News

What's on Our Summer Reading List

Thu, 04 Jun 2026 04:00:00 +0000

The upcoming break provides a great opportunity for our faculty and staff to dive into reading they may not have had time for during the school year. While their summer reading lists will surely include a few fun beach picks, many are also exploring titles that will inspire their work in the year ahead, whether through books on pedagogy, young adult novels, or picture books they may bring into their classrooms. Here’s what our faculty and staff are adding to their summer stacks.

Todd Ballaban:

Our Senior Admin Team will be reading the book Mattering by Jennifer Wallace, which examines how humans can find value and meaning through connection with others and by contributing to their communities. The book analyzes the psychological and social aspects of feeling important, creating meaning, and deepening relationships as vital components to a meaningful life. These themes blend seamlessly with our school’s commitment to belonging and inclusivity and our cultural norm of forming deep connections with our students.

Jasmine Bethel:

Mrs. Bethel plans to read novels for her personal enjoyment, including The Things We Never Say by Elizabeth Strout and Where the Wildflowers Grow by Terah Shelton Harris. For something focused on child development, she is reading Jonathan Haidt’s popular book about children growing up in a digital world, The Anxious Generation.

Katherine Buhler:

Two school-related books I plan to dig into this summer are Glen Whitman's Neuroteach and Modifying Your Thinking Classroom for Any Setting by Peter Liljedahl, which is a follow-up to our Math team's common read last summer (Building Thinking Classrooms in Mathematics). For a fun young adult read, I'm looking forward to The Hero Next Door, a short story compilation featuring acclaimed authors such as William Alexander, Linda Sue Park, and R.J. Palacio. I hope to pull a story or two to use in 7th-Grade Life Skills class next year.

Kato Nims:

In recent years, I have become increasingly interested in learning about how to design curriculum and learning experiences that meet the needs of all learners. This summer, I will be reading about neurodivergent learners to help grow my understanding and teaching skills. Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported is the book I've selected which promises to be both informative and practical in application. Additionally, I will be exploring my favorite picture book resource list, Social Justice Books, to find recommended picture books to read that highlight neurodiverse characters and experiences.

Allison Pera:

Summer is the ideal time to encourage curiosity, find joy, and reset our family rhythm. For my summer reading, I look forward to pairing the imaginative magic of the picture book The Wonder by Tom Percival with the practical wisdom of the parenting book Outdoor Kids in an Inside World by Steven Rinella. The Wonder reminds us that we can find joy in both grand adventures and long, boring car rides. Oudoor Kids in an Inside World suggests a shift in our perspective and surroundings to focus on our children’s physical and mental health. While values like kindness, curiosity, courage, and stewardship are timeless, using nature as a primary classroom offers a unique way to grow. It is a simple yet powerful commitment to trade modern distractions for the lasting lessons found in the great outdoors.

Ashley Shaefer:

A common refrain in my 7th and 8th grade classrooms, when my students approach summer reading, is, “Ugh, I hate reading!” Acknowledging that individual reading tastes are as unique as my students are, there is evidence from both recent educational scholarship and personal anecdotes collected over years of teaching that one reason students express disinterest in reading is that they are actually reading books that are too easy for them, and don’t offer them the reward that comes with inference-making or encountering thought-provoking characters and ideas. With this in mind, my summer reading will include several selections from the 2026 Alex Awards list: awards given annually to works of fiction with high literary value that are technically for adult audiences, but have special appeal to young adults. I’m starting with What Kind of Paradise by Janelle Brown, checking out new graphic novel called Insectopolis by Peter Kuper, and venturing into the realm of science fiction with Hole in the Sky by Daniel Wilson.

Jessica Sarnicola:

Parenting From the Inside Out by Daniel Siegel and Mary Hartzell. This book stands out from the crowd of parenting books because it really requires the reader to engage in deep personal and relational reflection. Authors guide the reader in examining how our own early childhood experiences shape who we become as parents while also reminding us that we have agency to recognize and adjust patterns that don’t align with the parent we would want to be for our own children. Reflective questions and exercises throughout the book provoke the reader to think deeply and foster meaningful change.

