A CONVERSATION WITH JOHN BOTTI ABOUT TEACHING HONESTY
PAGE 10
HONESTY IS THE BEST (AI) POLICY PAGE 14
PRACTICING
HONESTY IN THE LOWER SCHOOL PAGE 18
RESTORATIVE PRACTICES VALUE
HONESTY IN COMMUNITY
PAGE 20
8
Grade 6 boys bonded over fun activities and spent quality time in their advisory groups during a trip to Governors Island last fall.
We create team-building experiences that foster lifelong friendships and deep connections between boys.
When I presented the first of my Character Study talks at an Upper School assembly last fall, I spoke about the difference between a risk and a dare. I encouraged boys to recognize that a healthy risk is a thing that we choose for our own growth, while dares reveal what we’re willing to trade in order to win the attention and approval of our peers. And with dares, too often, what we are trading is honesty with ourselves.
Of Browning’s four core values, honesty—a virtue that even the youngest child can be taught—may seem to be the least lofty, yet is possibly the most difficult to practice consistently. From the “white lie” told to spare others’ feelings to the panicked untruth when seeking to dodge responsibility for one’s actions, dishonesty is woven into the fabric of our lives as social beings. Consequently, we do as much as we can to ensure the value of honesty is upheld at the School.
Our Lower School teachers reinforce the importance of integrity in a variety of ways, whether through chants in music class, reminders to abide by the rules in physical education classes, or a gentle word to let a boy know that the negative narrative he seems to be telling himself about his developing skills simply isn’t true.
For older boys, honesty can be a challenge when one causes harm to another or to the larger community. While disciplinary measures and the Code of Conduct support and codify appropriate behavior, in a relational school, a space for repairing the harm and moving forward is also needed. Restorative practices adopted by Browning a few years ago help boys honestly and earnestly contemplate what they did wrong, why they did it, and how to make it right again.
Academic dishonesty has been at the forefront of many concerns about artificial intelligence (AI). But as Danielle Passno, our Assistant Head of School / Director of Teaching and Learning, writes in this issue, AI can be used to “deepen the learning process rather than shortchange it.” Accordingly, our faculty have engaged in significant professional development on utilizing this tool, so that AI can become a thought partner for our boys, rather than a barrier to either true learning or true integrity.
Honesty is foundational to relationships, and Browning teaches boys that telling the truth—to their community and, as importantly, to themselves—matters deeply. Trust can take a lifetime to build and a moment to lose, and we want our boys to always stand on the right side of that ledger.
John Botti, Ph.D. Head of School
Botti at the Red Doors.
Read Dr. Botti’s Margin Notes blog at browning.edu/head-of-school.
Honesty is foundational to relationships and Browning teaches boys that telling the truth— to their community and, as importantly, to themselves—matters deeply.
PAGE 14 THE HONESTY
honesty can be counterculturaland teaching it is more important than ever
a conversation with john botti about teaching honesty
PAGE 10
practicing honesty in the lower school
lower school teachers share their methods
PAGE 18
embracing ai in the classroom
PAGE 20 honesty is the best (ai) policy
restorative practices value honesty in community high accountability, high support
The Browning School fosters growth of courageous and compassionate men of intellect and integrity who aspire to contribute meaningfully to our world.
The Browning gentleman develops amid a community that upholds these values…
We speak the truth, act with integrity and take responsibility for our actions.
We honor and celebrate the dignity of all people and support the power of a diverse, inclusive and welcoming community.
We encourage and celebrate open-minded inquiry about our world and the perspectives of those around us.
We believe that education encourages exploration and discovery in pursuit of meaning and enduring fulfillment.
The Browning School strives to create a diverse community in which all members are safe, respected and valued. We believe that in actively promoting a diverse learning environment, we are fostering intellectual, social and emotional growth for all. Recognizing and pursuing diversity, however, are not enough; we seek to transcend mere tolerance of differences and aspire to a celebration of the varied appearances, abilities, perspectives and values that characterize our community.
Construction at Browning’s new Upper School building at 337 East 64th Street is progressing quickly and on schedule. This fall, Browning hosted hard-hat tours for Grade 8 families and Key Society ambassadors. With the Certificate of Occupancy expected in April 2025, the new building is already impressing visitors. Highlights include the expansive regulation-sized gymnasium and the striking community commons, featuring sweeping stairs. The new Upper School will be ready for use in part this spring and fully by the 2025–2026 school year.
Our new Upper School nears completion; the Lower School division expands.
BUZZWORDS Visit buzzwords.browning.edu for a fresh approach to telling the Browning story online.
Browning’s distinctive approach to fostering boys’ growth and resilience is spotlighted in BoyMom: Reimagining Boyhood in the Age of Impossible Masculinity, the latest release from acclaimed author and journalist Ruth Whippman. In her book, Whippman takes a nuanced look at the challenges of raising boys in today’s world, where traditional concepts of masculinity are being questioned and redefined. Drawing partly on her visit to Browning, Whippman examines how environments like ours can play a vital role in supporting boys’ emotional, intellectual, and social development.
Whippman was also the latest featured speaker in Browning’s Today’s Boys, Tomorrow’s Men series this winter, where she shared insights from her book and contributed to the ongoing conversation on empowering boys to flourish.
Starting in the 2025–2026 school year, Grade 5 will officially become part of our Lower School program, providing our students with an enriched learning experience that better aligns with their developmental needs. With this transition, our 62nd Street campus will serve as a dedicated K–8 facility, and our Middle School will begin with Grade 6.
“The structure of the Browning Grade 5 experience has always had more in common with Lower School than Middle School,” Head of School John Botti says. “Research shows that strong relationships, small class sizes, a sense of belonging, and support for developmental needs foster student growth and success during the transition from Lower to Middle School.”
Celebrating the longevity of our colleagues’ commitment to Browning.
10 YEARS
Michael Cohn
Physical Education Department Chair
Krizia Moreno-Cruz
Director of Advancement Services
Ruth Smith
Grade 2 Teacher
20 YEARS
Jenna Montemayor
Assistant to the Head of School
35 YEARS
Dominique Bernard French Teacher
40 YEARS
Kevin Gihon*
Building Services
Editors
Jan Abernathy, Chief Communications Officer
Jeremy Katz ’04, Director of Communications
Editorial Contributors
John Botti, Head of School
Danielle Passno, Assistant Head of School / Director of Teaching and Learning
Francesca Ryan, Acting Director of Advancement
Andrew West ’92, Director of Athletics
Contributing Photographers
Coffee Pond Photography
Asher Dorlester
Vanina Feldsztein
Johannes Kroemer
Da Ping Luo
Design by Michael Wiemeyer / Designlounge, NY.
