Highlights
A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL
MISSION STATEMENT
To inspire each girl to fulfill her promise and to better the world.
Highlights | WINTER 2024
HEAD OF SCHOOL Ann V. Klotz
DIRECTOR OF DEVELOPMENT
Maegan Ruhlman Cross ’03
CAMPAIGN DIRECTOR Jessica Allen
EDITOR Sarah Hibshman Miller ’98
ALUMNAE EDITOR Julie Donahue ’79
DESIGN AND LAYOUT Laurel School
PHOTOGRAPHY Kimberly Dailey, Neal McDaniel, Mock Tuna
PRESIDENT, ALUMNAE ASSOCIATION
Meredith Stewart Reimer ’95
CHAIR, BOARD OF TRUSTEES
Megan Lum Mehalko ’83
Highlights is published by Laurel School for alumnae, parents and friends.
Submit address changes to the Development Office at 216.455.3096 or bGreen@LaurelSchool.org
Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for 18 months–four-yearolds. We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability or sexual orientation.
LAUREL VALUES STATEMENT: Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate.
LAURELSCHOOL.ORG
Dream. Dare. Do.
Long ago, before Laurel School meant anything other to me than a school cited by Carol Gilligan where she had conducted research in the late 1980s, I went to see my mentor, Millie Berendsen, the long-serving Head of The Chapin School, who had hired me at age 23.
I told her that I felt ready for a new challenge. I had served for a decade as a college advisor and even longer as an English and drama teacher at Chapin. Without even blinking, she nodded and said, “Yes, now, it’s time for you to be a head of school.”
I scoffed. “Millie,” I protested, “I have little children, I’m not even a division director! What do I know about running a school?”
Holding up her hand, she interrupted.
“Ann, if you wait for the fates to align, you’ll never do anything with your life. I knew you would be a head before you were twenty-five. And do you want to know why?”
Stunned, I nodded.
“Because you are curious about every aspect of school life— you are as interested in the way we organize spaces for learning as you are in writing plays. Don’t you realize this is why I never let you stop teaching English? You will need your academic credibility. Didn’t you wonder why I insisted you teach in all three divisions? I wanted you to learn as much as you could about how a school runs. And, then there’s the summer program you and Seth direct; there, you have done so many of the things you will need to do as a Head.”
I nodded, again, mute.
“And there’s another thing–”
I wondered what that could be, why this woman I admired so deeply thought I could be a school leader.
“You’ve got stamina—like a mule.”
I burst out laughing. Here, I had been hoping she would tell me I was brilliant or smart or great with people, but, instead, she compared me to a mule.
I am still curious about every aspect of school life, and in more than twenty years, I have not been bored—not for a single day. Headship has held my interest, held my heart and I do, typically, have a great deal of stamina. Some friends occasionally refer to me as an Energizer Bunny because I keep going—at least until 10 p.m. At my best, I can work hard for long periods of time—I attribute that skill to a life in the theatre; everyone works hard when a cast and crew are preparing to open a show—tech weeks demand concentration and perseverance. And, opening a show is a lot like running a school—a new season every year; many in the cast return in their roles, but there are always new players, too, and new designs to implement and money to raise and stories to tell.
One of the best things about being a headmistress is that every day is different—some are chocker-block full of meetings and obligations; other days offer the chance to walk the school and pop into classes. And there are those glorious moments when a meeting is unexpectedly canceled and I can talk with adults and children spontaneously. To lead a school committed to our mission and values, and to witness children learning under the direction of our superb faculty are the greatest privileges of headship.
Right out of college, at 21, I taught at Northfield Mount Hermon, a large coed New England boarding school, whose founder, D.L. Moody, based his school’s philosophy on the mantra, “Head, heart, hand.” I have always loved the wholeness of that approach.
“Surely you don’t still use the term “headmistress,” Ann?” a colleague asked recently, lifting her eyebrows.
“Oh, I do go by headmistress,” I answered. “I prefer it. I’ve reclaimed it.”
While Head of School is the more conventional contemporary title for those who lead independent schools—the modern connotations of the term mistress understandably unsavory— I grew up on a steady diet of school stories with headmistresses at the helm: in Little Men, Jo March opens her own school; in The Chalet School series, Madge, orphaned, founds her own school in the Swiss Alps some decades after Jennie Prentiss
A MESSAGE FROM HEAD OF SCHOOL ANN V. KLOTZ
founded Laurel. I adored the headmistress of my own girls’ school, which I attended for 13 years, so, some years back, I reclaimed the more archaic title. Headmistress names me as the lead teacher—the person charged with guiding the educational direction of the school. And, for me, the term allows me to include my full self in my identity—my mind, my spirit, my love of teaching, and my heart.
