All School

February 12, 2026

from Mark Segal, Upper School director

Thinking back to 1995, my first year as an educator, I had a colleague who referred to February as “the longest short month of the year.” At the time, I didn’t really know what he meant as I made my way through the winter months wide-eyed and with great naivety. Now in my 30th year of teaching and working in schools, I fully understand what they meant. While the calendar tells us we are close to spring, the reality for many of us is that winter has dragged on as we continue to manage the shorter days, cold weather, and fewer natural breaks in our routine. All of this can make February feel very heavy. At the same time, the expectations set by teachers continue as students’ focus, motivation, and energy may be running low.

February is also the time when teenagers typically experience increased stress and emotional fatigue. Research from the American Psychological Association (APA) shows that teenagers consistently report that schoolwork is one of the greatest sources of stress and that during February, there is little opportunity to pause or reset. The APA and the National Institute of Mental Health explain that reduced daylight and prolonged winter conditions can affect mood, energy levels, sleep, and concentration. This is sometimes referred to as the “winter blues,” and in some cases, Seasonal Affective Disorder (SAD). The winter months are often identified as the most challenging months, and this, coupled with teenagers balancing academic demands, social pressures, and developmental changes, creates an “interesting” confluence of life events. Read More

January 29, 2026

from Mark Segal, Upper School director

As we reach the midpoint of the school year, our division directors are pausing to reflect on what is thriving, what is evolving, and what lies ahead. These updates reflect the unique character of each division and, together, highlight the shared commitment to learning, belonging, and growth that defines Mounds Park Academy. Watch for a state of the school report with a PreK-12 perspective from Dr. Lori-Anne Brogdon, head of school, in next week’s Panther Post.

At the midpoint of each year, I enjoy setting aside time to examine how the first half of the school year has unfolded and to consider where our focus should be for the months ahead, as we also begin planning for the next school year. Recent data from the Net Promoter Survey, along with student feedback and faculty conversations, affirm that the Upper School continues to thrive as a place of strong academic engagement and personal growth.

Academic Excellence and Preparation

With a well-established culture of exceptional teaching, Upper School students consistently report feeling supported, challenged, and well prepared for the academic demands of college and beyond. Alumni echo this sentiment, often sharing that the habits of thinking, writing, and self-advocacy they developed here served them well as they transitioned to some of the most rigorous colleges and universities in the country.

Class sizes that hold in the mid-teens, along with a thoughtfully structured daily schedule, support meaningful student–teacher relationships. Students have regular opportunities to connect with faculty during prep periods, study halls, and shared involvement in extracurricular activities, many of which meet during the school day. These connections allow teachers to know students well—not only as learners, but as individuals—and to support them in ways that extend beyond the classroom.

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