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More Than Travel: A Fully Immersive Exchange Experience

��ԭ�� — Wed, 01 Apr 2026 14:32:11 +0000

The ��ԭ�� experience is intentionally designed around choice. Choices increase as students move through each division. In Upper School, students choose their pathway: Inquiry, Innovation, or Impact, each offering opportunities to explore passions, solve real-world problems, and design their journey of purpose.

Yet, some experiences transcend pathways altogether. The Global Exchange Program is one of them.

Open to any Upper School student with proficiency in French or Spanish, the program invites learners, regardless of pathway, to step into a five-week, fully immersive cultural experience. Following Winter Break, ��ԭ�� students travel to France, where they live and learn alongside host families. This year, Sara Castro (Class of 2028) and Eli Diaz (Class of 2027) embraced that opportunity. The exchange continues stateside in late March, when their French partners, Hidaya Benhayoun and Yoann Capgras, arrive and remain on campus through the end of April, completing the full arc of this shared global experience.

“This is something any student can do,” says Associate Head of Upper School Abe Pachikara. “It’s not tied to a specific pathway; it’s tied to a readiness and willingness to immerse yourself in language and culture.”

The Most Authentic Cultural Immersion

Global learning takes many forms at ��ԭ��, but the exchange program stands apart in one defining way: authenticity. “This is the most culturally immersive experience we offer,” Abe explains. “Students aren’t just visiting, they’re living it.”

For Sara, that reality came with both excitement and uncertainty. “As the day started getting near, I started getting more scared,” she admits. “I didn’t know what I was getting myself into.”

Across the Atlantic, Sara’s exchange partner, Hidaya Benhayoun, felt similar initial hesitation. “At first I didn’t want to do that,” she says. “But after reflection, I knew this was going to be a good opportunity to get better at my English and meet new people, new cultures.”

With support from both families, through calls, conversations, and even time spent together abroad, uncertainty gave way to trust. “We had a lot of reassurance,” Sara says. “It made it easier.”

Eli entered the program with his own concerns, having taken a break from French classes. “I was pretty nervous,” he shares. “But once I got there, speaking French became second nature. I used to think in English and translate in my head, but by the third week, it felt natural to just speak.”

That transformation extended beyond language.

“The whole family was amazing,” Eli says. “The mom made incredible French dishes every night, and we spent a lot of time playing board games—especially French Scrabble—and traveling around the country. At school, everyone was so welcoming. Meeting Yoann’s friends was incredible, and I even learned French slang they don’t teach in class. When I got stuck, they helped me out with their English.”

For Yoann, the exchange offered that same sense of discovery, this time in the United States. “It’s amazing,” he says. “You get to discover a new culture and language. It’s a once-in-a-lifetime experience that shouldn’t be missed. I wanted to come to the U.S. to experience the culture, meet new friends, and create new memories.”

Designing for Flexibility: The MVSO Advantage

In a school that champions agency and flexibility, the exchange program has evolved to better support students’ academic growth. “MVSO has been a game changer,” Abe shares.

During their time abroad, students transition into ��ԭ�� Online (MVSO) for that mod, allowing them to stay on track while fully engaging in their host culture. “They’re not constantly worrying about missing something back home,” Abe says. “They can actually be present—immersed in the language, the culture, and the relationships they’re building.”

True to ��ԭ��’s commitment to student agency, the exchange program is designed to complement, not compete with, other Upper School experiences. “We want students to have options,” Abe says. “So we built a model where they don’t have to choose between experiences; they can layer them.” This flexibility reflects a broader truth: no two ��ԭ�� journeys look the same, but each is intentionally designed.

A Transformational Experience

For students like Sara and Hidaya, the impact extends far beyond language acquisition. “I just really want to get fluent in French… and advocate for it so more people will do it,” Sara says. The experience is already shaping her future. “If I go into international law or journalism, speaking multiple languages will help me make more connections.”

