Community Values

Who Is a BASIS Independent Bothell Student? Understanding Our Community Through Our CORAL Values

February 11, 2026 by abisoyetaylor Leave a Comment

Every admissions season brings wonderful conversations with families as they discover our program and school. This year, one question stands out above the rest which is, “Who is a BASIS Independent Bothell Student?”

As a founding school in our first year, this question comes up often and it’s an important one. While our admissions process is comprehensive and considers every part of a student’s application, what truly helps families understand our environment is getting to know the qualities and values that define our students. When we speak with our Learning and Subject Expert Teachers, and administrators across our campus, the same themes surface. Our community is grounded in the CORAL values that shape the BASIS Independent Bothell experience: Curiosity, Ownership, Respect, Advocacy, and Loyalty.

These values are not admissions requirements. Instead, they reflect the environment students thrive in and the traits that naturally develop as they grow within our classrooms. Understanding CORAL gives families a meaningful picture of the kind of learning community we are building. One centered on exploration, responsibility, character, and connection.

Curiosity at BASIS Independent Bothell: The Spark That Drives Learning

Curiosity is foundational to a BASIS Independent Bothell student. It fuels engagement, inspires creativity, and drives students to ask thoughtful questions.

Our Dean of Students, Ms. Cales, describes our students as “ambitious, hardworking, and curious.” That curiosity shows up in science investigations, literature discussions, math problem-solving, and each moment where students lean into learning with enthusiasm.

Mr. Sturm, a Primary Math and Science Subject Expert Teacher, echoed this, calling his students “curious, tenacious, and joyful.” These qualities reflect our learners’ determination to explore new ideas and the joy they find in discovery.

In our Kindergarten Early Learning Teacher, Ms. Gray shared similar observations, describing her young scholars as “kind, curious, and collaborative,” adding that “these are skills that will benefit our students throughout their lives.” Curiosity starts early and only grows as students advance through our program.

Ownership: Building Responsibility and Confidence

Ownership emerges when students take responsibility for their learning, reflect on progress, and take pride in their growth.

Primary and Middle School Math Subject Expert Teacher Ms. Perleberg describes her students as “ambitious, mature, and compassionate.” That maturity often shows up in the way students manage their time, set goals, ask for help when needed, and take initiative. Ownership is a skill that supports long-term academic success and personal development.

Respect: Creating a Positive and Inclusive School Culture

Respect is one of the first values families notice when visiting our campus. It is reflected in the way students speak to their Learning and Subject Expert Teachers, collaborate with peers, and care for their learning environment.

A culture of respect helps students feel safe sharing ideas, making mistakes, and taking academic risks. This foundation supports meaningful collaboration and helps students build strong social emotional skills.

Advocacy: Empowering Students to Use Their Voice

Advocacy helps students learn how to communicate confidently and respectfully. It emerges when a student asks a question, seeks clarity, requests help, or stands up for a peer.

As students grow, advocacy becomes a key part of their learning journey. It builds independence, leadership, and emotional resilience which are all essential for long-term success.

Loyalty: Strengthening Our School Community

Loyalty develops naturally within a supportive school community. In our founding year, this value has been especially strong. Students, families, and faculty are building traditions, shaping culture, and creating a sense of belonging together.

Loyalty inspires our students to support one another, take pride in their work, and invest in the community they are helping to build.

The Bigger Picture: What Defines a BASIS Independent Bothell Student?

When we asked teachers across multiple grade levels to describe the kind of student who thrives here, a consistent picture emerged:

These qualities shared by Ms. Perleberg, Ms. Cales, Mr. Sturm, and Ms. Gray reflect who our students become when they are immersed in a learning environment shaped by these CORAL values.

They are not criteria for enrollment. They are the characteristics that naturally develop within a community that values curiosity, ownership, respect, advocacy, and loyalty.

Ready to Learn More About BASIS Independent Bothell?

If these values resonate with your family and you’d like to explore whether our school is the right fit for your child, we would love to connect.

Schedule a campus tour

Attend an admissions event

Contact our team

We look forward to partnering with families who share our belief in a community built on curiosity, integrity, and lifelong learning.

Alumni Panel Insights

February 5, 2026 by jogoldfarb Leave a Comment

Recently, four of our BASIS Independent Brooklyn alumni generously offered to share their reflections on our school and what they have been up to since their transition to university. We welcomed Sid R. BIB ’22, Johns Hopkins ’26, Courtney H. BIB ’22, Cornell ’26, Yuna S. BIB ’24, Barnard ’26, and Maxim S. BIB ’25, Stanford ’29, to share their thoughts on their years at our school and any advice they could offer to younger students and their families.

Several themes emerged during the panel, and we wanted to share them in an overview and more detail.

Curriculum Prepares for College: Rigorous coursework and Advanced Placement (AP) classes allow students to skip introductory college courses, focusing on advanced material.

Experiential Learning Through Capstone Courses and Senior Projects: Senior students engage in internships and projects that connect academic learning to real-world applications.

Community Supports Transition: A small, close-knit environment fosters collaboration and lifelong friendships, making college adjustments smoother for alumni.

Balanced Extracurriculars Enhance Skills: Alumni successfully managed academics along with sports and arts while at BASIS Independent Brooklyn, developing essential time management skills for college success.

Parental Encouragement is Key: Parents and guardians are encouraged to support exploration of diverse interests without pressure, aiding student growth and independence.

Technology Use in Learning: Students learn to effectively utilize AI tools, enhancing their understanding and efficiency in academics without superficial reliance on technology.

College Preparation and Academic Rigor

Our panelists hit home that the BASIS Independent Brooklyn curriculum effectively prepares students for college through rigorous coursework and strong foundational skills. Alumni emphasized the role of AP courses and Capstone Classes in building a solid academic base, with Maxim crediting AP Physics C and AP Calculus BC for allowing him to skip introductory college courses at Stanford, enabling focus on advanced material he finds challenging and inspiring.

