Education Column: It Is a Part of Parenting

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By Lorraine Termini

Lorraine Termini

Starting high school can be a scary time for both students and parents. As a 36 year veteran educator at Greenwich High School, a town resident, and a parent whose three children went through the Greenwich Public Schools, I believe I have a well-rounded view of education in the town.

I want to share a true story from my life as an educator and parent. When my twin boys started Greenwich High School, I was nervous, although I knew the school and teachers very well. During the day, I would periodically hide behind the beams in the Student Center, to see who they were sitting with, make sure they were eating, all to alleviate my own fears. One day, a security guard told me I needed to leave the Student Center because what I was doing was weird. He was right of course, and my boys did just fine. Four years later, my daughter entered Greenwich High School. This time around, it was me hiding from her, since all she did was ask for money. I share this story to illustrate that many parents have fears about their children growing up and moving away from us. It is a part of parenting.

Although Greenwich High School is large, it is a caring environment. Teachers, Guidance Counselors, Administrators, and Mental Health staff, all work hard to ensure that all students are well known by adults in the building. By connecting with students, we are able to support those in need or just be there for students.

School Connectedness is defined as “the belief held by students that the adults and peers in their school care about their learning as well as about them as individuals (CDC, 2009 p. 1).” According to Blum (2005), schools must recognize that “people connect with people before they connect with institutions (p. 4).” The relationships between students and school staff, are the core of student connectedness Research has demonstrated that student who feel more connected to school, have more positive health and academic outcomes. Students who are more connected to school are more likely to attend school, have higher grades and test scores, less likely to drink and smoke, less likely to experiment with illegal substances, and less likely to have emotional problems (CDC, 2009; Blum, 2005). At Greenwich High School, we understand that connectedness in important for student success.

Greenwich High School has exceptional academic programs and test scores. Of course, these are critical for students, but we also recognize that students need to feel connected to staff and peers, to truly educate the “whole child”. Students at GHS, have a House Team which supports them throughout their four years. The House Team includes an Administrator, an Assistant Dean, Guidance Counselors, a Social Work, and Psychologist. The team works directly with students and teachers, lending ongoing supports The House Team is the first point of contact for the students and parents.

Going back to my personal story, I’m happy to report my kids are now kind and productive young adults, although the asking for money thing is still an issue. Parenting was critical in helping my students achieve, however, I also credit the excellent academic and social/emotional learning they had throughout their years with the Greenwich Public Schools.

Blum, R. (2005). School connectedness: Improving the lives of students. John Hopkins Bloomberg School of Public Health, Baltimore: Maryland.

CDC. (2009). Fostering school connectedness: Improving student health and academic achievement.

Lorraine Termini is the Dean of Student Life at Greenwich High School. She has been a special Education teacher for 25 years, 2 in the Bronx and 23 in Greenwich. It is her 13th year as an administrator. She has a Doctorate of Education from University of Bridgeport.

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