From the moment I was invited to lead Laurel School, teaching was non-negotiable. The head of my own girls’ school was a teaching head, as were all the heads I’ve worked for, so it never occurred to me that I would not teach. Most years, I’ve taught Ninth Grade English or drama or both; more recently, after I earned my MFA in Creative Nonfiction during COVID, I’ve taught a pass/fail class in creative writing for all Ninth Graders. Teaching reminds me of the fundamental purpose of our school: to inspire our girls.
Teaching even a single section reminds me that no matter how often I have taught Antigone, I need to prepare meaningful lessons, design assessments, grade papers, write comments and conduct conferences. Teaching keeps me humble and reminds me why I lead. My teaching schedule tethers me to the academic calendar that students and faculty live by. It is through teaching that I come to know the students who populate my stories. Teaching also helps me to stay attuned to the needs of our faculty. Since the pandemic, we are all aware of the ways in which the educational landscape has shifted— children need more now than they once did. Our focus on social and emotional wellbeing as a springboard for academic achievement has never been more urgent. Teaching immerses me in the day-to-day life of our school and lends credibility to my work with prospective parents, alums and donors. The word
educate derives from the Latin “to lead out,” and I have always imagined teachers as a joyful group of Pied Pipers, leading children in a joyful dance as they construct knowledge and make sense of the world. I am glad to have retained my identity as a teacher for more than 40 years.
Those of you on social media may know that I have kept an informal and irregular record of my various headmistressing endeavors on Facebook. Often, I post a recap of the day or the week. Looking back over those entries, I smile, so filled with gratitude about our students’ triumphs, our faculty’s incomparable talents and care, our traditions and rituals that connect one generation to another—Senior Speeches, Song Contest, Laurel rings. I have led Laurel for longer than any of our students have been alive. I have had the privilege of watching legions of students grow to adulthood.
Yet, I still remember my incredulity when Millie suggested, blithely, that I become a Head of School. I vividly remember my first bewildering weeks of moving into Lyman House, getting uniforms for Miranda and Cordelia, cramming the Ninth Grade summer reading books, tucking baby Atticus into a bassinet in my office, learning everything about our school—from where the lightswitches are in every room to the norms and sacred traditions. How lucky we all were to be welcomed so warmly by Laurel. Seth and I have raised our family here, have learned what it is to love a community deeply and to embark on our next adventure while the school is thriving and ready to welcome a new leader. We have felt so fortunate, so grateful, that Laurel has been such an important chapter in our lives.
My mentor was right; she knew long before I did how much I would love being a headmistress. L
A TOUR OF GRATITUDE
with Ann V. Klotz
The Laurel School community is celebrating the extraordinary tenure of Head of School Ann V. Klotz with a nationwide Gratitude Tour. Alumnae and friends have come together in cities across the country to honor Ann’s remarkable leadership and commitment to Laurel’s mission.
So far, gatherings have been held in Washington, D.C., Boston, Philadelphia, and Denver, with over 100 attendees joining to share stories, laughter, and gratitude for Ann’s impact on Laurel and beyond. These events have offered a meaningful opportunity to connect with the extended Laurel family and reflect on Ann’s enduring legacy of educational excellence and community building.
Scan for more info!
The celebration continues into the winter and spring with upcoming stops in Naples, Florida; San Francisco; Chicago; New York City; and Cleveland. Each gathering promises to be a heartfelt tribute to Ann’s dedication, fostering connections among Laurel’s vibrant network.
For more information about the Gratitude Tour and to RSVP for an event near you, visit the Laurel School website at bit.ly/AVKGratitudeTour. We look forward to celebrating together and honoring Ann’s extraordinary years of service!
A MESSAGE FROM BOARD OF TRUSTEES CHAIR MEGAN
GREETINGS LAUREL ALUMNAE, PARENTS AND FRIENDS,
On behalf of the Board of Trustees, I am pleased to announce Ms. Christina Breen as our next Head of School, effective July 1, 2025! It has been a tremendous year working with my fellow Board members, our wonderful Search Committee and so many members of our Laurel community to bring Ms. Breen to Laurel School.
This is a milestone moment in Laurel’s illustrious 129-year history, and we want to thank everyone—parents, students, alums, faculty and staff and friends of Laurel—who participated in the search process over the course of the last year. It was critically important to the Search Committee, from the outset, to follow well-established best practices for independent schools, running a transparent search where all voices were heard and valued at each key step in the process.
The quality and enthusiasm of the more than 50 candidates who applied for our Head of School position speak to Laurel’s national (and international) reputation for academic excellence, innovation, and leadership in girls' education.
Ms. Breen possesses the experience, skills, knowledge and personal qualities that we as a community outlined in our Leadership Profile as being “essential.” She will bring to Laurel a breadth of independent school experience, from her own days as a graduate of Phillips Andover, as a founder of a middle school, and as a teacher, coach, and member of leadership at one of the top independent schools in the nation.
