Then it happens.
A name flashes across the screen. A photo appears. A House color is revealed.
And the gym erupts.
This is House Sorting Day.

Now in its third year, it has become one of the Middle School鈥檚 most anticipated traditions. But the spectacle is about more than school spirit. It is about belonging.

At 糖心原创, belonging is not left to chance. It is intentionally designed.

That design begins before a student ever joins a House. Every Middle School student belongs to a grade-level Community group, a home base led by an adult who knows them by name, notices when something is off, and stays connected throughout the year. These relationships create a foundation of trust and connection.

Within each grade, students are also part of Mentor Groups, smaller communities designed for deeper conversation, reflection, goal setting, portfolio design, and connection. These are spaces where students can be known more fully and develop relationships that extend beyond the classroom.

Then come the Houses. Houses add another dimension to the Middle School experience: connection across grade levels. A sixth grader cheers beside an eighth grader. A new student is welcomed by someone who has already spent two years wearing the same colors. Students don’t simply belong to a grade; they become part of something larger.

“Students thrive when they feel seen and valued,” says David Ayers, Associate Head of Middle School. “Through our house system, one of the first experiences a student has in Middle School is discovering a built-in connection with a wide array of students and faculty, developing meaningful relationships across grade levels, and gaining a sense of identity and the confidence that comes with it.”

That intentionality comes to life on House Sorting Day. As each new student鈥檚 name appears on the screen, the anticipation builds. Then comes the drum roll, not from a snare, but from hundreds of feet stomping the bleachers in unison. When the House is revealed, the students already wearing those colors erupt in thunderous cheers. For the student being welcomed, the moment can be unforgettable.

G6 student, Sage Freeman, said 鈥淚 really liked it and am really excited to be able to connect with my volleyball teammates in the same house.鈥�

Harrison James, also in Grade 6 said, 鈥� Honestly, it was cool and competitive. Being in the Green House is cool as it’s full of energy.鈥� Jane Malloy, also new to the Green House, said, 鈥淚t was fun! I have a sense of belonging because I know a lot of friends in my house (Green!). I look forward to winning and connecting with people in my house!鈥�

For students entering 糖心原创 in Grade 7 or 8, the experience offers something equally important: an immediate connection to a community.

Amelia Decker, an eighth grader, said, 鈥淚 enjoyed the experience and thought it was great to be in a house where I’m with friends that I have made so far this year.鈥�

Saeed Zahedi, a Grade 7 student, shared, 鈥淭he environment was so much fun! Exciting to watch. I’m happy to be in the Blue House and that they welcome me with open arms. Looking forward to what other House games we will be doing this year.鈥�

But belonging at 糖心原创 isn’t simply about being welcomed. Over time, students become the people doing the welcoming. The eighth-grader cheering from the bleachers today was once the sixth-grader waiting for their name to appear on the screen. The student who was welcomed as a newcomer eventually becomes one of the students responsible for making someone else feel at home.

In that way, belonging creates responsibility.

It gives students a chance to lead from where they are, to encourage others, build community, represent their House, and contribute to something larger than themselves.
For Max Hanson, Head of Middle School, that is what makes House Sorting so meaningful. In his message to families ahead of this year’s event, he described the moment when new students are welcomed by their House as one that gives him “chills.” 鈥淭his ceremony is something students will always remember.鈥�

His message to students is simple: everyone belongs.

And the pep rally doesn’t end when the last name is called. Houses immediately begin competing. This year’s celebration included a fast-paced House challenge that pushed the energy even higher. Throughout the year, students earn spirit points through participation, teamwork, and House events. The House with the most points earns the title of House of the Year, celebrated at the culminating event every Middle School student looks forward to: Field Day.

But the trophy isn’t the real prize. The lasting impact is the identity students build, the relationships they form, the traditions they carry forward, and the role they come to play in a community that is bigger than themselves. Because the goal isn’t simply for every student to be able to say, “I belong here.”

The post You Belong Here: Inside the Middle School’s Annual House Sorting appeared first on 糖心原创.

The cheers that followed set the tone for everything that came after.

