Pacific Ridge School has always been interested in the kind of growth and learning that comes from failure and discomfort. Any parent, grown adult, and educator knows that young people learn more deeply and more rapidly in moments of “failure” and “discomfort” than at any other time. As a result, since our inception, we built the Pacific Ridge program to be full of opportunities for both.
However, nowhere is Pacific Ridge School’s commitment to growth and development through “failure” and “discomfort” more prominent than it is in ninth grade. The entire ninth grade program is full of “coming of age” opportunities that ask students to reveal themselves, stretch themselves, and learn about themselves and others –highlighted by three, especially transformative events: The Myth Project (formerly known as “Muse”), Orations, and the ninth grade California wilderness trip
The Myth Project asks students to imagine a myth about themselves, create a depiction of that myth, and then display it for the community. The mere act of announcing to the entire grade that something means enough to a ninth grader to make a “myth” about it is a heady, “discomforting” experience. Having to then stand by the project and talk about it to adults and students alike adds to the experience – and it starts the process of our ninth graders’ growth at the beginning of high school.
Orations give our ninth graders the opportunity to write a speech about something that matters to them. The crafting of those pieces begins in February and culminates with each student delivering the talk to an audience of their peers (grades six to 12) in the spring. Again, opportunities for “discomfort” and “failure” are abundant – not just in the choice of topic, but the crafting of the speech, and, of course the delivery is full of growth opportunity. And, because the entire ninth grade shares this experience, they cheer, celebrate, and grow together.
The final “event” of the ninth grade coming of age “cycle” is the California wilderness trip. We form heterogeneous groups of nine to 12 15-year olds, pair them with a few adult leaders, and ask them to exist as a short-term “family” who supports one another through all sorts of opportunity for “failure” and “discomfort.” After carrying heavy packs, learning to cook for one another in the outdoors, and sleeping in tents with classmates they may not have spoken to before, our ninth graders “complete the cycle.”
As a result of these three key moments (and more), our ninth graders are prepared to thrive throughout high school – all due to planned, programmed, and thoughtful opportunities to experience “failure” and “discomfort.” They learn to thrive simply because they know they did not at every moment along the way.
Our first 6th grade class navigates a year of new experiences, finding themselves and community along the path
The tension was building as the twister descended on the little farmhouse in Kansas. The students alternated lines in louder voices, and flying trees, cows, chickens, and a house, held by students, circled Dorothy faster until the house landed in Oz. The loud crash was met by silence and the actors scattered, leaving Dorthy and Toto to figure out what just happened.
Our first sixth grade play ever was underway and it successfully captured the energy, creativity, and messiness of the age.
When asked about their middle school experience, most adults cringe, shake their heads, or get a far-off look in their eyes. It’s a tough developmental age characterized by tremendous change, but also a significant time of joy and growth. Schools must recognize the opportunities and challenges that come with middle schoolers.
The theme of our sixth grade program is wayfinding – as individuals and a community. A large part of middle school experience is figuring out who you are and how you fit in. We believe that the student experience should be designed to help them do this in academic and co-curricular spaces. Each trimester our sixth graders will have an integrated project based on three themes: Wayfinding, Resources, and Infrastructure.
We believe our job is to create a safe environment that:
• Acknowledges, respects, and celebrates all members.
• Helps students grow academically, socially, and emotionally, as individuals and a community. We create this environment by living four key goals.
Middle school students enter a new school environment and have to figure out who they are as individuals, students, friends, teammates, and community members. They want and need independence but they’ll also make mistakes and need guidance. Educators must get to know students in order to understand their strengths and challenges and to help students build confidence and find their voices.
Dorothy and Toto began their adventure in The Wonderful Wizard of Oz in the middle of campus at dusk. The play ran through campus, following the yellow brick road and ending in the Emerald City inside our theater. The choral group was on the balcony singing during the transitions; it was an interactive evening filled with energy, fun, creativity and controlled chaos that accurately reflected their age.
Through this first trimester project, sixth grade students chose to be actors, designers, builders or singers. Teachers and students got comfortable with each other, and overcame many challenges. The class, the teachers, and the families defined themselves and their place in the community through this project.
In the story, Dorothy, Toto, the Tin Man, Scarecrow, and the Lion ventured down the yellow brick road, sharing their goals and needs with each other – a home, a heart, a brain, and courage. They became friends through being vulnerable and facing challenges together. By the end, they realized they had what they were searching for, but needed to develop it in themselves with the support of their friends. They even helped the Great Oz become a more authentic version of himself.
