HDS-UnderTheElm-26 by Harford Day School

UNDER THE ELM 2026

A HARFORD DAY SCHOOL PUBLICATION

DISCOVER

Welcome

Susan Bond Kearney Head of School

experiences with real-world impact, fostering not only knowledge and skills, but also empathy, responsibility, and a deep sense of purpose. Whether working with local partners, supporting community initiatives, or exploring global challenges, our students are learning what it means to contribute thoughtfully and compassionately to something larger than themselves.

This issue celebrates those moments of connection—when curiosity meets action and learning becomes a vehicle for positive change. You will read about students who are asking important questions, building relationships, and discovering that even the smallest acts of service can have a meaningful impact. You will also read about faculty members who have come together through staff-led committees to strengthen our shared community in meaningful ways. In addition, we highlight two parents who have generously shared their time and expertise to help fellow parents support their children in navigating peer conflicts while building confidence and resilience. Finally, you will read about alumni who have dedicated themselves to serving our country through extraordinary military service.

We are proud of the many ways our students, faculty, and staff bring our mission to life each day, and we are grateful to be part of a community that values engagement, kindness, and a shared responsibility to the broader world.

Thank you for being part of this journey with us.

Warmly,

Susan Kearney

Faculty Committees Take Action

Harford Day School is a community of doers. All members of our community— from students and faculty/staff to parents, alumni, and board members—share a common instinct to pitch in, roll up their sleeves, and turn ideas into reality.

In that spirit, our faculty joined committees this year to take on goals and projects across campus. Some contributed to the Student Life Committee, helping to plan Grandparents’ Day, assemblies, and Eighth Grade celebrations. Others joined the Campus Beautification Committee, focusing not only on cleaning overlooked nooks and crannies, but also on enhancing our front entrances and outdoor spaces with thoughtful decorations. The Student Wellness Committee worked to streamline the reporting process for identifying students of concern and to clarify support pathways. Finally, the Academic Council continued the work begun by Mrs. Poole, our Curriculum Coordinator, by establishing a formal review process for curricula by subject and ensuring vertical alignment across all teaching areas. We have been thrilled with the work of these committees and look forward to their continued impact.

Incorporating committee work into the rotation of weekly faculty meetings has added a strong sense of action to many faculty aspirations. Because this team is willing to roll up their sleeves and deeply committed to the school’s success, this model has created meaningful opportunities for new ideas to be shared and implemented. Additional accomplishments include the development of a new HDS homework philosophy, the addition of seasonal live plants in planters across campus, faculty professional development sessions, and the introduction of Blue and Green competitions that span the entire school year.

Each committee is led by a chair, a rotating position that provides emerging leaders with the opportunity to step into leadership roles and gain experience. Ultimately, this structure gives teachers a greater voice in the day-today operations of the school, gathers valuable input to strengthen the organization, and ensures that every voice is heard.

Below: The Harford Day Faculty & Staff Opposite: Director of Belonging and Community Impact, MLK, Jr. Day of Service.

Engaging with the World: Service Learning

Service has always been part of the Harford Day School ethos. From the parents and children who helped found our school through grassroots efforts, to families who volunteered with Habitat for Humanity and cleared trails at Eden Mill, to the many students who have contributed to Manna House and participated in Martin Luther King, Jr. Day of Service projects, giving back has long been part of the HDS experience. After COVID, when direct service projects were on hold, the school sought to re-energize connections with the broader community and deepen students’ understanding of human needs in Bel Air and beyond. Since then, a vibrant service learning curriculum has blossomed under the thoughtful leadership of Mrs. LaFreda Smith, Director of Belonging and Community Impact.

Many alumni will remember keeping a notebook of service hours in middle school to fulfill a requirement and earn recognition at the annual Awards Ceremony. While this system effectively allowed students to pursue a range of

activities both inside and outside of school, it did not ensure equal access to meaningful, shared experiences. Smith, working with Mrs. Keisha Nandalal (P’20, P’14), and former admission associate, Mrs. Tracy Daniels (P’12, P’19), developed an inaugural community service course in 2022–2023 for all seventh graders. Through this course, students explored basic human needs, the real challenges many people face in securing food, clothing, and shelter, and how they could help address these issues.

Constrained at first by limited class time and fewer opportunities for direct service, the course has since evolved into a cohesive curriculum for grades 6–8 rooted in the school’s EPIC-G values—Empathy, Perseverance, Integrity, Community, and Growth. Today, service learning at HDS includes three distinct components—indirect service, direct service, and advocacy—at each grade level in grades 6 through 8.