Sid highlighted that BASIS Independent Brooklyn teaches students how to learn and develop intuition, which helped him adapt quickly to college-level challenges. Yuna and Courtney pointed out that the small class sizes fostered close relationships with teachers, making it easier to seek help and build confidence, which translated well into larger college environments. Maxim also described the curriculum’s upward spiral structure as crucial for managing STEM workload and balancing multiple rigorous classes efficiently.

Mr. Winter leading an advanced physics lab with Maddox M. ’25.

Capstone Courses and Senior Project

The panelists all pointed to Senior Capstone courses and Senior Projects as providing practical, in-depth experiences that link to college and career paths, with students pursuing personalized research and internships during the senior year.

Yuna conducted her Senior Project off-site placement at Cold Spring Harbor Laboratory, focusing on Martian soil simulant and plant cultivation. Courtney’s Senior Project involved documenting the revitalization of NYC Chinatown’s local economy post-COVID througha partnership with a nonprofit. Maxim interned with Ukrainian Railways while studying high-speed rail development in the United States for his Senior Project. Sid worked with a Columbia professor on engineering CAR-T cells for his Senior Project, connecting research exposure directly to his biomedical engineering studies.

The BASIS Curriculum’s emphasis on interdisciplinary learning extends beyond STEM, offering significant humanities and arts courses, including AP Seminar, AP Research, English literature, history, and art electives, which build critical thinking and communication skills valued in college.

Maxim noted that humanities courses helped him contribute meaningfully in Stanford’s citizenship class by evaluating multiple perspectives. Courtney and Yuna shared how art and writing opportunities nurtured creativity and independent thinking critical for their academic and personal growth.

Yuna S. ’24 at work on her Senior Project at Cold Harbor Springs Laboratory.

Community and Social Environment

The small, close-knit community at BASIS Independent Brooklyn fosters collaboration, diverse interests, and lasting relationships that ease the transition to college. Alumni panelists agreed that the school’s small size encourages peer collaboration over competition, allowing students to pursue unique passions without pressure and build supportive friendships across interests.

Courtney emphasized that her BASIS Independent Brooklyn classmates became lifelong friends and a strong support network through college and beyond.

Sid recalled socializing in the senior lounge and group activities, which helped build close bonds and a sense of belonging. Yuna and Maxim reflected on informal group outings such as volleyball games, beach trips, and lunch gatherings that strengthened community ties.

Going to college with peers from BASIS Independent Brooklyn provides comfort and support during the transition to larger university settings, as multiple panelists reported attending college with classmates and maintaining close connections. Yuna’s freshman year roommate was a classmate from BASIS Independent Brooklyn, which helped her adjust quickly to Barnard.

The community culture encourages inclusivity across disciplines, supporting students in both STEM and non-STEM interests, and fostering interdisciplinary respect and engagement. Alumni noted that their high school peers excelled in diverse areas such as photography, art, writing, and music, enriching the school’s academic environment.

Our Class of 2025 together on campus before their graduation.

Extracurricular Engagement and Time Management

Extracurricular activities, including arts and athletics, play a vital role in high school student life, contributing to well-rounded development and effective time management. Students successfully balanced rigorous academics with sports, arts, and clubs, supported by structured routines and peer participation.

Yuna joined volleyball in junior year and continued intramural volleyball in college, finding it a joyful and social outlet. Maxim participated in varsity soccer, basketball, and tennis in high school, and later he led a championship intramural soccer team at Stanford.

Sid managed music commitments (violin) on weekends alongside martial arts during the week, demonstrating diverse extracurricular involvement.

The arts program offers multiple in-school and after-school options, including studio art, photography, drama, band, orchestra, choir, and an annual spring musical, enriching student experiences.

Yuna’s AP Studio Art work earned a Scholastic Art and Writing Award, highlighting the program’s quality and college-preparedness value. Performances and trips, like the band’s planned Disney World visit, create additional engagement and exposure.

Time management skills developed through balancing academics with extracurriculars are seen as essential for college success, with alumni crediting routine, planning, and support systems for their ability to handle multiple commitments.

Our Varsity Soccer Team welcomed back alum Nico D. ’25 at a game held over his Fall Break.

Parental Support and Student Mindset

Encouragement from parents to explore interests and a proactive student mindset are key factors in maximizing the BASIS Independent Brooklyn experience. Alumni recommended that parents encourage exploration without pressure and support diverse interests, allowing students to try electives, clubs, and internships freely.

Courtney’s parents took a hands-off approach, allowing her to pursue interests organically, which she found beneficial for her growth.

Panelists stressed the importance of being proactive and asking for help, including seeking academic support, extracurricular opportunities, and college recommendations. Sid advised resilience through challenges, sharing how failing exams early on in middle school did not prevent his success. Courtney and Maxime emphasized leveraging the small community to network with seniors and alumni for guidance on college and beyond.

Alumni highlighted that BASIS Independent Brooklyn fosters a resilient and curious mindset, teaching students to embrace challenges and seek support resources like office hours and peer study groups.

Alum Sid. R. ’22 presented his Senior Project on CAR-T Cell Therapy.

Technology and AI Integration

Panelists spoke about how BASIS Independent Brooklyn prepares students to effectively use technology and AI tools as part of their learning and research processes.

Sid shared how the curriculum’s focus on understanding concepts over memorization enables smart AI usage to boost efficiency without losing comprehension. He emphasized that AI tools help with coding and learning but require students to transform the information into personal understanding, a skill BASIS Independent Brooklyn cultivates.

Parent Ian Saville leads a Future-Ready Mentor Program Workshop with our seniors.

Transition and Integration Support

BASIS Independent Brooklyn supports students joining at various grade levels and helps them adjust through structured support and community integration.

Students joining in middle school or later grades experience an adjustment period but receive ample support, making integration achievable regardless of entry point. The school’s practice of enrolling new students in every grade creates peer groups that facilitate social and academic integration.