Ms. Breen comes to Laurel from Phillips Exeter Academy in New Hampshire. As Associate Dean of Student Life at Exeter, she conducted a campus-wide strategic plan, designed and implemented the Student Leadership Training program, managed aspects of the student conduct system, and co-designed and implemented the Advising Curriculum. With a commitment to attending to the needs of all children, she founded Fight Club, a student grief support group, and
launched a national campaign for college admission directors to raise awareness about applicants who have experienced loss.
A longtime English instructor, she has served on key campus life committees and chaired the faculty agenda committee which acts as liaison between faculty and Exeter’s administration. She is the recipient of the Daniel E. Koshland, Jr., Distinguished Faculty Award (twice), the Rupert Radford Faculty Fellowship Award, and the Graves Family Teaching and Innovation Award.
Ms. Breen received her undergraduate degree in English from Tufts University, where she also played varsity lacrosse. She coached the nationally ranked varsity lacrosse team at Exeter to ten consecutive winning seasons and founded the Captain’s Council Student Leadership Program. Prior to Exeter, she was a lecturer in English at the University of Vermont, an instructor in English at St. Mark’s School, and the founder and administrator of Heronfield Academy, where she led the buildings and grounds, development and pedagogy committees, designed curriculum, served as director of admissions, chaired the accreditation process and helped to guide two strategic planning processes. She holds two master’s degrees, from the Universities of Vermont and New Hampshire respectively, and will soon complete her third in independent school leadership as a Klingenstein Scholar at Columbia University.
We look forward to welcoming Christina Breen this summer. Until then, we will continue to celebrate not only all the small and major moments and achievements that typically punctuate a school year but, of course, our own Ann V. Klotz as she concludes her remarkable and transformative headship.
Warmly,
Megan Lum Mehalko ‘83 Board of Trustees Chair
LUM MEHALKO ’83
LAUREL SCHOOL’S ELEVENTH HEAD OF SCHOOL
Ms. Christina Breen
Junior Chapel
In November 2024, the Junior Class came together in the Tippit Gymnasium to participate in The Junior Chapel. Head of School Ann V. Klotz was this year’s selected speaker. She said, “Ceremonies and traditions link one generation to another in our schools, reminding students that they are part of something larger than themselves. At Laurel, each November, the Junior Class receives their school ring, a Laurel branch engraved into a flat surface. They ask a member of the faculty to speak, and this year, they asked me. Below are my excerpted remarks (they were too long, and the whole Upper School was so patient).”
“What a privilege to be invited to speak with you this morning— in a year of lasts for me, this is a first. Thank you.
“Because I will not be with you next year, I want to use my time to consider how the mission and the values of our school link to the Laurel ring, to the history of our school, and to women’s history in this country. And I hope to inspire each of you to think about how you choose to live while you are members of the Laurel community and long after you leave these dear walls.
“Though I am not an alum, I proudly wear a Laurel ring. In December of 2011, a Laurel Junior, Jessica, died in a sledding accident, and her class and I walked through many sad months
together, grieving. The whole school grieved. I think that’s when the candy in my office became a real thing—it gave those Juniors who became Seniors a reason to stop by, to sit and talk and cry and be with me and with each other. We made a garden across from the quiet study room and dedicated it to Jess in the fall of what would have been her Senior year. The days slipped by, and soon it was Last Chapel, the day before Jess’ classmates’ Commencement. At the very end, when I was about to ask everyone to stand to sing the alma mater, the Senior class President said, ‘Ms. Klotz, give me the microphone.’
“I said, ‘Emily, we’ve given all the awards—’
“She reached for the mic, and, on behalf of her class, presented me with this ring that I wear every day. Your class, whom I love so deeply, reminds me of that class.
“Jessica’s legacy has been carried forward by her classmates. They remember her mane of bright blonde hair, her quick laugh, her talent as a gymnast, and her love of the outdoors. They try not to take their lives for granted because they remember a classmate whose life was far too short. They are turning 30 this year, and Jess is frozen at 17. I remember turning her ring on this day 13 years ago. We do not forget those we love.
“When I leave Laurel, with this ring on my left pinky, I will carry all my Laurel classes and all of you with me into my next chapter.
“We don’t know what we will remember when we have left these dear walls—but this ring is a talisman, a symbol of the
time we have spent here and a call to action for how we choose to live. Someday, you may run into someone in a restaurant or in another country, and you might look down and see this ring on her finger—a connection across generations. On this day, you look both backward and forward.
“I have told you Jess’ story because my own Laurel ring is a symbol of how love endures; it reminds me to be the best headmistress I can be, to hold myself accountable, and to lead with our mission and values in mind.
