drew Brennan
Harper Chambless
Natalie Chick
Miles Damp
Jack Dorr
Stella Eftekhari
Henry Elam
Grace Wells Haeberle
Hayes Hampton
Zigi Haun
William Herring
Benjamin Hudson
Kip Keyser
Peter Kintz
Eva Lemkin
Mac Manning
Syon Mathur
David McIntosh
Ella McLauchlan
Blakley Murfree
Lilah Palmer
Aidan Pinsly
Dixon Riddick
Everett Rios
Libby Robinson
Nalin Sattasiri
Joey Spalluto
Ellie Tan
Delaney Vallejo
Kennedy Wilson
Sean Witt
Mary Wong
College Book Awards
Each year, colleges and college alumni groups recognize outstanding students throughout the country with book awards. This year, Ensworth juniors were honored for their excellence in various fields of endeavor by 14 colleges and universities.
The Brown University Book Award
Sutton Korn
The Dartmouth Book Award
Soren Sugalski
The Harvard Prize Book
Lucas Tarquine
The Hollins Book Award
Adeline Courtney
The Jefferson Book Award
Christian Kurtz
The Princeton Book Award
Caroline Cox
The Rensselaer Medal
Audrey Tan
The Saint Michael’s Book Award
Avery Domitrovich
The Simmons Book Award
Thao Le
The St. Lawrence University Book Award
Anders Damp
The Tulane University Book Award
Tom Courtney
The Vermont Citizen Scholar Book Award
Alexandra Mitchell
The Wellesley Book Award
Sarah Choma
The Yale Book Award
Duncan Rademacher
Four-Bar Awards
Bar pins are awarded to those students who earn Optime Merens for both semesters of a school year. Students who do so for one year earn one-bar pins. Those who do so for two years earn two-bar pins, and students who earn Optime Merens every semester for all four years earn four-bar pins. Optime Merens recognizes students with a GPA of at least 90 in all their academic courses in a semester.
Congratulations to the following seniors who earned four-bar pins:
Hobs Atwood
Lee Atwood
Ilyana Bachmann
Audrey Bailey
Camden Billups
Stefano Boschi Asbun
Nora Brennan
David Choma
Edward Coppeans
Elliott Darr
Evie Denbo
Avery Franklin
Charlotte Garza
Alex Glenn
Beau Harrison
Thomas Hicks
Hudson Honeybone
Sydney Johnson
Mya Jones
Claire Kintz
Julia Grace Linn
Mia McDermott
Sampson Neyman
Cameron Obee
Layton Pewitt
Katarina Santiago
Jordan Scott
Caroline Sifford
Alaena Smith
Emerson Smith
Lily Sonnenschein
Collin Spitzer
Betsy Hart Wright
Mya Jones '26, in partnership with our High School Environmental Club, invited Tennessee State
Representative Bob Freeman to speak at Frist Campus on environmental policy, public service, and the power of civic engagement, encouraging students to make an impact in their own communities.
Boys and Girls State Selection
Ensworth is proud to celebrate five students who have been selected to participate in the prestigious Boys State and Girls State programs this summer: Jack Grippo ’27, Ben Rios ’27, Allie Bernstein ’27, Caroline Cox ’27, and Sutton Korn ’27.
Student Opportunities for Leadership, Inclusivity, & Diversity Conference
In February, a group of High School students attended the SOLID (Student Opportunities for Leadership, Inclusivity, & Diversity) Conference alongside student leaders from our peer schools. They tackled important topics, explored social awareness and justice, and built meaningful connections with peers from across our community.
Daniel Aguto ’28
Champ Banks ’28
Dain Clark ’27
Lucy Gichner ’28
Christian Harris ’29
Drew Heath ’29
Caleb Ingram ’26
Jay Looper ’27
Atia Mansouri ’28
Sophie Massaquoi ’26
Ella Meade Poe ’27
Kendall Rucker ’29
Katarina Santiago ’26
Bishop Starling ’26
Ethan Starling ’28
Neriah Taylor ’27
Noel Whitfield ’27
Middle School Geography Bee
The GeoBee tests students on their knowledge of geography, cultures, landmarks, and world events in the National Geographic format. Students advance through school-level competitions with quick recall and deep understanding. We are proud to recognize Luke LaFreniere ’30 who rose to the challenge and excelled in this year’s GeoBee.
Grade 8 Presidential Debate
The 2026 Grade 8 Presidential Debate was impressive, insightful, and memorable. The courage to get up in front of the whole Middle School and participate in this type of debate is commendable. This year, our presidential debate champion was Dixon Riddick ’30, representing Harry Truman.
ACE Mentor Program Scholarship
Sutton Korn ’27 was awarded a $7,500 scholarship through the ACE Mentorship Program, a national program designed to inspire high school students to explore careers in architecture, construction, and engineering. Sutton is a member of Ensworth’s ACE chapter, led by High School Science Teacher and Department Chair Mike Ireland, who was named Champion of the Year for greater Nashville.
National Community Service Impact Award
Jack Eyler ’29 has been recognized by the United Nations Association of the USA (UNA-USA) and InnerView as part of the 8th annual Community Service Impact Awards. Through this national program, students are honored for meaningful contributions to their communities and for engaging in service that addresses real-world challenges.
Congressional Award Medal
At Ensworth, students are encouraged to pursue meaningful challenges that foster growth, service, and leadership. For Dominic Bachmann ’30, that commitment recently led to an impressive achievement: qualifying for the Bronze Medal level of The Congressional Award Foundation Congressional Award, the nation’s highest honor for young Americans earned through initiative, achievement, and service.
