The Magic of Reading: Why Human Connection Still Matters

By Kelly Smith, Little School Director

There is something magical about watching a young child listen to a story. It might be the way their eyes grow wide when something surprising happens. It might be the question they suddenly blurt out in the middle of the story. It might be the connection they make between something happening in the book and something that happened in their own lives. Or it might simply be the quiet moment when a group of children settles in together, listening to a teacher read.

For me, that is the magic of reading. And it is one of the reasons I am not a fan of using prerecorded or digital read-alouds on a regular basis in early childhood. This isn’t to say that technology or digital media have no place in children’s lives. They certainly can. But I believe there is something fundamentally different about sitting beside a child and reading a book together—something that a screen cannot quite replicate.

The Magic Is in the Interaction

When a teacher reads a book aloud, the story becomes more than words on a page. A child might point to a picture and make a comment. Another child might ask a question. A teacher can stop and wonder aloud, “What do you think will happen next?” or notice that a child is particularly interested in something happening in the story. Those little exchanges matter.

The Center on the Developing Child at Harvard describes these responsive, back-and-forth exchanges between children and caring adults as “serve and return.” These interactions help build the foundation for language, social development, and more complex cognitive skills.

Reading together naturally creates opportunities for these exchanges. A child serves. The adult responds. The child responds again. And suddenly, a simple story has become a conversation, a learning experience, and a relationship-building moment.

The American Academy of Pediatrics also recommends regular shared reading with young children because of its connection to language, literacy, cognitive development, and social-emotional development. Current AAP guidance emphasizes that shared reading helps children develop everything from early language and phonological awareness to vocabulary and comprehension.

A Book at Lunchtime

Last year, I started reading a book to the children during lunch. Initially, my motivation was pretty simple: I wanted to create a calmer transition and help the children slow down while they were eating. But something unexpected happened. Our lunchtime stories became one of my favorite parts of the day.

The children listened. They commented. They asked questions. They laughed. They made connections. Sometimes they would remind me about something that happened several pages earlier. Sometimes they would predict what was going to happen next. The book gave us something to talk about. More importantly, it gave us time to simply be together.

That experience reinforced for me that reading aloud isn’t just about literacy. It is about connection.

Learning to Wait, Wonder, and Try Again

I also think this conversation connects to something larger: our children’s growing expectation for immediate gratification. Children today have access to information, entertainment, and stimulation almost instantly. When something is difficult or boring, another option is often just a click away. I sometimes wonder what happens when children don’t have enough opportunities to simply wait, wonder, struggle, and try again.

Learning doesn’t always happen quickly. Sometimes a child needs to try something three times. Sometimes they need to make a mistake. Sometimes they need to sit with a problem before the answer becomes obvious.Those moments can be uncomfortable, and they are also incredibly valuable.They give children opportunities to practice persistence, attention, problem-solving, and self-regulation.

A Little Donkey Kong Reflection

A colleague and I were talking about video games recently, and somehow Donkey Kong came up. I remember playing older video games where you might have to repeat a level from the beginning. You played, made mistakes, figured out what didn’t work, and tried again. Eventually, through practice, you became better. I don’t play video games now, so I may be dating myself!

That conversation made me think about something important: productive struggle. There is value in trying something, failing, trying again, and eventually figuring it out. We don’t want to remove every obstacle from children’s paths. We want to help them develop the confidence to face an obstacle and say, “I can try again.” That doesn’t mean children should be frustrated endlessly or left without support. Quite the opposite. Adults play an important role in helping children navigate challenges. We can encourage, ask questions, offer a hint, and celebrate the process without immediately providing the answer.

Sometimes the most powerful thing we can say is: What could we try?

Why Hands-On Learning Matters

This is also one of the reasons I feel so strongly about hands-on learning in early childhood. A worksheet can certainly have a place. But young children are designed to learn through doing.They build. They manipulate. They experiment. They move. They create. They talk. They wonder. They make mistakes. They try again. They figure things out.

Recent work from the National Association for the Education of Young Children emphasizes that early STEM learning begins through play, experimentation, building, testing ideas, and hands-on experiences—not primarily through worksheets or formal lessons.

