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2 025 –2 026 B OA R D OF T RU ST EES President John R. Barker ’87, P’21, P’23 Wellesley, Mass. Vice Presidents Cristina E. Antelo ’95 Washington, D.C.

TR USTEES Peter J. Caldwell Providence, R.I. Ian L. Davis P’26 Andover, Mass. Catalina Dib P’25, P’26 Boston, Mass.

Timothy P. McAdam ’86 Portola Valley, Calif.

Meredith M. Verdone ’81, P’19 Newton Center, Mass.

Diana Merriam P’08, P’11 Boxford, Mass.

Christopher T. Wood ’85 Los Angeles, Calif.

Sunit Mukherjee P’15, P’22 North Andover, Mass.

Charles F. Cornish ’06 Sudbury, Mass.

Peter V.K. Doyle ’69 Sherborn, Mass.

Secretary Phillip W. Field ’05 Boston, Mass.

John R. Packard Jr. H’87, P’18, P’21 Head of School North Andover, Mass.

Cheryl M. Duckworth P’22, P’23 Lynnfield, Mass.

Russell T. Pyle ’87, P’25 Chestnut Hill, Mass.

Anthony H. Everets ’93 New York, N.Y.

Adam F. Smith ’07 Savannah, Ga.

Julia Saltonstall Haley ’88, P’25 South Hamilton, Mass.

Isabella Speakman Timon ’92, P’26 Gulf Stream, Fla.

Treasurer Valentine Hollingsworth III ’72, P’17 Dover, Mass.

Paul L. Hallingby ’65 New York, N.Y. Kevin R. Hendrickson ’04, P’24, P’28 North Andover, Mass. Monique Y. Johnson P’24, P’26 North Andover, Mass. Booth D. Kyle ’89 Annapolis, Md.

Alessandro F. Uzielli ’85 New York, N.Y.

A LUMNI T R UST E E S Carolina C. Clark ’15 West Hartford, Conn. Aron Xie ’15 Hong Kong, Hong Kong

T R UST E E S E M E R I TI William N. Booth ’67, P’05 Chestnut Hill, Mass. Henry M. Buhl ’48 New York, N.Y. Steve Forbes ’66, P’91 Bedminster, N.J. Steven R. Gorham ’85, P’17, P’21 Ipswich, Mass. H. Anthony Ittleson ’56, P’84, P’86 Green Pond, S.C. Michael B. Keating ’58, P’97 Boston, Mass. Frank A. Kissel ’69, P’96, P’99 Far Hills, N.J. Peter A. Nadosy ’64 New York, N.Y. Eleanor R. Seaman P’86, P’88, P’91, GP’18 Hobe Sound, Fla. David R. Williams III ’67 Beverly Farms, Mass.

BROOKS BULLETIN

B CONTENTS BU LLE TI N • FA LL 2 0 2 5

Head of School John R. Packard H’87, P’18, P’21 Associate Head of School Nina Freeman Director of Institutional Advancement Gage S. Dobbins P’22, P’23 Director of Alumni and Family Programs Sara Bird Director of Family Engagement and Giving Mary Merrill Dean of Enrollment and Financial Aid Bini W. Egertson P’12, P’15

Director of Communications and Marketing Kate Moran Design Aldeia www.aldeia.design Director of Editorial and Multimedia Services Emily Williams

D E PA RTM E N TS

Director of Digital Communications Jennifer O’Neill

Unsolicited manuscripts are welcome. Opinions expressed in the Bulletin are those of the authors and not necessarily of Brooks School. Correspondence concerning the Bulletin should be sent to editor Emily Williams: mail Editor, Brooks Bulletin 1160 Great Pond Road North Andover, MA 01845 email ewilliams@brooksschool.org

02 Message from Head of School

FEAT UR E

20 G reat Hopes for this Little Chapel Built 95 years ago as a temporary structure, the Frank D. Ashburn Chapel remains the heart of Brooks School. Though the ideology shared inside the Chapel has evolved through the years, the communal experience of gathering in this intimate space hasn’t changed at all.

03 News + Notes 28 Alumni News 37 Class Notes 64 Parting Shot

ON THE COVER: Students enjoy a beautiful fall day on Main Street. Inside Cover: Brooks soccer fans cheer on the girls 1st team, which made the Class B semifinals in the New England Preparatory School Athletic Council (NEPSAC) championship. The boys 1st team also competed in the quarterfinals of the tournament. Congrats to both teams!

A MESSAGE FROM JOHN R. PACKARD JR. HEAD OF SCHOOL

Fortifying the Future As autumn gradually subsides and winter

“ There is nothing ordinary about moving ever closer to our school’s one and only centennial year and all that celebrating 100 years of Brooks School life will entail.” Head of School John Packard H’87, P’18, P’21

begins to come into view, we find ourselves moving into the heart of this 99th Brooks School year. As has been the case in all 98 of the years that preceded this one, our students and faculty are in full stride as they move in and out of classrooms and pour themselves into Brooks School life. There is something incredibly energizing about students arriving in early September and flooding our campus with their gifts and talents, which thereupon gather and grow. In this respect, the 2025–2026 school year has felt like many of the wonderful years we have enjoyed over time. Yet, there is nothing ordinary about moving ever closer to our school’s one and only centennial year and all that celebrating 100 years of Brooks School life will entail. It has been great fun to continue engaging with Brooksians spanning the decades as we think further about centennial year programming and what we might do to illuminate the difference the school has made in thousands of lives. Simultaneously, we are continuing to make progress with our centennial campaign aimed at advancing our mission around the three pillars that have guided our work: Immersive Learning, Culture of Exploration, Genuine Belonging. This direction has coalesced around the comprehensive academic master plan we highlighted in the summer edition of the Bulletin and will begin moving forward early in the new year. We are excited about a renovated and reimagined Luce Library housing our Academic Commons and all that step will yield for students and faculty members in the near term. Subsequent phases of this plan will transform the academic center of our campus by bringing all of our classrooms up to the standard

we enjoy in the arts and sciences, while adding additional community space in and out of doors. To see this work come to life over the years ahead will be a thrill. During numerous conversations about our highest hopes, a prominent thread has centered on doing all we can to ensure the school’s future builds upon its present and past, and that we fortify the school as it begins a second century. In these conversations, we are right to celebrate the school’s strength with immense pride in what our students and faculty realize together. We are well resourced on a beautiful campus with a wide array of state-ofthe-art facilities that open broader and deeper possibilities for student learning and growth along a number of dimensions. This privileged position is due to the investment and care of those who loved this school before us. Our focus on a comprehensive approach to improving our academic space is centered on our belief that there is no more important or universally impactful way to improve and fortify the school than expanding the opportunities and possibilities for extraordinary teachers and students. As we think about celebrating our centennial with as many in our community as we can gather, we do so with a clear understanding that the work we do in the moment will have much to do with the school’s capacity to be what it wants and needs to be as its second century takes hold. We move forward with this charge squarely in mind and eager to do our part in ways previous Brooksians have done for us. Our excitement about sharing our thinking and seeking ways to engage and partner with you as we pursue an even better Brooks School knows no bounds. Have a wonderful holiday season.

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NEWS + NOTES RANKING SCHOLARS Four female Brooksians were honored this fall for maintaining the highest grade point average in their respective forms for their work during the previous 2024-2025 school year.

Sixth Form Serena Anna Trojer ’25 (not pictured) Fifth Form Emma Lee Nagle ’26 (left) Fourth Form Reese Rachel Petersen ’27 (center) Third Form Camilla Rydal Neissa ’28 (right)

IN THIS SECTION 04 News from Campus 16 Arts News 18 Athletics News

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Opening Days “When we show up in the unrequired and less-or-unscripted parts of our life together on this campus, we contribute to deep engagement and we find deeply meaningful rewards. We find what I like to think of as the gray matter, the marrow, the filling of this experience we are so fortunate to have together. If all we do is stay on the lines, stick to the script, never venture off the beaten and required path, we shortchange ourselves. We miss so much. This community that is wedged into this the most quintessential of all Brooks School buildings this morning is amazing. You are amazing. That is not hyperbole. If we are to come to know all that is amazing about our community, it will be because we choose, again and again, to pursue deep engagement with one another. To know one another. To be known to one another. In these ways, we all foster belonging. We all contribute to mattering. And, we all play a critical role in each and every one of us feeling essential.” HEAD OF SCHOOL JOHN PACKARD H’87, P’18, P’21 AT OPENING CHAPEL

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During the opening days of the 2025–2026 academic year, students moved into their dorms, participated in class-bonding activities and enjoyed a Western-themed party.