6th Grade Service Learning

In sixth grade, students focus on understanding the “why” behind service learning. They explore food insecurity by examining its causes, effects, and statistics across Maryland counties. This year, a representative from the Hope Center of Maryland spoke to students about hunger among children in Harford County, demonstrating advocacy in action. Students completed indirect service by preparing weekend meal bags for food-insecure students through the Beyond Blessings program, and they also participated in direct service at Welcome One Shelter, where they helped prepare a meal for residents.

7th Grade Service Learning

In seventh grade, students examine needs versus wants by participating in the online budgeting simulation Reality Check, which helps them understand everyday living expenses and the difficult choices many people face. After gaining this perspective, students visit First Fruits Farm, where they harvest and box fresh produce to be donated to the Maryland Food Bank, supporting individuals and families experiencing food insecurity. They also learn about the Food Bank’s broader role in distributing food and supporting community members in need.

8th Grade Service Learning

In eighth grade, students engage in field experiences that provide direct exposure to organizations addressing food insecurity. They prepare a meal at Welcome One Shelter and later visit the Maryland Food Bank. This year, the eighth grade class of thirty students packaged 13,000 pounds of macaroni, sorted more than 8,000 pounds of groceries, toured the facility, and observed the working kitchen where individuals are trained for employment in food service.

Beyond enriching students’ understanding of the world, the expanded service learning curriculum supports the AIMS (Association of Independent Maryland and DC Schools) Action Plan by connecting field experiences to the school’s mission and values. According to Smith, the program is, “Like looking through a window into the lives of others. It instills in our students the idea that they are part of a community and have a responsibility to support it. Through this experience, our students’ hearts grow.”

Day School was honored to be Harford Family House’s March 2026 Volunteer Star for the school’s ongoing relationship with the organization. As a part of this recognition, Director of Community Impact and Belonging, Mrs. LaFreda Smith was interviewed and featured on the organization’s website. Read more HERE

In true Harford Day spirit, the sixth- and seventh-grade service learning curriculum was brought to life this year through collaborative, interdisciplinary art projects that allowed students to creatively explore the year’s themes. Art teacher Tracy Lyon (P’09, P’21) guided students through in-depth units.

The sixth-grade art unit, Everyone Deserves a Seat at the Table, included the study of Willie Baronet’s Signs: We Are All Homeless, Dorothea Lange’s Depression-era photography, Norman Rockwell’s idealized depictions of American life, and the Artist Plate Project sponsored by the Coalition for the Homeless. Inspired by these varied works from different eras, students created their own plates representing kindness, community, and hope.

In seventh grade, as part of their advocacy unit, students learned about nonprofit organizations and the role they play in meeting human needs within our communities. They were introduced to well-known nonprofits and explored the importance of an organization’s mission, vision, logo, and tagline in communicating its purpose. After studying these key components, seventh graders were challenged to design a nonprofit of their own addressing a community need. Each group developed a vision and mission statement, created a tagline that captured their organization’s purpose, and designed a flyer to promote their nonprofit.

This impressive student artwork is now on view in the Gallery.

Harford Family House Spotlights Harford Day Harford

Pictured left to right: Director of Advancement, Lauren Milan; Preschool Head, Molly Levis; Greg Milan; and Director of Belonging and Community Impact, LaFreda Smith at Welcome One Shelter.

Finding my Voice

By Brooklyn Tan ‘26

Brooklyn in K-Prep with her animal project.

Brooklyn with cousin Kendall Adams during 8th Grade bread baking for Manna House.

Brooklyn and Emersyn Tan, Orientation Day, 2016. Student Profile

One night during seventh grade, the house was wrapped in quiet, the night as silent as a still lake. Everyone was asleep, except me. I was awake, whispering my campaign speech for student council treasurer, rehearsing the lines until I knew them as well as my own heartbeat. It was in that quiet moment when I realized I had a voice that needed to be heard. I understood that my voice wasn’t just something to memorize a speech with, but something I could use to shape my whole community.

Having been at Harford Day since K-Prep, I’ve grown up alongside the values of empathy, perseverance, integrity, community, and growth. These words represent more than just phrases, they represent actions that have shaped me throughout my years at Harford Day and provided lessons that will stay with me long after I graduate.