Jessica Stargell:

This summer, I’m diving into two books that tackle the core of the middle school experience: intellectual agency and social confidence. First, I’ll be reading Make Just One Change: Teach Students to Ask Their Own Questions by Dan Rothstein and Luz Santana. I’m excited to explore the Question Formulation Technique (QFT), a simple yet powerful framework that shifts students from passive recipients of information to active drivers of their own inquiry—a vital skill for the independent learners we strive to cultivate. Also, I’ll be perusing A Teen’s Workbook for Conquering Social Anxiety. Middle school is a pivotal time for navigating social dynamics, and my goal is to integrate these practical strategies for building self-esteem and managing fear directly into our Leadership class curriculum this coming year.

Megan Wright:

The summer is a great time for me to explore chapter books that would appeal to our Lower School students, either as read-alouds or independent book options. With May having been Asian American and Pacific Islander Heritage Month, I was naturally pulled toward books highlighting this perspective. I will be reading Karina Yan Glaser's The Nine Moons of Han Yu and Luli, a dual-timeline story set in 731 China and 1931 New York City, following children working to save their families' businesses. I will also dive into A Wish in the Dark by Christina Soontornvat, a fantasy story that explores oppression, justice, and the nuances of right and wrong. I am looking forward to leisurely visits to libraries and bookstores on the hunt for new and engaging picture books!

Class of 2026 High School Destinations

Tue, 19 May 2026 04:00:00 +0000

We are so proud of our Charlotte Preparatory School graduating class of 2026! These students have shown themselves time and time again as exceptional scholars, athletes, and artists. But more importantly, they model the values of our core pillars, and that is the lifelong mark of a Prep graduate that they will carry with them.

Each of our graduates is heading to an excellent high school that is best suited to their interests and talents, and we are very excited to see what they accomplish there and beyond!

This year, 97% of our graduating 8th graders were accepted into one or both of their top two choices for high school, and 15 students were accepted to every school they applied to!

We are also excited to see where our graduates from the class of 2022 matriculate for college! We are tracking those destinations here.

High School Destinations

Rose B.
Charlotte Christian School

Olivia B.
South Meck High School

Wesley B.
Charlotte Latin School

Ethan B.
Myers Park High School

Mila B.
Myers Park High School

Ayaan B.
Providence Day School

Jonah B.
Charlotte Latin School

Jack C.
Providence High School

Arvind D.
Providence Day School

Sophie D.
Charlotte Country Day School

Ben E.
Myers Park High School

Sabrina S.
Providence Day School

Annie J.
Charlotte Latin School

Kinzie K.
East Mecklenburg High School

Lucien L.
Charlotte Country Day School

Lael L.
Charlotte Latin School

Elle M.
Charlotte Catholic High School

Eloise M.
Charlotte Country Day School

Amos M.
Myers Park High School

Oliver M.
Charlotte Catholic High School

Olivia M.
Charlotte Catholic High School

Miraya P.
Providence Day School

Trey P.
Charlotte Latin School

Elyah P.
Charlotte Country Day School

Eva P.
Charlotte Latin School

Jonah R.
Myers Park High School

Lauren R.
Walnut Hill School for the Arts

Lincoln R.
Marvin Ridge High School

Alexandra R.
Charlotte Country Day School

Nicholas S.
Charlotte Latin School

Jillian S.
Myers Park High School

Hudson S.
Charlotte Latin School

Benjamin S.
Charlotte Latin School

Jonah S.
York Prep Academy

Brandon T.
Providence Day School

Lennon T.
Providence High School

Lauren V.
Charlotte Latin School

Gregory W.
Charlotte Latin School

Luke W.
Carolina Day School

Prep 8th Grader Accepted to Walnut Hill School for the Arts

Wed, 13 May 2026 04:00:00 +0000

It is the season of celebrations at Charlotte Prep, and the incredible journey of 8th grader Lauren R. is certainly worth celebrating. Lauren recently received news of her acceptance into the prestigious and highly competitive Walnut Hill School for the Arts for musical theater!