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MEET OUR NEW FACULTY Five educators arrive at Brooks this fall with a wide range of experiences and expertise.

MARLEY BERANO Davis Fellow, Self in Community Teacher A native of Litchfield, Conn., Marley Berano graduated from the Frederick Gunn School and Mount Holyoke College, where she studied psychology and education with a minor in educational policy. During her time in college, she was a three-year captain of the basketball team, chair of the student athlete advisory committee and an admission office ambassador. In her free time, she enjoys working out in the gym, cooking and visiting her parents in Florida. What’s something about you that may surprise students? In 2023, I completed a six-month-long Disney College Program internship! I worked in Disney’s Hollywood Studios at “For the First Time in Forever: A Frozen Sing-a-Long Celebration” and I loved every second of it! BLYTHE GROSSBERG Quantitative Strategies Specialist in the Learning Center Blythe Grossberg grew up in Harvard, Mass., and attended Harvard College, where she majored in history and literature. She earned a doctoral degree in psychology from Rutgers University and has worked as a learning specialist at multiple independent schools in New York and Massachusetts. In her free time, Grossberg enjoys writing and has written several books on learning differences, ADHD and autism. She also enjoys baking, reading, volunteering at a community food pantry, gardening and trying to figure out Wordle.

What can students expect in working with you this year? I want to help students feel less scared of math and more empowered to use strategies to solve problems. Students can expect to learn math strategies tailored to the way their brains work! JOSHUA JACOBO JR. ’ 13 Mathematics Teacher Joshua Jacobo Jr. graduated from Brooks in 2013. He was born and raised in Lawrence, Mass., and spent more than eight years working at the Youth Development Organization of Lawrence with students from elementary through high school. After graduating from Merrimack College, he taught math for four years at Lawrence High School, where he also served as junior class advisor. Why did you want to come back to work at Brooks? Being a student at Brooks was one of the most meaningful experiences in my life. The relationships I formed and everything I learned have left a significant impact on me. I wanted to come back to a community that meant so much to me, and hopefully help make someone else’s experience just as meaningful. ANNE MCCOY P ’ 27 Spanish and French Teacher Anne McCoy was born in Angers, France, and earned master’s degrees in English, Spanish and French from universities in Angers and Grenoble, as well as a postgraduate teaching certification from Cambridge, England. She first came to the United States as a teaching assistant at the University at Albany and soon decided to make a life here, building a career as a French and Spanish teacher.

Since 1999, when she became a full-time teacher, she has loved sharing her passion for languages, cultures and stories from her many travels around the world. Outside the classroom, McCoy enjoys teaching barre and strength classes, spending time with friends and family and going horseback riding whenever she can.

Marley Berano

What is your favorite thing about working with students? I’ve always worked with children and adolescents, but now that I’m older and have my own children, I feel I understand them better. I enjoy being someone they can relate to and turn to for support in different ways.

Blythe Grossberg

C AMERON SEGAL College Counselor Cam Segal comes to Brooks after five years working in the admission offices of Hamilton College and Boston University. Raised in Marblehead, Mass., he is a graduate of Pingree School and Connecticut College, where he studied American studies and teaching. Segal earned his master’s degree in education from Boston University, concentrating in higher education administration. In his free time, he enjoys running with Boston’s Midnight Runners, playing soccer with friends and spending time with his three brothers. Favorite movie and TV show? My favorite movie is “Miracle on Ice” and my favorite TV show is “Ted Lasso.” Both demonstrate the power of optimism, dedication and teamwork.

Joshua Jacobo Jr. ’13

Anne McCoy P’27

Cameron Segal

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Professional Development As lifelong learners, faculty members are encouraged to continue their own education through a variety of professional development opportunities. Brooks financially assists faculty members to obtain advanced college degrees, as well as attend professional development workshops and educational conferences, through the support of the Brooks Fund and several endowed grants. Nearly a dozen faculty members took advantage of summertime to further advance their own understanding of a wide variety of topics.

In preparation for this year’s launch of the first cohort of the peer-led National SEED Project (Seeking Educational Equity and Diversity) at Brooks, Spanish Teacher Chelsea Clater and Chair of the History Department Michele Musto P’26 participated in a week of training at Dominican University of California in San Rafael. They presented on their experience back at Brooks during opening-week faculty meetings. History Teacher Laila McCain explored pedagogy; considered assessments and feedback in discipline groups; and discussed social-emotional learning and diversity, equity, inclusion and belonging at the twoweek, graduate-level Early Career Summer Institute at the Klingenstein Center through Teachers College at Columbia University. Additionally, McCain recently received a McVey

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Grant — given by the school to “support, further and enrich teaching and work at Brooks” — which she is using to finance a master’s degree in educational leadership and policy at Boston College. Advanced Placement science teachers — Chair of Science Department Laura Hajdukiewicz P’15, P’17, P’19 and Science Teacher Alexandria Sacco — spent five days sharing ideas, lessons and best practices in small workshop groups at the AP Summer Institute training conference at St. Johnsbury Academy in Vermont. AP Spanish Literature Teacher Nieves Rios-Moya P’24 participated in the same seminar at Manhattan University in the Bronx, N.Y. For several months, Science and Self in Community Teacher Shami Bery engaged in IDEO’s online “Foundations in Design

Thinking Certificate” program, which focuses on developing the skills and understanding of design thinking. Director of Psychological Counseling Kimberly Cratty P’28, Chair of the Self in Community Department Ashley Johnston and Director of Student Affairs Ingrid Knowles participated in the Association of Independent Schools in New England’s day-long Health and Wellness Conference in Norwood, Mass. The group dove into workshops focused on behavioral health, student success, physical health and other wellness topics. Professional Association of Diving Instructor Laura Hajdukiewicz also led

Alexandria Sacco and Science Teacher Peter Moccia through a PADI Rescue Diver course in Sebago Lake, Maine, in preparation for their Winter Term course, “Guardians of the Sea.” During the four-day “Oceanic Melville: Fourteenth International Melville Society Conference” at the University of Connecticut at Avery Point in Groton, Conn., History Teacher Chris Slaby took in some teaching and presented his own research on the Indigenous history of the Atlantic and Pacific worlds from the perspective of cultural and literary history.

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FACULT Y UPDAT E

CELEBRATING FIVE YEARS OF

The Davis Fellows Program Four early-career educators have been able to enhance their teaching skills through the mentorship and classroom observations featured in the Davis Fellows Program, now in its fifth year on campus.

It was Brooks’ emphasis on integrity and moral responsibility that first drew this year’s Davis Fellow Marley Berano to the school. Now in its fifth year, the Davis Fellows Program provides support and growth for young educators new to teaching, coaching and residential life. “As a new teacher who is developing my own philosophy of education, it feels exciting to begin my career at a place that is grounded in shared values and community,” said Berano, who this fall taught Self in Community classes, sat in on AP Psychology classes and coached the girls’ 2nd field hockey team. “It is incredibly rewarding to see students grow and mature in all the dynamic areas of school life: personally, academically, athletically and in the dorm.” The Davis Fellows Program was established during the latter half of Fiscal Year 2020 in an effort to support young educators at the onset of their careers. To date, the program has sponsored four fellows on campus. Under the current directorship of Dean of Teaching and Learning Joanna McDonough, the one-year program — that maintains an option to renew for a second year — combines teaching, observation and community engagement: “Our Davis Fellows Program provides new career teachers

with experiences in all facets of boarding school life that are grounded in mentorship and support,” McDonough said. During their first semester, fellows teach one class while observing another, in addition to working one additional block in an area of interest, such as Learning Center, athletics, admissions or college counseling. They also assist with a Winter Term course, serve as a dorm parent and instruct two seasons of afternoon activities. That list of responsibilities grows in the second year of the program, as fellows then teach the equivalent of two major classes. They add a halfblock of time to their specific area of interest, while continuing their Winter Term, dorm and afternoon activity commitments. There is also the option to continue formal class observations or co-teach a minor class. Throughout the fellowship, fellows are invited to participate in additional groups, clubs, organizations and affinity groups. History Teacher and Admission Counselor Laila McCain, who commenced her tenure at Brooks as a fellow in 2022 before quickly becoming a full faculty member, noted that the program allowed her to adopt best teaching practices by formally

observing faculty both in her own department and in other departments. “Brooks was very supportive in allowing me to pursue professional development that would help me grow as a teacher,” said McCain, who is currently enrolled in a master’s degree program in educational leadership and policy at Boston College. “I did the Advanced Placement Summer Institute after my first year teaching.