Familiarity with peers and teachers from BASIS Independent Brooklyn helps students transition smoothly into college and beyond, supported by active alumni networks and ongoing connections.

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BASIS Independent Brooklyn is a PreK–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bears community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Leadership Spotlight: Director Cameron, Middle School Program

January 26, 2026 by jogoldfarb Leave a Comment

The Middle School Program at BASIS Independent Brooklyn is carefully designed both to challenge and support students during a very impressionable time. We believe middle school is a time for building strong foundational knowledge in a wide variety of subjects while growing a student’s autonomy and self-discipline needed for critical inquiry.

Pairing challenge with the right support is core to our Middle School Program. Leading the charge is Director Shantell Cameron. For the past three years, she has worked tirelessly to complement the internationally benchmarked academics with joy in learning and excitement in community. With roots in the classroom, Ms. Cameron first joined our school as a Gr. 2 Learning Expert Teacher nearly eight years ago before moving into school leadership, first as a Dean of Students, then as a Director at our Upper School campus.

Ms. Cameron has been educating young minds for nearly two decades. She obtained her master’s degree in education in 2014, and previously taught and worked in administration at another private school before joining our community. We sat down with her to ask some questions that might help convey all that Ms. Cameron manages at our school and her vision for the Middle School Program.

What is a typical day for you as Director of the Middle School?

As the Middle School Director, I work closely with teachers to ensure they have the support they need to thrive in the classroom. I collaborate with my team daily to continue building a positive Middle School culture—one that is not only academically strong but also fun and engaging for students. My days include observing classes, providing meaningful feedback to teachers, and managing escalated situations with students or staff as they arise. I also partner with families to make sure we are supporting their children both in school and at home, reinforcing our commitment to developing well-rounded students.

Our Middle School Program is known for challenging students to the highest international levels. How do you support the whole student in these critical years?

Middle School is one of the most challenging stages in a student’s life. It’s a pivotal time for both cognitive and emotional growth. At our school, the curriculum is intentionally rigorous, which can sometimes feel overwhelming for students and families. Because of this, I believe it’s essential to balance high academic expectations with meaningful social and emotional support.

To support students academically, we provide multiple layers of help. In addition to weekly student hours, students can work with peer tutors from our High School Program when they need extra reinforcement in specific subjects. We also offer a student support program where students collaborate with their advisor, the Dean, and their teachers to create an individualized plan that helps them navigate our demanding curriculum. We know that academic rigor and accountability can be challenging for middle schoolers as they learn to manage their grades and keep up with the pace of coursework.

Equally important is supporting our students’ social-emotional development. I am a strong believer in building and maintaining a positive school culture where students feel a genuine sense of belonging and have things to look forward to beyond academics. When a student has a passion, whether it’s a club, sport, or committee, I strongly encourage them to participate. Those are the opportunities that help them grow socially and build confidence.

What do you think stands apart about our Middle School program?

Our Middle School Program is truly unique; saying it stands out among other middle schools across the city and state is an understatement. We are a community that strives to support every student and partner closely with every family. When I think about what sets us apart, a few key pillars come to mind:

• Belonging: Our students and families consistently feel a strong sense of belonging because we operate not only as a school community but as a family. As Director, I value maintaining an open-door policy where students can stop by to share feedback, ask questions, or simply say hello. I avoid a strict “by appointment only” approach because it’s important that students and teachers feel heard and know their voice matters

• Support System: Our support system is exceptional and truly caters to teachers, students, and families. We approach every situation with flexibility, an open mind, and a commitment to keeping students at the center. This not only strengthens the sense of belonging but also creates a warm, family-oriented environment. The level of support provided by our administrative team is unlike that of many middle schools. Here, no teacher or student is “just a number.” We work tirelessly to make sure everyone feels valued, heard, and fully supported.

• Curriculum: Our curriculum is “first class” and speaks for itself. Our Middle School students are preparing for high school in ways many schools don’t even consider. By the time they complete our program, students are ready for college-level coursework, perform extremely well on standardized tests in high school (PSAT, SAT, and Advanced Placement exams), and show strong results on our midterms and final exams (Pre-Comps and Comps). Our elective offerings give students opportunities to explore passions and potential career interests early on. In short, our curriculum prepares students not just for our high school but for future success beyond the classroom.

• Teachers: Most importantly, our teachers are a defining strength of our program. We don’t just have educators; we have experts who truly love what they do. I witness daily how our teachers bring rigor to life through games, hands-on labs, debates that spark critical thinking, and culminating projects that connect learning to the real world. They give students the opportunity to take ownership of their learning, and that is not something found everywhere. Our teachers plan with every student in mind, rather than simply following a standard state-provided curriculum, allowing them to reach multiple learning styles in meaningful ways. I am honored to lead a program that demonstrates consistent growth, care, and respect.

You have been a big proponent of building a strong school culture during your years at the school. What programs have you started to build a great culture supporting students and teachers in Middle School?

Due to my firm belief in creating well-rounded students, I am constantly seeking ways to strengthen our school’s culture. Middle school students thrive when they have opportunities to collaborate and engage outside the classroom. Over my five years on the Administration team, both in Primary and Middle School, I have started and supported numerous programs to foster community, connection, and tradition:

Grade 8 Overnight/Lock-In: In my first year as Middle School Director, I established the Grade 8 Overnight, where students spend the night at school, enjoying games and fun activities. This December will mark our third Overnight.

Our Gr. 8 Lock In chaperones bonded in their matching PJs and bear slippers, which Director Cameron ordered.

