Everything is changing and so should your self-care routine. Enjoy this visual podcast to learn how to take care of yourself during this trying time.
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At the end of February, 15 Catlin Gabel School (CGS) Upper School students boarded a tiny bus, headed to Camp Westwind for a weekend at the Oregon coast. Aside from having completed another week of school (and being exhausted), they had one thing in common: they were all students of color looking to spend a weekend among people like them.
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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.
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Since tenth grade, I have focused a lot of effort in the diversity, equity, and inclusivity work at Catlin Gabel School (CGS).
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On Friday, Feb 22, 2020 a group of six high school boys had possibly one of the most genuine conversations of their lives. In an overcrowded, small, wood cabin located in the center of Camp Westwind, they reminisced and bonded over their favorite childhood cartoons. Using their iPhones for light, they covered everything from “the best cartoons of all time,” to “the most slept-on cartoons of all time,” and even the “cartoons with the best plot lines/story arcs.” For each of them, this conversation brought back feelings of pure, carefree, childhood happiness.
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TikTok is a viral sensation that has become widely popular over the past couple months. It is an app where anyone can make short videos showcasing comedy, dance, lipsync, and other talents. One student from Beaverton, Oregon recently got injured after being included in one of these TikTok trends. This inspired her to make change in her community.
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China-based app TikTok has been under national security review concerning Chinese intelligence abroad. Security experts say that the app could be storing data on millions of American citizens.
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Food can hold both positive and negative associations. Food can be both affirming and constraining, especially for people from immigrant families. CGS social studies teacher Maureen Reed teaches a class called “American Identity, Culture, and Food” and explores topics of food in the context of culture.
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On Oct. 8, 2019, the American College Testing (ACT) announced that it would allow a new option for students who plan to take the ACT from September 2020 onwards. Some of these new changes will allow for section retesting, super scoring, and faster results with online testing.
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“Where do you go to school?”
“Catlin Gabel.”
“Catlin Gabel?! Really? What’s going on up there? Are you okay?”
“I’m fine. Why are you freaking out?”
“Well, the headlines…”
These are the types of conversations many Catlin Gabel School (CGS) students have encountered with people outside of the school community since the Oregonian’s reporting of the findings of the sexual misconduct investigation.
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From building forts in the library as a first grader to leading students through the basics of cooking as a junior, Experiential Days, Breakaway, and Winterim have always been a bright light in my experience at Catlin Gabel School (CGS).
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“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.
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It's commonly known that the Upper School (US) at Catlin Gabel School (CGS) is stressful. But more importantly, CGS is a stress-inducing environment. When I walk on campus, I often can feel a change in the energy; the stress is palatable. My heart rate will start to rise, I notice myself fidgeting, and a restless feeling is inescapable.
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At a school where the academic workload is heavy and days can go on forever, some students take on the additional challenge of working a job. While this endeavor presents unique opportunities to enter the workforce and develop connections, it can put a lot of strain on students who must also keep up with schoolwork.
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There are no football teams for Catlin Gabel School (CGS) students to cheer on, no graduations with students wearing matching cap and gowns, and no homecoming kings and queens. Instead, CGS students do things in their own unique way. They square dance with their entire grade, play paintball with their teachers, and take an entire day off from classes to clean up their campus. Current students and alumni partake in some of the same traditions that many of their parents and relatives partook in during their time at CGS.
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Nationwide, most private schools are in agreement that community engagement should be a part of the high school experience. A community engagement program can result in many benefits to students, including the following: cultivating compassion, developing a sense of social justice, self-discovery, encouraging civic and social responsibility, and learning about challenges facing local communities such as poverty, hunger, lack of quality education, and homelessness, among others.
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Twice a year at Catlin Gabel School [CGS], students receive narrative reports with an overview of their progress in each class. At the end of each overview, students can find the grade achieved in the course. Instead of a traditional letter grade, CGS utilizes alternative grading methods, opting for verbal equivalents.
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The Diversity Summit is an annual conference that takes place here at Catlin Gabel School (CGS). At this conference, CGS hosts around 150 students from other schools in addition to their current student bodies to alk about Diversity, Equity, and Inclusion. The summit usually includes keynote speakers, workshops, affinity groups, and performances. I wanted to look further into what students think of the summit, and more importantly what critiques they have of it.
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