When I first walked through these doors ten years ago, I was an extremely shy and timid child. Since then, each grade has served as a stepping stone, helping me build a foundation of confidence, self-esteem, and resilience. Participating in school plays and collaborative class projects, as well as the gentle encouragement from my teachers, have provided the spark for my personal growth.

I moved from feeling invisible to realizing that my voice not only mattered, but was deeply valued. My transformation is rooted in Harford Day School’s unwavering encouragement to step beyond my comfort zone. Having teachers consistently believe in who I could become has shaped not only my confidence, but also my sense of purpose. Through opportunities like running for student council, joining the Harford Day Ambassador team, and trying sports I had never played before, I’ve been pushed to grow in ways I never expected.

Along the way, I’ve discovered that my voice carries real weight and my ideas can contribute to meaningful change within my community. For instance, at student council board meetings, I’ve helped organize initiatives, share ideas, and advocate for improvements that benefit the students. As a member of the Ambassador Team, I’ve been trusted to represent the school by sharing my experiences and helping prospective families truly understand the impact of a Harford Day education. Today, I am driven by a desire to be an inclusive and encouraging leader, a guiding light capable of navigating others through even the most winding paths with strength and clear direction.

My parents always remind me, “You miss 100 percent of the shots you don’t take,” a quote attributed to Wayne Gretzky. As I’ve reflected on this message, I’ve realized that nothing meaningful happens without taking a chance. So why not run for Student Council? Why not join a sport, even if it feels unfamiliar? Why not push yourself to learn a new language or be a part of the musical? I have ultimately understood that opportunities don’t simply appear, they require initiative. This mindset has not only been shaped by that quote, but also reinforced by Harford Day, where I’ve been encouraged to take risks, find my voice, and grow into who I am today.

As I begin my journey at Bryn Mawr School, and close this chapter at Harford Day School, I find myself reflecting on the person I’ve become. I am deeply grateful to the teachers and community who have continually pushed me to reach my highest potential and supported my development along the way. Because of this school, I know my worth, I understand what I’m capable of, and I have a clear sense of who I strive to become. When I look back at that nervous four-year-old on her first day of K-prep, the uncertain middle schooler, the awkward girl still finding her confidence, I wish I could tell her that she is stronger than she thinks and capable of anything. It is through Harford Day’s values and the countless lessons I’ve learned here that I feel ready to step into this next chapter with confidence and purpose.

Brooklyn and her younger siblings, left to right: Hayden ‘30, Pierce ‘34, and Emersyn ‘27.

The Call to Serve

By the time Harford Day School students graduate from eighth grade, the seeds for countless future careers have been planted through field experiences, guest speakers, service projects, and experiential, interdisciplinary classroom assignments. As they move on to high school, college, and beyond, our alumni have further developed the leadership, public speaking, and interpersonal skills needed to chart their own paths. Well equipped for increased academic and personal challenges, some Harford Day alumni nobly choose to pursue careers in military service. Interested in what these alumni may share in common, we had the opportunity to connect with several outstanding graduates and are proud to honor their service to our country.

Emma entered the military through the U.S. Army Direct Commission Program in 2022 as a Medical Corps Officer, and began medical school weeks later at USU, a medical school with a unique curriculum that prepares medical students to care for those in harm’s way. There are military connections within her family, as her father (Marine Corps) and grandfather (Air Force) served in the military, and there were periods in her life when she considered a military path. These influences converged when her boss, during a summer internship in college, described her years practicing medicine in the Navy. Emma immediately knew she wanted to practice medicine in the military.

She says, “Medicine is a space to serve others and the military offers an incredibly unique space to serve those who serve our country and their families. I knew that learning and practicing medicine in the military would be the start to an incredibly meaningful career.”

Emma told us readers might be surprised to learn that the military is a fairly small community. Her professors frequently tell stories about how, throughout their careers, old

Emma Gromacki

HDS CLASS OF 2013 THE JOHN CARROLL SCHOOL LEHIGH UNIVERSITY

UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES (USU)

friends reappear—whether as another doctor on the same deployment, on the other end of a consultation call, or while caring for a colleague’s family. Military medicine, in particular, is a tight-knit community because everyone depends on one another to support the mission of providing the best care for military members. This spirit is reflected in the care faculty members put into mentoring students and fostering a supportive educational environment.

