the Evolution of acaDemics
Grade Levels
Connecticut Schools Adopt Different Learning Models to Sow Student Success Across
in the ever-evolving landscape of education, a recent shift to less traditional learning models has put student agency on a pedestal.
According to a 2021 survey conducted by the National Association of Independent Schools, a majority of teachers are now using methods like project-based learning and social-emotional learning to optimize each child’s academic experience
This trend is taking hold in CT, too, across all grade levels We spoke with faculty at a few institutions in Fairfield County to see what strategies they’re implementing to ensure holistic development and bolster student success.
ELEMENTARY SCHOOL
The mission of The Mead School in Stamford is to cultivate students’ capacity to lead “a personally meaningful life” combined with “social awareness.” By individualizing instruction and emphasizing self-advocacy, students get the chance to become the best versions of themselves.
“We define rigor as a learning environment constructed for depth rather than ‘coverage,’ with emphasis on application,” Head of School Peter Herzberg said.
BY ALYSSA SEIDMAN
The linchpin for Mead’s approach is the role of its five Home Center Directors, Herzberg noted. These social-emotional coaches advocate for students, and serve as the key connection for their caregivers
The curriculum includes weekly values classes that teach emotional regulation and conflict resolution skills. Guided Play is offered to students in grades Pre-K-2, and students in grades 4-8 participate in sessions on how to use social media in a healthy way.
Several of Mead’s signature programs also exemplify project-based learning, Herzberg said. Each year the student body mounts an “Exhibition of Curiosity,” which asks students to curate a unique project of personal interest to include in a schoolwide museum.
Herzberg added that the arts serve as a vehicle for exploring social-emotional development, allowing students to learn and practice their newfound skills in a safe and supportive environment.
“We hire faculty…who value flexibility and are trained to [hone] a child-centered approach,” he said. “This means that teachers integrate social-emotional skills into their teaching practices, model these skills themselves, and provide ongoing opportunities for students to practice and apply them across the curriculum.”
“ As a progressive school, Mead has always leaned into the notion of learning by
Doing.
”
Peter Herzberg Head of School, The Mead School
w ith the first day of school just around the corner children all over Connecticut are starting to return to their regular routines Many, however, may be caught up in the post-summer slump, a phenomenon that affects their ability to get back into the swing of things after
BY ALYSSA SEIDMAN
spending a few months away from the classroom. As the new school year approaches, it’s important to sharpen your child’s mind so they can start September off strong. We compiled some tips, tricks, and techniques they can use to do just that. >>
>> TIME MANAGEMENT TECHNIQUES
SET GOALS: Identify what needs to be done and when, and set goals with deadlines to abide by
ELIMINATE DISTRACTIONS: Distractions can reduce productivity and motivation, so try your best to avoid them This can involve storing your smartphone in a drawer during study hours
TAKE BREAKS: Regular breaks can help you recharge and improve productivity Try the 50/10 rule (working for 50 minutes followed by a 10-minute break) or the Pomodoro technique (working in 25-minute intervals with short breaks in between).
PRIORITIZE TASKS: Task analysis can help you understand what you need to do and how to do it well.
STUDY TIPS
FIND A GOOD STUDY SPACE: Choose a calm, tidy area with minimal distractions. Consider occasionally changing your surroundings to improve your mood and information recall.
TAKE GOOD NOTES: Extensive and accurate note taking can help you recall details from lectures, readings, and/ or discussions.
Since 1869, Stoneleigh-Burnham School has prepared students to navigate the world forward.
