Our Wildwood, Volume 52

Our

p16 Teaching Civil Discourse

p6 Forging Class Connections

p20 A Decade In: The Institutes at Wildwood

WINTER 2025/VOLUME 52

Mission Statements

Wildwood School is a dynamic community of culturally and racially diverse families and educators. Wildwood honors individual differences and creates conditions where all can feel safe, accepted, and empowered. Our healthy exchange of perspectives and experiences cultivates compassionate, effective change makers.

Wildwood School cultivates reflective scholars, bold innovators and compassionate leaders equipped with the skills, ethics and inspiration to transform their world.

Spirits soar during this fall’s middle school and 9th grade retreats (Student featured: Isla P. ‘29).

Cover photo by Matt Lewis, Middle School Humanities Teacher

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DEAR FRIENDS A Letter from Landis

This issue of Our Wildwood had largely been put to bed by the time the Palisades, Eaton, and other fires devastated parts of our city, yet some of the themes feel entirely sympatico with this idea of coming together and engaging and collaborating with others in community, as evidenced in both our Civil Discourse work outlined on page 16, and in our Institute work featured on page 20. I hope that, by reading this issue, you too will feel what I sensed was important for those joining that alumni Zoom back in mid-January: a connection to Wildwood School and to our city, inextricably tied and beneficial to us all.

There were 15 or so of us on a Zoom in those days after the Palisades and Eaton Fires had done the worst of their damage. Those gathered represented a range of class years. All were former students whom I’d known as upper schoolers or younger, and they were scattered around the country, all wanting to connect with folks in Los Angeles, and specifically at Wildwood. Several of the alumni on the call had family members— parents, grandparents, friends’ parents—who’d lost houses in the Palisades. They’d joined the alumni Zoom to connect with others. Several noted that as much as their friends in New York or Boston were trying to be compassionate, they just didn’t understand how big it all felt. I felt for those who were in other parts of the country, seeing their great hometown city going through such a catastrophic event. It seemed to me that we were coming together for a variety of reasons—to grieve, remember, plan, support. To reorient in the context of what was happening. Alumni told stories of evacuations, of homes lost and spared, and of support extended and accepted. When I shared that my partner and I were then still holed up for what would end up being more than a week in the guest room of the parents of a class of ‘11 alumnus, one said, “Yep. That’s Wildwood.” It was then that it became even clearer to me that a big part of the reason folks wanted to connect was simply to be in community—with one another as part of the Wildwood community, but also as part of their Los Angeles community through the lens of their experience at Wildwood.

With warm regards,

Landis Green Head of School

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TABLE OF CONTENTS

features

vs.

p16 Teaching Civil Discourse in an Election Year

p20 Take a Look Around the Institutes at Wildwood A science research lab, social leadership collaborative, and incubator foundry provide the ideal settings for igniting passion and ingenuity.

p26 Candy Battles for Democracy In Humanities Teacher Alex Cussen’s classroom, civil discourse takes a tasty turn.

Wildwood’s approach to balancing free speech and responsibility in the classroom.

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departments GIVING VOICE ......................................................... p4 Director of Middle School Jonathan Drummey and Director of Upper School Robin Follet

OH SNAP! ................................................................. p30 Photos from notable Wildwood events

STUDENT VOICE ............................................. p34 Lessons from Election Season by Giulia P. ‘25

GOOD TO KNOW ................................................... p6 Useful information about and for us

WOLVES MAKING WAVES ..................... p12 Students and faculty making us proud

ALUMNI ALUMNI NEWS .................................................................. p35 The latest from our alumni community ALUMNI NOTES ............................................................... p36 Tell us what you’re up to

DONOR PROFILE ................................................ p14 Former staff member Betsy Berenson makes giving a priority

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GIVING VOICE A conversation between community members

Jonathan Drummey, Director of Middle School Robin Follet, Director of Upper School

After their first semester, Wildwood’s newest school directors reflect on their experiences and share insights on the school’s culture, student engagement, and what excites them about the future.

OWW: How would you describe your Wildwood experience so far in just one or two words?

ROBIN: Adventurous. It’s been exciting to see the creative ways students and faculty engage in learning. And joyous, because that word captures so much of what I witness both in and out of the classroom. JONATHAN: I’d echo Robin—joyful is the first word that comes to mind. This is an amazing place to come to work each day, surrounded by students discovering, connecting, and growing. I’d also say fulfilling. Wildwood truly lives out its values around project-based learning and progressive education, and it’s rewarding to be part of a school that walks the talk.

OWW: How have students responded to you so far?

ROBIN: They’ve been welcoming, accommodating—and, at times, amused!

JONATHAN: Students here are wonderful. Of course, we’re still principals, so there’s a certain respect that comes with that role. But what I love most is that Wildwood students are consistently thoughtful. No matter the topic—academics, sports, or their own experiences— they engage with curiosity and depth.