Charlotte Prep students are empowered to write their own stories and, after 8th grade, graduate to their best-fit high school. For some, that means finding an intensive environment that matches their specific passions.

We sat down with Lauren and her parents to discuss the audition process, the decision to pursue boarding school, and how her time at Prep laid the foundation for this exciting leap.

When did you first realize that musical theater was more than just an extracurricular activity for you?

The moment I knew that theater wasn’t just a hobby, but a passion, was when I stepped on stage for the first time as the queen in Charlotte Prep’s production of Once Upon a Mattress. I realized that if I could change even one person’s life by doing something I love, it would be enough. Since then, I have tried to share the gift I was lucky enough to find.

When did you know that Walnut Hill was the right high school for you?

I was very nervous during my first visit, but the second I got into the room, I felt safe, like this was a place where they truly wanted me to succeed. That feeling reminded me of my experience at Prep, and that made Walnut Hill feel like my home away from home.

What was the audition process like?

I was nervous because my family and I had worked so hard for this. I was the last to audition, but my nerves eased when they led me into the black box, because I always feel so at home in a theater. I sang "Not A Day Goes By" from Merrily We Roll Along, took a few notes from the director, and sang it again. By this point, the difficult part was over. I felt a strong connection with these people who were practically strangers because performing truly connects me with people.

What are you most excited about attending Walnut Hill?

I am so excited to stretch myself as an individual in a community of artists. I want to challenge myself and find my limits while learning more every day about the passion I've pursued for the past five years. Most importantly, I want to one day pass along everything I learn to the next generation.

How do you feel about the idea of living on campus?

I think it will be a huge adjustment, but an important life skill. It will teach me how to live on my own, do laundry, and clean dishes—but it also gives me the chance to learn to appreciate my schoolmates’ different perspectives. This school has students from all over the world, and the fact that I will be able to learn about their different cultures and opinions fascinates me.

How do you think your time at Prep helped prepare you for this?

The word “prepare” in Charlotte Preparatory School is an understatement. Prep has taught me so much about myself and the world. I have learned how to be independent but also part of a community, how to take risks, and how to be true to myself. I am so honored to be able to call myself a Prep alumna in less than a month.

Her Parents’ Perspective

For Lauren’s parents, the realization that boarding school was the right fit happened during a panel discussion at Prep’s boarding school fair last fall. As the speakers described the traits of a successful boarding student, every descriptor sounded exactly like Lauren. When Lauren turned to them with a knowing glance, they knew this was the right choice for their family.

They were excited by the opportunity to offer Lauren a different high school experience that matched her focused passions. Having watched her grow into an organized and responsible student during her middle school years at Prep, they felt confident she was ready to get the most out of an immersive environment—whether that be through Harkness classes at Phillips Exeter or equine training at an all-girls school like Foxcroft.

To other parents whose children have niche passions, they offer this encouragement:

"Boarding school can be an adventure for the passionate student who is ready for the challenge. It provides the opportunity to surround themselves with other focused, committed students. Iron sharpens iron. Don’t be intimidated by the higher tuition, as many schools have a commitment to accessibility and the resources to help families find an affordable option."

Congratulations, Lauren! We can't wait to see your name in lights.

Learn More About High School Placement

8th-Grade Ignite Presentations

Thu, 30 Apr 2026 04:00:00 +0000

Have you ever sat through a presentation that felt like it lasted a century? The Ignite movement seeks to end boring presentations forever, and in Charlotte Prep’s leadership class, 8th graders are learning to craft Ignite-inspired presentations of their own.

Started in Seattle in 2006, the Ignite movement has a simple mission: "Everyone speaks." It was developed to prove that public speaking can be high-energy, community-oriented, and—most importantly—not boring!

In a standard Ignite talk (the kind given by professionals and college students), the rules are strict: 20 slides, 15 seconds per slide, for a total of five minutes. The slides advance automatically, forcing the speaker to keep up with their own presentation.

To set our students up for success, I have adapted the format into what we call the Prep 5x30: five slides displayed for 30 seconds each. By giving students 30 seconds per slide, we provide a "Goldilocks" approach—fast enough to keep the energy high, but long enough for a student to recover if they lose their place.