Located centrally between Boston and NYC, students can develop and hone their skills in the classroom, on the field, or in the greater community.
tips from teachers for stuDents
Here are some helpful tricks students can use as they seek to escape the post-summer slump:
1
2
3
The night before returning to school after summer break, go to bed thinking about one thing you’re most looking forward to Greenwich Country Day School
Continue small parts of your school routine throughout the break, like reading a little bit every day or practicing math facts in a fun way. This will help you stay in touch with your academics. Christian Heritage School
If you’re feeling overwhelmed about returning to school practice naming your emotions and actively use strategies to manage them Connect with adults in your school community who can serve as your advocate and discuss your individual needs on a regular basis St. Luke’s School
4
Don’t be too hard on yourself as you reacclimate to your school-time routines Focus on staying organized and doing the small things while also considering why what you’re doing matters to you and your future. Wooster School
5
Maintain a set schedule and sleep cycle during the break. Sleep is necessary for healing and feeling vitalized to learn, and results in tremendous benefits in mood, learning, and immunity Exercise, playing outside, breath work, and a social media detox can also support this St. Joseph High School
FORM A STUDY GROUP: Studying alongside classmates or peers can provide encouragement and enhance learning. Just make sure to stick to the subject!
USE FLASHCARDS: Writing key information on colorful flashcards can help you revise and memorize important material more readily
ORGANIZATIONAL HACKS
COLOR CODING: Use brightly-colored labels and matching supplies (binders, folders, notebooks, etc.) to organize all the materials for your respective classes.
TO-DO LISTS: Break down big projects into smaller, more manageable tasks to avoid procrastination and boost productivity >>
>> MAP IT OUT: Use a calendar, planner, or agenda to keep track of deadlines for your projects, papers, and assignments. You can also take note of other commitments like after-school activities and personal affairs
CREATE A ROUTINE: Having a routine can help you stay consistent and avoid feeling rushed.
MENTAL HEALTH
SELF-CARE: Get enough sleep (8-10 hours per night), eat a balanced diet, and exercise regularly You can also try relaxing activities like meditation, breathing exercises, or whatever else boosts your mood
CONNECT WITH OTHERS: Talk about your feelings with a trusted adult, such as a parent/guardian, teacher, counselor or coach. Surround yourself with positive people and stay connected within your community
PRACTICE GRATITUDE: Take some time each day to notice the good things in your life and be grateful for them.
PRACTICE MINDFULNESS: Try to be present and view problems from different points of view. You can also envision challenges as opportunities for growth.
tips from teachers for parents & guarDians
Here are some recommendations for parents and guardians as they prepare to send their children back to school after summer break:
1
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3
4
Remind your child of their coping strategies if they’re experiencing anxiety about returning to school Greenwich Country Day School
Return your child to their normal bedtime routine three days before they need to head back to school. Give them something to focus on as they look ahead to the beginning of the school year Christian Heritage School
Encourage your child to get a good night’s sleep, choose foods that fuel the body and find ways to be active throughout the day.
St. Luke’s School
Near the end of summer break, get your d back to their normal school-time routines so they can return ready to focus on their learning. Wooster School
5
As your child’s primary role model for problem-solving, emotional regulation, communication, and compassion, it’s important to approach change with confidence, secureness, and excitement. Be mindful of your own emotions and self-talk. St. Joseph High School
lessons in literacy
BY ALYSSA SEIDMAN
For nearly 60 years, countries around the world have observed International Literacy Day to remind policy-makers, practitioners, and the public of the importance of literacy in creating a more just, peaceful, and sustainable society >>
>> The concept was introduced by the United Nations Educational, Scientific and Cultural Organization in 1966. The agency’s aim is to promote world peace and security through international cooperation in education, the arts the sciences, and culture
The first-ever International Literacy Day was celebrated a year later on Sept. 8, 1967 This year’s events will be celebrated through the lens of
“ILD2024 will unpack issues related to literacy in multilingual contexts for achieving lasting peace, and explore possible solutions for enhancing policies, lifelong learning systems, governance, program[s], and practices,” the website reads. “ILD2024 will be celebrated in person and online at the global, regional, national, and local levels.
