2026 Education Outlook - April issue

ASL

bySusanShultz

While foreignlanguagedepartments continue to thrive in theCTschool systems,another important language is growinginpopularityaswell.

In November,the Task Force on Enhancementof AmericanSignLanguageasaWorldLanguageOption releasedits findings andrecommendations.

ThisTaskForce reportedthatASL is the sixthmost commonly used languageinthe United States,and “one of the only threeworld languages with growing higher-educationenrollment.

“InConnecticut,1,676 studentsacross58school districts are currently enrolled in ASL courses, yet access remains uneven andlimited largely to introductory levels.The state facesa severe workforce shortage, with only 74 resident certifiedinterpreters andjust3 ASLTA-certifiedASL teachers statewide,”the reportnoted

As aresultofits research,the Task Force recommendedthe creationofa three-year ASLEducation InnovativeGrant Programstarting in 2027.

Thisgrant program wouldexpand courseoffering in

high school,wouldestablishateacherrecruitment program,training and stipend incentives, and more.

Thereport also recommended establishing statewide ASL teacher certification standards as well as creating alternative certification routes for native ASLusers, expandingpartnerships with state colleges,and more.

In responsetothese recommendations,the state legislature is currently discussingaraised bill change that would establish the creation of an ASLeducation working groupasofJan. 1, 2027.

This working group wouldberesponsible for recommendations to the Department of Education regarding ASL curriculum guidance, ASLteacher certificationstandards, establishing aproficiencybenchmark, andmore

This amendment would also require the Department of Educationtoprovide an annual progressreport to thejoint standing committeeofthe General Assembly on these objectives.

“AnAct EstablishingAnAmerican Sign Language Education Innovative GrantProgram And StrengtheningAsl Teacher CertificationAnd WorkforcePathways” is currently beingdiscussedaspart of thisCTlegislative session.

FOREIGN

LANGUAGE

CT HIGH SCHOOL STUDENTSLEARN TO COMMUNICATE, IMMERSE GLOBALLY INWORLDLANGUAGES

bySusanShultz

One of themostcriticalskillslearned by Connecticutstudentsishow to both communicateand understandthe many lan-

guages used to do so.Thiscurriculumhas startedearlier and earlier, butthe critical foundationsare reinforced in high school.

ST.JOSEPH’SHIGHSCHOOL TRUMBULL

In today’s interconnected world, learning alanguage extends farbeyond vocabulary andgrammar. At St. Joseph High School, the World Language Department prepares studentstoengage thoughtfully withdiverse cultures while developingthe communication skills essentialfor successina global society

Guided by national ACTFL standards, theprogram emphasizes authentic communication, cultural understanding, andreal-worldapplication, encouraging students not only to acquirelanguageproficiency butto think critically andconnect across perspectives.Students maypursueSpanish, Italian, or Mandarin,advancingthroughincreasingly rigorous coursework that culminatesinAPorcollege-level studyconducted largely in thetarget language.>>

>>Accordingtodepartmentchair JaquelineCarvalho-Sullivan, thestrengthofthe program is closelytied tothe academic culture ofthe school itself.

“Our studentstaketheiracademicsseriously, andthat commitmentallows us to expand both therigorand the depth of what weoffer,” she shared.“Because students are willingtochallenge themselves, we are able to move beyond foundational language instructionand create experiences thatask them to thinkcritically andengage with thelanguageinmeaningful ways.”

Cultural understanding remainscentraltoevery course. Instruction moves beyond textbooks to include literature, globalhistory, current events, and traditions thathelp students understandnot only howlanguage functions,but whyitmatters.

Whether ordering acoffee in Beijing or navigating everydayconversations inRome, students refine pronunciation, comprehension, and cultural awareness in ways that transform the classroomintoaninternational environment

Students committed to advanced study may earn the prestigiousSealofBiliteracy,recognizing proficiency in Englishand another language and signaling readinessfor anincreasinglymultilingualworld.Learningalso extends beyond academics through vibrantculturalprogramming, includingLunar NewYearcelebrations,Multicultural Week, and other student-ledexperiences thatharness

curiosity andappreciation acrossthe school community.