The Buzzer is published twice a year by The Browning School. Submissions may be sent to Jeremy Katz at jkatz@browning.edu. All submissions may be edited for length and clarity.
Follow Us
@browningschool @TheBrowningSchool
Visit our website: browning.edu
Board of Trustees 2024–2025
Valda M. Witt, President
Andrew E. Vogel, Vice President
Jeffrey M. Landes ’83, Secretary
Raul Pineda, Treasurer
John M. Botti, Head of School
Sarah H. McGee, President, Parents Association
Alexander Perruzzi, Vice President, Parents Association
Stevie Rachmuth ’10, President, Alumni Association
Maegan Boger
Hayley Broadbent
Sandra Buergi
Mitchell Bunnell
George Cabrera, III ’98
Sandrine A. Cousquer-Okasmaa
Nathaniel X. Garcia ’06
Christopher L. Hartmann
Carolyn Lamphier
John M. Liftin
Betty Noel-Pierre
Nazmi Oztanir
Manish S. Parikh
Jerry C. Pi ’95
Ian J. Sandler
Jodi J. Schwartz
Martin Small
Graig J. Springer ’98
Angelos M. Stergiou
Vance Wilson
Sara B. Zablotney
James S. Chanos, Honorary Trustee
Stuart J. Ellman, Honorary Trustee
Allan L. Gropper, Honorary Trustee
*Learn more about Mr. Gihon’s Browning career on page 30.
We are thrilled to have these dedicated professionals join our community this year. To help you get to know them better, we asked them to describe themselves or Browning in three words or reveal a fun fact about themselves.
THOMAS ANDERSON
Upper School Math Department Chair
B.S., The College of William and Mary
M.S., Lehigh University
M.Ed., Columbia University
Browning is: energetic, warm, and supportive.
KATE BARTON
Middle and Upper School Counselor
B.A., Wesleyan University
M.S.W., New York University
Fun fact: I can wiggle my ears!
KATE GEYER
Upper School Learning Specialist
B.A., St. Lawrence University
M.Ed., Boston College
Browning is: joyful, determined, welcoming.
SAFA JAVID
Computer Science & Engineering Teacher
B.A., Queens College
Browning is: welcoming, dynamic, open-minded.
VIRAF MEHTA
Science Teacher
M.Phys., University of Manchester
Ph.D., University of Liverpool
Browning is: supportive, innovative, inspiring
TANIA ORO-HAHN
Middle School
Spanish Teacher
B.A., Rutgers University
M.A., New Jersey City University
Fun fact: I am a musician who loves listening to folk, classical, country, Afro-Cuban jazz, and South African music, to name a few.
JON WILLSON
Head of Upper School
B.A., Amherst College
M.A., Brooklyn College
Fun fact: I know all the words to The Sugarhill Gang’s Rapper’s Delight
ALYSSA OLANOFF Middle School
Learning Specialist
B.A., University of Pennsylvania
M.Ed., New York University
Fun fact: Growing up, I had pet ducks, and I still have three today. They’re living happily with my parents now.
CHON SMITH
Equitable Practices & Social Impact Associate
M.S., University of North Texas
M.Ed., American College of Education
Fun fact: I attended the Paris Olympics and was spotted on TV cheering during the men’s gymnastics team finals.
JING ZHANG
Upper School
Mandarin Teacher
B.A., Fujian Normal University
M.Ed., Goldsmiths, University of London
I am: passionate, dedicated, curious.
At Browning, honesty and integrity are central to our approach in shaping young men of character. We emphasize the value of honesty through every aspect of school life be it assemblies, classroom discussions, or literature that sparks reflection—in order to foster a culture of authenticity. The following pages tell how we help our boys to be truthful with themselves and to build meaningful connections that extend beyond the classroom.
Browning educators praise boys for keeping their word and being honest, and use moments of dishonesty to have boys reflect on how lying can damage relationships, the shared sense of community, and one’s own character.
JOHN BOTTI, HEAD OF SCHOOL
By Jan Abernathy Chief Communications Officer
One of Browning’s four core values, honesty can be a challenge to uphold, particularly in a world where there are many potential downsides to truth-telling. And as children grow, they learn that shading the truth may get them out of sticky situations. Our Head of School, John Botti, shares how we reinforce the value of honesty, and acting with integrity, through our relationships with our boys.
Jan Abernathy: Boys are taught that lying is wrong, yet in the real world, “white lies” can appear fairly harmless. How does Browning teach boys that honesty is important?
John Botti: Real-world honesty can be hard, so we all need as much reminding and practice as we can get. We use many avenues to emphasize the importance of honesty, including dedicated assemblies on this value in Lower School, advisory lessons and conversations in the Middle and Upper Schools, literature that invites boys to consider the honesty or dishonesty of protagonists, and asking boys to reflect upon what it means to pledge their support for and sign Browning’s Code of Conduct or The Panthers’ Pledge. Browning educators praise boys for keeping their word and being honest, and use moments of dishonesty to have boys reflect on how lying can damage relationships, the shared sense of community, and one’s own character. Kids are not going to internalize the importance of honesty simply by being told, especially in a world where honesty can seem countercultural. Being honest is a disposition that has to be built over time.
Jan Abernathy: One of the themes of your fall Upper School Character Study talk was the importance of being honest with oneself. Can you say more about this?
John Botti: It’s really easy to lie to ourselves, to explain away the times or the ways in which we fall short of our own ideals and values. The real harm there is that we don’t give ourselves the chance to look at who we presently are, who we want to be, and what it will take for us to grow. Mistakes can’t be valuable as growth tools if we aren’t honest with ourselves. If boys make a habit of lying to themselves, it becomes that much easier for them to be untruthful with others. If we want our boys to live authentically, and find out who they can be in the world, we have to show them how to be honest with themselves. If they consistently fall short in this, they won’t be able to flourish.
Jan Abernathy: How does Browning get boys to understand that they shouldn’t lie to simply get out of the consequences of their actions?
John Botti: This can be really tricky, because boys may have seen certain situations where
being dishonest actually gets people out of trouble. If we are threatening boys into honesty, we’re not actually teaching them—we’re just conditioning them, and honesty will fall away when the threat of punishment is removed. We can’t expect boys to be honest if we are not actively showing them how honesty is crucial to having meaningful relationships, developing authentic skills, and preserving the trust we need to thrive as individuals and in institutions. And to show them this, boys have got to feel a sense of connection to the people sharing these lessons and promoting these practices. It’s a simple thing to tell boys that they should choose the hard right of honesty over the easy wrong of a lie, but that lesson only really takes on meaning when it’s issued by someone whom the boys recognize as being invested in them, and when it’s clearly attached to a way of living that a boy finds worthy. For a boy to resist the temptation to dissemble during a disciplinary procedure, he will be helped if he’s being guided by an advisor he trusts, one that he knows cares about him, and if his curriculum, clubs, and school interactions have given him a chance to reflect on and internalize the importance of honesty to a life well lived.
