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.

Whether at home or school, disagreements between adults and teens are inevitable. While it’s normal (and even healthy!) to have differing opinions, friendly debate, or divergent perspectives, sometimes these interactions turn negative. A conversation can quickly become an ugly argument, and before you know it, you’ve found yourself locked in a power struggle.

After all of the hard work of college exploration and applications, how do you choose among the colleges to which you’ve been accepted? This spring, COVID-19 makes things feel a bit uncertain but many schools have extended their decision deadlines to June 1st. This gives you more time to think about where and how you want to pursue your education (but be sure to check with each college).

The art room has been known to be a place where students open up and want to talk. Maybe it’s because while working with their hands students’ thoughts go on autopilot and they seamlessly feel comfortable sharing. Maybe they feel empowered or, in the very least, reassured in hearing about artists who found success while questioning social norms. Maybe it’s because during the creative process we actually work closely. Maybe safely sharing “personal space” is a catalyst for why the art room has emerged as a place that’s “safe” in every sense of the word.

“Tell me and I forget, teach me and I remember, involve me and I learn.” - attributed to Benjamin Franklin An estimated 50 percent of adults suffer from math anxiety and research indicates that discomfort with numbers can begin as early as first grade. Students who have not experienced success in traditional educational settings exhibit math anxiety frequently — creating a regular challenge at Rock Point School. Let's explore the hands-on approach used by our math department to build confidence by doing.

In 20 years of helping students explore college options and work on applications, I’ve seen, heard and learned a lot about what colleges want. What gets ignored too often is the question of what you––the student who is going to go to college––want.

During our electives classes at Rock Point, students get a chance to learn and practice skills that go beyond traditional academics. Playwriting, photography, makerspace, and stained glass are regular offerings during this 45-minute morning class. Students produce beautiful creative work, learn new skills, and experience the process of executing an idea. Two years ago, we added a new course to the electives roster, zines.

Perhaps it comes in the form of a perfect writing prompt, when you see a student’s eyes light up, their pencil start furiously scribbling. Maybe it happens as a student watches a chemical reaction take place in the science lab, or while they’re discussing today’s news in connection with the Civil Rights movement, or as they are guided through a museum and asked to compare the techniques of various artists. As an educator, I know it when I see it: the moment when a student reaches the fine line between challenge and frustration. It occurs when students are interested in the material, supported enough to keep up with the work, and challenged enough that they have to learn and practice new skills. This is when students grow, and when they make true progress. Today, this “aha” moment has become the definition of academic rigor.