50 kids, 12 staff members. A college dorm full of high school students, and a city alive again after two-plus years of Covid disruption. What kind of alchemy occurs when you add, after two vacant summers, people back into the asphalt and steel, gardens and rivers of New York City? When communal living demands of and offers you new routines and a way out of routines you haven’t thought about in years? With Oxbridge New York 2022 (a program that hadn’t run since 2019), as a staff member, I was part of an incredibly lucky group that got to stumble into answers to these questions. Housed at Barnard College, with Morningside Park on one side and Riverside Park (a wonder) and the Hudson immediately on the other, we began to explore the city in all its variety.

On a personal level, this summer position with Oxbridge New York was especially lucky for me, as I’d been trying to spend an extended period of time in NYC since I myself was in high school. Five weeks in the city is enough time, thankfully, to begin to feel a rhythm of subway and building and avenue, to find a few (or more than a few) dreams made real. Such an experience on its own is a gift, but to have this experience post-Covid and with a group of students who happened to be some of the kindest, most enthusiastic people I’ve ever met meant that New York City would be the setting for an emotional re-entry for all of us. I had forgotten what dorm life meant, the amount of things I could do in a day, what I was capable of. I didn’t want to share a bathroom, adjust to the minimal space of a dorm room, or be stuck with the use of one fridge five floors down. The thought made me anxious. I was afraid of the NYC subway. By the end of the program, I would miss, dearly, (almost) all of these features of my New York experience. A beautiful irony that the shrinking of amenities could open up a world. We are always, always more adaptable than we think.

Games with the students and colleagues in the program office during sign-in time (10-11 pm every night) became one of my favorite parts of my Program Dean role. Black Magic, Mafia, other camp games on the floor in a circle, or Just Dance on the wall-mounted TV (yes, 11 pm is too late for the adrenaline of Just Dance at the volume they wanted it in the office, but the easy elation of these kids who’ve had two years of high school taken from them made it just right). I got to teach them a hip hop class; I had the chance to introduce them to yin yoga. On a day off work, I was able to jump on the 1 train to Times Square and take a class at Broadway Dance Center—fulfilling a decades-old bucket list item of mine. The kids gravitated to 42nd Street at every chance they got: to be sixteen and say, “We’re just going out for dinner in Times Square”! The headiness of it in their voices reminded us to do the same when we could. Central Park astounded us all on different days at different spots. It took me the full month to find that Central Park South (the Mall, the artists, the plaza) was what I’d been looking for the whole time. When the students weren’t immersed in the city, they were taking class (Oxbridge New York is an academics-heavy summer program). They studied business, creative writing, musical theater, photography, fashion, more. But more often than not, their classes drew them to the city’s wonders, too, at the Met, the MoMA, Ground Zero, the Whitney, the Guggenheim. Magnolia Bakery, of course.

Then there were the dreamy days I couldn’t have ever anticipated. I think this must happen more often in New York City than anywhere else, simply by virtue of the fact that the city itself is like a dreamscape; its overabundance gives you more on any given day than you could hope for. Its layers on layers of narratives (fictional, cultural, historical) mean that the city holds places in your heart you didn’t even realize. We took the students to Coney Island—a standout day from the trip. Between cinematic subway rides (the Brooklyn Bridge from the windows at sunset), we all discovered a place we didn’t know we’d been waiting for. The ocean, the rides, the kids sticky from soda and soft-serve. The boardwalk, the hot dogs, and enough roller coasters to make them happily sick to their stomachs on the walk back to our meeting spot at Nathan’s. All of them smiling or sleeping on the return subway — sunburnt, exhausted, and satiated. A perfect oversaturation.

During the last week of the program, I got to take a group of students to Aladdin on Broadway. Initially annoyed that this, out of all options, was the show they had chosen, I was met once again by the full force of NYC magic during a show that was so spectacular with people who were so ecstatic to be there. We waited outside the theater doors after the show and met the actors, then headed to Junior’s for reubens and cheesecake.

