By Courtney Cooperman `16, Commentary Section Editor

In competitive settings, well-being and success often seem to be at odds. Balancing productivity and pressure can be a major challenge in any student’s life, and one that students cannot handle alone. A school should not only set up an environment for academic and extracurricular development, but also work to ensure the happiness of its students. Sometimes, at Newark Academy, we fail to recognize that students from other schools also deal with the pressure that we experience. In reality, stress is universal, and we often overlook the measures that Newark Academy has taken to help us manage it.

Allowing kids to enjoy the experience of their education should be among a school’s primary goals. Millburn High School senior Chase Harrison recognized a lack of concentration on student well-being in his school, and took action by running for the Board of Education. With all the other goals and demands the Board must meet, he felt that the students were not prioritized. After four years at Millburn High School, Harrison is acutely aware of the tribulations of Millburn student life, since these challenges are his daily experiences. He explained, “Like Newark Academy, Millburn has a rigorous and sometimes overbearing curriculum.  When combined with extracurriculars, sports, and jobs, this exhausting schedule can truly take a toll on a student’s social life, mental health, and general well-being…As a student, I have such an intimate perspective on [these issues], so it is my responsibility to leverage my knowledge and help the student body.” Harrison referenced “shifting Millburn to a block scheduling model, changing Advanced Placement policies, and increasing student mental health services” as some ideas to improve the Millburn student experience.

As Chase Harrison demonstrates, the student voice plays a crucial part in increasing emphasis on student interests. Newark Academy has a multitude of stress-reducing systems built into our programs and procedures, many of which resulted from student input. Guidance counselor Ms. Spooner cited various unique aspects of Newark Academy life that promote student well-being. Throughout the school, students have corridors and common spaces for socializing and relaxation, encouraging a little bit of leisure mixed into the school day. We also have built-in times to “try and give kids a little bit of a breather,” such as fifty-five minute lunch periods, which are “unheard of” in many other schools.

Teachers’ methods of calendar arrangement clearly indicate exceptional respect for students’ time. A six day schedule gives students the opportunity to prioritize assessments, so homework for every academic class is never due with only one day’s notice. After student performances, major holidays, and vacations, assessments are strongly discouraged or prohibited. The acclaimed three major assessment rule epitomizes the student-teacher cooperation in stress minimization. Finally, Newark Academy’s policies allow for course flexibility. As Ms. Spooner described, “When experiencing a setback, such as illness, students can look to lighten their load” to fit their circumstances.

Because these procedures are our norm, we forget how rare it is to have such attentive, caring faculty. Our teachers and administration truly listen to the students and do their best to form a partnership, focused on student well-being in addition to achievement. Ms. Spooner commented, “We try really hard to recognize that there’s a lot that has to happen, and we cannot eliminate all stress,” but overall, there is a sense of enjoyment to complement the focus on rigorous academics. “People walk in this building and say there’s such a nice feeling here,” she remarked.

Despite the many efforts to reduce it, stress cannot be altogether removed from competitive, high-performing schools such as ours and Millburn High School. Dealing with stress is a necessary part of development, and schools must take some initiative to assist with stress management. The accessibility and sympathy of faculty at Newark Academy reflect a highly beneficial support system that we often take for granted. When there are gaps in the system, students can suggest improvements through voice proposals, which are often seriously considered.

Chase Harrison has taken a similar step on a larger scale. He summarized, “While balancing, students will inevitably falter. It is therefore crucial for teachers, parents, and coaches to be understanding and supportive of students…just making Millburn students know that their concerns are being heard and responded to will diminish their frustration.” Ultimately, the value of the student perspective and increasing concern for student issues is reflected in the election results: Harrison’s victory shows a readiness to hear the students’ voices and make change for their benefit. Perhaps this election will bring student happiness and achievement together as collaborators rather than opponents, a vital partnership in any school community and a core ideal of the Newark Academy mentality.