AUTUMN VIEWS
Head of School Newsletter, Spring 2025
From the Desk Of Dr. Autumn A. Graves
The Importance of Asking, “Why?”
As I reflect on the rhythm of life within our school community, I find myself returning to a simple yet profound question: Why?
It’s a word we hear on repeat from our youngest learners, and yet is also a favorite among lifelong learners.
In this moment in history, marked by deep societal divides and an epidemic of loneliness, the ability to ask “why” has never been more vital. The world our students will inherit is complex. Finding pathways to collaborate across differences and solve complex issues requires critical thinking, empathy, and curiosity. It requires muscle memory to pause and
ask “why,” and the patience and empathy to listen deeply for understanding. And building these practices must begin as young as possible.
At St. Anne’s-Belfield School, we strive to nurture an environment where we cultivate curiosity, starting from the Early Childhood Program (page 4), the Lower School (page 5), the Middle School (page 6) and on up through the Upper School (page 7). Engaging diverse perspectives, cultures, identities, and practices is not only welcomed, but viewed as vital to academic excellence. The richness of our community lies in our differences. It is only through
respectful and rigorous discourse that we can achieve our mission of preparing students who are “strong in body, broad of mind, tender of heart, responsive in soul.” Civil civic discourse is essential for cultivating the kind of exemplary citizens who, per the aims of our Portrait of a 2036 Graduate, “pursue knowledge and wisdom to generate positive impact,” working to mend the divisions we see in the world today.
Our faculty and I are heartened by the curiosity, reflection, and perseverance we see in the young people in our care. Our students remind us of what is possible. Where we may see lines
drawn between opposing sides, they see questions waiting to be explored. In this issue, you will see many examples of this, including students learning how to engage in constructive dialogue about politics (page 8), exploring the vital contributions of diverse voices (page 15) and deepening their commitment to the Civic Engagement Initiative (page 13).
Students’ innate desire to know more — about themselves, their peers, and the world — lights a potential way forward that we adults would benefit from following. I encourage us all to join our students in asking “why.” Why do we believe what we believe? Why might someone else see the world differently? And why does it matter that we listen deeply?
These are not rhetorical exercises; they are invitations to grow and connect — not only for the sake of our children, but for the broader world they will one day lead. The journey toward a more civil and connected society begins here, with us, and with the small but profound act of asking, “why.”
Thank you for being part of this extraordinary community. Together, I am confident we are preparing our students to not only face the future, but to shape it with courage, empathy, and a commitment to the greater good.
Contributors
Publisher St. Anne’s-Belfield School
Editor
Lisa Ha
Art Director
Taylor Morris ’19
Photography
Kelsey Dowling, Erika Phillips, Cecilia Yu ’24, Digital Minerva, St. Anne’sBelfield faculty and staff
Editorial Contributors
Dr. Autumn A. Graves; Lisa Ha; Amaya Mitchell (WVIR); Patrick Orr, P. ’38; Bob Troy; AKCG
Senior Administrative Leadership Team (SALT)
Dr. Autumn A. Graves, P. ’33 & ’35 Head of School
Randie Benedict
Associate Head of School
Lisa Ha, P. ’29 & ’39
Chief Communications Officer
Lisa Keeler, P. ’15 & ’16
Head of the Lower School
Seth Kushkin, P. ’24 & ’25 Director of Athletics
Beth Miller, P. ’22 & ’25 Head of the Upper School
Marie Reed, P. ’27 & ’30
Head of the Middle School
Tim Stutzman
Chief Operating and Financial Officer
Pam Winthrop
Chief Advancement Officer
Celebrating Excellence Across Our School Community
We are excited to continue the 2024-25 school year with focus and intentionality, guided by the high aspirations of our Portrait of a Graduate. Below, you’ll find key updates from each of our divisions. From innovative learning environments to inspiring student achievements, we celebrate the progress and possibilities as we seek to live out the ideals of our Portrait. Together, we are shaping a vibrant community where students flourish body, heart, mind, and soul.