Grade 8 Washington, D.C./Charlottesville Trip: Alongside Mr. Piel (U.S. History SET), I led the creation of this trip, which provides students with hands-on historical and civic learning experiences. It has become an annual tradition in March.
Grade 8 Celebration: I created a celebration to honor our eighth graders for completing the Middle School program. While not a formal graduation, this event recognizes students’ achievements and brings families together to celebrate their successes. This year will be the third celebration.
Grade 6 Ice-Skating Trip: To reward students after completing Pre-Comps, I started a fun Ice-Skating trip for Grade 6 students. This social tradition helps students celebrate academic milestones and connect with peers.
Parent University-Style Forums: I collaborated with administration and external partners to create forums supporting families, including the “Inside Scoop to Pre-Comps and Comps” for Grade 6 families and an Executive Functioning Workshop for parents in Grades 5–8. These forums help families support their students academically and socially at home.
Recess for Middle School Students: Working with the Dean, we introduced AE Recess, giving students the option for downtime and socialization three times a week. This initiative was based on student and parent feedback and strengthens our supportive community.
Increased Teacher Collaboration: I encouraged a schedule (weekly team meetings) that allows teachers to collaborate more effectively, share best practices, and strengthen professional partnerships across departments.

Head of School Josh Harmon and Director Cameron marveling at how many pizzas were consumed at our Pre-Comp Student Session and Pizza Party.

All of these initiatives are designed to build and improve culture in the Middle School, providing students, teachers, and families with a fuller, more meaningful school experience. I am committed to continuing to create traditions and opportunities that positively impact both academics and student life.

Our school integrated a “no cell phone” policy last school year. From your perspective as the Director, how has that changed the school day or experience for students in the Middle School Program?

Our no cell phone policy has drastically changed the dynamics of Middle School. I have observed students becoming more focused in the classroom, more socially engaged with their peers, and building stronger self-advocacy skills. Over the past few years, cell phones and other personal devices played a significant role in students’ daily lives. While these technologies have positive attributes, they often disrupted the traditional school experience, a structure that, in my view, is essential for holding students accountable for their learning.

Since implementing this policy, I have seen students conversing more with peers in classrooms, cafeterias, and hallways, participating more actively in lessons, and choosing to be fully involved in the school community. Additionally, we have seen a significant decrease in suspensions related to cyberbullying or inappropriate phone use during school hours. Overall, this policy has strengthened both the academic and social-emotional environment of our Middle School.

You have been at our school for many years, first as a Learning Expert Teacher (LET), then as a Dean, and now as Director. What drew you to BASIS Independent Brooklyn (and keeps you coming back)?

This is my eighth school year here at BASIS Independent Brooklyn, and each year truly gets better. I was initially drawn to this school because of its commitment to genuine skill mastery rather than simply teaching to a test. I also value the strong support system in place for teachers, students, and families, as it consistently leads to positive experiences and outcomes.

Before joining our school, I taught at a small private school on Long Island that held similar beliefs and standards, which made the transition here feel natural. One of the things I appreciate most is that teaching is not the end of the road; there are always meaningful opportunities for professional growth, supported by people who genuinely want to see you thrive. I’m proud to be an example of that, having grown from a classroom teacher (Learning Expert Teacher) to Primary School Dean of Students, Primary School Director, and now Middle School Director.

Each role has reinforced what makes BASIS Independent Brooklyn truly special: a community that strives for excellence, a culture of care, and a curriculum that stands apart from other schools. Our teachers and students are deeply passionate about their work, and together they create the warm, supportive environment that defines who we are.

To me, BASIS Independent Brooklyn feels like family more than just a school, and that is what brings me back year after year. It keeps getting better, and we continue to grow stronger together.

What is something families might not know about you that you want to share?

I travel quite a distance each day to get to work, coming from Freeport, Long Island. I do it wholeheartedly because I truly love my job and the people I get to collaborate with. My colleagues make each day meaningful and fun.

I also have a musical background. I play the clarinet, saxophone, and flute, and I originally attended SUNY Potsdam for music education and performance before shifting my focus to teaching. Once my youngest son is a bit older, I hope to join a band or orchestra again as a personal passion project.

Education runs in my family. My relatives owned early learning schools on Long Island, where I worked as a teenager. I also tutored many of their students. That early exposure is where my love for education really began.

Before coming to BASIS Independent Brooklyn, I had the opportunity to serve as the interim Head of School at my previous school while the Head of School was on long-term medical leave. That experience gave me my first hands-on introduction to school leadership.

And last but certainly not least, I am a single mom to three wonderful children, a daughter who is 19, and two sons who are 14 and 5. Because of them, I get to experience all levels of childhood and adolescence at home, which adds a meaningful perspective to my work in school.

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Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.

A Day in the Life: Grade 10

January 9, 2026 by mirandamartinez Leave a Comment

Meet Jason!

Jason K., a focused and curious Grade 10 student at BASIS Independent Silicon Valley, enjoys exploring challenging subjects, collaborating with classmates, and applying what he learns to real-world situations. We shadowed him to see what a typical day looks like, from his first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students and help them succeed. It’s managed and continuously refined by curriculum experts, so students are supported in all subjects and prepared for college and beyond.

Period 0 | 7:35 AM – 8:20 AM | Ceramics

Jason’s day begins with his chosen elective, Ceramics, taught by Ms. Hetu. He enjoys starting the morning with something creative and hands-on, experimenting with clay and learning techniques like coiling, pinching, and slab construction. As he builds both functional and artistic pieces, he also learns the science behind glazes, firing temperatures, and the chemistry that gives ceramics its strength and texture.

Period 1 | 8:25 AM – 9:10 AM | Honors Biology

In Honors Biology with Dr. Covert, he dives into genetics, DNA structure, and ecological principles. Lab experiments allow him to connect classroom concepts with real-world applications, exploring topics like population growth, interspecies relationships, and evolution. These hands-on experiences give him a strong foundation in scientific thinking and lab techniques.

Period 2 | 9:15 AM – 10:10 AM | AP Calculus BC + Homeroom / Announcements

During AP Calculus BC with Ms. Wendel, Jason works with limits, function analysis, and modeling change to tackle challenging problems. Following calculus, the last 10 minutes of the period are dedicated to homeroom, where he catches up on announcements, checks in with friends, and prepares for the rest of the morning.

