Torch - Spring 2018

Report on the Junior and Upper Schools

Old Girl Ronée Boyce 1998 (right) returns to Havergal to speak at Prayers about her career as a concert pianist and how dreams, dedication and drive, as well as overcoming disappointment, helped to shape her as an artist (with Prayers Prefect Anne Broughton).

In the Upper School, students take on greater responsibility in developing their inner strength and resourcefulness. In some ways, their tolerance for failure needs to grow as their social dynamics become more complex and academic demands increase. A girl who lacks faith in her ability to solve problems or overcome disappointments is going to avoid challenges and difficult conversations. She is going to look for the easier path, which— in the end—makes for a harder life. We encourage our older students to advocate for their own learning and talk to teachers directly about any concerns. There is a place for parents in that conversation, but it’s mainly to coordinate. The hard work has to come from the student or she will not learn to stand up for herself. Recently, one of our Grade 8 students was upset with a teacher and felt her learning needs weren’t being met. The student was coached in how to talk directly to her teacher about her issue. After that conversation, the teacher and student met with a member of the school leadership team to develop a strategy in moving forward. The student learned how to deal with authority and negotiate for her interests. In the end, everyone involved in that situation had be flexible. It was a lesson in resilience all around. Schools and teachers—not just students—need to adjust the sails of change. Being rooted in

Havergal’s enduring values of integrity, inquiry, compassion and courage allows for many ways to bend toward a student. If anything is a constant, it’s change. The Senior School recently experienced a superb moment of change led by a small group of Grade 10 students, with the support of Head of Senior School Gillian Martin. In the place of our usual morning Prayers, students offered spoken presentations on the topic of mental health. Personal stories were shared, a respectful conversation was held and tough questions were asked. Does the school do enough? Should students listen more to each other? There was some risk involved in departing from the Prayers format. It had not been done before. Again, we had to adjust our sails. But there was flexibility in form, not in values. That assembly embodies something we strive to teach our girls: learn how to adjust and adapt. Know what to do when what was true yesterday may not be true tomorrow. Don’t be afraid to take a risk. Step into your courage. It takes practice, but these are important qualities for all of us—school, faculty, students and parents. Parents also have a role to play in teaching resilience. Their daughters sometimes feel the pressure of being in a top-tier school and can respond by seeking perfectionism. The problem is that the

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