Jan Abernathy: You recently wrote a blog that questioned the “personal branding” that some individuals believe they need in order to be successful. You wrote “The best kind of brand is the kind of integrity which is compelling and trustworthy.” How does Browning help boys develop that kind of integrity?
John Botti: “Personal branding” isn’t bad, particularly if we’re thinking about brand as a reputation rooted in something substantial. Some things will go in and out of style, but integrity shouldn’t be one of those things. If we think of integrity as “wholeness,” it will hinge considerably on one’s ability to keep one’s word, and to exhibit a consistent kind of character in social situations, regardless of what those situations are. Browning families want their boys to be men of integrity, and they are our partners in promoting this community value. We center honesty and integrity like we do any of our community values: through modeling, through intentional curriculum and co-curriculum, by giving boys the chance to reflect on the challenges and rewards of integrity, by giving boys the chance to practice integrity, and by giving them usable feedback on what we’re seeing.
Jan Abernathy: How do you see honesty and integrity intersecting with the facades that people are increasingly invited to show to the world through social media—where even “authenticity” is not necessarily real? How can boys gain the courage to be true to their true selves?
John Botti: It seems pretty clear that one of the biases of social media is the tendency to reward superficiality over depth, speed over reflection, and image over actuality. We know that social media is not going anywhere, and I recognize that it can provide a real outlet for kids who feel unseen, misunderstood, and lonely. But if users are called upon to perform constantly for social media, there are going to be real costs. To me, the best way to combat that is by giving boys a community where real-life, in-person relationships have real currency, and where boys understand that values like honesty are integral to living well in those communities, and essential to discovering our richest, deepest, most truly authentic selves.
Jan Abernathy: Do you have tips for parents who want to cultivate honesty in their children and reinforce Browning’s values?
John Botti: We parents can recognize that our boys are going to err as they find their way to the importance of honesty, and the best ways for us to support them are to be really clear about the value of honesty in our families and, as much as possible, to be really curious with our kids when we find that they have strayed into dishonesty: Why did they lie? What were they hoping for? What were they afraid of? I think doing so reminds kids that we know this isn’t easy, and that we’re genuinely interested in what they’re experiencing, even as we also emphasize that there are costs to being dishonest. It also gives boys a chance to reflect on the fact that the things they may fear, or the things that they think lying will get them, are often really just passing or ephemeral things. It gives them a chance to reflect on what’s truly worth desiring. And if we can find opportunities to praise our kids for their honesty, especially when they deliver truth in difficult situations, I think that goes a long way to helping boys understand just how much we appreciate this core value. Finally, of course, it helps if we can be honest with our kids! Families will always be the first and best teachers of their children, especially in the realm of character.
We can’t expect boys to be honest if we are not actively showing them how honesty is crucial to having meaningful relationships, developing authentic skills, and preserving the trust we need to thrive as individuals and in institutions.
JOHN BOTTI, HEAD OF SCHOOL
By Danielle Passno Assistant Head of School / Director of Teaching and Learning
The day that ChatGPT was released for public use, I ignored the articles touting its game-changing relevance. After the second day of hype, I gave it a go and was underwhelmed by the poem I asked it to write about Browning, in which it conspicuously omitted any reference to ours being a school for boys’ education. So I dismissed it for the second time. But within a few months, it was clear I could no longer write off the warp-speed trajectory of this tool.
when I dug into what generative AI could do, I feared its impact on schools because of the swiftness with which it could be used to shortcut learning and create products of learning (essays, code, and the like). I knew it was going to disrupt the structures of many classrooms in a way that would force all of us to change—an incredibly hard thing for a school to do without a great deal of time or change management resources. Not until I heard Sal Khan’s May 1, 2023, YouTube talk on how AI could improve learning did I begin to take an optimistic approach as to what it could do for schools in general and for learning at Browning in particular.
There are many facets of AI that terrify me still—its gobsmacking ability to mimic humans being chief among my concerns; however, I also see substantial possibility in how AI might be able to help students get the feedback they need efficiently and effectively.
I reversed my approach to AI the moment I started to imagine it as a tool for learning rather than fearing its misuse for dishonesty. The first piece of advice I give when I talk to other schools about AI is to embrace it as a learning aid. I encourage them to be optimistic—despite the media serving us a steady diet of stories bemoaning how AI will make cheaters of us all.
Indeed, we could all use it for less lofty purposes if we so chose, just as many good things in this world—exercise, media, food— can be misused or prove harmful if not kept in balance or used purposefully; however, our approach should not be to ban the use of AI but rather to explore and teach how it can be used for us to prosper honestly.
At Browning, we use AI in many ways that aim to meet two distinct ends: efficiency and deep learning. Like workers in most industries, our faculty use generative AI to efficiently expedite tasks that otherwise might take many human hours to complete, such as creating sample schedules or formatting presentations. Nevertheless, while the efficiency of AI can be stunning, it is not our chief aim in the classroom, where it may run counter to any deliberately slow learning process; rather, our primary interest in using AI at Browning is to deepen the learning of our students.
After researching various generative AI platforms built for schools, we ultimately decided on those that not only protect our community members’ data but also have enough guardrails in place to ensure that each tool can be used to deepen the learning process rather than shortchange it. Our faculty have engaged in professional development to learn how to use these tools, and the most exciting results are in how AI can be used as a thought partner without doing the work for the student.
For example, in a seventh grade English class, we can ask students to practice writing a descriptive narrative based on a prompt from a bot. After responding to that prompt, each student gets quick feedback from the bot about where more descriptive detail could be used—such as in the gait of the subject or the feel of the weather. Using AI for quick, feedback-focused writing allows students to practice and refine given skills in order to apply them in future coursework. Likewise, in an Upper School science class, we can create bots that quiz the students on the learning targets of the course before an actual assessment is given. Quizzing students for them to retrieve information is one of the most effective ways we have for them to encode learning into long-term memory, and AI bots can help us build a student’s habit of practicing retrieval.
Further examples abound, and they will only grow as our faculty become more accustomed to using AI as a partner instead of regarding it as a foe to learning. When conducting generative focus groups with Upper School students in the spring of 2024 in order to learn how students were making sense of the tool, I was intrigued by how clearly they could distinguish between what constituted cheating on AI versus what could be considered a reasonable assist for deeper learning. The students were not blindly searching for where to draw the line; rather, they were engaged in honest and admirable thinking about why they might be tempted to use the tool dishonestly for short-term gain even if it harmed their long-term growth as a student. The boys were crystal clear that cheating begins when AI does the thinking for them. They associated learning with thinking, which reflects well on Browning!