Art and Writing Awards
Sofia Shah ’28
Scholastic Gold Key (Drawing)
CJ Cavolo ’26, MTRSAE 1st Place (Video/DVD Production)
Gabriel Dean ’26
MTRSAE Best of Video
Liv Garrett ’28
MTRSAE 1st Place (Computer Graphics)
Isaiah Hasselbeck ’28
MTRSAE 1st Place & Scholastic Gold Key (Photography)
Andrew Hogan ’26
MTRSAE 1st Place (Photography)
Zigi Haun ’30
MTRSAE 1st Place (Drawing)
Kennedy King ’32
MTRSAE 1st Place (Mixed Media)
Jay Looper ’27
MTRSAE 1st Place (Sculpture)
Syon Mathur ’30
Scholastic Gold Key (Sculpture)
Emma Stearns ’32
MTRSAE 1st Place (Sculpture)
Evie Denbo ’26
MTRSAE Best of Photography
Coco Dixon ’28
Scholastic Gold Key (Ceramics & Glass)
Cooper Lucy ’27
Scholastic Gold Key (Sculpture)
Sutton Korn ’27
Scholastic Gold Key (Short Story)
Alana Wells ’26
Scholastic Gold Key (Poem)
Student Speaker Series
Cooper Ramsey ’27 presented during our first Student Speaker Series of the semester. In her presentation, “Breaking the Silence: Child and Teenage OCD and Anxiety,” Cooper explored the science behind anxiety and OCD, shared actionable steps that can lead to positive impact, and offered practical tools to support students navigating these challenges. We are incredibly proud of Cooper for addressing such an important topic and for her thoughtful research.
Quinn Taylor ’27 also shared at our Student Speaker Series, sharing his presentation “Will I Still Be the Same? My Epilepsy Experience.” By opening up about his journey, Quinn helped educate classmates about epilepsy while showing the resilience it takes to keep pursuing the things you love. We are so proud and thankful for his conversation and vulnerability.
National Dance Alliance Competition
The High School team captured 1st place in the Small Varsity Jazz division. In addition, the team was awarded the Technical Excellence Award, recognizing the highest level of technical skill across all high school teams and divisions competing in the NDA Bama Regional. Competition Dance team members: Sydney Johnson ’26, Maddie Miller ’27, Kelsy Parker ’26, Nathalie Peete ’27, Sophie Ward ’29, Lucy Stenzel ’29, and Deryn Mason ’29.
High School Mock Trial
Our High School Mock Trial team competed in the Nashville District competition. Both Ensworth teams finished 6th and 7th overall, and Caitlin Hesse ’28 earned the District Best Prosecution Witness Award.
Student Production Award
Our High School Film Studio has been named a 2026 Student Production Award recipient by the MidSouth/Nashville chapter of NATAS for their film, In Plain Sight, earning top honors in the Best Director category.
Princeton Prize in Race Relations
Katarina Santiago ’26 has been named the 2026 Nashville regional winner of the Princeton Prize in Race Relations, an award recognizing high school students who demonstrate leadership and commitment to advancing racial equity and fostering understanding among diverse groups.
Model United Nations Conference
Ensworth students attended a Model United Nations conference hosted by the University of Tennessee in Knoxville, where they participated in both the General Assembly and Crisis committees and represented the school with distinction. Nathan Fletcher ’28 received a verbal commendation for his work representing Qatar and Sutton Korn ’27 earned Outstanding Delegate.
National History Day Competition
Rae Turberfield ’28 earned 1st place in the Individual Exhibit category at the National History Day regional competition for her project, "Red Lipstick Revolution," which explores the role of makeup and the shifting status of women in the workforce during World War II, examining how lipstick became a symbol of resilience, identity, and cultural change during a pivotal moment in American history. Rae developed the project in her American history course with Dr. Kyla Morgan Young.
Henry Turberfield
James Heinrichs
Washington
University in St. Louis
Finance and Music
Congrats to our seniors who are pursuing the arts in college
visible FROM HERE TO THERE
WRITTEN BY JC JOHNSON High School Director of Visual Arts
VISIBLE is Ensworth's annual K-12 celebration of the visual arts, showcasing artwork in galleries across the Ingram Arts Center on Frist Campus from January through March. This year's theme, From Here to There , inspired the K-12 visual arts teams to examine a wide range of interpretations: time, movement, transportation, and place. Visitors were invited to explore the Ingram Arts Center, experiencing an interactive gallery spanning multiple spaces.
Inspiration for this year’s theme came from several sources, including a collaboration with visiting artist David Wilson, who worked with students during the fall semester's "Side Quest" experience. High School students created pieces centered on transportation, incorporating watercolor and collage techniques inspired by his work. Ceramic hot air balloons floated overhead, surrounded by sculpted feet and shoes from the Middle School, butterflies from the Lower School, and even tigers. Together, each piece contributed to a sense of motion and wonder.
Throughout the main gallery, which featured artwork from K-12 students, motion was everywhere. Cars moved around architectural columns, and one of the most engaging installations — The Interior Train — invited viewers to become part of the experience. A series of student-created landscapes were displayed as if seen from a train window, allowing visitors to imagine themselves traveling through each scene.
The centerpiece of the show was a service-based installation of student-constructed skyscrapers
and buildings made from recycled cardboard and Styrofoam, creating a cityscape for the trains to pass through. Alongside these, elevated ceramic skyscrapers crafted by students added another layer of texture and craftsmanship, blending different media into one cohesive scene.
In the Lehman-Eskind Black Box Theater, visitors were transported into space, surrounded by glowing moon houses and castles created by Lower and High School students. It was another interpretation of our theme, pushing the idea of movement beyond the physical and into something more imaginative.