Brooklyn again proved full of its own treasures on our Smorgasburg day (the US’s largest weekly outdoor food festival). After an epic journey through hibiscus doughnuts, juice held in a watermelon, chicken kebabs, and a view of Manhattan to drop the jaw, we found the real-life library from A Tree Grows in Brooklyn.

That all of this and more happened in a span of five weeks is still surreal to me. Especially so after Covid. I know this take is colored by the fact that I had a finite amount of time there, that I was part of a pre-packaged experience and a temporary, built-in community. Nor was the community perfect. Did we have a couple meetings with the purpose of scolding the kids back into respectful living? Did we argue amongst ourselves and shake our heads at administrative imperfections? Yes, and sometimes, and way more than once. But the gorgeous paradox of New York City is that it is as much fantasy and confection as it is hard reality. I can’t think of another city where the two are so thoroughly enmeshed. “I just love getting in my bed every night,” a student remarked to me halfway through the month. “Even though it’s so small and it’s like the worst dorm room mattress, I’m so tired and happy from everything we did during the day. You know? It’s that ugly blanket and weird sheets? And I just love it.” I know the feeling exactly.

While my experience was focused on Oxbridge New York, it was a perfect reminder of just how valuable pre-college summer programs are for students. Taking full advantage of each of the three summers available before the college admissions process officially begins is critical for students’ growth and development. These adventures help our students to scaffold their transition to college and better understand what experiences they’re looking to have. Pre-college programs are a little like “restaurant week”; they provide opportunities to sample different learning environments, geography, and subject matter in order to better prioritize and ultimately commit to a “just right” college experience.

For further discussion about college counseling for your family, please contact our office.

By Jordi Rozenman, M.A., College Counselor and Private Tutor

Boarding schools guide students in becoming independent, broad-minded, and responsible young adults. They offer environments that promote strong academic and social communities and provide rigorous support in ways that day schools cannot. Boarding schools enable students to take responsibility for their learning and growth while also ensuring that students have access to support systems that dynamically meet their needs. In this blog post, admissions directors from elite New England boarding schools share their insights on what boarding schools can offer to students and their families.

Intentional Academic Community

Boarding schools are places where students are immersed in thoughtful, collaborative environments throughout their entire day. The rich combination of academics, extra-curriculars, and residential spaces allows for learning and teaching to extend beyond the classroom walls. “Boarding school communities are uniquely and intentionally designed to foster these opportunities for our students; as 24/7 living and learning environments, we embrace teaching and learning that extends beyond the limitations of a classroom and an academic schedule,” says Allison Letourneau, Director of Admission at The Berkshire School in Massachusetts.

Given the breadth of boarding school offerings and the unique experiences that they afford their students, parents might be unsure where to begin in their search for their child’s boarding school. “I think a great starting point for parents is the school’s Mission Statement,” advises Rich Ryerson, Associate Director of Admissions at Kimball Union Academy in New Hampshire. “This will tell you a great deal about a school’s culture and identity.” Ryerson also suggests consideration of programmatic offerings, “for example, if my child loves engineering and ‘hands-on’ projects, I will be able to see if the school has a strong STEM program, perhaps offering courses in engineering or fabrication.” Ryerson points out that a school’s size and location are important qualities to consider, alongside a child’s learning style. “Does your child want an intense academic setting surrounded by other highly competitive students or perhaps a setting with more of a range of abilities. Perhaps a setting with academic support services is needed to help bolster a student’s success when mild learning challenges are part of the learner’s profile.” Ryerson also discussed the consideration of geography in connection with school programming. “If your child enjoys the outdoors–activities such as mountain biking, kayaking, hiking or being part of an environmental club–then a school with an emphasis on “place-based” education might be appropriate.”

