In 糖心原创鈥檚 Middle School, world language learning is designed to do more than build vocabulary, it cultivates curiosity, cultural proficiency, and global perspective. Through an inquiry-driven French Food Unit, Grade 8 students explore how language, history, and culture intersect, reflecting 糖心原创鈥檚 commitment to preparing learners to be college ready, globally competitive, and engaged citizen leaders.

Led by French teacher DeShawn Jenkins, the unit uses gastronomy as a powerful entry point into cultural understanding and real-world application.

Starting With Questions

Rather than beginning with memorization, Jenkins launches the unit with student-generated inquiry questions that spark deeper thinking.

鈥淲e鈥檙e not just learning about food,鈥� Jenkins explains. 鈥淲e鈥檙e learning about history, culture, and grammar. I jump in with the history and culture before we start learning words so students鈥� thoughts are already rolling.鈥�

Students investigate questions such as why French food is globally celebrated, how gender influences French vocabulary, and how historical events shaped modern restaurant culture. Along the way, they discover surprising insights, including the Austrian origins of iconic pastries and the impact of the French Revolution on dining traditions.

This interdisciplinary approach reflects 糖心原创鈥檚 learning model, where students explore complex ideas through connected experiences that foster meaning and relevance.

As learners examine French gastronomy, they simultaneously reflect on their own cultural norms. Students explore regional food traditions, dining etiquette, meal structure, and the cultural importance of slowing down to share meals. They also examine contemporary shifts, including the rise of fast-food culture in France, challenging assumptions and encouraging nuanced thinking. Food-centered idioms, school lunch practices, and table etiquette further deepen understanding, allowing students to see how language reflects cultural values.

Jenkins believes food provides a natural pathway to cultural competency. 鈥淔ood is one of the first entryways most people have with culture. It makes learning exciting and helps students see how cultures intersect and influence each other. Food, its ingredients, how it鈥檚 prepared, and even how it鈥檚 eaten, contains origin stories that speak to learners through smell, taste, and even what they are called. In the French food unit, I incorporate my lived experiences in Europe and Africa to not only spark curiosity but to show relevance and relatability. These experiences could potentially be theirs. We have Moroccan tea ceremonies and discuss the journey of tea from China to the Meghreb, and we eat Senegalese Cheb-bu-gen (rice with fish), which is normally eaten communally around a large bowl and often with hands. Both of these are former French colonies, and their food expresses the diversity, richness, and connectedness of their cultures with France,鈥� she says.

True to 糖心原创鈥檚 expeditionary learning approach, the unit extends into authentic experiences that allow students to apply language skills in real contexts. Planned expeditions include visits to caf茅s and restaurants where students can observe culinary preparation, interact with native speakers, and order meals in French.

One potential experience explores the French colonial influence in Vietnam through a local restaurant partnership, highlighting how food traditions reveal global connections.

Jenkins emphasizes the broader impact of these cultural intersections, 鈥渨hen you look at food traditions across Senegal, Vietnam, and France, you see how cultures mix and influence each other. The things we take for granted aren鈥檛 arbitrary 鈥� there鈥檚 always a story behind them.鈥�

These experiences reinforce 糖心原创鈥檚 belief that meaningful learning happens when students engage with the world beyond the classroom. Rather than rote repetition, learners explore concepts through context, examining how language structure reflects cultural thinking and why grammatical elements matter in communication.

Jenkins reflects on the shift, 鈥渋t鈥檚 not your traditional rote and repetition class. The goal is to help students think about language, culture, and the world in new ways.鈥�

Technology integration and student-designed learning experiences further personalize the journey, aligning with 糖心原创鈥檚 commitment to innovation and competency-based growth.

Language as a Global Advantage

World language learning also supports 糖心原创鈥檚 focus on future readiness and global competitiveness. Jenkins highlights the strategic value of French in an increasingly interconnected world.

鈥淭he world is globalized, and the fastest-growing markets are in Africa, where many countries use French as a primary language. Learning French gives students a competitive advantage.鈥�

By connecting language learning to global markets, cultural awareness, and career opportunities, students begin to see themselves as future leaders capable of navigating international contexts.

Through this work, students are not only developing language skills but also building empathy, perspective, and confidence as global communicators.

As Jenkins notes, 鈥済etting students into culture through food makes learning meaningful, and helps them understand the world in a deeper way.鈥�

At 糖心原创, experiences like this ensure learners graduate with the knowledge, skills, and mindset needed to thrive in college, compete globally, and lead with purpose as engaged citizen leaders.

The post A Taste of Culture: How Middle School French Connects Language, Inquiry, and Global Learning appeared first on 糖心原创.

It was.

