At Upper Valley Waldorf School, teachers approach challenges not as obstacles—but as opportunities. Life will always present hard things, and our task as educators is to guide students in how they meet those moments. In the Waldorf tradition, we believe that creating clear structures and holding reasonable expectations creates a safe and nurturing space for growth.

When children encounter boundaries, they learn resilience. When they navigate expectations, they discover their own capacity for responsibility and creativity. These experiences build confidence—not by removing difficulty, but by teaching the art of meeting it with courage and grace.

As we move through this season, it is helpful to remember: the strength to do hard things is not born from ease, but from the steady rhythm of care, guidance, and trust in each child’s unfolding potential.

~Karen White, School Administrator

At Waldorf Schools, teachers, staff, students and their families all work together to create an environment where all students can thrive, learn, and grow. Each different personality and learning style is equally valued, and students are met where they are.

Thanks to the generous donation of 15 sets of Nordic skis, boots, and poles from Brit and Luke Willey, our youngest learners explored movement, nature, and perseverance in a whole new way. For several children, this was their very first time ever standing on skis—and they embraced the experience with enthusiasm, courage, and joy.

As the children were helped into boots, had bindings adjusted, and carefully followed each step needed to get ready, their teacher noticed something remarkable. The process requires time, attention, and coordination, yet the children met each stage with patience and determination. She later shared how impressed she was by their ability to persevere through such a new and complex experience.

Once on skis, the joy was unmistakable. “I could do this all day!” one child exclaimed. “This is the best day ever!” shared another.

Laughter echoed across the snow as the children practiced balancing, sliding, and moving together, each finding their own rhythm and growing confidence. Every child did great—supporting one another and celebrating small successes along the way.

Perhaps the most touching moment came afterward: one child thanked their teacher again the very next day—for the skis. A small gesture that spoke volumes about gratitude and just how meaningful the experience had been.

Nordic skiing, a lifelong passion of donor Brit Willey, is now part of our Early Childhood program. We are deeply grateful to Brit and Luke for their generosity and for helping us create experiences that nurture resilience, gratitude, and a love of movement outdoors.

We look forward to many more snowy days—and many more smiles—on skis.

The ���`���� Faculty and Staff warmly invite you to attend our twice-weekly gatherings in honor of the season and festivals of light. During the month of December, we will gather at 8:20 on Mondays and Fridays to light candles and sing seasonal songs. On Friday, December 19th we will host a festive Community Singalong. We hope that you will join us for some or all of these offerings. Please refer to our events listings for more specific information.

As School Administrator and a member of the Leadership Council, Karen will be responsible for oversight of all administrative and development functions of the school and will lead the implementation of our strategic plan. Karen will also serve as another important school contact person for families. She is eager to learn more about the school and to meet all of you in September! 

This year’s competition used an excerpt from Lincoln’s second inaugural address to encourage students to think about social division in their own lives. When he was reelected in 1864, the president did not use the address to deliver a victory speech and thereby widen divisions. He focused instead on reuniting the nation. Urging all Americans to move forward with humility and in a spirit of reconciliation, he counseled, "with malice toward none; with charity for all... let us strive on to finish the work we are in; to bind up the nation's wounds."  

With this in mind, students were to answer this prompt in 500 words or less:

The United States is once again deeply divided, politically and on a host of significant issues. Briefly describe how this polarization has impacted you, your community, family, and/or school.*  Then detail one action that you or your community, family, or school could take to promote the kind of reconciliation Lincoln spoke of. Explore both the possible challenges and potential positive impacts of this action in justifying why it would be worthwhile.

This year, ���`���� is pleased to announce two winners from the 8th grade class!!

Nick Melrod won First Place in Region 4. Nick observed that polarization is in large part caused by isolation, that “many Americans only engage with those who think the same way that they do and rarely connect with people on the other side of the political spectrum…” Reasoning that music connects all humans on Earth, Nick proposes that “communities across the country hold weekly jam sessions.” Gathering in public spaces, “people that don’t even speak the same language can play songs together, and music is powerful enough to break down the toughest social barriers…It’s hard not to get along while playing a song together.”