Our faculty have engaged in professional development to learn how to use these tools, and the most exciting results are in how AI can be used as a thought partner without doing the work for the student.
DANIELLE PASSNO, ASSISTANT HEAD OF SCHOOL / DIRECTOR OF TEACHING AND LEARNING
‘‘
Our role at the School is not only to inspire them to see the worth in doing the hard work of thinking on their own but also to help them see how the right tools can assist them in doing so without stealing the important learning from them. The students were also adamant about when using AI crossed a relational line. Should AI be used by teachers as a thought partner in creating more effective lesson plans? Yes!
Should teachers use it to generate recommendation letters or student comments?
Absolutely not! They saw the use of AI to write about people with whom one is in relationship to be an absolute breach of trust.
Once again, their understanding of what was an honest and acceptable use of AI was crystalline. Though some of their reasoning was imperfect and the students were sometimes and perhaps overly confident of their ability to resist temptation, these conversations helped me see that our boys want to live the value of honesty every day. There will always be the risk of using generative AI as a tool for cheating or taking shortcuts, just as similar temptations in other media have existed throughout history. (I’ll never forget my horror when I saw one of my friends in second grade using a calculator to do his sums!)
Honesty remains a Browning core value for reasons such as this. A life of meaning and purpose cannot be built on a foundation of shortcuts and dishonesty. In order to enact the disposition of honesty, boys need time to grapple with how an honest life contributes to their sense of self, happiness, and purpose.
One of the most interesting results of the rise of generative AI is the fodder it provides for such conversations. AI has given us another avenue to deepen our discussions on core values and to reveal therewards that a life of honesty has to offer.
In order to enact the disposition of honesty, boys need time to grapple with how an honest life contributes to their sense of self, happiness, and purpose. ‘‘ ‘‘
DANIELLE PASSNO, ASSISTANT HEAD OF SCHOOL / DIRECTOR OF TEACHING AND LEARNING
By Eric Ogden Head of Lower School
Often young boys in Lower School see honesty as a binary choice: something is either honest or dishonest, fair or unfair. Practicing this type of honesty is essential to their growth as students and community members; but over the course of their Lower School years, we strive to help boys broaden their understanding of honesty as a core value.
at times, this means reflecting on their work, as we help boys to ask themselves if they’ve put forth their best effort to produce the best work they can. And at other times, it means reflecting on a decision that may not have been the best one, and talking through ways to help fix what was broken in the process and make a better choice next time.
As boys practice viewing their school life through the lens of honesty, they are given the opportunity to develop a more refined sense of fairness and learn how to practice integrity in their daily lives beyond the Red Doors.
A sampling of Lower School teachers explained how honesty shows up in their classrooms and in their interaction with students:
I defined integrity at the beginning of the year with my students. I want them to honor the integrity of the assignment or the question being asked and when approaching a task, I want them to practice integrity and give me their best work. I want them to not undermine the question that is being asked, nor to simply tell me that they don’t have an answer.
INSHIRAH JONES
GRADE 4 TEACHER
Through self-assessment, many students give themselves wrong information. They either perpetuate a myth that is rooted in a sense of learned helplessness or a lack of self-confidence (‘I can’t do math’), or they have reservations about fully looking at their work in a self-critical way (‘I know this stuff—I’m not sure why I got it wrong’). Both types of issues can be addressed with students through some individual attention and one-on-one processing in a ‘Let’s be honest with ourselves’ kind of way.
GARY NORCROSS ASSISTANT DIRECTOR OF LOWER SCHOOL ADMISSION, FORMER GRADE 4 TEACHER
When creating the values chant (which is performed at assemblies to reinforce Browning’s four core values), I considered that our Lower School students needed more familiar language to help them embody the values. Honesty is an easier concept for our boys. They understand the importance of it and are aware when it is absent. Giving explicit instructions in the chant of how to act out the value of honesty—by having them chant ‘Speak truth, act with integrity, own our actions’ gives them a point of reference to carry with them and apply in their interactions at school and in life.
ASHA LINDSEY
LOWER SCHOOL MUSIC TEACHER
In the classroom, I try to use developmentally appropriate language to focus on the practical benefits of honesty, especially in fostering trust and integrity. Trust lets you take someone at their word, which can save time and remove needless anxiety. It’s like the handshakes we practice with each other—each handshake is like a little prayer, an agreement, a promise of honesty between those two people.
ALEX FALBERG
GRADE
1 TEACHER
Honesty is a core theme in our PE classes. We emphasize the phrase ‘honesty counts’ as it relates to playing by the rules of each game we play. We tie honesty into developing a sense of pride for our actions, and an understanding of how honesty builds trust with others on a team. We continuously look for positive examples of our core values to discuss during and after our games.
LAUCK BLAKE
FITNESS COORDINATOR, LOWER SCHOOL PHYSICAL EDUCATION TEACHER
One element of restorative practices is the use of circles during advisory. Boys sit in a circle and answer a single question, one at a time. This may seem minor, but the art of physically sitting in a circle so that all the students can see each other, and the responsibility and sharing of that vocal space, is pretty important.
ANNA LASALA-GOETTLER ASSISTANT HEAD OF UPPER SCHOOL
By Jan Abernathy Chief Communications Officer
In a community that is built on relationships, honesty and accountability are crucial. This is never more true than when students behave in a way that harms their classmates or is not aligned with Browning’s values. But how should we teach students about the consequences of their actions in a way that sticks?
for our Middle and Upper School students, restorative practices have allowed Browning to align the correction of student actions with its Code of Conduct and our culture of respect and care.
“More traditional practices focus on punishment and aren’t always chipping away at the reason for an offensive action,” says Assistant Head of Upper School Anna LaSala-Goettler. “And we wanted to focus on that accountability as we center faculty’s relationships with boys and their relationships with each other. Restorative practices have been so important, particularly when it comes to peer-to-peer dynamics.”
The fundamental hypothesis of restorative practices is that human beings are happier and more likely to make positive changes in their behavior when those in positions of authority do things with them rather than to them or for them, according to Constellation Learning Institute, one of several organizations that teaches these practices. Ms. LaSala-Goettler says that restorative practices are particularly aligned with our Code of Conduct, which states that boys will acknowledge and learn from their mistakes.
Head of Middle School Ophelia Ma notes that the benefit of these practices is that they center on student growth. “Middle School is a time of experimentation and self-exploration and identity development, and any perfectly good kid might make a choice that all the people around him see as not only wrong but so out of character. These practices create a safety net where boys can learn from their mistakes and become better people.”
The distance learning required during the COVID-19 pandemic helped jump-start interest in restorative practices at Browning. “Two things weren’t available to us at that point: we couldn’t have boys shake hands to help repair the relationship, and we couldn’t have them lose privileges or serve detention because we weren’t together physically,” says Ms. LaSala-Goettler. “So we began to develop these relational practices that fit so well with our culture.”
