When stepping into the Springfield Renaissance School, a striking message emblazoned in bold blue letters immediately captures your attention: “To start a school is to proclaim what it means to be human.” This profound statement, in a setting often dominated by test scores and college banners, signals a fundamentally different educational philosophy. While academic achievement and college readiness are important, at Renaissance, they are viewed as byproducts of a more comprehensive education – one that prioritizes character development and the cultivation of resilient, well-rounded individuals.
Stephen Mahoney, the school’s founding principal, emphasizes that while mastering subjects like the Pythagorean Theorem or economics is crucial, equally vital is nurturing responsible citizenship and the essence of being a good human being. He argues that academic knowledge serves as an entry ticket to the world, but without the capacity to be a productive, compassionate person, that knowledge alone becomes merely theoretical. This philosophy is central to the Expeditionary Learning model embraced by Renaissance, a model deeply intertwined with the concept of resilience learning.
Expeditionary Learning: A Framework for Resilience
Springfield Renaissance School, a public 6-12 institution in Massachusetts, is part of the Expeditionary Learning network. Expeditionary Learning, a non-profit organization, champions an educational approach established in the early 1990s that emphasizes character development and experiential learning within public schools. The foundational belief, encapsulated in the school-starting proclamation, stems from the initial grant proposal that launched Expeditionary Learning. Today, over 160 Expeditionary Learning schools exist across the US, predominantly public and serving students from low-income backgrounds.
The guiding principles of Expeditionary Learning are rooted in the ideas of Kurt Hahn, a European educator who established private boarding schools and founded Outward Bound, the renowned outdoor education program. Hahn’s philosophy, deeply admired by Mahoney and reflected throughout Renaissance, underscores the importance of resilience. One of Hahn’s quotes, prominently displayed in Mahoney’s office, encapsulates this:
“I consider it the foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an undefeated spirit, tenacity in pursuit, sensible self-denial, and above all, compassion.”
Renaissance School’s walls are adorned with such inspiring quotes from educators, philosophers, and leaders, serving as constant reminders of the values they champion, a stark contrast to the data-driven displays common in many schools. These quotes, including those from Goethe and Dr. Denis Waitley, reinforce the school’s commitment to developing not just academic prowess but also the inner strength and adaptability crucial for navigating life’s challenges – the very essence of resilience learning.
- “What you get by achieving your goals is not as important as what you become by achieving your goals.” – Goethe
- “There are two primary choices in life: to accept conditions as they exist, or accept responsibility for changing them.” – Dr. Denis Waitley
Building a School with Resilience at its Core
Stephen Mahoney’s transition from elite private schools to public education unveiled a stark contrast. While private schools often prioritized character development and critical thinking, public schools, particularly those in low-income areas, often felt impersonal, test-focused, and less geared towards student engagement and resilience. Mahoney observed a system that didn’t consistently foster a love for learning or explicitly nurture character, especially in schools serving disadvantaged communities. He envisioned a different kind of educational environment.
In 2005, an opportunity arose when Springfield Public Schools received a grant to establish an Expeditionary Learning school. Mahoney was appointed principal, tasked with bringing this vision to life. His initial challenge was to convince parents to enroll their children in Renaissance, a magnet school with admission by lottery. As an outsider with unconventional educational ideas, he faced skepticism from parents who desired structure and discipline.
“I’m a freckle-faced, bowtie wearing, white kid from Boston,” he recalls, highlighting the initial cultural gap. He envisioned a school that echoed the progressive, character-focused approach of private schools, with student-centered learning, projects, and a vibrant atmosphere. However, parents at the first meeting voiced a clear need for order and structure, requesting school uniforms. This highlighted a perceived cultural divide, where some believe white populations tend to favor progressive education while Black and Latino communities often prefer more traditional, structured settings.
The student who can recite the most digits in the number π gets to throw a pie in Mahoney’s face. “We like to have fun,” he says. (Photo by Emily Hanford, of a photo on Mahoney’s office door)
Mahoney navigated this tension by establishing a uniform committee, demonstrating his willingness to incorporate parental desires for structure while maintaining the core Expeditionary Learning principles. His decade at Renaissance taught him the necessity of balancing progressive methods with clear expectations in a public school setting, a balance crucial for fostering an environment where resilience can thrive.
Character Development: Building Blocks of Resilience
Mahoney emphasizes that Expeditionary Learning’s focus on character development is a major draw for parents at Renaissance. The school has identified seven core character traits, readily recited by students: Friendship, Perseverance, Responsibility, Respect, Self-Discipline, Cultural Sensitivity, and Courage. These traits, chosen by the initial student body in 2005 and periodically revised, are not just abstract concepts; they are actively taught and practiced, forming the bedrock of resilience learning.