Period 3 | 10:15 AM – 11:00 AM | AP U.S. History

In AP U.S. History with Ms. Settle, he examines key events, people, and developments in U.S. history. Jason enjoys analyzing primary and secondary sources and crafting historical arguments. Completing guided readings on time has been a point of pride this year, helping him stay engaged in class discussions.

Period 4 | 11:05 AM – 11:50 AM | AP Physics II

His favorite class is AP Physics II with Dr. Movshovitz. Hands-on labs and problem-solving exercises allow him to see physics concepts in action, exploring topics like electromagnetism, thermodynamics, and waves. “I love doing labs and seeing physics in action—it’s one thing to read about a concept, but it’s completely different when you can actually experiment with it,” Jason shared.

Lunch | 11:55 AM – 12:40 PM | Lunch

Lunch is a time to recharge and connect with friends. He uses this time to reflect on the morning’s lessons and prepare for the afternoon.

Period 6 | 12:45 PM – 1:30 PM | AP English Language & Composition

In AP English Language & Composition with Ms. Silva, he hones writing and rhetorical analysis skills. “Writing challenges me, but it’s rewarding to see my ideas come together clearly,” he said. He evaluates nonfiction texts, synthesizes research, and practices crafting strong, evidence-based arguments, building both analytical and communication skills.

Period 7 | 1:35 PM – 2:20 PM | Mandarin III

He continues language studies in Mandarin III with Ms. Xu, focusing on speaking, writing, and comprehension. Jason appreciates learning about Chinese culture while developing advanced communication skills in a second language.

Period 8 | 2:25 PM – 3:10 PM | Empowering Entrepreneurs

He ends the day in Empowering Entrepreneurs with Ms. Xu, where he works on team projects that teach collaboration, creativity, and critical thinking. Outside of class, Jason is involved in DECA and Mock Trial, and he enjoys applying skills from these extracurriculars—like public speaking, problem-solving, and teamwork—directly to his entrepreneurial projects. “It’s exciting to see our ideas come together as a team and learn skills we can actually use outside of school,” he explained, highlighting how his coursework and extracurriculars complement each other.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

From hands-on art projects to rigorous AP classes and leadership opportunities, Jason’s day shows how BASIS Independent Schools blends creativity, critical thinking, and real-world application. “What I love most about being a BISV Bobcat is that I can challenge myself academically while still being myself,” he shared. When asked what advice he would give to younger students, he said, “Embrace who you are and take advantage of all the learning opportunities BISV offers.” His day is a snapshot of curiosity, growth, and the meaningful connections that make high school a rich and rewarding experience.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Top Five Blogs of 2025!

January 6, 2026 by mirandamartinez Leave a Comment

As we celebrate the new year, we’re excited to reflect on the stories, insights, and moments that resonated most with our community in 2025. From timely updates to thoughtful perspectives, these blogs sparked conversations and captured what mattered most to our readers.

Thank you for reading, sharing, and engaging with us throughout the year!

#1 Campus Floor Plans Revealed!

Excitement is building as we take the next step toward opening our brand-new campus! With construction well underway, we are thrilled to share the floor plans that will shape the daily experiences of our students, teachers, and families. Every detail, from the flow of classrooms and collaboration spaces to the design of common areas and outdoor learning environments, has been carefully considered to foster curiosity, community, and a culture of joyful learning.

Click Here to View Floor Plans!

#2 Class of 2025 College Acceptances Announced

BASIS Independent Schools continues to set the standard nationally for academic excellence. The Class of 2025 represents 206 graduates across five high schools—BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley. From coast to coast, our graduates have earned admission to the world’s top colleges and universities, demonstrating that they are ready to lead, excel, and contribute.

View the College Acceptances Here

#3 BASIS Curriculum Schools Exchange Program

This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide.

Click Here to Read More!

#4 Meet the Winner of the 2025 Fellows Scholarship

To kick off a new year of Senior Projects, we are sharing a conversation with the inspiring winner of the 2025 Fellows Scholarship, a $10,000 prize awarded annually to one project. Maxim Smelyansky, a Class of 2025 graduate of BASIS Independent Brooklyn, their 2025 Valedictorian, and current Stanford University student, impressed our committee with his project titled The Future of American High-Speed Rail: Analyzing and Discovering the Most Effective High-Speed Rail Development Methods on Promising Rail Corridors in the United States.

Click Here to Read Maxim’s Interview!

#5 Introducing the BASIS Independent Dublin Mascot

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Meet Our Mascot

Step Inside Grade 8 at BASIS Independent Bellevue with Megna P.!

December 17, 2025 by emilyhughes Leave a Comment

Meet Megna P., a beloved grade 8 student at BASIS Independent Bellevue! Megna is a brand new student to our campus, having just joined BLV in fall 2025 and we couldn’t be more excited to have her as a part of our Mountaineer Community!

Although it is just her first year at BASIS Independent Bellevue, Megna was eager to get involved on campus and is already a part of National Junior Honor Society and our Student Ambassador program. Outside of school Megna loves music. She enjoys playing the flute, violin, and singing! Megna was kind enough to let us follow her around for a day, so we could highlight all of the wonderful aspects of being a grade 8 student at BASIS Independent Bellevue.

Period 1: Algebra and Geometry II

Megna begins each day in Algebra and Geometry II with Ms. Illiescu. When students join BASIS Independent Bellevue in grade 5–9 they are all invited to take an optional math placement exam, which allows us to asses their skills and appropriately determine their math level. Algebra and Geometry II build upon the concepts introduced in Algebra and Geometry I, such as solving equations and inequalities with absolute value quadratic and logarithmic equations, and working with complex numbers and trigonometric functions of right triangles. Students will also be introduced to proofs in geometry with similar and congruent figures, circles and their parts, lines, and planes. With this knowledge, next year Megna will be ready to take on a Pre-Calc course in grade 9!

