2020 brought many challenging events our way:  multiple hurricanes, social and political unrest, and the COVID-19 pandemic, which is continuing into 2021.  In the midst of stressful and uncertain times, how do we care for our family’s well-being? How do we know if our children and teens are struggling with anxiety, depression, and other mental health challenges?  It is common for adolescents to become more peer centered and, therefore, less open with adults.  While some level of stress or sadness can be normal, particularly in these trying times, anxiety and depression are more severe and indicate a larger struggle.  Here are some indicators to watch for:

• Elevated levels of moodiness and distress that persists beyond two weeks.  This is more than just a bad day.
• Isolating from friends and family.  While COVID restrictions have made this challenging, pay attention to changes that are noticeably different for your child and accompanied by moodiness.  
• Frequent talk of worries, difficulty separating from parents, and concerns about the future.
• Dropping grades. Your child may also experience trouble concentrating and/or increased apathy related to poor performance.
• Change in sleep patterns. This may be sleeping more or less than normal. It could also include difficulty falling asleep or staying asleep and difficulty waking up.
• Loss of interest in previously enjoyed hobbies and activities.  
• Thoughts or talk about death or suicide. These statements should always be taken seriously and addressed with a professional’s guidance.  

Families play a significant role in the mental well-being of their children.  Consider these ways to  be proactive and minimize the risk of further anxiety during the pandemic.  

Be proactive- talk about mental health.  Preteens and teens are curious and emotional.  Ask them “have you or any of your friends felt increasingly worried, or sad lately?”  Let them know they can always seek support.  They have online information at their fingertips and easily may read about or look up details on depression, suicide, anxiety or other issues.  While some of this information can be helpful, some information found independently online may be harmful. 

Limit television and news exposure to challenging events.  While you want to keep your family educated on the pandemic and current events, be aware that overexposure can lead to anxiety in all ages.  

Stick to a routine.  Children of all ages benefit from knowing what to expect.  Keeping a structure for after school activities, mealtimes, and homework time give them a sense of normalcy in our changing world.

Express gratitude.  Consider adding routine discussions of what you are grateful for with your family.  Savor the small things- a pretty day, nature, friendships.  Gratitude has been proven to ward off depression.

Stay engaged in extracurricular activities connected to school and the community.  Athletic involvement and activity keeps us physically and mentally healthy.  The arts are a wonderful way to express yourself creatively.  Engaged children are happy children.

Allow children to express anger, anxiety or sadness.  Sometimes we can shy away from difficult conversations. Expressing emotions by talking often allows people to move forward in a healthy way.  Keeping things bottled can be damaging.

Practice mindfulness. Mindfulness focuses on being present, in the moment, with no judgement or worries for the past or future, which can be helpful in the midst of so much uncertainty. ​​There are many mindfulness and meditation apps available that your child could use independently.

Fortunately, the stigma surrounding mental health is decreasing.  Any quick google search, news show, or television series can be found referencing mental health struggles and healthy ways to take care of ourselves.  Our children need us to acknowledge their emotions, show empathy, and model taking care of our own mental health. As always, if you have concerns for your child’s mental health, please connect with your child’s school counselor as a resource for support.  

References and Resources:  
https://www.altamed.org/articles/7-ways-support-your-childs-mental-health

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/mental-health/prevention-and-wellness-promotion/supporting-childrens-mental-health-tips-for-parents-and-educators

https://www.healthychildren.org/English/health-issues/conditions/COVID-19/Pages/Signs-your-Teen-May-Need-More-Support.aspx

​Join us in congratulating seven members of the Class of 2021 for being selected as candidates for the U.S. Presidential Scholars Program.

According to the U.S. Department of Education’s website, the U.S. Presidential Scholars Program began in 1964 to recognize and honor some of the nation’s most distinguished graduating high school seniors. The program’s mission is “to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access.”
 
Episcopal College Counseling Director Justin Fenske says approximately 80 seniors were selected from the state of Louisiana as part of this year’s scholars program, including seven from Episcopal. Ultimately, one male and one female student will represent the state this summer at an event with the president.
 