On August 21, 糖心原创 gathered twice, once for Lower Campus and once for Upper Campus, to open the 2026鈥�27 school year with Convocation, the annual tradition that calls the whole community together to set the purpose and spirit for the year ahead. And this year, that spirit had a name: Creativity.

The Lower Campus Convocation kicked off at 8:50 am after students from PK4 through Grade 5 made the walk across the street to the Upper Campus Gym. Cecelia Rogers (Grade 5) and Ada Rogers (Grade 2) led the community in the Pledge of Allegiance, followed by the Invocation delivered by eighth-grader Liam Ireland. Livi Zelickson, also in Grade 8, then welcomed the younger students with warmth and clarity: “Convocation is not just about starting school; it’s about starting strong, dreaming big, and helping each other along the way.”

Head Prefect Eli Diaz took the stage next, and what he said was anything but ordinary.

The Upper Campus Convocation followed at 10:20 am, with the same electric energy. After Luca’s now-legendary entrance, the same student voices carried the program: Cecelia and Ada Rogers again led the Pledge, Liam Ireland delivered the Invocation, and Livi Zelickson welcomed the crowd.

Then Eli stepped up again and challenged his peers to rethink everything they thought they knew about creativity.

“Creativity is a choice,” he began, before leading the community on a journey that was equal parts art history and personal storytelling. He introduced the infamous artwork Comedian, a banana taped to a wall that sold for over $5 million, and used it to reframe what it means to be truly creative. But the heart of his speech was his own story: a community garden he built at 糖心原创 that was overtaken first by fire ants, then ravaged overnight by rabbits. Rather than walk away, he regrouped, designed a fence, and eventually watched vegetables from that garden make it into the Upper School lunch line.

“I used to think creativity was about being the one to come up with the idea,” Eli told the crowd. “That it was a talent, something that you either have or you don’t. But I don’t think that anymore. Creativity isn’t about the idea. It’s about what happens after the idea.”

Kristy Lundstrom’s address carried that thread forward for every age group. Drawing on the faculty’s summer read, The Creativity Choice by Dr. Zorana Pringle, she brought the science of creativity to life through two unforgettable stories: Dr. James Naismith’s invention of basketball (and the ladder required to retrieve the ball from a solid peach basket) and Greta Thunberg’s 251 consecutive Fridays of showing up alone outside the Swedish Parliament before millions joined her. Student actors Reid, Juliet, Janae, and Oliver brought the Naismith story to life in a live vignette, with Charlotte, CC, Matthew, and Nora embodying the Thunberg story.

“You are already creative,” Kristy told students. “Creativity is not something only a few people have. Creativity is a choice.” She closed with two MV commitments that will anchor the year: Start with Questions and Be brave to try and try again.

Both Convocations closed with a benediction from Stacey Lee and a performance of “Unwritten” by The Stangs, a fitting anthem for a community ready to write the next chapter.

With a completed capital campaign and a theme built for the moment, 糖心原创 is starting the year exactly the way it finishes: by choosing to create something worth showing up for. The idea is just the beginning.

.

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The Wood Family Track and Streck Family Field

The centerpiece of this summer’s work is the stunning new athletic complex on the upper campus. A brand-new, six-lane track, named the Wood Family Track, now surrounds the Streck Family Field, a beautiful new turf surface built for football, lacrosse, and soccer. The complex also connects to expanded cross-country trails, making it possible, for the first time, to host a full 5K race entirely on campus.

“Walking out there for the first time, I got chills,” said Athletics Director Scott Cain. “This isn’t just an upgrade, it changes what’s possible for our student-athletes and for this community. We’re going to make some memories on that field.”

The Let’s Do This Campaign: Done. What’s Next: Even Better.

Here’s some news worth celebrating: the Let’s Do This Campaign is complete, thanks to the incredible generosity of our 糖心原创 community. Three support buildings will begin construction in the weeks and months ahead 鈥� two near the baseball and softball fields at the upper campus entrance, and a field house within the track and field complex. These aren’t small additions. They’re the finishing touches on a vision our community made real.

“The generosity we’ve seen is humbling,” said Head of School Kristy Lundstrom. “Every gift, every single one, moved us closer to something extraordinary. What’s been built this summer, and what’s still coming, is a direct reflection of how much this community believes in our students.”