Period 2: Biology

At BASIS Independent Bellevue, students take Physics, Chemistry, and Biology as separate classes for all three years of middle school. This prepares the students to be ready to take honors and AP level science classes when they enter high school!

On this day, Megna is headed to Biology for period 2. Biology is her favorite subject. She loves how Dr. Dornhoffer encouragers her to ask questions and creates engaging labs that amplifying her knowledge and interest in the subject even further. In this course students study and apply the scientific method, describe the chemistry of life, analyze cell structure and function, and explain the drivers of cellular transport. Students also describe the processes of living organisms like photosynthesis and cellular respiration. To demonstrate her learning of the cell cycle, Megna got to design and create a board game based on the cell cycle.

Period 3: Chemistry

After Biology Megna is headed off to Chemistry with Ms. Abele. This course includes more advanced principles of atomic structure, elements, compounds, molar quantities, and the periodic table. Students are also introduced to high level concepts such as gas laws, stoichiometry, and types of reactions. Megna’s favorite lab so far this year has been the density lab. In the density lab, Megna measured the mass and volume of an aluminum foil shape and calculated the density based on the ratio of mass to volume. The class then compiled their data to test if they were accurate and precise with their measurements and calculations.

Period 4: U.S. History

Megna is then headed to U.S. History with Mr. Tyler! Megna enjoys having Mr. Tyler as a teacher for his keen ability to bring history to life through stories and his well timed jokes. This course is specifically focused on the history of the United States from the Pre-Columbian Era through the turn of the 20th century. In grade 6-8 our history department prepares students to be ready to take AP level history courses beginning in grade 9. Megna shared that this year she enjoyed creating a trifold for their Founding Father’s Project. Megna chose to research and create the trifold about Robert R. Livingston.

After a busy morning Megna is off to a well-deserved lunch and recess break. All students at BLV get a recess break after their lunch. This is a chance for students to connect with their friends outside of class and enjoy a break from their studies.

Period 5: Physics

Megna’s next period of the day is Physics with Ms. Englert-Erickson. In this course students will learn topics such as kinematics, forces, energy, gravitation, momentum, electrostatics, electricity, and light waves throughout the course of the year. Using the concepts learned, students will develop the ability to pose a scientific argument and present scientific evidence to support a claim.

Period 6: AE (Academic Enrichment)

Following Physics, Megna has her Academic Enrichment or AE course with Mr. Ballantyne. AE is a daily twenty-minute period that students have for studying and homework completion. Additionally, every Monday during AE time is Mountaineer Monday, a dedicated time for students to engage in social-emotional learning with their AE teacher, using our wellness curriculum CharacterStrong.

Period 7: English

Megna then heads to Period 7, English, with Ms. Forrest. In this course, students broaden their exposure to a variety of literary genres, including fiction, nonfiction, poetry, and drama, while learning to produce thoughtful, well-argued analyses. This year, students read the novel Frankenstein, and Megna especially enjoyed creating a castle-shaped trifold project that highlighted the novel’s gothic themes.

Period 8: Creative Writing

Megna then ends each day in her Creative Writing course with Ms. Fischer. In grade 8, students get to choose one elective course that they would like to take for the year. This year our grade 8 students could choose Creative Writing, Art Studio 2D, or Band. Megna chose Creative Writing as her elective because she has always had a passion for writing her own stories. This year she is most proud of her creation myth about how the sun and moon came to be.

Mandarin

Another important part of Megna’s school day is her Mandarin class that she has three times a week. Starting in grade 7 students get to choose a world language they would like to study. Currently at BLV we offer Mandarin, Latin, Spanish or French for student to choose from. Megna has been taking Mandarin with a teacher outside of school for a few years before she chose it as her world language this year.

When asked why she chose to study Mandarin as her world language, Megna shared, “I felt that as a non-native Mandarin speaker, taking Mandarin would allow me to explore a new language. Mandarin has two components to it, characters and Pinyin, which makes it challenging, especially for non-native speakers. It has been rewarding to see my progress.” Reflecting on her first year of Mandarin at BLV, Megna added, “Ms. Zhang, my Mandarin teacher, has also been very supportive and encouraging since my first day here, and the small class size provides each student with a lot of individual attention. A special memory that comes to mind is that all my classmates in my Mandarin class came up with a Chinese name for me, which made me connect with my peers.”

As students join BLV in different grade levels our World Language teachers are experts in differentiation and supporting students at their various levels in the language they are learning.

After school Megna is headed home to practice her flute or violin. Megna is a fabulous representative of what it means to be a BASIS Independent Bellevue Mountaineer. Megna exemplifies our community values of PACE which stand for, perseverance, active, community and empathy. Megna has shown her perseverance in all of her classes by working hard to excel in the rigorous curriculum at BLV. You can always count on Megna for a warm smile and hello when you see her around campus. We are so grateful to Megna and her family for allowing her to partner with us on creating this blog!

The Importance of Unstructured Play: Daily Recess Enriches Student Life at BASIS Independent Bellevue

December 5, 2025 by emilyhughes Leave a Comment

Why Recess Matters

Families often ask what recess looks like at BASIS Independent Bellevue. With our school’s reputation for academic rigor, it’s natural to wonder whether students still have time to move, play, and unwind. The answer is a definite yes. Recess is an intentional and consistent part of every school day. Across grade levels, students step away from academics to reset, recharge, and enjoy unstructured play. An article published by the American Psychological Association(2023) stated, “A wealth of research shows that unstructured play—play that isn’t organized or directed by adults or older peers and that generally doesn’t have a defined purpose or outcome—is a fundamental necessity for children to thrive physically, emotionally, mentally, and socially.” These breaks support their physical health, social development, and overall readiness to learn when they return to class.