When asked if there were specific HDS experiences that prepared her for military service, Emma said, “Our time spent in the public speaking and drama classes actually prepared me the most! Cultivating the skills and confidence to speak in front of a crowd in middle school helped me step into leadership roles in both high school and college which have all translated into being in roles and situations outside of my comfort zone…these zones are where growth is cultivated. Now I comfortably give presentations in front of groups during morning reports and patient round presentations. At a deeper level it is about trying new things, volunteering for new opportunities and the willingness to take a chance that prepared me.”

Johnathan Kohles

HDS CLASS OF 2013

CALVERT HALL

UNIVERSITY OF DELAWARE, BA

UNIVERSITY OF MARYLAND SCHOOL OF DENTISTRY, DDS

Johnathan began with Army ROTC at the University of Delaware. He is currently a Captain in the U.S. Army Dental Corps at Fort Carson in Colorado, and will begin Oral Maxillofacial Surgery residency at Walter Reed National Military Medical Center in June 2027. He works primarily as a general dentist with a focus on oral surgery. He says, “My inspiration came from looking for a unique pathway into medicine and a way to challenge myself. I knew I wanted to apply to dental school after college, and ROTC is a great way to distinguish yourself from other applicants. The military gives you the ability to give to your country, but also to better yourself in education, leadership, and service.”

When asked if any specific Harford Day School experiences prepared him for military service, Johnathan said, “HDS prepared me for high school lacrosse at Calvert Hall, which in turn, prepared me to be an athlete for ROTC.” He went on to share that, “An HDS education matures students beyond their peers. That early maturity helps students to stand out in the future. It enables them to become leaders.”

Maria Bellantoni

HDS CLASS OF 2004

UNIVERSITY OF PENNSYLVANIA, BA

UNIFORMED SERVICE UNIVERSITY OF THE HEALTH SCIENCES, MD

Maria, former Blue Team Captain, and the distinguished 2020 HDS graduation speaker, studied health policy & economics at the University of Pennsylvania and, after graduation, completed a Robert A. Fox Leadership Fellowship working with the medical director of Catholic Charities, New Orleans. She earned her M.D. from the Uniformed Services University of the Health Sciences in 2018.

While in medical school, she was commissioned as an officer in the U.S. Public Health Services Commissioned Corps. Maria completed a residency in Internal Medicine and Urban Health at the Johns Hopkins Hospital where, in addition to her clinical training, she pursued specialized training in the care of underserved populations and quality improvement science. Most recently, she completed a fellowship in geriatric medicine, and is now stationed with the Indian Health Service where she serves as the agency’s Chief Clinical Consultant for Geriatrics and Palliative Care.

Johnathan Kohles & Fiancée, Jenna Pluchino

Bennett Robinson

HDS CLASS OF 2019

MCDONOGH SCHOOL

UNITED STATES AIR FORCE ACADEMY

When asked about his path to military service, Bennett shared, “I entered active duty military service on June 28, 2023, when I reported for Basic Cadet Training at the United States Air Force Academy. As early as 8th grade, I was already thinking about my future and trying to build a clear life plan. I had always been fascinated by aerospace (whether it was airplanes, helicopters, or rockets) and I began researching the best path to eventually become an astronaut. At HDS, we were constantly encouraged to aim higher, and that mindset pushed me to pursue lofty goals such as the astronaut program. Through researching, I learned that a significant number of astronauts come from the Naval or Air Force service academies, often becoming pilots before applying to the astronaut program. With my passion for aviation and that long-term goal in mind, the Air Force Academy stood out as the obvious choice. It wasn’t until I actually entered the Academy that my perspective opened up on the military service aspect. I came to understand that service is about something much bigger than personal goals. It means committing yourself to protecting others, even at the cost of your own comfort, safety, and freedoms. While that responsibility can be daunting at times, it has also been incredibly meaningful. I know exactly where I am meant to be, serving a purpose larger than myself and contributing to something greater while loving every minute of it.”

Bennett is currently a Cadet Senior Master Sergeant set to graduate in 2027 as a Second Lieutenant majoring in Astronautical Engineering and minoring in Japanese (which he began at HDS!). He has already had many exciting experiences including Combat Survival Training/SERE school in New Mexico, dogfighting practice missions over Las Vegas in F16s and pulling 9+ Gs of force in maneuvers, and as a Frontline supervisor to first-year cadets to learn how to lead on a smaller scale. Bennett is currently the lead intelligence director within his squadron, delivering top secret briefings to more than 4,000 cadets. He also serves as the Senior Enlisted Leader for his squadron, making him the highestranking junior and second-in-command.

When asked, What have you learned through your military service that might be surprising to our readers?