How to celebrate International Literacy Day
sunday, september 8
#1
DONATE BOOKS TO LOCAL CLASSROOMS: Elementary schools always need fresh reading material to keep young students interested in reading. Ask your child’s teachers for a wish list of books they know students will enjoy, and donate them to the class. If you don’t have a child in school, ask coworkers, relatives, or neighbors about donating to their children’s classroom libraries.
#2
GIFT A BOOK: International Literacy Day presents the perfect opportunity to give a book to the bookworms in your life, whether they’re just starting out or operate at an advanced reading level.
#3
START A LENDING LIBRARY: Gather family friends, or neighbors together and start a small lending library in your community These little libraries are accessible 24/7 and don’t come with any late fees or fines.
Everystudent learns so differently, buttraditional schoolsteach them allthe same.AtFusionAcademy, our1-to-1classes matchyourstudent’s pace and preferences. They’lllearn better,divedeeper,and neverget left behind.
classroom a new kind of om
Homeschooling, Microschooling, and Learning Pods are More Popular Than Ever
BY ALYSSA SEIDMAN
nearly five years after the onset of the COVID-19 pandemic, parents have adopted new ways to develop their children into successful students. And while homeschooling, microschooling, and learning pods are not necessarily new, they are more popular than ever According to the National Association of Independent Schools, one of the top trends impacting education today is the rise of microschools. The model involves gathering students in a small group to learn, explore, and socialize. They are usually formed by families with children of similar
WORKSPACECT
BETHEL
WorkspaceCT provides students a unique setting to enhance learning and create educational opportunities Its 32,000 square feet encompasses rooms for math, coding, and virtual-reality gaming, studios and a theater space, a science research lab a commercial kitchen, a woodworking workshop, and a coworking space.
WorkspaceCT offers professional development, student enrichment, and field trips based on the principles of meaningful engagement, learner-based discovery, and social-emotional connection, according to the website. It also boasts a schedule of specialty classes and events for students to enjoy year round.
WORKSPACECT IS LOCATED AT 16 TROWBRIDGE DRIVE IN BETHEL. FOR MORE INFORMATION, CALL 855-937-2747 OR VISIT WWW
WORKSPACECT.ORG.
ages to address a local need, and considered the modern version of the one-room schoolhouse.
The National Microschooling Center estimates that nearly 2 million students attend microschools in the U.S., which come with certain advantages when compared to their more traditional counterparts. They include lower per-pupil costs, leaner staffing, more creative use of learning spaces, and greater flexibility with scheduling, including half-day and hybrid options.
The following are some examples of microschools and related resources located in Connecticut.
CONNECTICUT EXPERIENTIAL LEARNING CENTER
MADISON
The Connecticut Experiential Learning Center, or CELC, services students in grades K-12 It offers academic tutoring and executive function support on a one-to-one basis and in subject-specific groups, as well as college preparation assistance.
CELC’s in-person and remote programs are led by a team of tutors, coaches, and teaching artists. These educators deliver transformative educational experiences that aid students development, build confidence, and increase resiliency, the website reads
CELC also offers expeditionary learning programs that give students a chance to immerse themselves in a focused area of study These experiences prime participants for discovery and understanding, which will serve them well beyond their school years, according to the website.
FOR MORE INFORMATION, CALL 203-433-4658 OR VISIT
WWW.CTEXPERIENTIAL.ORG
delivering transformative experiences tHat aid dEvelopment, build cnfidence, & increase resiliency
SANKOFA LEARNING CENTER NEW
HAVEN
CONNECTICUT CENTER FOR EDUCATIONAL EXCELLENCE
LITCHFIELD
The Connecticut Center for Educational Excellence (CTCEE) works to ensure every child receives an excellent education by offering support, leadership, and innovative solutions to families and communities throughout the state.