“We are excited by the continued success of our students in receiving recognition to the Presidential Scholars Program,” says Fenske. “Very few students in the state are recognized annually and we are thrilled to have so many named this year.”
 
With a focus on rigorous academics and a well-rounded educational experience, Episcopal has celebrated numerous Presidential Scholar candidates and winners over the years. Most recently, 2019 graduate Douglas Robins was named the male scholar representing Louisiana. Robins, who is now studying at Princeton University, credits Episcopal with preparing him for future success. As a Presidential Scholar, Robins had the opportunity to recommend a U.S. Presidential Scholars Program Distinguished Teacher. He chose Upper School Thesis Co-Director/Writing Center Director Katie Sutcliffe for her impact on his life.

In addition to being named Presidential Scholars candidates, the seven 2021 Episcopal students are all National Merit Semifinalists or Commended Scholars. We can’t wait to see what they accomplish next!

Share a comment of congratulations with the seven Episcopal Presidential Scholars candidates in the comments section below.

What do desk wiping, a reduction in Fitbit steps and the eye of Joe Burrow say about this year in Middle School? While teaching Middle School is always an adventure, in a pandemic year things are certainly a little more unconventional. Despite the challenges facing faculty, they rise to the occasion daily with grace and calm, and students and families appreciate them for it. So, what is it really like being a teacher in 2020/2021?
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“I’m grateful to be here,” says eighth grade teacher Kristina St. George. “Even with all of the things that are hard, it’s much easier to be here.” Walk into St. George’s classroom and initially everything looks normal. The desks are all in rows facing the front in anticipation of another school day. Look closer and you see a bottle of sanitizer, paper towels and taped lines on the carpet outlining the teacher’s workspace. With a reluctant smile, St. George shares that this is the first time the desks in her room have actually been in straight rows because she typically likes to cluster desks into group workspaces. Adjusting the space is just one of the changes St. George and her students have had to make.

This year, teachers spray student desks with sanitizer between each class meeting, which is roughly three or four times a day. That commitment to stopping the spread can be time consuming, but teachers have embraced it as a new part of their school day. Teachers are also working within a designated “teacher zone” in their classroom rather than circulating among students. For teachers like St. George, who traditionally spend a class period walking among desks and discussing the day’s topic, this is a definite detour from their normal operations.
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In speaking with teachers, you soon discover that in addition to gratitude for the opportunity to be on campus there is also a common longing for a normal school year. Teachers miss easy interactions with students and lively group discussions and projects. Eighth grade teacher Becky Milligan says group projects have been a challenge. St. George points out that students can no longer share materials or move around, making it difficult to effectively do group work. However, in true Knight fashion, Episcopal teachers are finding ways to continue providing engaging learning experiences for students.

“This has challenged us to think more creatively,” says St. George. In geography, St. George has used the new QUEST Center in Foster Hall to take students to the Amazon rainforest. Students filmed themselves discussing what they’ve learned about this jungle landscape in the center’s Digital Media Lab. To address a common concern with daily face covering requirements, Milligan created the “Masked Emotions” lesson. “It’s hard to read facial expressions,” she says. Earlier this year, as students were learning classroom technology and getting to know each other, Milligan asked them to take snapshots of themselves wearing a mask. Students were asked to express different emotions while wearing the face covering and then share them with others.  Such a simple assignment reveals true creativity and the genuine desire teachers have to get to know their students.
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Another way in which teachers are getting to know their students is through fun, non-academic activities. St. George and her team of Student Council members have worked hard this year to create excitement for the Middle School student body. St. George says the goal is “to make school a little more fun and still COVID safe.” One such activity was “Name that Celebrity.” Student Council members provided a cropped celebrity image to Middle School Division Head Mark Engstrom to include in the weekly announcements. Students were then asked to identify a celebrity based solely on the image. When a familiar eye and eyebrow appeared many LSU fans readily recognized former QB Joe Burrow. The eye of the tiger wasn’t the only fun activity. Engstrom also challenged students to a “Name that Logo” contest. In addition, Student Council members filmed themselves quizzing their teachers on how much the teachers know about popular social media contributors. These little activities can have a big impact for students. “They get into this kind of stuff,” says St. George. She says it breaks up the day a little bit, and students seem to truly enjoy it.