Bennett said, “Many people misunderstand what military service really looks like. While it’s true that training is designed to break you down and rebuild you, that doesn’t mean you lose your individualism.”

When asked if any specific Harford Day School experiences prepared him for military service, Bennett commented, “Harford Day’s rigorous curriculum gave me the skills I need here to handle a high stress environment that is designed to weed out those who are not qualified to become officers. Whether that came from learning to take notes quickly in Mr. Banno’s history class, memorizing mnemonics for quizzes in Mr. Way’s English class, or even participating in the Blue and Green Games, HDS gave me a competitive mindset that continues to carry me through my career. He added, “The culture HDS created surrounding the type of person you should be [had the biggest impact on where I am today]. I am a firm believer that I would not be the person I am without my development in Kindergarten-8th grade. The environment that existed at the school was one of close-knit friendships through smaller class sizes, and teachers who actually cared for your learning and interests.”

What is the Annual Blue & Green Fund?

The Annual Blue & Green Fund at Harford Day School is a cornerstone of our community’s philanthropic support, providing vital unrestricted resources that sustain the School’s daily operations. Because tuition alone does not fully cover the cost of a Harford Day education, the Annual Fund bridges that gap—ensuring that every student benefits from the rich, well-rounded experience that defines our school.

Support from the Annual Blue & Green Fund makes it possible to attract and retain exceptional faculty, enhance and evolve our academic curriculum, and provide students with meaningful opportunities across academics, athletics, and the arts. It fuels innovation in the classroom, supports professional growth for our educators, and helps maintain the programs and environment that inspire curiosity, creativity, and confidence in every child.

An education at Harford Day is made possible not only through strong academics and dedicated teachers, but also through the collective generosity of our parents, alumni, grandparents, faculty, staff, and friends. Each gift— regardless of its size—plays an essential role in strengthening our community and advancing our mission.

Every gift. Every dollar. Every year. Together, they make a lasting difference.

Why Participate?

For more than sixty-five years, a culture of generosity has helped shape Harford Day School into one of the region’s leading independent schools, serving students from Preschool through Grade Eight. This tradition of giving reflects a shared belief in the value of a Harford Day education and a collective commitment to its continued excellence.

Participation in the Annual Blue & Green Fund is one of the most meaningful ways our community demonstrates its support. Strong participation rates signal confidence in the School’s mission and direction, showing that our families and supporters are invested in the experience we provide. This level of engagement also has a direct impact beyond our campus—many foundations and grant-making organizations consider parent and community participation when determining their own support. Simply put, high participation strengthens our ability to secure additional funding.

At peer schools within AIMS, average annual participation exceeds 70%, underscoring the importance of broadbased support. By joining together in giving, we affirm our shared commitment to Harford Day and ensure that the opportunities we value today remain strong for generations to come.

If you would like to learn more about giving and how you can make an impact, please contact Lauren Milan, Director of Advancement, at lmilan@harfordday.org or 410-809-2402.

Ways to Contribute

Please mail or drop off your check to:

Harford Day School Office of Advancement

EMAIL, PHONE, STOCKS, SECURITIES, WIRE TRANSFERS, AND IRA

You have the option to setup credit card payments or automatic check payments. RECURRING MONTHLY PAYMENTS

MATCHING GIFTS

Contact your employer to see if they offer a matching gift program. It is a very easy process, and your gift could potentially be doubled.

Soccer

Led by eighth graders Parker G., Noah, Brayden, Arion, Lucas, Ethan, and goalie Christian, the team proved they could compete with anyone. After trailing 0–3 at halftime against both St. James and Calvert, the team rallied together for a dramatic 4–3 comeback win over St. James and fought back to tie Calvert in the second half before ultimately falling short.

Coach Lucey was proud of his sixth-seeded team, which defeated both the third-seeded St. James squad and second-seeded Jemicy before falling to Calvert in a closely contested championship game. With a strong core of returning seventh and sixth graders, the future looks bright for next season.

Led on the field by eighth graders Kendall, Siena, Presley, and goalie Eva, the team cruised through the regular season, dominating the competition in every game but one. In that lone loss, the difference was just a single goal, as the team fell to Calvert 1–2.

Coaches Bradshaw and Burgess were proud to see the girls earn a decisive semifinal tournament victory over St. James. The team played hard and competed well in a highly competitive championship game, but once again the outcome came down to a single goal, with Calvert edging out a 1–0 victory.