(Left to right) Director of Upper School Robin Follet and Director of Middle School Jonathan Drummey

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“” …WHAT I LOVE MOST IS THAT WILDWOOD STUDENTS ARE CONSISTENTLY THOUGHTFUL. NO MATTER THE TOPIC—ACADEMICS, SPORTS, OR THEIR OWN EXPERIENCES—THEY ENGAGE WITH CURIOSITY AND DEPTH. —JONATHAN DRUMMEY

OWW: As directors of the middle and upper schools, your divisions represent two-thirds of the K-12 journey. How do your programs complement each other? JONATHAN: In middle school, we focus on building and strengthening—helping students develop self-awareness, social-emotional skills, and academic readiness. By the time they reach high school, they’re prepared for the rigor and cognitive challenges ahead. ROBIN: Jonathan has an incredible feel for what middle schoolers need to thrive. His leadership helps students grow into themselves, preparing them for high school, where our focus shifts toward college readiness. Thanks to the foundation built in middle school, I can concentrate on guiding students through the next stage of their academic and personal development.

OWW: Has anything surprised you about the students, community, or program?

JONATHAN: More than surprised, I’d say affirmed. It’s rare to find a school that truly embodies its mission at every level, from DEIB initiatives to pedagogy. Wildwood does. That’s not always the case in independent schools, so seeing it in action has been refreshing. ROBIN: Wildwood did an incredible job of showing us exactly who they are. Because of that, I wasn’t surprised when I arrived—this is what I wanted, and this is exactly what it is. ROBIN: Getting to know the students and the broader community even better. Strong communities create incredible experiences, and I’m excited to contribute to that. JONATHAN: Meeting more parents and understanding their journeys at Wildwood. Programmatically, I’m eager to experience 8th grade’s Into the Wild projects, our upcoming student exhibitions, and another round of student-led conferences. Each of these highlights the growth and self-reflection that are core to Wildwood’s approach. OWW: What are you most looking forward to in the months and years ahead?

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GOOD TO KNOW Useful information about and for us

Middle School and 9th Grade Retreats Forge Classmate Connections

Wildwood alumni will tell you that the friendships they forged at Wildwood last a lifetime. While those close connections are often the accumulation of years of shared experiences (Advisory, All School Meetings, classes, athletics, and performing arts, to name a few), nothing can bring a group of adolescents together quite like working together to put up a tent and sleeping under the stars.

designed to broaden our student’s understanding of the natural world, solidify new and old friendships, and push students a bit out of their comfort zone,” said Jonathan Drummey, director of middle school. At Wildwood’s middle and upper school, retreats and outdoor education are an integral part of our Advisory and Social Emotional Learning (SEL) programs. Key aspects of Wildwood’s curriculum are weaved into retreat activities to show their applicability outside of the classroom. “Students were able to see patterns and ways in which the

For a handful of days in early October, Wildwood’s 9th grade explored El Capitan Canyon in Santa Barbara as part of the annual outdoor education retreat, while middle school students (6th-8th grade) embarked on their own journey to the Santa Monica Mountains. Both retreats included a variety of activities such as hiking and community building exercises. “Whether it’s ziplining through the trees, shooting a bow and arrow, cresting that next trailhead or simply performing grade level skits around a campfire, every aspect of our outdoor education program is

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Head of School Search With the planned departure of longstanding Head of School Landis Green at the end of the 2025-2026 school year, Wildwood School has commenced its search for its next Head of School. Visit wildwood.org/headofschoolsearch to learn more about the search process, meet our Search Advisory Committee, and access recent communications.

“” IT’S IMPORTANT FOR 9TH GRADERS TO HAVE

retreat was bringing them together— both purposely and more subtly—and identify the parallels between the social-emotional work that typically occurs in on-campus Advisory to that in their surroundings in nature,” Jonathan said. While the retreats themselves lasted just a handful of days, Jonathan is confident that the lessons learned will serve students well both during their time at Wildwood and beyond. “The retreat allows the students to both come together as a grade, and to come into themselves,” said Robin Follet, director of upper school. “It’s important for 9th graders to have the opportunity to explore their transition into high school, and the retreat is the perfect location to do so.” THE OPPORTUNITY TO EXPLORE THEIR TRANSITION INTO HIGH SCHOOL, AND THE RETREAT IS THE PERFECT LOCATION TO DO SO. —ROBIN FOLLET DIRECTOR OF UPPER SCHOOL

Legacy, Leadership, and Looking Ahead

Trustees Susan Olsen, Christine Cho, and Mike Kaplan reflect with Head of School Landis Green on his legacy and discuss the exciting opportunity that lies ahead.

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GOOD TO KNOW Useful information about and for us

Deepening Dialogue in Denver

The NAIS People of Color Conference (PoCC) is the flagship of the National Association of Independent Schools’ commitment to equity and justice in teaching, learning, and organizational development. This year, Wildwood sent one of its largest delegations of faculty and administrators ever—eager to brave Denver’s winter chill and deepen their skills in teaching and facilitating meaningful conversations about identity, diversity, and inclusion in our classrooms and beyond.

Elementary Students Celebrate the Love of Books During Read-a-Thon Perfectly timed with the opening of the renovated elementary library, the 7th annual Read-a-Thon week was a celebration of all things literary. The week kicked off with in-class story time and parent/guardian read alouds, and included several author visits. Kindergarten, 1st, and 2nd grade students took a “Book Break” with The Pumphrey Brothers, authors of The Old Truck . Meanwhile, 3rd and 4th graders heard from author Kate Korsh, author of Oona Bramblegoop’s Sideways Magic series. Other visiting authors included Ben Hatke, author and illustrator of the Zita the Spacegirl trilogy and the Eisner award winning Little Robot , and Grace Seo Chang, author of Birthday Soup. For many though, the highlight of the week was Dress As Your Favorite Literary Character Day. Whether it was Harry Potter, Madeline, or Captain Hook, students and faculty showed off their literary loves in style. “There is something so special about the way literature brings our whole community together,” said Sarah Simon, assistant director of elementary school. “From seeing our students walk around campus in their favorite book character costumes, which spilled out over multiple days because they were having so much fun with it, to the thoughtful questions our students asked the visiting authors about their writing process—it’s all just magical.”