Agnes Derrendinger won Third Place in Region 4. “Nationally, polarization has led to the fracturing of community,” Agnes wrote, which “cannot thrive when built upon the unstable foundation of isolation, division, and fear.”  Bringing people with opposing views together on a common project to improve the lives of others (i.e. working on a Habitat for Humanity project together) strengthens communities. “It is actual care, concern, and social engagement,” she counsels, “that reconnects people and is at the core of strong and meaningful relationships.”

Congratulations Nick and Agnes!
Both students will be recognized with an awards luncheon at Hildene on May 18.

In an age where technology often interferes with personal connections, we deliberately create an environment where relationships—not screens—take center stage. We build connections between students and teachers through traditions like the morning and afternoon handshake, teaching essential skills such as communication, empathy, and cooperation that are key to a child’s development. Waldorf education embraces the concept of "holistic learning" by nurturing the physical, emotional, and intellectual growth of each student—ensuring they are not just academic achievers, but well-rounded individuals ready to navigate the complexities of the modern world. 

While technology plays a key role in society, we understand the detrimental effects it can have when children are completely focused on screens rather than engaged with those around them. It is not just the distractions of devices that we address, but the deeper, more meaningful goal of encouraging real, authentic relationships. By removing phones from our classrooms, we are giving students the freedom to connect in a genuine way, free from the addictive pull of social media. 

When you visit our school, you will not see students absorbed in their phones. Instead, you will witness engaged learners in a calm, focused environment—students collaborating, playing, and building together. Phones are not present in our school because we prioritize the quiet, purposeful interactions that promote mental and emotional well-being. While other schools are scrambling to implement phone policies in response to the growing crisis, Waldorf education has been proactively fostering a tech-free atmosphere for years, ensuring that every child’s social and emotional health remains intact. 

By focusing on relationships and real-world engagement, Waldorf schools provide a vital antidote to the screen addiction plaguing today's youth. 

But Sarah isn't the only Waldorf graduate making waves in the world of space exploration. Noah Soderquist, a graduate of our very own Upper Valley Waldorf School, also works at SpaceX, contributing his expertise to one of the world’s leading space companies. As both Sarah Gillis’ and Noah Soderquists’ journeys show, the creativity and confidence gained through Waldorf education can lead to extraordinary achievements. Waldorf graduates aren’t just problem solvers, they are creative thinkers, innovators, and leaders. 

Waldorf Education: Where Art Meets Science 

Waldorf stands out by integrating arts into STEM education. Music, movement, and visual arts inspire students to think holistically and make unique connections across subjects. The creativity and confidence gained from this approach prepares Waldorf graduates to be not only problem solvers but also innovators and leaders in their fields, including STEM. 

Through a progressive curriculum that encourages observation and exploration, Waldorf education makes science engaging and accessible, empowering students to think outside the box and tackle real-world challenges.

Join the Waldorf Community 

As a parent, you want an education that nurtures your child's academic growth and creative potential. Waldorf education offers a curriculum that develops the whole child, preparing them for the future with a strong foundation in both academics and the arts. 

Discover how Waldorf can make a lasting impact on your child’s future. Contact us today to schedule a tour 

As screen-based learning is becoming more and more ubiquitous in US schools, educational researchers are questioning whether screens are the most effective modality for student reading and learning. So far, the research has indicated that it is not.  

This data fits with what many teachers and parents witness. Deep reading can only occur when a person can become focused on the content, losing themselves in the text for a period of time, all while reacting internally to what they are reading and making inferences. While this is certainly possible with a digital text, it is much, much easier with a printed one for a number of reasons.  

, whereas even the simplest, most-print-like digital text (like a Kindle) typically includes many buttons that can be clicked and options to explore, from viewing options to annotating tools. While these functionalities may be of use to a mature adult reader, young people are inherently curious and eager to try every option. The opportunities for distraction multiply exponentially when a student is asked to read a text on a device not specifically designed for reading, such as a tablet or laptop, which offers the tempting opportunity to open any number of unrelated webpages, accessing email or messaging apps, and play online games.  In addition, many websites, even educational ones, come with photo and video advertisements, which easily distract the most diligent student researchers.  

A printed text eliminates these elements of distraction while also giving teachers (and parents) the ability to easily monitor a child’s progress and ensure that they are on task. Being independent from electrical outlets, internet connectivity and user ability, using printed texts also means that classroom time is not taken up by the inevitable tech issues and troubleshooting that come with using tech in the classroom. In addition, the simple act of turning a page, rather than scrolling, has been shown to improve comprehension.  