Hidaya is thinking just as globally. “I would like to maybe move here later and go to college here… to improve my English more and learn about new cultures.” Both now encourage others to embrace the challenge they once questioned.

“A lot of people are scared,” Sara says. “But you see what you would have missed out on if you didn’t go.” “It’s only five weeks in a lifetime,” Hidaya adds. “The memories you keep are forever.”

Eli agrees. “Absolutely do it! The biggest thing I heard that was holding my friends back was the idea of hosting another student in their house for five weeks, but honestly, that might be the best part. I get to take Yoann around the city and visit all the best Southern food places around Georgia! Not only that, but the exchange program has taught me so much about building relationships and cross-cultural connections, and given me so many unforgettable memories.”

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Designing a Better World: The Class of 2025 Leads with Purpose

��ԭ�� — Wed, 21 May 2025 01:33:32 +0000

For the first time in ��ԭ��’s history, Commencement was truly a global event. On Saturday, May 17, as the ��ԭ�� community gathered in Atlanta to celebrate the graduating Class of 2025, families and friends around the world were able to participate in the ceremony—thanks to a live-stream broadcast designed to connect the entire MV ecosystem, including the School’s online global campus.

Head of School Kristy Lundström opened the ceremony by acknowledging the School’s global audience:

“A special welcome to our Dewey School families in Vietnam—we are so grateful for your partnership and presence today. We are proud to celebrate four Vietnamese students graduating in person, here with us this morning—what a remarkable expression of our global community in action.”

She also recognized families of students tuning in across time zones, reflecting on the expanded reach and promise of the School’s personalized learning programs:

“Your commitment to learning, innovation, and purpose is an important part of our story, and we celebrate you today as well.”

From Atlanta to Hanoi, whether attending in-person or watching on demand, the 2025 Commencement Ceremony reflected ��ԭ��’s vision of an interconnected, purpose-driven community—and marked a joyful celebration of learning, leadership, and legacy.

Student Voices Take Center Stage

The ceremony featured reflections from student leaders whose words underscored the power of growth, community, and authenticity. Delivering the Salutatory Address, Ryley Fuller offered heartfelt gratitude and a bit of humor, setting the tone with:

“I know that personally, without the support from God, my family, my friends, my teachers, and of course Grammarly, I would not be here speaking today.”

He went on to highlight the wide-ranging accomplishments of the Class of 2025—from “multivariable calculus box optimization” and Latin sports broadcasts, to championship-level athletics, impactful clubs, and student-led innovation, even joking about “Photoshop abominations” in Innovation Diploma. With wit and warmth, he reminded his classmates that their time at ��ԭ�� has been marked by “enthusiasm, support, and amazing accomplishments”—and concluded with a powerful affirmation:

“Regardless of where you go or what you do, you will always have a place in the Class of 2025.”

Valedictorian and Head Prefect Herris Fentress delivered a stirring and deeply personal address about legacy, gratitude, and the unseen support behind every success. Reflecting on his 13-year journey at ��ԭ��, Herris humbly shared:

“Every time people congratulate me on being the Valedictorian, I think of this thing Isaac Newton once said—or at least according to the internet—he said: ‘I stand on the shoulders of giants.’”

He acknowledged the “proverbial giants” of the MV community—teachers, coaches, administrators, friends, and family—who helped shape him into the person he is today. From shouting out academic mentors such as Dr. Schewe and Ms. Lederer, to thanking his esports coaches for teaching him resilience, Herris painted a vivid picture of a community that empowers through care, encouragement, and opportunity.

Looking ahead, he challenged his classmates to think beyond accolades and toward impact:

“Your greatest opportunity to make a difference isn’t only in the achievements or success you have now, it’s also in the way you impact the people around you, and how that impact shapes the future.”

He concluded with a message that resonated across the gym: “Go out there and be giants. Thank you all.”