Lower School (Early Childhood Program)
We are thrilled that the newly renovated Early Childhood Program natural classrooms are fully open for learning. These spaces help us to live out our Portrait of a Graduate, starting with our youngest learners, cultivating curiosity and creativity and nurturing a connection with the natural world. In the hands of our expert early childhood educators, the natural classrooms provide an ideal foundation for our innovative outdoor curricula. Programming has already begun to expand the use of the natural classrooms to the whole school community, too. K – 4 Science makes regular use of the Quarry (STEM lab) and Pinecone Valley (science lab). Our little libraries in the meadow and programming in the Art Lab for all divisions is already taking root, and we look forward to ex panding community-wide use. In addition, we are excited to move to a full-day program for our Twos next year. We hope this further enhances our offerings for this foundational age group while also being inclusive of more families.
Lower School (K – 4)
Students continue to thrive with energy and a joy of learning in our Kindergarten through Grade 4 classrooms. After expanding The Orton-Gillingham approach to reading instruction from Kindergarten through Grade 2 over the past two years, this year we introduced morphology study for Grades 3 & 4 to deepen students’ language, vocabulary, and spelling development. Additionally, we’ve expanded our field trip program. In fitting with our Portrait of a Graduate, these experiences provide students enhanced opportunities to engage diverse perspectives, inquire thoughtfully, and develop cultural literacy. We are also proud to have implemented a new civics unit and a digital citizenship curriculum for K – 4, which emphasizes responsible technology use, online safety, and practicing ways to be active participants in our broader communities. The arts curriculum continues to grow as well, with every student in the Lower School having an opportunity to take the stage through Music & Movement performances, the Poetry Festival, and more. As a final highlight in a very full academic program, student voice continues to play a key role in our Chapel programming, fostering shared leadership and connection among peers.
Middle School (Grades 5 – 8)
Middle School students have truly embodied this year’s Chapel theme, “Engage,” in all aspects of their school lives. More students are participating in leadership opportunities in programs like Quest, Silver Key Ambassadors, Community Meeting, and Chapel; challenging themselves in Mathletes, athletics, district choir, Junior Regional Orchestra, and LEGO Robotics; and serving their communities through Special Olympics, Lower School intern Quest, International Neighbors, and monthly service with Ronald McDonald House. As educators, we know that the more students are nurtured and nudged to take risks and try something new in these developmental years, the better their long-term trajectories. Already this year, one-third of Grade 6 students have led in Chapel or Community Meeting, and 85% of Grade 7 and 92% of Grade 8 students have participated in two or more optional co-curricular experiences. We are heartened to see more students deepen their engagement with their learning as they grow and move through our Middle School. And per the aims of our Portrait of a Graduate, we are bolstered by the fact our students are learning when to lead, when to delegate, and when to follow, practicing serving others and doing good, and working to understand and meet the needs of the community.
Upper School (Grades 9 – 12)
In the Upper School, students continue to live out our Portrait of a Graduate by embracing challenge, developing resilience, and pursuing knowledge and wisdom to generate positive impact. This year, our new Pathways Program is providing students with the opportunity to develop the necessary skills and knowledge to excel in areas of passion while contributing to the greater good. The students co-piloting this exciting initiative with us will earn a special notation on their diplomas upon completion. Every detail of the Upper School program is intentionally designed to foster each student’s full potential — such as custom designing each student’s schedule with the input of the student’s advisor, director of college counseling, dean of academics, and division head; our four-year advisory program; our comprehensive college counseling curriculum with built-in test prep; and parent/guardian programming such as Wednesday Wellness and chats with members of the Upper School administrative team. The six-week modular schedule enhances the ability for students to engage more broadly in the curriculum while extended periods allow time for meaningful experiential learning and give flexibility for students to collaborate meaningfully with faculty and peers. The fact that 88% of our Class of 2024 were admitted to their first or second choice college, and the successes we are already celebrating this year in athletics and academics point to the success of our intentional, student-centered program.