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“” WALKING IN TO SEE THE SPACE TRANSFORMED FROM A BIG, EMPTY BOX TO A BEAUTIFUL SPACE FILLED WITH BOOKS—I COULDN’T HELP BUT GET TEARY-EYED.” —SANDI CROZIER INTERIM ELEMENTARY LIBRARIAN

As construction of the renovated library wrapped up at the beginning of the school year, interim librarian Sandi Crozier asked students to pretend that the library was a person, and to write letters expressing their thoughts and wishes for the new space. Several themes emerged: “I hope you have lots of cozy spaces.” “I can’t wait to see you!” “Please have lots of great books!” “Every day, students would peer in through the windows to see what was changing,” Sandi said. “For many, having the library temporarily off limits made them realize just how special and meaningful a place it was to them.” It also allowed for their imaginations to run wild with visions for what the new space would be. With each new construction milestone, such as the installation of the shelving or creation of the reading cave, anticipation around campus mounted. Those visions are now reality, as the renovated library officially opened its doors in early October. “Walking in to see the space transformed from a big, empty box to a beautiful space filled with books—I couldn’t help but get teary-eyed,” Sandi said. “Seeing the students’ reactions as well was just as moving.” Over the past few weeks, each grade has had the opportunity to explore the space, which includes new bookshelves, lighting, cozy furniture, and a reading cave where students can immerse themselves in the joy of reading, separate from the world around them. Many of the library’s new features are specifically designed to enhance and encourage reading and literacy in young learners. For instance, the new shelving and flexible fixtures improve access to books for students in an intentional way, while specific task lighting and adaptable spaces add functionality and help enhance focus and productivity. The reading cave—one of the most popular features— is a haven for students to nurture their love of reading. “The reading cave is a huge hit,” Sandi said. “After students grab a book off the shelves, it’s the go-to spot to enjoy reading.” While the space itself may appear to be magical, the true magic lies with a group of Wildwood School families whose collective generosity provided the means for transformation. “With this exciting renovation, we’ve now invested in the space where students can practice and hone those skills learned in the classroom,” said Gabrielle Dalmasy, director of major gifts and strategic partnerships. “This space will inspire a joy of reading in both current and future Wildwood students, and we are so grateful for the generosity of the Wildwood families and The Ahmanson Foundation whose contributions made this special project possible.” Newly Renovated Elementary Library Excites and Engages Young Readers

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As Wildwood’s inaugural Outreach Center fellow, 5th grade teacher Melanie Boonstra is helping to fulfill the Outreach Center’s mission by sharing her research and knowledge on metacognition with independent and public school educators across the country. “Metacognition, or ‘thinking about thinking,’ plays a crucial role in how students develop new skills,” Melanie explained. “Everyone has the capacity to learn—it all comes down to their ability to recognize and weave new knowledge into their existing cognitive framework.” Having shared her fellowship work earlier this year with her Wildwood colleagues, Melanie is now leading a series of Outreach Center workshops for K-8 public school educators that explore the underlying principles of metacognitive practices and will provide them with new strategies to support student learning. Established in the 2023-2024 school year by a generous donation from the Cynthia and George Mitchell Foundation, the Wildwood Outreach Center Fellowship Fund aims to advance professional development and Wildwood’s First Outreach Center Fellow Brings Metacognition Strategies to Educators

GOOD TO KNOW Useful information about and for us

Exploring the Power of AI

In a world where technology evolves faster than ever, Wildwood is taking bold steps to prepare for the future. Last year, the school launched a Generative Artificial Intelligence (GenAI) Task Force—a diverse team of educators, administrators, and parents—to explore how artificial intelligence can transform the teaching, learning, and daily operations of our school. Their mission? To craft a thoughtful road map of Guiding AI Principles for integrating this technology in ways that align with Wildwood’s values of innovation and ethical responsibility. By thoughtfully engaging with the dangers and affordances of emerging technologies, the task force is ensuring that Wildwood remains a leader in progressive education for the 21st century and beyond. “” The most successful students will be those who use AI to help make conceptual connections for developing ideas. Students who learn to use AI ethically and productively may learn not only at an exponentially higher rate than others but also in a way that allows them to remain competitive throughout their careers. They will have a deeper understanding of the given subject matter, because they will know how to get their questions answered. Rather than atrophying, their curiosity muscle will be strengthened. —SALMAN KHAN, BRAVE NEW WORDS: HOW AI WILL REVOLUTIONIZE EDUCATION

leadership in education. Wildwood fellows spend two years immersed in professional development, research, and learning—all with the goal of developing programming that can then be shared with other educators, at Wildwood and beyond.

“This fellowship has been incredibly rewarding— not just for my own professional growth, but because I get to share the experience with the entire Wildwood community,” Melanie said. “It enhances what we can achieve as educators, and I’m excited to see how it shapes learning in Wildwood’s classrooms and beyond.”