Ms. Ma notes that restorative practices are fundamental to the environment of “high accountability and strong support” that Browning provides for boys. “With that as a starting point, our disciplinary system of rules and values violations is really useful for thinking about restorative practices. Values violations are those that require a lot of reflection, repair conversations, and learning.” A rules violation could be a dress code violation or entering a space without permission, while a values violation might include dishonesty or harassment.
Ms. Ma adds that people sometimes have the misconception that restorative practices are “soft discipline.” Rather, in a relational school these processes are a very natural
outgrowth of the self-reflection necessary for relationships to thrive. “Actions always have consequences, and restorative practices allow us to engage with consequences in ways that strengthen relationships and encourage positive choices,” she says. “When you think about how we use the Mood Meter to check in with the boys, or encourage them to authentically share their stories, Browning’s culture makes this practice viable as a way to address behavioral challenges.”
One element of restorative practices is the use of circles during advisory. “Boys sit in a circle and answer a single question, one at a time. This may seem minor, but the art of physically sitting in a circle so that all the students can see each other, and the responsibility and sharing of that vocal space, is pretty important,” says Ms. LaSalaGoettler. “All boys have to respond to the question and respect the multitude of answers. Examples of questions asked in the Upper School include ‘What are three words to describe the first few days of school?’ and ‘What are some important traditions in your life?’ In Middle School, the boys shared a goal they had for the school year, and also drew a picture of a time they felt joy as part of a show-and-tell. The practice models the vulnerability and honesty that boys will rely upon if they enter into a restorative conversation with a peer or teacher.
Restorative practices make use of affective statements, connecting a given behavior to its specific harm. “In both divisions, our teachers and advisors use this language, whether for behavioral problems or when navigating tense dynamics between students,” says Ms. LaSala-Goettler. “It’s much deeper than just saying ‘I’m sorry’ and that’s the end of it. This centers on honesty, it’s specific, and it really paves the way for taking the learning from one experience to the next.”
Restorative practice sessions are scripted in structure and employ established norms. Students are prepared for them, and the student who has been harmed can choose whether he wants to participate. The facilitator—typically a division leader or dean— will ask a series of questions to prompt discussion. For example: What happened? What were you thinking at the time? What have you thought about since? Who has been affected by this, and in what way? And what do you think you need to do to make things right? As the questions progress, students are given ample time to respond. Ms. Ma explains, “Although it may seem very formal, the boys appreciate how this structure gives them different ways to think about their actions.”
When students have serious infractions of the Code of Conduct that require appearance before the discipline committee, those conversations also include a discussion of acknowledging the wrong and repairing it. “This is one commitment that we as a discipline committee reiterate explicitly for students, and the committee’s recommendations also take into account the restorative work that has been done,” Ms. LaSala-Goettler says.
Both leaders say that Browning’s mission and values, as well as its focus on relational teaching, create the conditions needed for restorative practices to be effective. “Being honest with oneself can be very difficult. When I’m in conversation with a student about something that has gone wrong, merely acknowledging what happened can be a hurdle for him,” Ms. LaSala-Goettler says.
“Restorative
practices are often slow because long-standing learning takes a good deal of time, but the relationships between peers as well as students and teachers helps everyone understand their value.”
Ms. Ma adds, “We believe that boys are capable of change and that if they make mistakes and harm a relationship, they can repair it. I’m starting to see more kids owning their mistakes and taking responsibility much sooner because they understand that it is actually better to do that. I still see age-appropriate impulsivity, but there’s very little malice, which is so much better for our community.”
‘‘ ‘‘
Actions always have consequences, and restorative practices allow us to engage with consequences in ways that strengthen relationships and encourage positive choices.
OPHELIA MA HEAD OF MIDDLE SCHOOL
The 2024 festivities began with our parents’ preview cocktail party, where a lively panel of experts and Browning faculty shared insights on fostering curiosity and cultivating lifelong readers. Family Day brought the fun, complete with Halloween costumes, games, and laughter. During classroom visits, parents joined their sons in discovering new books together, making it a truly memorable celebration of learning and connection.
A fun Family Day, classroom visits, and the parents’ preview party!
New Trustees include the Alumni Association President, the Vice President of the Parents Association, and Co-Chairs of the Building Our Future Campaign
Chris Hartmann is a partner in the Real Estate Practice Group in the New York office of Kirkland & Ellis LLP.
Recognized as a Law360 “Rising Star” and a Legal 500 “Next Generation Lawyer” in real estate, Chris has extensive experience in complex commercial real estate transactions. At Browning, his wife, Hadley, serves on the Annual Fund committee and is a PA class representative. Chris and Hadley have three sons: William ’34, James ’35, and Alexander (age 4).
Carolyn Lamphier, a former advertising professional who managed promotional and branding campaigns at Draft Worldwide and Leo Burnett, now mentors writers at Girls Write Now and volunteers as a writing coach at St. Jean Baptiste High School. At Browning, she co-chairs the Building Our Future Campaign and the Annual Fund, serves as a Class Representative, and actively volunteers at Parents Association events. Carolyn and her husband, Matt, have three children: Madeline (Convent of the Sacred Heart ’22), Dashiell ’24, and Henry ’27.
Dr. Betty Noel-Pierre is currently Head of Upper School Student Life at Brearley School. In July 2025, she will become Head of School at the Castilleja School, a girls’ school in Palo Alto, CA, beginning in July 2025. Betty taught science and served as Director of Equity and Diversity at Browning from 2012 to 2018. She and her husband, Anthony Pierre, have four children: Gladys (Chapin ’23), Juliana (Chapin ’28), A.J. (Allen-Stevenson ’30), and Andrew (Allen-Stevenson ’35).
Alexander Peruzzi joins as Vice President of the Parents Association. With a background in merchandising, licensing, and product development, he spent 15 years at Martha Stewart Living Omnimedia, eventually becoming VP of Licensing, managing retail across 5,000 stores in 37 countries. He later joined Barnes & Noble as VP of Gifts and Product Development, overseeing both Barnes & Noble and Paper Source. Alex and his husband, Pierre Dupreelle, have twins at Browning: Auguste ’35 and Grey ’35.
Stevie Rachmuth ’10 joins the Board as President of Browning’s Alumni Association. Stevie has been an active contributor to the Alumni Council since joining after college. He became Treasurer in 2020, co-chaired the Advancement Committee starting in 2019, and currently co-chairs Browning’s Building Our Future Campaign. Professionally, Stevie is an operations associate at The Town School, as well as co-director of its summer camp.