Beau Reinking, Sustainability Prefect, offered the final Benediction, quoting Brené Brown:
“Let go of who you think you’re supposed to be; embrace who you are.”

His words captured the collective courage of this class to lead from a place of authenticity and compassion.

Leadership and Legacy

Following the student speeches, Kristy Lundström delivered a heartfelt and personal message to the Class of 2025—indicating that 2025 Commencement was her favorite day of the year:

“You and I started this Upper School journey together,” she said, speaking directly to the seniors. “From the beginning, you’ve shown us who you are: deeply curious, kind, original, bold.”

She celebrated their range of accomplishments—both academic and personal:

Winning State Championships and performing Shakespeare
Designing apps and haunted houses
Logging over 3,200 service hours
Launching ��ԭ��’s Global Campus and personalized pathways
Mentoring younger students and leading with authenticity

“You’ve led not by having all the answers,” she said, “but by asking better questions and being brave enough to try again.”

“Class of 2025: Your fingerprints are all over this place—not just in the design labs and hallway art—but in the relationships you’ve built and the legacy you’ve left.”

During her inspirational close, Lundström offered a final charge to the graduates:

“Say yes. Don’t ask why—ask why not? Say yes to the tough conversations, to going first, to being bold. Use your knowledge, use your skills, lean into your attributes—because you know how to design a better world. So go do it.”

“Be bold. Bear fruit. Be giants.”

Honoring Character

A ��ԭ�� tradition, the David Barclift Leadership Award was presented by Kristy Lundström to Reese Hickey, recognizing a senior whose character, vision, and servant leadership have left a lasting impact on the community.

A Celebration in Music and Joy

Introduced by Academic Prefect Charlotte Nagel, the traditional senior musical performance brought down the house with a mashup of Green Day’s “Good Riddance (Time of Your Life)” and Lynyrd Skynyrd’s “Free Bird.” A group of talented graduates—Anthony Beccaria, Dareen Cheong, Amelia Katz, Lawson Neff, Jake Pierce, Beau Reinking, and Sydney Smith—took the stage, transforming a meaningful ��ԭ�� tradition into an unforgettable highlight of the morning.

For Anthony Beccaria, who joined ��ԭ�� as a freshman, the performance was more than a farewell—it was a full-circle moment. He began playing guitar with Upper School Music Instructor Mr. G in Grade 9 (having never played before). What started as casual practice soon evolved into a passionate pursuit of musical excellence, with Anthony embracing every opportunity to refine his craft.

By the time he stepped onstage at graduation, Anthony had become known for his talent and humility—but nothing prepared the audience for what came next. His “Free Bird” solo was nothing short of electric. As he leaned into the final guitar riff, fingers flying across the fretboard, the audience erupted in cheers and celebration.

What began as a simple senior tradition became a moment of transcendence—a powerful sendoff that showcased not only musical skill but also the spirit of this remarkable class. The performance was joyful, raw, and full of heart. A perfect exclamation point on a morning filled with love, reflection, and limitless possibility.

A Global Class, A Shared Purpose

With 70% of the class heading to colleges out of state, 11 students committed to play collegiate sports, and more than $7 million earned in scholarships (excluding HOPE), the Class of 2025 is ready to lead on a global stage.

From local neighborhoods to international communities, and from screen to stage, these graduates leave not only with diplomas but with purpose—and a charge to lead boldly, wherever their journeys take them.

Once a Mustang, Always a Mustang.

? Watch the full Commencement Ceremony on the .

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How Student Agency Launched “The Big Questions”

��ԭ�� — Wed, 14 May 2025 13:28:39 +0000

In the fall of 2020, in the midst of a global pandemic and a radically reimagined learning environment, a spark of curiosity ignited in an AP U.S. History class in the Upper School. Seated six feet apart in single desks, masked and unsure of what the year might bring, students and faculty alike felt the weight of uncertainty. But beneath the surface, something remarkable was stirring.

