In the first weeks of school, your child is learning far more than what’s written in a lesson plan. At Carroll, we know that before students can dive into challenging academic work, they need a strong foundation of trust, connection, and confidence. That’s why these early days are intentionally centered on building relationships—with educators, peers, and the broader school community. When students feel safe, seen, and supported, they are ready to take risks, embrace challenges, and grow—together.

Routines are a cornerstone of this growth. Using the Responsive Classroom approach, educators lead morning meetings to welcome students, help them prepare for the day ahead, and build connections with their peers—not just in the first week, but every week. These predictable routines provide a sense of security that frees students to focus their energy on problem-solving, collaboration, and creativity. As they experience small wins—finding a friend, meeting a personal goal, or contributing to a group project—they begin to grow their confidence and self-advocacy skills, which fuel academic success.

Social emotional learning practices are equally essential, planting seeds for resilience that will deepen throughout the year. Students are introduced to concepts like the Learning Pit, which illustrates the ups and downs of learning something new. Entering “the pit” can feel confusing or frustrating at first—but it’s also where the most meaningful growth happens. Through guided activities, discussions, and daily routines, students learn strategies to manage feelings, adapt to change, and persist through productive struggle. These SEL practices prepare them to climb out of the pit with confidence, understanding, and a sense of accomplishment—skills they’ll use not just in academics, but throughout life.

None of this growth happens in isolation. Parent partnerships are essential in reinforcing what’s happening at school. By keeping open lines of communication with your child’s teachers, supporting routines at home, and celebrating your child’s efforts, you extend these early gains into every part of life. Within the first couple of weeks of school, homeroom teachers or advisors will invite parents to the first of four conferences—this one focused on sharing information about your child so individualized learning goals can begin to take shape.

The truth is, these so-called “non-academic” skills—relationships, emotional regulation, routines, and confidence—are not extras. They are the very foundation of academic success. When we grow these skills together—students, educators, and parents—children are prepared not only for the year ahead, but for a lifetime of learning.

We welcome your questions. Please reach out to us at any time!

Allison West, Middle School Division Head

Kate Collins, Upper School Division Head

Meghan Shea, Lower School Division Head