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Meet Our Newest Trustees

Alexis Denisof

FAMILY: Alexis and his wife Alyson have two children enrolled at Wildwood.

BUSINESS AND BACKGROUND: Alexis Denisof is an Emmy-nominated actor. He graduated from the London Academy of Music and Dramatic Arts, then joined The Royal Shakespeare Company in England. His resume includes many film and TV productions in the United States and Europe, as well as theater in London. Alexis has also served on the Board of Trustees at Westland School in Los Angeles. He is a hobbyist who enjoys tennis, ceramics, travel, and time with family.

Santiago Ferrer

FAMILY: Santiago and his wife Andee have three children enrolled at Wildwood.

BUSINESS AND BACKGROUND: Santiago Ferrer is a Managing Director and Senior Partner with Boston Consulting Group (BCG). Since joining BCG in 2010, Santiago has supported a wide range of real estate, infrastructure, and services businesses and public sector agencies through large-scale transformation agendas. His work has covered strategy development, growth, due diligence, mergers and acquisitions, post merger integration, organization design and culture management, cost optimization, pricing, and commercial excellence programs. He leads BCG’s Los Angeles office and

supports multiple efforts with its local social impact partners. Before joining BCG, Santiago worked for the United Nations in economic development and peacekeeping. Santiago earned his MBA from the Yale School of Management. Santiago also has a master’s in economics and a bachelor’s in finance from the University of New South Wales in Sydney, Australia.

Erin Natter

FAMILY: Erin and her husband Rob have two children enrolled at Wildwood.

BUSINESS AND BACKGROUND: Erin Natter is a real estate partner at the international law firm of Mintz, Levin, Cohn, Ferris, Glovsky and Popeo, P.C, where her practice focuses on the representation of institutional lenders, real estate funds, opportunity funds, and other real estate investors in a wide variety of commercial real estate transactions throughout the United States. Erin has been included on the Southern California Super Lawyers list of Rising Stars and the Daily Journal’s “Top 40 under 40” list, and she is currently and consistently recognized among top real

estate attorneys by Best Lawyers in America. Erin received her law degree from USC Gould School of Law and her undergraduate degree from New York University’s Tisch School of the Arts, where she majored in musical theatre. In her free time, Erin enjoys curling up with a good book, riding horses, and watching her children play sports.

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WOLVES MAKING WAVES Students, alumni, and faculty making us proud Our Latest Wave-Makers

Middle and Upper School Thespians Shine at DTASC A win in every category! Congratulations to our middle school students for a stellar showing at the Drama Teachers Association of Southern California (DTASC) Fall Festival. Wildwood came in first place out of 30 schools at this annual showcase of theatrical skills. Not to be outdone, our upper school thespians competed in five different categories–and took first place in two categories. A rare achievement for any school that’s certainly worthy of a standing ovation!

Art and Science Collide in Getty-sponsored Exhibit

Several Wildwood students had their work featured at the Craft Contemporary this fall as part of the Getty’s citywide art event Pacific Standard Time (PST). Incorporating PST’s theme of “Art and Science Collide”, the Wildwood submissions included works made from mushrooms that students foraged, treated, and repurposed into mushroom leather and mushroom paper, with the purpose of showing the potential for various mushrooms to be used as a natural leather alternative and as a functional and biodegradable medium for paper crafts.

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College Board Commendations This fall, the College Board honored students from across the country through the annual National Recognition Programs, which celebrate the academic achievements of underrepresented students. Aiden C. ‘25 was honored by the National Hispanic Recognition Program, while Coltrane R. ‘25 was honored by both the National African American Recognition Program and the National First-Generation Recognition Program (a new category).

From Princeton to the Parthenon Upper School Humanities Teacher Elizabeth Bergman (P. ‘28) was invited to Greece to teach a lesson to Princeton University students on the Ancient Agora, highlighting the emergence of democracy in Athens as a set of institutions and an exchange of ideas in the public marketplace. Back at Wildwood, Elizabeth teaches 12th grade World Literature—an ideal avenue for incorporating Greek and Roman literature into the curriculum. This year, seniors are reading selections from Marcus Aurelius and the whole of The Odyssey (translated by Emily Wilson). Inspired by her journey, Elizabeth plans on adding even more into next year’s plans, including Sophocles’ Antigone.

Catch him if you can! Senior Theo U.-N. ‘25 ran the 11th fastest 5D time ever (15:12) at the California cross-country state finals, coming in 7th place in the state and setting a new personal record. No surprise, Theo was also named league MVP, for the third year in a row.

Millie E. ‘29 Earns Poetry Honor

For her selection of original poems, Millie E. ‘29 received an Honorable Mention from the Los Angeles County Youth Poet Laureate program, which celebrates the top writers and youth leaders across Los Angeles County.

Do you know of a Wolf Making Waves? Let us know! Share your news with news@wildwood.org to be included in the next Wolves Making Waves!

