From the desk of Tammy Hayes, Middle School Principal:

Middle school is a crucial time in the life of young people. I often hear people be dismissive toward these years, citing their own painful memories of lacking direction, senseless actions and mishaps with their own attempts at being loved. However, I have to ask, what could the right influences mean to a middle school student if it were afforded them? What difference could be made in the middle years of a child’s journey through life if the imprints on his/her life were intentional and God-directed?

I believe this is the point from which we stand at The Brook Hill School. In grades 6-8, we are aiming at specific targets, preparing students to both enjoy life and battle it out when necessary. We are positioning them with our multi-focused and realistic approach to both be successful and know how to deal with life when it gets hard. Some would say that it is because we are privileged and have a perfect environment. This is just not true.

Though we are a private Christian, co-educational preparatory school, we have everything you get in the public school: we have Christ followers, non-believers, apathetic participators, educators who really care about their students, others who do their job well and try to care more, kids pushing, mocking, and cursing and kids not, kids including others, kids rudely dismissing, athletic prodigies and bench warmers with heart, Brady-Bunchers and every kind of family from Rosanne to Leave it to Beaver. We have it all here just like everyone else. So, what makes it different?

Our mission is distinctive. It affects every decision we make when you say that what we plan has to support that mission from how we handle discipline to what we seek in a homecoming queen. We put structures in place that foster respect, service, life-long learning, confident leadership and patriotism – just to name a few. We built a teaching museum, which is used at every grade level to remind students of our country’s rich history in order to give them a proper perspective on their future.

We are compelled to offer unique experiences that build strong, intelligent students, affirm the gifts and talents of every child and drive home the importance of biblical character.

What is fostered and constantly put before the students in extra-curricular opportunities like Middle School retreat, chapel topics, advisory groups, service project days, spring clubs, on and off campus bible studies, and social events is aimed at teaching students that sometimes life is to be enjoyed, sometimes it is to be lived out making it better for others, but all the time it is about telling the story of Jesus by the way you live it.

Our sense of family makes us different, and regardless of religious affiliations, I believe Jesus Christ makes it different. We believe there is a triple working spirit of favor, divine direction, and intentional leadership that causes something intangible to be expressed in the day-to-day life at Brook Hill. Though we have the same hurdles as other schools to jump over, I believe there is espirit de corp that is shared among faculty, staff, and the student body that creates a school day like none other. Since we are ever growing and relatively young, we are still in the process of making it as it should be, and I believe that infuses its own enthusiasm in our day-to-day.

Sometimes I hear parents who are discussing what a difficult time their child is having in middle school in other places. They say, “I would bring my child to Brook Hill, I’m just not sure I can afford it.” What I say to that is, “Can you afford not to?”

Three short years could make all the difference in your child’s self-esteem and their world view. What’s different at The Brook Hill Middle School is what is emphasized, and the distinct mission, unique and intentional experiences, along with our sense of family creates a community that is sure to shape, mold and hold any child positioned for both successes and the hard realities of life. It is a foundational piece that I am sure makes a difference in the whole child and the whole of their experiences with an educated life.