News
Service in Boston Schools
Earlier this week, I traveled with ten BUA students and a faculty colleague to a local Boston public school as part of BUA’s pilot service initiative. The idea is to have BUA students volunteer at partner schools in Boston – specifically helping out in the after-school programs with younger students and with anything else those partner schools need. The BUA students fanned out across the school. Some played spirited games of Uno with 3rd and 4th graders; I’m told our younger friends mostly won! Others assisted with math and language-arts worksheets for elementary students and middle schoolers. Some built Lego houses on the gym floor with second graders. Some worked through and organized donated products and other classroom supplies to assist teachers. I got involved too with some math homework help exploring halves and wholes – I couldn’t help myself! That same group of BUA students will travel back to the school weekly through the spring. It was a pleasure to watch our students engage, smile, and shine.
We are two weeks into this pilot, expertly organized by Ms. Kamen, and so far it has been a real success. Our students are having a good experience, and from my observation, the students and teachers at our partner school are benefiting too. With very little advertising, we filled up the slots for this program almost immediately, unfortunately having to turn some BUA students away. Even Boston traffic seems to be cooperating. Based on that early data, we are looking to expand the program next year to more BUA students, more weeks in the year, and perhaps to more partner schools.
And I’m glad. I’ve felt for years that our school could be more connected with the City of Boston and that there are more mutually beneficial relationships waiting to be made. This is one way we are pursuing the goal in BUA’s Vision 2030 to more fully leverage and engage with the City of Boston. It is also another way we are fulfilling our mission’s promise for BUA to be a place where “kind and curious students . . . engage meaningfully in our community and beyond.” A structured program like this connecting BUA with local school partners will only enhance the existing culture of service. So far so good!
Global Travel: Spring Break Trip Recaps
Over March break, 51 students and 9 adults traveled to Roatán, Greece, and Arizona as part of BUA's Global Travel Program, which emphasizes hands-on, experiential learning, and relevance to the BUA curriculum. View complete photo albums from the 2025 spring break here: Roatán | Greece | Arizona
Home base for the Roatán trip, led by BUA biology teacher Dr. Colleen Krivacek, was the Roatán Institute for Marine Sciences (RIMS), surrounded by over 30 miles of fringing and barrier reefs, seagrass beds, mangroves, and pristine shoreline – a living laboratory and part of the second largest barrier reef system in the world. Student travelers experienced a deep dive (literally!) into marine biology: their classrooms included the Caribbean Sea, with twice-a-day snorkeling sessions, and the wet and dry labs of RIMS. Throughout the week, students had the opportunity to work alongside marine biologists, participating in cutting-edge research projects and conservation programs aimed at protecting the fragile marine ecosystems of Roatán.
Trip participant Finn Hoebelheinrich '25 reflects: “I really enjoyed getting to connect my coursework in marine biology, my senior thesis, and my general passion for marine biology/plans for the future with the trip. The academic [piece] was really valuable, and I loved getting to put it in practice snorkeling. I can't emphasize enough how much I loved this trip and this opportunity, and I think it was the perfect way to close off my time at BUA. I found the way the lectures and snorkels were tied together to be very interesting, and I liked being able to take something I'd learned in lecture about a certain type of coral or invertebrate or fish and connect it to something I noticed in the water. I also thought the REEF fish identification process was very valuable, and it was cool to be able to recognize and identify progressively more fish as the week went on and we learned more species. And getting to contribute to real databases (and learn survey methods) was awesome too!”
The Greece trip, led by classics and history teacher Dr. Mark Alonge, explored Greece’s rich tradition of self-government from antiquity to today. Students learned about ancient history and the modern political climate, probing how the legacy of ancient Greece affects modern Greek identity. With expert guides, students visited the ancient archaeological sites of Nemea, Mycenae, Messene, Olympia, Delphi, and Athens. Along the way, they learned about the importance of ceramics in ancient and modern Greece while creating their own works of art. Their exploration of Greek food included a cooking class to expand their knowledge and skills in the kitchen. After walking the grounds of the Agora, the center of ancient Athenian civic life, students spoke with a local democracy watchdog organization about current issues impacting the region. Students reflected on their experience by making zines with a local Athenian artist.
Lyahnnette Morales '27 summarizes the educational experience, explaining: “I got to understand and see things we've only read about in person. The trip provided immersive and experiential learning beyond textbooks and lectures, bringing the history we study to life.”