Think about the difference between telling a child that red and blue make purple and giving that child red and blue paint and letting them discover it. One provides information.The other provides an experience. And experiences tend to stick.

The Magic of a Human Voice

There is nothing wrong with technology being part of children’s lives. Technology can be useful, engaging, and educational when it is used thoughtfully.  But I don’t want us to confuse access to information with learning through relationships.  A recorded story can read the words.  A teacher can read the words and notice the child.  A recorded story can turn the page.  A teacher can stop and ask, “What do you notice?”  A recorded story can continue even when a child becomes distracted. A teacher can pause, reconnect, ask a question, or follow the child’s curiosity. That human responsiveness is something special.  And perhaps that is what I love most about reading with young children.The magic isn’t only in the book. The magic is in the relationship created around the book.

Read. Talk. Connect.

One of my colleagues recently shared something that I think beautifully captures this entire idea. When parents ask what they can do to help their child, her number one answer is: Read and talk to your child.

It sounds simple.  But simple doesn’t mean insignificant. Read a book at bedtime. Read while snuggling on the couch. Read while eating lunch. Read the same favorite book for the hundredth time. Stop and talk about the pictures. Ask what your child thinks will happen. Let them tell you the story. Laugh together. Wonder together. And sometimes, let the silence between the words be enough. Because when we read with children, we aren’t simply teaching them how to read. We are building vocabulary.We are strengthening comprehension. We are developing attention.  We are encouraging curiosity. We are creating opportunities for conversation. We are modeling persistence. And we are building relationships.

Most importantly, we are helping children discover that books are not simply something to consume. They are places to wonder, imagine, question, connect, and explore. That is the kind of magic worth protecting. So, if you are wondering what you can do to support your young child’s learning, start with something wonderfully simple: Read. Talk. Listen. Wonder. Connect. The technology can wait.

The magic of a shared story is worth the time.

Friendship Conflicts with Care

by Cheryl Plummer, Dean of Students

Navigating Mean Girl Behavior

Recently my social media feed has been full of articles written by mothers sharing their successes and frustrations as they try to support their daughters in navigating the painful reality of “mean girl” behavior. These stories resonate with me because they capture many of the things we see too often in schools: the exclusion, the shifting alliances, the group texts, and the side conversations that leave one child feeling isolated and struggling with the quiet, complicated hurt that follows. For the record, this isn’t something that affects only the girls, many boys share these experiences too.

At Kent School, Tiffany Newport, School Counselor, and I consistently partner together in caring for our students’ social and emotional wellbeing. We not only take these situations seriously, we approach them carefully. We need to teach our children that belonging is not just about being included, it’s about being respected.

When is it Bullying?

One of the most important distinctions we help students (and adults) understand is the difference between rude behavior, mean behavior, bullying, and typical social conflict. The vocabulary we use is intentional and important. When everything is labeled as “bullying,” we lose the nuance required to respond effectively. True bullying involves intentional, repeated, targeted harm with a power imbalance. Social conflict, while painful, often involves multiple perspectives, misunderstandings, and shared responsibility. These distinctions, while helpful, do not minimize a child’s pain. If a student feels excluded, dismissed, or scapegoated, the emotional impact is real. Stomach pain is real. Anxiety is real. Friendship stress can feel overwhelming, especially in middle school, where identity and belonging are everything.

Understand vs. Fix

Our role, however, is not to “fix” situations for students. Instead, we begin by listening carefully to the student’s experiences and working to understand the full picture. We gather information from multiple perspectives, we hold students accountable for their part in the dynamic, and we use those moments as opportunities to teach the skills needed to build stronger, healthier relationships. Throughout the process, we partner closely with families to ensure that home and school are working together to support each child’s social and emotional growth.

Often, students are able to acknowledge their contributions to growing social tension. Taking accountability is an important step in repairing harm and restoring balance. Offering a restorative conversation so apologies can be shared directly, acknowledging both the intent and the impact of actions, and respecting a student’s request for time and/or space when needed are all fundamental to the success of our approach. Restoration only works when the timing feels safe.