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P HIL ANTHROP IC COM M ITM E NT

Funding for the Davis Fellows Program is part of a commitment Andrew Davis ’81 made to the school during The Campaign for Brooks. The program commenced two years after the Fiscal Year 2018 establishment of the Davis Scholars Program, which, for selected students, fully covers the cost of attending Brooks School for all four years. “We are so fortunate to have 12 Davis Scholars at Brooks,” Dean of Enrollment and Financial Aid Bini Egertson P’12, P’15 said. “They enrich our community through their academic achievements, leadership and involvement in campus life. Many will also be the first in their families to attend college.”

From left to right: Current Davis Fellow Marley Berano and History Teacher and Admission Counselor Laila McCain, a 2022 Davis fellow.

Within my department, my grade level teams were the most helpful in showing me the ropes of how to structure a course.” McCain, who in 2025 was awarded the Reverend George F. Vought Prize for her contributions to the school and notable professional growth as a young educator, benefited from numerous informal mentors during her fellowship, specifically naming Associate

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Head of School Nina Freeman as one. “Seeing and learning from someone who shares the same identity as me and is in a position of high administration was highly powerful for me,” McCain said. “We also were able to build an interdisciplinary class together — African American Studies — which has been incredibly impactful in the school community. Nina has taught me the importance of kindness,

open-mindedness and leading with integrity.” More recently, Brooks has created a formalized academic support system to augment the fellowship. This year, Science Teacher Peter Moccia is the inaugural Davis Fellow academic mentor and is providing current fellow Berano with lesson planning and classroom visit support. McCain is providing social and personal support. “Above all, we hope our Davis fellowship offers mentorship and guidance as new teachers are beginning their career,” McDonough said, adding “We are thrilled to be part of their journey and so fortunate to have this program at Brooks.”

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STUDENTS ON THE FOREFRONT Students on the Forefront interns rave about their summer work in research labs, investment firms, hospitals, museums, tech companies and the Massachusetts State House. Hands-on opportunities are the heart of Brooks’ Students on the Forefront program, which aims to open doors for rising sixth-form students to gain professional experiences and further their interests. Initially launched by Brooks’ Science Department in 2004, the program has been expanded to include humanities, finance and arts. This year, the initiative included roughly a dozen internships in businesses, hospitals, labs, offices and nonprofits based in Massachusetts, New Hampshire and Vermont, as well as online. Students in the class of 2026 applied and interviewed last winter. Decisions were released in February 2025 and as soon as the school year ended, the Brooksians began their summer internships.

ROHAN AMIN ’26 ▶ LABORATORY RESEARCH IN BOSTON UNIVERSITY SCHOOL OF MEDICINE’S DEPARTMENT OF PATHOLOGY “This summer, I interned in Dr. Jim Crott’s lab at Boston University School of Medicine, where my main focus was investigating the genotoxicity of microplastics and how they affect intestinal cells. I ran a variety of assays to assess cellular responses and learning lab techniques, such as splitting and culturing human cells. I performed Gel Electrophoresis and used Western Blotting to measure protein levels. This hands-on experience really helped me learn how to design and carry out experiments, analyze data and troubleshoot when things don’t go as planned.” JILL HAMILTON ’26 COASTAL RESTORATION AND CLIMATE RESILIENCE LAB AT THE UNIVERSITY OF NEW HAMPSHIRE “I worked in the field and the lab for my summer internship with University of New Hampshire professor Gregg E. Moore, Ph.D. P’24. I would measure water height and a control height compared to sea level to track how different restoration methods help the marshes resist flooding because of the rising tides. I really enjoyed doing these measurements because I thought it was very interesting to learn how to use and to learn the importance of these pieces of technology.”

SOPHIA CODREANU ’26 ▲ AXIAL FINANCIAL GROUP “During our time at Axial Financial Group, we had the opportunity to learn about many different positions in the finance world. Each day, we were introduced to new people who taught us about their jobs, exposing us to the diversity of the career path. Writing our blog about tariffs and listening in on calls also taught us a great deal about financial planning and the field as a whole.” URMI PATEL ’26 ▲ AXIAL FINANCIAL GROUP “Interning with a financial planner showed me how important it is for people of all ages to learn about financial literacy. I gained valuable experience in the world of finance that has helped me determine where I see myself in the future.”

NATALIE MENENDEZ ’26 DISCOVERY MUSEUM “My favorite part about interning at the Discovery Museum definitely was working behind the scenes at a community-based nonprofit. Seeing all the little kids being so interactive and playing with each other at a young age, showing them interesting things that they’ve never seen before. It was really great getting to attend events and promote the Discovery Museum because, really, I think it is such a special place.”

ELIJAH SALIEV ’26 MARBLE HARBOR INVESTMENT COUNSEL “Marble Harbor is an investment council for people with higher net worths. They invest among a diverse amount of asset classes such as stocks and bonds. During my time at Marble Harbor, I enjoyed the research meetings the most. We would discuss what we have researched and share any updates about the companies that we’re following. I’ve loved working with L.J. Harrington ’80, who was a great role model. He is very knowledgeable in this space and he was a great mentor. He shined a light on lots of resources that I didn’t know existed and how to properly approach the investment research.”

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KATE YANNETTI ’26 ▼ CANCER RESEARCH AT THE UNIVERSITY OF VERMONT’S STEIN/LIAN LAB “In the lab, I got to grow, feed, wash, split, clone and image cells. I personally worked with Dr. Janine Warren. Together, we were looking at the impact MANCR/IncRNAs had on aggressive breast cancer cells and ways that it can be targeted to help treat breast cancer.”

BRIANNA MUNGAI ’26 ▲ MASSACHUSETTS SENATOR FINEGOLD’S OFFICE “It was one of the most amazing experiences of my life. I learned a lot every day about the legislative process, teamwork and communication, and it helped me grow more confident in a professional setting. It was exciting to be part of a team working on issues that impact people’s lives.” ELISIA LEBRANTI ’26 CARDIOVASCULAR MEDICINE AT LAWRENCE GENERAL HOSPITAL “During my first three days, I was specifically placed in cardiology and mentored by [Chief of Cardiovascular and Ambulatory Medicine at Lawrence General Hospital] Dr. Sunit Mukherjee P’15, P’22. Every day I felt like I was learning something new and getting more comfortable in a hospital environment. It was cool because I was actually able to scrub into three surgeries a day from 8 a.m. to 12 p.m. and watch all types of things. The surgeons were great and they explained every step as they worked on the patient.” ◀ KJ LEE ’26 SURGICAL CLINICAL ROTATION AT MASSACHUSETTS GENERAL HOSPITAL “At Mass General Hospital in Boston, I shadowed [MGH Executive Medical Director, Perioperative Administration] Peter Dunn ’82, P’11, P’13, P’15, P’18 and different surgeons to see different types of surgeries in the operating room. l’ve been interested in medicine for a while now. I thought this was a great opportunity for me to feel how it is to be a surgeon. You learn a lot that you wouldn’t be able to learn in classes. It’s a great experience.”

JACK LI ’26 PSYCHIATRIC NEUROIMAGING LABORATORY OF BRIGHAM AND WOMEN’S HOSPITAL “I had a great time at my internship at the psychiatric neuroimaging lab. My assigned research project predicted whether or not a child would get into the clinical range of behavioral problems in two years’ time. I used various machine learning techniques in order to achieve models, with promising results. In addition to meeting with postdocs and our mentors regarding our projects, I also had a series of presentations on different topics related to the things done in the neuroimaging lab such as statistics, different neuroimaging techniques and how to code in R.”

EMMA NAGLE ’26 MEDICAL DEVICE DEVELOPMENT AND TESTING AT GLOBUS MEDICAL “Through a variety of projects, from making prototypes of a newly designed robot arm, to creating our own fixture for accuracy testing, I learned many new skills and problem-solving approaches. I didn’t even have to be ‘working’ to be learning. My favorite part of the experience was just observing: sitting in on meetings and listening to the engineers converse and collaborate. I was absorbing a trove of understanding, which included a whole new sophisticated vocabulary. My six weeks at Globus [organized by CTO of Imaging, Navigation & Robotics Norbert Johnson P’24, P’26] was basically a crash course in everything engineering and how to realistically turn ideas into something actionable.”

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While considering the studies that have shaped the field, students are exploring psychological theories, key concepts and psychological phenomena, including biological bases of behavior, cognition, development, learning, social psychology, personality and mental and physical health. Throughout the year, they will apply psychological concepts and employ psychological research methods and data interpretation to evaluate claims, consider evidence and effectively communicate ideas. Q & A

IN THE CL ASSROOM

AP Psychology New to Brooks’ science curriculum this year is AP Psychology, which introduces students to the systematic and scientific study of human behavior and mental processes. A total of 32 students are in two sections of the course taught by Chair of Science Department Laura Hajdukiewicz P’15, P’17, P’19 and Science Teacher Alexandria Sacco, both of whom attended the AP Summer Institute training conference at Vermont’s St. Johnsbury Academy to prepare for the new offering.