In Mandarinclasses, cultural exchange is strengthened through collaborationwithSJ’sinternational students.

“Our students genuinely love achallenge, and Mandarin offers thatinthe best possible way,”shared the Mandarin teacher.“What makes theexperienceespecially meaningful is that they connectwithour Chinese internationalstudentstopractice their language and learn moreabout Chinese culture. Language becomes a bridge for real friendships,and students gain an authentic understanding thatsimply can’t be replicated through atextbook.”

Globaltravel provides additional experience,allowing students to apply their learning through firsthand immersion.Thisspring,students will travel to Italy,engaging directly withthe history, art, and daily lifetheyhave studied in theclassroom. These experiences deepen both academic understanding and personal growth, reinforcingstudents’ identities as global citizens.

At St. JosephHighSchool, world language study reflects abroadereducational vision:preparingstudents notonlyfor college, butfor meaningful participationinaninterconnected world. Throughacademic rigor, cultural immersion, andauthentic global engagement, Cadets graduate with the linguistic skills, culturalfluency,and intellectual curiosity thatdistinguishthoughtful scholars and future leaders.

CHESHIREACADEMY

CHESHIRE

At CheshireAcademy,studentsfrom aroundthe globe are discovering that learning alanguageis about far more than words—it's about becoming a differentkindofthinker, andadifferent kindofcitizen, accordingto Meredith Guinness, Marketing &CommunicationsSpecialist.

The enticingaroma of buttery crepes andmeltingNutella in Woodbury Hall wasmorethanjusta sugarymid-morning snack forFrenchteacher Laura Longacre’s class.Itwas an importantlesson in hercurriculum.

Language classgoeswell beyond rote verb conjugation andvocabulary quizzesatCheshire Academy, aday andboarding college prep schoolthathas made globalcitizenship notjust atalking point, buta defining featureofhow it teaches, recruits, andoperates.Inanage whena smartphone can translate a restaurantmenuinseconds,Cheshire is makinga deliberate casethatlanguagelearning is vital —and thatthe students who understand whywill be theones best prepared for the worldahead

Using Mandarincalligraphy,Spanish poetry and novels,and yes, crepes, language teachers immerse their studentsinthe cultureand history surrounding thelanguages they take,expanding their knowledge of the worldand howtobepurposeful globalcitizens.

Walk across the Cheshire Academy campus on any given afternoonand the case forlanguage learning makes itself.Withday andboardingoptions, the schoolattracts an internationalstudentbody. Teenagers from more than 30 countriesshare lively debatesinclass,chatoverlunch in the dininghall, and collaborateongroupprojects —a livingreminder that theglobalcommunity they’reasked to imagine is adaily reality.

“We don’tjusttalk about global citizenship.Weliveit everyday,” saidHeadofSchoolTom Woelper. “It’s the core of ourmission statement:‘CheshireAcademy challengesand supports individualstudentsindeveloping the character,criticalthinking, andconfidence to flourish as purposeful global citizens.’”

The diversity is by design, and administratorssay the studentbodyitselfisone of themostpowerful teaching toolsoncampus. When astudentstudying Spanish sits beside aclassmate whogrewupspeaking it at home, theclassroombecomes enriched.

Facultymembersbring that sameworldliness to theirinstruction.Manyhavelived, studied, or taught abroad, and theyapproach their subjectswith the curiosity of people whohaveseenthe worldfrom

another vantage point. It showsinhow they teach less as gatekeepers of grammar rules,and more as guidesintounfamiliar waysofthinking and living.

This is thepart of language learningthat educators saynodownloadedtranslation app can replicate.

Researchbacks them up.Studies show that language learningstrengthensexecutive function,such as focus,decision-making,and the abilitytoswitch between complextasks. Students whostudy aforeign languageimprove theirmemory and problem-solving, exercising thesamemental muscles used in mathematics,scientific reasoning, and analytical writing.

Thebrainalsobenefits. Neuroscientistshavefound that bilingualindividuals build greater cognitive reserve over time,with researchsuggesting that sustainedengagement with asecondlanguagecan delay the onset of dementia symptoms by several years. In short, learning alanguage doesn't just fill the mind —itstrengthensit.