CTCEE is particularly important to Connecticut’s low-income families, whose children can take advantage of its professional resource center, alternative education pathways, and apply for scholarships. CTCEE also provides resources to those interested in alternative education methods like learning pods and microschools.
and THE CENTER IS FOR MORE CTCEE.ORG
LOCATED AT 290 HUNTER DRIVE IN LITCHFIELD INFORMATION, CALL (585) 472-5221 OR VISIT WWW
The Sankofa Learning Center offers a diffe kind of classroom wherein education is reimagined. It employs indigenous educational honor the voices and stories of the African providing a… “healing space of love and liberation.”
Center a different educational practices to diaspora
Sankofa Website
a Websit
“Sankofa” is a symbol used by the Akan people of Ghana, and depicted as a bird with its head turned to reach for an egg on its back This metaphor expresses the importance of bringing ancestral knowledge gained in the past into the present, the website reads
nter, students are active their learning experigiven tools to develop into ers, anti-bias and anti-racist leaders, community collaborators, and creative thinkers, according to the website.
At the center, are participants in their ence. They are to into loving changemakers, anti-bias anti-racist collaborators, and creative to
Center is open and schoolchildren. It is part
Sankofa Learning Center is open to infants, toddlers, and primary schoolaged children. It is part of the Wildflower Schools network, which includes more than 60 Montessori schools in the U.S. and Puerto Rico.
FOR MORE INFORMATION CALL 860-938-0677 OR VISIT
a classroom
education is reimagined
wafter-school enrichment
BY ALYSSA SEIDMAN
ith school back in session, it’s likely your child will be looking for a break from the books. After school and on the weekends, they can have some fun while playing with their peers at your local library, YMCA, or community center
Connecticut is also home to many venues that put the “fun” in fundamental learning. Their programming helps children build skills while engaging in unique and exciting activities. The best part? They won’t even know they’re learning in the process.
Read on to learn about some local places that provide academic enrichment after the last bell rings
STEPPING STONES MUSEUM
There’s no better way to extend one’s learning than by visiting a museum, and Stepping Stones is the perfect place to do just that In addition to rotating exhibits, the museum has daily programming with which students can engage.
“[Our] Gallery Programming offers an intimate, focused learning experience,” the website reads. “By hosting engaging activities and special guests within the[se] specific…areas, chil-
dren are given the chance to dive deeper into the themes and topics presented in the exhibits.
Stepping Stones’ after-school offerings include:
ART SMARTS MONDAY, TUESDAY, THURSDAY; 3–4 P.M.
Express yourself with a wide variety of artistic materials and methods including paint, sculpture, printing, and collage. Artists will explore shapes, colors, forms, and patterns while learning about different modes of creative expression, and enjoy a new art project each week.
MUSIC MAKERS TUESDAY & THURSDAY; 2:30–3 P.M.
Pick up an instrument and strike up the band with musical explorations that make you groove, move, and sing.
PUPPET PLACE WEDNESDAY & FRIDAY; 3–4 P.M.
Work together to create unique puppets and explore how to bring them to life. You will be introduced to the world of puppetry and create your own puppets to put on a show at home.
STEPPING STONES IS LOCATED IN MATHEWS PARK AT 303 WEST AVE. IN NORWALK. FOR MORE INFORMATION, CALL (203) 899-0606 OR VISIT WWW.STEPPINGSTONESMUSEUM.ORG >>
>> TENNISCT
Although pickleball is sweeping the nation, TennisCT offers a network of clubs catered to the state’s tennis enthusiasts. Its locations in lower Fairfield County offer the finest instruction for children ages 4 and up, including programs based on age and ability level.
RED BALL teaches the fundamentals; ORANGE BALL refines the skills necessary to serve, rally, and score; GREEN BALL teaches players how to position themselves to execute groundstrokes and volleys hit with purpose, serve, and sustain a rally of varying speed and duration; and YELLOW BALL develops service and receiving skills, sound footwork, and racquet mechanics
The balls used for each program “vary in size, weight, and compression to make it easier for kids to have success…regardless of age,” the website reads. “Likewise, racquet technology has improved… to allow for a greater variety of properly-sized racquets for kids [based] on age [and] physical size. All of this means that it’s never been a better time for your child to learn the sport of tennis the right way.”