Chair of Science Department Laura Hajdukiewicz P’15, P’17, P’19 Why did you decide to offer this new class? I have been teaching honors neuroscience for the past few years as a semester-long elective and it was a popular course with our sixthformers. Many of my students expressed interest in the psychology component of the course and wanted more. I began to consider expanding the course to be full-year, realizing that the AP Psychology course would meet the needs of students who wanted a more in-depth understanding of psychology and neuroscience. There had been a redesign of the AP Psychology

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course a few years ago to reflect the scientific nature of the subject, so I felt very comfortable offering it as a science course. What are three interesting things students will learn during the year? They will learn how both biology and environment shape who we are. As we study the brain in all its complexities, we will also consider how environmental influences play a huge role in behavior. We will study child development, which is always very interesting to students. They will learn about the different stages of development, which will hopefully help them understand not only their own behaviors — and those of children they may know — but also give them information and insight that they can use someday as parents. They will learn more about mental illness. And with that information, we can help reduce the stigma that can sometimes surround issues involving mental illness. We will also focus on mental well-being and discuss strategies that I hope they take with them into their futures to help them manage stress and hardships.

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What prerequisite classes will prepare students for the material in this class? Students should have taken biology prior to taking this class, and we will build upon that foundation of knowledge in AP Psychology. Information that they have learned in Self in Community about health and wellness will also be helpful. Many students may have taken anatomy and physiology (or may be doubling in that right now), which will also help prepare them for this class. As it is an AP course, any AP class will help them get prepared for the large exam in May as well.

Chair of Science Department Laura Hajdukiewicz P’15, P’17, P’19 in the classroom.

How does this class complement Brooks’ scientific offerings? Psychology is a science and is heavily based on research, so I hope for students to become more engaged in reading scientific literature that they may not have as much experience with to date. This is an important skill that is in line with our science departmental skills of scientific reasoning and scientific inquiry. The research they will be exposed to is also based on the scientific method, which is a foundation of all our science coursework at Brooks.

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Fast 5 / Q+A

This summer, sixth-former Posey Connell and her older brother, Cedar, were named the Leukemia & Lymphoma Society’s 2025 National Student Visionaries of the Year for their impressive fundraising efforts. Along with a team of 12 close friends and family, including Eloise Bertrand ’26, Sloan Hayden ’26, Mia Macklin-Dibb ’26 and Kate Yanetti ’26, the Connell siblings raised $620,000 — nearly double their initial goal — for the Leukemia and Lymphoma While Cedar’s diagnosis Society (now called Blood was uniquely his own, Cancer United) in less than six the disease impacted the entire family. What has it months. Their hope is that the been like for you to watch him money will fund effective, safe go through the various stages of treatment? Watching Cedar move treatments that target cancer through treatment has been both precisely without harming devastating and transformative. In the early days, I remember feeling the rest of the child’s body. powerless, weeks at the hospiThe fight is quite personal for tal and cabinets of medications became our new normal, and it was the Connell family, as Cedar painful to see my older brother, was diagnosed with acute someone I had always looked up to, someone consistently so lymphoblastic leukemia in 2022.

“ No matter where life takes me, I know philanthropy and advocating for what I believe in will always be central to who I am.” Posey Connell ’26

strong, suddenly so vulnerable. But alongside the fear came moments of unexpected strength. Cedar has taught me what resilience really looks like. His ability to find humor in the darkest moments reminded me that joy can exist even in hardship. For our family, it reshaped the way we show up for one another; we became more intentional, more present, more grateful for small moments like shared laughter during long hospital days. It’s been incredibly hard, but it has also given me a new understanding of empathy and what it means to support someone you love through every stage of a fight like this.

In February 2025, you and Cedar commenced your fundraising efforts, several years into his diagnosis. Why did you decide to take on such a large endeavor at that moment in time? By the time February 2025 came around, we were no longer just reacting to Cedar’s diagnosis; we were living with it and helping him as he adjusted to trying to live a normal teenage life. That shift made us want to do something bigger than just face it quietly at home. Cedar and I knew firsthand how much cancer takes from families and we wanted to transform that pain into something meaningful. Launching the campaign at that moment felt right because we were ready to channel years of fear, love and hope into action. We also felt like we’d grown enough, both in perspective and in confidence, to take on something this large. It wasn’t only about raising money; it was about proving that even as high school students, we could step up and make a real difference for kids and families going through the same fight.

What elements of your fundraising efforts were the most difficult to tackle and how did the Brooks community help you accomplish them? The hardest part was the sheer scale of the campaign. Our first goal of $250,000 already felt ambitious — and then it grew to $600,000. Reaching out to corporations, writing pitches and balancing fundraising with schoolwork and sports stretched me in ways I didn’t expect. At times, the pressure was overwhelming because we knew every dollar could mean a child somewhere had a better shot at treatment. What kept me grounded was the Brooks community. I had never

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even told anyone at school about Cedar’s diagnosis until I gave a Chapel talk last fall. I remember being nervous about how people would receive it, but the response was overwhelming. Students and faculty immediately stepped up: Brooks music groups organized a concert in our honor, classmates sold more than 300 bracelets and friends joined our fundraising team. That outpouring of support reminded me that I wasn’t carrying this alone. Knowing my school believed in me gave me the strength to keep going and it turned something that could have felt isolating into a shared effort.

Posey Connell ’26

You were invited to speak at the then-called Leukemia & Lymphoma Society’s Unite, Inspire and Ignite Conference in Dallas, Texas, this summer, which is quite impressive. What was that experience like? Speaking at the conference in Dallas was both surreal and a true honor. Standing on stage in front of survivors, families, world-renowned doctors and CEOs, I felt the weight of what it meant to represent not just Cedar and me, but every kid and family impacted by blood cancer. I was nervous at first, but once I began sharing our story, it felt natural, like it was something I was meant to do. Afterward, the people I had been looking up to for so long came up to tell me that my words gave them hope, which was the most meaningful part. It reminded me that advocacy isn’t only about the dollars raised; it’s about connection and giving people the sense that they aren’t alone. That experience showed me the influence that young people can have and reinforced the importance of standing together for causes that matter.

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Will you take on fundraising for Blood Cancer United in the future, or can you see yourself becoming philanthropically involved with another organization? I definitely see myself staying connected to the organization because its mission will always be personal to me. This year, Cedar and I are serving as co-heads of the Junior Leadership Committee, which allows us to mentor and empower other students who want to get involved in the fight against blood cancer. At the same time, I know this is

just the beginning of my philanthropic endeavors. Cedar’s diagnosis opened my eyes to how many families carry the weight of illness quietly and I want to keep finding ways to help, whether through the organization; creating my own foundation or other organizations. What I’ve discovered is that I love advocacy, not just fundraising. I enjoy telling stories, building connections and helping to shape change. No matter where life takes me, I know philanthropy and advocating for what I believe in will always be central to who I am.

NEWS + NOTE S

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This fall, students in Brooks’ Firetrail Theatre treated audiences to an outdoor production of the hit musical, “Into the Woods,” staged by the Demoulas Family Boathouse and their troupe’s namesake fire trail.

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IN THE LEHMAN

State of the Art Art students work with renowned artist James Prosek to create a design for a bronze sculpture to be installed on campus by its June 2027 unveiling. This academic year, students in Brooks’ Environmental Studio–3D class collaborated with artist, writer and naturalist James Prosek in designing a piece to be cast in bronze and unveiled in the Robert Lehman Art Center’s sculpture garden during the school’s centennial celebration month of June 2027. The Robert Lehman Art Center hosted a landmark exhibition from September through December that celebrated more than 30 years of Prosek’s work. From his iconic watercolor studies of North American trout to monumental portraits of migratory animals and fantastical hybrid creatures that challenge conventional classifications, the exhibit brought together a breathtaking range of Prosek’s paintings, sculptures, field studies and naturalist exploThe Robert Lehman rations, offering our community a rare opportunity to Art Center exhibited the work of renown experience the full scope of his vision. The exhibit was artist James Prosek curated by Chair of the Arts Department and Director from September through December. of the Robert Lehman Art Center Babs Wheelden P’22 and this year’s Robert Lehman Art Center student intern Ella Salhanick ’26. During the initial design phase for the centennial sculpture, Wheelden’s art students were influenced by the work of both Prosek and Rivington Pyne ’64, whose sculpture collection is part of the Lehman’s permanent collection and also derives from nature and animals. Additionally, Wheelden’s students drew inspiration for their clay sculpture from a field trip to Joppa Flats’ local tidal pool in Newburyport, Mass. The scope of the installation will be driven by the funding secured before the physical design and fabrication. Two foundational gifts from Jane Surran Pyne W’64 and Douglas Hyland ’67 have enabled this project to begin to be realized, with support from the Robert Lehman Art Center Advisory Committee.

