Wilderness and therapeutic programs can be a significant resource for some teens and families. These programs provide a safe and structured environment where young people can work through a crisis point, address behaviors that are harmful, and gain emotional and social skills that will allow them to flourish. Because many of these programs are designed for short term treatment, families and educational consultants can be left searching for the right “next place” for their teenagers.

If you’ve been paying attention to the educational landscape in the past few years, you’ve probably heard the terms “Social and Emotional Learning,” “Grit,” “Resilience,” “Life Skills,” or “Soft Skills” being thrown around. While it is clear that these skills are extremely important to our young people and can be a large factor in determining success, it can be difficult to sort out which specific skills fall into these categories and how to teach them. At Rock Point School, we refer to teaching these skills as educating the “whole person.”

You may have heard that Malia Obama is taking a year ‘off’, known as a gap year, before she enters Harvard University in the fall of 2017. This news has brought lots of attention to what has become a trend - students taking a year between graduating high school and beginning college. To some, this seems like a luxury, and certainly there are luxurious excursion or adventure options for a gap year, but to others this year can be extremely beneficial and make their college experience more meaningful.

When I tell people I’m the Head of a high school, I often get the response “Wow! It must be hard working with teenagers.” As a culture, we tend to be intimidated by adolescents based on some common misperceptions and stereotypes in the media. Let's explore some of the reasons why adolescents can seem intimidating plus tips for nurturing healthy teenage (and adult) brains.

Post updated 11/14/2022 As we are heading into our vacation, I am thinking about a student at Rock Point from many years ago who really struggled to get back into the school schedule when she returned from vacation. It was impossible to get her downstairs for breakfast before her first class of the day. Jokingly, we made the first day back from vacation “Tara clause” - making breakfast optional that first Monday morning to help students ease back into school. To this day, some students still use the “Tara clause” on the first morning back from break!

As the bounty in our garden grows, I have been reflecting on our summer program. It was such a sincere pleasure to see our students working hard in the garden and savoring the literal “fruits of their labors” throughout the summer. Students had ownership of their own raised garden beds and learned a lot about growing food, wildcrafting, and stewardship. As we head into a new school year, I want to share a few examples of what I know many of you, as parents and teachers, observe or struggle with daily about how to get (and keep) adolescents motivated.

Our school has always been an open and affirming place for students with a wide diversity of identities and backgrounds. In our small, warm, welcoming community, students learn to appreciate themselves and each other as individuals, each bringing a unique perspective and a unique set of strengths and challenges. Each year, as we help students build a cohesive and meaningful community, we also teach them how to respect, include, and value a diverse group of fellow students, seeing beyond labels of race or culture, sexual orientation, thinking style, learning disability diagnosis, economic background, or anything else.

Our culture is obsessed with the cutting edge and innovation––and almost automatically assumes that newer is better. I’m not moved to argue against change; life is change. And many changes are good. Instead, I want to have more thoughtful conversations, especially in education, about recognizing and valuing what’s tried and true, while still supporting progress.