“128 years ago—1896—Jennie Prentiss, at 26 years old, founded our school in her living room, inspired by the audacious belief that girls deserved an education equal to that available to boys. In 1896, few women had the right to vote in this country, though women had been working for suffrage even before the Seneca Falls convention in 1848. Abolition and suffrage were both movements that sought to give legal rights to Black people and to citizens. The 19th Amendment would finally pass in 1920, 24 years after our school was founded. The right to vote for people of color was not guaranteed—nationwide—until the Voting Rights Act of 1964. In 1964, I was three years old. Why tell you that? Because the freedoms we take for granted have not been in existence for very long—freedoms are not guaranteed.
“To be sure, at the beginning, Laurel enrolled only affluent, white, Protestant girls—now I am proud that we have broadened our definition of who belongs at Laurel—we have made a Laurel education accessible to many students whose families could not afford it. Even the cost of the ring you receive today is now built into our fees because the ring is an important symbol of belonging here, and I wanted everyone to be able to have one.
“Laurel is not paradise. Your workload is heavy; our expectations are high. Some days, it rains, or the candy jar is empty. I stand on the other side of 13 years in my own all-girls school—I was a lifer—and I have spent 41 years teaching and leading in historically all-girls schools—I say historically because we now have a better understanding of gender than we once did. I urge you to appreciate the privilege of being in a school that takes you seriously, that cares more about what you think than what you look like, that respects and celebrates your intersectional identities, that encourages you to use your voice, that is designed for you to dare to fail gloriously—which you know is one of my mantras. Not every space you occupy will. Sexism is alive and well in America.
“Back to History—in particular, women’s history.
“A few weeks ago, Seth and I went to see Suffs, a musical on Broadway about the suffrage movement. For women to get the vote took generations, and along the way, there were big divisions and disagreements. It’s not for nothing that the word rage is part of suffrage. Women were mad at men for their refusal to include women as full citizens; they were mad at each other because of competing priorities and strategies. There were egos involved and a woman riding on a white horse down Pennsylvania Avenue, and people excluded and delays and hunger strikes. There were cliques and fights and moments of triumph and despair. It was a long struggle. But the women kept marching, literally and metaphorically. They did not give up. When you are discouraged or feel hopeless, I want you to remember the story of suffrage. I want you to keep marching—metaphorically—through your lives, fighting for what you believe in.
“Today, white women earn 84 cents for every dollar earned by a man—for Black and Brown women, it’s less than that. When I graduated from high school, women earned 58 cents on every dollar a man earned—so, in 45 years, we have gained 26 cents.
“The equal rights amendment has never passed in America.
“Has there been progress? Certainly. Many more women now hold political office, work as CEOs, doctors, lawyers, athletes. Women have achieved great heights. We should celebrate that progress and know that it is not complete—the success of women, People of Color and LGBTQ+ people is never assured.
“Has enough progress been made? I don’t think so. As a feminist—one who advocates for women's rights on the basis of the equality of the sexes, I reject patriarchy—a structure in which men hold authority simply because they are men—and I am dismayed by and baffled by the way misogyny persists— misogyny means hatred of women—and it’s not only men who practice misogyny—plenty of women are threatened by other women, too.
“Patriarchy and misogyny persist because many fear what would happen if power shifted, if the status quo were to be upended, but what if we chose circles rather than pyramids to represent success?
“I want patriarchy and misogyny to make you mad, to inspire you to create structures and systems that are just and equitable. Progress is slow—change requires effort, persistence, resolve, resilience, and hope.
“Sometimes, we look around and realize we’ve moved backwards and then have to gather ourselves to fight the same fight over again. That feels unfair. But the mission and the values of our school call us to carry as we climb, to strive towards ideals, to be sure that the quietest voices are encouraged to speak, to listen deeply, and to get on with the hard work of bettering the complicated world.
“My charge to you is to live the mission and the values. That’s a tall order. When you slip your ring on your finger and invite the people you love to turn it, you are making a pledge—not to the school, but to yourself—to fulfill your promise and to better your world, to commit to building a just and inclusive world— because the world needs you—all of you. Urgently.
“Now, my hopes for you—Class of 2026—and, for all of you:
“Remember that few people are all bad or all good—most are a combination.
“When you get tired, ask a friend to tap in, give you a chance to breathe and rest, and get back in the game.
“Keep your sense of humor and your humility, even as you do great things.
“Do not be afraid of your own vulnerability; do not be afraid to ask for help.
“When you speak, do so with confidence and conviction, and be sure to share the air-time.
“Remember that collaboration takes more work than flying solo, but the results of true collaboration are often stronger.
“Don’t take relationships for granted, and remember, too, the people here who will support you and help you for the rest of your lives because we share this school.
Remember that collaboration takes more work than flying solo, but the results of true collaboration are often stronger.
“I trust you will lead the school brilliantly next year and welcome Ms. Breen, so that she, too, can come to love all of you as I have. She will need you to teach her about things like Laurel bananas and the Flower Ceremony, and Green & White day, and the Snowflake Assembly.
“Try not to wish away your time in pursuit of the golden carousel ring we call college.
