By the time many teens reach high school, they may have been alienated by PE classes that are not tailored to their interests, sports teams that are overly competitive, or environments without many options for outdoor activities. These common barriers often leave teens feeling disconnected from physical activity. Encouraging teens to exercise in ways that resonate can be transformative, helping them discover the joy and benefits of physical movement in their own unique ways.

“When I came to Rock Point, I had a lot of social anxiety that I was pretty good at masking. I was really self-conscious, but I tried to act more confident. When we had our break during morning classes and other students would head to the kitchen for a snack or hang out in the lounge, I would head to the history classroom and read until our class started. Gus, our history teacher, was usually working there and didn’t say much, which was a relief to me. One day, I sat down and took out my book, and without looking up from his work, Gus said, ‘I see you.’ And I knew he did. It made me feel good to know that I didn’t have to talk about it but that he saw me and knew what I needed. I felt that way many times at Rock Point, and I carried that feeling into my work with young people and my parenting. Truly seeing other people is such a gift, and the fact that the adults at Rock Point made an effort to see me for who I was while I was there helped me to grow and feel safe.” - Sarah Carpenter, ‘08

The other day, a visitor to Rock Point School noticed the many dogs we have in the building. He asked, “Are these all therapy dogs?” I paused before answering with a grin, “Therapy with a small t …” While our dogs are not certified therapy animals, they serve an informal therapeutic purpose for our students. This is just one example of how a school, particularly a small residential boarding school, can provide therapeutic supports without being a “big T” Therapeutic school.

During adolescence, many students struggle to see their worth and value and have had experiences where they did not feel they belonged in school. It is a crucial time, as students grow into their full selves, for all young people to feel accepted for who they are. How can older adults help teens help each other to create a place where feeling a sense of inclusion and belonging is the norm? In our residential program and classrooms at Rock Point School, we work to provide opportunities for students to create the kind of community to which they want to belong. For many students, this is work they’ve always been a part of, regardless of where they go to school. For others, this is a new environment, and they are learning how to create an inclusive community for the first time. One of the primary goals of each school year at Rock Point is to create an environment where every student experiences a sense of belonging and inclusion.

When I tell people that we have a Post-Grad option at Rock Point School, they sometimes ask me what that means. Some people may have heard of post-grad years for athletes looking for an extra year of high school to earn a college scholarship and that can definitely be the case for some students, but there are many other reasons why a student may be interested in a fifth year of high school.

It’s officially spring, which means summer is right around the corner. As more people get vaccinated and overall immunity to COVID-19 increases, there are a few more safe options for teens this summer than last summer … but that isn’t saying much. At this point, many teenagers will not be eligible for the vaccine before the end of the summer, and it will still be important to continue to take precautions. But it’s critical for all of us, and especially the teens among us, to have a fun and safe summer. For young adults, summer offers a much-needed break from the stress of academics and the opportunity to gain new experiences that may help in the future.

As temperatures drop, and the days grow darker, it can be a challenge to keep young people busy and engaged in healthy activities. Without the constant doses of sunshine and fresh air, teens are more likely to become restless, sluggish, and even depressed. Living with the realities of COVID-19, and the limitations it puts on what we can safely do together, the winter may be even more challenging. Every year, our staff members are thoughtful about how to keep things lively and active during the long Vermont winter. This year, we’ve been even more focused on finding creative ways to engage our students, while limiting our exposure to indoor public spaces.

Language, who cares it is just words! “Sticks and stones will break my bones, but words will never hurt me.” Each school year, as we get to know each other, it becomes clear that we all have had unique experiences in the world. As individuals, we have built our beliefs and our understanding of the world around us. We have discovered that words have different connotations to different individuals. But we may not yet have learned about the power of language to tear down or build a welcoming and inclusive community.

Every “back-to-school” season, teens experience anxiety around schoolwork, schedules, friendships, and activities. They must negotiate new teachers, try-out for activities, and navigate new social situations. This year some teens have been doing online school, while others were in and out of in-person school due to COVID-19. For many teens (and their parents and some school staff), the transition back to full-time in-person school feels daunting.