“There is a profound joy in seeing the full range of student work — from Kindergarten all the way through Grade 12 — displayed together in one shared space,” said Lower School Visual Arts Director Evie Coates. “The progression of skills, the array of individual styles and creative voices becomes visible in a way that happens at no other time during the school year; it is a delightful event for our community and one that is truly unique. We come together to celebrate not only individual artworks, but the collective expression of our entire vibrant, growing community of young artists who are learning alongside one another.” ■
In the Spotlight
HIGH SCHOOL FILM WINS PRESTIGIOUS AWARD
In its second year, the High School Film Studio has been named a 2026 Student Production Award recipient by the MidSouth/Nashville chapter of the National Academy of Television Arts & Sciences (NATAS) for their film In Plain Sight The film was recognized in the Best Director category, honoring the creative vision and leadership behind the project.
While the award was presented in the directing category, the achievement reflects the collective effort of the entire class. From concept to final cut, students collaborated across every aspect of the production, bringing the story to life through a shared creative process. As part of this honor, In Plain Sight has been automatically submitted for consideration at the national level. Nominees will be announced in October, with national recipients recognized in November.
Watch awardwinning film, In Plain Sight
PICTURED ABOVE (LEFT TO RIGHT): Peter Bryant '26, Alaena Smith '26, Luke Richards '26, Gabriel Dean '26, Hudson Honeybone '26, CJ Cavolo '26, Imaiya Own Different Horses '26, Kelsy Parker '26 (NOT PICTURED: Eliza Baggott '26)
Guys &Dolls
Hailed as the perfect musical comedy, the award-winning classic Guys and Dolls transformed the Ingram Arts Center theater into 1950s New York City. With a jazz-infused score delivered by the Mission Workers of Times Square, gamblers in a hidden sewer, night club Hot Box Girls, and energetic Havana dancers, the show wowed audiences with its high energy, exciting dance routines, and comedic performances.
Guys and Dolls is the largest High School musical produced at Ensworth in over a decade, and students were involved at every level and in all aspects of the production. Overall, Guys and Dolls had 44 cast members, 25 backstage crew members, 22 musicians, and eight Ensworth faculty members bring the show from script to stage. The monumental undertaking left the audience in awe of what the Ensworth Arts Department can accomplish, and sent them back out into the world humming catchy tunes and laughing at the characters’ hijinks.
Because the show had such a large cast, a wide range of students got involved. From freshmen participating
in their first High School musical to veteran performers to seniors taking to the stage for the first and last time, the show created a special sense of community, which further added to the magic of the production.
“I was proud of everyone involved,” said director Shawn Knight. “They committed to every wacky character and wild scenario. The show took a lot of research to understand and communicate the world of the play in a way that could feel believable, and boy, did they succeed.”
“The community as a whole is very loving and supportive. Everyone has so much talent, and there's a lot of hard work and effort that goes into it. It's really amazing to see.”
Vivian
Mixon ’29
“This was my first High School musical, and I had so much fun doing it,” said Vivian Mixon ’29 “The community as a whole is very loving and supportive. Everyone has so much talent, and there's a lot of hard work and effort that goes into it. It's really amazing to see.”
For Emmy Woodard ’27, getting to work with students across different grade levels was a highlight of the show. “My favorite part of the musical was getting to work with the rest of the cast and the other leads,” she said. “I enjoyed seeing all the younger underclassmen who were leads and in the ensemble. They got to be really involved and bring their perspective to the show. It was a lot of fun to get to work with them.”
Nathan Fletcher ’28, who served on the backstage tech crew led by Technical Theater Director Cody Allen, got the opportunity to connect with the cast and crew behind the scenes.
“When I was working with the tech crew, watching all the actors on stage and how happy they were and how much fun they were having, it made me want to start acting and get more involved,” Fletcher said. “I'm trying out for all the plays next year.”
That joy and community were felt in the orchestra as well. Students played alongside 18 professional musicians, hired by Director of Instrumental Music Clayton Hamilton, giving them a sense of professional preparation and work environment.
“Being able to play clarinet and saxophone in the pit and also play with professional musicians helped me learn more about my instrument and how to play,” said Gabriel Dean ’26
Nathalie Peete ’27 also had the opportunity to further develop her dance skills by assisting Leila Jones in reviewing, cleaning, and setting choreography. For Peete, watching the cast grow more confident and seeing dance numbers come together was gratifying.
“Choreographing for the musical as a student has honestly been one of the most fun and exciting things I’ve gotten to do,” she said. “I love the process of turning everything into something you can actually see on stage, and figuring out moves that match the vibe and energy of the moment. Teaching my friends the choreography makes it even better — it’s a mix of laughing, counting things out a million times, and celebrating when it finally clicks.”
As the show’s musical director, Christina Carter led the vocal rehearsals and conducted the orchestra for the performances. She is immensely proud of the work that all the singers put into preparing the show and really enjoyed collaborating with this amazing directing team.