Coming into this year many students were put in a new experience, asked to do new things, encouraged to take risks and solve problems. We had first time actors in major
roles like Oz. The builders had to design an Emerald City that they could create. Many of the designers became the stage crew as well. The singers picked and learned songs to fit our version of the play. A few students even took on the roles of stage and production managers. Our 43 new sixth graders came together to design, build, and perform this play in the first few months of being community members.
Our Middle School asks kids to lean in and embrace a growth mindset by seeing themselves as flexible and challenges as opportunities. We help them see missteps and failures as necessary parts of learning.
At the story’s end, Dorothy returned home to Aunt Em and the singers broke into "Over the Rainbow" which faded into a punk rock version of the same song. Each of the three groups ran to the front of the stage, held hands and bowed. The entire grade then spontaneously started dancing. They kept dancing; some formed a conga line, some ran in circles, some laughed together, and Toto barked. Pride and happiness in real life. This went on to boisterous applause until the director finally ended the program. They could have kept dancing for another 30 minutes.
As the students were having fun dancing and laughing together, the biggest smiles came from the teachers involved in the play. Through this experience, they came to know these students and developed authentic connections with them. Through the work, they helped students add their personalities and character into the play, bringing out the best in them.
This is how we build trust, how we’re able to challenge students to meet their potential and take risks. It’s how we build community.
A healthy school community is at its essence a family, and there really is no place like home.
Over 40 professionals – community members, parents, and PRS alumni –helped launch the first-ever Pacific Ridge “Ignite” Career Day. The event kicked off with an insightful panel discussion and then students met with one to two professionals in small group roundtable discussions based on areas of career interest. Each student participated in two 20-minute roundtable sessions.
“A lot of times, career days are offered as more of a fair environment, a big walk around,” said Eva Schmidt, Director of Innovation & NExT Internship Program and creator of Ignite. “But I was drawn to the potential for small conversations and how these conversations fit with our Harkness model – allowing students the opportunity to discover each professional’s path. Maybe this person’s title is director of engineering at a large company, but what are all the smaller steps they took along the way to get there.”
“We’re really trying to show students what their futures could be – and asking them to think about the role they have in defining their future,” says Schmidt.
The event was designed to align with the arc of our junior year curriculum, which also includes the Junior Launch program led by College Guidance and the junior class interview project, through which students interview a professional in a career of interest about their vocational path and profession.
Haley Esbeck ‘24 participated in an Ignite roundtable on construction management and another focused specifically on architecture.
“I’m interested in architecture in general,” said Esbeck. “So it was interesting for me to hear from people who actually get the buildings built, and then connecting with architects who work on residential and commercial projects was really helpful. I’m going to be interviewing one of them for my Junior project!”
PRS offers many opportunities to connect students with career insight and industry opportunities.
These informal lunchtime gatherings offer students the chance to speak with and learn from local professionals about their careers.
Our talented students are ready to contribute to local businesses and eager for opportunities. If your workplace is interested in partnering with PRS, please let us know.
We’re gathering a contact list for Ignite career day 2023. Please contact Eva Schmidt at eschmidt@pacificridge.org to share your professional experience, internships and advice with PRS students.
Our robotics teams took first and second place at one of the largest regional FIRST Tech Challenge (FTC) robotics competitions of the year. Over 60 teams of seventh to 12 th grade students from all over San Diego County and Tijuana and all four San Diego FTC leagues competed in the two day event. More than 600 people attended the head-to-head robotics competition hosted by Pacific Ridge.
“Going into the last round, the Ridgebots were in second place and the Pyrobots were in third,” said Hunter Pashkow, Robotics Coach. “Both teams won their final rounds and each of our teams only lost one round all day.”
FTC robotics challenges students to think like engineers. Teams work to design, build and code robots using a variety of levels of Java-based programming to compete in “an alliance format” against other teams.
Congratulations to the Pyrobots and Ridgebots on their first and second place finishes!
“Our goal in starting this group was to not only break the stigma surrounding openly discussing mental health but to provide a safe space for PRS students to feel supported and heard with any issues they may encounter throughout their high school experience,” said Ame Guenette ‘22.
Peer Helpers began in 2020 when a group of students asked, “How can we help OUR community?” A school group affiliated with Pacific Ridge’s counseling team, Peer Helpers’ goal is to bring awareness to mental health and support students through their social and academic concerns.
Last year, Peer Helpers organized a “Decompression Session,” an entire period dedicated to participating in stress-relieving activities. The event included coloring, yoga, calligraphy, reading, and puzzles. The session also incorporated a non-electronics period, so students could wind down and focus on the present through mindful activities.