The , which was just released this morning goes in depth behind Grant鈥檚 book Hidden Potential: The Science of Achieving Greater Things. The episode is a discussion between Oprah and Grant and features three guests, and our very own Molly Hudson is one of them! Grant鈥檚 book is a mirror of 糖心原创鈥檚 approach to teaching and learning and so much of what we do at 糖心原创 reflects the very research Grant explores.

A Schoolwide Read, A Shared Mindset

Long before producers called Molly, Kristy Lundstrom, Head of School, led the entire 糖心原创 faculty and staff in an all-school read of Hidden Potential over the summer. Preparing for the 2025-26 school year, teachers reflected on what it means to unlock potential in their students and in themselves.

Faculty and staff immediately connected Grant鈥檚 findings to 糖心原创鈥檚 mission as a school of inquiry, innovation, and impact:

• Developing prosocial behaviors by starting with questions, beginning in preschool.
• Creating a culture of innovation through feedback, where teachers, families, and students actively shape one another鈥檚 growth.
• Fostering joy and fun as an essential element to cultivating a lifelong love of learning.

鈥淎t 糖心原创, we don鈥檛 just read Hidden Potential, we live it,鈥� says Hudson. 鈥淓very day, we see students learning to be comfortable with the uncomfortable and discovering what they鈥檙e capable of.鈥�

Learning in Action

Across the Lower School, teachers designed experiences that help children practice perseverance, curiosity, and courage.

Earlier this year, in Grade 1, students studying the Human Body interviewed professionals including dentists, orthopedic surgeons, and even the Head Varsity Football Coach, armed with sticky notes full of their own questions.

In Preschool Tinker Time, students start their mornings building, creating, and redesigning with loose parts. Towers fall, ideas flop, and collaboration flourishes.

鈥淲e design opportunities for kids to try and try again,鈥� says Hudson. 鈥淢istakes fuel learning. Feedback fuels next steps.鈥�

These early experiences mirror what happens later in 糖心原创鈥檚 Innovation Diploma program, where Upper School students partner with major corporations to solve real-world challenges.

Extending It to Families

The Hidden Potential conversation didn鈥檛 stop with faculty. Over the summer, a 糖心原创 parent, unaware it was the school鈥檚 all-faculty read, emailed Molly to share how meaningful the book had been for their family.

That moment sparked the Lower School Parent Book Club, bringing together 25 parents this fall to explore ideas like:

• Progress is not linear鈥攊t loops.
• Growth comes from discomfort.
• Character is how you show up on a hard day.

鈥淎s parents and educators, we know hard days will happen,鈥� says Hudson. 鈥淥ur role isn鈥檛 to clear the hard鈥攊t鈥檚 to give kids the tools to handle it.鈥�

Unlocking Potential, Together

From faculty reflections to family conversations, Hidden Potential has become a shared language at 糖心原创鈥攐ne rooted in curiosity, feedback, and growth.

鈥淚 love that our educators and parents are aligned around a common goal,鈥� Hudson reflects. 鈥淭o see and unlock the hidden potential in ourselves, in one another, and especially in the children in our care.鈥�

Listen to the episode: Molly Hudson joins Oprah Winfrey and Adam Grant on Oprah鈥檚 new podcast 鈥�

The post Hidden Potential, Real Impact: Molly Hudson Joins Oprah and Adam Grant in a Global Conversation appeared first on 糖心原创.

糖心原创 is more than a school. We are a learning organization that thrives on curiosity, research, and bold problem-solving. Nowhere is that more alive than in our Research, Design, and Iteration program. Through RDI, teachers don鈥檛 just deliver curriculum鈥攖hey create it, refine it, and imagine what comes next.

Late Start Days give faculty dedicated time to experiment, prototype, and innovate. These blocks of time, combined with faculty meetings and professional learning days, allow teachers to design dynamic, student-centered learning experiences that connect directly to the Impact Ready Project. Innovation at 糖心原创 is not a one-off initiative. It is woven into the DNA of the School.

This year, 223 糖心原创 employees are participating in 18 RDI groups, each advancing learning, strategy, and experience across the School. Examples of the groups include: AI Catalyst, Futures Thinking, IDEA Curriculum Review, Impact Summit Development, Behavioral Health and Wellness, Global and Cultural Competencies, and Humanities, Neuroscience, and Differentiation.

Lower Campus Maker Teacher Constanza Pizano shared how her experience in RDI has shaped her practice: 鈥淚 started my career in research so RDI has always felt relevant. I spent two years as a part of the AI group where we grappled with questions of ethics, student experience, and engaged in futures thinking. I feel like those two years gave me a foundation to build on. I could then bring this knowledge back to my team or answer parent questions. The work we engaged in not only established the school鈥檚 position on the technology but also helped stretch me as a practitioner.鈥�

Spotlight: AI Catalyst

This year, the AI Catalyst group is divided into three teams, each advancing a critical dimension of AI in education.