“It is an honor to see the Ensworth spirit come to life in Guys and Dolls,” Carter said. “The orchestra was beautifully connected, the crew and performers gave their all both on stage and in the wings, and the joy of performance was never-ending. Our time together created a truly unified community, showcasing the impact of working together toward a shared creative vision.” ■
WRITTEN BY SHAWN KNIGHT High School Musical Director
AKEEM BATEY
Belmont University Track & Field
COLLEGE SIGNINGS
JUDE BAMBIC
CHASE BYINGTON
ANDREW HOGAN
HORN
ASHTON MOORE
Georgetown College Football
CAMERON OBEE
Xavier University of Louisiana Baseball
LAYTON PEWITT
LaGrange College Baseball
JAYDEN PYANT
Missouri Western State University Football
STEVEN SHERMAN
Univeristy of Rhode Island Basketball
BLAKE SURRATT
Morehead State University Football
College Signings
BISHOP STARLING
Vanderbilt University Football
DEMARII THOMPSON
Alfred State College Football
PREVIOUS COMMITMENTS // HAYDEN CHERRY, Golf at Appalachian State University ELLIOTT DARR, Swimming at Davidson College
JONATHAN DROBNY, Lacrosse at Stevenson University BEAU
HARRISON, Football at Washington and Lee University TAYLOR
HASSELBECK, Football at University of Wyoming
JUSTIN HOPKINS, Football at University of Minnesota TERRANCE REYNOLDS III, Soccer at Georgetown University LILLY SITES, Lacrosse at Wofford College QUINCY
TOPPING, Swimming at Boston College ALANA WELLS, Basketball at Iona University ELI WILT, Football at Western Kentucky University
ELENA SIPE
Sewanee: The University of the South Volleyball
TWO TEAMS X TWO TITLES
GIRLS' LACROSSE STATE CHAMPIONS
BOYS' LACROSSE STATE CHAMPIONS
HIGH SCHOOL ATHLETICS
WINTER & SPRING HIGHLIGHTS
ROBERT INMAN AWARD
The following seniors participated in at least 11 athletic seasons, while the juniors participated in at least eight athletic seasons and received this award: Cate Barfield '26, Evie Denbo '26, Elle Hutcheson '27, Ella Meade Poe '27, and Blake Surratt '26.
GIRLS’ LACROSSE
• State Champions
• Region Champions
• Betsy Blair ’30 - All Region
• Charlotte Figler ’27 - All Region, All State, All American
• Lilly Sites ’26 - All Region, All State, All American
• Charlotte Williamson ’28 - All Region, All State, All American
• Charlotte Garza '26 - All American
• Corey Donohoe - USA Lacrosse Coach of the Year
BOYS’ LACROSSE
• State Champions
• Region Champions
• Davis Blair ’29 - All Region, All State
• William Cox ’27 - All Region, All State
• Jonathan Drobny ’26 - All Region, All State, Defensive Player of the Year
• Teddy Graff ’27 - All Region
• Matthew Gray ’27 - All Region, All State
• Casey Nuchow ’28 - All Region, All State
• Cooper Rice ’27 - All Region, All State, Offensive Player of the Year, MTHSSA Boys' Lacrosse Player of the Year
• Ethan Starling ’28 - All Region, All State
BASEBALL
• Champ Banks ’28 - All Region
• Carter Hullett ’27 - All Region
HOCKEY
• Hudson Honeybone ’26 - GNASH All-Star Hockey Team
MOLLYKATE ORR
TENNIS
• Girls’ Team Region Champions
• Boys' Team Region Runners-Up
• Avery Franklin ’26 & Aubrey Trusley ’27 - Doubles Region Champions
• Edward Coppeans ’26 & Jack Tompkins ’26 - Doubles Region Runners-Up
WRESTLING
• Mason Bonner ’29 - Region Medalist
• Finn Castle ’29 - Region Medalist
• Tanner Tapp ’27 - Region Medalist, State Medalist
BOYS’ SOCCER
• Diego Villegas-Mendez ’26 - All Region
CARTER HULLETT
DIEGO VILLEGAS-MENDEZ
BASKETBALL
• Steven Sherman ’26 - All Region, All State
• Nori Jamison ’26 - All Region
• Alana Wells ’26 - All Region, All State
TRACK & FIELD
• Grade 9 Boys’ City Champions
• Grade 9 Girls’ City Champions
• Akeem Batey ’26 - Region Meet Champion, Long Jump
• Gabi Bullock ’26, Bella Stader ’29, Chandler Brinkley ’29, Promise Sawyers ’27 - State Champions, 4x100 Relay
STATE CHAMPIONS
ALANA WELLS
STATE CHAMPIONS
SWIMMING & DIVING
• Girls' Swimming & Diving Team Region Champions
• Boys' Swimming & Diving Team Region Champions
• Combined Team Region Champions
• Alex Aplin ’27 - All State
• Salem Bahr ’28 - Region Champion (100 Breaststroke, 400 Free Relay), All Region, All State, USA 2025 National Select Camp
• Jax Brodoski ’28 - Region Champion (100 Freestyle, 400 Free Relay, 200 Medley Relay) All Region, All State
• Ella Cox ’29 - State Champion (200 Free Relay), All State
• Elliott Darr ’26 - Region Champion (50 Freestyle, 100 Backstroke, 200 Medley Relay, 400 Free Relay), All Region, All State
• Avery Domitrovich ’27 - Region Champion (400 Free Relay), All Region, All State
• Sandy Finn ’28 - All State
QUINCY TOPPING
• Alex Glenn ’26 - State Champion (200 Free Relay), Region Champion (400 Free Relay), All State
• Brandon Horn ’26 - Region Champion (Diving 1M), Region Diver of the Year, All State
• Charlie Jackoboice ’29 - Region Champion (200 Medley Relay, 400 Free Relay)
• Emily McWilliams ’28 - Region Champion (400 Free Relay)
• Mina Sanford ’28 - State Champion (200 Free Relay), All State
• Bella Stader ’29 - State Champion (200 Free Relay), All State
• Quincy Topping ’26 - Region Champion (200 Freestyle, 100 Breaststroke, 200 Medley Relay, 400 Free Relay), State Champion (50 Free), All Region, All State
MIDDLE SCHOOL ATHLETICS
WINTER & SPRING HIGHLIGHTS
TRACK & FIELD
Boys' HVAC Team Champions
Individual Champions:
• James Kempf '30, David McIntosh '30, Stephen McIntosh '31, Henry Saltzman '31 - 4x800 Relay
• Mason Ford '30, David McIntosh '30, Stephen McIntosh '31, Parker Simpson '31 - 4x400 Relay
• Mason Ford '30 - High Jump
• Jaxon Hopkins '30 - 200, 400 Hurdles
Girls’ HVAC Team Champions
Individual Champions:
• Claire Schneider '30 - Shot Put
• Nile Taylor '32 - Long Jump
• Noelle Taylor '30 - 100 Hurdles
• Grace Wells Haeberle '30 - 1600, 800
• Sydney Calloway '32, Claire Schneider, Nile Taylor, Noelle Taylor '30 - 4x100 Relay
Brett Barnett ’16 credits curiosity, challenge, and lessons learned at Ensworth with preparing him for a career dedicated to helping others.
