Independent schools encourage critical thinking and robust academics, which must be balanced with a commitment to student well-being. A focus on robust academics does not suggest a high volume of homework requiring hours to complete, but rather assignments that encourage depth and thorough analysis. By engaging in analysis and reflection, students develop the skills necessary for lifelong learning.

At Steward, we adopt an approach to the whole child that considers not only academic outcomes but also emotional, physical, and social growth alongside intellectual development. Research shows that students thrive in and out of the classroom when they feel balanced and supported. Furthermore, time spent in unstructured play or pursuing personal interests enhances creativity, resilience, and problem-solving skills. Our school’s core values include academic achievement; it is a priority and a goal. Considering how our other values (care & respect, civil discourse, individuality, innovation, and inspiration) play a role in a Steward education is paramount. The integration of these values allows our students to thrive, both in their academic career and as whole people. It also allows the school to fulfill our mission of preparing students for college and for life.

At Steward, we maintain high expectations for students while safeguarding student well-being. Intentionality is integral to the design of our instruction and assessments. Recognizing that there is still room to grow, our faculty strives to:

In the Lower School, the balance between well-being and academic challenge is paramount. Academic challenge is developmentally appropriate and grounded in evidence-based learning practices. Intentional focus is on depth rather than the number of assignments and tasks, which helps strengthen foundational literacy, numeracy, and critical thinking. Additionally, the daily schedule is designed to allocate time for movement, play, and social interaction, which are essential components of cognitive development. 

 

Ultimately, the Lower School aims for sustainable challenge by equipping students to stretch themselves, grapple with complex ideas, and persist through difficulty while remaining curious. By keeping the whole child at the center of our work, we are able to cultivate a community of learners in which students are both challenged and supported.

In Middle School, academic expectations and student workload are intentionally scaffolded to meet students’ developmental needs. Outside of infancy, children undergo the most rapid period of human growth during the middle school years, characterized by physical maturation, neurological restructuring, and social-emotional changes. During this transition, students begin to shift from concrete to abstract thinking, experience heightened emotional responses, and seek to find their identity. To support this transformation, we balance traditional assessments — such as formalized homework and exams — with project-based assignments and reflective inquiry. As students move through the division, the teacher’s role changes from “manager” to “facilitator,” empowering learners to practice time management, organization, planning, and self-advocacy. By building these executive functioning skills, students are set up for success to tackle the academic challenges and responsibilities that come in Upper School.

In the Upper School, our mission comes into focus as students prepare for life after Steward. We must give them the essential skills and knowledge that will inspire their future careers and lives. These paths are divergent and ever-changing, so our academic program needs to be the same. Consulting with their parents, teachers, academic dean, advisor, and the College Counseling office, students are able to determine their own path, selecting the courses and programs that will allow them to find an appropriate balance of academic rigor. 

Regardless of the academic path, the Upper School focuses on caring for the whole person, meeting students where they are, and understanding their unique interests to ensure they are ready to learn and grow. While we may work toward high-stakes tests in Advanced Placement courses and other standardized tests (SAT and ACT), we recognize that these tests are not a perfect reflection of our students’ strengths and interests.

Our decisions regarding academic rigor and planning are driven by evidence-based best practices. For example, in our science programming, we recently recognized that a shift needed to occur from a “physics first” sequence to a sequence beginning with biology. This was based on a thorough review of peer schools, current academic research, and a study of our own students’ academic needs. These changes balance the agility of a small school with the intentionality of our established academic program. 

We believe that the intersection of robust academics and student well-being should not be a point of conflict, but instead the foundation of a Steward education. Maintaining high expectations through purposeful, differentiated instruction in all three divisions ensures that our students are not simply busy, but instead deeply engaged in learning. Ultimately, Steward’s mission lives beyond our classrooms; it’s also in our core values, which are integrated in all components of the student experience. This results in compassionate, innovative, and resilient leaders. We do not just prepare our students for the next assessment; we equip them with intellectual depth and emotional intelligence to thrive in college and lead fulfilling and purposeful lives. 

Dr. Yaa Agyekum is the Assistant Director of the Lower School and Director of the Center for the Advancement of Learning; Peter Hurley is the Upper School Dean of Student Support; and Dr. Kadie Parsley is the Middle School Dean of Student Support.