Be An Upstander, not a Bystander

We consistently revisit social-emotional lessons. We talk about intent vs impact. We talk about inclusion. We talk about being an upstander instead of a bystander. We talk about courage, both the courage to speak up and the courage to examine our own behavior. We talk, we role play, and we talk some more. These are not “one-and-done” lessons, but an ongoing discussion that spirals through our SEL curriculum. A student may say, “I didn’t mean it that way,”  or, “I was just kidding,” but if the impact caused harm, we need to address it. 

Choosing Citizenship and Kindness

What encourages me most is that when students are supported thoughtfully, they often rise to the occasion. We see small but meaningful gestures that help to shift the dynamics. By choosing to sit next to someone who may be feeling isolated, making an effort to reconnect, softening language, and adjusting behavior, students are showing us they care. These moments may not seem like a big deal, but they are where character is formed.

Friendship conflict is not a sign that something is broken. It is a sign that children are learning how to be a contributing member of a community. That learning can be uncomfortable. But when home and school work together by communicating early and honestly and avoiding assumptions and blame, the conflict becomes an opportunity rather than a crisis.

At Kent School, we are committed to ensuring every child feels safe, heard, and valued. That commitment does not mean eliminating every hard moment. It means walking beside our students as they walk through those hard moments with steadiness, clarity, and care.

There’s More Here

by Tricia Cammerzell, Assistant Head of School for Advancement, Kent School

As the Assistant Head of School for Advancement at a Kent School in Chestertown, MD my primary role is to attract new families who will enroll their children in our Preschool through Grade Eight School. Referrals are incredibly powerful motivators, not just in the school world but in any industry. One is much more likely to try the new restaurant in town if someone has gone before you and recommends it. Referrals help. However, I believe it takes an outside force to move a family from ‘vaguely familiar’ to ‘genuinely curious’ about Kent School. They have to be ready to learn.

The Choice Between Doing School and Loving School

If your child is simply doing school? Showing up, doing the work (or not), happy not to be called on to participate in class? Is flying under the radar their definition of success? If the answer is yes, then this is your sign that an outside force is letting you know that it’s time to become genuinely curious about the other school options available to you.

As parents, you should expect more. Your children deserve more.

Why Should Parents Want to Learn More About Kent School?

Joy

There is more here. Kent School is more than a school. It is a joyful teaching and learning community. Students are happy to come to school each day and see friends and teachers of whom they grow fon. We play, we explore. We celebrate and respect each other. We know that the right combination of joy and rigor makes for the most successful classroom learning. Children feel safe and they are ready to do the work when they know a dose of joy will be included in a lesson. Joy inspires deeper learning.

Childhood

There is more here. We are so grateful that as a school community we agree that childhood is precious and fleeting. We are committed to preserving our students’ childhood for as long as possible. Our cell phone free campus and limited technology use support that. There will be time enough for children to become connected to the world through their screens. At Kent School we place much higher value on children connected to their world through hands-on exploration, building models, getting a little dirty on field learning experiences. The dirt will wash away but these moments of awe and wonder are indelible elements of childhood that we want to preserve. 

Confidence

There is more here. Students develop a level of confidence when they are in the room with supportive teachers and peers who they can trust. Children at Kent School are encouraged to find their path to the spotlight. Whether it is through the arts, in the classroom, on the stage or on the athletics field, we take time to celebrate their accomplishment. Confidence is contagious. Children encourage one another. Working with their Fourth Grade mentors, our Kindergarten students have their first opportunity to speak in front of the whole school. Their confidence is encouraged and supported and it grows in front of an engaged and appreciative audience.

Critical Thinking 

There is more here. Our teachers are committed to helping students solve problems and make appropriate choices. We believe in reading full novels and discussing character development, conflict, themes and resolution. We share ideas and thoughts. We discuss and dissenting points of view are welcome. Students are challenged to think fully, ask questions, seek answers which enables them to think more critically now and in the future. Our students also write thoughtful, reflective essays. We support creative writing as well as non-fiction writing. Thoughtful writing takes discipline and concentration. Our students are thinking critically about the words they add to a page.

As we face the inevitable impact of AI doing thinking for us, Kent School students will be able to lean on their critical thinking skills to inform good decisions and choices for their future well-being.

To learn about Kent School, contact us because there is so much more here. Visit www.kentschool.org or call 410-778-4100 ext. 110

Awe Seeking

by Nancy Mugele, Head of School

I watched the recent NASA Artemis II launch with great awe. When the countdown echoed across the launchpad, the final launch call wasn’t just a green light for a rocket. It was powerfully described by Holly Ridings, the first female chief flight director, as a “go for all of humanity.” 