When Danna Bundogji ‘23 joined as a junior, she was feeling, like many students at the time, overwhelmed.
“Junior year is one of the heaviest years in high school, and we run into things whether it’s academic or social problems. So when I saw Peer Helpers, I wanted to join so I could voice students’ concerns to school counselors and make an impact with my peers.”
Danna joined Peer Helpers to spread awareness and get involved in what she’s passionate about. This year, Danna
and Peer Helpers helped spread positivity throughout campus with “World Kindness Day,” leaving positive notes around campus.
“For students it can be daunting sometimes to go and discuss their struggles with adults or faculty, so we felt that having the opportunity to speak with fellow students and receive support and advice could be very impactful, especially at the start of their high school career.” -
Liv Scafidi ‘20Students involved in Peer Helpers spend time in counselor training, a program all PRS teachers participate in as well, where they learn techniques in active listening and guiding students to come up with solutions on their own rather than offering advice.
This year, the group is expanding its reach by launching a website where students can access resources and schedule meetings with Peer Helpers. It’s a great opportunity for students to voice their concerns at Pacific Ridge, to plan engaging and mindful activities, and to spread positivity around campus.
When your mission is to help cultivate the community of PRS, several years of remote or hybrid events can be a challenge. But the Parents Association (PA) is thrilled to be back, resuming the many amazing traditions of PRS.
From hosting grade-level parent parties to organizing Fall Fest, the Gingerbread Breakfast, and the Holiday Staff Appreciation Drive – the PA works hard to create events that bring our community together and support our faculty. Back this year are tailgates, the first-day parent coffee, as well as parent hiking, book, and supper clubs. And you may not know it, but if you are a PRS parent, you’re automatically a member of the PA.
Want to get involved, support our school and make a bunch of new friends in the process? The PA will open up applications for Board of Directors positions this spring. Details will be announced in an upcoming PRS email newsletter, where you can also learn more about other upcoming PA events and activities.
LOOK FOR DETAILS IN UPCOMING EMAIL NEWSLETTERS!
FEB. 28: PA Board of Directors Recruitment Session
SPRING: Board of Directors Applications Open
APRIL 21: Spring Parent Party
MAY 17: Parent Meet-up: PRS Senior Reflections
FIRST ANNUAL PRS
PARENT PARTY
THURSDAY, APRIL 21
Featuring the ‘80s party band, FLASHPANTS
Join the Parents Association for a fun ‘80s themed night out: ’Cause Parents Just Wanna Have Fun! Food, full bar and ‘80s contests and games
TICKETS ON SALE IN MARCH
University of California, Berkeley ‘26
How did you get interested in the arts?
I’m interested in visual arts because there are artists in my family from my father’s side. I grew up seeing their creative processes and interacted with different people in the industry. I started playing the violin because my sister plays piano and I wanted to be able to collaborate with her.
How have the arts become an important part of your life?
Going to a museum, listening to music, and playing the violin are ways that can slow down my pace. We are often busy with school or work, which doesn’t really allow us a space to breathe or reflect on our own feelings. Engaging with art gives me the opportunity to face inwards and recharge before returning to my daily routine. When I stand in front of a work of art created thousands or hundreds of years ago, none of the things that “trouble” me matter anymore. Art is a form of meditation and a reminder of the insignificance of many little things in life.
What advice do you have for students with a lot of interests?
Follow your heart and do what interests you, even when you are not sure if you want to do that for a long period of time. Just give it a try, knowing you may or may not like it. You would never know how much you love (or actually dislike) something. Through this process, you will discover things that you have great passion, talent, and interest in. Your interest will be the force that wakes you up everyday through school and work in the f uture.
Describe your PRS experience in 3 words:
Engaging, caring, and inquisitive
What was your most valuable experience at Pacific Ridge?
My experience at PRS as a whole shaped me. There wasn’t a specific instance that was “life-changing,” but every little moment I spent in the classroom and around my peers made me who I am today. These experiences taught me how to be a better leader, communicator, and team player.
CEO, Blue Wave Security
What’s the biggest difference you see at PRS?
What’s stayed the same?
The biggest difference is the infrastructure. We used to launch bottle rockets out in the sticks of what is now the Upper School. It’s cool to see the facilities now. What’s stayed the same is the energy of the campus. It’s still focused around this positivity and excitement for new ideas.
What is a lasting memory from Pacific Ridge?