“I remember feeling apprehensive,” recalls Ben Potter, the AP U.S. History teacher at the time. “But even with masks on, I could see it in their eyes—there was energy, enthusiasm. They were asking bold, beautiful questions that went far beyond our syllabus.”

It wasn’t long before Nathan Desta and Jake Lager, both Class of 2022 stepped into leadership roles and founded The Armchair Philosophers Club, a space dedicated to exploring life’s biggest questions. What began as a weekly Zoom meeting quickly evolved into an organic community—hallway debates, spontaneous conversations, and a growing group of thinkers eager to wrestle with questions like What is the nature of truth? How do we define morality? and Why are humans capable of both great good and great harm?

“I’ve never seen students take such ownership of their learning,” Potter said. “Nathan and Jake created something from nothing. They modeled what agency looks like—not waiting for permission to explore, but instead inviting others into deep inquiry.”

What happened next is a testament to ��ԭ��’s culture of co-creation and personalized pathways. Inspired by the momentum of the club, students approached Mr. Potter with an idea: what if these philosophical discussions could become a formal course? With support from the Humanities team, The Big Questions was born—an elective designed for juniors and seniors to explore timeless, complex ideas in a collaborative and curious environment.

Though Potter moved on to Charlotte, North Carolina, before the course launched, his vision lived on. Dr. Mark-Anthony Karantabias, a University of Kentucky Ph.D. and scholar of ancient law and ethics, took the reins and designed a course that would quickly become a cornerstone of the Upper School experience.

Before he ever entered the classroom, Dr. Karantabias had a clear intention: “I wanted to stress and cultivate genuine open-mindedness through the ability to engage and understand others in a civil, respectful, and professional manner to counter today’s climate, which generally prefers and promotes echo chambers. I also wanted the students to consider some of the most difficult concepts with which humans wrestle: What is evil? Does it exist? Is it subjective? Is it an entity as it is in Abrahamic religions? Is it non-existent and simply the absence of the Good because the Good cannot author an imperfection, as Platonists argued? Is it a mechanism used by the ‘weak’ to justify their plight, as Nietzsche proposed? Should free speech be monitored? Who gets to monitor it and set the norms? Is unbridled free speech necessary—even in its worst forms—to avoid tyranny?”

He adds, “Students come into The Big Questions seeking not just answers, but better questions. This course invites them to slow down, to reflect, and to grapple with the ambiguity of what it means to live well. It’s rigorous, but it’s also profoundly human.”

For Nathan, the experience not only shaped his thinking – it influenced his future.

“I don’t think it’s a stretch to say that the club influenced me greatly to major as I did, and that Big Questions class offered a strong foundation for my uni classes down the road—especially my ancient Phil classes. Dr. K did a super good job explaining Aristotelian thought and Platonism in particular. It stuck with me!”

The course and the culture of deep inquiry at ��ԭ�� gave Nathan the confidence and clarity to pursue his academic interests in college. Now a philosophy major at Georgia State University, he continues to explore many of the same themes first discussed in Room 207.

“I won the Alvin Altman Award for academic excellence in my first two years,” he says. “I also received recognition through the Troy Moore Ethics Contest for an essay on ‘the good life,’ and presented on similar philosophical themes at the Georgia State Undergraduate Research Conference, which earned me a Global Engagement Award.”

The story doesn’t end there. As expanded, The Big Questions made the leap to a virtual platform, opening the course to an even wider community of thinkers. Now heading into its fourth year, the online version continues to evolve, with Potter returning to help revise the course to meet the needs of today’s intellectually curious and globally aware students.

At its heart, The Big Questions is more than a course—it’s a case study in student-driven innovation. It’s what happens when learners are empowered to ask, design, and lead. It’s what happens when a school trusts students to shape their own journey of purpose.

After graduating from ��ԭ��, both founders carried their spirit of inquiry and leadership with them: Jake Lager went on to Auburn University, and Nathan Desta is continuing his studies in philosophy.