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DONOR PROFILE Thanks to our generous supporters

WHEN BETSY BERENSON JOINED WILDWOOD SCHOOL IN 2017 as an administrative assistant, she had no idea she was about to embark on one of the most fulfilling chapters of her career. After years in development at another Los Angeles independent school, she found in Wildwood not just a workplace, but a community that made her feel valued, heard, and inspired every day. “I felt seen, I felt encouraged to grow,” Betsy says. “If a 60-something year-old woman at the end of her professional career could be given a place at Wildwood, and also given the tools, the permission, and the encouragement and the expectation to grow and learn to express oneself, just think what the school does for the children, who are their main focus.“ Betsy quickly became a beloved presence on campus, known for her warmth, humor, and unwavering support of both colleagues and students. Stationed at her “concierge desk” outside the theater, she was often the first friendly face people saw when visiting the middle and upper campus. “It became a gathering place,” she recalls. “Parents, teachers, and students would stop by to chat, ask questions, or just say hello. The seniors, whose hallway was right there, became my daily visitors. I always had candy on my desk, and that didn’t hurt!” Beyond her desk, Betsy found joy in the small but meaningful ways she could contribute to the school’s culture. Whether helping to plan events, ensuring board meetings felt welcoming, or working closely with the custodial staff to add thoughtful touches to school gatherings, she took pride in making people feel appreciated. “If my little dessert at a meeting made someone feel valued, then I had done my part,” she says. Meet Former Wildwood Staff Member and Friend Betsy Berenson

WILDWOOD HAS THIS WAY OF MAKING EVERY PERSON—STUDENTS AND ADULTS ALIKE—FEEL LIKE THEY BELONG. —BETSY BERENSON “”

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One of her most cherished moments was participating in a middle school program where faculty and staff shared their life stories with students. “I told them about growing up in a tiny Pennsylvania town, my love of costume design, my passion for baking,” Betsy recalls. “It was such a powerful experience. Wildwood has this way of making every person—students and adults alike—feel like they belong.” That feeling of belonging made her decision to stay through the tumultuous 2020-2021 school year an easy one. Though she had planned to retire earlier, she wanted to help navigate the challenges of the pandemic alongside her colleagues. “I knew I couldn’t leave just yet,” Betsy recalls. “I wanted to be there to support the school and the community through such a difficult time.”

After retiring in 2021, Betsy and her husband moved back to her home state of Pennsylvania to be near family, but her connection to Wildwood remains strong. She continues to support the school philanthropically, knowing firsthand the impact of its mission. “For me, it’s a no-brainer. Wildwood allows students to be their authentic selves, and that’s something the world desperately needs more of,” she says. “There’s an old adage attributed to Alexander Hamilton: ‘What is legacy? It’s planting seeds in a garden you never get to see.’ I want to make sure future generations of students have the same opportunities to grow and thrive.” Even from across the country, Wildwood still feels like home. She keeps in touch with former colleagues and hopes to return for a visit in the next year. Until then, she’s embracing her newest and most joyful role yet: caregiver to her 16-month-old grandson, Miller. “I never imagined how much I would love being a grandparent,” she says. “It’s like getting to love my daughter all over again.”

Looking back, Betsy feels immense gratitude for her time at Wildwood. “I was there for only four years, and yet when I retired, Landis threw me a party at his home,” she says. “I stood on his patio, surrounded by the custodial staff, board members, parents, and teachers—all these people who had become family to me. That’s the kind of place Wildwood is. Once you’re part of it, you’re always part of it.”

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FEATURE

Teaching Civil Discourse in an Election Year: Wildwood’s Approach

DEFINING CIVIL DISCOURSE

Civil discourse—the ability to engage in meaningful, respectful conversations across differences—has become one of the most pressing topics in education, particularly as political division and global affairs have engulfed headlines and campuses over the past year. In an era of social media echo chambers and an increasingly polarized public sphere, the skills of listening, debating, and considering diverse perspectives are more critical than ever. “Simply put, if we’re not preparing students for civil discourse, we’re not preparing them for college,” Head of School Landis Green emphasized. The key, for K-12 schools and universities alike, is in balancing free expression with the need for constructive dialogue, ensuring that discussions remain open while also fostering an environment of respect and inclusion. However, headlines of embattled administrators and campus violence are quick reminders that creating these conditions is often easier said than done.

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FEATURE Teaching Civil Discourse in an Election Year

the 5th graders as part of their social studies program, culminating with a campus-wide election, complete with voter registration forms, ballot boxes, and “poll workers.” To prepare younger students for the polls, 5th graders led a series of lessons for each grade, teaching their younger peers about political parties, voter registration, and ballot measures. Of course, before they were able to share their knowledge with others, they had to master it for themselves. The experience helped them develop both confidence and empathy.

“Many institutions struggled to balance students’ rights to free speech with maintaining a respectful, safe learning environment,” said Deb Christenson, upper school humanities teacher. “At Wildwood, we recognized that fostering civil discourse in K-12 settings is essential preparation for the realities students will face once they leave Wildwood for higher education and beyond.” With a highly divisive election looming, Deb, along with Jaimi Boehm, Karen Dye, Dr. Billy Pugliese, and Landis Green—who took the lead drafting—spent the past summer clarifying what exactly civil discourse at

“At Wildwood, we recognized that fostering civil discourse in K-12 settings is essential preparation for the realities students will face once they leave Wildwood for higher education and beyond.” — DEB CHRISTENSON, UPPER SCHOOL HUMANITIES TEACHER

“It made me feel empowered, like my ideas truly mattered,” said Kaya D. ‘32. Classmate Matilda M. ‘32 added, “We had to answer tough questions from younger students without telling them what to think. That was hard, but it helped me understand what it means to be neutral and fair, and I feel like I grew from that.” Impartiality is a difficult skill to master at any grade level, but one that 5th grade social studies teacher Felix Vazquez hopes students continue to refine throughout their years at Wildwood.