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AT HL ET I CS N EWS

Kicking Across the Pond The girls 1st soccer team trained in England this summer This summer, the girls 1st soccer team traveled across the pond to London for pre-season training. The squad successfully competed against championship club Watford FC U18s (1–0) and local club Real Bedford (3–2), in addition to putting in valuable practice time. The traveling group, which included 20 players, two coaches, two managers and several family members, also took in all the sights and sounds of the city during their eight days abroad. “As a team, we spent our days exploring the city and playing soccer against local teams. It allowed us to bond as a team on a deeper level and helped prepare us for the season ahead,” co-captain Niamh O’Brien ’26 said. “My parents accompanied me on the trip and it was a great way for them to connect with our coaches, players and other parents.” This was the first international training trip for any Brooks team since 1996, when the boys 1st soccer team played in Belgium, England, Germany and Holland. Head Coach Jason Braga, who has organized similar trips for other teams in the past, secured school and family approval from returning families in December 2024. Working with facilitators GoPlay Sports Tours, he was able to build financial aid into the program for all players who needed assistance. The group lodged in London’s Vauxhall neighborhood, not far from Buckingham Palace, and was able to visit the Tower of London, Borough Market, the London Eye and Covent Garden. For O’Brien, watching her favorite premier league teams play in person was a trip highlight. The team took in a West Ham United versus Chelsea FC match. The group also toured the Chelsea FC stadium, walking down to the field and stepping into the press area. “On the field, America has its own soccer identity and playing style,” Braga noted. “England is very different and giving the girls a crash course in a different style of play put us in a good spot going into the season.”

Led by coaches Jason Braga and Alexandria Sacco, the girls 1st soccer team spent eight days on a preseason trip to London in August. In addition to their practice and game time, the student athletes, many accompanied by their families, took in London’s most famous landmarks.

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HOPES for this Little CHAPEL Originally built as a temporary structure in 1930, the Frank D. Ashburn Chapel remains the heart of Brooks School today. The architecturally simple structure in many ways reflects the school’s unassuming character. And while the events held there have evolved during the past century — from decades of daily Episcopal services to today’s religiously inclusive, bi-weekly gatherings — the communal experience of gathering in this intimate space has not changed.

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“ I have great hopes for this little CHapel, because as the years go by I can see great dreams gather in it… To me, this place at this moment is trembling with the future.” H E A D M A ST E R F R A N K D. A SH BU R N shared these words at the dedication of our beloved Frank D. Ashburn Chapel on December 12, 1930, which had been built that fall for $10,000. The frequency and secular nature of today’s Chapel services are quite different from earlier decades in Brooks’ history, but the sentiment of the experience remains the same. “Brooks has never been only about academics or only about athletics. It’s about meeting young people where they are, partnering with them and their families, and helping them grow,” Head of School John Packard H’87, P’18, P’21 said. “The Chapel has served that purpose for nearly 100 years, though in different ways across the decades. Frank Ashburn might not recognize what we do in Chapel today, but I think he would appreciate what we’re trying to achieve. To me, the Chapel is the living, breathing, evolving heart of the school. It has to be nimble; allowed to change with the times. If you had to explain Brooks School to someone through a single building, you’d point to the Chapel.” For the school’s initial three years, the approximate two dozen enrolled students would gather in Ashburn’s home for nightly prayers. Calling the Chapel “a simple structure, frankly to be used for its present purpose temporarily,” Ashburn noted

that “this building is designed to serve only until a masonry Chapel may be erected.” However, largely due to the Great Depression, the modest, whiteframed meetinghouse was never replaced. Today, it is one of the very few campus buildings that all Brooksians, past and present, have been inside. “There’s a humility to the space that is a part of who we are. It’s not a lack of confidence, to be clear, but there’s a humility embedded in the culture of the school that I’ve always appreciated,” Packard said. “And there’s beauty in the Chapel’s simple structure. It’s been pieced together, pushed out here and stretched over here. The pews have always been somewhat uncomfortable. But I just think it’s a magical building.”

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Original interior of the Chapel

THe

Chapel has undergone three renovations: The Chapel was moved back 20 feet to double the building’s capacity to 275 in 1938 and, some years later, alcoves were added on either side to offer even more seating. In 2014, a $5 million renovation project provided room for 444 students and adults on the main level, while a new classroom and common space on the ground floor expanded the number of areas to teach, gather and talk — all without altering the building’s intimate atmosphere. Brooks’ inclusive form of Protestant architecture, which former School Minister Bob Flanagan ’81, P’09, P’12 called a “broad church” Episcopal approach, is unlike the neo-Gothic, stone Chapels seen at many other Episcopal schools: “I love that the space is open and welcoming and modest. I think that reflects the spirit of the school,” current School Minister Jim Chapman added. While the architecture has remained the same, Brooks’ Chapel offerings have evolved gradually throughout the years. During the late 1940s and early 1950s, every student shook hands with Ashburn and his wife before attending a Chapel service after dinner that was presided over by Ashburn or occasionally senior master Fessenden Wilder, recalled Rob Walker ’53, H’66, GP’18. The meetings were moved to the daytime during Walker’s days on the faculty throughout the 1960s, while Catholic students were permitted to attend their own services locally in North Andover. During the 1970s to mid-1980s, former School Minister George Vought consciously sought to make the Chapel increasingly student-centered and fun, School Minister Emeritus Tim Cogan H’98, P’88, GP’26 recalled. Cogan, who served the school from the mid-1980s to early 2000s, worked with former Dean of Faculty Michael McCahill H’07, P’91, P’97 to reduce the frequency of the Chapel services, recognizing that the changing community would benefit from a less-is-more approach. Religiously inclusive language was a priority during the late 2000s and early 2010s, when the Brooks student body became increasingly diverse in its represented religions, which included Hinduism, Islam and Judaism. “My desire for the Chapel was always to have kids leave stronger in their own beliefs, whatever those beliefs were,” said Flanagan, who served as school minister from 2008 to 2013. “So if they were atheists, let them be stronger atheists. If they were Jews or Muslims, Hindus or Catholics, I hoped they left stronger in their faiths, too.”

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ASHBURN CHAPEL’S GREATEST HITS “The Chapel is the heart of the school. The organ is the heart of the Chapel. [Organist] Rob Humphreville is an absolute magician,” School Minister Emeritus Tim Cogan H’98, P’88, GP’26 proclaimed. Top Five* Chapel Songs: “Blue Boat Home” Peter Mayer “Lean on Me” Bill Withers Clockwise: A newly constructed Frank D. Ashburn Chapel in 1930. School Minister Emeritus Timothy B. Cogan H’98, P’88, GP’26, 1985–2002. Robert Humphreville, Brooks’ organist since 1992, sits at Brooks’ 1938 refurbished organ. School Minister George F. Vought, 1971–1985. School Minister Frederick E. Emrich H’06, 2002 – 2008. A Chapel service during the late 1950s.

“Fire of Commitment” Jason Shelton “Draw the Circle Wide” The Common Cup Company “Brooks School Hymn” Phillips Brooks

& BROOKS SCHOOL MINISTERS 1959–1971 Faculty Emeritus Isaac N. Northup H’71, P’64, P’71 1971–1985 George F. Vought 1985–2002 School Minister Emeritus Timothy B. Cogan H’98, P’88, GP’26 2002–2008 Frederick E. Emrich H’06 2008–2013 Robert D. Flanagan ’81, P’09, P’12 2013–2015 Alden Flanders 2015–2018 Julie A. Mavity-Maddalena 2018–2026 James Chapman

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*2025 Student Survey

Currently, secular songs like “Lean on Me” are sung in Chapel as regularly as traditional hymns. Students and faculty share personal accounts and thoughts as often as Chapman shares his religious offerings. “The Chapel is a sacred space where our entire school community comes together to sing, hear inspiring speakers and connect with one another. It’s a place that fosters reflection and unity not just for me, but for all of us,” said Chapel prefect Phoebe Cogan ’26, granddaughter of the former school minister. “Chapel reminds me that we are not just individuals, we are part of a greater whole,” said Chapel prefect Eliza Kuechle ’26, adding it’s “created a space to learn from each individual within our community, all of whom are willing to speak out about a heartfelt or essential topic.” As Brooks heads into its second century of education, the importance of gathering in the Chapel feels just as important as it did on December 12, 1930, as it provides a place for Brooks’ adolescents to find themselves. “Your hopes and fears are important in there, even if they’re shared silently,” Tim Cogan said. “In coming together, the individual is not the most important thing; it’s the belonging.” Time and again, Packard has observed that the Chapel’s importance can be seen in the community’s instinctive reflex to head there first during the peaks and valleys of school life. “When there is profound sorrow, we instinctively go to the Chapel. No one has to be told, that’s where we gather. It has held us in moments of loss, as well as in times of celebrations. There is no living Brooks student who didn’t spend time in that building. It is

connective tissue across generations,” Packard concluded. “The space matters. That shared experience of gathering together — even just sitting there, together — still matters. Students often feel most confident speaking in front of their peers there, more than anywhere else. The community’s respect for those moments creates a powerful culture. We come to know one another — our diversity, our passions, our gifts — most fully in Chapel.”