The Arizona trip, led by history teacher Ms. Emily Kamen, explored Arizona through three lenses of inquiry: climate change, water in the West, and Indigenous land rights. Students walked among ancient Indigenous petroglyph sites and dwellings at Picture Canyon and Montezuma Castle National Monument. At the Grand Canyon, students hiked along the rim after gaining a deeper understanding of its ecological and cultural significance to the Four Corners region. They also engaged with an advocacy group to learn about the ongoing threats posed by uranium mining. Students learned from two Hopi artists, who shared their craft and the stories behind their work. Inspired by these conversations, students had the chance to create their own art, incorporating symbols and narratives they had encountered. Students took moments to pause and reflect while hiking among Sedona’s red rock landscapes and Flagstaff’s scenic trails—absorbing the beauty and complexity of the land they had spent time learning about.
Reflecting on the experience, one student traveler shared: “The most valuable part of the program was that I learned things about Native American culture I wouldn't be able to find online. Speaking with Indigenous people in Arizona gave the best possible insight into how they live and how they feel.”
Learning Beyond the Classroom
Over the past few days, I have heard so much wonderful feedback from our students who participated in the school’s global trips over break. Some traveled to the Roatán Institute for Marine Sciences in Honduras, where they worked alongside marine biologists and used the barrier reef as a living lab. Some were in Greece exploring the ancient sites they have read about in classics and history, as well as the roots and realities of modern Greek democracy. Some traveled to Arizona where they took in the region’s natural beauty, learned about indigenous history, and investigated climate change and water issues.
The programs were chosen and designed by BUA faculty, who added their expertise and learned alongside the students. The guiding vision behind all three trips was to create rich, hands-on learning experiences tied to BUA’s curriculum, but which could only happen outside our walls.
Many of the students I’ve talked to reflect on how powerful and memorable these learning experiences were – how eye opening place-based learning can be; how great it felt to be learning alongside students outside their grade and typical friend groups; how nice it was to be with their teachers and advisors in a different setting; how purposeful it felt to be learning by doing. I’m grateful to all our teachers and staff who led these programs and to our students for diving into these learning adventures.
School Sports vs. Sports School
As the winter athletic season comes to a close and the spring season is set to begin, I’ve been thinking a lot about sports and how proud I am of our athletic culture. BUA is not a “sports school” according to the conventional meaning of that phrase in New England independent schools. This is not a place students and families choose because our teams will face elite competition and be visited by scouts. We offer a limited menu of two or three interscholastic sports per season, competing against similar-sized schools in the sports our kids are most excited about. As our long-serving athletic director, Mr. Stone, likes to quip, our football team remains undefeated since the school’s founding – because we have never had one.
And I wouldn’t change a thing. What we have is precious and increasingly unusual. There is a vibrant and healthy sports culture characterized by joining. Students who have not played soccer since elementary school or have never picked up a foil take up those sports, often playing alongside classmates who have significant experience and skill. While we have no formal team-sports requirement, about two-thirds of our students play at least one team sport each year – with many playing two or three seasons. While it’s not how we measure the program, that culture of participation has actually led to a nice string of championships over the past few years.
Sports are also where some of the most important learning happens. We celebrate the sportsmanship, teamwork, grit, and work ethic young people pick up along the way. Sports are one of the few places kids can learn from failure. They build self confidence and lifelong healthy habits. Plus, sports are fun and build community spirit, both for the players and those of us on the sidelines.
What’s troubling is how increasingly unusual this is. The drive for specialization and professionalization of athletics at earlier and earlier ages is understandable, particularly given the unfortunate incentives built into admissions in this country’s selective colleges. But it is taking a toll on the mental and physical health of our young people – and in some cases taking the joy out of something that’s supposed to be fun. We are a better school for our sports program and sports culture, and I hope we see a shift in this direction more broadly in the coming years.
Celebrating our Cultures – Together
This morning, we were all greeted in the lobby by students in the Middle Eastern and North African Student Association, who had brought dates, figs, and other treats for the community in celebration and anticipation of Ramadan, which begins next Friday. Last week, students from the Black Student Union hosted a fun, cookout-themed evening event, which was open to the whole community and featured personal testimonials by students and some excellent food. In the same week, the Jewish Students Organization organized a beautiful Tu Bishvat seder – an important moment for sharing and connection. All of this was fresh off some lovely and well attended cultural events through the fall and early winter: a Lunar New Year celebration sponsored by the East Asian Students Association, where the gym was filled with a delicious buffet, games, and good cheer; a school-wide breakfast hosted by the Latin American Student Association; a garba in celebration of Navratri sponsored by the South Asian Students Association. And there is more to come.