TennisCT partners with the best names in the industry to stay on the forefront of player development, fitness, health, and competition, according to the website. It has locations in Darien, Fairfield, Norwalk (summer only), and Trumbull.
FOR MORE INFORMATION, VISIT WWW.TENNISCT.COM
ARENA GYMNASTICS
Arena has set the standard for gymnastics instruction, skill development, and learning since its inception, providing a safe yet fun environment that encourages students to develop their individual skills, the website reads.
Professional safety-certified instructors help students with concentration, determination, form, and flexibility all the ingredients necessary to attain self-confidence through personal achievement, according to the website. Children also benefit from low student-to-teacher ratios while learning in a state-ofthe-art facility
Arena’s after-school program invites girls ages 5 and up to learn the techniques of the sport There is even a competitive program for girls of all skill levels, and trial classes are available upon request.
“Each of Arena’s programs is carefully designed to allow students to enhance their skills, perform to the best of their ability and develop a discipline [that] they can apply to all aspects of life,” the website reads. “Our philosophy is a part of every program at Arena, from preschool to the highest competitive level.”
Let your child live out their Olympic dreams at Arena Gymnastics in Stamford.
ARENA GYMNASTICS IS LOCATED AT 80 LARGO DRIVE IN STAMFORD FOR MORE INFORMATION, CALL (203) 357-8167 OR VISIT WWW.ARENAGYMNASTICS-CT.COM
CONTINUE ENRICHMENT ON PAGE 16
“ Our talented faculty…aims to instill joy and confidence [in]to every student through the medium of music. I invite you to visit the school, meet the faculty, or sit in on a lesson. We hope we can bring the joy of music into your life!”
SUZUKI MUSIC SCHOOLS
The mission of Suzuki Music Schools is to provide a high standard of musical education using the philosophy and methodology of Dr Shin’ichi Suzuki. Students receive individual and group lessons each week to develop a personal understanding of their chosen instrument, and connect with others in a fun and non-competitive environment, according to the website.
The faculty offers lessons in a variety of instrumental programs where progress is made through a “one step at a time” approach, the website reads Emphasis is placed on excellent posture, fine intonation, polished technique, and production of beautiful tone.
Children interested in playing the violin, viola, cello, flute, guitar or piano can begin learning as early as age 6. The Suzuki School Honors program includes a concentrated musical curriculum encompassing private lessons, ensemble training, music theory and community service for more highly-motivated students.
THE SCHOOL HAS LOCATIONS IN ORANGE AND WESTPORT. FOR MORE INFORMATION, CALL (203) 227-9474 OR VISIT WWW SUZUKISCHOOLS.ORG
SILVERMINE ARTS CENTER
For more than 100 years, the Silvermine Arts Center has been a bastion for arts education in Fairfield County. It comprises contemporary galleries, a School of Art, educational community programs, and a Guild of Artists, drawing thousands of visitors to its campus each year
The center runs after-school programs for students in Pre-K through high school (ages 4-17) Those just starting out can find their niche at Silvermine, which also offers classes for more advanced artists. Throughout the week, children can engage in a variety of mediums like jewelry and metal smithing, sculpture and ceramics, printmaking, painting and drawing, and more.
Open House
“We engage individuals of all ages in creative expression and discovery through making and exhibiting art, and in presenting abundant opportunities to enjoy and learn about the arts,” the website reads. “Our award-winning School of Art is the preeminent learning destination for visual arts in Fairfield County Connecticut, with more than 1,100 courses and workshops and approximately 4,000 enrollments throughout the year.”