The AI Fluency and Curriculum and Design team, led by Mary Ann Stillerman, is building a K鈥�12 curriculum framework to develop student AI literacy and define faculty and staff competencies.

The AI Tools and Use Cases team, led by Tyler Dale, is prototyping AI tools for classrooms and school operations and producing a comprehensive handbook to guide their use.

The AI Ethics and Position team is developing a responsible use framework and an ethical position statement for 糖心原创, aligned with and standards and grounded in our values.

Leah Hannon, Head of Middle School and lead for the AI Catalyst group, says, 鈥淲e want AI practices to be part of every teacher鈥檚 toolbox. This work helps us think about where AI literacy fits in the classroom, how to integrate AI vocabulary into our 糖心原创 language, and how to ensure we use AI responsibly as a school. It鈥檚 an exciting step forward for our students and staff alike.鈥�

These teams are asking bold questions. Which AI tools are best for students versus teachers? How can AI literacy be integrated across all grade levels? How can we ensure that AI practices are ethically sustainable? They are building frameworks that will equip both students and educators to navigate the future with confidence and purpose.

Spotlight: IDEA Curriculum Review

The IDEA Curriculum Review RDI group, led by Dr. Chaundra Suddith, serves as a design team committed to advancing culturally and historically responsive teaching across 糖心原创 by reviewing academic disciplines and content areas K鈥�12 through the IDEA lens in support of Target 4 of the MV Impact Ready Project. Dr. Suddith draws inspiration from Gholdy Muhammad (2023): 鈥淥ur students are a Song of Color and beauty. They are 鈥楤looming,鈥� but only for those of 鈥榙eserving eyes鈥欌�攖hose who deserve to be in the presence of their greatness.鈥� The group is conducting course audits, gathering student feedback, studying key texts, analyzing performance trends, and revisiting course design frameworks to strengthen accessibility and belonging. Centered on the driving question, How might we assess current curriculum and design future curriculum that cultivates an environment where all learners are seen, valued, and heard while developing cultural proficiency across all learning experiences at 糖心原创?, the team will provide feedback on language, alignment, and instructional best practices to share with division leaders, learning architects, and the Teaching & Learning team. Although Unearthing Joy is the primary book study, supplemental resources further guide the team鈥檚 work as they curate curriculum insight that recognizes, supports, and celebrates every learner鈥檚 potential.

Every RDI project is led by educators who know our learners best. Faculty and staff collaborate across teams, divisions, and roles to design experiences that put students鈥� curiosity, growth, and joy at the center. Many projects span multiple years, modeling a growth mindset that we hope every Mustang will carry into their own learning journey. This is innovation that matters, innovation that lasts, and innovation that transforms the student experience.

Our Next Late Start Day is December 10.

The post Behind the Scenes: How 糖心原创 Teachers Design the Future of Learning appeared first on 糖心原创.

A Partnership with Purpose

This year, 糖心原创 celebrates its largest group of students serving on the Georgia IDA Teen Board, with nine Upper School representatives. The Teen Board meets monthly to collaborate on outreach projects, plan community events, and support initiatives, including:

• The Dyslexia Dash 鈥� a 5K and 1-mile event to raise awareness and support for individuals with dyslexia. This year鈥檚 race took place on Saturday, October 18, with over 2,000 runners and a team of 糖心原创 volunteers helping with race warm-ups, manning water stations, cheering on runners, and running a kid zone.
• Rock for Dyslexia 鈥� a campaign where students paint messages of encouragement on rocks displayed across Atlanta with an annual competition in October.
• Student panels at the , which occurred on Oct 23 – 25, sharing their experiences and advocating for learners nationwide.

糖心原创 volunteers helping with race warm-ups

Mentorship and Growth

Samantha Flowers, Director of Academic Resource Services, serves as one of six IDA- Teen Board Advisors along with Wendy Raynor and Janet Street, the IDA-Teen Board co-chairs. They support students in every stage of their leadership journey, guiding them to take initiative, communicate with purpose, and transform personal experiences into advocacy projects.