It All Starts with Passion

Instead of a standard research project, students are given full creative control. They chose topics they are genuinely passionate about or something they’ve always wanted to know more about. This year, student presentations ranged from how to invest in the stock market to how to make lasting memories, from lucid dreams to black holes. By starting with a subject they love, the focus shifts from "remembering facts" to "sharing," which gets to the heart of effective communication.

Before any slides are created, students spend hours focusing deeply on their chosen topics. This isn't just "googling facts"; it is about becoming experts in something they are passionate about. This way, they develop a level of comfort that goes far beyond a script.

One of the most important lessons we emphasize is that these presentations are not meant to be memorized. Memorization often leads to a "robotic" delivery and the stress of remembering every word. Instead, we aim for a conversational style.

I consistently remind the students that only they will know if they forgot something. And because they become so familiar with their information, they are encouraged to simply "talk" to their audience. If the slide changes and they aren’t finished, they are empowered to pivot and keep the conversation moving, developing resilience and "on-your-feet" thinking.

Public speaking is one of the most vital skills for a leader. By mastering the Ignite format, our 8th graders are learning how to be concise, engaging, and brave. They aren't just giving a presentation; they are finding their unique voices.

Check Out Photos of this Year's Presentations

Learn More About Middle School at Prep

Hot off the Press: First-Grade News

Thu, 16 Apr 2026 04:00:00 +0000

In January, first graders in Mrs. Gilmartin’s and Mr. Stedman’s classes kicked off their annual newspaper project. With the newsrooms now up and running, their monthly editions will be written, printed, and delivered across campus through May.

Students learn that producing a monthly paper requires teamwork, and they share the workload by rotating through different jobs. The class votes on a campus staff member to feature, and one team of students interviews them. Another group takes on the role of researchers, diving into non-fiction topics. Finally, a dedicated delivery crew ensures the finished product reaches its readers. Because the roles rotate with every issue, every child gets a chance to interview, write, and distribute the paper before the end of the year.

Mrs. Gilmartin has organized this project for many years at the schools she’s taught, and the core lessons hold true. When students see their hard work published and printed, they learn that their effort serves a purpose and that their voices matter.

Our first-grade newspapers are child-directed, but the reach extends beyond their classrooms. The delivery crew hands out copies to teachers, administrators, and staff members across the school. The first graders especially love sharing their work with older students, who are always excited to receive the latest issue.

These young journalists have their own favorite parts of the process. Levi is looking forward to his upcoming turn on the delivery crew and has actively been asking classmates who have already delivered the paper for their best tips.

Another student perfectly summarized what makes the newspaper project a treasured memory: “It's fun to interview and write about a person, then get to deliver the paper to them! We get to see the middle school students and the different school offices on our route.”

Testing at Charlotte Prep

Thu, 09 Apr 2026 04:00:00 +0000

When people hear “standardized testing,” a certain image may come to mind. A large, vacuous gym with dozens of long tables set up. Pencils tapping on tables, TI-83 calculators in hand, and a couple hundred students sweating over a test that feels incredibly high stakes.

But testing at Charlotte Prep looks very different...

In our classrooms, we do not “teach to the test” or hang the threat of end-of-grade exams over students’ heads as motivation to participate in learning. Engagement and participation are driven by relationships, meaningful learning experiences, and students’ interests, strengths, and curiosity.

Understanding is assessed continuously through informal checks and a variety of measures. Our small classes allow teachers to truly know their students and understand where they are academically.

Standardized testing has its place, however. As part of our strategic plan, we’ve been evaluating how we use testing and gather data to better measure student progress and assess our curriculum.

Below, we hope to clarify what standardized testing is, what it is not, and how we use it to support both students and families.