Dr. Angelos Stergiou is the founder, President, and CEO of SELLAS Life Sciences, a biopharma company focused on cancer therapies. Before founding SELLAS, he co-founded Genesis Life Sciences, a health economics and reimbursement company, and held roles in various pharma companies from 2002–2009. Angelos has served on boards, including as Chair of Cleara Biotech, and is a member of multiple medical societies. He and his wife, Marianna, have two children: Michael Angelos ’35 and Nicole (Convent of the Sacred Heart ’37).
By Jeremy Katz ’04 Director of Communications
Quinny Balber ’25 has been part of the Browning community for all 13 years, and as a senior, he looks back on how the School’s supportive environment and defining experiences have played a pivotal role in shaping the person he is today.
How has the Browning community influenced who you are today and shaped your values or perspective?
The four core values are at the heart of everything we do, and they really resonate with me, guiding my actions outside of school as well. One key takeaway has been the importance of listening—it’s about valuing others’ perspectives more than just speaking.
What are you most grateful for when considering your time at Browning?
I’ve always felt seen and heard here, and it’s something I can count on, not just hope for. Whether I’m walking down the hall, greeting teachers, or sharing a quick conversation, that constant sense of recognition is something I’m truly grateful for.
Can you speak about the academics at Browning?
The classes are definitely rigorous—I just had a data science quiz that was tough. But the teachers are so supportive and that means a lot. Browning doesn’t have the overly competitive atmosphere you might find at some other schools, which makes learning a meaningful process where you’re not competing with your friends. My friends’ success doesn’t have to be my failure. They can be kind of harmonic.
Were there key moments when you knew that Browning was the right school for you?
There were many moments when my teachers went above and beyond, showing me how much they cared. Their constant presence and encouragement really meant a lot to me. I can remember as far back as third grade, when I was struggling with long division. Ms. Alterman stayed with me through recess, patiently teaching me how it worked. That extra support made a huge difference.
What would you say to a parent who is asking why their Kindergartner should come to Browning?
Browning, at its core, is a place where young boys grow into well-rounded men. What makes Browning truly special is its approach to masculinity—teaching students to balance strength with vulnerability and kindness. This comes through in everything, from the way classes are taught to the supportive environment.
Were there specific programs or experiences that made a difference in your learning journey?
The Jewish Alliance Group means a lot to me. It’s a space where I can talk freely about anything on my mind, with open dialogue at its core. Another example is working on the Grytte newspaper. It’s not about getting credit or recognition—it’s about pursuing my passions and challenging myself to become the best writer I can be.
As someone who has been here since Kindergarten, how do you welcome new students into the Browning brotherhood?
At Browning, it’s all about warmth. The first time you meet someone, you might start with a handshake or an introduction, but it quickly turns into a high-five or something more relaxed. We also use collegial nicknames to help bring people into the brotherhood and make them feel
part of the community. Many students find their group through clubs and sports, so as a new student, just being yourself will naturally lead you to friends.
What was the benefit of staying at Browning from Kindergarten through Grade 12?
I stayed because of the incredible sense of brotherhood. The friends I made in Kindergarten and met along the way feel like family to me, and Browning feels like my second home. Even in eighth grade, when my parents asked if I wanted to switch schools, my response was, “Over my dead body!” That’s how much this place means to me.
What would you say to families wondering whether a boys’ school is the right choice for their sons?
A lot of people worry about the lack of interaction with girls, but there are plenty of opportunities outside of school for that. As for being at an all-boys school, one of my favorite traditions at Browning is when seniors walk first graders over to Christ Church on the first day of school. I did that with my little buddy, and months later, I still say hi to him in the hallways— it’s a full-circle moment. I think all-boys schools work because they help you grow from a boy into a man, and at Browning, that’s a core part of the experience. Those full-circle moments really matter.
Halloween excitement was in the air once again as our Lower School celebrated with its annual parade. The festivities kicked off with “reverse trick-or-treating,” where faculty visited classrooms, delivering treats to eager students. The boys then proudly showcased their costumes, marching up and down 62nd Street to the cheers of parents and caregivers. Middle Schoolers enhanced the experience by forming a human arch for the parade to pass through, exchanging high-fives along the way. Spooky fun, indeed!
Kevin Gihon celebrates 40 years at Browning
“When it’s time for me to retire, I’m really going to miss it. Browning is like family to me.” “ ”
By Jan Abernathy Chief Communications Officer
Even after 40 years in building services at The Browning School, Kevin Gihon is not done yet.
“When it’s time for me to retire, I’m really going to miss it,” Gihon says. “Browning is like family to me.”
The father of four and grandfather of 12 came to Browning after a stint in Texas with the Job Corps, a residential career training program. “My mom told me to go into that program because I couldn’t find the right kind of job here in New York,” says Gihon, who grew up in the Bronx. “I have always worked— from eight years old I worked in a store in my neighborhood, which is how I learned Spanish. When I returned from Texas and went to the city’s employment office, they sent me to Browning.”
Gihon learned the essential skills for his role from his father, who was in the Merchant Marines and owned a building in Harlem. “I would go down to the building with him to paint and fix it up. He taught me how to use tools, which is exactly what was required to come work here on 62nd Street.”
Watching boys grow up has kept Gihon at the School, and his friendly face endears him to students and families alike. “Everyone made me feel so welcome,” he says. “Early on, when the kids were have trouble pronouncing my name, I came up with having them call me Mr. G. And now sometimes, those same boys are bringing their own sons here, and they say ‘Wow, Mr. G, you’re still here!’”
Head of School John Botti says that Gihon is an embodiment of Browning’s aim to be a relational school. “Spend just two minutes with him, and you know how much he cares—about his work, about his teammates, and most importantly, about the boys of Browning. As much as anyone here, Kevin models what
it means to be a gentleman, and I’m so lucky to be his colleague.”
Indeed, Gihon is beloved by students, their families, alums, and faculty and has had the yearbook dedicated twice to him. While his colleagues know they can count on him to fix any maintenance issues they have, nothing beats the warm smile and friendly manner that suffuses his every interaction. “When I walk into the building, I take any burden I’m carrying in me and throw it aside,” says Gihon. “This school is just a part of me—it’s not hard for me to be upbeat.”
Director of Operations Theresa Rodriguez says Kevin’s gifts go far beyond his ability to keep our facilities in top shape. “Kevin helps create a safe and welcoming environment where our students and staff can thrive. His kindness and attention to detail make a difference day after day. He has touched the lives of all who walk these halls.”
Director of College Guidance Sanford Pelz ’71, whose professional tenure at Browning began before Gihon’s, echoes these thoughts. “Words cannot adequately express the profound depth of my respect, admiration, and gratitude for this fine Browning gentleman.”