Recess in Action

At BASIS Independent Bellevue, recess takes place in a safe and varied space. There are many different activities for students to choose from. There are four four-square courts and one gaga ball area. We have a full soccer field, a basketball area with hoops, and movable volleyball nets. There is also a large swing set with four swings. For younger students, there is a climbing set with monkey bars and another with a slide. We also see students using their creativity to create games of their own or explore in the nature around them. These spaces give every child a safe place to play and enjoy.

Grade 3 students experimenting with leaves.

During recess, three teachers walk across the whole field to keep students safe and help solve problems quickly. At the same time, other staff members, including the health coordinator, the school counselor, and the Dean of Students, are always available if extra support is needed. This system makes sure students get the right help, should they need it.

Our rules are clear but also flexible. When students have different ideas about the rules, teachers set a time to meet with them. We listen, discuss, and make changes together. For example, we recently observed students having some disagreements on the basketball court. Students sometimes could not agree on which exact rules to follow. Some wanted to play by NBA rules, while others preferred the youth league rules they knew from practice. Instead of stopping the play, we helped them organize a team meeting. Together, they chose leaders, drafted rules, and later discussed the details during their Academic Enrichment time. Soon, the new rules were printed and shared with everyone. Now the basketball games run more smoothly, and students know they built the system themselves. This gave them a sense of empowerment, because the solution came from their own voices!

The way recess is organized allows students of different ages to play together. Many families have siblings in our school, and it is also common to see older students connecting with their younger brothers or sisters. They let them take turns, show kindness, and include them in games. These small moments make our recess warm and welcoming, and helps students grow in friendship and care.

At BASIS Independent Bellevue, all grade levels have recess built into the school day, from Kindergarten through grade 12. In the Primary grades, students might be found exploring nature or playing on the playground structure. In the Middle and High School grades, students often engage in games of soccer, football, or basketball. No matter the grade level, the purpose of recess remains the same—providing unstructured time for students to connect with their peers and develop physically, emotionally, mentally, and socially.

Recess plays a meaningful role in daily school life. Over the years, it has shown itself to be more than playtime. In these valuable breaks, students practice perseverance as they keep trying in games, show active learning when they create and adjust rules, strengthen community through teamwork, and demonstrate empathy when they support classmates. The lessons learned at recess promote the well-being and success of all students, both in the classroom and beyond, by fostering resilience, building social connection, and renewing engagement in learning.

References:

The Many Wondrous Benefits of Unstructured Play. American Psychological Association (CLAY). (2023, September 26). https://www.apa.org/topics/children/kids-unstructured-play-benefits

Day of Service + Celebrating A Culture of Service

December 2, 2025 by jogoldfarb Leave a Comment

Service is a core value at BASIS Independent Brooklyn. We regularly ask our community to contribute positively, not just to our school but also to the broader community with acts of service. Faculty and administration encourage students to ask how they can help and to seek opportunities to provide needed support in age-appropriate ways. They also challenge our older students to lead with action and purpose, to advocate for and strengthen our community.

Right before Thanksgiving Break, our entire High School participated in the 5th Annual Day of Service, working with five local non-profits the morning of Tuesday, November 25th. Students were given options of service projects to participate in, and this Giving Tuesday, we wanted to feature the organizations that partnered with us on that day, as well as in recent programs and drives. Each organization’s website is linked below to make it easy to find out more about their great work and donate directly to them.

DAY OF SERVICE PARTNERS

JASA

High School students traveled to our Lower School campus, held discussions with our youngest Cubs about the importance of service, and assembled 70 toiletry kits for recently unhoused seniors now in one of JASA’s assisted living centers.

PortSide New York

Our students painted three signs, refilled the bases of educational signs, and set up holiday decorations aboard the Mary A. Whelan ship, a model for NYC’s waterfront future via advocacy and direct service.

Partnerships for Parks

Our students collected 100 bags of leaves and litter at Coffey Park in Red Hook.

Sean Casey Animal Rescue

Our students walked dogs housed at the Sean Casey Animal Rescue. They spent the morning learning about the Sean Casey Animal Rescue, which is an animal-welfare group that finds homes for dogs, cats, birds, and rabbits based nearby in Brooklyn.

Letters Against Isolation

Students assisted teachers and administrators with tasks to organize and beautify our school, and students wrote more than 75 cards for Letters Against Isolation to send to seniors for encouragement and support.

ONGOING SERVICE PROGRAM + DRIVES

Red Hook Art Project (RHAP)

Currently, two High School students volunteer to teach weekly guitar and chess with the inspiring students at Red Hook Art Project. We have had an amazing partnership through the years that has involved specific drives as well as homework help.
Our National Honor Society recently collected hundreds of donations for RHAP’s Thanksgiving Food Drive and direct donations to their catered meal fund.

LifeStory Club

High School Students in our National Honor Society recently held a session to write birthday cards in several languages for homebound seniors brought together through this fantastic organization, focused on building community among seniors across New York City.

Heights and Hills

Before Thanksgiving Break, students in Gr. 3-5 made more than 300 cards for Heights and Hills to include in the Thanksgiving meals they delivered to homebound seniors across Brooklyn.

Camp Friendship Food Pantry

Our High School students regularly volunteer at the weekend Food Pantry, which serves 350 people weekly from Gowanus/Park Slope/Sunset Park. The number of families has grown substantially this year.
BASIS Independent Brooklyn families raised $450 for the Camp Friendship School Supply Drive this summer.

The Alex House Project

Our Toy Drive is now underway for The Alex House Project, which empowers young parents in Brooklyn with resources, support, and housing solutions. Deadline for donations is December 10^th. Please consider supporting this effort. Toys can be dropped off at the Front Office of either campus.

Heart of Dinner

One of our Gr. 11 students worked with Mandarin teachers across Gr. 1-11 to decorate more than 400 bags for Heart of Dinner’s meal delivery to Asian seniors in NYC during the Thanksgiving season.