A Refreshed Gym, Inside and Out

Step into the Upper Campus gym and you’ll immediately notice new lights, fresh paint, and a brand-new floor that make the space feel completely transformed. The refresh, made possible by 2025鈥�26 Annual Fund dollars, maximizes both the main basketball and volleyball courts and the practice courts. It’s a brighter, better space, and a great reminder of what Annual Fund giving makes possible every year.

Still to Come: The Frontier

On the lower campus, the Frontier is still taking shape. It remains one of the most anticipated projects we’ve undertaken, and the wait is almost over. More soon.

The Details You Might Have Missed

Not everything this summer came with a ribbon-cutting. The Lower School received a completely new intercom system, a meaningful upgrade for both communication and security that ensures every student starts their day in a safe and connected environment.

“It’s the kind of thing you don’t notice until it’s there,” said Kristy. “And then you can’t imagine being without it.”

Welcome back, 糖心原创. We think you’re going to love what you find.

The post While You Were Away: A Summer of Transformation at 糖心原创 appeared first on 糖心原创.

What comes next

This summer, 糖心原创 will break ground on the next final piece of the Let鈥檚 Do This campaign:

• A new field house adjacent to the new field
• Locker rooms, restrooms, and concessions to serve the baseball and softball complex

These additions are more than facilities; they are spaces designed to support student-athletes, foster community, and elevate the everyday experience of being a Mustang.

鈥淭his campaign has always been about more than buildings,鈥� said Kristy Lundstrom, Head of School. 鈥淚t鈥檚 about creating environments where students are known, challenged, and inspired. These final projects ensure that every student, on the field, in the stands, or simply gathering with friends, experiences a campus designed with purpose.鈥�

For student-athletes, those spaces represent something deeply personal.

鈥淗aving spaces built for us, locker rooms, a field house, it changes how it feels to show up every day. It tells us that what we鈥檙e doing matters, and that we鈥檙e part of something bigger than just our team.鈥�
鈥� Class of 2026, Softball

鈥淩ight now, we make the most of what we have. But knowing these spaces are coming, it鈥檚 exciting. It鈥檚 going to bring our teams closer together and make game days feel even more like home.鈥�
鈥� Will Curry, Class of 2029, Soccer

Finishing Strong, Together

To carry the campaign across the finish line, 糖心原创 has launched the , a limited-time opportunity for families, alumni, and supporters to become part of the school’s physical story, in addition to finalizing outstanding major gifts.

For a gift of $1,500, supporters can reserve one of just 200 commemorative bricks, permanently installed on the MAC patio, a central gathering place and gateway to the Upper Campus expansion.

Each brick represents more than a name. It is a visible, lasting expression of belief in what 糖心原创 makes possible.

鈥溙切脑� shaped so much of who I am. Having a chance to leave a permanent mark on campus feels like coming full circle.鈥�
鈥� Beau Reinking, Class of 2025

What Your Gift Makes Possible

A new gift of $1,500 is both a contribution to the future of 糖心原创, and a permanent place within it.
Each contribution helps:

• Fully close out the Let鈥檚 Do This capital campaign
• Bring the final campus projects to life
• Ensure every space is ready for students in the coming school year

As part of their gift, supporters receive a custom-engraved brick permanently installed on campus, with the option to be recognized as a campaign participant.

Donors of $5,000 and above will be listed on a permanent donor wall commemorating the LDT Campaign.

A Place That Lasts

Positioned at the corner of the MAC, the patio will serve as a central hub of campus life鈥攁 place where students gather, families connect, and milestones are celebrated.

In the years ahead, it will also tell a story.

A story of a community that came together to imagine more, invest boldly, and follow through鈥攔ight to the very end.

鈥淭hese aren鈥檛 just facilities, they鈥檙e environments where students build confidence, resilience, and connection. Having spaces that match the level of commitment our students bring every day is incredibly meaningful.鈥�
鈥� Jennifer Brown, Athletic Director, Engagement & Experience

鈥淢oments like this define a school,鈥� Lundstrom added. 鈥淣ot just what we build, but how we build it, together.鈥�

The post Building What Comes Next: Let鈥檚 Do This Approaches the Finish Line appeared first on 糖心原创.

