Why K-8?

            As I watch our oldest students, our Chinooks, I see some very adult characteristics shining through, such as confidence, an ease in interpersonal interactions, a comfort with working hard in academic pursuits, a willingness both to share their own skills and to celebrate the achievements of others – all mixed with an infectious social interest that is just exactly right for their ages. This is so different from the way that my peers and I grew up that I find myself wondering what exists in their environment that has allowed these seventh and eighth graders to build that confidence and strong sense of self.

I’m sure there are many of you who remember the middle school or junior high years in much the same way: going to school with hundreds of other seventh and eighth graders. The social traumas and need to be just like everyone else (and especially just like the “popular” kids), meant that all the things that made us special had to be hidden. It was quite a long time after junior high that I began to come into my own and understand that only by being truly myself could I build the kind of life I wanted. It amazes and charms me to see our Chinooks expressing themselves and finding strength in their own characters at what seems such a young age. It also stands out that because they are comfortable with themselves (at least much more so than most middle schoolers), they are willing to take academic risks. Our Upper Primary students are working on math that many don’t even begin to consider until high school.  They are thinking deeply about literature and social justice, and are talking and writing eloquently about these ideas.

So how did this happen? A big part of it is the strong bond that the Whiteman Primary families have with the school. Faculty, parents, administration…we all work closely together, sharing common values as we strive to support the growth of the children in our care. But another piece of the puzzle is actually the structure of the school. When a group of adults has a vision for the kind of children they want to raise, it’s essential that they develop a structure where that vision can be realized. While the fact that they are still early adolescents might inspire our children to hope for a school filled with other children their age, it is the wisdom of the adults in creating an environment that simulates a family that allows our Chinooks to continue to grow toward adulthood. At Whiteman Primary, with the youngest kindergartners and oldest eighth graders sharing the halls, the lunchroom, recess time, clean-up responsibilities, etc., the youngest students look up to the oldest students who look after them. The way that both our oldest and youngest students celebrate each other with awards on Friday is just one example of the close bonds that all students feel to the community/family of the school.

It’s in a family, with its unconditional love and high expectations, that we all thrive best. The K-8 structure of Whiteman Primary is purposeful, for that reason. We are very proud of our Chinooks as they take on new challenges at the same time that they care for the younger members of our community. And we are equally proud of them as they share recess time and games, reminding us that they are actually younger than their accomplishments might suggest. Being a part of our K-8 environment allows them to stretch toward adulthood at the same time that they can still enjoy their unique childhood.