Students like Anna Hollis (Class of 2026, Team Captain) see these experiences as a leadership bootcamp: 鈥淚t鈥檚 a good leadership opportunity because you have to be willing to tell them what鈥檚 next鈥very meeting I would send an e-mail to my team鈥� this is what we need to work on this month.鈥� She added, 鈥淚t was a whole team effort.鈥�

For Phia Calvo (Class of 2027), leading a personal project also helped develop her advocacy skills: 鈥淚DA gave me the opportunity to present [my book] at the Dyslexia Dash, which honestly helps me as a leader because it shows I can take initiative for what I want to do and it allows me to pursue my passion in that way.鈥� She reflected, 鈥淒yslexia has never stopped me from wanting to accomplish anything that I鈥檝e wanted鈥� it really just does not set a boundary.鈥�

Learning that Empowers

Samantha Flowers emphasizes that 糖心原创鈥檚 environment naturally supports diverse learners:

鈥淭he reason why a dyslexic learner is successful at 糖心原创 isn鈥檛 only because of our Academic Resource Department鈥攊t鈥檚 because of what we do for all students. We give students choice, flexibility, and time. They build relationships with teachers, have options for how to demonstrate learning, and are supported by a schedule that meets their needs. When you add technology and AI, it鈥檚 a game-changer. We鈥檙e not modifying the curriculum or lowering expectations鈥攐ur students with dyslexia are often some of our highest performers. It鈥檚 simply the way we teach that lends itself to their success.鈥�

Through the Teen Board advisors鈥� mentorship, students not only develop self-advocacy and leadership skills鈥攖hey also build social capital, forming networks that extend beyond 糖心原创. These relationships connect them to peers, mentors, and professionals who share their passion for advocacy and empower them to lead change within and beyond their school community.

A Network of Change Makers

The Teen Board鈥檚 impact extends beyond 糖心原创. Student-led projects, such as Kenzie Leonard鈥檚 College Q&A Series, offer practical guidance to high school students nationwide by supporting their transition from high school to college. 糖心原创 students continue to innovate. Phia Calvo is working on a book about dyslexia, while Callie Letbetter led the Teen Board鈥檚 T-shirt design initiative. Leighton Scott hopes to take on even bigger leadership roles in the future: 鈥淪ometimes the information wasn鈥檛 super clear for me, and I look forward to improving upon communication to make this opportunity even better for the upcoming years..鈥�

糖心原创 continues to expand its Academic Resource offerings through initiatives like the Boost Program, which offers extended scaffolding for students who require additional literacy support beyond the early intervention years. Alongside expanded professional development for teachers, these initiatives embed support for diverse learners into the fabric of the School.

Through programs like the IDA Teen Board, 糖心原创 students are not just learning about advocacy, they鈥檙e living it. They are cultivating empathy, growing networks of influence, and proving that leadership doesn鈥檛 depend on title or age. Whether organizing an event, writing a book, or painting a rock, they鈥檙e showing what it means to lead from where you are, using connection, courage, and compassion to make an impact.

The post Leading with Empathy, Advocating for Others: 糖心原创 Students Champion Dyslexia Awareness appeared first on 糖心原创.

Research consistently shows that when students feel a genuine sense of connection, they flourish. A meta-analysis of over 50 studies revealed that school belonging predicts stronger motivation, improved social-emotional outcomes, and higher academic achievement.鹿 International data from PISA similarly confirms that students who report a greater sense of belonging are more engaged, less anxious, and better prepared to learn.虏 In fact, even small interventions to build belonging during times of transition, like starting high school, have been shown to increase grades and long-term persistence.鲁

For us, the insight is clear: relationships are foundational for learning.

Investing in Connection from Day One

Our Upper School didn鈥檛 wait for belonging to develop by chance; it was intentionally designed before classes even began. We lead with design questions that included: How might we foster a culture of commitment and belonging for all students? And, how might we meet students where they are to make their transition years more impactful?

Freshman Retreat: Building a Launchpad

The weekend before their first day of high school, ninth graders traveled to Knoxville, TN, for a retreat led by Margaret Gunter, Director of Grade 9 Counseling and Academic Resource. The design was simple yet powerful: immerse students in shared experiences where trust, laughter, and collaboration could spark. In a pivotal transition year, this retreat became a relational scaffolding, helping students meet their people, discover their strengths, and begin their high school journey with confidence.

One of the most intentional elements of the retreat was the inclusion of Grade 10 mentors. Nine students from the Class of 2028 joined the trip, offering guidance, answering questions, and sharing their own experiences from freshman year. For the new ninth graders, this meant gaining both insight and a new circle of familiar faces to look for on campus.

The retreat鈥檚 design was also powered by an incredible team of teacher-chaperones鈥攆aculty who invested their time not just to supervise, but to build relationships and create moments of joy alongside students.

Highlights included:

• A student-designed sweatshirt made just for the Class of 2029
• A day of thrills at Dollywood, filled with fun and shared adventure
• Cheering together at a Tennessee Smokies baseball game
• A celebratory team dinner aboard a riverboat, where conversation and community came alive
• Sunday morning small-group rotations, from writing a letter to their senior self to team-building games and guided discussions with Grade 10 students about navigating high school
• A closing lunch at Coolidge Park in Chattanooga, a final moment of connection before returning home

When learners know they belong, they are freer to explore, experiment, and push beyond what they thought possible. That is innovation in action.