(Read related story: “Upper School Honors Academic Life and Scholarship in a Special Community Forum” at bit.ly/4hzD4Dp)
Eligible St. Anne’s-Belfield School Seniors Vote in First Election
By Amaya Mitchell. Article first published Nov. 4, 2024
CHARLOTTESVILLE, Va. (WVIR) —
One class at St. Anne’s-Belfield School is educating high school students on election topics.
It is coming in handy for a few seniors who are just old enough to vote.
The class is called 21st Century Citizenship and it is a senior seminar.
“Finally, being able to actually have a difference in the topics that I’ve been hearing about my entire life is really motivating to me,” said senior Cadigan P. ’25.
Cadigan says she will be a first-time voter in this year’s presidential election.
“I think that it’s really just empowering to finally know that my voice is going to be
Her classmates, Chloe P.-B. ’25, is also excited to be a first-time voter.
“By learning as much as I can about this election and participating as young as I can, I’m kind of bringing in the most educated vote that I can as a younger voter,” said Chloe.
While everyone in the class is a senior, not everyone is old enough to vote.
Kaden F. ’25 is one of those who will have to wait for another election cycle.
“I also hope to be more informed, because I got into a little bit, you know, general politics a little bit sooner, and I have more time to kind of change and develop my ideas,” said Kaden.
He says young voters
do matter and he believes, can have an impact politically, regardless of age.
“I think it’s important to realize that even if you don’t have a vote, you still have an impact on, you know, everybody you talk to in your daily life, and you know a lot of them might have a vote,” said Kaden.
All three students agree that this class has been an eye-opening opportunity to learn and created a safe space for discussion.
“Today, sometimes it feels very intense to have political discussions, but in class, we kind of just sit and talk to each other, and I’ve learned lots of different opinions and kind of how to have those difficult conversations,” said Cadigan.
Copyright 2024 WVIR. All rights re-
Upper School Dean of Academics Laura Robertson, P. ’20, ’23, ’26, & ’29, Ivy L. ’25, and Cadigan P. ’25 look through the day’s news during the 21st Century Citizenship senior seminar.
6:30 – 11 p.m.
Fostering Civil Civic Discourse in the Lower School
Kindergarten Through Grade 4 Students Learn About Elections, Voting, Civic Participation, and Not ‘Yucking Someone’s Yum’
By Patrick Orr, P. ’38, Grade 2 Teacher
In our increasingly diverse world, teaching young learners how to engage thoughtfully and respectfully with others is more important than ever.
This belief was one of the guiding principles behind the weeklong election education program led by the Lower School Social Studies Department this fall.
Drawing on the framework of E.E. Ford’s “Thriving in a Pluralistic Society,” our goal was not only to educate students about democracy but also to prepare them to engage in a world where multiple perspectives are valued and heard.
At the heart of this program was a simple but powerful phrase used quite often in the halls of the Lower School: “Don’t yuck my yum.”
In Grade 1, students tackled the question of when they should have extra recess, first taking time to reflect on their own opinions and supporting reasons. They then paired with a classmate who held an opposing viewpoint, practicing persuasive expression and respectful listening as they shared their ideas.
After voting, students reflected in their writing journals, considering how they felt about the outcome, what challenges they faced, and which social-emotional learning (SEL) tools helped them
students volunteered to deliver campaign speeches.
As they spoke persuasively and thoughtfully, the rest of the student body listened and prepared to cast their votes for one of three options: a Dress Down Day, a DEAR (Drop Everything and Read) Picnic, or a Lower School Walk and Talk around Faulconer Drive.
A buzz of energy filled Brennan Hall, and on the walk back to their classrooms, friends eagerly shared their perspectives while listening to one another’s initial opinions.
Our goal was not only to educate students about democracy but also to prepare them to engage in a world where multiple perspectives are valued and heard.
This familiar concept became a cornerstone for how we interacted throughout the week and as campaigning began for our Lower School vote — encouraging students to respect each other’s ideas, even when they didn’t necessarily agree. Empowering young learners to understand the importance of elections and civic participation begins by simply teaching them the basic facts of government, elections, and civic participation. Teachers designed and adapted lessons that built students’ key understanding in a way that aligned with their develop mental stages and sparked curiosity.