In our experience, sharing our cultures, traditions, stories, and identities builds community. It creates space for students to bring out parts of themselves that are important. It promotes belonging, especially when the doors are open wide to all members of the community. Our experience with events like these runs counter to the growing worry in our society that focusing on an individual’s identity is Balkanizing. Our identities are complex, multi-faceted, and central to who we are. When shared, they can bring us together.
I am grateful to the student organizers, their families, Dr. Alvarez, and Ms. Petertam for bringing us together in these moments.
BUA Students Compete at Prestigious Harvard MIT Math Tournament
This weekend, seven BUA students -- Alex '26, Shaun '27, Kelsey '26, Isha '27, Clair '28, Daniel '27, and Ben '26 -- competed in the Harvard-MIT Math Tournament (HMMT). The HMMT is one of the most prestigious and challenging high school math competitions in the world, bringing together top young mathematicians to tackle complex problems in algebra, combinatorics, geometry, and number theory. Our students showed incredible perseverance, teamwork, and problem-solving skills against fierce competition
BUA Basketball Defends GIL Championship Title
BUA's Girls Basketball brought home the GIL Championship for the second year running! On February 13, our BUA Terriers beat out BISB 29-21 last night at home, capping a phenomenal season. Special shout out to our seniors -- Celine '25, Mira '25, Rose '25, and Ylan '25 -- on an amazing finish to their BUA basketball careers! Read on for a season recap from Rose '25 and Celine '25:
Going into the championship game, BUA Girls’Basketball team was 12-1 in league. They’d given their all every day at practice and it paid off. But the one loss, the enemy in question? BISB. Of course, this made for a thrilling final game, especially backed by BUA’s quest to repeat as league champions. Nerves were high, excitement even higher. It was the Terriers vs the Bulldogs, and believe us, it sure was a dogfight.
After a lively announcement of the starting lineups, the game tipped off. The Terriers started the game strong. Led by smooth moves and perfect swishes from Skye '28 and lockdown defense from Ylan '25 and Mira '25, BUA was up 16-5 at halftime. The Terriers brought out the terror and kept the Bulldogs to scoring only one field goal the entire half. Heading into the second half, the Terriers knew what they had to do: play like a winner, suffocate them on defense, and maintain the lead. With strong drives and cuts by Savannah '28 and Rose '25 and dominating post moves by Angelina '26, the offense opened up and BUA and BISB traded baskets back and forth, never letting the Terrier lead disappear. In the fourth quarter, an electrifying charge from Lisa '26 and a dagger three by Celine '25 made it clear that the Terrier’s dominance was indisputable. The end was near and the Terriers could almost taste that sweet victory. Even with BISB cutting the lead down to 8, BUA never let up their efforts and when the buzzer sounded, BUA was crowned as the Girls Independent League champions!
BUA Alum Returns to Alma Mater to Coach MUN Team
Congratulations to our 14 Model UN delegates who attended last weekend's Boston Model United Nations (BosMUN) XXIV conference!
This year’s BosMUN was the largest ever, with more than 2,500 delegates from domestic and international high schools. Clair '28 and Nikki '27 both earned third place in their respective committees, The Economic and Social Committee for Asia and the Pacific, and Percy Jackson & the Olympians Crisis Committee, respectively.
Alum Ajay Raman '23 coaches BUA's Model UN team and is an instrumental member of the event Secretariat. On contributing to his alma mater in this capacity, Ajay reflects:
Coaching the BUA Model UN team has been an amazing journey for me, both personally and professionally. Returning to my old high school has given me the opportunity to give back to the community that shaped who I am, and it's been a joy to share my passion for Model UN with a new group of curious students. Watching the students grow, learn, and even win Best Small Delegation at ClarkMUN last year truly reminds me why I wanted to give back to BUA by sharing something I love.
Special thanks to Coach Raman for his ongoing commitment to BUA, as well as to Zeke '25 and Georgie '26 for all the organizational work that went in to ensuring that this year's BosMUN event ran smoothly!
Students Attend DC Civic Leadership Summit
On February 4, a cohort of six BUA students and two chaperones traveled to Washington, DC, to attend the Close Up Foundation and NAIS’ Student Civic Leadership Summit. Under the guidance of program instructors, Betty '26, Bella '25, Reeya '26, Lucas '25, Angelique '26, and Lani '26 considered a variety of viewpoints on pressing current issues, learned best practices in community engagement, and continued building the skills of citizenship.
