7th grade social studies students had a cultural exchange conversation with students from Mauritania who are connected with the MindLeaps program.
Their teacher, John Hanson, had a chance to visit and see the MindLeaps program in action during a visit to Rwanda two years ago.
MindLeaps (Mindleaps) is a USA based organization working in developing countries to improve school performance and create positive livelihoods for at-risk youth. MindLeaps runs a unique program, based on a standardized dance methodology, that helps out-of-school and vulnerable youth undergo behavioral transformation, catch up on basic cognitive development and learn work-ready skills. MindLeaps creates educational paths for the most vulnerable children in the world through a creative arts program that is built on data-driven metrics.
Three WFS students, Cereniti Johnson, Naomi Allen, and Arlo Nekoukar, gave presentations about their family backgrounds as well their own hobbies. In addition, other WFS students asked questions and shared examples of their hobbies as well as like and dislikes about aspects of American culture. The students from Mauritania also shared aspects of their culture and families as well as a poem that was read and shared.
Here are some of our students' reflections:
I thought it was interesting to have the zoom call with the students from Mauritania. I liked hearing about their hobbies. I think the students were very similar to us. I think it was nice to have a chance to meet students from so far away. We were able to do this because of technology and I thought that this would not have been possible to do a few decades ago. I wish we had more time to hear about what they are learning at school and also what kinds of things they would like to know more about us? - Zach Altshul
I took away that they learned how to speak like 3 different languages and are fluent in them and I knew what they were saying when they spoke French and asked questions of us. - Logan Jones
I took away that Mauritania and the USA are somehow both extremely different and extremely similar at the same time. I would of liked to learn more about what sports they do there and how it is different from the USA. - Vincent Ramunno III
I learned about all the different cultures. Like in one of the presentations they showed all the different types of weddings from different cultures. Something that also stuck with me was how people in one household speak different languages. That was a very interesting thing that I never really thought about before. I would have liked to know more about the hobbies of the people living in Mauritania. It would have been cool to see what their life is like and what they do. - Piper Roskovensky
I took away that Mauritania has a very different type of culture, weddings, languages, etc. What sticks with me is that one whole family doesn’t share the same language. I would’ve liked to learn more about schooling there and what a daily life is like. - Sami Mayer
5th-grade students designed and built ceramic slab containers in art class with Teacher Teal, applying many math skills learned in their home base classroom.
"The community is what I love most about being an athletic trainer, and it’s my favorite part of Wilmington Friends. I truly do come to work every day, and I don’t watch the clock; I don’t feel that it is work.” — Noah Underwood.
Lower school students welcomed local author Rebecca Louick to campus on Friday! Students in grades PK–5 had the opportunity to connect with Rebecca, hear about her writing journey, and learn firsthand about the importance of perseverance, reading, and storytelling.
Upper school Power and Performance English classes, IB Higher Level Visual Arts students, and Visual Art Majors traveled to Washington, D.C., for a research field trip.
WFS Director of College Guidance Kathleen Martin was one of 17 counselors invited to experience George Mason University (VA), about 30 minutes from Washington, D.C.
It was another excellent winter for WFS athletics. Our student-athletes competed with purpose, resilience, and school pride across every court, mat, pool, and track. We’re incredibly proud of their hard work and grateful to the fans who cheered them on.
Rick Grier Reynolds, who created the Global Peace & Justice course at WFS, returned today with Brian Winward, a returned citizen and long-time AVP facilitator, and parent of alumni Tim Terranova, to discuss the Alternatives to Violence Project (AVP) and run an AVP workshop with 9th grade students.
Lower school students enjoyed a special “Books & Breakfast” experience, bringing together students across divisions for a morning of storytelling and connection.
As part of his Physics Internal Assessment, Guillermo Romero Feito ’26 (right), with support from Henry Winn ’26, investigated the science behind accessibility—specifically, why the ADA standard for ramps is set at a 1:12 ratio.
Cora Lohkamp ’26 and Lila Rubano ’26 shared their work from the QUEST Scholars Program, a three-year service-learning experience that challenges students to engage deeply with an issue they care about and make a meaningful impact in the community.
Wilmington Friends School was honored to welcome acclaimed author Cristina Henríquez to campus as part of the Nathan M. Clark Speaker Series for an evening presentation for the community as well as a daytime collection for upper school students.
Tuesday night’s International Baccalaureate (IB) recital showcased the talents of IB Music HL2 and SL students in an evening of vocal and instrumental performances.
Numerous WFS students were honored at the Blood Cancer United Student Visionaries of the Year Grand Finale Celebration, recognizing their leadership, compassion, and commitment to making a difference in the fight against blood cancer.
Statement of Nondiscrimination as to Student Enrollment
Wilmington Friends School admits students of any race, color, gender, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students of these schools. Wilmington Friends School does not discriminate on the basis of race, color, gender, national and ethnic origin in administration of their educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.