After a week of learning about who can be president, the voting process, campaign promises, and their significance, students and teachers were ready to voice their opinions on “real-world issues.”
navigate the discussion. Similar activities occurred across grade levels.
In late October, Kindergarten through Grade 4 students gathered in Brennan Hall for Community Time. Students arrived with open ears and minds, eager to learn what would be on the ballot for the Lower School election.
With support from our Lower School Dean of Students Tianna Butler, six fourth-
During afternoon homeroom meetings, students debriefed, exchanging their preliminary thoughts and beginning to engage in respectful conversations about which option appealed to them.
Moments like hearing a student say, “I never thought of it like that,” after learning that Dress Down Day might be less exciting since it already happens on the first Thursday of every month demonstrated the lessons were taking hold.
The first two floors of the Belfield Campus’ east wing were quickly filled with campaign posters created by
Bold, bright letters urged their peers to “VOTE 4 DEAR
PICNIC: Your favorite book and snack on a Friday in the courtyard” and “SHOW
YOUR STYLE! Vote for Dress Down Day!” As students incorporated interdisciplinary lessons from social studies, reading, language arts, and visual arts, they crafted their campaign messages in engaging and persuasive ways.
Two things became clear: students were deeply invested in the process, and they expressed their viewpoints respectfully, without “yucking yums.”
ect, providing students with hands-on experience in the democratic process.
The 1/2 and 3/4 commons transformed into our polling place, where students privately filled out their ballots.
To ensure every student’s voice was heard, teachers implemented inclusive practices such as emailing absentee ballots to students who were not physically present. The results were announced with LS Walk and Talk winning 45% of the vote and an impressive 99.5% voter participation rate.
A simple but powerful mantra, ‘Don’t yuck my yum,’ became a cornerstone of our approach, reminding students to honor each other’s preferences and opinions with kindness and respect.
The Lower School vote served as the culminating event of our election proj-
Beyond the numbers, this moment allowed students to practice accepting results with grace, tying back to our theme of respecting diverse outcomes. Throughout this experience, students
embodied the principles of civil civic discourse in meaningful ways.
These moments showcased not only their growing understanding of the
democratic process but also their ability to engage in respectful and thoughtful dialogue — an essential skill in civic life.
Teaching civil civic discourse is a vital part of preparing young learners for active participation in a diverse and interconnected world.
By fostering the skills to listen actively, value differing perspectives, and engage respectfully, we equip students to navigate the complexities of pluralism with confidence and empathy.
A simple but powerful mantra, “Don’t yuck my yum,” became a cornerstone of our approach, reminding students to honor each other’s preferences and opinions with kindness and respect. These values — empathy, respect, and collaboration — are not just classroom lessons but essential tools for thriving in a pluralistic society.
Building a Culture of
SERVICE
Progress and Updates on Our Civic Engagement Initiative
By Dr. Bob Troy, Director of Civic Engagement
In the Spring 2023 issue of Autumn Views, we announced the launch of a school-wide Civic Engagement Initiative, made possible through the generosity of private philanthropy. Now in its second year, the Civic Engagement Initiative is built on the foundation of existing community service activities while striving to establish deeper, reciprocal, and transformational relationships with community partners.
Guided by the program’s statement of purpose, we aim to continue inspiring students to develop authentic and innovative solutions for social impact, sharpening critical thinking skills and growing toward lives of empathy, purpose, and engaged citizenship.
Students from all divisions collected 2,607 pounds of food for the school’s annual food drive, which comes out to 2,173 meals for the local community
More than 100 volunteers packed 14,000 meals in under two hours on MLK Day in January.
Honoring the Past, Shaping the Future
St. Anne’s-Belfield has long embraced community service as a cornerstone of education. From longstanding service requirements to the inspiring work of individuals and groups of students, we’ve witnessed a wide spectrum of contributions.