“Take time to really look at one another, to appreciate the small moments, to see each other.
“Look around at your class. You are Laurel. Slow down. Breathe. Once it ends, we cannot get this moment back.
“When you wear your ring, remember that a ring is a circle of love, unbroken. Laurel School wraps you in a circle of love; I do, too. Though I will be far away in Pennsylvania or New York City, remember that the same sky stretches above us, the same stars.”
Where Travel & Learning Collide middle school milestones:
By Sarah Hibshman Miller '98
Students in their Primary School years at Laurel often look up to the older girls. When jumpers and Butler gear turn to plaid skirts, classes start to look a little different, and the homework gets a little heftier! Another Middle School milestone that students countdown to are class trips. Starting in Sixth Grade, each grade embarks on some fun adventures in its first month of school. Students have the chance to spend a few nights learning and having fun alongside their classmates; bonding and making deeper connections with one another as they enter into a brand new school year. These milestones are one of many defining moments of Middle School at Laurel.
IT ALL STARTS IN SIXTH GRADE
Sixth Grade is the first official year of Middle School at Laurel, and for most students, it is a whole new way of learning in a different kind of classroom environment. Laurel puts emphasis on getting to know and trust your classmates before truly diving into a more stringent curriculum. This past year the Sixth Grade visited Great Lake Adventures where they bunked in cabins and participated in camp activities like canoeing, archery, and fishing. Lots of team building and bonding took place in the three-day adventure as a way to foster deep bonds among the class.
“We had ten new students this year,” said Kristin Hicks, Sixth Grade Dean and Middle School math teacher. “Our class trip is always a great way to engage new students and provide an atmosphere that encourages getting to know one another, creating memories, and having a lot of fun as a class.”
While older grades focus on tying curriculum into their class trips, Sixth Grade humanities teacher Josh Johnston commented that for Sixth Grade, “The social curriculum is the curriculum.” He said, “Classrooms where students don't know or trust each other means they can't take risks because they might be scared of social consequences. Furthermore, poor
engagement can lead to behavioral issues and, ultimately, less learning.”
Research has shown that relationships between students and teachers are also a vital factor that can help determine a student’s success in class. The Sixth Grade trip is not only focused on creating student connections but is a great way for students to get to know their teachers in a relaxed setting outside of the classroom.
SEVENTH GRADE TAKES CHICAGO BY STORM
Humanities in Seventh Grade takes a deep dive into “power”—specifically, who has it and how they acquired it. Students investigate eras of political transition in the late 19th and early 20th centuries and explore the impact of shifts in power on social systems and communities. English and humanities teacher Caitlin Moury said, “There is no better city than Chicago to study if you’re thinking about power and transition—the city has truly transformed itself multiple times! There are so many ways Chicago is a microcosm of the United States and world history, from the interactions between Native American tribes in the area and early French colonizers and missionaries to the prejudice against immigrants found in the story behind the Great Chicago Fire.”
Another large learning component in Seventh Grade is a study of the 1893 World’s Fair, which took place in Chicago and was arguably the main event that kicked off the 20th century. “Every issue that came up during the World’s Fair, from the treatment of women, People of Color, and Indigenous people, to the spread of new, innovative products and technologies, to the power of advocacy and protest, connect to all the history they’ll study in school,” said Ms. Moury, whose motto as the students have come to learn, is “Everything goes back to the World’s Fair.”
Before embarking to Chicago, students spent weeks researching different World’s Fair attendees and hosted a roundtable where Laurel faculty members had the chance to interview them. Dressed in the garb Ida B. Wells, Susan B. Anthony, Buffalo Bill Cody and Thomas Edison wore in 1893, students came in character and prepared to answer questions as their chosen World’s Fair attendees. This experiential learning unit always gets students excited to then head to Chicago to immerse themselves even further in the learning.
“The Museum of Science and Industry is a building that’s original to the fair, and students were amazed by the vastness of the structure,” continued Ms. Moury. “I reminded students that it was just ONE of many buildings from the fair! In Jackson Park, the original site of the 1893 World’s Fair, we walked a trail that featured an original bridge from the fair and strolled through the Japanese garden which was a favorite of fairgoers.”
Students also spent time touring some of the more famous sites in the city, including Millenium Park and the famous sculpture “Cloud Gate” aka “the Bean.” Art, Chicago history, and architecture were all a part of the Chicago experience, beginning with a walk around the Art Institute of Chicago. “Students especially loved recreating works of art right in front of the famous paintings and sculptures,” said Diane Landoll, Middle School math teacher and trip chaperone. “We also visited the Chicago Architecture Center to get a solid overview of the history of building (and fire) in the city. The Architectural River Cruise was fascinating for the girls, and they loved seeing the history of Chicago’s tallest and most famous buildings from the water.”