Wildwood means, and how to effectively guide students in developing these skills. The result is Wildwood’s Position Statement on Civil Discourse, published this fall. The statement, influenced by the Chicago Principles and Wildwood’s Diversity, Equity, Inclusion, and Belonging (DEIB) mission, clarifies an important distinction: feeling uncomfortable is not the same as being unsafe. This understanding is essential in an election year, when political conversations can quickly become contentious. “Education should not be intended to make people feel comfortable,” said task force member Dr. Billy Pugliese, assistant director of academic services, teaching, and learning at the upper school.. “It is meant to make them think.”

CIVIL DISCOURSE IN THE CLASSROOM

With Wildwood’s Position Statement serving as a framework, teachers embedded civil discourse into their curricula across all grade levels. On the elementary campus, students participated in Wildwood Votes, an interactive election project led by

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Felix recalls one student telling him, “I have to say the name of someone my family really dislikes. That’s going to be hard.” “I told them, ‘Yes, and that’s why we’re here to practice,’” Felix said. Practice was also a key skill gleaned from the 8th grade Bill of Rights Debate Project, an annual classroom exercise that took on even more significance in an election year. Led by humanities teachers Alex Cussen and Sam Lyons, the purpose of the project was to introduce students to Constitutional rights and debates, and practice debate, public speaking, and civil discourse in a structured format. The project involved three phases–research, essay writing, and debate–surrounding three highly controversial and unsettled topics: locker searches, the regulation of fake news, and the privacy and protection of web browser history. To inform their opinions, students reviewed legal texts, logs, and transcripts of Supreme Court cases. “This essay was different and more complex than any essay I’ve ever written,” said Nico G. ‘29. “I had to consider both sides before forming my own stance.” Interesting enough, Nico found that his initial stance on his researched topic shifted as he gathered more facts and evidence. The ability to make such a shift, of course, is precisely the point. “The goal of this debate project wasn’t just to win—it was to learn how to engage in difficult conversations thoughtfully,” Sam said. For Wildwood seniors, who will soon find themselves on college campuses with varying degrees of civil discourse policies and attitudes, the topic of civil discourse became even more personal. Inspired by Wildwood’s Position Statement and national conversations on college protests, they engaged in a student-led Contemporary Multicultural Issue (CMI) workshop focused about campus free speech policies. Organized by Kate E.-D. ‘25, students acted as college administrators responding to real-world campus incidents, comparing Wildwood’s values and Position

Statement with policies from universities such as University of Chicago, Wesleyan, and Columbia. The exercise was guided by two questions: First, how might the values of civil discourse at Wildwood have translated to those college campuses? Second, how might the skills students have been been developing since kindergarten at Wildwood have de-escalated polarization in those spaces? “By stepping into these roles, students saw how context shapes policy decisions,” Kate said. “Some students preferred Wildwood’s structured approach, while others valued universities that allowed more open ended free speech, even at the risk of discomfort.” Most importantly, Kate said, the exercise emphasized the challenge of balancing safety with free expression and demonstrated how Wildwood’s civil discourse values translate to real-world situations. One of the trickiest aspects of civil discourse is determining the line between disagreement and harm. Speaking to upper school students at a panel this winter, Associate Head of School Jaimi Boehm offered a suggestion for navigating challenging scenarios. Rather than dismissing with a quick judgement when they hear something offensive, Jaimi says, “Ask the person, ‘What did you mean by that?’ or ‘Tell me more.’ You might learn something—even if you still disagree.” This principle also guides Wildwood’s Diversity, Equity, Inclusion, and Belonging work. “Our increasingly diverse community requires us to examine how we engage with different perspectives,” said Karen Dye, director of equity and inclusion. “Civil discourse isn’t just about speaking—it’s about listening. It’s about valuing different perspectives, even when they challenge our own.” W BALANCING FREE SPEECH AND RESPONSIBILITY

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A Decade In: The Institutes at Wildwood

A science research lab, social leadership collaborative, and incubator foundry provide the ideal settings for igniting passion and ingenuity.

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FEATURE A Decade In: The Institutes at Wildwood

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Wildwood Institute for STEM Research and Development (WISRD)

From robots that paint to bioactive habitats, cosmic ray detection to subsonic wind tunnels, the Wildwood Institute for STEM Research and Development (WISRD) continues to live up to its mission to define problems and conduct scientific research to better understand problems and add knowledge to the community. As Wildwood’s founding

stress by music via the quantification of cortisol, and the study of how to create fully self-sustaining fish habitats in 30-gallon tanks. Other on-going projects are long-term, on the order of 10 years, such as looking at the collection of cosmic ray data and hydrogen signals from space using detectors and telescopes, or studying how vegetables can be hydroponically grown sustainably and with little environmental impact. In addition to research and

To define problems and

conduct scientific research to better understand problems and add knowledge to the community.