But theeducators at Cheshire arequick to point outthatthe most important benefits are harder to measurethangray matter density.They show up in astudent'swillingness to be wrong, to try again, to sit with discomfort, push throughit, and be open to difference.

Perhaps no aspect of language learning at Cheshire resonates more deeply with students than the cultural immersionbuilt into the experience. Crêpe-makingin French class. AJapanese tea ceremony. ASpanish-language celebration of Día de los Muertos.These are not diversions from the curriculum— they arethe curriculum, offering students somethingthat atextbook cannot:the experience of encountering another culture not as an abstraction, but as something tasted, held, andmadewith theirown hands.

Theschool's International Community Weekend takesthatspiritcampus-wide,bringingtogether music, dance, food,and storytellingfrom acrossthe student body's many cultures.Students whocame to Cheshire from Brazilteachclassmates how to make pãodequeijo.Students take turns standing before the all-school weeklymeetingand greetingclassmates in their native language. Culturalempathy —the ability to understandthatthere aremultiple valid waysto organize alife, celebrate aseason, or greet astranger —ispart of the school day.

At Cheshire Academy, that preparation begins not withaproficiencytest or afinal exam,but withsomethingsimpler:aclassroom full of students from across theworld, bitinginto steaming, fresh crepes.

LanguageCONTINUES ON PAGE 6

learningalanguage doesn’tjustfillthemind itstrengthensit

•Specializinginearly education, age2-grade 5

•Nurturing intellectual curiosity, collaboration, andcreativeexpression

•Inquiry-based,experientiallearning

•Individualizedinstruction

•Low studenttoteacher ratios

•A globally inclusivecommunity

• NestledinNorth Stamford—steps from Bedford, PoundRidge,Greenwich,and NewCanaan

TheLong RidgeSchool set the standard forthe rest of my children’s educational journeys.Heretheydeveloped the love of learning and howtorespect andbe respected.

THECATHOLIC ACADEMYOFSTAMFORD STAMFORD

TheCatholic Academy of Stamford offers arich and engagingforeign languageprogramfor students in allgrades, with Spanish as an integral part of the curriculum.

Through age-appropriate instruction, students develop skillsinspeaking,listening, reading,and writing while gaining an appreciationfor language and culture. Beginninginthe early gradesand building throughmiddleschool, theprogramis

designed to strengthen communicationskillsand confidence over time

As part of awell-rounded academic experience thatincludeslanguage, arts, and global learning, students are encouraged to connect language with real-world understanding.Thisfoundation not only prepares them forfutureacademic success butalso fosters cultural awareness and abroader perspective of theworld.

SACRED HEART GREENWICH

At Sacred Heart Greenwich, theGlobalScholars Programequipsstudentswiththe awareness, skills, and confidence to navigate complex global issues and makemeaningfulcontributions both locally and internationally.

This program goes beyondlanguageclasses and immersesstudents in global impact andusing these language skills in actualcommunication.

Throughthe three-yearprogram,students cultivate adeepunderstandingofthe worldand theirplace within it. TheGlobalScholars Program emphasizes interdisciplinary learning, connectingclassroom studies with real-worldissues

Students exploreglobal systemsthrough coursework,serviceprojects,and experientiallearning opportunities,gaininginsight into therelationship betweenlocal andglobalchallenges

International exchangeswithinthe Sacred Heart Network,visitstoinstitutionssuchasthe United Nations, andcuratedmuseumprograms provide studentswith firsthand experiences thatexpandtheir worldview andfoster critical thinking

Cross-cultural communicationiscentral to the program. Through pen palexchanges, virtual collaborations,and in-person interactions with international students and guest speakers, participants develop empathy, cultural literacy,and the abilitytocommunicate effectively across boundaries.

Theseexperiencesnot onlybroaden perspectives butalso prepare students to collaborate in diverse settings—an essential skillintoday’s global society.