There are a lot! First, meeting our homestays in Shanghai, winning CIF finals in soccer for the second year in a row, releasing the first issue of Global Vantage – but one memory that encompassed all aspects of Pacific Ridge was the first all school performance in spring of 2008.
Alison Trattner, our theater arts and English teacher at the time, directed and produced a performance with roughly 130 students who knew almost nothing about theater. We designed the plot, the music, the lyrics, and even the staging. The closing song was sung to the tune of "Be our guest" from Beauty and the Beast – "PRS, PRS, Put your knowledge to the test... academics, integration, apple spice it's delicious..." I don't know if I will ever appreciate the logistics and patience Ms. Trattner had for us.
What is something you miss about PRS?
I really like the ability to have a conversation about topics we were having in class. There was this free form discussion and the whole Harkness model was just so unique.
The closeness of my grade was something special, and at sporting events, there was an energy that’s hard to replicate.
Something I think about a lot is the caliber of the people that graduated in my class, they’ve gone on to do some pretty incredible things, and are focusing on their passions. It’s a unique group of people and looking back I can say people really went off and did what they wanted to do.
My oldest daughter Jeena drew us to PRS. She’s an incredibly bright person and just wasn’t being challenged at her previous school. She’s also quiet and we felt that in a big school, kids like her get lost a little bit. I’d heard about Pacific Ridge for years, so we checked it out. We fell in love with the school and haven’t looked back since.
To me, this is the time to invest in their education and make sure they have the attention, the challenges, and opportunities to grow through these formative years. The type of education and support they’re getting here is unparalleled. Even if they get into the top colleges in the world, they’ll never get what they get here – the experiences and the thought-provoking education that PRS provides.
This school has helped my kids be able to talk about anything. They’re not afraid to express their opinions. They’re also respectful of other people’s opinions.
This is a special place. It makes kids think differently and I think makes them fearless about the world.
I believe in being part of my community. I have a real interest in making sure I understand everything that’s happening at the school and I also feel that the most precious thing you can share with people is your time. I love being part of the PA. It’s been rewarding and it’s a great group of people.
I really didn’t understand the Annual Fund until I started getting involved with the PA, and I realized it’s so important. It’s changed my perspective in making sure that our community understands that without the Annual Fund, there’s so many things that we couldn’t do. There are so many different programs that PRS offers that just wouldn’t be possible
I would remind them that this is the biggest way you can invest in your child. I would also encourage parents to get involved.
It’s an investment in your child but it’s also an investment in yourself, being part of this world and community and the friendships that you create. PRS really is its own community, a strong community where people trust each other – it’s a really great place to be.
Dhara and Tarak Patel with Jeena ‘25, Zane ‘27 and JaxPacific Ridge athletics has helped me grow as an athlete and a student. This athletic program enables students to try so many new things and find what they love, similar to how I tried volleyball in middle school and now play for the varsity team. It is such a healthy community, and I have learned many valuable concepts like the power of a growth mindset, good sportsmanship, and how to be a team player!
CALISTA IS INVOLVED IN:
• Student Council
• Student Artist Collective
• Peace and Justice Service Learning Group
• Varsity Volleyball Team
• Soccer Team
• Lacrosse Team
My experience as a PRS athlete has been amazing. Everyone is so encouraging and we're always having a blast. My favorite memory so far was probably of the most recent competition. The surf team, along with several people who came to cheer us on, walked out onto the jetty and we all sat there, bundled up in our sweatshirts, cheering on a teammate who was in the water competing. Everyone was smiling and laughing and cracking up over jokes we made. Overall, I've loved everything about being a PRS athlete so far and I can't wait for more good memories and more great heats to go down.
PIPER IS INVOLVED IN:
• Student Council
• Notes of Hope
• Surf Team
My experience as a student athlete here at PRS has been great! I have loved all the coaches and teammates I have gathered all of these great memories with. However, my favorite memory by far is when I got a middle school record with 8 three pointers and 32 points!
GAVIN IS INVOLVED IN:
• Flag Football
• Basketball A team
WHAT INSPIRED YOU TO BEGIN TEACHING? AND WHAT DREW YOU TO PRS?
My parents were my inspiration. Both of my parents were teachers; my mom was an elementary school teacher and my dad was a high school teacher.
At Pacific Ridge I felt like I could belong and the students I met seemed like they were really interested in learning and pursuing their passions to their greatest capabilities. Our students want to change the world.
WHAT ARE SOME CHARACTERISTICS OF BEING A GOOD TEACHER AT PACIFIC RIDGE?