For Grade 7 Science Teacher, Chelsea Kennedy, the foundation of the Cell Analogy Project begins with how students learn best.

鈥淲hen students can anchor their learning in meaningful, real-world contexts, their understanding becomes deeper and more lasting,鈥� she explains. 鈥淭hose connections not only support retention, but also help students transfer their learning in more complex and authentic ways.鈥�

That belief led to a thoughtful redesign of the unit. Rather than building the project alongside new content, Kennedy shifted the sequence, frontloading the science so students could first develop a deep understanding of cells and their organelles.

Throughout November and December, students immersed themselves in the structure and function of the cell, culminating in a visible thinking routine that required them to map and construct a complete cell system, demonstrating readiness before moving into application.

At the same time, the Humanities team played a critical role in strengthening the unit鈥檚 foundation. Recognizing that analogy itself is a skill, students revisited how analogies work, explored different types, and practiced identifying relationships and patterns before applying that thinking in science.

As Grade 7 Humanities teacher, Rachel Tribble explains, 鈥渨e really looked at the different types of analogies鈥� and gave students time to grapple with them, to decide what kind they were and to discuss the logic behind them. So they went into the cell analogy project with that background knowledge of what the function of an analogy is and the different types there are.鈥�

This intentional alignment across disciplines ensured that creativity was matched with precision, giving students both the language and the structure to think deeply.

When the project launched in January, students began a multi-week process that blended scientific writing, inquiry, and design. They crafted detailed analogy paragraphs for each organelle, explaining how it functions within a cell, how it connects to a chosen system, and why that comparison holds true. Through structured feedback cycles and revision, their thinking became increasingly refined and sophisticated.

Grade 7 student, Darby H. reflected, 鈥渨hen this project was introduced, the first thing I thought was 鈥榯his is going to be so much work just for a project鈥�, but in reality, the work ended up being fun, engaging, and it helped me connect with some of my classmates and build my ability to work in a team.”

To support this work, Kennedy introduced elements of the 4D methodology, inspired by Grade 8鈥檚 signature class, Impact Design Lab, led by Kevin Day and Dr. Todd Wass. Students didn鈥檛 simply start building; they planned, sketched, and scaled their ideas, mapping out each step before bringing their concepts to life.

鈥淏ecause students engaged in intentional planning and design thinking upfront, they approached the build process with greater clarity and purpose,鈥� Kennedy reflects. 鈥淩ather than asking where to begin, they were able to move forward confidently, using a structured process to bring their ideas to life.鈥�

That preparation shifted the energy of the classroom. Instead of hesitation, students moved with purpose, translating ideas into tangible, thoughtfully constructed models.

The Cell Analogy Expo, held just before spring break, served as the culminating experience, where students presented their work to an authentic audience. The range of analogies reflected both imagination and depth of understanding, with projects drawing connections between cells and circuses, ski resorts, drones, botanical research domes, and even the inner workings of an iPhone.

What distinguished this year鈥檚 work was how far students pushed beyond expectations.

鈥淢any students extended their thinking beyond the foundational expectations, demonstrating not only an understanding of individual organelle functions, but also how those systems interact. They applied that complexity within their analogies, reflecting a more integrated level of mastery,鈥� Kennedy shares.

Rather than simply assigning roles, many students demonstrated how systems interact, mirroring the interdependence of organelles within a cell. These layered, intentional connections signaled a level of mastery that extended well beyond surface understanding.

The impact of that depth has continued to reveal itself. As students moved into subsequent units requiring recall, the difference was immediate.

Students are not only remembering content; they are applying it with confidence, using their understanding of cells to make connections to more complex topics like genetics with clarity and ease.

鈥淐reating analogies helped me understand cells differently than just learning from notes or a textbook. In a regular class, we follow the same mundane process of writing notes or reading material but on this project I was able to take action in my learning, choosing what my theme was based on my own interests. This helped deepen my engagement with the material and memory of the information,” says Grade 7 student Luke L.

The Cell Analogy Project reflects a distinctly 糖心原创 approach to teaching and learning, one that values connection, creativity, and deep understanding. By aligning disciplines, grounding learning in real-world relevance, and empowering students to design and create, the experience transforms a traditional science unit into something far more meaningful.