Teachers and students are doing a tremendous job of finding joy in school life. “I think I’ve grown,” says St. George. “I like a clear plan of action. I’ve learned, ok, well maybe my plan isn’t going to work out because of unforeseen circumstances due to the pandemic.” While the days can be mentally exhausting and first-day-of-school-tiring every day, St. George and her counterparts are thankful to be at Episcopal. “The school has done a really good job of keeping teachers safe,” she says. She points to the efforts to move larger classes into larger spaces to ensure adequate social distancing. She says teachers also appreciate that the administrative team has set up breaks for teachers throughout the day. St. George says teachers are also supporting each other along the way. “We’re finding humor in everyday life,” she says. “We’re finding something that was good each day.”

One day soon, Middle School will return to the more traditional Middle School struggles of preparing for a big test, trying out for the lead part in a play and deciding who to ask to the first dance. Until then, teachers are providing a lesson from which we can all learn – perseverance, determination, love for what you do and who you serve and the ability to find the positive.
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We are thankful for our Episcopal teachers. Please join us in sharing your appreciation in the comments section below.

Prayer for Teachers
O Lord, who came into the world to bear witness to the truth and who said that the good and faithful teacher should be greatly accounted of in your kingdom: Send, we pray, your blessing upon all who are engaged in the work of education. Give them clearness of vision and freshness of thought, and enable them to train the hearts and minds of the children so that they may fill their appointed places in the work of this life, and be ready for service in the life to come. Amen.
From Church Publishing’s, School Chapel: Services and Prayers

The QUEST Center in Foster Hall was buzzing with excitement this week as students worked on a range of projects ideal for this creative space.

Like a scene from “Project Runway,” sixth and seventh graders made clothing in the Middle School Design Studio. While the stitching, knitting, taping and bedazzling may seem like something out of an art class, it was actually a vocabulary assignment for Spanish class. As students created everything from shoes and scarves to shirts and face coverings, they learned the Spanish words for each piece.

While the lesson was fun and engaging, there was much more taking place than students realized. Spanish teacher Jennifer Snyder, who loves to sew when she’s not teaching, says the experience helps students learn about the challenges involved with making clothing and the time and effort required. Students also learned about ethics in fashion and which cultures traditionally create their own clothing.
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Next week, Middle School students will host a fashion show for Lower School students in the Great Hall. Each group of older students will have a model who will present the clothing and a moderator who will share the Spanish terms with the audience. It’s sure to be a runway to remember!

Once upon a time in the Early Elementary Design Studio, Episcopal first graders learned about story elements, including characters, settings, problems and solutions. As part of the current project-based learning unit titled “Enchanted Engineering,” students were given the names of popular characters and story settings and asked to create their own tales. Students stood before their classmates and told stories of what happens when the Big Bad Wolf meets Cruella de Vil or what it’s like when Little Red Riding Hood travels to the Land of Oz.
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Afterward, the young storytellers used Legos to build a scene inspired by their stories. Soon, they will build larger scenes and even use programmable robots to move the “good guy” and the “bad guy” through the setting. “Enchanted Engineering” is always popular among Lower School students. This year’s QUEST Center setting is taking the enchantment to new heights.

Sixth graders tested their engineering and budget management skills in the annual earthquake design challenge. Students had to design a structure to withstand the shaking and quaking of tectonic forces. They also had to manage their materials budget and “purchase” supplies from science teacher Stacy Hill. Before the first straws were ever taped together, students spent considerable time planning, researching and developing their ideas. Once the structures are complete, students will test their creations on a shake table. We can’t wait to see the completed project!