Of course, no trip to Chicago would be complete without some deep-dish pizza! Students loved trying some of the famous Chicago-style pie and also enjoyed getting “lightly roasted” by their waiter at Ed Debevik’s, one of Chicago's most famous retro-themed ’50s diners where snarky servers in flashy costumes like to razz their customers.
EIGHTH GRADE HITS THE STREETS OF WASHINGTON, D.C.
The social studies curriculum in Eighth Grade focuses on the U.S. Government and the birth of our nation. Students began the year studying the seeds of the American Revolution and then analyzed the Declaration of Independence. A trip to Washington, D.C., was the
perfect segue to deeper learning of our government. In preparation for the trip, students also paired up to research the various monuments on the itinerary in D.C. and presented findings to classmates in advance to further enrich their experiential learning.
Teachers carefully selected museums and other attractions that aligned with classroom learning to provide meaningful connections. “The African American Smithsonian was chosen to explore untold stories, connecting students' understanding of African American history from pre-slavery to modern times,” said Candace Maiden, Interim Director of Middle School and Co-Director of Diversity, Equity, Inclusion and Belonging. “This deepened their engagement with broader American history lessons. We also incorporated the American History Smithsonian, aligning exhibits with key topics such as wars and pivotal moments in U.S. history. These choices were intentional and supported and enhanced historical concepts taught in class.”
In addition, students saw the Washington Monument, the Iwo Jima Memorial, the Holocaust Museum, and the Spy Museum, where they had some interactive fun. The class also enjoyed a special breakfast at the Eisenhower Executive Office Building and took photos at the Capitol before their visit to the Smithsonian National Museum of American History.
While the many Washington memorials and museums were a draw for students, the real excitement comes with the independence girls get a taste of on this annual trip. “It offers them a sense of independence from their parents along with valuable bonding time with friends,” Ms. Maiden continued. “In Eighth Grade, we emphasize giving students more ownership of their learning, allowing them to explore the museums with adult guidance while fostering their curiosity. The students consistently demonstrate remarkable maturity, staying engaged and using the trip to deepen their understanding of the historical and cultural lessons they've learned in class.” L
Natalia Navarro '25 Brings Passion and Community Need Together to Launch a Nonprofit
By Sarah Hibshman Miller '98
It all began her Sophomore year when Natalia Navarro ‘25 participated in an exchange program through the Alzar School. She had the unique opportunity to spend two months living in Patagonia, Chile, followed by two months in Idaho, where the school is based. The program is centered on experiential learning and students were tasked with coupling a passion with a need in the community. “I have always been passionate about women’s rights and their unique needs,” said Natalia. With this in mind, she developed the idea for For the Flow, a student-led 501(c)(3) nonprofit organization promoting accessibility to period products and eliminating period poverty in Northeast Ohio.
While abroad, Natalia conducted research by engaging with people and organizations that work with the underprivileged population. “I learned about period poverty and how it is actually a crisis,” said Natalia. “It is the inaccessibility to period products due to financial instability and lack of education about products and needs. Young girls aren’t learning about what to expect when they get their period or where to find feminine hygiene projects.”
As part of her project, Natalia competed with fellow students and delivered a pitch about her then-fledgling idea. “My pitch resonated, and I received some seed money, which in turn really helped me to officially launch For the Flow,” she said.
A Capstone Project was Born
Though her idea for For the Flow was established while she was abroad, Natalia joined Laurel’s Capstone Program to further develop the idea upon her return. Capstone is a unique program that allows students the opportunity to engage in
personally meaningful work that tackles real-world challenges and creates real-world solutions. The Capstone process, which students apply for and typically begin their Sophomore year, cultivates curiosity, purpose, innovation and leadership by giving students the time and resources they need to engage in active learning. Students work with a mentor—oftentimes a professional outside of Laurel—and continue building on their passion project, which culminates in a final project at the end of their Junior year. It was through Capstone that Natalia was able to fully take her For the Flow idea and turn it into a reality.
Since Natalia was abroad her Sophomore year, she officially applied to Capstone in the fall of her Junior year. “I work with a group of fellow Laurel students and students outside of Laurel who support the initiative. My mother is a lawyer and
helped with the logistics of becoming an official nonprofit,” she said.
By spring 2024, Natalia had successfully established 501(c)(3) status for For the Flow and hasn’t looked back. The organization’s mission is “to eradicate period poverty in Northeast Ohio through action, education, and advocacy.”
Joe Corsaro, Upper School History teacher and Entrepreneurship Program Leader at Laurel, is Natalia’s mentor. He introduced her to the Teen Accelerate Pitch Contest, a civic-oriented contest focused on solving problems in Northeast Ohio. Natalia presented her ideas for For the Flow and was selected as one of ten Finalists in early 2024. Though she was not selected as a winner, Natalia’s Finalist standing gave her the confidence she needed to continue to press ahead in bringing For the Flow to those who need it.