Testing at Prep

Grade	Test	Provider
Grades 3-6	CTP-5 (Comprehensive Testing Program, Fifth Edition)	ERB (Education Records Bureau)
Grade 7	Independent School Entrance Exam (ISEE) For Practice	ERB (Education Records Bureau)
Grade 8	Independent School Entrance Exam (ISEE) For High School Placement	ERB (Education Records Bureau)
Grade 8	National Spanish Exam	ATSP (American Association of Teachers of Spanish and Portuguese)
Grade 8	CTP-5 Algebra Sub-Test (For students in Geometry or Algebra only)	ERB (Education Records Bureau)
Grade 8	Core Class Final Exams	Charlotte Preparatory School

What Standardized Testing Is at Charlotte Prep

A snapshot – not the full picture

We see these metrics as one snapshot of student learning—not the full picture. We believe in teaching the whole child, so classroom performance, projects, discussions, and teacher observations all remain essential parts of understanding a child’s learning and serve as the foundation of our academic program.

A tool for reflection and growth

For schools, these assessments offer valuable data. Because we use outside testing organizations, they provide an external perspective on how our students perform collectively and how our curriculum is serving them. Over time, this helps us refine our program, celebrate strengths, and identify areas for growth.

Preparation for future test-taking

Like it or not, standardized testing is a part of our education system, and our students will continue to encounter these tests throughout their academic careers. Exposure to this style of online, multiple-choice test format in a low-stakes environment will better prepare them for taking them in high school and beyond, when they might carry more weight.

What Standardized Testing Is Not at Charlotte Prep

Not the sole indicator of learning

Standardized tests are just one of many tools we use. Teachers rely far more on daily assessments, classwork, and interactions to understand how students are learning and where they need support.

Not a driver of our teaching

Instead of teaching to the test, we focus on building deep understanding, critical thinking, and problem-solving skills. When those are in place, students can transfer their learning to a variety of contexts, including standardized testing.

Not a perfect system

It’s important to acknowledge that standardized tests have limitations. Factors like test anxiety, differences in formats (even with preparation), or even a bad day can affect performance. That’s why we interpret results carefully and always in context.

How to Prepare

We use standardized testing primarily as an internal tool to support our students. It provides one data point to help inform families, guide instruction, and evaluate our curriculum. Over time, we look for trends that help us refine our academic program. At Charlotte Prep, testing is not high stakes – nothing like that sterile gym you might remember. There’s no cause for sweat!

Look out for reminders from teachers and through school communications. For 3rd-6th-grade CTP ERB testing, students need to bring a charged computer and a book each day.
Take care of basic needs! Students will benefit from a good night’s sleep, a hearty breakfast, and a healthy snack on test days.
Keep the experience in perspective. Remind your child this is just one snapshot of their skills—not a measure of their overall progress or understanding. Encourage them to see it as a challenge rather than something to fear, and help them understand that the experience itself can be a valuable opportunity to learn.

Cultivating Your Child’s Inner Voice

Fri, 13 Mar 2026 04:00:00 +0000

The Power of Parents’ Words

As parents, we are the primary architects of our children’s internal landscapes. While we do not create their inner dialogue entirely, we are the most significant contributors to how they speak to themselves. And while children may forget our exact words, they vividly remember the feelings those words evoke. Even when a child seems unaffected on the surface, our language is shaping their perception and memory in ways that can be helpful or harmful for years to come.

Before reacting, it is helpful to identify your own triggers. Are you responding out of fatigue, fear, or simple familiarity with a negative pattern? Ask yourself:

Am I correcting or criticizing?
Am I teaching or shaming?
Would I say this to a friend?

When making a correction, we should speak to behavior and not identity. Labeling a child creates identity statements that tend to stick. Instead, naming a specific emotion or behavior—such as saying, “the way you spoke to that adult was not respectful”—allows the child to see the situation as temporary and changeable rather than a fixed character flaw.

To help your child through challenges, consider replacing criticism with growth-oriented language:

Instead of focusing on failure, try: “You’re still learning. What could be different next time?”
When boundaries are crossed: “That choice wasn’t okay.”
When they are overwhelmed: “You’re upset. I’m here if you want me to help you calm down.”

If you catch yourself mid-sentence using hurtful words, be willing to stop and "reverse course" immediately. It is perfectly okay to say, “That’s not right. I want to start that again”.