Senior Retreat: Charting Purposeful Futures

Meanwhile, our seniors gathered at Ocoee Ridge Camp in Tennessee on a retreat crafted by the College Counseling team, Dr. Erin McCubbin, Ariel Merritt, Jarrett Tate, Ryan May, and Alejandro Ramirez, multiple senior advisors, and faculty members. Seniors are at a different kind of threshold: poised to design their next chapter. This retreat focused on three pillars:

• Relationships that sustain students through milestone moments
• Readiness for the rigors of applications and transitions
• Reflection on purpose, strengths, and legacy

What made this retreat especially powerful was the balance it struck. Just as seniors face the weight of applications, decisions, and futures, the retreat gave them space to simply be kids again. They embraced play鈥攄iving into activities, laughing with friends, and even stacking their phones in piles so they could be fully present with one another.

Highlights included:

• Breaking in a new lazy river and enjoying a wave pool and water slide park
• Tackling a high ropes course and rock climbing
• Playing paintball, including friendly competition against teachers
• Engaging in ga ga ball, 9-square, and pickup basketball during downtime
• Working intentionally on college applications and personal reflection

By centering belonging and purpose while also giving students the freedom to unplug and play, the retreat equipped seniors not only to finish well, but to lead with impact鈥攇rounded, connected, and renewed.

Belonging Powers Innovation

When learners feel safe and connected, they are more willing to ask bold questions, test ideas, and persist through challenges. Research consistently shows that belonging predicts stronger academic outcomes, higher engagement, and greater well-being. In schools around the world, it is the differentiator between students who merely attend and students who truly thrive.

Belonging is not a side initiative鈥攊t is a deliberate strategy. From retreats and advisory to daily connections with faculty mentors, relationships form the backbone of the 糖心原创 experience. Relationships bring to life our identity and commitment from paper to action. Once students are rooted in trust, they鈥檙e free to innovate, iterate, and imagine solutions to the challenges shaping our future.

At 糖心原创, we start with belonging because the boldest ideas grow in the richest soil of community.

The post Belonging First: The Foundation of Learning at 糖心原创 appeared first on 糖心原创.

What is it like to be a high school student in 2024?

While that question may seem straightforward, the goal was far more ambitious: to encourage students to consider how context, culture, and perspective shape the student experience 鈥� and to express that story in a voice that鈥檚 honest, thoughtful, and their own.

For 糖心原创 senior Cara Phan, who was born in Vietnam and attended preschool there, that meant teaming up with Anh Dang, one of four visiting seniors from , who shares a dynamic and purposeful partnership with 糖心原创. Their collaboration offers more than a comparison of two education systems; it embodies the kind of global empathy, curiosity, and understanding that 糖心原创 strives to nurture in every learner.

Their story, Same Planet, Different Schools, was first published in December 2024 in the Mustang Memo 鈥� 糖心原创鈥檚 digital newspaper created entirely by students for students. Written, formatted, and edited by the Mustang Memo Club, the publication is released three times a year and covers Arts, Athletics, Academics, Current Events, and Pop Culture.

Purposeful Learning, Global & Cultural Proficiency

The Journalistic Narrative Project is a clear example of how 糖心原创鈥檚 mission comes to life 鈥� expanding not just individual worldviews but our community鈥檚 collective perspective through real-world learning.

Same Planet, Different Schools

We are seniors navigating two worlds, one classroom at a time.
By Cara Phan and Anh Dang

In Vietnam, we have something called sao 膽峄� 鈥� 鈥渞ed stars鈥� who are basically student hall monitors on steroids. These kids, clipboard in hand, march into classrooms like mini-dictators, hunting for offenses like untucked shirts or a rogue candy wrapper on the floor. One mistake and your entire class loses points. It鈥檚 equal parts stress and spectacle, like living in an endless competition where the stakes are spotless floors and perfectly tucked uniforms.

“Stepping into a U.S. high school felt like entering uncharted territory 鈥� a place where there are no sao 膽峄� lurking in the hallways, but nonetheless plenty of other quirks to navigate.”

While Cara has been in the U.S. long enough to know how to pronounce 鈥減ep rally鈥� without pausing, I鈥檓 still the newbie, fresh off the plane and constantly in awe of the differences. Together, we鈥檝e noticed just how much culture and education intersect, from how students move between classes to what is served (or not served) at lunch.