In the summer of 2024, Natalia participated in a Harvard program called “Speaking with Power, Passion and Purpose.” It focused on public speaking and how to develop your content and delivery. Armed with new knowledge and practice around how best to present For the Flow to the masses, Natalia entered the Kent State Art Without Limits pitch contest, which entailed a short pitch describing one's business idea. “I delivered my pitch alongside nine other students who were selected from nine other Northeast Ohio schools,” she explained. “We were asked many questions about sources of revenue, long-term sustainability, and marketing.”
Fortunately, Natalia had answers! With a website (www.FortheFlow.org) already in place and established relationships with several local partner organizations—not to mention revenue generated through
On December 7, 2024, Natalia, with the help of her mentor Mr. Corsaro, led a Youth Entrepreneurship Workshop for middle school students from area schools called “Venture Visionaries.” This intro to entrepreneurship included a series of workshops about marketing, public speaking, business operations, and more. Students finished out the morning with a pitch contest for prizes.
donors, grants, and pitch competitions—For the Flow was already making good on its mission.
“We purchase all period products online at a discount through our 501(c)(3) and have products shipped directly to clients, so we do not have to store anything,” Natalia explained. “Right now, we are providing period products to Edna House for Women, a rehab center, and Laura’s Home, a women’s crisis center. We also participated in an event with MedWish in November 2024 where we provided products to 600+ people during their free clinic.”
More Than Just Action
For the Flow is about more than just the action of providing period products to those in need. The organization also provides education about menstrual health and spreads awareness about period poverty to reduce the stigma surrounding menstruation. “We specifically work with middle and high schools to holistically educate youth about period poverty,” said Natalia. “Our goal is to understand the culture and community of each school we talk to, with respect to their approach on menstrual health. We hope to remove any fear or shame and promote a healthy understanding.”
Natalia shared information about a recent Ohio law that allows schools to provide free period products for grades 6-12 and is supported by an operating budget of $5 million. She said, “Beyond these initial funds, according to the Ohio Department of Education and Workforce, schools may develop a plan that addresses sustainability through partnerships with local nonprofit organizations that support providing free period-products.” This is another area where For the Flow hopes to provide support. “We are collecting data and information about what local schools are doing to comply with this new law. We continue to connect with potential sustainable suppliers and have several student volunteers willing to help.”
In November, Natalia participated on a panel through the Brentwood Foundation Community Physicians Scholars Program, a compilation of the Cleveland Clinic and the Ohio University Heritage College of Osteopathic Medicine that embraces and encourages diversity among the providers caring for the diverse populations of our communities while providing the highest quality care. Through this panel, Natalia was able to share the mission of For the Flow with medical students from Heritage College of Osteopathic Medicine and doctors and residents from the Cleveland Clinic. L
Jennifer Willis '9 3 Brings Laurel Lessons to Career as Magistrate Judge
By Sarah Hibshman Miller '98
Jennifer Willis ‘93 started Laurel in Kindergarten, making her an official “Lifer,” and has fond memories of her time as a Laurel Girl. “I really loved Laurel while I was there, and now, upon reflection and as a parent, I love it even more,” she said. “It was where I learned how to write, think, and analyze,” she said. She fondly recalls English teacher Jim Stephens, who also coached Judge Willis on varsity track for four years, Latin teacher Paul Archer, and the late biology teacher Jan Thomas. “I loved her class so much that I toyed with the idea of majoring in neurobiology,” she recalled.
Ultimately, Judge Willis followed her dream of becoming a lawyer, attending Columbia University as an undergrad and then graduating from New York University with her law degree, where she is now an adjunct professor. “I always knew I wanted to be a lawyer,” she said. “I was a political science major and then I went to NYU Law for its focus on public interest law, which was always where I wanted to be. My goal was to be a criminal defense attorney.”
Judge Willis gained valuable experience during law school by spending her first summer at Equal Justice Initiative in Alabama. She also worked for the King County Public Defender in Seattle and, following her graduation from NYU
Law, went to work for the Committee for Public Counsel Services in Massachusetts. She and her husband, whom she met at law school, settled in Chicago, where she worked with the Law Office of the Cook County Public Defender for 12 years. After a move to the East Coast and a one-year sabbatical to focus on family, Judge Willis took a job with the Federal Defenders of New York, which handled crime at the federal level, not the state level.
Judge Willis never had aspirations to become a judge. Traditionally, federal judges are drawn from partners at firms and the U.S. Attorneys Office. “Very few judges are former institutional defenders or public defenders like myself,” said Judge Willis. When President Biden won the last election, he asked for names to nominate into judgeships, and Judge Willis was encouraged to throw her hat in the ring. “My dream job was to be a criminal defense lawyer, not a judge,” she said. “I wanted to represent the voiceless. The reason I considered and applied for a judgeship has to do with representation. There are 15 ½ magistrate judges in my district. I am the only Black magistrate judge, and if you expand it to include the
full Southern District of New York bench, I am one of only a handful of Black judges and one of only two judges who were institutional defenders before joining the bench.”