On a 70-degree Louisiana winter day, Episcopal second graders imagined what life is like at the frigid north and south poles. Students learned about what animals need to thrive in these climates, including blubber. Students participated in a hands-on experience in Kitchen Chemistry, aka the “Blubber Lab,” to really get a feel for it.
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QUEST Center Coordinator Dr. Elizabeth Lewis presented students with bowls of icy water to simulate what creatures in these regions experience. Students dunked their hands in the water and timed how long they could withstand the chill. Surprisingly, a few of the students were able to keep their hands in the water for 69 seconds. Afterward, Dr. Lewis gave students a “blubber glove” made from layers of plastic bags filled with Crisco and an empty bag to protect little hands from the greasy substance. Students placed their hands inside the glove and again plunged them into the ice water. They were excited to report their findings. “I could do this all day long!” “It wasn’t cold at all!” The experience is sure to make a lasting impression on these little Knights.

​​The QUEST Center in Foster Hall is the perfect space for new learning experiences and a great place to reimagine tried-and-true favorites. To learn more, click here.

​Since I came to Episcopal in middle school, I have had more and more writing assignments year after year. And for the most part, I — surely like many other students — did not really see how what I wrote for a grade could extend beyond use in a classroom setting. As much as I enjoy writing and delight in the process of creating something new, it just wasn’t as rewarding for my writing to be read only by a limited audience: one or two of my teachers or my parents at the most. But what if there was a way to put that student writing out there? What if the writing that students might think to be no more than school work could go beyond the walls of the classroom?

At first, I was surprised that no one had taken up the reins after the two seniors in charge of it prior to me graduated. Students wouldn’t even need to work to get published; they just needed to submit original pictures or written work (and of course be accepting of minimal editing). I quickly realized that I had underestimated the effort that had gone into previous issues once I was suddenly in the position of chief editor of the magazine.

There was (and still is) no guidebook for how one keeps a publication afloat — or, in this case, how one brings a publication back to life. No one warned me of how difficult it was to wrench written submissions from the student body, nor of the steepness of the learning curve for the Adobe suite. 

​In my effort to reignite interest in the publication, I garnered the help of a few friends to remake this magazine. One friend promoted the magazine’s publication, another designed the graphics, and I solicited and screened submissions, and communicated with student contributors. Although this tremendous effort has currently one hard-copy issue, I am still hopeful that my contribution to its creation is enough to spark something new.

We hope you enjoy the current edition and invite students and faculty to submit their work for the 2021 issue! We accept fiction, creative nonfiction, poetry, photography, and artwork. Send your work to ehstroub@gmail.com!

Check out the latest issue by clicking here.

​Episcopal’s Middle School soccer teams have much to celebrate after completing another successful season.

Boys
The boys team finished the season undefeated, defeating St. Jude and St. George to earn the Division 1 championship title in the end of the season tournament! Yaseen Zaid and Jacob Berg were the Episcopal scorers.

Girls
The girls gold team won the Division 3a championship, defeating West Feliciana 3 – 0. Anna Kurz scored once for the Knights and Hollis Spring scored twice.

The girls navy team finished the final tournament as the Division 1 Runners-Up! The Knights drew the championship game into a 1 – 1 tie but lost the penalty shootout 5 – 4. Claire Moore scored for Episcopal.

Prior to the final tournament, the Middle School teams also had success at the St. Michael the Archangel Holiday Cup Soccer Tournament. The boys and the girls navy teams won their divisions in that tournament with the girls gold team coming very close to reaching the final round. Thank you to the Episcopal Middle School soccer coaches including James Moroney, Phoebe Kantrow, Rhys Lopiparo, Paolo Messina and Eliott Reimann ’19.

You never know where a walk down the street or an open, honest conversation will lead you. For Coach Tommy Rhea these simple life experiences have helped him discover connection, purpose and love. Through small, consistent acts of kindness and humanity, Coach Rhea does his best to make the world a better place with each person he encounters, and over the course of his career he has encountered many.
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Coach Rhea has been a teacher and coach for 46 years, with 27 of those spent as an Episcopal Knight.  He has taught four different subjects in five different classrooms and coached hundreds of student athletes. Walk across campus with Coach Rhea and you immediately notice that students are eager to greet him and share the latest news. “Tommy helps students to realize their full potential because he teaches them that they are loved,” says Middle School Division Head Mark Engstrom. “By loving them, Tommy teaches them to love themselves and that confidence plays out in students trying out for new sports, plays, or joining a club they might not have otherwise considered.” 