One shining example is the tradition of service embedded in certain varsity teams and clubs. These groups have excelled in their primary pursuits and demonstrated a genuine commitment to giving back. Their efforts inspire us to think creatively about how we can expand and enhance service opportunities across all levels and interests.
Like any meaningful endeavor, however, there is always room to grow. Our goal is to nurture deeper engagement, providing all students with opportunities to connect meaningfully with their work and the community.
Building a Robust Culture of Service
To achieve a culture of service that permeates every aspect of school life, we are focusing on these key targets:
Increase Service-Learning Opportunities: This pedagogy integrates community service into our program, with initiatives such as Upper School Grade-level Experiences, the Civic Engagement Pathway diploma certification, Middle School Quests, and Lower School units partnering with International Neighbors. These programs allow students to explore community needs, collaborate with external organizations, and gain profound insights through reflection into societal issues and yourself.
Recognize and Enhance Service to the School: Equally important is the work students do within our own community. These contributions, often voluntary, enrich our school’s environment and reinforce the importance of tending to one another. From peer tutoring programs to volunteer groups and Bronze/Silver/Gold Key Ambassadors, students are already making meaningful contributions. We aim to expand these opportunities, creating a broader range
of tasks and activities that invite more students to engage actively in school life.
Strengthen the Culture of Service: Our vision for a culture of service is one that involves everyone — students, faculty, staff, and families alike. As a next step, faculty and staff have been asked for their input and ideas. What opportunities exist already for students to make a difference within our school? How can we better recognize and celebrate their efforts? Their insights will help identify new and creative ways to strengthen our school community while gaining a deeper understanding of its inner workings.
The first faculty and staff service day was introduced in August, 2024. Colleagues volunteered at several organizations in Charlottesville/Albemarle
Looking Ahead with Gratitude
As we embark on this exciting chapter, we do so with immense pride in what has already been achieved and gratitude for the support of our community. Together, we are creating a culture where service is not just an expectation, but a shared value that enhances all. We look forward to the expanding opportunities ahead as the Civic Engagement Initiative continues to take flight.
Each month, Grades 7 & 8 students volunteer at Meals from the Heart for Ronald McDonald House, providing warm meals to families of ill or injured children.
Camp Catalyst Aims to Increase Access to Our School
St. Anne’s-Belfield School’s new summer camp combines curiosity, creativity, and community for area students, combating the “summer slide”
Even with the chill of winter in the air and snow on the ground, families in Charlottesville started looking ahead to the summer, planning how to keep their children active, engaged, and cared for while balancing work and other responsibilities.
Few, if any, local camps focus on combating the summer learning slide — a challenge especially prevalent among students in Grades 3 through 5. So when the interest form opened on Dec. 3 for Camp Catalyst, a new summer academic enrichment camp designed specifically for students in rising Grades 3 to 5, eight families had expressed interest before winter break was even over.
Hosted by St. Anne’s-Belfield School, Camp Catalyst is available to all students not currently enrolled at the School. The camp will provide an engaging experience that encourages curiosity, critical thinking, and opportunities for students to showcase their skills to their families and the broader community.
Says Kayla Coverston, director of Camp Catalyst, “The goal of Camp Catalyst is to widen access to our School and provide students beyond our current Saints community the opportunity to work with members of our incredible teaching staff. We
want our school to become an even more welcoming place, reflective of the greater area we live in.”
Thoughtfully designed with the Charlottesville/Albemarle community in mind, weekly themes around “Storytellers,” “Innovators,” and “Neighborhood Builders” will engage students around folklore, performing arts, engineering, real-world problem solving, and 3D modeling. Led by experienced St. Anne’s-Belfield teachers Kelsey Bechtle; Brian Gulotta, P. ’29, ’31, & ’33; and Rudi Rudd, each morning, campers will explore, discover, and develop skills to be leaders in their local community, with each afternoon featuring a variety of physical activities.