At the Upper Valley Waldorf School, classrooms are free of technological distraction. Students read physical books and printed articles and write and draw on paper. In middle school, students begin practicing typing at home and are expected to type their longer written work once they’ve had some practice. However, this work always takes place at home, so teachers maintain the ability to effectively monitor the learning and focus of their entire class during a lesson. The result is classes of students who can readily lose themselves in a book, participate in class discussions about a text and more easily maintain focus during lessons. Rather than quietly doing something unrelated on a device, a distracted or particularly quiet student can be quickly noticed by a teacher and brought back to their task or given an extension task, losing relatively little learning time.  

By Devon Abbey, Class Teacher, Grade 4

How is this possible? It’s because they haven’t had the practice—many of them never having read a complete book in school. 

Many schools across the United States have moved away from teaching whole texts in favor of using excerpts or informational passages to promote analysis and reading comprehension. This approach imitates the format of standardized-tests that, since the No Child Left Behind Act, link test scores to school funding and even teachers’ job evaluations. Creating such high stakes for test scores has left little room for teachers to promote the love and joy of reading in the classrooms. Instead, in many schools, reading has essentially become a way to practice for standardized tests. The consequence of this fixation on testing has led to students having diminished vocabularies, less facility with the language, and a decreased capacity to engage with higher-level texts. 

Despite the national obsession with testing, not all significant skills are quantifiable. In fact, many of the benefits from reading are not easily measured. We know that reading creates empathy, a much needed capacity in today’s divisive world. We also know that reading increases a student’s ability to perform across all academic areas by creating new neural pathways and strengthening existing ones. In order to reap these social/emotional and academic benefits, however, students need to develop a love of reading that cannot be achieved with excerpts or disconnected reading passages. 

At the Upper Valley Waldorf School we are not beholden to state testing and therefore have the freedom to allow students' love of reading to develop in an organic and developmentally appropriate way. From early childhood to middle school, students are told stories and read to daily, fostering deep connections to material often above their individual reading levels. Students are also given generous amounts of class time to read books for their own pleasure, a proven method for developing passionate readers. Classrooms are stocked with books across reading levels and containing diverse characters designed to appeal to a variety of students. Our school library is a hub of activity, with students and teachers sharing recommendations and exploring new worlds. In the 7th and 8th grades, students are expected to read a novel every two weeks and share with the class via book talks. Thus in the course of a school year, each middle schooler will read between 20 and 25 books– just for school. Many of them read more. 

At ���`���� we believe that enthusiastic readers become strong readers. And studies have shown that strong readers become strong students. We foster that enthusiasm by offering a plethora of enticing reading material, time to engage in deep reading, and an atmosphere steeped in language and story. We find this immersive approach to be highly successful!

The depth and breadth of the Waldorf curriculum challenges students and develops crucial capacities that will help them adapt and thrive throughout their lives, thereby strengthening their adaptability quotient, or AQ.

AQ is the ability to adapt to new situations, challenges, and environments. It involves being able to think creatively, be flexible, and take risks. These are all essential skills for success in an uncertain future, where the job market and the world of work are constantly changing.

At the Upper Valley Waldorf School, we believe that AQ is best developed through an education that is holistic and experiential. We focus on the development of the whole child, including their intellectual, physical, and emotional well-being, and we provide opportunities for students to learn through hands-on, experiential activities.

For instance, specialty subjects, such as handwork, woodwork, music, French, and movement help students learn new skills, to think creatively, and to develop their capacity for problem-solving and critical thinking. These activities help students to become more adaptable and resilient in the face of uncertainty and change.

Handwork and woodwork classes teach students practical skills that they can apply in real-world situations. Students develop their fine motor skills and their ability to think spatially as they work with their hands. They also learn how to work with varied materials and tools, which helps to build their creativity and problem-solving skills.

Music and movement, on the other hand, help students to develop their ability to express themselves emotionally and physically. These subjects allow students to explore different forms of self-expression and to connect with their bodies and emotions in meaningful ways. This type of embodied learning helps students to develop their AQ by improving their emotional regulation, awareness of others, and resilience.