Leadership, Service, andCivic Engagement Global Scholarsare encouraged to apply theirlearning through leadership and service.Students engage >>

>> in initiatives such as Model United Nations, community service projects,and programs designed to address localand global social challenges

Experiential learningextends the classroomintothe world,where studentscan translateknowledgeinto action.Fromassisting community organizations to participatinginsustainabilityand socialjustice programs, studentsdevelop both practicalskills anda sense of moral responsibility

The program’s design ensures that leadershipand serviceare notisolated activities but integrated componentsofa broadereducational experience

Students reflect on their work, connectittoacademic concepts,and considerits broader social impact. This approachreinforces Sacred Heart Greenwich’smissiontoeducate students whoare intellectuallycapable,ethicallygrounded, and socially aware.

Adefining featureof theGlobal ScholarsProgramis itsemphasisonresearchand critical thinking.Over three years,studentsbuilda portfolio documenting their growth,cross-culturalengagement,and leadership development.

In their senior year,theycomplete acapstone projectthatsynthesizestheir learningand showcases

their ability to analyze complexissues,proposesolutions, andcommunicate insights.

These projects arepresented at theGlobal Scholars Symposium, offering apublic platformfor students to demonstrate theirexpertiseand the tangible impact of theirwork.

By graduation, Global Scholars students leave Sacred Heart Greenwich notonlyacademically prepared butalso globally aware, socially responsible, andconfident in their ability to lead. They emerge as empathetic, courageous, andaction-oriented young womenwho recognize their roleinshaping amore just andconnected world.

As oneseniorreflected, “Global Scholars changed howIsee my role in theworld—both inside and outside theclassroom.”

Through its intentional combinationofacademics, experiential learning,leadershipdevelopment, and global engagement, the Global Scholars Program equips studentstothink critically, actcompassionately, and lead with purpose. It is atransformativejourney that prepares youngwomen to engage thoughtfully, lead confidently, andmakemeaningful contributions— both in theircommunities and acrossthe globe l

SPRING2026

Mike DeLuca PUBLISHER

Ashley Sanderson SPECIAL SECTIONSDESIGNER

Susan Shultz

SPONSOREDCONTENTPRODUCER

OntheCover:ImmaculateHighSchool’sAmericanSignLanguage (ASL)ispartofastrongWorldLanguageprogramatImmaculate, whichincludesSpanishandFrenchaswell.TeacherRobinMoravsky, pictured,wasasignlanguageinterpreterforover25years, mainlyinpublicschoolsystems.PhotobyImmaculateHighSchool.

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CT SCHOOLS

bySusanShultz

or thosejuststartingout anew school, thatfirst daycan be intimidating Butmanyschools in Connecticutcreatea specialrelationshipfor those students whoembrace experience and support.

mascots

CARRYING THEHEARTOFSCHOOLSPIRIT

bySusanShultz

While some maysee school mascotsasthe effusive andfunny emblemofsports enthusiasts, mostschools putthought andcharacterimplicationsintotheir chosenemblem. They help buildschoolspiritand generate energy for schoolevents. They arewornwith prideinschool spirit wear

Many of thesemascots arecreated duetothe town’s history, location or more.Danbury’s Mad Hatterspayshomagetoits designated “Hat City”industry. Darien High School’sBlueWave works with thetown’sproximitytothe Long Island Sound.

Anothermascotthatisatestament to itstown’s earliest industry is theEastHampton Bellringers, named for the population of bell producersand its historic “BellTown.”

Nathan Hale-Ray High School honors itsmascot

as the Noises,due to mysterious underground seismicrumblingsinthe Moodus area.And another popular mascot is theone designed by Simsbury’s WestminsterSchool—the Marlet.Ifyou haven’t heardofit, youaren’talone

TheMarlet is amythical birdoften featured on Englishcoats-of-arms that hasnofeet, so it is fated to flythroughoutits entire life, from birth to death, showing“grit andgrace,”according to the school

“Assa smallschoolwithapowerfulathletics program, Westminster’smartletshighlight their grit by persevering, overcoming theoddsand workingtirelesslytoimprove,all whileshowcasing the graceofsportsmanship andcamaraderie,”the school’s websitesays.