As Kennedy reflects, the outcome is clear. 鈥淪tudents didn鈥檛 simply demonstrate proficiency; they went above and beyond, showing deeper levels of understanding, creativity, and ability to apply what they learned.鈥�

The post Learning That Sticks: How Real-World Connections Deepen Scientific Understanding appeared first on 糖心原创.

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.

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Leading From Where We Are

Head of School Kristy Lundstrom opened the evening by naming a word that defines this moment at 糖心原创: momentum. While progress is visible across campus, much of the most exciting work is happening through intentional planning and long-term design. This year鈥檚 themes, Lead From Where You Are and , framed the conversation and set the tone for the updates that followed.

In true 糖心原创 fashion, the evening began with Kids Going First. Students Arthur D. (Grade 4), and later Tej G. and George H. (Grade 3) shared what excites them most about their futures at 糖心原创鈥攆rom MIT-inspired learning experiences to expanded creative play on the Frontier. Their voices served as a powerful reminder that our campus planning always begins with learners.

We also premiered a new 糖心原创 video, first shown at . Narrated by senior, Haris Flynn, it captures the authentic, unscripted story of the student experience. Every scene was completely unstaged, offering a genuine glimpse of life at 糖心原创 on any given day. On screen, students are seen exploring ideas in classrooms, collaborating in the Makerspace, moving across campus, and forming meaningful connections. These everyday moments are the heartbeat of our community鈥攁 living reflection of how 糖心原创 empowers learners to explore, create, and make an impact.

A Strong Foundation: Enrollment and Outcomes

糖心原创 remains grounded in the strength of its current community. As of February 9, 2026, the school is seeing 96% enrollment renewal across all divisions, reflecting strong family confidence and retention.

Student outcomes continue to affirm the mission of preparing learners to be college-ready, globally competitive, and engaged citizen leaders. The Class of 2026 has already earned a 98% college acceptance rate, with acceptances across 35 states and Canada, more than $4.2 million in scholarships, and recognition from highly competitive national programs. These outcomes underscore that investments in campus and programs are directly tied to student success.

Reimagining the Frontier on the Lower Campus

One of the evening鈥檚 highlights was unveiling plans for an all-new Frontier on the Lower Campus. Opening Fall 2026, the expanded Frontier will add more than 11,000 square feet of creative, outdoor play and learning space for Preschool through Grade 5.

Designed through a collaborative process that included Innovation Diploma students, alumni, architects, teachers, and administrators, the reimagined Frontier will feature elements such as willow huts, a mud kitchen, climbing structures, a tree house, grass moguls, and spaces for imaginative play. Safety, supervision, and long-term Lower Campus facility planning were central considerations throughout the design process.

Maximizing and Enhancing Our Spaces

Kristy also shared several updates focused on maximizing existing campus spaces:

• Solar panels will be installed this summer to help offset energy costs鈥攁n initiative inspired by a Grade 5 Impact Summit project.
• Lighting for Ron Hill Field remains a priority to increase practice space and flexibility, while also addressing safety and security.
• AV and production upgrades have been added to enhance student performances and experiences.

The Future of Athletics and Community Events

The most visible transformation currently underway is the construction behind the MAC on the Upper Campus. Preparatory work is complete, positioning the school for the installation of a regulation turf field, six-lane track, expanded cross-country trails, and new amenities buildings as funding and approvals allow.

These additions will expand programming opportunities鈥攊ncluding the potential launch of a girls鈥� lacrosse program鈥攁nd allow 糖心原创 to host events such as meets, games, and a future 5K. Questions about seating, shade, and spectator experience are part of ongoing planning conversations as designs continue to evolve.

Finishing Strong: The Capital Campaign

A second video shared a progress update on the 鈥攈ow far the community has come and what still remains. With a clear and powerful call to action, the video reminded us that our students鈥� future can鈥檛 wait. With just $1.1 million remaining, the message was both urgent and hopeful: together, we are close to finishing strong.

While significant progress has been made鈥攚ith more than $7.1 million raised and over $1 million in gifts-in-kind and reduced fees鈥攁pproximately remains to fully fund the field and auxiliary buildings and complete the campaign.