In Vietnam, school is highly structured. You stay with one homeroom class all day, and the teachers come to you. There鈥檚 no shuffling between rooms, no comparing schedules, and no figuring out which way to turn when the halls split into confusing directions. But here? Students practically live out of their backpacks, darting between rooms like contestants in a scavenger hunt.

One of the first things that caught me off guard was how classes here aren鈥檛 strictly divided by age. Back in Vietnam, if you鈥檙e 16, you鈥檙e in 11th grade, no exceptions. But here, I鈥檝e been in classes with freshmen, sophomores, and other seniors like me. It鈥檚 a little jarring to work on a group project and realize your partner wasn鈥檛 even in middle school when Frozen came out.

Then there鈥檚 the freedom to choose your classes. In Vietnam, your schedule is set in stone 鈥� math, science, literature, rinse, repeat. Specialized classes like theatre or pottery are practically unheard of. Here, you can take something like film studies or digital art, and no one bats an eye.
Cara personally loves how casual relationships with teachers are in the U.S. They鈥檙e like your friends here! You can crack a joke, and they鈥檒l laugh instead of giving you the 鈥測ou鈥檙e being disrespectful鈥� look. In Vietnam, the teacher-student relationship is much more formal. You wouldn鈥檛 dream of addressing your teacher without using a title, and the idea of them laughing at one of your jokes? Unimaginable.

“Vietnamese schools taught us discipline and structure; the U.S. has given us freedom and opportunities to explore our interests.”

Lunch is another thing we鈥檝e talked about at length. In Vietnam, school lunches are carefully planned, often featuring rice, vegetables, and some sort of protein. Here, lunch feels鈥� optional. Pizza, fries, and mystery meat seem to dominate the menu. Cara joked that the salad bar at her previous public school looks like an afterthought, as if someone said, 鈥淥h yeah, we should probably include vegetables.鈥�
Transportation is also wildly different. In the U.S., school buses are everywhere. If you live far from school, there鈥檚 probably a big yellow bus with a huge stop sign ready to pick you up every morning. In Vietnam, public schools don鈥檛 typically provide transportation, so students either bike, walk, or get dropped off by parents. The lucky ones ride on the back of a motorbike, weaving through morning traffic like a scene from an action movie.

Of course, we can鈥檛 forget sports. Competitive sports are a massive part of American high school culture. Entire towns come together for football games, and student-athletes can even get scouted for college scholarships. In Vietnam, sports exist, but they鈥檙e not nearly as central to school life. Sports scholarships? Good joke. Academics is the utmost priority back home 鈥� often to an extreme.
This brings us to perhaps the most significant difference: the emphasis on grades. In Vietnam, grades are everything. They reflect not just your understanding of a subject but your worth as a student 鈥� and sometimes, sadly, as a person. The grading system is simple: scores from 1 to 10, with national exams determining your future. No personal essays, portfolios, or extracurricular achievements factored in.
In the U.S., grades still matter, but there鈥檚 more balance. Teachers consider effort, creativity, and participation. Parents seem more focused on well-being and growth. My dad, like many Vietnamese parents, initially struggled with the more relaxed approach. They鈥檇 see an 85 and ask, 鈥淲hy not 100?鈥� But over time, my family has learned to value growth beyond the numbers.

“School is never just about academics. It鈥檚 about the people, the culture, and the little moments that make each day unique.”

For both of us, being international students has been a journey of constant adaptation. We鈥檝e learned to laugh at the absurdities 鈥� like still figuring out what a pep rally actually involves 鈥� and appreciate the strengths of each system. Vietnamese schools taught us discipline and structure; the U.S. has given us freedom and opportunities to explore our interests.

There鈥檚 one thing we鈥檝e realized through this project: school is never just about academics. It鈥檚 about the people, the culture, and the little moments that make each day unique. Whether it鈥檚 a sao 膽峄� deducting points for an unironed shirt or a teacher joining you for a round of Fortnite, these experiences shape us in ways we never expected.

Now, if someone could just explain to me why football is played with hands and not feet, I think I鈥檇 finally have this American school thing figured out.

The story above offers all of us a reminder: learning is not just about mastering academics but about the small moments 鈥� a conversation, a new perspective, a step into the unfamiliar 鈥� that shape who we become.
As 糖心原创鈥檚 global footprint grows, so does our opportunity 鈥� to listen deeply, think expansively, and lead with understanding. Through experiences like this, we are learning not just to tell stories but to build bridges between countries, cultures, and communities.

This is what it means to be truly globally competitive.

The post Global Perspective through the Eyes of Students appeared first on 糖心原创.

Designed to nurture engaged citizen leaders, the Student Dialogue Series strengthens empathy while building community and culture. Rooted in the Fruits of the Spirit, the Integrity Blueprint鈥攄eveloped at the beginning of the 2024-25 school year鈥攇uides these discussions, reinforcing shared values and deepening relationships.