“This man gave up his life for this. He is my hero.”
Coach Rhea’s science classroom is well known for its enthusiastic display of artifacts. As you enter the room, you immediately notice an array of notes, cards, insect collections, microscopes and tree samples. The room reflects what you would expect to find in a space designed for discovery and exploration. A prominent position on a wall near the front is reserved for a large, framed image of Dr. Martin Luther King Jr. Initially, the image may seem out of place until you speak with Coach Rhea about the significance of the man he calls his hero. With true emotion, Coach Rhea discusses how Dr. King dedicated his life to making the world a better place for everyone and how in his own life he strives to do the same. “The more I learn about him the more I appreciate that he was willing to give so much,” he says.

Fueled by that message of compassion and connection, Coach Rhea approaches his role as a teacher with love and joy, letting his actions speak for themselves. As a seventh grade teacher, he readily volunteers to spend a week with eighth graders at Mo Ranch every year. While there, he takes night duty, staying up with students until everyone is sleeping. “The legend among our student body is that ‘Coach Rhea sleeps standing up’ since what they saw each night at Mo Ranch was someone so dedicated to making sure they get their rest that he wouldn’t sit down or leave until they were asleep,” says Engstrom. Coach Rhea also shows his commitment to student athletes. While he no longer coaches as many sports as he once did, he can still be found on the sidelines supporting the team. During a traditional school year, he can be counted on to take Middle School cafeteria duty where he stands, observing and ready to help.  Even Coach Rhea’s carpentry hobby is used to help others. “He also listens to what other people need and will spend his weekend in his woodshop to bring in some of his handiwork for others,” says Engstrom. “For example, Tommy has built covers for our lab sinks, bookshelves, etc., for his fellow teachers.”

An Unlikely Episcopal Educator
Even after a tremendous career in the classroom, Coach Rhea says he is an unlikely Episcopal educator. He grew up in the northeast Louisiana town of Lake Providence, just a few miles south of the Arkansas border very near the Mississippi River. At that time, the population of Lake Providence was quite small, segregated and impoverished. Coach Rhea wasn’t a scholar and actually considers himself “a late bloomer” when it comes to academics. “I didn’t take school very seriously,” he says, although he later went on to earn bachelor’s and master’s degrees from LSU. However, as a young boy in the ‘60’s, Coach Rhea’s priorities were sports and spending time with friends.  

Coach Rhea, the unlikely educator, has done so much for so many. His ability to notice, listen and comfort makes Coach Rhea one of the most loved teachers at Episcopal. The quiet, authentic way in which he approaches others with support and compassion has inspired the Episcopal community for decades. An unintended result of how he has lived his life is that through giving to others, he has also received. A chance meeting outside of LSU’s Hodges Hall led to a lasting relationship with Episcopal Cross Country Coach Claney Duplechin. Through that relationship, Coach Rhea helped the Episcopal coaches with track meets, scouted for the football team and coached girls basketball and volleyball. When an employment opportunity arose, there was no question in the minds of Episcopal administrators that Coach Rhea was the man for the job. He began as a rotating teacher without his own classroom. One teacher he shared space with was Lorren Magee. Lorren and Coach Rhea became close friends and that friendship blossomed into something more. The two were married two years later. This year, they are celebrating 25 years together.
 
Among the inspiration in his classroom, Coach Rhea displays the friendship wall that originally decorated the walls of Lorren’s room. The colorful, bright drawings and words represent what students value in a friend. Over the course of his tenure at Episcopal, Coach Rhea’s Middle School students have added to those first messages. Also among them are notes students have drafted showing how they value Coach Rhea.
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“You were the best teacher and I miss you.”
“Thank you, Coach Rhea for being the best teacher ever.”
“Dear Coach Rhea, Thank you so much for being the greatest teacher ever. I miss you so much.”