As Nathan reflected during his senior year, “We didn’t just want to have answers handed to us. We wanted to wrestle with ideas, to build a space where doubt was welcome, and where we could really think.”

And think they did. And still do.

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In-Person, Online, and Hybrid: What Learning Looks Like in Upper School

Ryan Reece — Wed, 02 Oct 2024 01:26:24 +0000

Education is no longer confined to the walls of a traditional classroom. In the Upper School, that reality is embraced through multiple learning pathways. Whether students opt for in-person classes, fully online coursework, or a hybrid approach, the goal remains the same: to provide a flexible, meaningful education that caters to the unique needs and interests of each learner.

��ԭ�� is structured with three distinct units—our main campus in Atlanta, ��ԭ�� Online (MVSO), and ��ԭ�� Ventures, an educational research consultancy. Together, these entities form a learning ecosystem that extends beyond conventional models, offering students the freedom to choose a path that suits their life circumstances while still delivering a high-quality education.

For those opting for online learning, MVSO offers over 160 courses in an asynchronous format. Designed with adolescent well-being in mind, the program allows students to complete their work at their own pace, with the added benefit of regular opportunities to connect with faculty during scheduled office hours. This creates a balance between independence and guidance, ensuring students can manage their schedules while still receiving help when needed.

“Education should be adaptive, not rigid,” says Ben Potter, MVSO Dean of Students. “By offering multiple learning models, we’re acknowledging that students learn in different ways and have different needs. Some thrive in a traditional classroom, while others need the flexibility to pursue their passions or manage other commitments.”

Hybrid Learning: The Best of Both Worlds

One of the standout options for Upper School students is the hybrid model, which blends online and in-person classes. This approach offers flexibility without sacrificing the in-person experience, making it ideal for students with busy extracurricular schedules or other time commitments.

For Sam Koontz, Class of 2025, the hybrid model has been a game-changer. As a state champion golfer, Sam needed more time to train and compete. By taking part of his coursework online through MVSO, he was able to strike a balance between academics and athletics, ultimately securing a spot on the golf team at Georgia College & State University (GCSU), where he will attend next year.

“Sam’s journey highlights the value of hybrid learning, especially for students who want to pursue high-level extracurriculars without compromising their education,” says David Paperno, Director of MVSO. “The flexibility of this model supports students in achieving both academic and personal goals.”

Fully Online Pathway

Not every student fits within the framework of a traditional school schedule, and ��ԭ�� recognizes that. The fully online pathway through MVSO is designed for students who need a more flexible structure, whether due to work, travel, or personal circumstances.

Charlie Morris, Class of 2025, found that attending school in person no longer worked for her by junior year. Moving to a fully online model gave her the ability to maintain her studies while working a full-time job. This flexible approach allowed Charlie to stay on track for graduation while gaining valuable real-world experience—something that has already translated into a full-time job offer waiting for her after she receives her diploma.

A Global Learning Community

The flexibility of Upper School isn’t limited to local students. MVSO extends across borders, offering international students access to an American curriculum from anywhere in the world.

For Binh Minh, Class of 2025, who returned to Vietnam after studying in New York, MVSO was the perfect fit. It allowed him to continue his education within a familiar framework while preparing for future opportunities on a global scale. His experience demonstrates how online learning can connect students with the academic systems they value, even when life circumstances change.

“We’ve built MVSO with a global mindset,” explains Paperno. “For students like Binh, it’s not just about completing courses—it’s about staying connected to a curriculum that will prepare them for life beyond high school, no matter where they are in the world.”

Learning Without Limits

At ��ԭ��, learning is a fluid, personalized experience. Whether students are in a physical classroom, engaging through an online platform, or blending the two in a hybrid model, they are equipped to carve out their own paths. This approach isn’t just about flexibility for flexibility’s sake; it’s about recognizing that each student’s journey is different and that education should adapt to meet those differences.

