Seventh and eighth-grade MICDS Rams suspended the standard curriculum on Wednesday, February 11, for their annual LEAD Summit. This year’s summit engaged students in activities to foster inquiry, empathy, introspection, compassion, and agency. Students gained a deeper understanding of their classmates through connecting the dots of their similarities and differences.
The Middle School motto LEAD stands for Learning with curiosity and joy, Embracing challenge, Advocating for self and others, and Demonstrating collaboration and teamwork. The summit encourages faculty and students to show up with integrity and a willingness to generate greater self-awareness and nurture a community of kindness and connection.
On the late-start morning of the LEAD Summit, and after exploring the day’s schedule and setting intentions in advisory, members of the Middle School Community Leadership Committee (CLC) welcomed their seventh and eighth-grade classmates to Mary Eliot Chapel for the summit opening. The CLC members shared their enthusiasm for a day of “celebrating learning about ourselves and learning from each other to build community together.” Then, they introduced the day’s keynote speaker, author Joanna Ho.
Joanna Ho is a Chinese-American author of 13 books, best known for the New York Times bestseller, Eyes That Kiss in the Corners. Her writing centers on anti-bias, anti-racism, and equality, and she has received the Asian/Pacific American Award for Children’s Literature Honor, a Golden Kite Award, an Ezra Jack Keats Award, and a Golden Poppy Award.
Ms. Ho shared her story of growing up all over the country, from the Midwest to both coasts, as an Asian girl who wanted to be a teacher. She fulfilled that dream and became a high school English teacher, dean of students, and even vice-principal. How did she become a writer? When her son was born, she went looking for books to read to him that reflected the diversity of their family, and it wasn’t easy.
She noted, “When we have limited or no representation, it affects our perception of ourselves and our worth. And those feelings can be internalized. When we see ourselves in books, we all have so many different experiences. Doors, windows, and mirrors open so that we can better understand ourselves, classmates, neighbors, and the community.”
Ms. Ho also shared that book bans leave publishers afraid to publish stories by diverse authors, and teachers and librarians might be afraid to bring books into their classrooms and libraries. “When we don’t have access to these books, you can have a distorted sense of self.” So she and a friend, Caroline Kusin Pritchard, wrote a book called The Day the Books Disappeared. Ms. Ho read the book aloud to the middle schoolers and said, “All of us stand on the shoulders of people who’ve spoken up to stand in their place in this world. You have tremendous power. There is so much for each of you to share that can create change in your own life and in your own world.”
At the conclusion of her remarks, students set off for their first session of activities while Ms. Ho headed for the South Gym to meet with our first and second graders.
Roadmap to Identity
This reflective session offered middle schoolers an opportunity to trace the path of their lives so far. Whether learning to ride a bike or changing schools, students thoughtfully placed these events on their personal timelines. Favorite memories and vulnerable moments charted a visual timeline of their growth, and sharing highlights in small groups revealed commonalities with others.
The Snowball Effect
In the Snowball activity, students took a serious look at their daily lives at school, rating their sense of belonging, voice, and empowerment on a scale of 1 to 5. After tossing their crumpled responses into a central “snowball” pile, students picked up a classmate’s perspective, reading aloud anonymous explanations that offered an honest window into the individual and collective middle school experience. This perspective-shifting exercise broke down social barriers and sparked a conversation about the power of collectively shaping a culture of inclusivity and growth.
Microaggressions: Intent vs. Impact
Microaggressions are subtle comments or actions that show implicit or explicit prejudice against historically marginalized groups. They might seem small, but when people experience them repeatedly, they can have a significant impact. Think of microaggressions as papercuts – one might not hurt too much – but experiencing them over and over again can eventually cause real and lasting pain. Seventh graders examined common types of microaggressions related to race, gender, ability, family structure, and more. They then learned how to respond and to be an ally and role-played different scenarios. Eighth graders went straight to the scenarios, role-playing how they would respond as an individual, as an ally, and how to create lasting positive change.
Playback Theatre
In this activity, students in the audience prompt the students on stage with a story based on their own experiences, many of which are familiar to a middle school setting. Unlike traditional theatre, Playback is interactive and unscripted. The students on stage use improvisational techniques to enact audience members’ stories as a “fluid sculpture.” Playback fosters community and healing by allowing students to share experiences, from everyday moments to significant events. Middle School Arts Teacher and Eighth Grade Dean Charlotte Dougherty led the session and said, “Playback is an opportunity for kids to learn from kids through shared stories acted out on stage. It makes a big difference to hear other people’s perspectives. Playback was performed by a group of eighth-graders who really brought something special to the table because they remembered how impactful it was last year.”
Legacy: Voices in Harmony
In a forward-thinking exercise, students shifted from past reflections to future aspirations. In small groups, seventh and eighth graders identified their personal goals for their time at MICDS and, as an added layer, what they need from their peers to achieve them. By documenting these shared hopes on strips of paper and linking them together, the students created a physical “Legacy Chain” that will hang in the hallways as a visual reminder of what they can build together.
Connection Games in the MAC
In between sessions, students got their bodies moving with a dynamic round of games in the MAC. These included Ships & Sailors, Hula Hoop race, and Pool Noodle Racing. Wild laughter rang out while the students were equally focused on competition and having fun.
Lift Your Head and Look Around, You Will Be Found
The 2025-2026 LEAD Summit wrapped up again in Mary Eliot Chapel, where CLC members thanked the middle schoolers for showing up and asked that students “carry today’s experience into how you treat people and how you show up in our community.” The Middle School Concert Choir, led by Middle School Choir Director Jason Roberts, closed the day with a powerful performance of You Will Be Found from the musical Dear Evan Hansen.
Middle School Counselor Erin Sutherlin said, “Everyone comes with their own experiences and stories, and it’s important to learn how to be respectful of others around you, listen for understanding (not for debate), expect different opinions, and reflect on what you want to express. Everyone wants to feel seen, understood, and respected.”
Dougherty added, “The LEAD Summit every year is so impactful just for the camaraderie they share together.”
Great work, Rams, for endeavoring to stay connected with each other!