Big thoughts from the Big Easy ...

Two weeks ago, I had the privilege to travel to New Orleans and participate in the Sacred Heart Educators Symposium — a conference of Sacred Heart educators that represented all of the Network’s schools in both the United States and Canada.  I also had the privilege of presenting on the power of speech and debate, highlighting the role this activity plays in developing leadership skills and fostering social awareness that drives action, as we strive to live Goal III.  I never turn down the opportunity to brag about the tremendous success of the girls.   

It was another presentation from the former speech and debate coach of our school in Miami that really inspired me — and this blog. In his presentation “Work the Problem: A Multidivisional Approach to Problem Solving and Risk Aversion,” Joseph Carver, Associate Head of School at The Meadows School and a longtime educator in the Sacred Heart, explored how today’s students are increasingly risk-averse and perfection-driven, and what schools can do to change that.

At Stuart, we know that education is not just about mastering content.  It’s about forming courageous, compassionate, and curious young women who can think critically and act with confidence. In a world that often prizes perfection and performance over process and perseverance, we are called to help our students rediscover the joy of learning through exploration, collaboration, and yes, even failure.

1. The Perfection Problem

Studies show that one in three teenagers feels pressure to be perfect, and many young people today “perceive risk at every turn.” This fear of failure can lead to maladaptive perfectionism, the belief that mistakes are unacceptable and that one’s worth depends on flawless performance.

At Stuart, we see this pattern not as a flaw, but as a call to action. The Goals and Criteria of Sacred Heart education invite us to cultivate a deep respect for intellectual values (Goal II) and a personal growth in an atmosphere of wise freedom (Goal V). True growth, as St. Madeleine Sophie Barat taught, requires freedom — the freedom to question, to try, and to learn from what doesn’t go as planned.  Failure and mistakes are not to be avoided; they are to be celebrated and learned from.  As a coach, I know you learn so much more from a loss than a win (even if a win feels better in the moment. 

2. What Stress Does to Learning

Dr. Lori Desautels’ research shows that when students experience chronic stress or anxiety, the brain shifts into a state of self-protection. In that “fight, flight, or freeze” mode, it’s nearly impossible to think clearly, focus, or stay motivated.

When perfectionism takes hold, learning stops feeling joyful and starts feeling dangerous. That’s why creating emotionally safe classrooms, which are places where it’s okay to be wrong, to wonder aloud, and to take intellectual risks,  is essential to deep learning.

As St. Philippine Duchesne reminded us:

“We must put up with the defects of others as they put up with ours.”

Her words remind us that compassion, patience, and humility are vital to a healthy learning community.

3. Connection Builds Confidence

Research by neuroscientist Ido Davidesco shows that when students are engaged and connected — truly “in sync” with their teachers and peers, their brains actually align. This “brain-to-brain synchrony” predicts stronger learning outcomes and greater retention.

This science echoes the Sacred Heart belief that education is relational at its core. Goal IV calls us to “build community as a Christian value.” When students collaborate, share perspectives, and solve problems together, they are not just learning facts; they are learning to trust, to lead, and to belong.

4. Collaboration, Not Competition

Educational researcher John Hattie’s work shows that strategies like collective efficacy, discussion, and collaboration have the strongest effect on academic growth. The data tells a clear story: students learn best when they work with one another, not against each other.

At Stuart, this belief informs everything from our collaborative projects and debate teams to our cross-divisional service days. We teach our students that competition can be healthy — but cooperation is transformative.  You have to be able to do both well to make the most of opportunity.

5. Learning Through Play, Risk, and Discovery

Mr. Carver also highlighted research on mixed-age learning and “risky play” — experiences that encourage independence, resilience, and creative thinking. Children who climb, explore, and test their limits outdoors develop better judgment and confidence, both physically and intellectually.  From clubs, sports, choirs, or our upcoming new mini-mester in the Middle School, finding opportunities for students to connect across divisions and ages help enhance their experience with taking risks and showing leadership.

As St. Madeleine Sophie Barat once said:

“Your example, even more than your words, will be an eloquent lesson to the world.”

Together — parents, teachers, and students — we can help every Stuart girl learn not to fear the unknown, but to “work the problem,” with heart, intellect, and faith. We lead by example by owning our mistakes, showing the girls our ability to forgive ourselves, take responsibility, and grow. They sure see me make mistakes every day, and that is how and why we will continue to grow together.

Robert Missonis is the Assistant Head of School and Head of Middle School at Stuart