When Brett Barnett ’16 was a little kid, he thought firefighting looked like the best job in the world. To him, the Nashville firefighters were superheroes. And while some kids may have eventually let go of their obsession with firefighting, Barnett never did.
“I was that little kid who loved firetrucks and thought it looked awesome,” he said. “They get to run red lights and go save people, and I never grew out of it.”
Barnett is a firefighter at Rescue Station 13, an allhazards rescue unit of the Nashville Fire Department. The firefighters at the station handle all responsibilities typically associated with firefighting, such as fire and medical calls, and are also trained in additional technical rescue disciplines, including hazmat, rope, water, and confined space calls.
“Our rescue truck doesn't have any water on it or any ladders,” he said. “We like to call ourselves the fire department's fire department. So when a call is outside the normal scope of practice for a standard engine company, you'll get a group like us with some advanced tools and training.”
Though Barnett has been involved with firefighting for almost a decade, his path to the career was anything but linear.
Barnett started at Ensworth as a freshman, and while on campus, he was a three-sport athlete, played the drums in rock band, and even took dance classes. Though he didn’t know it all the time, his exposure to new and challenging situations would eventually be vital to his success as a firefighter.
“Ensworth did a fantastic job of putting me in situations I probably wouldn't have put myself in on my own,” he said. “Being in those situations, and doing something that's new for you, something that's challenging, transfers to my day-to-day now too. I'm always in new situations — maybe something that I haven't done before or something that's new to me — but being exposed to a lot of things and having the opportunity to grow in a lot of different areas while I was at Ensworth definitely helped.”
After graduating from Ensworth, Barnett attended Vanderbilt University, where he studied mechanical engineering before shifting to civil engineering. During his freshman year, he decided to volunteer with the Pegram Fire Department while also still taking classes. Through this volunteer opportunity, he attended the state fire academy and completed the basic training required to become a firefighter.
Barnett continued to work at the Pegram Fire Department until he graduated from Vanderbilt in 2020. However, instead of pursuing firefighting full-time, Barnett chose to take his ‘dream job’ in corporate commercial construction. Not long after starting that role, and with encouragement from one of his professors, he decided to return to firefighting at the Pegram Department.
“I had a professor in college tell me that my engineering degree was just a degree in problem solving, and what problems are more important than the ones people call 911 for,” he said. “That stuck with
me. I apply my degree and all my education every day I come to work, it’s just not in the route I initially thought it would be. I show up to a scene and have to be a problem solver in any sort of situation.”
In February of 2023, Barnett left the Pegram Department and was hired by Nashville Fire. He reentered the fire academy and received extra in-house training to serve the Nashville area. Since then, he has been stationed at Truck 28 in Donelson and now at Rescue 13.
Each day is different for Barnett and his crew. Nashville is covered by three different shifts of firefighters who work for 24 hours and then have 48 hours off. Each shift begins by checking over equipment, such as the truck, batteries, and medical gear. After equipment and safety checks are completed, the crew waits for calls to come in and responds accordingly.
“As calls come in, we take them. Sometimes it can be a really busy day. Sometimes it's a little slower. We never really know until we are in it,” he said. “In addition to all that, we're just a big family that lives together. We train together every day. We work out together every day. We cook every meal together and sit down to eat together. We’ll also find some time for fun throughout the shift.”
Two of the core skills needed to be a firefighter are integrity and a love for service. For Barnett, both of these values were instilled in him while at Ensworth. Whether it was picking up trash in the opposing team’s bleachers after a football game with Coach Ricky Bowers or participating in service learning days, these lessons are now integral parts of his everyday life.
“Integrity is a really big thing. It’s what you do when no one is watching and doing all the little things right and doing the right things for the right reasons. Taking care of your house, taking care of your place, leaving things better than you found them, impacts how you do the big thing,” he said. “I remember being here for our service learning days and getting out in the community. We always talked about servant leadership and leaving things better than you found them, so that identity was instilled in me when I was at Ensworth.”
It’s been nearly 10 years since Barnett first jumped into the field of firefighting, and although he has learned many lessons along the way, he is proud of staying true to himself and doing what he truly loves.
“My younger self would be the most proud of me for staying true to who I am,” he said. “Following my heart and taking a leap of faith into a career that I knew I wanted to be doing, but had no experience in, and really had no connection to.”
“I remember being here for our service learning days and getting out in the community. We always talked about servant leadership and leaving things better than you found them, so that identity was instilled in me when I was at Ensworth.”