Students developed specific statements defining each trait in action. For example, demonstrating perseverance includes “I go into situations with a positive attitude” and “I learn from failure.” Demonstrating courage involves “I stand up for people who are being picked on and/or disrespected” and “I take academic, personal and social risks that help me grow.” (Full list available here).
These traits are integrated into the school culture through constant reinforcement. They are displayed prominently in classrooms and hallways, and teachers intentionally weave them into lessons. In a sixth-grade social studies class, for instance, “using appropriate and respectful language” was a stated learning goal. Students practiced this by using phrases like, “excuse me, but I disagree with you because…” during discussions. At the end of class, students reflected on how they demonstrated character traits, connecting academic work with personal growth. This consistent emphasis on character, practiced daily, contributes significantly to developing students’ resilience.
The Renaissance School was the first in Springfield to adopt a mandatory dress code: black or khaki pants or skirt and a collared shirt. If students want to wear a sweatshirt, it has to have the name of college on it. (Photo: Emily Hanford)
While no school is without its challenges, the deliberate prioritization of character at Renaissance, in the same way academic subjects are prioritized, sets it apart. It’s a conscious effort to cultivate the inner resources students need to navigate challenges, setbacks, and adversity – essential components of resilience learning.
Learning Expeditions: Experiential Resilience in Action
A cornerstone of the Expeditionary Learning model is the “learning expedition,” an interdisciplinary project designed to ignite student passion and connect classroom learning to the real world. Inspired by Kurt Hahn’s emphasis on experiential education, these expeditions are immersive, long-term projects that foster resilience through active engagement and problem-solving.
Each expedition begins with a “kickoff” day, immersing students in the project’s theme. On one visit, a 10th-grade expedition on antibiotic-resistant bacteria was launched with Principal Mahoney and the school nurse staging a mock outbreak, complete with biohazard suits and quarantines. This dramatic introduction immediately engaged students and highlighted the real-world relevance of the topic.
Students have specific character traits and work habits they focus on in each lesson. (Photo: Emily Hanford)
The antibiotic resistance expedition involved students collecting bacteria samples, working with a local lab, meeting professionals in microbiology and epidemiology, and culminating in a scientific paper presentation. Other expeditions include studying roller coaster physics in eighth grade (including patent applications) and exploring chocolate production and global economics in sixth grade (culminating in a community college presentation). These expeditions move beyond textbook learning, demanding collaboration, problem-solving, and perseverance – all vital aspects of resilience learning.
A 10th-grader, Chaineryz, articulated the power of expeditions: “I’m a hands-on person. I can’t learn looking at a teacher in the front at the board and she just lectures at me all day.” For students like Chaineryz, expeditions provide an engaging, active learning environment that fosters deeper understanding and builds resilience through the challenges inherent in complex projects.
Students are given white lab coats and clipboards for a role-playing exercise where they learn about the history of antibiotic-resistant infections. (Photo: Emily Hanford)
Deeper Learning: Cultivating Resilient Thinking
Mahoney uses the term “deeper learning” to describe the educational approach at Renaissance. Deeper learning emphasizes critical thinking, conceptual understanding, and knowledge application, moving beyond rote memorization. This approach is intrinsically linked to resilience learning, as it equips students with the adaptable thinking skills needed to overcome obstacles and navigate complex situations.
Despite skepticism about deeper learning’s effectiveness in low-income schools, Mahoney argues that focusing solely on basic skills can be limiting. He believes that engaging students with interesting, challenging content fosters a love of learning and builds crucial skills, even if students initially lack perfect grammar or top test scores. This belief is reflected in Renaissance’s impressive graduation rate, the highest in Springfield, and strong test scores, though Mahoney prioritizes deeper learning over excessive test preparation.
Principal Stephen Mahoney on the kickoff day. (Photo: Emily Hanford)
“We’re not going to be testing and re-testing and testing and re-testing. That’s bad for kids, it’s bad for schools,” he states, emphasizing the importance of holistic development over test scores. He believes that focusing solely on standardized tests detracts from developing essential character traits like respect, courage, and perseverance – traits that are fundamental to resilience learning and becoming well-rounded human beings.
Student-Led Conferences: Fostering Self-Awareness and Resilience
Expeditionary Learning schools incorporate “student-led conferences” as a unique assessment method, shifting the focus from traditional parent-teacher conferences. Students take ownership of their learning by leading these conferences, presenting their progress, challenges, and goals to parents and teachers. This practice is crucial for developing self-reflection and accountability, key components of resilience learning.