(WISRD) Institute, a decade ago, WISRD is dedicated to helping members of our community reach their full scientific potential while creating opportunities to perform original research. WISRD members study topics that are relevant to their specific interests, from deeper dives on topics brought up in science classes to burning questions that they have always wondered about, or even passing ideas that are developed in conversation. The ability for students to innovation, members of WISRD take seriously their responsibility to inform the community of developments in STEM-related fields of study and are committed to making STEM accessible for all. This fall, WISRD hosted its annual science carnival, Dark Matter Day, which attracted more than 600 K-12 students and families to campus. With a host of fun, kid-friendly activities, WISRD members helped younger students understand unique

choose their research questions has led to unique explorations. Current projects include a physical wind tunnel used to study the aerodynamics of 1:24 scale cars, and investigation of the amelioration of

and interesting STEM topics–with the aid of some liquid nitrogen ice cream, naturally!

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{

Wildwood Institute for Social Leadership (WISL)

(WISL) Now in its sixth year, Wildwood’s Institute for Social Leadership (WISL) operates as a collaborative consultancy that helps organizations and individuals working on social issues in Los Angeles problem-solve and strengthen their work. WISL clients primarily consist of local schools, nonprofits and social enterprises, and WISL consultants become experts on issues ranging from animal welfare to mental health/ wellness to educational equity, all based on members’ interests. As part of its Educational literacy and animal welfare projects. After coordinating a visit for students to the Annenberg PetSpace, WISL members coached elementary students on persuasive writing to aid in the pet adoption process and promote rescue and adoption. WISL is also conducting an in-depth impact study for client Marley’s Mutts about their life changing program pairing rescue dogs with incarcerated adults, and worked with Sandy Dog Rescue, an organization founded by Wildwood alumna Emma Fresco ‘17, on its website development and outreach. This school year, WISL is

Equity initiative, WISL spent two years collaborating with the of Transitional Kindergarten (TK) at Braddock Drive Elementary School, a local Title 1 LAUSD school. The weekly site-based program is filled with activities to help build the TK children’s social and emotional learning skills to better prepare them for kindergarten. Additionally, WISL has recently connected with St. Matthew’s Parish School to launch a similar program for the kindergarteners there, whose school was destroyed in the January 2025 wildfires (their temporary site is just a few blocks from our middle and upper campus). Other WISL initiatives include a focus on animal welfare. For the past two years, WISL has worked with Wildwood elementary students, as well as students from Short Avenue Elementary, on customized

taking on the challenge of studying WIldwood’s upper school cell phone policy and its impact on student life and well-being. WISL members presented Phase 1 of their research to Wildwood faculty and staff in January. Other current projects include the Junior WISL’ers pilot program, connecting Wildwood middle school students to Los Angeles nonprofit organizations, and introducing them to the Wildwood Institute Model. Looking ahead, WISL is also launching programs in the aftermath of the Los Angeles wildfires to enhance community connection, reduce stress, and improve well-being.

Operates as a collaborative consultancy that helps organizations and individuals working on social issues in Los Angeles problem solve and strengthen their work.

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(WIE)

FEATURE A Decade In: The Institutes at Wildwood

Wildwood Institute for Entrepreneurship (WIE) {

Founded in 2019, the Wildwood Institute for Entrepreneurship (WIE) is a dynamic, student-driven incubator designed to empower young entrepreneurs as they embark on their journeys to explore their passions and create innovative products. Situated within a collaborative studio environment, WIE fosters creativity and independence by allowing students to work both independently and in teams to ideate, prototype, and refine their projects. WIE provides access to specialized tools and resources, such as 3D printers, laser cutters, and sewing machines, enabling students to develop technical skills that align with their entrepreneurial aspirations. Members have opportunities to learn about various aspects of entrepreneurship, including product development, marketing, and customer engagement. Current WIE projects reflect the wide array of interest of its members, and include jewelry

design, textiles and fashion, original colognes and perfumes, woodworking, and industrial design, among others. While WIE provides students with the skills to develop entrepreneurial ventures that can be financially successful, the program is deeply rooted in principles that prioritize personal growth, community impact, and responsible innovation. With that in mind, WIE members are also focused on several social impact initiatives this year, such as “Clothes for Hope”, which aims to provide clothing and supplies to those in need. Another project taking flight this year is “Moonshots”, a CubeSat mission designed by WIE member Greyson W. ‘28, to provide educational opportunities for high school students interested in space exploration. “My CubeSat project is not just about launching a satellite,” Greyson says, “it’s about inspiring the next generation of students.”

A dynamic, student-driven

incubator designed to empower young entrepreneurs as they embark on their journeys to explore their passions and create innovative products.

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“More than just academic programs, these Institutes cultivate a mindset of curiosity, collaboration, and leadership that extends far beyond the classroom.” — JAIMI BOEHM, ASSOCIATE HEAD OF SCHOOL { The Institute Impact

(WISRD)

Together, the three Institutes at Wildwood provide students with unique opportunities to explore their passions, develop specialized skills, and make a meaningful impact—both within the school community and beyond. Whether they are advancing scientific research, tackling pressing social issues, or launching innovative ventures, students in WISRD, WISL, and WIE are actively shaping the world around them. “More than just academic programs, these Institutes cultivate a mindset of curiosity, collaboration, and leadership that extends far beyond the classroom,” said Jaimi Boehm, associate head of school. “By encouraging students to think critically, take initiative, and engage with real-world challenges, the Institutes exemplify Wildwood’s commitment to experiential learning and student-driven discovery.” W

(WISL)

(WIE)

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vs.