When he finally hangs up his tool belt at Browning, Kevin, an avid traveler, will continue to work on that brownstone his family still owns, between adventures and spending time with family. But his legacy will endure. As Trustee Nazmi Otamir, the parent of a cur rent Upper School student and an alum, says, “Kevin has been and continues to be central in the collective memory of alums and parents. He is a phenomenon in this day and age of career transience, and his dedication and professionalism are to be admired and celebrated.”
The annual Holiday Party transformed the School into a dazzling winter wonderland as parents, alumni, Trustees, and friends gathered to celebrate the season. Festive cheer filled the air amid spirited conversations and a brass ensemble’s enchanting performance. Heartfelt thanks to our Parents Association, volunteers, and staff for creating this annual event that radiates the warmth and joy of the holidays behind the iconic Red Doors.
Our 5/6 soccer’s undefeated record highlights a season of growth and success across Browning’s athletics!
By Andrew West ’92 Director of Athletics
We had a very focused group of boys this season. The varsity soccer team ended the season with a 4–6–2 record, but the real story was its growth. The team tied NYCAL champions Columbia Prep 1–1, and many athletics directors expressed relief about not facing our team in the postseason, recognizing how well the team was coming together! The JV soccer team secured two wins and showed steady improvement, while our 7/8 Panthers finished second in NYCAL, narrowly missing the championship with a strong 7–2–1 record. Not to be outdone, the 5/6 team finished the season undefeated through nine games. The varsity and 7/8 cross country teams competed strongly, with young runners making steady gains and a bright future ahead for both teams. A huge thank-you to our athletes, coaches, and fans for making Browning’s athletics a success. It truly takes a village, and none is stronger than ours!
Helping schools create an ecosystem of respect
I try to impart to kids that they are making many decisions each day, any one of which could alter their lives. If you can be honest about who you are and what you stand for, and recognize that, it becomes muscle memory for how you choose to live your life.
ABy Jan Abernathy Chief Communications Officer
lex Prout ’82, is a co-founder of I Have The Right To, an organization whose mission is to create an ecosystem of respect and support for students and survivors of sexual assault. Alex and his wife, Susan, were motivated to create the nonprofit due to the sexual assault of their daughter Chessy at St. Paul’s School, in 2014. Alex says that after the assault, the family was shunned by the school community and his daughter was bullied and harassed when she returned to the school her sophomore year. “Parents wanted to believe that there was something wrong with my daughter, not with the school and its culture,” Alex says. Chessy’s attacker was ultimately convicted of three counts of misdemeanor sexual assault and one felony account of luring a minor through use of a computer.
After St. Paul’s threatened to reveal Chessy’s name when the Prouts subsequently filed a lawsuit, she decided to come forward on the Today Show, jump-starting a conversation long before the #MeToo movement brought media attention to sexual assault in powerful institutions. Chessy then wrote a book called I Have the Right To: A High School Survivor’s Story of Sexual Assault, Justice, and Hope with Washington Post reporter Jenn Abelson. Its title was inspired by a “Girls’ Bill of Rights” that Alex’s three daughters created after Chessy’s assault.
School has institutionalized raising boys who value honesty and integrity and the values we need in our leadership,” he says. As a student, Alex embraced these core values, which “set me on a course for how to be in the world.” His two older brothers also attended the School and he fondly remembers many of his teachers and classmates. “The word I still associate with Browning is care; it was an idyllic existence for a child,” he says.
Alex left Browning for St. Paul’s, lured by the athletics program and an opportunity to study Japanese, which was his mother’s first language. After St. Paul’s, Alex attended Georgetown and set off on a finance career that took him overseas for several years. After Chessy wrote her book, the family moved to Washington, DC, and created I Have The Right To. Alex is also Chair of the Men’s Solidarity Council at Vital Voices Global Partnership, which brings together men who are allies in the fight to raise global awareness on behalf of women and girls.
I Have The Right To’s most popular course is on aspirational masculinity. “We try to motivate young men to each be the best version of himself by being honest with themselves and acknowledging their wholeness,” he says, adding, “How do we let them exercise that goodness, integrity, honesty, and love, which inherently reside in everyone despite layers of pressures to conform?”
I Have The Right To offers workshops on aspirational masculinity, consent, and digital safety to students, faculty, and parents and has worked with over 16,000 students in more than 30 schools in 10 states. Alex praises Browning’s focus on masculinity. “The
Going forward, Alex says, the group hopes to hold a summit of leaders in business and education to address these issues. “If we can get some key stakeholders to show leadership in this effort, I think we can change the world. That’s ultimately our goal.”
Panos Dracos ’63, Lin Wells ’63, and Lin’s wife, Linda, joined Julian Bivins ’63 at his home in southern France for a mini-reunion last summer. They enjoyed reconnecting in a relaxed, rural setting, exploring old towns and local markets. Julian noted, “This is an area where you could read a book or write a book.” The gathering created fond memories and hopes for future reunions. (Pictured left to right is Lin, Julian, and Panos).
George Boothby ’70 was selected by the Ripon College Board of Trustees and the Alumni Board to receive the prestigious Distinguished Alumni Citation during Alumni Weekend last June. After accepting the award alongside his wife, Louise, George was featured in the Pascack Press
From David Holleb ’73: “Our son Matt welcomed a baby girl, Leila Belle, on July 13, 2023, in Mount Pleasant, SC. Our son Peter is finishing his medical residency in Texas, and we hope he finds a job closer to us. Regina and I plan to retire next April— it’s been a great run, but it’s time to slow down and play some golf!”
Class of 1995 members Jonathan Stonbely, Nick O’Neil, J.C. Khoury, Jerry Pi, Philip Blake, Andrew Solar (left to right) caught up over dinner in Midtown Manhattan last August.
In June, Jerry Pi ’95 competed in the Western States Endurance Run, a 100-mile trail race from Olympic Valley, California, to Auburn, California. With the trail climbing more than 18,000 feet, the race has come to represent one of the ultimate endurance tests in the world. Jerry finished with a time of 29 hours, 18 minutes.
Ali-Reza Vahabzadeh ’96 ran into French teacher Dominique Bernard in Central Park and introduced him to his wife, daughter, and mother.
Andy Sandberg ’01 is in his fifth season as artistic director and CEO of the Hermitage Artist Retreat, a top arts incubator in Sarasota, FL, while also directing, producing, and writing for stage, film, and TV in New York and London.
Kieran Pickering ’02 recently started a new position as head of business development for Prep Partners Fulfillment & Logistics, based in Rochester, NH. He is also excited to share that he is expecting his first child in December 2024.
David Baden ’03 and his wife, Megan, got married in Lisbon, Portugal, surrounded by friends and family on April 19, 2024.
Michael Elliot ’04 and his wife, Fionna, welcomed their fourth child, Carolina Alexandra Elizabeth, in August 2024. Pictured are Carolina and her three older siblings.