BUA Senior Yiannis Asikis ’25 Serves as Student Representative on MA Board of Education
As the sole student representative and a full voting member on the Massachusetts Board of Elementary & Secondary Education (BESE), BUA senior Yiannis Asikis has an outsize impact on shaping the future of education in the Commonwealth.
The mission of BESE is to strengthen Massachusetts’ public education system so that every student is prepared to succeed in postsecondary education, compete in the global economy, and understand the rights and responsibilities of American citizens. Through his work on the Board, Yiannis represents the voices and opinions of all 896,103 K-12 students in public, private, and parochial schools in Massachusetts, and serves as a liaison from the Board to the State Student Advisory Council (SSAC).
Yiannis earned his role on the BESE Board through his work on the SSAC, an organization comprised of student representatives chosen by their peers to help make decisions about state educational policy and student rights. Every secondary school in Massachusetts can send two delegates to their regional advisory council, with the state divided into five regional councils. From there, representatives are elected to serve on the State Student Advisory Council (SSAC). Yiannis first learned about SSAC through an internship at the Massachusetts State House in the summer of 2023 and brought the opportunity to BUA’s attention. His peers at BUA selected him as a delegate for the Greater Boston Regional Student Advisory Council (GBRSAC), where he was later elected to represent the region on SSAC. This year, Sofia Shih '26 serves alongside Yiannis as BUA’s representatives on the Greater Boston Regional Council. In the 2024-2025 school year, Yiannis’s fellow members on the State Student Advisory Council elected him to serve as its Chair, which automatically entitles him to a seat on the Board of Elementary & Secondary Education.
Massachusetts is one of only six states, in addition to Washington, DC, to grant their student representatives full voting powers on its Board of Elementary & Secondary Education, and is one of just 20-30 states nationwide to include student representation. The Board's responsibilities include approving learning standards; voting on charter school applications; deciding when to intervene in the state's lowest-performing districts; and hiring the commissioner. In addition to a student representative, The MA BESE Board includes the Secretary of Education and nine members appointed by the Governor. Those members must include a parent representative, a labor representative, and a business representative. This makes Yiannis one of 11 members shaping education policy and communities statewide.
Of the responsibility of representing all student voices in Massachusetts, Yiannis remarks:
“To facilitate education, students must be thought of as participants in, not merely recipients of, the educational process. I understand that my background may seem unique: though I currently attend a private school, I spent my early years in the Brookline public school system, attending through the eighth grade. To advocate effectively, I have had to listen to and understand the shared struggles students face, such as disparities in funding and access to educational resources. By stepping into others’ shoes, I’ve come to realize that while our school buildings may differ, the challenges students face—whether due to resources, funding, or support—are often shared in ways that transcend the walls of any particular school.
Those formative years as an immigrant adjusting to life in the States sparked my passion for student advocacy. I’ve seen firsthand the impact that an inclusive, supportive school environment can have, and I’m here to ensure that every student, regardless of background, feels represented in our decisions. With that responsibility in mind, I hold myself accountable in every vote I take. I regularly meet with students from diverse educational settings, including CTE programs, public schools, and virtual academies, to ensure that their voices, the ones most impacted by our decisions, remain at the center of every conversation.”
Yiannis’s experience as Chair of the SSAC and as student representative on the BESE Board has inspired him to pursue other public service opportunities. This past summer, Yiannis interned in the office of Senator Sal N. DiDomenico, Assistant Majority Leader in the State Senate, a contact he made through a BUA Transit Club outing to the State House to advocate for local transportation concerns. Of this experience, Yiannis says: “The connections I made leading out of the Transit Club outing were critical, opening doors to policymaking spaces I hadn’t imagined myself in before.” Building on this experience, Yiannis is currently writing his senior thesis on the housing crisis in Greater Boston. His research, informed by his work in Senator DiDomenico’s office, examines housing legislation at both the local and national levels, analyzing which policies have the greatest impact on affordability and accessibility.
Reflecting on his advocacy work and a potential career in public service, Yiannis shares: “Massachusetts is known for being a leader in the educational sphere. But listening to public comments at BESE board meetings makes it clear that there’s still a lot of work to be done. Whatever I do in public policy, I want to make sure I’m actively bringing in stakeholders—that’s the overarching theme. I want to make sure that everyone feels seen and that their voices are heard.”