The future remains bright, as the team returns a strong group of seventh, sixth, and even fifth graders who are already looking forward to next season.

Field Hockey

Our Field Hockey team faced some strong competition this year but worked hard all season being led on the field by 8th graders Jillian, Eva, Carol, and Lauren P.

Coaches Plescia and Gentile were pleased when our Girls played to a tie in a very competitive Game against Tome.

Cross Country

Our Cross Country Team was led by Hope and Natalia for the Girls as well as Parker G. and Jack S. for the Boys.

Coaches Russell, Bauer, and Armstrong were proud to field a team of 36 runners with many of them joining the All Time Runners Lists, including Hope at #5 for girls and Parker G. at #5 for boys. The highlight of the season was Hope and Natalia finishing in the Top 10 and Parker G. winning the Baltimore Athletic Conference Championship!

Middle School Athletic Participation

of our 8th graders played on at least 1 athletic team while enrolled at Harford Day 97% (29 of 30)

of our 7th graders played on at least 1 athletic team while enrolled at Harford Day 95% (35 of 37)

87% (20 of 23)

of our 6th graders played on at least 1 athletic team while enrolled at Harford Day

of our Middle School students played on at least 1 athletic team while enrolled at Harford Day 93% (84 of 90)

While participation was only offered to 5th grade students in 5 of our 8 sports, 28 (76%) of our 37 5th grade students participated on 1 or more of our athletic teams. An outstanding group of 19 started in 1 or more sports, including Kira, Natalia, Rayyan, Reid, Aadam, Luke, Leo, Douglas, Everett, Aaron, Kyleigh, Lizzy, Joe, Alexa Marco, Leah, Emma, Scarlet. The future looks bright for Harford Day Athletics.

Basketball

Led by Coaches Angelo Carter and Mike Harnden, our girls capped off their season by earning the No. 3 seed in the tournament. The starting lineup included Hope, Presley, Kendall, Abby, Amelia, and Lauren.

The team worked well together throughout the season, with Hope, Abby, Amelia, and Carol providing strong defensive pressure, while Presley and Kendall controlled the rebounds. Coaches Carter and Harnden had the girls well prepared for the tournament finals against a tough Calvert team.

Our players were motivated and determined to bring home the title, and their strong play nearly secured the championship. Although the game remained within three points for most of the contest, the girls ultimately came up just short at the buzzer. It was truly a team effort from start to finish.

Led by Coaches Dan McGonigal, Alex Politsch, and Kent Politsch, our boys had a strong season and earned the No. 3 seed in the Baltimore Athletic Conference Tournament.

The starting lineup included Noah, Carter, Arion, Brayden T., and Parker G., with Nael contributing at times throughout the season. Noah was clearly the leader on the floor and consistently one of the team’s top players in every game. Arion, Brayden, and Carter provided strong scoring, while Carter and Parker were key contributors on the boards.

In the tournament semifinals, our boys faced a tough matchup against Jemicy. After falling behind by 25 points early in the game, Coach McGonigal and Coach Politsch were proud that the team never gave up. Instead, they battled back to within 11 points by the final buzzer. All in all, it was a very successful season.

Starting the season with a mostly young and inexperienced team, our boys have experienced more ups than downs and are now ready to finish the season strong.

Aiden S., Arlen, and Douglas have led the defense in front of goalie Brayden S. Caleb has controlled face-offs and led the scoring, with Parker W. and Liam contributing goals along the way, while Ryder and Parker G. have provided valuable eighth-grade leadership. With one remaining game followed by a practice, Coaches Lucey and Chizmar (’13) will have the boys well prepared for a strong showing in the Baltimore Athletic Conference Tournament.

Lacrosse

Our girls have played hard, played together, and consistently shown strong perseverance throughout the season. Coaches Hart and Bradshaw could not be prouder of their efforts.

Once again, Emma has had a terrific year in goal, while eighth graders Kendall, Eva, Carol, Siena, Jillian, and Hope, along with seventh grader Abby, have led the team on the field. Pick any name—you can count on them all to find the back of the net.

With two games and one practice remaining, Coaches Hart, Bradshaw, Royce, Eliason, and Bauer will have the girls well prepared for an exciting run in the Baltimore Athletic Conference Tournament.

THE CAMPAIGN FOR HARFORD DAY SCHOOL:

This is Our Moment.