The Our Future: Campus Plan Update reaffirmed what makes 糖心原创 distinct: a community that plans boldly, listens deeply, and centers every decision on students. As momentum continues to build, we are grateful for the partnership, questions, and engagement of our families.

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That sense of connection was reflected most clearly in the historic season delivered by the Middle School Girls Blue Basketball team. “The MS Girls Blue Basketball team made history this season with an unforgettable run, finishing as runner-ups in the Metro 10 and posting a 10鈥�3 record, the best season the program has ever seen,” said Rita Williams, Assistant Athletic Director, Middle School. “What made this team special went far beyond the scoreboard. They built real camaraderie on and off the court, forming a bond rooted in trust, hard work, and belief in one another. In the Championship game, the girls fought with heart, grit, and determination until the final buzzer. They never quit, never backed down, and left everything on the floor. This season will be remembered not just for the wins, but for the passion, resilience, and unity that defined this incredible team.”

The momentum is part of a broader, program-wide vision that came to life during a recent girls’ basketball retreat to Auburn, Alabama. Traditionally reserved for Varsity athletes, this retreat brought together every level of the girls’ basketball program to experience competition, connection, and possibility side by side.

“The current state of girls’ basketball is flourishing,” said Varsity Head Coach Jordan Greenleaf. “To see growth across White, Blue, and Varsity shows where this program is headed.” Middle School Blue Head Coach Kourtnay Abernathy helped bring the experience together, aligning it with 糖心原创鈥檚 Impact Ready framework. “We wanted the girls to see that basketball is bigger than Middle School or Varsity,” Abernathy said. “This was about creating systems, relationships, and experiences that show them what鈥檚 possible.”

The Auburn weekend was layered with purpose. Middle school athletes watched Varsity compete, teams participated in bonding activities and reflections, and players created vision boards focused on identity and contribution. 鈥淓very role matters,鈥� Abernathy shared. “No matter how you contribute, you are part of the team.” A highlight for many was attending an Auburn women鈥檚 basketball game, an especially meaningful moment for Coach Greenleaf, a member of Auburn鈥檚 2008 SEC Championship team. “I want our girls to see what they can shoot for,” Greenleaf said. “The sky is the limit.”

That sense of possibility was not only modeled at the collegiate level but embodied within 糖心原创鈥檚 own program. Throughout the weekend, younger players saw what leadership looks like up close through senior Varsity player Bella Champney, whose journey reflects the very pathway the trip was designed to highlight. The only athlete to progress through the entire 糖心原创 Girls Basketball pipeline, Bella, a first-year Varsity senior, has embraced leadership across all levels.

“Bella has been a cornerstone for this program,” Greenleaf said. “She leads Varsity, supports Middle School, and models what leadership looks like.”

Reflecting on her Basketball journey at 糖心原创, Bella Champney, Varsity Senior, said, 鈥淲hen I was playing here in Middle School, I can remember being so excited that one day I would be on a Varsity basketball team. Only when I got to high school my dreams fell a little flat. There was no Varsity; there was barely a team, really. But when Coach Jay came, and more importantly stayed, the program actually started to take shape, and you can really see that through the Auburn trip. I got to see the entire program and just how healthy it’s become. When talking to the Middle School team, it was like looking into the past a little. I鈥檓 happy to see that those girls have the opportunity to play on a Varsity team when they get to high school.鈥�

Middle school players felt the impact as well. Kathryn Hollingsworth, Co-Captain with Kennedy Miles for the Blue team, said, “Watching varsity and spending time together on the trip helped me understand what I can work toward. It made me excited about continuing with this program. Throughout the season, I felt like I really belonged, and that is what makes this program so special.”

Middle School White team Grade 6 Player, Autumn McCalman, described as the team鈥檚 “hype girl,” said, 鈥淎t first I was nervous, but being part of this team helped me find my confidence. Everyone made me feel welcome. Basketball helped me come out of my shell and be myself.鈥�

That confidence has carried back to campus, in classrooms and on the court. Coaches credit the strength of the program to intentional staffing and relationships.