SILVERMINE’S FALL SESSION RUNS SEPT 16 THROUGH DEC. 8. ONLINE REGISTRATION OPENED JULY 30, AND THE E-CATALOG IS NOW AVAILABLE ON THE WEBSITE. THE CENTER IS LOCATED AT 1037 SILVERMINE ROAD IN NEW CANAAN. FOR MORE INFORMATION, CALL (203) 966-9700 OR VISIT WWW.SILVERMINEART.ORG
Dr Andrew Smith Executive Director, Suzuki Music Schools
The Silvermine Arts Center in New Canaan has multidisciplinary studios for jewelry and metal smithing. Photo by Silvermine Arts Center
At the local level here in CT, elementary school educators are elevating their reading and writing curriculums on International Literacy Day and every day.
EAGLE HILL SCHOOL in Greenwich is an independent school for students with language-based learning differences Its Lower School has around 125 students aged 6-11.
The reading program includes direct instruction for decoding and comprehension, which takes place during Tutorial Class. The class meets twice a day to offer a systematic, multisensory, and research-based approach to develop skills in the area of decoding, spelling, comprehension, vocabulary and written expression, according to the website
In its writing program, students learn the executive function skills necessary to successfully navigate the writing process, including planning, generating ideas, composing, reflection, and revision. The curriculum also includes a continuum of skills, from basic handwriting to advanced composition.
ELEVATING THE CURRICULUM
The Lower Elementary program at GREENWICH COUNTRY DAY SCHOOL is designed to provide the foundations for long-term student success. In addition to reading and writing, the school’s youngest learners take Word Study to hone their literacy skills.
The class emphasizes learning consonant and short vowel sounds, vowel teams, digraphs, suffixes, and other letter combinations essential to becoming a fluent reader and writer according to the website. Children start out by learning a letter’s name, its sound, and a motion that connects kinesthetic gross motor movements with an associated phoneme. This approach reinforces articulation, phonemic awareness, and sound/symbol association.
Once letters are established the curriculum moves into decoding with a focus on blending sounds together to read and write words, the website reads Students learn to recognize rhyming and spelling patterns, as well as high-frequency or sight words.
At THE LONG RIDGE SCHOOL in Stamford, teachers impart the joy and discovery of learning to read and write in small groups and during one-on-one instruction. Its literacy lessons include exposure to phonics vocabulary expansion, and developing reading fluency and comprehension.
“These lessons embrace a multisensory and interactive approach that engage students and promote learning,” 4-5 Teacher and Assistant Head of School Kelly Falco said. “Additionally, the importance of learning to read as well as being read to are a focus at Long Ridge.”
The writing curriculum combines learning the conventions of writing, exploring a child’s ability to create their own stories and poems, and developing the skill of informational and research writing. Instruction is enhanced using digital applications like e-books, online language arts games, lessons and short films.
“What makes [our] literacy instruction special is the combination of focused skills instruction unique to each child, and the dedication of [our] teachers to giv[e] each student…
a joyful and successful experience in their journey to becoming independent readers, writers, and critical thinkers.”
Kelly Falco Teacher and Assistant Head of School, The Long Ridge School
Left: Humanities Teacher Sarah Pearl Heard, center checks the work of a group of students at Greenwich Country Day School.
Photo by Greenwich Country Day School Right: Long Ridge School Teacher Kelly Sheehan plays Word Bingo with one of her K-1 students. Photo by Long Ridge School.
“ By fostering resilience, humility, problem-solving strategies, and a sense of humor through these integrated learning methods, we equip students with vital tools to navigate an increasingly complex world.”
Elaine Juran and Melissa Zurkowski Fifth-Grade Teachers, St. Luke’s School
MIDDLE SCHOOL
At St. Luke’s School in New Canaan, project-based learning and social-emotional learning are viewed as frameworks through which children can explore, learn and grow while experiencing the joys and freedoms of being young. Fifth-graders engage in project-based learning across multiple disciplines, including math science, and English
MATH FOR LIFE: Each lesson begins with a visual representation of an essential math skill. Students collaborate in pairs to discuss their observations and curiosities, then delve into a class-wide discussion to share insights The school year culminates in an interactive game of Life, where children apply the skills they’ve learned to calculate everyday expenses.