“The ‘summer slide’ affects even the brightest students in our community,” says Mrs. Bechtle, the School’s K – 4 academic support and learning specialist and chair of the Student Support Department. “We see this across all ages, but Grades 3 through 5 is a particularly pivotal time to be able to nurture and explore students’ unique interests.”
Members of the St. Anne’s-Belfield community are encouraged to help spread the word about the camp to local families looking for academic enrichment this summer. More information may be found at stab.org/catalyst
St. Anne’s-Belfield School awarded the Earth
Flag from The Sierra Club
On Thursday, Dec. 12, The Piedmont Group of the Virginia Chapter of the Sierra Club awarded St. Anne’s-Belfield the Earth Flag.
The school received the award for its long-term monitoring of the Rivanna watershed, involving monthly data collection and analysis of water quality. Under a permit from the Virginia Department of Wildlife Resources — the only one of its kind in the nation for a high school — St. Anne’s-Belfield School monitors three species of freshwater mussels at two sites. Students in Pearce Johnson’s Environmental Studies and Research senior seminar tag new specimens, and recaptured ones are recorded and measured for size. These data, submitted to the state database, help evaluate the conservation needs for
these threatened and critically endangered species, including the James River spinymussel.
Additionally, in Dr. Todd Jarry’s Biotechnology and Ethics senior seminar, students collect monthly data on the diversity and population sizes of aquat ic insect larvae, which are sensitive to water quality. Using DNA markers, researchers identify invertebrate species and assess the presence of specific species in water bodies, aiding the search for endangered species. Students learn the importance of scientific protocols in collecting accurate data to analyze trends. Changes in water temperature, dissolved oxygen, pH, and water flow can be correlated with weather variations and conservation efforts.
data are made publicly available through a website designed and updated by students.
The local group of the Sierra Club works both to celebrate the natural world and to protect it on a wide range of fronts. They have been awarding Earth Flags to local unsung environmental heroes to make sure they get the recognition they deserve.
Eleanor C. ’26 Named a Winner of Voices of Democracy Student Writing Competition
St. Anne’s-Belfield junior Eleanor “Nori” C. ’26 has been recognized as a winner in this year’s Voices of Democracy Student Writing Competition by The Equity Center at UVA and the Karsh Institute of Democracy. The competition celebrates the creativity and civic-mindedness of our youth while spotlighting the importance of education in shaping thoughtful, engaged citizens.
The Voices of Democracy Student Writing Contest invites students Grade 6 to 12 from Charlottesville City and Albe marle County to express their perspectives on democracy through poetry or prose. This year, 42 students submitted entries on the theme “What Democracy Means to Me.” A panel of expert judges selected six winners and several honorable mentions across three age categories.
Nori’s submission earned first place in the Grades 11 and 12 category and overall third place. Her insightful prose explored the evolving nature of democracy, emphasizing equality, representation, and the vital contributions of diverse voices. Drawing from her personal experiences and family’s immigrant background, she addressed the ongoing challenges and possibilities of building a more inclusive and representative society.
On Dec. 19, 2024, representatives from The Karsh Center and The Equity Center presented Nori a copy of her winning submission in the Grisham Hall lobby on the Greenway Rise Campus. A small crowd was on-hand to show their support, including her advisory, Head of the Upper School Beth Miller, and members of Nori’s family. You may learn more about the competition winners and read Nori’s full submission at stab.org/democracy.
SAINTS ON THE ROAD
In April 2024, we launched the year-long Semicentennial Celebration to commemorate the 50th anniversary of the merger of the St. Anne’s School and Belfield School. Saints from all over have kept the party going, with a new tradition, Founders Day, celebrated on Sept. 9, and the ambitious Saints on the Road bringing together alumni, alumni parents, grandparents, and donors in Charlottesville, Richmond, New York, Los Angeles, Charlotte, D.C., Boston, Denver, Charleston, and Research Triangle.