CLASS
Margaret Taylor ’72 and Liz Bohannon ’02 have joined forces at Fridrich & Clark Realty. Margaret has returned to selling real estate after practicing law. She has 25 years of prior experience selling Nashville properties. Growing up in a real estate family, Liz often saw firsthand from her grandfather the real estate development and turnover process, which made her career a natural transition. Together, they specialize in selling homes in Nashville's premier neighborhoods as well as providing relocation services.
Laura Upchurch's ’87 book, My Year with Dame Olivia: Paris, Olivia de Havilland & the Art of an Extraordinary Life, is finished and seeking publication. You can follow her next steps on Instagram @ lauraupchurchwrites or on her website.
Kate Sherrard Chinn ’89 was recently named Managing Partner at Nashville-based marketing, advertising, and public relations agency MP&F Strategic Communications.
Ensworth alum and former faculty member Varina Buntin Willse ’91 has a book releasing with Broadleaf Books on September 8, titled Beneath and Between: And Other Overlooked Words that Illuminate God The book offers an expansive vision of God hidden in a humble part
NOTES
of speech: prepositions. Advance praise from bestselling author, Margaret Renkl, calls it a “radiant book” that will "lead you straight to a wild uncontained God.”
Varina will be participating in various literary festivals this fall, including the Southern Festival of Books and Wild Goose Festival, and offering readings across the South.
Abby Sinks Spaulding ’99 spoke to our seniors about practical life skills after graduation. Abby — owner and managing partner of Continuum Planning Partners spoke with students about college finances, offering a practical, high-level overview of topics such as credit, saving, and investing.
Hunter Mobley ’99 also spoke to our seniors about practical life skills after graduation. Hunter — Chief Culture Officer and a Trust & Estate Advisor at Equitable Trust Co., as well as an author and Enneagram teacher talked to this group about early career steps, including networking, internships, college transitions, and first jobs.
We said goodbye to Alumni Board President Whitney Haley Kalb ’01 Thank you, Whitney, for two dedicated years of service as Alumni Board President and eight years on the Alumni Board!
Thompson Grant ’08 left working in traditional gyms to start his own fitness company. His mobile training service focuses on strength training, weight loss, rehabilitation exercises, and nutrition. Nashville Mobile Fitness brings the workout equipment and results-driven training sessions right to your home.
Faith Sanford Watson ’08, a Professor at The University of Memphis Cecil C. Humphreys School of Law, recently won the MLK50 Faculty Service Award, honoring "a faculty member that has demonstrated outstanding service to the University of Memphis, the law school, the Memphis legal community, or the broader national academic and legal communities."
Kia Lang ’09 received her Master's Degree in Educational Leadership from Carson Newman University.
Candace Lawrence Reeve ’10 joined Ensworth’s Business Office team as our new Accounting Manager. In this role, she supports the mission of the school by overseeing key accounting functions, strengthening financial reporting, and ensuring strong internal controls and efficient operations.
Lauren Cummings Johnson ’11 and her postpartum care company, Choose Joy Nursing, were featured in the May edition of Stroll Belle Meade magazine. “What began as a calling during her time as a nurse has grown into a deeply personalized, in-home care experience for mothers and newborns. Choose Joy Nursing goes beyond traditional support, focusing on both mom and baby with services rooted in nervous system regulation, recovery, lactation support, and gentle guidance during those first crucial weeks.”
We were thrilled to welcome Mary Elizabeth Colton ’12 to our senior class meeting on May 1 to speak about the Ensworth alumni network and the importance of staying connected after graduation.
This February, Bryce Wiatrak ’10 earned the title of Master of Wine. The highest distinction for the global wine trade, the certification involves a famously rigorous four-day exam of blind tasting and theory papers, followed by a years-long research project. Bryce is now the youngest Master of Wine in North America, joining just over 60 in the United States.
Fletcher Cato Renken ’19 returned to campus to speak to our current High School students about following their passion and to visit with our Tiger Garage Club members. He's been passionate about racing and cars since a young age and is now working on a NASCAR pit crew.
NOTES CLASS
Drake Elcan ’19 stopped by campus to visit with Dr. JJ Anthony, Ensworth’s Associate Dean of College Counseling & Academic Advising.
William Wright ’20 was recently recognized as one of the six 2-25 Team Award recipients at the University of Tennessee, Knoxville Orange & White Spring Game. William was presented with the Academic Excellence Award, recognizing his achievement of earning the highest scholastic average on the team, excelling both on the field and in the classroom.
Keshawn Lawrence ’20 and Andre Turrentine ’21, who are both currently training for the NFL draft, stopped by Frist Campus to catch up with History/Seminar Teacher and CEI Program Coordinator Shomari White ’13
Ella Talerico ’21 is currently the Artistic Producing Fellow at Studio Theatre in D.C. She has also founded a NYC-based production company called Tin Can Contingency that is producing a new play called Dragoness Additionally, she has produced a short film that she wrote and directed called Wormball, and has an original play going up in London at Playhouse East.
Gabrielle White ’21 was recently named champion of the 13th Annual Dean’s Cup Invitational at Belmont University College of Law after six competitive rounds.
Evan Petty ’21 graduated from UC Berkeley’s College of Engineering and will begin the Accelerated Master’s program in Mechanical Engineering this fall. While at Berkeley, Evan won multiple academic awards, including the Neufeld Scholar Award – the highest cumulative GPA of any graduating male athlete at Berkeley, the Jake Gimbel Prize, awarded to one graduating male student-athlete for outstanding integration of academics and athletics, and was a three-time Golden Bear Award, the highest GPA on the men’s swimming team.