Joey Suquet ’04 and his wife, MaryEllen, welcomed baby Georgina “Georgie” Suquet this past September. The happy family is currently living in London, England.
James Brisotti ’12 had the honor of swearing in the eldest son of his sponsor family in July 2024, 12 years after first meeting them during his plebe year at the United States Naval Academy.
Brady Dale ’12 lives in Charlotte, NC, where he is working in airport management at Charlotte Douglas International Airport. He is also a flight instructor.
Nathaniel “Nate” Monteverde ’12 is living and working in NYC. He works at Take-Two Interactive, a video game publisher. He and Marilyn La Jeunesse just got married last April and are spending a lot of time traveling in their free time.
Oliver Shawn ’12 recently started a new job working with Disney/Hulu/ESPN.
Evan Blumenthal ’13 and his wife, Lauren, welcomed their first son, Miles Henry, into the world on July 13, 2024.
Ruby Miller was a cherished member of our school family from 1980 to 2011. Fondly known as “Miss Ruby,” she dedicated 30 years to serving on the kitchen staff, where she considered Browning her home and its students her children. Her kindness and care touched the lives of many during her decades of service.
IN MEMORIAM
Donna Berman P ’93 GP ’25 ’30
John Lindenthal P ’06, Former Trustee
Alex Pagel ’55 F. Thomas Powers ’66 Wickford Welden ’73 Daihachi Yagi ’12
Email Stacey Duchak, Director of Alumni Affairs and Special Events, at sduchak@browning.edu and view upcoming events: browning.edu/alumni
We’re thrilled to introduce the brand-new Athletics Store, where you can gear up with custom apparel and accessories for men, women, and youth just
Gifts made to Facilities can support the new Upper School building at 337 East 64th Street and/or the schoolhouse at 52 East 62nd Street:
• Naming opportunities range from $50,000 to $25 million.
• Examples include:
• Library stack ($50,000)
• Classroom ($250,000 to $500,000)
• Dining Commons ($2,500,000)
Facilities: $20 million goal
Annual Fund: $15 million goal
One of the most impactful ways to support the Building Our Future Campaign is through the Annual Fund:
• The Annual Fund provides critical support for the programs and opportunities that Browning boys experience every day.
• Including Annual Fund dollars ensures that the Campaign does not divest funds from the unrestricted operating support that the School relies on each year.
Funds raised during the $50 million Building Our Future Campaign—the largest effort of its kind in Browning’s history will be transformational, enabling the School to expand its programs, faculty, and student body, extending excellence and diversity across all divisions. Every gift made to Browning during the Campaign’s eight-year duration (July 1, 2019–June 30, 2027) will count toward the $50 million goal. We ask the Browning community to consider a comprehensive gift that directs support to the Annual Fund as well as to one of the three other Campaign Priorities: Facilities, Programs & People, and Financial Aid.
Building Our Future Campaign
Francesca Ryan
Acting Director of Advancement
Gifts made to Programs & People will foster more robust programming tailored to the needs of our boys and the strengths of our faculty.
Examples include:
• A gift to fund Browning’s awardwinning robotics program
• A gift to name the learning center and affiliated learning support programs
• A gift to support faculty recruitment and retention
fryan@browning.edu
646–844–2605
Programs & People: $7.5 million goal
Annual Fund
Soo Mi Thompson
Acting Associate Director of Advancement
sthompson@browning.edu
212–256–1081
Financial Aid: $7.5 million goal
A strong Financial Aid program which can be supported through a scholarship, spend-down program, or endowment gift strengthens Browning in multiple ways:
• Promotes broader perspectives and greater understanding among students and faculty.
• Creates a more well-rounded community of families, enriching the overall experience for everyone.
• Cultivates an inclusive atmosphere where every boy has the opportunity to thrive.
When Browning decided to go phone-free in the 2023–2024 school year, doing so was on the cutting edge of a trend that has since become much more pronounced in the last year. Nevertheless, the technology committee that studied this issue was certain that long-lasting benefits would outweigh any temporary pain.
“We drew upon strong research which found that access to a phone during the day has a decidedly negative impact on learning and behavior, and the prevalence of phones did not align with our philosophies of either relational teaching or technology use in school,” says John Botti, Head of School.
The presence of personal devices had become a serious impediment to students’ ability to connect with peers in real time and to engage in the serious pursuit of learning in a sustained way. Also, much has been written about the challenges that young people face because of social media, and some of this research was contained in the best-selling The Anxious Generation by Jonathan Haidt. While programming about digital citizenship and social media has long been offered for both students and their families, phones were still an ever-present distraction behind the Red Doors.
Once the phone-free policy came into effect, the change in the school culture was noticeable. “Our hallways became alive again,” says Anna
LaSala-Goettler, Assistant Head of Upper School. “And I think removing the habit of looking at the phone felt freeing for some students.”
Megan Ryan, Middle School Dean of Student Life, adds, “It can be hard for adults—let alone kids— to focus with a phone by their side at all times. In a phone-free environment, boys engage with the people around them, building the skills they need to successfully navigate relationships and finding creative ways to have fun and set themselves up for deeper, more meaningful learning.”
Families have been in favor of the change, which Browning supported with programming from experts from The Social Institute (TSI) and Social Awakening. Signage throughout the building reminds students about the phone ban, urging them to “Be Present.”
Now in its second year, the phone-free policy is just another fact of school life at Browning. Several other independent schools have also banned phone use during the school day, and the movement has gained nationwide interest. In fact, Mses. LaSala-Goettler and Ryan will be presenting a workshop to their peers outside of Browning about how the School successfully managed the change.
“What’s interesting is that students will remark on how much adults are glued to their phones,” says Ms. Ryan. “It seems a bit less normal to them now because they see how it can get in the way of human connection. Given the central role that feeling connected to others plays in our overall wellness, our capacity to be resilient, this can only be a good thing.”
WHERE OLD FRIENDS MEET, NEW MEMORIES ARE MADE!
We look forward to welcoming all Browning alumni back through the Red Doors for our annual Alumni Reunion! Reconnect with former classmates and teachers, and come together to share in our love for Browning!
Classes ending in 5 and 0 are celebrating milestone reunions this year, but all alumni are invited and encouraged to attend. For questions and more information, please email alumnireunion@browning.edu. We look forward to seeing you there!
A little bit of Friday, April 25, 2025
Save the Date
TO UPDATE YOUR ADDRESS
Please email Krizia Moreno-Cruz at kmoreno-cruz@browning.edu.
Browning adds a larger gymnasium on the roof of the 62nd Street campus in 1967. Now, the new 64th Street campus takes it further with a regulation-sized gym, allowing home games to be hosted for the first time. Learn more on page 4.