Artemis II is a crewed lunar flyby mission intended to carry NASA astronauts Reid Wiseman, a Dulaney High School graduate like my husband Jim, Victor Glover, and Christina Koch, the first woman to go to the moon, along with Canadian Space Agency astronaut Jeremy Hansen, on a free-return trajectory around the Moon and back to Earth.

For Earthlings, Artemis provides a profound blueprint for why awe and wonder are important. Just ask Deborah Farmer Kris. Last Thursday, the endowed Kudner Leyon Visiting Writer  program brought Deborah Farmer Kris, child development expert and the author of Raising Awe-Seekers: How the Science of Wonder Helps Our Kids Thrive, the I See You board book series, and the All the Time picture book series to campus for three student assemblies. She is also an advisor to the Emmy-award winning PBS KIDS show, Carl the Collector, for which she reads and edits every script.

Deborah’s books for all ages offer perfect symmetry with our word of the year – INSPIRE. She shared how feeling awe supports emotional well‑being, resilience, curiosity, and connection in children, and in those who educate and care for them. Drawing upon research, Kris offers four guiding principles – slowing down childhood, embracing play and downtime, practicing curiosity, and becoming awe‑seekers ourselves. She shows how even small, intentional encounters with beauty like observing the stars as we do at STARFEST with 8th Grade and First Grade, walking in nature as on our campus, or admiring an amazing machine, like Artemis 2, can calm stress, improve focus, foster motivation, and build deeper social bonds. All things that we believe deeply at Kent School! 

Viewing art also brings the awe response and Deborah was without a doubt in awe of the beautiful student artwork filling our hallways in preparation for the All School art exhibit on April 17. She especially loved the INSPIRE wings bulletin board in Lower School where she stopped for a photograph. Little School 4s created a masterpiece of artwork when each student  illustrated a page from one of her board books. What a creative project and special honor for our guest!

The launch of Artemis II was clearly awe inspiring, and Deborah mentioned it in each assembly. And, also just as inspiring is a visit to Kent School on any given day. In my humble opinion, we are also building something that is a “go for all of humanity” on our campus.

Bravery and Belonging at the Talent Show

by Nancy Mugele, Head of School

If you were to walk into the Kent School gymnasium on the last day of school before Spring Break, you wouldn’t have heard balls bouncing or an All School Meeting. Instead, you would have been met by a wall of sound – a mix of song and dance performances, thunderous applause, joyful cheering, all showcasing the will to INSPIRE.

It was the 20th Annual Kent School Talent Show.

Twenty years is a long time for any school tradition. This isn’t just an event on the calendar; it is a beloved milestone, a rite of passage, and a foundational pillar of what it means to be part of the Kent School community. But as I sat there, watching everything from dance performances, to songs, to hilarious comedy skits, it struck me that this highlight of the year represents something much deeper than just “entertainment.”

It is an annual masterclass in two of the most vital human experiences: bravery and belonging. Nearly every student participates in the Talent Show, whether they are performing a solo, joining a class skit, or serving as emcee.

It takes an immense amount of courage to step out onto the stage. For some, performing is natural. But for many, it is terrifying. Psychological research tells us that humans are wired to fear uncertainty and the potential for social rejection. The “hold” between the need to belong and the fear of exclusion can be a paralyzing space.

Watching a second-grader nervously grip a microphone to sing their favorite song, or a middle-schooler attempting a complex dance routine they only learned last week, you are witnessing “process courage”—the decision to act despite fear, in pursuit of a meaningful goal. There is a profound bravery in being a beginner, in admitting you are still learning, and allowing yourself to be seen as imperfect. Every student who walked onto that stage this week gave us a gift by modeling that vulnerability.

However, bravery cannot flourish in a vacuum. It needs an atmosphere of psychological safety—the belief that you can take risks and make mistakes without fear of negative consequences.

That is where the Kent School audience comes in. They don’t just “watch” the acts; they love every single one.