Andre Turrentine ’21 was recently recognized as one of the six 2-25 Team Award recipients at the University of Tennessee, Knoxville Orange & White Spring Game. Andre received the Bill Majors Team Award, honoring the player who best reflects the dedication and commitment to the game of football exemplified by Bill Majors.
In August, Hart Wilkinson ’21 will be returning to her alma mater, the University of Colorado Boulder, to complete her M.A. in Speech-Language Pathology. After graduation, she hopes to work in a pediatric setting.
Audrey Campbell ’23 is an International Studies major at American University’s School of International Service. In fall 2025, she studied abroad in Brussels through AU’s European Union in Action Program, exploring EU institutions through coursework and site visits across Belgium, Germany, France, Luxembourg, Bosnia & Herzegovina, Serbia, and Moldova. While in Brussels, Audrey also interned with Edelman’s policy communications team, sparking a strong interest in pursuing a career in communications. She has now visited 34 countries, 20 of them in Europe. After traveling through Switzerland, the Netherlands, and the UK over winter break, Audrey began her spring 2026 semester in Berlin. There, she completed an intensive German language program alongside courses on European environmental policy, environmental entrepreneurship, and Europe in crisis, further building on her international academic and professional experiences.
Silas Bosch ’23 finished his final semester at Liberty University, graduating in three years with a Bachelor of Science in Aeronautics. He just received his Commercial Pilot's License with a Multi-Engine Rating flying a Beechcraft Baron. Silas plans to move back to Nashville in the coming months and begin instructing students in the area.
Kennedy Aderogba ’24 was selected as the next Drum Major for the University of Pittsburgh
Marching Band, becoming the youngest student ever to hold the role and the first African American to do so. Kennedy joined the Pitt Band with no prior marching band experience and let her love of music, determination, and work ethic guide her journey.
There’s something powerful about hearing from those just one step ahead. In January, an alumni panel of college freshmen shared honest advice on college life, from academics and friendships to getting involved and personal growth, along with what they’d tell their high school selves. Brenna Hanbury ’25 (Davidson College), Tess Staelin ’25 (University of Tennessee), Miles Whitfield ’25 (University of Richmond), Brian Tierney ’25 (Vanderbilt University), Sebastian Cabrera Gutierrez ’25 (Wake Forest University), Sarah Howard ’25 (LSU), and Braxton Gunn ’25 (Tennessee Tech).
David Berry ’91 hosted our annual theater alumni gathering, welcoming nearly 30 folks from a wonderful range of classes from the past 15 years, from 2010 to 2025!
NOTES CLASS
Hobs & Lee Atwood ’26
Chad Atwood ’90
Charlotte Callis Atwood ’60 (grandmother)
Edward Coppeans ’26
Ruth Duncan Coppeans ’93
Legacy Graduates
Greta Banks ’26
Jodi Wilt Banks ’87
Joanne Fleming Hayes ’60 (grandmother)
Lola Elam ’26
Roe Elam ’88
The Late Carol Clark Elam ’62 (grandmother)
Coco McGehee ’26
Bartley McGehee ’89
Cate Barfield ’26
Cole Barfield ’95
Ellis ’26
Carrie Crossman Ellis ’88
Caroline Sifford ’26
Dorothy Barfield Sifford ’86
Gordon ’26
’77
Eli Wilt ’26
TJ Wilt ’91
Joanne Fleming Hayes ’60 (grandmother)
Clayton
Taylor
Frank Gordon
Alumni Gatherings
Young Alumni Lunch
Alumni Happy Hours
Earlier this year, alumni gathered at Red Gables and in New York City for happy hours hosted by our Alumni Office. We loved catching up with smiling faces and spending time together.
We loved welcoming our college-aged alums back to campus for lunch in January. Reconnecting with classmates, teachers, and cherished spaces before heading back to their campuses made for the perfect start to our semester.
Class Reunions
We had a great time celebrating the Classes of 1996, 2001, 2011, 2016, and 2021.
Please reach out to alumni@ensworth.com if you’re interested in planning a gathering or reunion!
NOTES CLASS
Family Additions
Matt and Carolyn Riley Von Lunen ’02
Alice Wynne Von Lunen
August 30, 2025
Keaton and Caroline Pratt Sloan ’08
Gibson McArthur Sloan
January 4, 2026
Tom and Francie Fisher Corcoran ’09
Thomas "Tee" Francis Corcoran, V
February 10, 2026
Thomas Young and Nakia Lang ’09
August Young
February 11, 2026
Kyle and Maggie King Rynd ’09
Mary Margaret Rynd
February 13, 2026
Roger and Katie Rush Waynick ’09
Maeve Alena Malone and Lillian Renee Elese Waynick
April 4, 2026
Austin and Mary Keith Jackson Robbins ’10
Charles "Hays" and Margaret "Darden" Robbins
February 10, 2026
Ryan and Abby Scanlan Degnan ’13
Lucas Ryan Degnan
August 24, 2025
Lexie and Phil Krebs '12
Mary Elizabeth “Molly” Krebs
April 6, 2026
Send alumni news to alumni@ensworth.com
Lucas Ryan Degnan
Maeve Alena Malone and Lillian Renee Elese Waynick
Served in the High School College Counseling office from 2004 to 2010
Christina Chintanaphol ’09
Cole Parrish ’11
Becca Smith ’15
Xavier Forrest ’14
Rand Jackson ’11 and Liz Geer ’11
Annie Oldacre ’08
Jeremy Lehman ’08
Halina Hannon ’16
Peter Spruill ’14
Miller Reuther ’10
NAVIGATING PHONES+MEDIA: What Really Works for Families
The Parent Association welcomed therapist Emily Rate to campus for a Parent Education event. Raising children in a digital world can feel overwhelming, especially amid the flood of often extreme and unrealistic advice surrounding technology and social media. Through researchbacked insights and relatable anecdotes, Rate encouraged parents to tune out the noise and focus on what truly helps families build healthy relationships with media — and with one another.