Learning a foreign language, such as French, helps students to develop their communication skills and to expand their cultural understanding. AQ is enhanced as students learn to listen, live with discomfort, and develop understanding of the experience of others. AQ is also developed through the arts. By performing in plays, assemblies, and musical offerings, students learn how to think creatively, to take risks, and to adapt to new situations.

The curriculum in Waldorf schools has the essential elements of AQ embedded into every aspect of learning! This education prepares students for success in an ever-changing world.

We also know that, while technology and technological advances are a critical part of the growth of humanity, having phones in our hands inhibits the growth of personal connections. This is less about the (although we acknowledge that too!) and more about the positive intention behind building meaningful relationships. This practice has always been in place at ���`���� because it supports an educational model which fosters real connections.

This is apparent when you visit our school. You won’t see groups of students gathered on their phones. You won’t see phones anywhere in our school. You won’t hear teachers asking students again and again to put their phones away. What you will see are students genuinely engaged in class. You will see, and more noticeably hear, the calm and quiet environment that has been purposefully created for optimum learning. During downtime, you will see students playing with each other, talking, laughing, running, climbing, and building. This is possible because the ongoing distraction caused by phones has been removed. While other schools and organizations are creating phone policies due to negative feedback and research, ���`���� has not only been practicing this for years, but we have also done it as a proactive part of our pedagogy rather than a reaction to an emerging crisis.

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The developmentally appropriate curriculum at ���`���� is designed to spark the interest and curiosity of the students, and allows them to be instrumental in creating their own educational texts. Scientific inquiry and understanding are natural parts of the ���`���� curriculum. Our students are immersed in nature from the youngest ages, learning about their environment through stories and fables. As they progress through the grades they are active participants in learning and understanding about the world around them. The stories from early childhood that instilled a sense of wonder and interest continue to fuel their passion as they grow older.

The Atlantic article also notes that the average years of experience for current teachers is just three years. This is particularly significant because at ���`���� our lead and subject teachers average more than 15 years’ experience in the classroom. This is truly a blessing for our school and our community as we feel confident every student is getting that “one teacher.”

We understand the challenges parents face in managing screen time and social media exposure and we provide support for parents wanting to limit social media and screen time for their children. Our commitment to fostering real-world relationships and deep learning experiences sets us apart, ensuring your child receives an education that honors their development and well-being.

Explore the depth and richness of our curriculum by visiting the .  

Waldorf Education centers around these relationships, allowing students to engage in multi-year connections with their teachers. By approaching subjects through various methods, including arts, storytelling, outdoor learning, and hands-on projects, Waldorf educators create an environment where every child feels valued and understood. This approach not only fosters a sense of belonging but also allows teachers to tailor their lessons to each student's unique needs.

Recent studies show that when a teacher educates the same group of students in multiple subjects over several years, it leads to lasting positive effects. Students in these ‘looping’ arrangements demonstrate significant academic improvements, fewer absences, and reduced behavioral issues. Teachers can better understand each student’s learning style, creating a confident and adaptable learning experience. This foundation encourages healthy social-emotional development and a lifelong love of learning.

At ���`����, the relationship between teachers and families is also critical to the success of each child and the school community. Through connection and communication, we strive to create an environment where children can thrive and become the best versions of themselves.

Our support for the entire family starts from the earliest stages of education. Parent-child classes for infants and toddlers lay the groundwork for a lasting connection between teachers, children, and their families. As children grow, families have many opportunities to engage with the school and build meaningful relationships with one another.

We encourage family participation in school activities, including class parent meetings, field trips, festivals, and guest speakers. These activities enhance the sense of community and provide a deeper understanding of the values, intentions, and methods of Waldorf education. By participating, parents strengthen their bond with the school community and gain insight into the school’s core values and mission.

In these especially challenging times, building strong connections within our school community is more important than ever. The partnership between the school and the community allows teachers, children, and families to grow and support one another, fostering a sense of unity and alignment that helps us navigate these challenges together.

Waldorf education is more than an educational philosophy—it is a community and a partnership. By nurturing these relationships, we unlock the potential of every child, proving that belonging is indeed the key to academic success.

Walking down the halls of our school as dismissal time approaches, you might see something that surprises you.  While some students are gathering their backpacks, instruments, and sporting equipment, classmates whose day it is to do classroom chores can be seen vacuuming and emptying trash and recycling.    