Faculty and staff equipped students with strategies for engaging in complex discussions with confidence. Through structured reflection, shared purpose, and active listening, students developed self-awareness, recognized diverse perspectives, and strengthened relationships.

Dr. Chaundra Suddith played a key role in guiding the series, which took place over seven sessions during Mentor Group time. A reflective board captured students鈥� insights on values, empathy, and social-emotional wellness. Notable student perspectives included:

• 鈥淚 have learned more about listening to people and realized I have more on my mind than I thought. I can take action by talking to more people.鈥�
• “Listening with an open mind helps us grow. We don鈥檛 have to agree, but we should always respect each other.”
• “It was nice to hear and share about our values because it helped me see what I should be grateful for.”

The Student Dialogue Series aligns with Target 4 (Culture & Connection) of 糖心原创鈥檚 strategic plan, The Impact Ready Project, which emphasizes critical thinking, empathy, and ethical decision-making. By fostering respectful discussions, 糖心原创 prepares students for active, engaged citizenship.

As the second half of the 2024-25 academic year continues, the School remains committed to fostering a culture where students not only learn about integrity but actively practice it鈥攂oth inside and outside the classroom. Through initiatives like the Student Dialogue Series, 糖心原创 is equipping students with the lifelong skills to lead with integrity, engage thoughtfully, and build meaningful connections in an increasingly complex world.

The post How Dialogue Shapes Middle School appeared first on 糖心原创.

Recently, students in Josh Amerson鈥檚 class embarked on an experiential journey, visiting Temple Sinai Synagogue, Holy Innocents鈥� Episcopal Church, and the Drepung Loseling Buddhist Monastery. These visits provided a firsthand look at sacred spaces and the significance of religious ceremonies, offering students the opportunity to engage in thoughtful dialogue with faith leaders. By listening to how different religious traditions interpret life, purpose, and the human experience, students began to form meaningful connections between faith, culture, and identity.

Senior Amelia Katz reflects on her experience, 鈥淰isiting various places of worship after studying traditions of different faiths in class was truly eye-opening. It鈥檚 one thing to hear about different beliefs, but stepping into these sacred spaces and hearing from faith leaders made everything feel more real and personal. I gained a deeper appreciation for the values and traditions that shape different communities, and it challenged me to think more critically about my own perspectives. It was a powerful reminder that while our beliefs may differ, the search for meaning and connection is something we all share.”

Rooted in 糖心原创鈥檚 commitment to developing critical thinkers and empathetic leaders, Believe It or Not is structured around five major world religions鈥擩udaism, Christianity, Islam, Hinduism, and Buddhism. The course invites students to explore each tradition鈥檚 historical foundations, key beliefs and practices, and its vision for the future. Through interactive discussions, group research, and immersive site visits, students move beyond textbooks, engaging with faith as a living and evolving experience.

A key component of the course is the Interfaith Chapel Experience, designed and led by students as a culminating project. This initiative encourages students to weave together diverse spiritual elements鈥攊ncluding religious music, sacred texts, prayer traditions, and reflection activities鈥攊nto a service that both honors religious diversity and highlights shared human values. Whether selecting scripture, leading meditation, or curating a musical selection, each student plays an integral role in creating an inclusive and meaningful experience for their peers.

On February 19, the class will take the lead in the Upper School Chapel, sharing their reflections and insights from this journey. Through this experience, they hope to inspire the 糖心原创 community to engage in more meaningful, respectful, and welcoming discussions about faith鈥攂oth within their own traditions and across diverse belief systems.

At a time when the world often seems divided by differences, this course seeks to empower students with the tools to foster unity through understanding. By developing humility, empathy, and respect for different perspectives, these young learners are not just studying religion; they are cultivating a mindset of openness and a lifelong commitment to seeking knowledge and connection across cultures.

As a school that values curiosity, dialogue, and innovation, 糖心原创 continues to create opportunities for students to think deeply and engage meaningfully with the world around them. Believe It or Not is more than just a religion class鈥攊t is an invitation to expand perspectives, build bridges, and embrace the diversity of human thought and belief.

The post Exploring Faith and Fostering Understanding appeared first on 糖心原创.

The nine-week course commenced with explorations of foundational stories from various religious traditions, inviting students to ponder the mysteries of existence and creation. Guided by Mr. Amerson’s unwavering commitment to fostering empathy, students delved into the core beliefs and practices of different faiths, grappling with questions of morality, ethics, and spirituality along the way.

