environment , across every class and social context , to provide more opportunities for learning , growth , and wellness .
Activities in the classroom cover a broad range of topics and instructional strategies to reach boys and are geared toward the development of selfknowledge and its growth into selfadvocacy . Boys are guided to consciously reflect on their own feelings , needs , and motivations and then to articulate this knowledge by appropriating the values of Saint David ’ s for themselves . Critically , the program consistently pairs health education with character education , and every lesson is an opportunity for critical reflection on the virtues .
One example of this are lessons involving emotional vocabulary . Research shows that developing a nuanced emotional vocabulary supports young people in recognizing and effectively managing their emotions ; simply knowing a greater variety of words for different emotions enables the recognition of feelings in the moment . Therefore students in Upper School Sophrosyne classes use an emotion wheel with broad terms at the center that branch out into an increasingly nuanced vocabulary that students can employ in developmentally appropriate ways . In the Sophrosyne classroom , students practice using this emotional vocabulary in a variety of contexts , including roleplays with scenarios about staying safe , navigating interpersonal conflict , and doing the right thing in difficult circumstances . In a new unit focused on identity in Grade Four , students practiced using their emotional vocabularies to explore the gaps that can arise between a person ’ s intent and the impact of their words and actions on others . There is a reciprocal relationship between moral development and self-knowledge : moral reflection provides an opportunity for boys to develop their social and emotional capabilities , just as social and emotional selfknowledge informs boys ’ moral discernment .
As part of our commitment to an evidence-based educational program , we partner with outside groups to support our work . For example , in the Sixth , Seventh , and Eighth Grades , students work on case studies and roleplays with facilitators from the organization Prepare , Inc . In Grade Seven , students have a series of workshops focused on body sovereignty . In the workshops , students learn to recognize red flags that could endanger them , using the Sandusky fact pattern as a case study . They learn about the structural factors that often
accompany sexual violence targeted at adolescents their age and think about the reasons that this kind of abuse can go unreported . They then go on to examine consent from an ethical standpoint . Throughout these workshops , roleplaying resistance strategies and examining case studies allow students to turn good thinking into instincts and habits , ensuring that students are prepared for difficult situations .
In addition to the Sophrosyne class , the program also sponsors activities outside the classroom . Concurrent to their class unit on stress , challenging feelings , and healthy coping , sixth graders learn about mindfulness . Mrs . Jamie MacNeille leads each homeroom in a breathing exercise in the theater . This year , it was amazing for me to watch the boys ’ responses , and some of them reported afterward to me what a surprisingly transformative experience this had been . Boys then had the opportunity to participate in guided mindfulness exercises . Not every technique and strategy will work for every boy , but giving them the opportunity and the agency to discover what works for them to manage their own emotional well-being is crucial . In this regard , the expansion of the advisory program has been particularly important in supporting each boy in his personal growth . Students in Grades Six , Seven , and Eight meet every week with their small advisory group for conversations and check-ins . These are essential opportunities for social and emotional growth that support every individual boy at Saint David ’ s so they feel seen and known .
The role of Saint David ’ s is education in the broadest sense . The continuing growth of the Sophrosyne program shows the school ’ s commitment to helping each boy flourish across the full scope of their person . Social and emotional health is not peripheral but is a core element of the school community ’ s dedication to educating good men . •
Dr . Evan Morse is Assistant Head of Upper School , Advisory Coordinator , Upper School Sophrosyne Coordinator , and Upper School Latin and History Teacher at Saint David ’ s School .
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