Courts need to reflect the communities they serve. We are a very diverse community, and our courts do not look like that.
Judge Willis’ experience as a public defender allows her to bring her lived and professional experience to her role as a federal magistrate judge. “Even if it’s something as simple as taking a plea, our job is to phrase things in a way that the defendant really understands. My lived experience representing people allows more for this,” she explained.
Judge Willis’ advice for today’s Laurel girls:
1. Do not ever dim your light for anyone. As women, in the spaces you will be entering in whatever profession you choose, you will likely be the minority, which can feel disempowering. My viewpoint is: if I see a space where nobody looks like me, I am not the problem, the problem is the space I am entering. Women will make these spaces better just by being a part of them.
2. As someone who has dedicated herself to public service, any Laurel girl, no matter their socioeconomic status, is a person of privilege. It is an obligation as a Laurel girl to give back and do something for the good. I encourage Laurel girls to find ways to give back, whether through their professions or during their spare time, so they may help pay it forward.
Looking back at her years at Laurel, Judge Willis said without a doubt that her time as a student played a pivotal role in setting her up for professional success. “Critical thinking,” she stated emphatically. “When I think about the instruction I had at Laurel, there was a lot of learning about the process of how to think, not what to think. We were taught to dig deep to support our ideas and come to our conclusions. A lawyer of any kind must analyze words and writing. We are litigating and persuading both in writing and through the spoken word. We need to glean meaning from the words and also identify any omissions. I was taught this textual analysis at Laurel,” she said.
Judge Willis also said the smaller class sizes at Laurel helped her to build confidence and fully participate in discussions. “I learned at Laurel to raise my hand, to speak my mind, and to feel confident in doing so. This was a huge value for single-sex education and something I took without even realizing it from my time at Laurel.”
Judge Willis also recalled Laurel’s Senior Speech requirement, participation in speech and debate, and her involvement in theater, all of which taught her not just how to write but how to deliver a positive and compelling presentation. “As a former litigator, Laurel was transformative and instrumental,” she noted.
Since graduating from Laurel, Judge Willis keeps in touch with former classmates and remains involved as an alumna. In 2020, she was invited by former history teacher Tim Connell to speak to a group of Capstone students. “I spoke about my work as a public defender with a focus on rehabilitating guilty people—are there rehabilitative things we can do to help people,” she said. “A large percentage of my clients did, in fact commit some crime. One of my chief roles was to look for a way to help my clients, which often involved trying to understand their perspective and their history, and then trying to frame that experience for a judge.” Judge Willis is also a member of Laurel’s Distinguished Alumnae Committee this year and is excited to contribute.
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Fabienne Bourgeois ’93, Julia Powell ’93, Latin teacher Paul Archer and Jennifer
A track photo of Sybil Media ’93, the late Diona Shaw ’93, and Jennifer from their Sophomore year.
Julia Powell ’93 and Jennifer from their Freshman year basketball days.
Julia Powell ’93 with Jennifer and Jessica Spirk ’93 at a 2018 reunion.
LEFT TO RIGHT:
Jennifer with the late biology teacher Jan Thomas and Sandhya Gupta ’94 at a 2018 reunion. Sandhya and Jennifer were lab partners in Mrs. Thomas’ molecular biology class!
PHOTOS
LEGACY for LAUREL
A LEGACY that LASTS
“What you leave behind is not what is engraved in stone monuments, but what is woven into the lives of others.”
—Pericles
Including Laurel School in your estate plans is a powerful way to leave a legacy that uplifts future generations of girls. For more than 125 years, Laurel has been a beacon of excellence in girls’ education, empowering students to discover their strengths, pursue their passions, and become leaders who make a difference in the world. By making a planned gift to Laurel, you ensure this transformative education continues for decades to come.
CURIOUS IF YOU’RE A GOOD FIT FOR LEGACY FOR LAUREL MEMBERSHIP? LEGACY FOR LAUREL DONORS ARE OFTEN WOMEN WHO:
• Are committed to ensuring the sustainability, growth, and success of Laurel for future generations.
• Are motivated by a desire to help others and leave the world a better place.
• Believe their values and contributions can make a lasting difference beyond their lifetime.
• Understand the transformational power of philanthropy, no matter the size of the gift.
• Are thoughtful in planning their estates, balancing personal needs with charitable giving.
An ideal estate donor recognizes the power of planned giving to create a ripple effect of positive change that aligns with their values and priorities. With a planned gift to Laurel, you ensure that the life-changing experience of a Laurel education continues to empower young women for years to come.
Have questions or want to learn more? Contact Jessica Allen in the Development Office at 216-464-3033 or jAllen@LaurelSchool.org.