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Shown from left to right: The entire community gathers regularly in the Chapel for special events, like the 2025 Donning of the Stoles & Symbols ceremony, 2025 Wilder Speaking Prize Contest and and 2018 Lessons & Carols Service.

GOODBYE, JIM! The Brooks School community is sad to say goodbye at the close of the academic year to beloved School Minister Jim Chapman, who joined the Brooks community in fall 2018. “He is such a gentle human being and I’ve described him many times as ‘Switzerland with principles.’ He’ll hear you, whomever you are, with whatever you have to say, and his response is always principled in that exchange. But he’s never judgmental,” Head of School John Packard H’87, P’18, P’21 said. “The Chapel needs to be led by someone who every member of this community sees as an ally; as a person who you could go to; a port in the storm and a safe place to go. And that’s exactly how I think of Jim.” A graduate of The Lawrenceville

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School, Harvard College and the University of California at Berkeley, Chapman was a writer and elementary school teacher before moving on to Houghton Mifflin Company, where he worked for 23 years in a range of editorial roles, including developing reading and language arts curriculum in both English and Spanish. “I was ordained as an Episcopal deacon in June 2015 at the age of 71, 45 years after God first tapped me on the shoulder and asked me what I was doing with my life,” Chapman said. “I didn’t avoid ordination, I think I just needed to wait until it felt like the right time.” Chapman sees Brooks’ Chapel as a community connector, where he’s sought to share the love he’s garnered through his own religious beliefs, while also making space for the beliefs of others.

“In my experience, Brooks is a special place — a community where people genuinely work at caring about one another and helping one another grow and thrive,” Chapman said. “We’re a diverse community and I always hope that in our services we can see how the great Spirit of Love is reflected in many faith traditions, not just the Episcopal one.” And during his eight years on campus, Chapman has succeeded. Chapel prefect Kevin Kahu ’27 wanted to become more involved in the Chapel after observing Chapman, service after service, lighten the mood of the community with a big smile that embodies the values he hopes to share. “I think that Chapel works to make Brooks a more thoughtful and inclusive place,” Kahu said. “Mr. Chapman looks for the best in Brooks, showing up to each Chapel with great passion and dedication to teaching the word of love. I want to be a part of the world that Mr. Chapman is creating; sharing love while still representing my own religious beliefs.”

BROOKS CONNECTIONS IN THIS SECTION 29 Alumni News 37 Class Notes 63 Marriages, Births + In Memoriam

Current Director of Athletics Andrea Heinze P’19 with Athletic Director and Faculty Emeritus Daniel Rorke Jr. H’89, P’84, P’85, P’89 at the Athletics Hall of Fall ceremony.

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Hall of Famers The 21st class of the Brooks School Athletics Hall of Fame was inducted on October 25 for their collective contributions to the quality and tradition of Brooks athletics. The honored alumni athletes and coaches all exhibited exemplary sportsmanship, athletic excellence, versatility, character, leadership and commitment during their Brooks days. LUDLOW KRA M ER ’51 (D) entered Brooks as a second-former in the fall of 1946 and was a member of the football, hockey, squash, tennis and baseball teams. Earning a total of 12 varsity letters during his Brooks athletics career, Kramer captained the hockey, squash and baseball teams and was the president of the Athletic Association in his sixthform year. He was an all-star goalie on a resurgent hockey team, number one on the squash team and was a defensive whiz at second base for the baseball team. Kramer subsequently served as a sergeant in the Air Force, had a career in politics serving as the youngest Secretary of State for the state of Washington and established and operated several successful businesses in Washington, Alaska and Montana after leaving politics. Ludlow passed away in 2004 after a short and courageous battle against lung cancer.

FACULTY E MER I T US DAN RORKE H ’89, P ’8 4 , P ’85, P ’89 began his career

at Brooks in 1984 as head coach of the boys 1st football team. Just two years later he was appointed athletic director, a role he held until his retirement in 2004. He wore many hats during his two decades at Brooks, serving the school as a history teacher, student advisor and coach for football and baseball teams. He always cared more about his players’ sportsmanship and teamwork than the final game score and inspired countless Brooksians to excel in their respective sports.

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Originally from North Andover, Mass., BILL F LE I S C H M A N N ’ 7 1 did not need to travel far when he began at Brooks as a third-former in the fall of 1967. Early on in his Brooks athletics career, Fleischmann became a leader of the football, basketball and baseball teams. In addition to being senior prefect, all the teams he played on had winning records during his sixth-form year. In football, Fleischmann was the unsung center and kicker. He was captain of the basketball team and its leading scorer. In baseball, he won the inaugural Jackson Bowl, named for his former coach, upon which is inscribed “To set the cause above renown, To love the game beyond the prize.” Fleischmann attended Tufts University, where he was a member of their baseball team. He was a teacher and coach in the Andover Public School system for some years, before moving to Texas to work at the Trinity School, where former Brooks faculty member Reverend Doug Peterson was the head of school. Throughout his many years at the Trinity School, Bill held many teaching and administrative roles and, of course, remained involved with athletics through coaching there. Bill was inducted into the Trinity School’s Hall of Honor in 2018.

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More commonly known as the “Blonde Boat,” the 2004 GIRLS CREW 1ST BOAT possessed exceptional strength, fitness and rowing abilities. The personal desire, focus and undying team spirit of the members of the boat (Lexi Caffrey ’06, Elle Logan Dinares Cardenal ’06, Carolyn Thomas Griffin ’05, Libby Mulligan ’04 and Vanessa Ratbone ’04) led them to their ultimate victory: a national championship. During that impressive 2004 season, the female rowers won first place at three of their races and second place at the remaining two races. They placed first at the New England Interscholastic Rowing Association regatta (NEIRA), before placing first at the National Youth Invitational Regatta in Ohio. With the 2004 graduation of Mulligan and Rathbone, the 2005 GIRLS CR E W 1ST B OAT maintained success with the addition of athletes B Churbuck Havel ’07 and Kate Morris ’06. The boat had a nearly undefeated season, winning three races and placing second in a fourth race, in addition to placing first at NEIRA (Brooks’ fourth girls crew championship in six years) and first at the National Youth Invitational Championship.

M I LTON LOV E ’91 was a four-year letter winner in football and baseball while at Brooks. He was the first football player in the school’s history to be named to an Independent Sports League All-League Team for both offense and defense in the same season. A four-year starter on the baseball team, Love served as captain during his sixth-form year. He was a two-time team leading hitter, securing a .512 hitting average during his fifth-form year and a .429 average during his sixth-form year. During his final season, Love led the baseball team to a 12–3 record, landing the team second in the ISL — Brooks’ highest standings in baseball ever. He was recipient of both the Allen Ashburn Prize, awarded each year by the faculty for any suitable purpose, and the Jackson Bowl for his dedication and all-around contribution to the Brooks baseball program during his four-year career. Love turned his passion for sports into a profession during his 12-year career with the New York Jets, serving in a variety of positions, from game-day assistant to operations manager.

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What Do You Love About Brooks? As we prepare to celebrate our centennial in 2026–2027, we’re building a list of 100 Things We Love About Brooks — and we want your voice to be part of it.