Harford Day School has always been a place of thoughtful growth and purposeful evolution. Over the years, classrooms have become more dynamic, programs more innovative, and opportunities for students broader than ever before. This progress reflects a shared vision, strong leadership, and—most importantly—the unwavering support of our community.

Time and again, families, alumni, and friends have demonstrated their belief in our mission through remarkable generosity. Your support has strengthened our academic programs, empowered exceptional faculty, and created an environment where students are inspired to reach their full potential. Because of this steadfast commitment, Harford Day School is well positioned to build upon our momentum and pursue an even more promising future.

That future is taking shape now. With the completion and approval of our Campus Master Plan in 2024, Harford Day is poised to move from vision to action. In January 2026, the Board of Trustees voted to launch The Campaign for Harford Day School—our first capital campaign in nearly 20 years. The Campaign for Harford Day School is strategically focused on transforming the Multipurpose Room into a state-of-the-art theater, creating a centrally located and expanded Innovation Lab, modernizing and enhancing the Field House, improving parking and circulation, and growing the endowment.

The Campaign for Harford Day School Strategic Priorities

Transform the Multipurpose Room into a state-of-the-art theater

Modernize and enhance the Field House

Create a centrally located and expanded Innovation Lab

Improve parking and circulation

Together, these initiatives will not only secure the school’s future, they will strengthen performing arts, innovation, and athletics—key pathways through which students at every grade level develop confidence, creativity, resilience, and a strong sense of community. Each project is designed to complement the others, creating a more cohesive and enriched campus experience. In the months ahead, you will learn more about these exciting plans and the campaign itself. We invite you to imagine the future of Harford Day knowing these improvements will be achieved through philanthropic support—not tuition.

The Campaign for Harford Day School is about solidifying the future of Harford Day School for generations to come. It is about deepening our impact, enhancing the student experience, and ensuring that Harford Day continues to thrive in a rapidly changing world. As we look ahead, we are guided by the same spirit that brought us this far: a belief in what is possible when a community comes together with purpose.

This is our moment.

Grow

JEN HALLER & DANA MARCHESE

HDSPA Speaker Series a Success

Harford Day School is fortunate to have actively involved parents who generously give their time and talents.

Whether supporting daily homework, attending field trips, planning class holiday parties, or serving in more formal roles such as Parent Association representatives or officers, our parent body is an essential and meaningful part of our community. Our faculty value when parents share their professional expertise to support class projects, student research, and 8th Grade Capstone projects. This year, parent participation expanded into new territory with the introduction of a successful parent speaker series sponsored by the Harford Day School Parent Association (HDSPA).

Jennifer Nesaw, HDSPA President since 2023, has played a vital role in reshaping the organization for the current generation of Harford Day parents. Through careful planning, updated bylaws, and increased communication, HDSPA participation has grown, become more inclusive, and is now focused on strengthening connections within our community. Last spring, during a parent listening session with the administration, a small group of parents expressed concerns about how to support their children while staying true to the school’s EPIC-G values as it relates to navigating peer relationships in school, outside of school, and online. This thoughtful conversation inspired current parents Dr. Dana Marchese (P’29, P’34), a licensed psychologist, and Jennifer Haller (P’29), a psychiatric mental health nurse practitioner, to host two parent workshops this year—one in February on Navigating Peer Conflict and another in April on Raising Confident, Assertive, and Resilient Kids.

The first session drew about thirty parents to the library on a cold, wet, blustery night. Dana and Jen facilitated an engaging and upbeat conversation, sharing practical insights relevant to families from preschool through middle school. By framing conflict within the context of normal childhood development, they offered strategies that help children build problem-solving skills and self-reliance, while also identifying when it is appropriate for parents to intervene or seek support from the school. Clearly attuned to parent concerns, the session received high praise and generated enthusiasm for the second workshop.

Kristin Murphy (P’29, P’32) reflected, “Having experts like Jennifer and Dana share their knowledge was an incredible asset to Harford Day parents. Their recent presentation on navigating peer conflict and creating safe, supportive environments for our children was both insightful and engaging, inspiring meaningful conversations within the parent community.”

When asked how they chose topics that resonated with current parents, Dana shared, “We looked at what we have experienced with our own children and through our work with clients—bringing together both professional and parental perspectives. As we talked, psychiatry and psychology came together, and it felt like the right time to take the show on the road!”