SCIENCE IN ACTION: Students explore and demonstrate their understanding of Newton’s Three Laws of Motion by investigating how forces can vary in strength and direction, affect an object's speed and trajectory and initiate or halt motion. They also delve into concepts such as the effects of collisions, and the differences between velocity and acceleration.
THE PASSION PROJECT: This portion of the English curriculum focuses on project-based writing, inviting students to explore subjects and topics that capture their curiosity The projects incorporate expository writing, adapt to individual needs, and span multiple disciplines. Past projects include written dramas, animation, songs and poetry and emerging technologies like 3D-scanning and architecture.
St. Luke’s fifth-grade teachers are trained in both RULER and Responsive Classroom methods They provide child-friendly protocols for self-regulation and relationship building, and link social-emotional learning with academic readiness, respectively
This fall the school will introduce a new initiative to support students’ well-being. A jar will be placed on each fifth-grade teacher’s desk for students to anonymously submit notes about their worries or stresses. If a student wishes to discuss their concerns further the teacher will be available to chat with them after class. >>
At St. Luke’s School, project-based learning helps shift students from “doing school” to learning with a purpose. Pictured, a student displays an artifact he made for the fifth grade’s Native American History project. Photo by Valerie G. Parker
>> HIGH SCHOOL
St. Joseph High School in Trumbull employs project-based learning and social-emotional learning to contribute to the growth and success of its students Principal Nancy DiBuono said the strategies provide opportunities to learn how to handle stress, exercise patience, and gain a better understanding of one’s strengths and weaknesses.
“This self-awareness will help them build confidence in their abilities, and faith in the abilities of their classmates,” she added “It [also] creates a more positive learning environment where…students are able to thrive.
Each department at St. Joe’s incorporates a project-based learning component, and nearly every class contains one or more collaborative working projects. Recent examples include the expansion of Technology & Innovation courses, Peer Ministry students designing and executing service projects to address real-world scenarios, and the nearby Walsh Wetlands & Nature Boardwalk providing inspiration for research and creative writing assignments.
On the social-emotional side, St Joe’s Ninth-Grade Success Program provides a smooth transition for all first-year students Here freshmen engage in group discussions throughout the year to develop kindness, build confidence and peer relationships, and manage social pressures.
Similarly, St.
graders throughout the year to discuss their academic progress and social experiences DiBuono said this extends into every classroom, as well, as faculty work to create a supportive and inclusive environment that encourages open communication and mutual respect.
“ At St. Joe's, we understand that every student’s journey is unique. Our School Counselors are dedicated to assisting students' every step along this journey–academically , emotionally , pHysically , & socially . ”
Joe’s School Counselors meet with 10-12th
Nancy DiBuono Principal, St. Joseph's High School
Helping Hands
BY ALYSSA SEIDMAN
Participating children enjoy reading together in groups getting help with English and math problems during class, and sitting together during Mass, pictured. Photo by Catholic Academy of Stamford
with September now just days away some students may be feeling a bit anxious to head back to school. This time can be particularly pressing for kindergartners, fifth or sixth graders, and ninth graders, who will be entering a new learning environment for the first time.
The transition to elementary middle, and high school can be intimidating for any child not just because of all the new things they’ll learn, but also all the new people they’ll meet. As a result, academic institutions have instituted buddy programs to help new students get acclimated to their new schools. >>
Farmorethan atraditional all-girls school, Walker’s is aplace wherementor-educators galvanize students to harness their creative energies and embark on lives of impact. Unconstrained bygender-biased thinking, Walker’s students areencouraged to test boundaries in the classroom, on the fields, and in pursuit of knowledge. Walker’s alumnae carry themselves with grace and acertainty thatempowers them to influence and inspire. We’reall for girls andhave been since 1911.