Going for Gold Martrell Stevens ’21 has been training hard all fall. A current member of the National Wheelchair Basketball Association’s (NWBA) U.S.A. Men’s Under 23 Wheelchair Basketball Team, he has hopes at the January 2026 tryouts of making the Men’s Wheelchair Basketball National Team and representing America at the International Wheelchair Basketball Federation’s (IWBF) 2026 World Championship in Ottawa, Canada. Last April, Stevens and his teammates beat their Canadian opponents for first place at the IWBF Men’s U23 Americas Championship in Bogota, Columbia. Despite several injuries on the team, last June they secured fifth place at the Junior World Championships in Sao Paulo, Brazil — the highest placement of any USA team within the past 16 years. “I’m nothing but appreciative of all the early morning and late nights I was able to spend on-court at Brooks,” said Stevens, who won both Brooks’ Frank D. Ashburn Athletic Award and Allen Ashburn Prize. “My time at Brooks shaped me into the athlete and person I am today! For that, I am very grateful to now have the opportunity to represent the United States.” Stevens began playing wheelchair basketball at six years old while rehabbing from a spinal cord injury. During his Brooks days, Stevens played for the Ryan Martin Foundation Trojans. In addition to playing for the NWBA, Stevens currently is the captain of the University of Illinois’ 15-time national champion wheelchair basketball team that practices two and a half hours Monday through Friday, adding on an hour of lifting three times a week. “It’s so cool to be a part of such a historical program like Illinois because of the prestige and value associated with the name,” said Stevens, who last spring earned his bachelor’s degree from the university and currently is working towards his master’s degree in sports management on the Urbana-Champaign campus.

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Visit www.brooksschool.org/about/ 100-things to submit your favorite thing about our beloved school and help us honor the people, traditions and moments that have made these 100 years so memorable.

National Art Award Current Massachusetts Institute of Technology architecture student Jacob Zhao ’25 was honored on stage at New York City’s renowned Carnegie Hall this summer as a recipient of the prestigious 2025 National Gold Key Scholastic Arts & Writing Award (along with just the top 1 percent of all 310,000 contest participants). Selected for his sixth-form independent art project, “The Wall,” Zhao traveled to New York with his family for the awarding of medals. Zhao had worked with six different teachers from a variety of academic principles to create the dynamic art installation that required an understanding of plant and human cell movement, computer coding, motor building, wood cutting and crocheting. “It is huge to have this recognition,” said Chair of the Arts Department and Director of the Robert Lehman Art Center Babs Wheelden P’22, who attended the awards ceremony. “His work is beyond brilliant in all of our schoolwide competencies. It is creative, communicative, collaborative and full of cultural awareness and social justice responsibility. The idea and concepts in his design were born out of his compassion for humanity; his goal of improving people’s mental status and solving problems of social interactions. … I am beyond thrilled to see him celebrated for how he creates with empathy, courage and integrity.”

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Leadership through Engagement Brooks Prepares for its Centennial Celebration As Brooks School looks ahead to its centennial year in 2026– 2027, excitement is building across campus and among alumni worldwide. Dozens of Brooksians are already rolling up their sleeves to prepare for both the year-long celebration and the opportunities of Brooks’ next century. At the heart of it all is one guiding theme: engagement. In early October, Brooks’ board of trustees and alumni board gathered for a special joint meeting to launch this important work together. The agenda was full: charting out centennial celebrations, discussing long-term financial sustainability and exploring how alumni and parents can play an active role in shaping the school’s future. Board president John Barker ’87, P’21, P’23 captured the moment well: “A strong fiscal foundation is a strategic priority for Brooks as we approach our centennial. It ensures that the next hundred years of Brooks are marked by the same academic rigor, community and values that define us today.” Alumni board president Adam Smith ’07 added, “The engagement of Brooks alumni — across generations and around the world — will be essential. This is a moment for all of us to come together to honor our shared past and shape our future.” To carry this momentum forward, two new groups have been formed: the centennial advisory council and the centennial campaign committee. Together, these committees are charged with planning the celebration and leading a strategic campaign to support Brooks’ immediate and long-term needs. “We want this to be a celebration that brings alumni back into the fold in meaningful ways — through events, stories and connections that highlight what makes Brooks special,” shared Charlie Cornish ’06 and Meredith Verdone ’81, P’19, co-chairs of the advisory council. Looking to the campaign ahead, Russ Pyle ’87, P’25 noted, “This is a once-in-a-generation opportunity to ensure that Brooks not only celebrates its history, but also secures the resources to transform its future. The campaign will be a catalyst for the next century of excellence.” It’s an exciting time for Brooks. Planning is well underway, but there will be many ways for the broader community to get involved in the years to come.

NEW ALUMNI BOARD MEMBERS CLAY LANDON ’84 Class correspondent and new alumni board member Clay Landon ’84 has spent most of his career in Atlanta’s commercial construction industry. During his four years on campus, he played soccer for former coach and faculty emeritus Dusty Richard P’99 and club hockey for former coach David Swift. A graduate of Chapman University in Orange, Calif., Landon moved from Las Vegas to London before settling in Atlanta in 1991. Landon and his wife, Laura, have one son and an Australian Shepherd grandpuppy, Theo, who also live in the Atlanta area.

IVÁN WATANABE ’04 New alumni board member Iván Watanabe ’04 is a managing partner at Opus Private Client, LLC. He has been named a Forbes magazine Best-In-State (New York) Top Financial Security Professional for the past three consecutive years and he received the 2018 Young Alumni Leadership Award for his advocacy for underrepresented students at his alma mater, College of the Holy Cross. During his four years at Brooks, Watanabe was the captain of the 1st tennis team and earned the Baird Haney award for his contributions to 1st squash team. Off the court, Watanabe spent much of his time singing in the a cappella group, Chapel choir and glee club. He presently lives in New York with his wife and two children.

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THANK YOU! The school thanks the following Brooksians who concluded their time on the board of trustees: Matthew Nash ’14, Sally Milliken ’88, P’22, P’24, P’27, Vivek Sharma P’24. Sally Milliken also completed her term on the alumni board this year, along with fellow volunteer Matt Cascio ’91. Thanks to all!

GET INVOLVED! If you’d like to play a role in either centennial planning or campaign efforts, we’d love to hear from you! Please reach out to Director of Institutional Advancement Gage Dobbins P’22, P’23 at gdobbins@ brooksschool.org.

NEW TRUSTEES CAROLINA ROSAS CLARK ’15 During her student days, Carolina Clark ’15 was a member of Alianza Latina, Brooks’ rock band and a cappella group. The day student prefect also was heavily involved in the theater as a student at Brooks. Presently, the alumni trustee is an interior designer at Kathryn Hunt, previously working at Swell House.

Top photo from left to right: Brooks trustees discussing the school’s future: Julee Haley ’88, P’25, Hale Everets ’93, Meredith Verdone ’81, P’19, Associate Head of School Nina Freeman, Al Uzielli ’85 and Monique Johnson P’24, P’26.

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IAN DAVIS P’27 Widely regarded as one of the top artificial intelligence experts in the video game industry, Ian Davis P’27 is currently the president of Rockstar New England, a studio within Rockstar Games. Previously, he served as chief executive officer and founder of Mad Doc® Software (acquired by Rockstar), creative director on the critically acclaimed Empire Earth® II and technical director at Activision’s Santa Monica studio. Davis’ credits include Red Dead Redemption 2, Grand Theft Auto 5, Max Payne 3, Red Dead Redemption, Bully: Scholarship Edition, Star Trek Legacy, the Academy of Interactive Arts and Sciences Computer Role Playing Game of the Year Finalist: Dungeon Siege®: Legends of Aranna™.

TIMOTHY MCADAM ’86 Tim McAdam ‘86 is a general partner and senior advisor at global tech investing firm, TCV. McAdams serves on the board of the John Muir Trail Wilderness Conservancy and the Magnuson Center for Entrepreneurship at Dartmouth College. The former Brooks day student was the recipient of the Harvard Club of Andover Prize and the Phillips Brooks Prize. He was a school and Chapel prefect and played on the football, basketball and baseball teams, captaining both football and baseball. McAdam received his MBA from the Stanford Graduate School of Business and his bachelor’s degree in classical archaeology from Dartmouth College.

ADAM SMITH ’07 While Adam Smith ’07 is new to the board of trustees, he’s served on the alumni board — currently as president — for four years. Professionally, Smith works remotely in enterprise sales for a New York City-based SaaS startup focused on the restaurant industry, in addition to investing in real estate as a buy-and-hold investor. After graduating from Brooks, he studied classics and linguistics at the University of Virginia. Smith returned to Brooks in 2012 to teach in the theology department and coach soccer and squash. A proud Haverhill, Mass., native, Smith now lives in Savannah, Ga., with his wife and two dogs.