Grounded in both research and real-life experience, Rate explored practical strategies, common myths, and concrete tools parents can use to reduce conflict, increase trust, and support their children’s well-being in a tech-saturated culture.
Rate began by encouraging parents to delay technology and social media access for as long as reasonably possible. While many parents may wish they could eliminate technology altogether, studies suggest that both excessive use and complete avoidance can negatively affect well-being. Moderate, intentional use, she explained, can actually support mental health, an idea known as the “Goldilocks theory.” Too little access may lead to social exclusion
or information gaps, while too much can displace sleep, physical activity, and face-to-face connection.
The theory also suggests that purposeful, active, or creative screen use is more beneficial than passive consumption. Rather than treating technology as a default pastime, Rate advised families to approach digital engagement with intention and mindfulness.
To help regulate children’s technology use, Rate emphasized the importance of boundaries that protect healthy development. Sleep, exercise, time outdoors, and in-person relationships should remain priorities, with media use occupying only a limited portion of a child’s day.
She described the ideal relationship with technology as “visiting without moving in” or engaging with media while still being able to step away without distress or dependence. To support this balance, she recommended creating a family media plan that allows every member of the household to contribute to expectations and boundaries surrounding device use.
CHILD CONTENT
CALM
CROWDING OUT COMMUNICATION
Every child responds differently to technology, making it important to consider how digital engagement affects their mood, behavior, and motivations.
Parents should pay attention to what is worthy of their child’s attention and seek media that aligns with their family’s values. Resources such as Common Sense Media can help families evaluate games, apps, movies, and television content.
Many children and teens turn to technology to escape stress or difficult emotions. Parents can help by encouraging healthy coping strategies outside of screens.
Families should recognize what screen time may be replacing. If technology begins to interfere with activities essential to healthy development — such as sports, hobbies, sleep, or social interaction — it may be time to reevaluate habits and boundaries.
Open, honest conversations are essential. Many teens hesitate to share difficult online experiences out of fear their devices will be taken away. Creating a supportive environment helps children feel more comfortable seeking guidance and problem-solving alongside parents.
The overarching message of the evening was not to fear technology, but to approach it with intention. Through open communication, thoughtful boundaries, and mindful media habits, families can help children build healthier relationships with the digital world. ■
WRITTEN BY AUBRIE HUTZEL Parent Association President-Elect
The Power of Place
INTENTIONAL SPACES DESIGNED FOR LEARNING + CONNECTION
Thanks to the generosity of our donors, Ensworth expanded and enhanced several key spaces at Frist Campus and Red Gables Campus last year, creating new opportunities for students to learn, connect, and grow.
At the High School, all math and science classrooms in the Academic Building were renovated, along with the adjacent commons area where students and faculty gather throughout the day to study, collaborate, and build community. The new Tiger Cafe provides students with a welcoming space to connect before and after school while offering an additional dining option during lunch. The final phase of improvements to the Elcan Athletics Center was also completed, including the Hand Family Fitness Center The upgraded facility features new strength and fitness equipment, enhanced technology, and faculty office space, supporting student wellness, athletic development, and community engagement.
To further support hands-on and experiential learning at Red Gables, a new outdoor classroom was added to the courtyard outside the Grade 1 hallway, extending learning beyond the traditional classroom setting. In addition, Ensworth purchased the Bellevue Baseball facility, creating a dedicated space to support the continued growth of the Middle School baseball and softball programs. The acquisition also expands the School's outdoor footprint, providing additional space and flexibility for future programming and opportunities that will benefit students for years to come.
Events Calendar
FALL / WINTER 2026
THURSDAY, JULY 30
Class of 2026 Yearbook Party Frist Campus
FRIDAY, AUGUST 21
Tiger Town & Home Football Game Frist Campus
MONDAY, AUGUST 24
Robert Inman Tiger Classic Golf Tournament Golf Club of Tennessee
WEDNESDAY, SEPTEMBER 23
Inclusivit-E Event oneC1TY
SATURDAY, SEPTEMBER 26
High School Creative Coffee Shop Frist Campus
WEDNESDAY, SEPTEMBER 30
Kindergarten Admission Lunch Red Gables Campus
FRIDAY, OCTOBER 9
All-Community Homecoming Tailgate & Football Game Frist Campus
THURSDAY, OCTOBER 22
Middle School Admission Preview Red Gables Campus
SATURDAY, OCTOBER 24
High School Talent Show Frist Campus
THURSDAY, OCTOBER 29
Tiger Trek & Varsity Football Game Red Gables Campus
WEDNESDAY, NOVEMBER 4
Kindergarten Admission Lunch Red Gables Campus
SUNDAY, NOVEMBER 8
High School Admission Preview Frist Campus
THURSDAY, NOVEMBER 12SATURDAY, NOVEMBER 14
High School Fall Play Frist Campus
SATURDAY, NOVEMBER 14
Middle School Musical Red Gables Campus
FRIDAY, NOVEMBER 20
Lower / Middle School Grandparents & Special Friends Day Red Gables Campus
FRIDAY, DECEMBER 4
High School Rock & Jazz Band Concert Frist Campus
FRIDAY, DECEMBER 11
Chamber Singers & Orchestra Concert Frist Campus
SATURDAY, DECEMBER 12
Encore Concert Frist Campus
For more details, visit: www.ensworth.com/calendar