The final two Saints on the Road events will take place in Nashville on Feb. 25 and Atlanta on March 27, before convening back in Charlottesville for Alumni Weekend and the Maroon and White Party April 4 – 6. Join us! RSVP at stab.org/semicentennial
Three Beloved Faculty Members to Be Honored During Semicentennial Celebration
The final weekend of the Semicentennial Celebration will be chock full of maroon and white excitement. Highlights include various reunion events, award ceremony for alumni and faculty emeriti, All-Alumni Birthday Party, Maroon and White Party, Spring Family Festival, and 24-Hour Play. You’ll find the full schedule on the next page.
You won’t want to miss any of these events, but if you can only pick two, plan to attend the Maroon and White Party on Saturday and the Friday evening ceremony for the Alumni Awards and Faculty Emeriti Induction, where we’ll be inducting beloved retiring faculty members, Pearce “P.J.” Johnson and Kathy Carpenter, and posthumously recognize a longterm fixture of the community, Margaret Grove.
Kathy Carpenter, P. ’07, ’09, & ’12
Pearce Johnson, P. ’05
Margaret Grove, P. ’80
Semicentennial Celebrations
Friday, April 4, 2025
Join us for a full weekend of fun! RSVP at stab.org/alumniweekend April 4 – 6, 2025
8:30 – 9:15 a.m. Middle School Community Meeting featuring Matt Swift ’05
11:00 a.m. –
5:15 p.m. Registration, hospitality, and archives exhibit
11:00 – 12:15 p.m. Upper School Chapel featuring Matt Swift ’05
2:30 – 3:00 p.m. Lower School Chapel featuring Dan Swanson ’95
4:00 – 5:00 p.m. Docent-led tour of art show Greenway Rise X
5:00 – 5:45 p.m. Champagne toasts: Classes of 1975, 2000, and 2020 Greenway Rise X (1975, 2000, 2020)
6:00 – 7:00 p.m.
cocktail and appetizer reception
7:00 – 8:00 p.m. Alumni awards and faculty emeriti induction ceremony
8:00 – 9:30 p.m. All-alumni birthday party with Rusty Speidel’s band and refreshments
April 5, 2025
8:15 – 9:15 a.m. Class of 1975 campus tour Belfield X (1975) 9:30 – 11:00 a.m. Class of 1975 breakfast, hosted by Head of School Autumn A. Graves Belfield X (1975)
11:00 a.m. – 1:00 p.m. Saints Athletics Hall of
and induction
1:30 – 4:30 p.m. Spring Family Fest with food trucks, pop-up school store, and athletic games
5:00 – 11:00 p.m. Class reunion gatherings Off campus (not school sponsored)
6:30 – 11:00 p.m. Maroon and White Casino Night
Sunday, April 6, 2025 Who’s Invited?
10:30 – 11:15 a.m. Class of 1975 Res Life brunch Greenway Rise X (1975)
1:00 p.m.
Introducing the
Athletics Hall of Fame
As part of our Semicentennial Celebration, we are delighted to introduce an Athletics Hall of Fame.
The Athletics Hall of Fame recognizes and honors the exceptional achievements and contributions of St. Anne’s-Belfield School student-athletes, coaches, administrators, and volunteers.
The first class of seven honorees will be inducted during Alumni Weekend on Saturday, April 5, at 11 a.m. We hope you will join us to celebrate these treasured friends.
RSVP at stab.org/halloffame
Porter Wilkinson Wall ’98
Student-athlete in field hockey and lacrosse
Alan Swanson (1986 – 2016)
Faculty Member, Administrator, Baseball and Softball coach
Annie Cory ’16
Student-athlete in lacrosse, field hockey, and squash
Colin Pehanick ’07
Student-athlete in football, basketball and lacrosse
Mary Blake, P. ’16 & ’20 (1987 – Present)
Field hockey and lacrosse coach, faculty member, and current associate director of athletics
Chris Long ’04, P. ’34 & ’37
Student-athlete in football, basketball, lacrosse, and baseball
Doug Tarring (1973 – 2018)
Lacrosse coach, faculty member, administrator, and athletic director
2132 Ivy Road | 799 Faulconer Drive Charlottesville, VA 22903 | www.stab.org | (434) 296-5106
