Upper School

February 26, 2026

from Mark Segal, Upper School director

As we move into the final stretch before spring break, I want to thank our students, families, and faculty for the focus, care, and commitment that define our Upper School community. With just over a week (187 hours to be exact) remaining until break, there is still meaningful academic work underway. There are projects to complete, assessments to prepare for, and responsibilities that require students to remain fully engaged. This time of year can feel demanding as our workload continues to feel as though there is no end to it, but it is also an opportunity to reinforce the habits of perseverance and organization that will serve our MPA Upper School students well beyond the classroom.

Maintaining strong routines and high standards right up to the start of spring break matters. The learning that happens in these final days before a pause is not superfluous—it is an essential part of our curriculum and our shared commitment to excellence. We ask students to continue arriving at school prepared, managing their deadlines and assignments thoughtfully, and supporting one another as classmates, peers, and friends. Doing our best work, even with a two-week break just days away, is a skill that translates directly to college, careers, and adulthood. The American Psychological Association shares, “educational research shows that students who sustain their engagement through the end of a term perform better on cumulative assessments, and maintaining this academic momentum into spring break improves motivation when we return. At the same time, cognitive science tells us that planned breaks enhance memory consolidation and reduce mental fatigue. Rest, especially sleep and time away from screens, is linked to lower stress and stronger emotional resilience in adolescents.”

At the same time, spring break offers an important and well-earned opportunity for rest. We encourage students to use this time intentionally to recharge both physically and mentally. Whether that means spending time outdoors, reconnecting with family and friends, or simply slowing down and stepping away from our technological devices and the daily academic demands, allows students to return to school on March 23 refreshed and better prepared for the “push” to the end of the school year. Read More

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