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BOSTON RECEPTION The greater Brooks community gathered earlier this fall at Brooks’ annual Boston Reception. Special thanks go out to Gary Saunders ’73 for the use of the space at The Lenox. 01 Jordyn Arakelian ’18, Alex Skinner ’08 and Morgan Arakelian ’20. 02 Julia Callahan ’24 and Lauren Puglia ’25. 03 Bryan Sutherlin ’15, KJ Moore ’15 and Russ Pyle ’87, P’25. 04 Madison Dunn ’18, Morgan Dunn ’15, Peter ’82 and Deirdre DeNapoli Dunn ’82, P’11, P’13, P’15, P’18, and Chandler Dunn ’13. 05 Gabi Garozzo ’21, Anya Sanchorawala ’21, Gray Dobbins ’22, Lili Valerio ’19, Amy Mojica ’22, Serenity Benjavitvilai ’23, Quinn Mullaney ’23 and Ryan Kelleher ’24. 06 Caroline Siebert, Jerry Gallington ’07 and Adam Smith ’07. 07 Lloyd Dahmen ’92, P’25 and Gene Clapp ’68, P’02. 08 Jessica Phelan ’06, Director of Athletics Andrea Heinze P’19, Major Gifts Officer Emily French Breakey ’03, Lexi Caffrey ’06 and Taylor DiGloria ’06. 09 Mel Wolfgang P’28, Sarah Wolfgang P’28, Julie Barker P’21, P’23 and Julee Saltonstall Haley ’88, P’25. 10 Jim and Susan DiResta P’95, P’98, P’00, P’00, P’06, P’09, GP’26. 11 Claire Ziady ’20, John Donahue ’20, Head of School John Packard H’87, P’18, P’21 and Ginny Brown P’22, P’26. 12 Loubna Salhab Garozzo ’96, P’21, Gabi Garozzo ‘21, Isabela Miller ’20 and Spanish Teacher Lillian Miller P’14, P’17, P’20.

COME TO AN EVENT Brooks School hosts numerous events throughout the year. Some events are here at Brooks, but others could be closer to you. Please visit www.brooksschool. org/alumni/events to find out more. FAL L 20 25

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ALUMNI WEEKE N D MAY 8–9, 2026 We are thrilled to invite two cycles of reunion classes back to campus. Join us in May to celebrate the classes ending in 0, 1, 5 and 6. Weekend activities will include cluster class dinners, campus tours, family activities, C ALL FOR ALUMNI AWARD NOMINATIONS athletic games, dinner and dancing under the tent, and The Distinguished Brooksian award honors a member of the more! Please visit www. Brooks community whose life and contributions to society exemplify brooksschool.org/alumni/ the nobility of character and usefulness to humanity embodied reunion for more information. in the spirit of the school.

The Alumni Shield award recognizes an alumna or alumnus who graduated from Brooks 25 or fewer years ago who has made significant contributions in the field of his or her endeavor. The Alumni Bowl is awarded to that member of the alumni community who has tirelessly and loyally supported the school through their thoughtful and exemplary service and dedication as a volunteer. We do not accept nominations for the Alumni Bowl, as recipients are decided upon by the Brooks administration. Please visit www.brooksschool. org/alumni/awards to submit a nomination by January 30, 2026.

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Pursuing Professional Passions

In her 30s, Alice Grant Alberts ’10 took on the challenge of becoming a professional triathlete with little experience or exposure to the industry. Professional triathlete Alice Grant Alberts ’10 won two overall age group Ironmans and placed third overall female amateur at the Ironman World Championship in St George, Utah, in 2021 — her very first year on the circuit. Alberts, who played soccer, ice hockey and lacrosse at Brooks (and was Academic All American in lacrosse before matriculating to Hamilton College), had little experience in the water or on the bike. But that wasn’t a deterrent for the natural athlete.

In 2022, Alberts quit her job as a primary care nurse practitioner to train and coach full time. The Boston resident went on to win two Ironman races, now as a professional, in 2023 and finished the Ironman Pro Series 2024 season in 9th place globally. During the 2025 season, she placed fourth at the

North American Championship at Ironman Texas. “As a Brooks student, I did not even know you could have a fulfilling career as a professional triathlete. I didn’t even know that as a college student!” Alberts said. “If I can stress one thing, it’s that you are never too old to chase your

dreams and that you should always take a chance on yourself.” What sparked your desire to become a professional triathlete? I never thought I would be a professional athlete and my story is a lot different than most professional triathletes. After graduating from college, I went straight into a master’s program at Yale University to become a nurse practitioner. During this time, I discovered that running was my favorite stress reliever and got into running marathons. From 2016 to 2019, I ran seven marathons … and then COVID-19 happened. As one can imagine, working as a primary care nurse practitioner was mentally and physically challenging during COVID-19. While a lot of my friends were off exploring new places and working remotely, my husband and I stayed in Boston so I could see patients. We would escape to New Hampshire on the weekends and got really into biking. It was then that we decided together to sign up for an Ironman for a new, fun challenge. We thought we would be “one and done,” but after I won that first race, I was absolutely hooked. I started to consider becoming a professional after I won my second race in late 2021 and then took the leap mid-2022. I did not want to look back on my life and think “what if?” I’m so glad I took the chance on myself.

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What has been the biggest challenge during this professional pursuit? The biggest challenge for me was wrapping my head around transitioning from a “typical” 8 a.m to 6 p.m., Monday through Friday day job as a primary care nurse practitioner to an all-encompassing, seven-days-a-week job of a professional triathlete. I have a coach and that keeps me accountable. But I am very much in charge of making sure that my work gets done every day and it is up to me to hold myself to a certain standard. Training to swim, bike and run is the biggest part of my job, but so is fueling enough and recovering/ sleeping enough. As someone who doesn’t “chill” or sit still very well, it was an adjustment accepting the fact that relaxing and recovering is now a big part of my job. What is your training schedule and how did you manage to fit in your training while working full time? Fortunately for me, my training is my full-time job. I also coach age group triathletes, which I love, but that is virtual and very flexible, allowing me to put most of my focus on my training. I train about 22 to 28 hours per week and each day is different. I tend to bike five to six days a week, run four

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days a week, swim five to six days a week and do two strength workouts per week.

Left: Presently, Alice Grant Alberts ’10 is a professional triathlete. Right: She’s seen here on the top of a pile of 2010 Brooks lacrosse teammates.

How did you feel when you crossed that first finish line in 2021? I was proud to be an Ironman! I had the goal of qualifying for Kona (the IRONMAN World Championship 2022) at that race, but I never once thought I could win. My coach and husband had told me that it was possible, but I didn’t even want to think about that. My goal was to have fun, be proud of the work I had put in to get to that point and finish feeling proud of the race I put together — and that’s how I felt when I finished. I actually think my first thought when I finished was about my husband and how he was doing out there, as he was also racing!

ing a professional triathlete was in 2021 when I was 30 years old!

When you were a Brooks student, did you ever foresee yourself becoming a professional triathlete? Never. I have always loved sports and competition. I chose Hamilton College after graduating from Brooks because I wanted to play lacrosse, but I never once thought my athletic pursuits would continue beyond college. The first time I ever even considered becom-

Was there anyone from your Brooks days who encouraged you to push yourself to your physical limits through this career? When I was at Brooks, I was still deciding what I wanted to do with my life. I played three sports at Brooks and even then, just loved being active. My first true exposure to running was while I was at Brooks because Coach (Faculty Emeritus Bob Morahan P’93, P’96) would send us out on a “long” run on Mondays during soccer practice. Admittedly, we would sneak walk breaks when he wasn’t watching … I think if you were to tell my younger self that I went on to become a professional triathlete, I would have thought you were kidding. I get to exercise all day for a living?! Too good to be true!

PARTING SHOT

The Henry Luce III Library is set to undergo a significant renovation, commencing this winter with completion expected in fall 2026. The redesigned main and second floors will feature five new classrooms, an academic commons with faculty offices and learning centers, enhanced study and technology support area, as well as a staffed library circulation desk. The basement will house a culled collection of books and preserved archive spaces that better utilize the current footprint.

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SHOW YOUR LOVE FOR BROOKS 24 HOURS — 1 GOAL — 1,000 GIFTS Save the date for more challenges, more leaderboards and more love for Brooks. Be 1 in 1,000!

“I love Brooks because of the close bonds and amazing friendships I created while a student. I give each year to honor an everlasting experience. Please join me in showing your love for Brooks with a gift on Giving Day!”

— C L A S S A G E N T J E N N I F E R Y U I L- S T E I N B E R G ’ 9 1

YOUR GIFT TO THE BROOKS FUND makes a transformational Brooks education possible for today’s students and for generations to come. Donate at www.brooksschool.org/giving or scan the QR Code. For questions or more information, contact Director of the Brooks Fund Lauren Marquis at lmarquis@brooksschool.org or (978) 725-6243.

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Centennial Celebration June 11–13, 2027 Brooks School Campus

Come together as we honor 100 years of history, community and tradition. Mark your calendar for a once-in-a-century celebration at Brooks!