“This uniquemascotremindsstudentsthatevena footless bird candefeat abearcat,a winged beaver anda rhino when martlets flytogether,”theysaid. >>

ST.JOSEPHHIGHSCHOOL TRUMBULL

>>St. Joseph HighSchoolhas not one, buttwo, mascots –the Cadets and Hogs.

Everyschoolhas symbolsthatrepresent its spirit, but at St. JosephHighSchool, twomascotstelladeeper story. TheCadetsand theHogsare more than names shouted from thesidelines or printedacross jerseys. Together, they reflectthe character and community pride thathaveshapedgenerations of SJ studentsand continuetounite thecommunity today.

Theorigin of theCadets datesbacktothe very beginningofSt. Joseph High School itself

In September 1962,beforethe current campus was even completed,the school’s first freshman class gathered at St.Stephen’s Elementary School in Monroe

With anewlyformedbasketballteam helping to build early school spirit, students were invited to participate in acontesttoname their athletic teams. Among them wasMarilynG.Salerno ’66, whose inspirationarrivedin an unexpectedmoment.

While practicing John Philip Sousa’s marchHigh SchoolCadetsatthe piano,the name suddenlyreso-

nated. Theimage of acadet, disciplined, honorable, andproud, captured what students hoped their new school wouldrepresent.

When thename “Cadets” was announced as the winningsubmission,itimmediately becamepartofthe school’s identity.Whatbegan as acreativespark soon evolvedintoa lasting symbol of pride. Decades later, themarchingCadet trophystill standsasareminder of theschool’s earliesttraditions and thevisionofits founding students. Today, the meaning behind the name continuestoresonate across classrooms, stages, andathletic fields alike.

“Ourmascotrepresents far more than athletics,” shared Kevin Butler, Athletic Director.

“A Cadet symbolizes discipline, preparation, and commitment to something larger thanoneself. That identity reflects howour student-athletes approach competition, but also how they approach academics, leadership, andcommunity.”

While all SJ teamsproudly competeasCadets, the football program carries an additional nickname rootedinone unforgettable moment

On acoldand stormy morning in October 1980, SJ preparedtofaceStratford High Schoolunder harsh weather conditions.Withheavyrain turning the field intomud,coachesconsidered postponing the game.

Before adecision couldbemade, avoice rangout fromthe lockerroom: “We areHogs,and we love to play in themud!”

Theteamembraced the rallyingcry, took the field in relentless conditions, and secured adecisive 20–0 victory.The phrase becameaseason-long battlecry as theteamwent on to capture the school’s firststate football championship. From that moment forward, the Hogs wereborn.

CONTINUES ON PAGE 12

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Ourhistoric17- acre campus,30+ clubsand sports,arts, 5-dayboarding, and vibrantsummerprogramshelpunlockeachlearner’s potential. Enrollmentisopen. Come seewhat’spossible.

Thenickname came to represent toughness, unity, and awillingnesstoembrace challenges ratherthan avoid them.More than four decadeslater, thespirit of theHogs remains adefining part of St.JosephHigh Schoolfootballculture, symbolizing resilienceand collectivedetermination

Althoughthe mascots aremost visible during athleticcompetition, theirmeaningextends throughout student life. At SJ, school spiritislived notonlyonthe field or court butthrough clubs,performances,service initiatives, and leadership opportunities thatbring students together

“The Cadetsand theHogsrepresentbelonging,” explainedMartinDempsey, Director of Extracurricular Activities.“Whether astudent is an athlete, musician artist,orclubleader,these traditionsgive studentsa shared identity. They remind studentsthattheyare part ofsomething with history andpurpose.”

Peprallies, spiritevents, andcommunity traditions continue to reinforcethatconnection, linkingtoday’s students withalumni who once cheered the same chantsand wore thesamemaroonand gold.