​With his hero as his guide, Coach Rhea has lived a life in service to others and there is no question that he is ready to do more. We thank him for sharing his kindness with us.
 
Share a message of appreciation with Coach Rhea in the comments section below.

​Fourth graders recently went on a blind date…with a book. The Blind Date with a Book event officially launched the new fourth grade book club. Teacher Liz Crawford wrapped each potential book and wrote short hints about what was inside on the cover. Similar to speed dating, students rotated around four tables in the QUEST Center in Foster Hall, reading the hints to determine which book they wanted to read with their group. After the groups tallied their top choices, students submitted them to Crawford and enjoyed the sweet treats she had provided to make the occasion truly special.

Why would a teacher go to such lengths to allow students to choose a book? Oftentimes, teachers assign students a book and everyone simply begins reading. Crawford says the goal of establishing a book club is to help students connect to reading. Setting up an event to begin creates a level of excitement among the class. “The craziest thing is that it worked,” says Crawford with enthusiasm. Students were thrilled to participate in the book selection process and even more excited when Crawford unveiled their choices. The excitement was so high that students discussed it with their families who were also eager to see which book their child would receive. Crawford is ecstatic that parents are engaged and that students and families are having conversations about reading.

“We learn all the time as teachers that choice and ownership are the secret sauce to teaching,” says fifth grade teacher Nicole Engstrom. “Book clubs start with choice, students feel the ownership which leads to engagement and excitement. That’s why I love book clubs, there is always a buzz in the room!!” That buzz is created because students enjoy leading the discussions, developing the guidelines for those discussions and even determining how many pages they will read each week.  While the focus of the book clubs is reading, third grade teachers Amy Arceneaux and Shannon Pesson point out that students are also developing other life skills. Through the experience, students learn to work together, to take turns and how to disagree respectfully with each other. These skills and the benefits of reading are so important that the American Academy of Pediatrics issued a policy statement that “recommends that pediatric providers advise parents of young children that reading aloud and talking about pictures and words in age-appropriate books can strengthen language skills, literacy development and parent-child relationships.”

As far as the students are concerned, they simply enjoy the experience. Step into Engstrom’s classroom during book club and you immediately feel the excitement as students discuss what they’ve read with each other. Groups are gathered with books like “Theodore Boone: The Accused” by John Grisham and “A Medal for Leroy” by Michael Morpurgo in hand. There is quiet but enthusiastic chatter as they share what they’ve found in the pages. In fourth grade, Crawford says her students quickly embraced the idea of a book club. Students have asked if they can jot down notes as they are reading to prepare for the next group discussion, and they are eager for each upcoming meeting. She says giving students control over little things like book choice, discussion guidelines and goals results in them paying more attention to the skill of reading without even realizing it. “It’s more about the desire and the depth they’re willing to do it because of the desire,” she says.

Crawford and Arceneaux participated in a virtual professional development opportunity through the Teachers College, Columbia University to prepare for the book clubs. The opportunity was supported by Episcopal’s annual eFund. Arceneaux says the workshop emphasized the importance of books as a connector to a story’s characters, each other and even the world. She says the third grade book clubs look a little different from the fourth and fifth grade clubs because the younger students still frequently read aloud. In addition, teachers have to model for the eight and nine year olds how to talk about books and what they have learned. 
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“The Nuts and Bolts of Getting Book Clubs Up and Going” helped teachers discover new components to implement in establishing student book clubs. Students developed a constitution of rules that book club members follow. To generate excitement and spark creativity, the students also worked together to create a book club logo. Third graders chose names like The Book Hawks, The Olympic Readers and the Dirt Worms Readers.

The establishment of Lower School book clubs is a perfect example of the creativity and care with which Episcopal educators plan and lead lessons. At Episcopal, reading has always been a priority with a range of events like Battle of the Books, Project LIT and community reads. Ultimately, the hope is that students not only develop strong reading skills but also become lifelong readers. With such a commitment to the effort, we’re sure that students will be turning pages for years to come.

Have you read a great book recently? Share the title with us in the comments section below.