Like so many aspects of Waldorf education, there is intentionality and deep thought behind the practice of having students do chores.

More than just fulfilling the adage to “always leave a campsite better than you found it,” chores spark learning and grow capacities alongside a connection to your community and learning space. They teach accountability and self-efficacy as children learn what it means to be part of a community and a team that supports and does for others. Small tasks, such as tidying up shoes in the cubby, or emptying the trash at the end of the day, instill a belief in children that they can do things they may not like, and manage having responsibility within the community. They learn that the delicious buns on Monday do not just materialize magically, but rather are the result of effort, care, and love. 

There is also other learning happening.  For instance, in our preschool and kindergarten classrooms, cooking, setting the table, sewing, and sorting and putting away classroom materials build counting skills that lay a foundation for number sense. In engaging in these activities and others, such as dressing themselves, the children learn sequencing which plays a crucial role in both reading and math as it helps to develop and enhance important cognitive skills needed for learning. 

Chores like vacuuming and raking are activities that provide opportunities for children to cross the midline and reinforce pathways between the hemispheres enhancing a child’s learning (i.e. the ability to track letters for reading). 

As parents, one of our main concerns is the happiness of our children. We want them to grow up to realize success in whatever way they define it, to be confident in the person they are, and content with the life they create for themselves. Along this journey, it is easy for parents to fall into the trap of overparenting as we seek to remove challenges and obstacles in our children’s path. This desire to help can lead to young adults who lack the capacity to recognize failure as a prerequisite for success and who are unable to navigate through life challenges. At the Upper Valley Waldorf School, we build those capacities so that our children can grow into strong, independent adults who are confident in their abilities and armed with the knowledge that they can achieve their goals and be the person they want to be through hard work, accountability, and self-efficacy. 

An even more common refrain from both members of the Waldorf community and members of the outside community is that the Waldorf approach to education would not work and is not possible in a public-school setting. In fact, it is not only possible for this approach to be used in public schools, the result of focusing on the student rather than teaching to the test is that students are better prepared and outperform others on those very tests.

Rather than alternative, Waldorf education is perhaps more mainstream than perceptions would suggest. If, indeed, the purpose of education is to grow young minds capable of achieving great success, then the Waldorf approach gets us closer to that goal than many “traditional” frameworks.

Math, like all subjects at ���`����, is taught in a multi-sensory way, bringing math to the students through their experience of “thinking, feeling, and will.”

We teach through “thinking” when the concepts have been developed through pictures enough that students can calculate and solve problems with numbers and rely on their thinking, using strategies of their own to support their problem solving. We activate the “feeling” in children when we tell a number story that requires mental calculation, or draw a picture that illustrates a math concept, before we move to simply abstract number algorithms. When they can picture a concept and have a feeling of joy, or awe, or an "Aha!" experience, that supports learning and builds enthusiasm and interest. Learning through the “will” would be the kinesthetic aspect of learning – the jumping rope and hand clapping games while verbally speaking times tables, for example. This helps build a kind of muscle memory for the mind.

���`���� is a gift, both for us and for our children. This gift of an educational system that is child-focused produces students not only capable of the highest levels of academic success but also kind, happy, joyous young people who view their school community as a supportive, nurturing environment where they can work to close the gap between the person they are and the person they want to be.

Waldorf schools are designed to support the entire family. Beginning with parent-child classes for infants and children under three years old, the connection between teachers, children, and their families begins to form. As the children progress through early childhood and the grades, there are opportunities for families to become more involved in the school and to connect with one another. 

We encourage families to participate in school-related activities. Class parent meetings, field trips, festivals, and guest speakers are valuable platforms for parent education. These offerings not only foster a sense of community and increased parental involvement, but they also create a deeper understanding of the values, intentions, and methods of Waldorf education. In participating in these offerings, parents strengthen their connection to the school community and acquire an understanding of the core values and mission of the school and how they can support the work of the teachers. Conversely, the insights that parents bring to the board, teachers, and administrators are equally valuable to the success of ���`���� and support the children’s development and learning both at school and at home. 

These are especially challenging times to be child, and to be a parent. Building the connections we have with each other and with the school can help us to navigate these times with our children and feel a greater sense of unity and alignment. The partnership between the school and the community allows for teachers, children, and families to grow alongside each other.