The Fall/Winter 2023 issue of Flint Hill Magazine featured a cover story called “Reflecting on Our Past” that examined the school’s unique 68-year history, including its segregationist founding. Feedback from alumni on “Reflecting on Our Past” illuminated the spectrum
of experiences that Falcons and Huskies had at Flint Hill. Some found the article too critical of the circumstances of the School’s founding and out of context with their positive memories of a warm and loving community. For others, the article barely scratched the surface of the far-reaching challenges faced by underrepresented students of color at various stages of the school’s evolution. Director of Institutional Equity and Inclusion Mia Burton says, “It’s important to acknowledge that institutional change came to Flint Hill too late for many alumni, but I hope that our consistent efforts demonstrate that we strive to be a better school and community every day.”
One way to gauge how well current Flint Hill students feel included in the school environment is to ask them. Mia did just that, sitting down with a group of 10 Middle School lifers for a frank conversation about their experience as Huskies thus far. With Lower School in their rear view and Upper School on their horizon, the students shared authentic perspectives on Flint Hill’s culture and community and offered ideas to keep the School on the path toward greater inclusivity.
It was a reunion of sorts for Mia and these students. When they were kindergarteners and 1st graders, Mia (Ms. Burton to them) was a member of the counseling team and visited their classrooms regularly to give lessons in wellness. “They still associate me with Puppy and Snail,” she says, referring to the set of puppets she would use to teach students how to have positive interactions with each other.
“Everyone’s different here and that’s what makes us so special.”
– Adrina Jamali ’28
“Who remembers sitting on the buddy bench in Lower School?” Ms. Burton asks, unlocking core memories of the playground benches where students sat when they were in need of a friend. “We could use a middle school buddy bench, actually,” answers Coco Tchong ’28. “I got so many people to play tag with me sitting on that bench.” All of the lifers reflect fondly on the sense of citizenship and responsibility instilled in them during their time at the Lower School. “Those years taught us to be kind, say your thoughts, and take risks,” says Zachary Dorchinsky ’28. “Taking risks and just going for it,” Adrina Jamali ’28 adds.
Having been at Flint Hill since Junior Kindergarten and Kindergarten, they can still rattle off the lines of the Husky Promise:
Today I promise to do my best
to respect myself, others, and my world;
to be a responsible and honest Husky;
and to show compassion to all.
“I can still do it in sign language,” Cole Weems ’29 reports. Ms. Burton asks if those themes of respect, compassion, and honesty were meaningful to them. Carson Lewis ’29 affirms they were. “The Husky Promise connected our community as something we all shared and promised to uphold,” he says. “We were all under one objective,” Zachary adds. Beatrice Huber ’28 believes that Flint Hill “tries really hard to build up everyone’s character. It’s not just about your grades or how popular you are; it’s about how you treat people and how you are as a person.”
They were fairly carefree Lower School students up until March of 2020 when the whole world changed. Navigating the unknown of the COVID-19 pandemic bonded them through an incredibly unique shared experience but also tore through their sense of connectedness. “We had to figure out how to do a lot of things by ourselves,” Medina Bryant ’29 says. Nicholas Schoeneman ’28 doesn’t even remember the physical classroom he had in 5th grade. “Online school could be fun and you had a sense of freedom being on your own,” he recalls, “but I missed my teachers and friends, and we weren’t learning as much.”
Doing science labs remotely was nearly impossible, according to the group, and they used the word “crusty” to describe how hard art and PE lessons were. Beatrice reminds everyone that they missed the iconic 4th grade field trip to Jamestown. “That was a huge loss for us,” she recalls. What’s clear is that their perseverance through that time has given them a stronger appreciation for the learning environment they have now. Jefferson Speakes ’28 talks up the beautiful classrooms and fun field trips they experience in the Middle School. “I still appreciate just seeing my classmates in the hallways and being able to talk to them,” Nicholas says.
Ms. Burton tells them, “Being in this state-of-the-art middle school, and having been through the pandemic, you know the feeling of having what you need to learn and also lacking what you need to learn.” It’s a unique fact that helps explain the way they answer Ms. Burton’s next question: “Four years from now, what would you like to be different here at Flint Hill?”
“It’s inspiring to hear from them. They want everyone at Flint Hill to have what they need to learn, to live, and to be happy.”
– Mia Burton, Director of Institutional Equity and Inclusion
Zachary raises a hand to say that he hopes every student will have what they need to learn. “It’d be great if we have the mentality that, depending how much learning support someone needs, you give them that amount.” The other students agree.
The discussion turns to the topic of inclusion. Ms. Burton asks, “Is this a welcoming and inclusive community?” The students offer affirming head nods. “Everyone’s different here and that’s what makes us so special,” Adrina says. Ms. Burton brings up the display of national flags they saw every day as they passed through the Lower School Commons. Also displayed in the Upper School, the flags represent the countries of origin of all of the families, faculty, and staff in the Flint Hill community. Ms. Burton wonders what seeing those flags meant to the students. “It felt warm and inclusive and kind of like that there was a place for everybody,” says Medina. According to Samrudhi Dembla ’29, “Seeing those flags made me think there won’t be anyone who’s going to judge me if I have a tradition that correlates to one of the flags.”
When Ms. Burton asks what the group knows about the founding of Flint Hill, Coco chimes in to share the fact that the Miller House was originally someplace else and had to be “towed here.” Someone else calls out that our old mascot was the Falcon. “Did you know that when the school first started, in 1956, only white students could attend?” Ms. Burton inquires. The students’ eyes widen as if this is new information. There’s an audible “What?” and looks of confusion.
After the sit-down, Ms. Burton explained the students’ surprise and unawareness this way: “Diversity is their normal. And because we’re very forward-facing about inclusion, to hear that this place hasn’t always been like that, they can’t imagine it.”
“Inclusion is something we’ve worked hard on,” Ms. Burton says, wrapping up the conversation. “We hope Flint Hill is a place where everyone feels safe and everyone can be themselves.”
Adrina adds on to her earlier comment: “We like that people are different and can be themselves, but we’re still figuring out how we can learn from each other instead of judging each other.” Carson agrees. “I think Flint Hill is a place where there could be a bit of judgment,” he says. “You can look at someone and think something, but we were taught to have conversations with each other, and we just need to make sure we keep doing that.”
Ms. Burton is encouraged by the hour spent with her former students. “It’s inspiring to hear from them. They want everyone at Flint Hill to have what they need to learn, to live, and to be happy. Corny as it seems, the Husky Promise, the Core Values, and the lessons in kindness really stay with them, just like the academic lessons.”
