It’s 9:56 a.m. as I roll out of my bed, into my chair, and search my email, Haiku, Google Docs, somewhere, for the Zoom link for the first class of the day. I can hear my dad in the room next in a meeting for work, the internet bandwidth not enough for both of us. This is the new normal. Breakout rooms, constant news notifications, writing prompts, 50 emails a day, wondering where my day went as it’s 9:30 p.m. and I should start my homework, and, eventually, sleep.

Today ends the second week of remote learning and the third week since Catlin Gabel School (CGS) students have been on campus. Similar to how other events are playing out around the world, there are many uncertainties for the future as Upper School (US) students struggle to picture how their education will look during this period of remote learning.

Since tenth grade, I have focused a lot of effort in the diversity, equity, and inclusivity work at Catlin Gabel School (CGS).

“I believe you.” It is a powerful phrase tied to the #MeToo movement often criticized for an instant condemnation of alleged perpetrators of sexual violence and harassment. However, the system in which we hold those who perpetrate these crimes is set up against the very people who come forward. Saying “I believe you” doesn’t mean that we disapprove of healthy skepticism or that we condone the instant condemnation of perpetrators, but with a history of denying survivors the right to tell their stories, empowering them is a step towards justice.

Most Catlin Gabel School (CGS) students benefit from systems of power, and students could leave the institution furthering social inequities without proper education about their privilege.