>> The concept pairs a new student in a lower grade level with a student a few grades above them. The older student serves as somewhat of a mentor to the younger student by establishing a friendship, showing them “the ropes,” and introducing them to other peers By the end of the program, the not-as-new student feels more confident moving through the halls of their new school thanks to all the new friends they’ve made.
Schools in Fairfield County are no stranger to these buddy programs We found a few that are ensuring new students feel welcome at the start of every new school year
CATHOLIC ACADEMY OF STAMFORD
The Catholic Academy of Stamford introduced its Buddy Program in 2016, which included students from PreK, kindergarten, sixth grade, and eighth grade. Just two years later the program expanded with the addition of first and fifth grades.
The number of participating students varies each year based on grade-level enrollment. According to Head of School Patricia Brady, 150 students will participate during the 2024-25 school year
Participating children enjoy reading together in groups, getting help with English and math problems during class, and sitting together during Mass. Brady noted that younger students often look up to their older counterparts.
“The Buddy Program provides relational time all students look forward to and relationships that continue well beyond elementary and middle school,” she added. “When our graduates return for a visit they often ask if they can say hello to their buddy while they’re here. It is one of our students’ favorite activities.”
SAINT MARY SCHOOL
The Buddy Program is one of several leadership opportunities available at Saint Mary School in Ridgefield. It invites students in PreK-8th grade to learn, work, and play together and serves as the
In every sense of the word, the Academy seeks to build ties that bind for a lifetime. Through the Buddy Program, our younger students gain confidence in the future, and our older students gain sensitivity and learn more about helping others, strengthening our sense of community from within.
”
“heart” of the Saint Mary School family according to the website.
“Our older students and their younger buddies participate in hands-on activities and projects, attend Mass together and even do service projects together,” the website reads. “Our older students serve as role models for our younger students, and together they forge bonds that last beyond the school year.”
RUMSEY HALL SCHOOL
The Buddy Program at Rumsey Hall School in Washington was established in 2022 by three recent graduates: Maria de Lourdes Lujan Lalieu, Sol Park, and Aniyah Thomas. Its mission is to connect Upper and Lower School students through community-building games and experiences.
The program enables children to experience the benefits of meaningful relationships and play in a multi-age setting. Rumsey’s culture emphasizes both of these notions, and cites play as “an essential component of building relationships,” according to a related blog post.
“Beginning in early childhood, the primary path to learning about others and building relationships is through active engagement or play, the post reads. “With ample opportunity to practice using their voices and influence they have on others or others have on them, students learn to understand their emotions and react thoughtfully.”
The founders shared their excitement for the program in a video posted on Rumsey’s website. In addition to enjoying activities together on campus, Thomas said participating buddies would also lend their enthusiasm to community events off campus.
“We want to keep this a long-term tradition here at Rumsey, even after we leave,” Park added.
Patricia Brady Head of School, Catholic Academy of Stamford
“
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St.JosephHighSchool educates andmotivates youngwomen andmen to live purposeful livesasethical leaderscommitted to the commongoodofall.
FirstLook -HighSchool Search &Admission Summit
September25, 2024,6:30pm-8pm
StudentVisit Days Begin September27, 2024
Shadow Days Begin September30, 2024
Test PreparationCourse October5,2024
Fall Open House
October20, 2024,1:00pm-3:30pm
High School PlacementExam October26, 2024 or November 9, 2024
Priority ApplicationDeadline November 13,2024
St.JosephHighSchool
2320 Huntington Tpke,Trumbull, CT 06611
www.sjcadets.org admissions@sjcadets.org
What will your path look likefromhere to higher education? Howwill youmake themostofyourhighschool years? What will youdiscoverabout yourself, your passions, your potential? Whowill youimpactalong theway?
At St.JosephHighSchool,wehelp youngmen andwomen make themost of theirhighschool experience.That’s whywesay ourstudentsare On A MissionFor More.Morechallenges. More celebrations.Moreunique experiences. More opportunitiesto servetheir community.
VisitSt. Joes and discover your mission formore!