More than 60 yearsafter apianopractice inspired the

nameCadets, and more than 40 years after amuddy football field gave rise to theHogs,bothmascots remain powerfulsymbols of the St.Joseph High School student experience They representdisciplineand determination, tradition and resilience, individual growth and collective pride. Most importantly,they remind every student whowalks thehalls of St.Joseph High School that they are part of a legacy still beingwritten, onedefined not onlybyvictories,but by character, community, andthe enduring spiritofCadetPride l

Thecadets &theHogs represent belonging

aboveright:

and communitytraditions

IMMACULATE HIGH SCHOOL

DANBURY

ImmaculateHighSchool’s AmericanSign Language (ASL) is part of astrongWorldLanguage program at Immaculate, which includes Spanishand French as well The ASLprogram offers students aunique and meaningful opportunity to expandtheircommunicationskills while deepening theirunderstandingofDeaf culture, theschool said

Studentsengage inadynamic, hands-on experiencethat fostersinclusivity, empathy& realworldconnection.

The programreflectsImmaculate’s commitment to educatingthe wholeperson andpreparing students to communicate with compassion and purpose in an increasingly diverseworld.

TeacherRobin Moravskywas asignlanguage interpreter forover25years,mainly in public school systems, but also didsomeoutside work.Her interest in thefield started when she hadadeaf roommate in collegeand started learning sign language. Immaculate decided to offer anew AmericanSign Language class in 2022,and interest among Mustangs continuestogrow. Theschool nowoffers ASL1,ASL 2, and ASL 3Honors. There’s also an ASL Clubthat holdsa Giving From theHeart Drivecollectingbaby itemsfor local mothers.

“UConnhas areally strongprogram, and it’s absolutely growingnationally with more andmore colleges offering it,” Moravsky said. “When Iobserve certain studentshaveanaptitude for the language, Istart plantingseeds for them to consideritasacareer, not justasaninterpreterbut ateacher of the deaf or even aspeechtherapist.There arelots of opportunities.”

Senior Alison Wertman of Danbury received many compliments on herHonorsFinal Projectsigninga Coldplaysongand worked at asummer camp for the Deaf in New York to helpothers and continue to learn thelanguage.“Ihavebecomesopassionate about ASLbecause of theway Mrs. Moravskyteaches and howshe makes theclass experience fun,” Wertman said. “Shehas avery good understanding of what Deaf culture is likeand makes the class so much fun withgames. Shealsobringsinspecialguests that are Deaf to tell us about theirexperiencegrowingup.”

Recent graduate Grace Scalzo‘25 of Danburyis majoringinspeech,language and hearing sciences at George WashingtonUniversityand creditsImmaculatefor giving hera strong ASLfoundation. “I hope that once Ibecomemoreproficient, ASLcan be part of my future careerinsomeway,” shesaid. l

SACRED HEART GREENWICH

What does itmeanfor astudent to trulybelong.At SacredHeart Greenwich, theanswerisfound not only in theclassroom, butinthe relationships that shape each student’sexperience

From theearliest years through graduation,students areintentionallyconnectedthrough anetwork of peer andmentoring programs that foster confidence,empathy, anda deep sense of community RootedinGoalIVofa SacredHeart education,the buildingofcommunityasa Christian value, these programs are notadd-ons; theyare essential to how students learn, lead,and grow

Acrossevery division, Sacred HeartGreenwich studentsare bothmentors andmentees,discovering that leadershipbegins with connection.

In theUpper School,thistakes shape through a four-year advisorymodel that pairseachstudent with adedicated facultyadvisor.These relationshipsare thoughtfully establishedbeforea student even arrives on campus, ensuring that everygirlisknown, supported, and guided throughout herhighschool journey. Through regular check-ins and the integrationof the Sacred Heart Greenwich LeadershipAcademy, students engage ina progressionofexperiences centeredoncommunity, engagement, leadership, and legacy

By thetimetheygraduate,students not only earna Leadership AcademyCertificate, butalsodevelop a strong senseof purposeand the confidencetolead with intention

That same spiritofconnection extendsacross divisions inmeaningful andoften joyful ways.

‘‘

Oneofthe most cherished traditionsisthe Senior andSecond Grade Prayer Partner program, which pairsthe school’s youngestcommunicants withits graduatingclass. Whatbeginswithshared reading andsimple momentsofconnection grows into somethingdeeper—asense of sisterhood that culminates in two of the most important milestonesofthe year.