There is no tougher crowd than a room full of peers, yet there is no kinder crowd than the one at this talent show. The cheering is loud, joyful, and relentless. It doesn’t matter if an act is flawless or if they mess up a line. In fact, when a performer stumbles, the audience seems to cheer louder, carrying them through the moment.

This isn’t just politeness; it is a manifestation of community.

In a world that often demands perfection, the Kent School Talent Show is a refreshing detour. It reminds us that we are at our best when we are supporting each other’s risk-taking. It teaches students that their community will catch them when they stumble, and will lift them high when they shine.

The loudest cheer of the night wasn’t for the “best” act. It was for the community itself – for the 20 years of bravery, the ocean of belonging, using our voice to INSPIRE, and the joyful noise that happens when everyone is safe enough to just be themselves.

The Heartbeat of Kent School: Why Red vs. White is More Than Just a Game

by Nancy Mugele

If you walked past the M.V. “Mike” Williams Gymnasium this week, you didn’t just hear sneakers squeaking – you heard the roar of a community. The Red vs. White basketball games are a staple of life here at Kent School, and while the scoreboard counts the points, the real wins happen in the stands and in the spirit of our students.

Here’s why this tradition is the secret sauce of our school’s culture.

A Built-In Sense of Belonging

From the moment a student joins Kent School, they aren’t just a student; they are a member of a legacy. By dividing the student body into two teams, we create immediate micro-communities.

• Instant Connection: Younger students look up to the Middle Schoolers as heroes on the court.
• Shared Identity: Whether you’re wearing Red or White, you belong to something bigger than yourself.
• Inclusivity: Even if you aren’t the one taking the jump shot, you are vital to the team’s energy.

The Power of Joy

It’s hard not to smile when Ozzie, our Osprey mascot, is high-fiving the front row. The atmosphere in the gym this week was electric – the kind of “SO LOUD” that vibrates in your heart. 

This isn’t just about winning; it’s about the collective release of energy and the pure, unadulterated joy of cheering for your friends. That joy acts as social glue, turning classmates into teammates.

Growth Through Friendly Competition

We live in a world that can sometimes take competition too seriously. Red vs. White teaches our students a better way.

• Resilience: Learning to play hard, lose gracefully, and win with humility.
• Leadership: Middle Schoolers learn to lead under the “pressure” of a packed house, all while knowing they are in a safe, supportive environment.
• Respect: At the end of the day, Red and White are both Kent School. The rivalry ends the moment the final buzzer sounds.

The Final Score

The Red vs. White games remind us that while we might be divided by jersey colors for an hour, we are united by our school spirit. It’s loud, it’s chaotic, and it’s exactly what makes the Kent School experience so special. 

Go Red! Go White! Go Ospreys!

Immersive Teaching Yields Full Engagement

by Tricia Cammerzell, Assistant Head of School for Advancement

I am part of the wonderful Kent School community but I am a classroom outsider. As a school administrator focused on enrollment and communications, I do not spend a lot of time in classrooms watching the teaching and learning that is taking place. When I get a glimpse, my expectations are always exceeded. Our teachers are compassionate and committed to teaching the way their students learn best.

Recently, I got to linger a little longer with an Eighth Grade Humanities class and I saw the power of immersive teaching. Humanities itself can and should be an immersive learning opportunity because it is a comprehensive exploration of human culture through history, literature and philosophy. In Humanities, our Eighth Grade is studying WWII, the rise of Hitler and reading The Diary of Anne Frank. For a couple of days I witnessed the process of immersive teaching and the outcome for our students was full engagement. 

The unit began with The Diary of Anne Frank, which they are still reading together as a class, and is a perfect reference point for their study of the Holocaust. Their exploration was further strengthened when guest speaker Warren Rosenfeld, himself the grandson of a Holocaust survivor, visited our school to speak with Seventh- and Eighth-Grade students. His story was powerful and gave realness and context to our students. Through the Rosenfeld Holocaust Education Fund, he also generously underwrote the transportation and admission costs of a field learning experience for our Eighth Grade to visit the Holocaust Memorial Museum in Washington, DC. The trip, which I was a part of, took place the day after Mr. Rosenfeld’s visit. The timing was purposeful and impactful.