Through thoughtful discussions and introspective exercises, students were encouraged to confront their own biases and preconceptions, paving the way for deeper connections and mutual understanding. As the weeks unfolded, students were tasked with envisioning a more inclusive future for their school community鈥攁n endeavor that echoed 糖心原创’s mission of preparing students to be engaged citizen leaders in a global society. From designing interfaith worship spaces to reimagining sacred rituals, their creativity and compassion knew no bounds. Through their projects and discussions, students not only broadened their own horizons but also became catalysts for positive change within their community.

Throughout the course, there were expeditions to the BAPS Hindu Mandir in Lilburn and a visit from Holocaust survivor, Hershel Greenblat.

鈥淥ne of the last projects they were invited to work on was to think about the difference between sacred and secular and design an interfaith worship space to have on campus. Some adapted the gym by putting up different symbols from different faiths and making it a little more inclusive. Others created totally innovative designs including exploring spaces outdoors. Like the Buddha who meditated under a tree. They started to put all these pieces together, recognizing you can still be authentically connected to your own faith while creating space for others to be able to be connected to theirs, and then find those points where we can connect and grow from each other. A couple of them built physical adaptations. They were just so thoughtful, empathetic and compassionate,鈥� Mr. Amerson explained.

Looking ahead, the future of the World Religions class shines bright. Plans are underway to offer the course next year to upperclassmen. The course exemplifies our belief that relationships are foundational and by fostering understanding empathy can take root and pave the way for a brighter, more interconnected future.

The post Help Me See What You See – World Religion Returns to MV appeared first on 糖心原创.

Partnership Genesis

The partnership began over the summer with a call from a representative of Temple Emanu-El, a synagogue in Atlanta, inviting 糖心原创 to participate in the Daffodil Project. The Daffodil Project aspires to build a worldwide Living Holocaust Memorial by planting 1.5 million Daffodils in memory of the children who perished in the Holocaust and in support for children suffering in humanitarian crises in the world today. Daffodils represent poignant hope for the future. They are resilient and return with a burst of color each spring, signifying hope, renewal and beauty. 糖心原创 eagerly accepted the invitation, with the Grade 8 class being a natural fit for the ongoing project.

Knowledge Meeting Impact

The collaboration seamlessly integrates into the Grade 8 curriculum, which involves studying the Holocaust and will include a class trip to the Holocaust Memorial Museum in Washington, DC the first week in March. The partnership also incorporates core literacies including scientific inquiry, with the attributes of empathy and grace. Additionally, the collaboration establishes an important connection between historical lessons and meaningful real-world, real-time engagement.

Survivor鈥檚 Insights

On Thursday, November 16, a Holocaust survivor, Herschel Greenblat came to speak to the entire class sharing his story. Born in the caves of Ukraine, Herschel Greenblat survived the Holocaust because of the resourcefulness and determination of his parents in evading the Nazis. As he states, 鈥淚t is because of my parents鈥� unwavering will that we were able to survive the horrors of the Holocaust.鈥� When the family settled in Atlanta, Herschel learned how to become an American as well as an active member of his southern community. Mr. Greenblat emphasized three essential values: love and respect for parents, teachers, and each other. Following the impactful session, students gathered to plant daffodil bulbs on the Upper Campus.

Community Engagement

Substantial preparation went into cultivating the soil, with each Grade 8 student actively engaging in planting a total of 500 bulbs on the Upper Campus, surrounding the trees near the Middle School. To date, the Daffodil Project Memorial Gardens include 861,000 Daffodils in 469 Locations. You can view the map of all locations .

Student Reflections

The students’ reflections capture the depth of the experience. Sarah Neff from Grade 8 expressed the significance of planting bulbs, stating, 鈥淏eing able to put the bulbs in soil. You鈥檙e helping people remember.鈥�

Charlie Rosenthal from Grade 6 found the experience meaningful as it affirmed his beliefs, while Smith Andres from Grade 8 highlighted the impact of hearing about historical moments from someone who experienced them firsthand. Katherine Gober from Grade 8 emphasized the powerful impact of listening to a survivor’s account, transcending the lessons learned in class.

New Flowers Starting to Bloom

Mr. Greenblat will return to campus next week (February 29) to visit with Grade 8 students and to commemorate the blooms that have recently sprouted. He plans to encourage students to take advantage of their upcoming trip to DC to learn more while visiting the U.S. Holocaust Memorial Museum.

糖心原创 Middle School’s partnership with the Daffodil Project stands as a testament to the power of contextualized learning and community engagement. Through this initiative, students deepened their understanding of history embracing attributes of empathy, integrity and grace. The blooming daffodils on Upper Campus serve as a living tribute, reminding future generations to stand up against injustice and cultivate a world rooted in love, peace and kindness.

The post In Full Bloom: Grade 8 and the Daffodil Project appeared first on 糖心原创.