“Ultimately, it’s about giving students the tools and the freedom to explore who they are and what they want to achieve,” says Potter. “��ԭ��’s approach ensures that no matter the learning model, every student is equipped to pursue their goals—whether that’s in the classroom, on the field, or beyond.”

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Summer Break 23: A Recap

��ԭ�� — Wed, 16 Aug 2023 18:18:40 +0000

Summer may have seemed tranquil driving by 510 and 471 ��ԭ�� Hwy, but behind the scenes faculty and staff were hard at work. Let’s take a look at some of the exciting announcements and happenings that took place during the break.

The Dewey Schools in Vietnam – Partnership Announced

In early July ��ԭ�� announced a strategic partnership with in Vietnam (TDS). , (MVV) the strategy, research, and consulting division of The ��ԭ��, developed the partnership in 2020. Through the relationship, TDS students have the opportunity to attend The ��ԭ�� in Atlanta for their junior and/or senior year to receive a ��ԭ�� diploma. They can also participate online via to receive a dual diploma from both TDS and MVS.

Aligned with ��ԭ��’s mission to prepare all students to be college-ready, globally competitive, and engaged citizen leaders, the partnership provides opportunities for students, faculty, and staff in both countries to increase their global perspective through curriculum development, on-site visits, and opportunities for exchange. The graduating class of 2025 will be the first ��ԭ�� class to include a cohort from Vietnam receiving a ��ԭ�� diploma.

This summer ��ԭ�� hosted a group of students from TDS as part of the The Dewey School’s Cultural Immersion program. Global Atlanta, a publication devoted to tracking Atlanta’s rise as a center for internal business, education, and culture, covered the partnership announcement. Learn more about this transformative cultural immersion program through .

Elevating Athletic Excellence: XC Nike Running Camp and Cheer at Clemson

This summer our student-athletes dedicated themselves to refining their skills and maintaining peak physical condition. The school’s cross country team participated in the Nike Running Camp at UNC Asheville while the cheer program headed to Clemson to attend UCA Cheerleading camp to elevate their skills on the sidelines. For exceptional opportunities for these dedicated athletes to stay active and sharpen their abilities in preparation for the upcoming seasons.

MV Educators receiving National Recognition

Amanda Exley Lower and Cari Barocas were named two of ten national Grand Prize winners in the . These awards honor forward-thinking educators who have made extraordinary contributions to their classrooms and communities through innovative teaching practices.

As part of their recognition, Amanda and Cari received a 5-day Innovation Immersion Experience at The Henry Ford in Dearborn, Michigan. We will talk with both of them and hear about their experiences in a future article…stay tuned!

Design for Belonging: Summer Reading

As champions of intentional design, the entire faculty delved into the profound insights of the Stanford d.school book, Design for Belonging. This compelling read emphasized how design choices can contribute to fostering a culture of inclusivity and connectivity. The School’s commitment to creating an environment where every student feels a sense of belonging was reinforced through this thoughtful exploration. This book along with the new strategic plan, , will be our organizational north star for the year ahead.

The Frontier Upgrade: Empowering Creativity and Innovation

Inspired by research, recommendations, and proposals from the PK5 community a few months ago, the Frontier now boasts an array of exciting new features and resources designed to spark creativity and foster innovation. This upgraded space was celebrated with a just before the start of school. The upgraded Frontier will offer students the opportunity to explore, experiment, and bring their unique ideas to life.

The summer break at ��ԭ�� was a period of intense activity and progress. From faculty engagement with Design for Belonging to the enriching TDS Cultural Immersion program, the dedication of athletes in sports conditioning, the celebration of exceptional teachers, and the innovation-driven upgrade of The Frontier, every endeavor was centered around one goal: providing an exceptional learning environment for every student at ��ԭ��. As they return to our classrooms, the students will discover a place where their growth, curiosity, and sense of belonging are nurtured and celebrated.

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