These conferences occur at least twice yearly, with additional mid-year meetings for struggling students. At the beginning of the year, students set learning goals and identify character traits to develop. End-of-year conferences involve students showcasing their work and assessing their progress. Mid-year conferences provide an opportunity for students to address challenges and create action plans, fostering a proactive approach to overcoming difficulties and building resilience.
Students put together a portfolio of their work and give a talk in front of their family, teachers and peers. (Photo: Emily Hanford)
During a mid-year conference, eighth-grader Estefania bravely discussed her struggles with homework and her commitment to improve. She openly shared her challenges with her mother and teacher, demonstrating self-awareness and taking responsibility for her learning. This vulnerability and willingness to confront her weaknesses are powerful demonstrations of resilience in action. Her mother’s supportive reaction further reinforced the positive impact of these conferences, fostering open communication and shared responsibility for Estefania’s success.
Moraima Figueroa and her daughter Estefania. (Photo: Emily Hanford)
Student-led conferences move beyond external assessments, encouraging students to develop internal evaluation skills and take ownership of their learning journey. This self-assessment is vital for building resilience, as it empowers students to understand their strengths and weaknesses, identify areas for growth, and develop strategies for overcoming challenges.
Core Practices: Crew and Passage Projects for Resilience
Expeditionary Learning’s effectiveness is further strengthened by core practices like “crew” and “passage projects,” both designed to foster resilience and holistic development. Crew, small groups of 10-15 students with a dedicated teacher, functions as a supportive family unit within the school. Meeting daily and staying together for years, crews engage in team-building activities, celebrate milestones, and provide a consistent support system. This strong sense of belonging and peer support is crucial for students’ emotional well-being and resilience.
“Crew is like a small family,” explains 10th-grader Fabian. “It’s kind of like my place where I’m able to escape reality and just like be in like a comfort zone where people accept me for who I am.” Crew provides a safe space for students to be themselves, build relationships, and develop the social-emotional skills necessary for resilience.
Students in a sixth-grade crew at Renaissance for a team-building exercise. (Photo: Emily Hanford)
Passage projects, another core practice, mark significant transitions in students’ academic journeys. Eighth-grade passage projects involve students creating portfolios and presentations demonstrating their readiness for high school. Tenth-grade projects include a public service component and a physical challenge, pushing students beyond academics to engage with their communities and develop personal resilience through physical exertion and commitment. These projects build confidence, perseverance, and a sense of accomplishment, all contributing to resilience learning.
Results: Measuring Resilience and Success
Assessing the success of Expeditionary Learning requires considering a broader definition of success than just test scores. While Expeditionary Learning schools demonstrate strong academic results, their true impact lies in the holistic development of resilient individuals. These schools aim to cultivate not only academic skills but also character strengths, engagement in learning, and a commitment to community – all contributing to a more comprehensive measure of success.
Research indicates that Expeditionary Learning students outperform their peers in math and reading and have higher graduation rates. Studies also suggest that students in deeper learning schools, including Expeditionary Learning schools, exhibit higher levels of collaboration, engagement, motivation, and self-efficacy. While measuring character traits directly remains challenging, these indicators suggest that Expeditionary Learning is indeed fostering resilience learning and contributing to well-rounded student development.
Damon McCord, co-principal of the Metropolitan Expeditionary Learning School, cautions against reducing character to numerical assessments, highlighting the inherent complexity of measuring resilience. However, the anecdotal evidence from Renaissance, coupled with positive academic and engagement indicators, suggests that the Expeditionary Learning model is effectively cultivating resilience in students.
Perseverance and Compassion: The Dual Pillars of Resilience
Expeditionary Learning distinguishes itself by emphasizing both “performance character” and “relational character,” recognizing that true resilience encompasses both inner strength and positive relationships. Performance character, as described by Ron Berger of Expeditionary Learning, involves traits like hard work, organization, grit, and responsibility. Relational character focuses on treating others with respect, kindness, and integrity. This dual emphasis is crucial for developing holistic resilience.
Berger argues that schools inevitably teach character, whether explicitly or implicitly. The school environment shapes students’ values and behaviors, making explicit character education essential. He believes that a broad consensus exists on core values like respect, responsibility, courage, and kindness, and that these values should be central to education.
Expeditionary Learning’s commitment to both performance and relational character is particularly refreshing in an era often focused on performance-driven metrics. By nurturing both inner strength and compassionate engagement with the world, Expeditionary Learning schools like Springfield Renaissance are truly fostering resilience learning, preparing students not just for academic success but for fulfilling and meaningful lives. They are equipping students with the inner resources and interpersonal skills necessary to navigate life’s inevitable challenges with strength, adaptability, and compassion – the hallmarks of true resilience.