At FirstCommunion, Seniors present flowers to the second graders;months later, at Graduation, those samestudents return the gesture, offering roses to their Seniorpartners. It is afull-circle moment that beautifully reflects the enduring bonds formed within theSacred Heart community.

Opportunities forconnectionalso extend beyond campus.Middle School students regularly visit a neighboring senior livingcommunity, formingrelationships that transcendgenerations.

These experiences not only bring joytoothersbut alsoshape students into compassionate and socially aware individuals.

Within theclassroomand beyond, peer learning plays an equally importantrole. Through programs likeBookBuddies, Upper School students partner with younglearners fromthe Barat Center, reading stories, leadingactivities, and fostering alove of learning. These moments—filled withlaughter, creativity, and encouragement—create an environment where younger studentsfeel supported and inspired, while olderstudentsdevelop confidence as mentors and rolemodels.

Eveninthe earliest grades, students experience the powerofconnection. The LowerSchoolPrayer Buddies program pairsolder and younger students for shared moments of reflection, service,and celebration

Whether workingtogether on service projects or participating in chapel, these partnerships encourageleadership,responsibility, and care. Younger studentsgain role modelstolook up to, while older studentslearn thatleadership is rooted in kindness andexample

Taken together, these programs form somethingfar greater than aseries of initiatives—they create a culture. Aculture whereevery studentisknown, where relationships matter,and where growth is nurtured through connection

At SacredHeart Greenwich,students do not simply move from onedivision to the next. They grow withina community that supports them,challenges them, and walksbesidethem—every step of the way

Andinthat community, they discovernot only who they are,but whom they arecalled to become. >>

’’ It’struly heartwarming tosee howmuchboth students & residents enjoy eachother’scompany

Mrs. LauraPochintesta FacultyModerator,SacredHeart

Picturedtop left: OneofSacred Heart’s most cherished traditions is theSeniorand Second Grade Prayer Partnerprogram, which pairs theschool’s youngest communicantswith its graduatingclass l Pictured below:AtFirst Communion, Sacred Heartseniors present flowers to their secondgrade Prayer Partner Buddies;months later,atGraduation, those same students return the gesture,offering roses to their Seniorpartners. It is a full-circlemoment that beautifully reflects the enduring bondsformedwithin the Sacred Heart community. Photos by SacredHeart, Greenwich.

THE CATHOLIC ACADEMYOFSTAMFORD STAMFORD

>> TheBuddy ProgramatThe Catholic Academyof Stamford connects studentsacrossgrade levelsto build meaningful relationships andstrengthenthe schoolcommunity. Olderstudents in grades5–8 are pairedwith youngerstudents,creating opportunities formentorship,guidance, andfriendship

The purpose of theprogramistofosterconfidence in youngerstudentswhile helpingolderstudents develop leadership, empathy,and aspiritofservice.It

encourages asupportive environment where students learn fromone another and form lasting bonds.

Buddies spend time together reading, working on English and math skills, andattending Mass each week. While teacher-supervised, theinteractions are student-led, allowing relationshipstogrow naturally. This programisavalued partofschool life,creating connections that often last well beyond theiryears at CAS. l

foster confidence

DISCOVER ST. JOSEPH HIGH SCHOOL!

ADMISSIONINFORMATION SESSION

MAY 20,2026| 6:30PM-8:00PM

Register at sjcadets.org/visit

Immerseyourselfinour rigorous academic programs,discoverour wide rangeofextracurricular activities,and learnabout thevaluesthatshape ourexceptionalCatholic, co-ed, collegepreparatory learning community!

OnA Missionfor More

Nearly700 SJ Cadets from 36 townsseekout their

Academic Scholars

SJ student earns6 collegecredits.

AthleticChampions

Classof2026has alreadysigned8 lettersofintent for Division I, II,and IIIcollegiateathletics,withan additionalsigning dayscheduled forMay

Student Leaders

Cadets aregiven theopportunity to exploretheir hobbies andinterests in 40+ clubsand activities.

Community Volunteers

Cadetsvolunteer an averageof36,000hours of service annually,positivelyimpacting localschools, pantries, andnursing homes.

CollegeReady

Classof2025 earned more than $30 millionin scholarship awards