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FEATURE by Alex Cussen, Middle School Humanities Teacher

Candy Battles for Democracy

In Humanities Teacher Alex Cussen’s classroom, it’s KitKat over TikTok as civil discourse takes a tasty turn.

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FEATURE Candy Battles for Democracy

If I were to share the class my middle schoolers responded to the most so far this year, it would be the candy battles lesson designed to introduce debate skills. The KitKat team started the 8th grade debate by listing all the ways their candy bar was better than Twix. Worldwide it has hundreds of flavors, a distinct crunch advantage, and how easily it can be shared with friends. The Twix team countered that the texture of the chocolate-caramel-wafer combination is superior. They cited a survey showing Twix is twice as popular. Then the clincher: “Actually, Twix is better to share,” holding up the two separate chocolate covered bars that come in each package. “You can give it away germ free without ever touching it!” The hard candy truth in their rebuttal helped Team Twix win the debate by a vote of their peers. “The goal for students of all ages would be to have them develop their own opinions via structured arguments and listening protocols that emphasize compromise and perspective-holding. This might not be what sells on social media, but it would help stabilize a society.” — ALEX CUSSEN, MIDDLE SCHOOL HUMANITIES TEACHER

Debate that starts with lower stakes arguments, such as the Twix vs KitKat, along with acknowledging human-to-human disagreement, is increasingly rare to find in today’s society, and especially online. Classrooms, however, offer an ideal ground for this type of engagement to flourish. From the agora to the zócalo, great civic genius and innovation emerged from meaningful time spent on a healthy exchange of ideas, as budding democracies had to navigate conflict and build consensus via airing differences and hearing the voices of others. Our lives today are more technology-enabled, more

image-saturated, but not necessarily more sophisticated. A shot of dopamine from a stimulating Instagram video can keep a young mind glued to the phone for hours. Classrooms, on the other hand–being physically together in shared space–are one of the few remaining beacons for dialogue and debate. Most American students are not getting enough opportunities to practice this key part of the democratic process in grades K to 12. Preparing students for today’s universities will require developing skills much earlier in the educational chain. The simple act of moving classroom chairs and desks with students facing each other early on invites more interaction to help develop the art of persuasion. For many young people with a voracious social media diet, eye-to-eye engagement and in-person dialogue is a dying skill.

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students process what they learn. Our classroom, this special place that we share for a couple hundred days a year, becomes a Petri dish for the statesmen of tomorrow. The New York Times columnist and author David Brooks also identified the lack of overt instruction around holding space for perspectives different from our own in schools in his book, How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen , which was Wildwood’s 2024 summer faculty read. Brooks writes: “Above almost any other need, human beings long to have another person look into their face with loving respect and acceptance. It’s that we lack practical knowledge about how to give each other the kind of rich attention we desire.” That’s why we shift the classroom furniture to be able to see eye-to-eye in the debates, to provide the “rich attention” that often gets lost by shifting attention spans. I agree with David Brooks. In-person learning, even arguments, can be more visceral and palpable than online. So, double-down on live learning. Moderated, structured discussions can help overcome apathy, decreased attention spans, and rampant polarization. From candy debates we ratchet up to more intense political topics. Reimagining what education can become can start with looking at a public speaking and debate sequence where first graders debate apples vs. oranges, middle schoolers debate the merits of their favorite All-American candies, then high schoolers argue about whether humans should colonize, not eat, Mars. The goal for students of all ages would be to have them develop their own opinions via structured arguments and listening protocols that emphasize compromise and perspective-holding. This might not be what sells on social media, but it would help stabilize a society. My students offered a clue about how and where young people could start from an earlier age to feel like they belong to a classroom, city, state, even a nation. With more analog learning, tomorrow’s rhetorical warriors might just emerge from America’s classrooms with the skills needed to defeat the invisible algorithms of anger and disconnection. What’s next for democracy? Follow the candy. W

Phillips Exeter Academy, founded in 1781, decided to shift to a more democratic model of learning in the 1930s by adding oval-shaped tables designed for a teacher and up to twelve students. Many teachers throughout the United States use this so-called “Harkness method” by shifting the chairs and tables around to imitate this shape to have more engaging discussions on novels and primary documents. Students also feel they have more voice and agency in their learning. That’s why some middle school teachers call Harkness the “spiderweb” because of the way it connects students, while making them literally feel seen and heard. New approaches, like the Microlabs protocol, have also emerged to “democratize participation.” This approach has students move their chairs into clusters of three. Each student then takes one minute to answer a reading question while the other two classmates listen. Listening, after all, is a key part of civic engagement; it must be cultivated the same way educators emphasize rhetoric. In their candy battles, my students did what many adults don’t do today: They talked across differences. They listened to each other develop arguments for each round for up to two minutes–all uninterrupted. Our debrief held space to praise powerful arguments on both sides. In other words, they were not wrong and they were not enemies. Reimagining classroom spaces as one for both teacher and student empowerment would create more space for disagreements and the possibility of changing one’s mind. Coming of age into a deeply polarized society requires a form of in-person de-sensitivity training. It begins with learning to not take all arguments personally, and it is cultivated over time through coursework and also in those critical moments between lessons where

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