On top of these programs, our National Honor Society and National Junior Honor Society members volunteer hundreds of hours at various organizations each semester. We are proud of the students we educate at our school, and they give us hope for the future. Cultivating a core value of service is an important part of education, and we are proud to play our part in giving back to underserved communities right around our school as well as in the broader New York City area.

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Nurturing Hearts and Minds: How Social-Emotional Learning Shapes Students at BASIS Independent Bellevue

November 21, 2025 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, we believe that academic excellence and emotional intelligence go hand in hand. While our students are challenged daily to think critically, solve complex problems, and explore advanced subjects, we also recognize that success is more than a grade report. That is why social-emotional learning (SEL) is an essential part of our educational philosophy.

Through school-wide initiatives, campus events, and counseling resources, we intentionally cultivate a school culture that helps students develop skills that prepare them to become effective and compassionate future leaders.

What Is Social-Emotional Learning (SEL)?

Social-emotional learning is the process through which people acquire and apply the knowledge, skills, and attitudes to:

Understand and manage emotions
Set and achieve positive goals
Feel and show empathy for others
Establish and maintain positive relationships
Make responsible decisions

These competencies—outlined by organizations like CASEL (Collaborative for Academic, Social, and Emotional Learning)—form the foundation for emotional well-being and effective learning. SEL is not an “extra” in education; it’s the connective tissue that helps students thrive holistically.

Why SEL Matters

Today’s students navigate a world that is fast-paced and constantly evolving. While preparing students to rise to these challenges with their academics is vital, it can only be possible with the skills acquired during social-emotional learning. In fact, research consistently shows that SEL leads to improved academic outcomes, stronger relationships, and better long-term well-being (CASEL, 2023).

At BASIS Independent Bellevue, we see SEL as a way to help students:

Build Confidence: By learning self-management and goal-setting, students gain the courage to take on challenges and learn from setbacks.
Foster Empathy: Understanding perspectives different from their own creates more inclusive and caring classrooms.
Strengthen Resilience: When students learn how to navigate emotions, they are better equipped to handle stress, transitions, and the natural ups and downs in childhood.

School-Wide Initiatives: PurposeFull People and CharacterStrong

To make SEL meaningful and scaffolded across grade levels, BASIS Independent Bellevue implements two research-based programs: PurposeFull People and CharacterStrong.

PurposeFull People, designed for younger learners, introduces foundational social and emotional skills in age-appropriate, engaging ways. Lessons and classroom activities help students explore monthly themes like responsibility, respect, cooperation, and gratitude. Students learn to name their emotions, communicate effectively, and practice empathy—all skills that create a strong foundation for holistic success. This program is delivered daily during a dedicated social-emotional learning time by our Learning Expert Teachers.

For our middle and high school students, CharacterStrong focuses on developing character and leadership through intentional practice. Weekly lessons are delivered by our Academic Enrichment teachers during a dedicated time called Mountaineer Monday. These lessons emphasize skills vital to being a Mountaineer at BASIS Independent Bellevue, such as kindness, patience, honesty, and perseverance. While our campus is united each month on the focused theme across all grade-spans, our older students take this learning to a deeper level. Rather than treating character as a one-time topic, CharacterStrong integrates these values into the rhythm of life as a young person. Setting goals for the future, discovering passions, and building resilience are central to the learning process.

Together, these programs ensure that every student, from our youngest learners to our middle schoolers, is guided through a consistent SEL framework that grows with them.

SEL in Action at BASIS Independent Bellevue

While we value setting aside intentional time to learn these skills, we recognize that SEL is not confined to a single class period—it is integrated into the daily life of our school. Our educators intentionally model the skills that we want students to develop. You will also see SEL at work when students collaborate on group projects, lead class discussions, or persevere through challenging assignments.

Beyond that, community-building events further help students connect their learning to a larger purpose—understanding how their actions affect others and how they can contribute positively to their community. The Food Drive benefitting our local Renewal Food Bank is an example of how students can put our theme of Gratitude into action during the month of November. Throughout the school year, the Student Affairs team promotes social-emotional learning through exciting and engaging campus events, such as Unity Week and Kindness Week. They also positively reinforce our school’s core values of Perseverance, Active, Community, and Empathy (P.A.C.E.) through weekly announcements and student recognition.

School Counseling Resources

Many students gain the necessary and lifelong social-emotional skills through our campus-wide learning opportunities. However, not every student is the same, which is why we recognize the importance of meeting each student where they are at. Through school counseling services, students who would benefit from additional support can feel empowered to overcome obstacles in their educational journey.

An engaging and collaborative support resource we offer for students is small group counseling. During weekly meetings, students build important skills together while increasing feelings of belonging and community. For more individualized support, students can participate in school counseling meetings aimed at helping them have more effective education and relationships within the school community. Possible counseling topics are coping with changes, transition, self-esteem, friendship and relationship issues, study skills, stress management, fears or worries, conflict resolution, social skills, adjustment to school, and more. It is common for young people to face a number of these challenges, and we are committed to helping them through difficult times.

Family Partnership

When students learn how to manage their emotions, show empathy, and act with integrity, they become not only better learners but also better friends, teammates, and leaders. These are the attributes that will serve them well both in and out of school settings. This is why partnerships with parents and caregivers is vital to the work we do at BASIS Independent Bellevue.

We prioritize sending home newsletters and conversation topics for families based upon the focused theme of the month. By following along, parents can have well-informed discussions with their student as we work together to nurture these essential skills. Parents can also tune into quarterly webinars to learn more about relevant topics related to social, emotional, and mental health.

A Foundation for Lifelong Success

At BASIS Independent Bellevue, our mission extends beyond preparing students for academic achievement—it is about nurturing thoughtful, compassionate individuals who are ready to make a positive impact in the world.

By empowering students to understand themselves and others, we give them the tools to build meaningful lives rooted in purpose and connection.

References:

Making the case for SEL. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023, June 1). https://casel.org/fundamentals-of-sel/how-can-you-make-the-case-for-sel/