Advisory

Alongside traditional faculty instruction, boarding schools typically provide each student with an advisor to help them grow and thrive. Students meet regularly with advisors and receive ongoing, individualized mentorship and guidance. Faculty advisors become trusted adults with whom students can share their aspirations and their challenges.

“Faculty advisers take primary responsibility for shepherding students through their time at St. Paul’s School in New Hampshire and serve as a liaison between the student, their teachers and their family or guardian,” explains Admissions Director Dana Anselmi. “Advisers strive to cultivate an atmosphere of trust so that students can openly discuss their hopes, dreams, and goals – they assist students in their academic programs and course selections, keep abreast of students’ athletic commitments and community activities, and provide the friendly support, trust, and understanding that undergird adolescent growth and development.” At many schools, advisors and students may also meet for meals or gatherings that further support strong community bonds.

Independence

Boarding schools help prepare students for life in college and beyond by allowing students to take responsibility for their own spaces and schedules. Students are able to experience the freedom of having greater ownership of their day-to-day decisions. They learn to advocate for themselves, choose the activities that they want to be a part of, and stay organized, while receiving ongoing support and structure from their school.

“We have lots of student leadership opportunities as well as experiences for students to try on new things and have new experiences,” explains David Tutle, Admissions Director emeritus of Westover School in Connecticut and current president of the Small Boarding School Association. “As a small school, we can offer more of these opportunities and the kids can take academic and social risks that they may not in larger systems. Of course, there are systems around boarding life that help as well. Having the ability to go into town, being responsible for your own space, managing your schedule, and making sure you utilize the resources available to you when you stumble, and there are times you will.” Boarding schools can be safe, nurturing spaces for students to explore beyond the bounds of their respective families and learn who they are on a deeper level.

Social and Emotional Wellbeing

As boarding schools provide holistic support for students, they have robust offerings and services to meet students’ social and emotional needs. These schools provide many layers of care, from advisors to dorm parents to social events and nutritional programs. Boarding schools recognize the significant challenges that young people face and have designed programming and structures to help their students grow as full people. “The world is fraught with conflict, and there are a lot of challenges to a teenager’s emotional, social and psychological well-being,” says Maureen Smith, Director of Admissions and Financial Aid at Marvelwood School in Connecticut. “Student health and wellness is a priority. Our faculty are well trained and well-versed in teaching and modeling what it means to have a healthy lifestyle. Marvelwood’s approach to supporting doesn’t stop when students walk out of the classroom or during a tutoring session, rather, it is incorporated into all that we do. In every aspect of our school culture, we prioritize healthy choices. We emphasize the importance of the student/faculty relationship, improve students’ self-confidence and self-advocacy skills, encourage healthy choice-making, and provide the social and emotional support our students need to become their best selves.” Boarding schools are poised to offer students extensive pathways to develop and nurture their mental health and social development, from counseling and nutrition to events and community-building.

Is Boarding School the Right Choice?

It is common for parents or caregivers to wonder if boarding school is the right fit for their child and their family. The prospect of less contact with their children can bring up concern or worry. Meghan Grover, Director of Admission of The Milbrook School in New York points out that less than one percent of American high schoolers attend boarding schools, so it is easy to understand parents’ lack of familiarity with this option. “The key to understanding the experience is to experience it for yourself,” Grover says. “Once you get on campus and speak to boarding school students, families, and faculty, you will quickly see and hear the meaning and value of the boarding school experience.” Additionally, boarding schools have structures in place to intentionally facilitate quality time between students and their families. Boarding schools have established longer breaks to provide families with more time to spend together over holidays. During vacations, the homework load is reduced so that students can focus on their time with loved ones. Families are welcome to visit campus and take part in performances and sporting events. Students are welcome to use their technology to stay in touch with their families and make sure they know what is going on in their lives.

If you’re interested in learning more about boarding schools for your student, please contact our office for assistance.

By Brad Hoffman, Board Certified Educational Planner, Faya Hoffman, Board Certified Educational Planner, and Laurie Gross, Reading Specialist and Special Educator.