When asked what they hoped parents would take away from these sessions, they emphasized the importance of reaching out early to fellow parents when concerns arise, while avoiding overreaction. If a child is upset, they suggested ensuring the child is well-rested and has had time to process—sometimes it helps to “sleep on it.” The key is not to step in too quickly or take over. However, if communication with another parent is needed, they recommend connecting by phone or in person rather than by email, text, or social media. As they noted, “These strategies have saved friendships and made them stronger. Our school is small, and that closeness brings many benefits.”

Harford Day School has long been committed to parent education and has hosted outstanding sessions with experts such as Working Through the Worry: An Open Dialogue About the State of Children on the Other Side of COVID-19 with Dr. Shreya Hessler, Internet Safety and Cybersecurity with Steve Morrill of Loyola Blakefield, as well as a more recent session on Math Strategies with Jennifer Nesaw, a math curriculum expert with the Johns Hopkins University, Center for Talented Youth. As families juggle increasingly complex extracurricular schedules, finding time to host these events has become more challenging. By partnering with the HDSPA and leveraging the expertise of parent professionals within our own community, parent education has found new life. We look forward to seeing this speaker series continue to grow in the years ahead.

CLASS OF 2006

Kerry Kleckner (Orsler)

Kerry lives in Atlanta with her husband Donald and 2-year-old son, Street. She works in real estate.

CLASS OF 2009

Katelyn Wolf

In December 2024 I graduated with a Master’s of Public Health from the Johns Hopkins Bloomberg School of Public Health. I started the program in May 2023 after being selected as 1 of 50 Bloomberg Fellows.

CLASS OF 2010

Alex Dunn (Gromacki)

As a student, I have many fond memories of HDS—being a part of Madame Buchser’s advisory, the 7th grade Echo Hill trip, the 8th grade vs. faculty basketball game, smARTs week, and the Blue and Green games at graduation. As a teacher, HDS made a tremendous impact on my career. I had several great mentors who I learned so much from and who supported my first few years teaching. The community at Harford Day was, and still is, so important to me and my family. Currently, I am teaching middle school math at a 6 week - 8th grade school (Congressional School) in Northern Virginia. I live with my husband in Washington D.C., right near where the Washington Nationals play! We got married last summer in Easton, Maryland.

The Gromacki Siblings: Alex ‘16, Emma ‘13, and Kate ‘13 pictured with Alex ‘10 (Gromacki) and Chris Dunn.

CLASS OF 2011

Tom Oursler

Tom works in software sales for Blackbaud which supports non-profit organizations.

CLASS OF 2014

Betsy Oursler

After graduating from Dickinson College, Betsy completed a Masters in Counseling at the University of Baltimore. She provides mental healthcare to students in Baltimore County Public Schools as well as private clients. She lives in Hunt Valley, MD.

CLASS OF 2015

Kathryn Hubbard

I have met the best friends of my life through Harford Day School and we still talk daily and make efforts to see each other no matter the distance. My HDS experience with the school counselor shaped my decision to go into the field that I did. I am forever grateful for my experience at Harford Day and the people I have created community with from there.

I went to Maryvale Preparatory School for high school. I graduated with a degree in psychology and educational studies from Denision University outside of Columbus, Ohio. I got my Masters of Science in clinical professional counseling from Loyola University of Maryland. Presently, I’m a trauma therapist at The Center for Trauma, Stress, and Anxiety and I love what I do.

CLASS OF 2017

Chloe Meyer

I graduated in the spring of 2025 from College of the Atlantic with a BA in Human Ecology. In September I started an MSc program at the University of British Columbia in the Faculty of Forestry and Environmental Stewardship. I am studying endangered bat populations and investigating how pesticide applications and landscape structure is impacting their individual and population level health.

CLASS OF 2019

Gavin Harmon

HDS prepared me to work hard and dedicate myself to my craft. When I started high school I didn’t learn much for the first two years because of how ahead I was. I still use the same writing techniques in college as the ones I was taught at HDS. I am currently a junior studying Computer Science at the University of Maryland. During the summers, I work as a defense contractor doing software engineering at the Naval Undersea Warfare Center in Keyport, Washington. This will be my second summer at this job!

CLASS OF 2022

Ellie Persons

I am graduating from John Carroll High School and will be attending the University of Delaware in the fall. I was accepted into the Honors College and will be majoring in Medical Diagnostics.

CLASS OF 2024

Braelyn Moiles

My favorite HDS memories are the school dances that get put on every quarter, it’s always fun to be able to dress up, get ready with friends and be able to connect with the people in your school. I played field hockey for John Carroll this year for the first time and I am also a delegate in the SGA.