I am not one to chime into forums like this, but I came upon this post and felt compelled to provide some additional insight. I have had two George School students - one who recently graduated and one who is a current student. While my children are incredibly different from one another, both have been tremendously gifted by their GS education. There are a few things I wanted to note:
First, the current Head of School did not “quit” - he is of the age/stage of career in which he was keenly aware he had room for one more position in his professional life, and he made a personal career decision while also giving the gift of a full year’s notice to allow GS to find its next HOS. This gift of time shows just how deeply he cares for the school and its students and how committed he is to this community. I have always been impressed by the HOS. He has faced very difficult situations in his tenure at GS (e.g., COVID, a car hitting several students off campus, a significant disciplinary issue, struggles within the football program) and has done so with grace, successfully leading the school through it all. Given the significant efforts currently underway to find the next GS HOS, I have no doubt the individual who fills his shoes will be just as impressive as he has been.
The funding referred to above was a sizable gift ($128.5 million) that was designed to be spread over 20 years’ time. GS has been an incredible steward of this funding and has invested it wisely. Undeniably, the benefits of that gift will be enjoyed for many generations to come.
The disciplinary incident that occurred this year definitely had an impact on the school and involved not just seniors, but members of the junior and sophomore classes as well. One of the reasons one might choose a school like George is its commitment to developing citizens who not only strive to make good decisions, but also to accept accountability when they falter, which they inevitably will. The school has acknowledged that they came down too hard, and mistakes were made. I appreciate an institution that learns from and acknowledges its mistakes and seeks to improve based on what was learned. Of course, in a school where half of students are boarders, the school has a tremendous responsibility to keep its students safe, and it takes that responsibility very seriously.
The GS football program had reached a point that those in small schools across the country have reached in recent years - significant safety concerns, due to a shortage of varsity-caliber players. Missteps were made by staff/administration, but they worked with the school community and, as we know, the program will continue, with a talented new coach at the helm. Personally, I would applaud the school for being willing to see this process through, rather than simply declaring “It’s cancelled - we are not debating this.” I understand that there are several football players who have decided to transfer out, and I certainly do not fault them for that.
There have been multiple changes in academic schedules in recent years, some of which were brought about by COVID and some of which were the result of a planned, multi-step transition to the new academic model that is now in place. The new educational model is one used by other successful schools, and it is grounded in research. Is it perfect? It is not, but I do not know of an academic model that IS perfect. I, too, was concerned about the breaks between subjects over the course of a school year, but I found it to be a non-issue thus far. And there are many supports in place that students can avail themselves of, if they so wish. For instance, my student felt her schedule had too much of a gap for one of her subject areas, so she requested an adjustment to her schedule, which was accommodated. She also took advantage of regular consults (i.e., one-on-one meetings with teachers) in her language and math - something that could not be more accessible to students at GS. In addition, she took advantage of structured supports for her foreign language that were put in place to help bridge a gap she had at the start of her school year. For her AP courses, the new model allowed all content to be covered prior to exams without the waste of weeks of classes after the exams were over (in the final mod, students are scheduled for courses in which there are no AP or IB exams). In addition, for her AP classes, regular review sessions were provided in the evening for students toward the end of the year, particularly those who may have had a several-week gap between the end of their course and the exam date. Students are informed of the supports available to them, but it is up to them to take advantage. George School teaches students to be self-advocates and to be in charge of their own destiny, and there is a lot of communication that occurs only with students, not with parents (depending on where you come from, this can take some getting used to - it did for me!). Something I have noticed is that when there is an issue parents are upset about, it can sometimes boil down to a lack of communication between student and parent (they are teens, after all). My advice to GS parents is to read the GS Daily that comes to your email inbox each day, ask your student questions/engage in conversations about areas of interest, reach out to the school about any concerns, and encourage your child to advocate for what they need and take advantage of the resources available to them. Learning to do this will serve them well in college and beyond.
In many ways, I have found that George School mimics the college experience, and the adjustments that need to occur in freshman year are part of that. Students will be pushed outside of their comfort zone, and they will not be happy all the time, particularly in their first year (and when our kids aren’t happy, we parents aren’t happy). My oldest entered GS as a very shy kid who did not know how to steer his own ship. Freshman year was a challenge!! But he graduated not only with an incredible academic foundation, but as a strong leader and as the kind of citizen our world needs now more than ever. He earned a scholarship for his first-choice college, received extensive credit for his IB and AP courses, and is excelling at one of the country’s top universities. But above all, he is happy, and he looks back on his days at GS with great fondness and an appreciation for how his time there allowed him to flourish.
“Goodness of fit” is important, and GS will not be the right place for everyone. But the demand for the George School education continues to grow. For those with first year students or those considering GS for their child’s education, prepare to have your child stretched in ways you have not yet imagined. Growth does not occur when we are comfortable. For those who stay the course at GS, I have yet to meet someone who is not profoundly grateful for the opportunity which they were afforded. “Disengaged” and “unhappy” would be the LAST words I would use to describe a George School student. It is one of the most vibrant communities I have ever seen.
Wishing all students and families success in whatever path they take. Kudos to all parents who passionately pursue what is best for their specific child.