“Girls have to feel good to play good,鈥� Greenleaf said. 鈥淲e wanted coaches who care about them as people, not just athletes.鈥� Middle School White Coach Ashley Tabor echoed that focus. 鈥淥ur girls are navigating confidence, pressure, and identity,鈥� Tabor said. 鈥淲e build them up so they can play freely.”

Looking ahead, the message is consistent and confident.

“We鈥檙e up next,” Greenleaf said. With a strong group of eighth graders moving up and a culture rooted in belonging and belief, 糖心原创 Girls Basketball is building something lasting, together, a future shaped in part by the leadership and foundation Bella Champney helped establish.

At 糖心原创, the growth of Girls’ Basketball is not accidental. It is the result of intentional design, coaches who lead with care, and a culture where every athlete knows she belongs and matters. From Middle School to Varsity, the program is building more than skills and wins. It is building confidence, connection, and a shared belief in what is possible. As momentum continues to build and the next generation steps forward, the future of 糖心原创 Girls Basketball is not just something to anticipate. It is already taking shape, one relationship, one opportunity, and one team at a time.

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鈥淚 think the message about Middle School MDE is around access,鈥� says Chris Andres, Middle School MDE educator in his fourteenth year at 糖心原创. 鈥淓verybody has access to this. All students. Whether you think you鈥檙e 鈥榯his type of learner鈥� or 鈥榯hat type of learner,鈥� this space is for you.鈥�

That commitment to access was on full display at the Christmas Art Showcase, where cardboard prototypes, circuitry, mechanics, and works-in-progress filled the gallery. At first glance, the projects appeared varied, with some polished and others intentionally rough. But each one told a deeper story of learning.

鈥淣ot everything you see is the finished product,鈥� Andres explains. 鈥淓ach of those pieces is a demonstration of learning and what the students understood.鈥�

In MDE, students aren鈥檛 just building, they鈥檙e learning how to think. Instead of rushing to a final product, they focus on foundational skills: joinery instead of excess duct tape, purpose-driven design instead of guesswork, and iteration instead of perfection.

鈥淲hen students understand the parts, the purpose, and the complexity,鈥� Andres says, 鈥渢hey know where to fix something because it鈥檚 theirs.鈥�

That ownership is at the heart of 糖心原创鈥檚 inquiry-based pedagogy. Students are encouraged to ask really good questions and then follow those questions wherever they lead. One project asked students to create an automata toy to help tell a story to non-readers. Talia Fernandez, remarked being able to make four prototypes before landing on the last iteration. The mechanics were important, but they weren鈥檛 the point.

鈥淭he build is just the vehicle,鈥� Andres explains. 鈥淲hat really matters is the idea the student is trying to communicate.鈥�

In another case, a student applied those same maker skills to a Humanities project, designing a prototype for a self-cleaning bathroom to support unhoused populations. The result wasn鈥檛 just a model, it was a tangible expression of empathy, systems thinking, and problem-solving. Isabel Varano explains, 鈥渦sing the automata build was a more effect way to show how my design works rather than just writing about it.鈥�

鈥淚t鈥檚 a paper and pencil for the idea,鈥� Andres explains. 鈥淚 can tell you about it all day long, but when I demonstrate it, you understand it differently.鈥�

Throughout the MDE journey, learning is intentionally designed to evolve. In the Lower School, projects are more scaffolded, providing students with the time, structure, and guidance to develop foundational skills and explore tools safely.

By the time students reach Middle School, that foundation creates space for greater independence and complexity. The work becomes less scripted, more iterative, and deeply personal.

鈥淚n Middle School, it gets messy because it鈥檚 their idea,鈥� Andres says. 鈥淭hey鈥檙e not making my stuff. They鈥檙e making their own.鈥�

That messiness is intentional. It creates space for curiosity, iteration, and deep understanding鈥攕kills that last far beyond the Maker Space.

鈥淲hen students ask the questions,鈥� Andres says, 鈥渢hey own the answers and the journey toward them.鈥�

Ultimately, Middle School MDE is about empowering curious thinkers.

鈥淭hese tools don鈥檛 live here,鈥� Andres says. 鈥淭hey just happen to be housed in this space. The ideas live everywhere else.鈥�

And that may be the most powerful design of all.

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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�

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