For me, the true meaning of immersive teaching was on display as our students toured the museum. Our students were so fully engaged because their teacher, Jess Thompson, took the time to prepare them for this. They read nearly every lengthy placard describing what they were seeing. Some took notes. They were quiet and respectful of the gravity of the content and the fact that other patrons or museum volunteers might have a direct connection with the Holocaust. They were fully present in that moment.

In preparation for the museum visit, Mrs. Thompson had every student make a Reflection Journal that they brought with them. At about the mid-way point students sat down in a rest area and spent about 10 minutes writing in their Reflection Journal. They were quiet, in their own thoughts, not chatty or sharing what was in their mind. It was ten minutes of true reflection. That was a pinnacle moment. Having some time to process what they had been properly prepared to see solidifies the immersive teaching and full student engagement. It was moving to see.

I am convinced this experience and those similar examples playing out in different Kent School classrooms will stay with our students far longer than what they study and memorize for tests. As a classroom outsider it was fulfilling for me to see this full rotation of teaching and learning. As the teacher and creator of this immersive teaching and learning experience, Mrs. Thompson said, “I don’t think I have ever been more proud of my students. Their level of engagement was inspiring. They were as invested in this experience as I was.”

Learning Has No Limits

by Tricia Cammerzell, Assistant head of School for Advancement

It is late January and Kent School is closed because of a snow and ice storm. We are working and going to school from home today. My workspace is at my kitchen counter so I can have breakfast while answering emails and sending updates. I opened my breakfast cup and on the inside of the lid was the phrase Learning Has No Limits. How appropriate for a school community that has had to pivot to virtual learning because we have used all of our allotted snow days.

If the COVID-19 pandemic gave us anything positive it is our ability to pivot to remote learning and remote work. Prior to the pandemic, we didn’t really think about remote school as an option. To make up for using excess snow days, we would have cancelled planned school holidays and perhaps even extended our academic year. Now, our teachers and students know this assignment as well as they know their class assignments. They open Google Classrooms and get on with their plans.

It is certainly not our preference to be working and learning alone. We believe wholeheartedly in the value of collaboration and conversation. Being part of a learning community broadens our learning horizon. We learn from varying interpretations and diverse life experiences. We miss being with our friends and colleagues. School is a more robust experience when we are together.

But today, and perhaps for a day or two next week as another storm looms, Learning Has No Limits at Kent School thanks to teachers and students who embrace any opportunity to learn. I am excited to see and hear about the creative and fun ways our teachers are engaging our students virtually. I know they will exceed expectations because our teachers also know that Learning Has No Limits.

Presenting The Balance Project

by Nancy Mugele

I just watched a CBS News segment that made me think of our parents. As a parent, you’ve likely felt the “digital tug-of-war.” You want your child to be safe and connected, but you also see the way their eyes glaze over when they stare at a screen for a long time, or the way their anxiety spikes over a missed text.

We’ve talked about this before, but it bears repeating because the tide is finally turning. 

Two years ago, Kent School took a bold stand by implementing a comprehensive cell phone policy that effectively removed phones from the daily rhythm of student life. We didn’t do it to be “old school,” we did it because we saw how phones were supplanting human interaction and distracting students from learning.

Since the ban, the results have been transformative. Students have been forced to do something radical: look each other in the eye and talk. Our journey has shown that student focus and engagement has returned when the phones are left at home. 

One of the most effective ways to make this change stick is through the Wait Until 8th pledge. This movement empowers parents to rally together to delay giving children a smartphone until at least the end of 8th Grade. The genius of their “promise” is that it only becomes active once 10 families from the same grade and school have signed on. This removes the fear of social isolation—your child won’t be the “only one” without a phone because a community of peers is waiting right alongside them. Over 130,000 parents have already used this collective pact to decrease the pressure and let kids be kids a little longer.

This movement isn’t just happening inside school walls. Organizations like The Balance Project, featured in the CBS news segment, are giving parents the tools to reclaim childhood from the digital ecosystem. Founded by Holly Moscatiello, The Balance Project emphasizes that “we aren’t just fighting an app; we’re fighting for a lifestyle.”