Empathy, connection, and a good sense of humor goes a long way.
WHAT IS ONE OF YOUR GOALS AS HEAD OF UPPER SCHOOL?
One of my goals is to set the mark for high schools and ensure Pacific Ridge stands out. Our high school program is extraordinary. We're giving students real-world skills, new perspectives and experiences and making sure each student is prepared for their next steps.
It’s been amazing to see the level of parent support here, which is one of the unique qualities of Pacific Ridge. I want to make sure there is structure and systems in place, and I also value the close connections in our community. I want to be someone people are comfortable with; I have an open door policy and want to be someone others can count on, providing support wherever I can.
WHAT HAS BEEN THE BIGGEST SHIFT YOU’VE SEEN AT PRS OVER THE PAST FEW YEARS?
The pride in the school and school spirit has grown. It’s great to hear the way our students talk about PRS to others. I think they recognize the value the school brings to them and they want to share that with others.
WHAT IS THE ALFIE HOBBS SIGNATURE PIECE OF ADVICE?
Work hard, be humble, and have fun.
The most valuable piece of advice I've received from Mr. Hobbs was from my freshman year when he told the Black Student Union that, even though we as Black students feel pressured to be "exceptional" just to be accepted by our peers, it is more than enough to just be ourselves. That advice took some weight off of the shoulders of students in the group.
- Solange Dzeketey ‘23
My favorite memory of Mr. Hobbs is when he absolutely carried our team when we played a pick up basketball game at a school in Ouarzazate, Morocco. He was dunking and scoring the most points. Mr. Peedan compared his role on the team to that of Diana Ross in the Supremes.
I remember last year when Wordle rose in popularity our class discussed the programming concepts and techniques that might have been used to create the app. This is a memory I’m particularly fond of because it applied concepts we had been learning about to something topical and fun.
- Kyan Barker‘23I’ve learned a lot watching him lead by example. Throughout the Morocco trip, most of us experienced things that were far outside of our comfort zone. But despite any discomfort we experienced, Mr. Hobbs was always there to show, and remind us, how to be gracious and respectful travelers, to our hosts, guides, and the people we met throughout the trip.
- Annike Engstrom ‘23 - Hannah Tison ‘23Awareness in Mental Health Education AIMedu brought service dogs to campus to provide stress and anxiety relief, encourage time outdoors, and relieve feelings of isolation.
Three upper school service groups: Smiles for Seniors, On Pointe, and Notes of Hope, visited Bressi ActivCare memory center to spread holiday joy to the residents. On Pointe performed two dance routines and Notes of Hope performed three pieces.
One of our middle school service learning groups made 235 cat carrier boxes for a cat adoption event held by the San Diego County Department of Animal Services.
Seventh graders visited Coastal Roots Farm after finishing a unit on food equity. They participated in a food challenge, making meals with items from the farm. Some groups were given recipes, others had limited utensils or supplies. This was a great way to think about healthier meals and for students to explore what happens when you have access to healthy foods but still lack knowledge about how to cook.
Service Learning groups, Sea Safe Surf, Eco-Friendly and the BSU affinity group partnered to organize a climate strike on campus.
Middle school students help do trail work and trim the native California Goldenrod plants at Agua Hedionda. Students work at this site every Friday.
For Grades 3 and up
Hands-on Camps
Academic Enrichment Courses
Interactive Workshops
MARCH 25 Showcase of the Arts
APRIL 8 - 16 Spring Break
APRIL 19 Enrollment Celebration
APRIL 22 Prom
APRIL 27 - 29 Upper School Play
MAY 15 Upper School Awards
MAY 19 - 20 Middle School Musical
MAY 27 June 10 - Global Travel
JUNE 14 8 th Grade Promotion & Middle School Awards
JUNE 15 Commencement
6 th GRADE Outdoor adventures in Pali Mountain
7 th GRADE Marine biology and stewardship in Catalina Island
8 th GRADE Understanding U.S. government in Washington, D.C.
9 th GRADE Teamwork and leadership in the Northern Sierras
10 th GRADE Immersive exploration in the Americas
11 th & 12 th GRADE Croatia: Sailing adventure on the Adriatic Sea; French Polynesia: Cultural immersion & marine ecology; Ghana & Togo: West African cultural immersion; Greece: Sustainable cultural shifts; Namibia: The “Place of No People”; New Zealand: Maori connections to nature; Portugal & the Azores: Benefits & challenges of tourism; Singapore & Malaysia: The Chinese diaspora
