Featured Work

Even before the COVID-19 pandemic, independent schools were facing a rising tide of student stress, leading to mental and emotional distress, burnout, and a loss of deep engagement and pleasure in learning. And students aren’t the only ones who suffer from this toxic “achievement culture.” In my article, I describe how the work I lead at Westover School is building student resilience and shifting school culture around imperfection and failure, centering shared humanity and collective change-making.

I am thrilled that Intersectional Feminist and Political Education with Privileged Girls, a chapter I co-authored with Andrea Jacobs from Ma’yan and Amira Proweller, Beth Catlett, and Sonya Crabtree-Nelson from DePaul University, is featured in this vital collection from Teachers College Press, edited by Katy Swalwell and Daniel Spikes.