The Balance Project encourages “Balance Boxes” (filled with tangible toys like Rubik’s cubes and clay) to replace screens, but its real power lies in community. Like Wait Until 8th, the Balance Project advocates for a “25% tipping point”—if just a quarter of parents in a neighborhood agree to delay smartphones, the peer pressure on the kids (and the parents!) starts to dissolve. Balance Boxes are also great for family car trips or dinners out.

The CBS News segment also highlighted why this “banding together” is the secret sauce. For years, parents have felt like the “mean one” for saying no while every other kid in the 5th Grade gets an iPhone. But the segment featured families who are joining forces to delay smartphone use collectively.

When parents unite, the “Fear Of Missing Out” (FOMO) disappears because the whole group is “missing out” together—and finding something better in the process. Some groups are even reviving landlines or using “brick” or flip phones (calls and texts only) to ensure communication without the added effects of AI and/or the dopamine-loop of social media.

Saying no to a cell phone isn’t about being anti-tech; it’s about being pro-childhood. It’s about protecting a child’s right to be bored, to be curious, and to be present – something we wholeheartedly support at Kent School.

If Kent School can do it for an entire campus, you can do it for your own home. But let’s not do it alone. Reach out to three other parents today. Start a pact. Visit Wait Until 8th and The Balance Project sites. Let’s give our kids their childhood back.

Also, this Saturday, January 24th, is a special day: The Reset, organized by Outward Bound USA. It’s a national event encouraging everyone (and young people in particular) to step away from screens and do something outdoors. Maybe in the snow!

An Academic Marathon: Why January to May is Peak Deep Learning Season

by Nancy Mugele, Head of School

As educators and students alike emerge from the festive haze of the winter break, there’s a palpable shift in the academic atmosphere. The beginning of the academic year, from September to December, often feels like a gradual ascent – a necessary period of acclimatization, review, and establishing routines. But once the calendar flips to January, the pace quickens, and it’s clear that the period from January to May is where the most profound and concentrated “deep learning” truly takes hold.

The initial months of the academic year are crucial, but the learning often leans towards foundational work.

• Review and Reinforcement: Teachers spend considerable time revisiting prior knowledge and ensuring all students are on a level playing field. This is essential scaffolding, but it’s not always about forging new, complex cognitive pathways.
• Establishing Expectations and Routines: A significant portion of the early weeks is dedicated to classroom management, navigating new social dynamics, and learning the unique rhythms of each course. This “meta-learning” about how to learn in a particular environment is vital but diverts energy from content mastery.
• Assessments: Initial tests and assignments are often designed to gauge understanding rather than push students into unfamiliar intellectual territory.

This isn’t to say learning isn’t happening; rather, it’s often broad rather than deep, setting the stage for the intensive work to come.

When January arrives, the training wheels come off. Students are settled, expectations are clear, and the real intellectual heavy lifting begins

• Established Foundation, Ready for Complexity: With foundational knowledge reviewed and routines solidified, students are cognitively prepared to tackle more intricate concepts, engage in higher-order thinking, and make connections across disciplines. 
• Project-Based Learning and Application: This period often sees an increase in project-based learning, research papers, and complex problem-solving activities. These tasks inherently demand deep learning – requiring students to synthesize information, apply knowledge in novel contexts, and engage in critical analysis. Research consistently shows that active, applied learning methods lead to more robust and lasting understanding than passive reception of information.
• Cumulative Knowledge and Interconnectedness: As the year progresses, subjects naturally build upon themselves. The concepts introduced in September and October now serve as building blocks for more advanced topics. Students are challenged to see the interconnectedness of ideas, moving beyond isolated facts to construct a holistic understanding. This cumulative nature fosters true deep learning, where knowledge isn’t just acquired but integrated into a broader framework.
• Cognitive Endurance: By this point in the year, students have developed a certain cognitive endurance. They are more accustomed to sustained periods of intellectual effort, making it easier to enter “flow states” – periods of intense focus and immersion in a task – which are hallmarks of deep learning.

So, as we navigate the months from January to May, with more than half of the academic year still ahead of us, let’s recognize it for what it is: an academic marathon where the most profound and transformative learning often occurs. For educators, it’s a time to challenge, facilitate, and INSPIRE students through complex intellectual landscapes. For students, it’s an opportunity to dive deep, connect ideas, and truly solidify their understanding, moving beyond mere memorization to genuine mastery.

Ready, set, go!