The Art of the Repair

We all have those regrettable moments when we hurt our children’s feelings. However, repair is not about erasing the mistake; it is an intentional opportunity to adjust your words and reshape their experience.

Effective repair involves four key steps:

Acknowledgment: Do not wait and hope the moment is forgotten.
Impact: Ask how they were affected by what you said.
Adjustment: Talk about what you would do differently next time.
Reconnection: Forgive yourself and reconnect over something positive.

Find Moments for Meaningful Pride

Even when expressing pride, intentionality matters. Keep your praise proportional to the achievement and check in with how the child feels about their own success. Sometimes, a simple sticky note can be more impactful than a spoken word. Most importantly, show pride when they encounter and navigate obstacles, not just when they achieve a positive outcome.

The power of our words does not end the moment they are spoken. We always have the opportunity to shape the experience that follows and, in doing so, help our children build a resilient and kind inner voice.

Second Graders Host an Outside-the-Box Lesson in Black History

Thu, 19 Feb 2026 05:00:00 +0000

February 12 was a memorable day for our second graders. These students honored African American writers, innovators, and “firsts” by hosting the seventh annual Lunch & Learn. Second graders graciously served lunch to Charlotte businesspeople, community leaders, and friends of the school, along with sides of information about the lives of more than 40 remarkable African Americans.

Each student spent weeks researching the contributions of an African American trailblazer and decorating a lunchbox with facts and photos from that person’s life. These lunchboxes were inspired by the “shoebox lunches” many African Americans ate while taking trips in the south during segregation, when they would not have been allowed to eat in restaurants along the way.

Guests included Mint Museum Coordinator of Community Programs Kurma Murrain, Charlotte-Mecklenburg Librarian Erin Holmes, and even the Poet Laureate of Charlotte, Jay Ward. Middle school student ambassadors gave school tours to our guests when they arrived, highlighting the Black History Month projects on display from our other classes.

Our guests then proceeded to the second-grade classrooms to meet their “waiters,” who introduced their historical figures and elaborated on their lives and accomplishments while serving them lunch. The visitors got to dive into their boxes for a delicious meal prepared by our own Chef David Stowe.

Brooks shares that Muhammad Ali would encourage us to get back up if we get knocked down.

After lunch, each student took a turn on the microphone to share inspiring messages from the African Americans they researched for a truly memorable sendoff. One attendee shared: “I learned so much about Bessie Coleman, and it wasn't through a Google search—it was through the thoughtful research by a student who was inspired by this remarkable individual and wanted to share what she learned with me. The thoughtful planning and hard work every student puts into their research and creating their boxes is extraordinary.”

Students celebrating their hard work after the event.

A special thank you is owed to the second-grade teaching team—Devon Wilson, Kato Nims, Mark Little, and Samantha Dreyer—and to Director of Equity, Belonging, & Engagement Danielle S. Ferguson and Chef David Stowe for assisting with this enriching event.

Enjoy More Photos of the Event

Learn More about DEIB at Prep

Health Reminders and Illness Prevention

Tue, 17 Feb 2026 05:00:00 +0000

As we move through the cold and flu season, the health and well-being of our school community remains a priority. The information below is shared as a general reminder to help families recognize symptoms, understand school health guidelines, and stay informed about seasonal illness, including the flu and measles.

Influenza

Flu is a contagious respiratory illness caused by influenza viruses. It spreads easily through coughs, sneezes, and close contact.

Common symptoms include:

Fever or chills
Cough and sore throat
Runny or stuffy nose
Body aches and headaches
Fatigue
Sometimes vomiting or diarrhea (more common in children)

Prevention tips:

Annual flu vaccination (recommended for everyone 6 months and older)
Frequent handwashing with soap and water
Covering coughs and sneezes
Staying home when sick- at least 24 hours after fever is gone without medication- except when seeking medical care.

Measles

Measles is a highly contagious viral illness. Symptoms typically appear 7-14 days after exposure. It spreads through the air when an infected person coughs or sneezes and can linger in the air for up to two hours.

Early symptoms include:

High fever
Cough
Runny nose
Red, watery eyes
A red rash usually develops several days after initial symptoms and often begins on the face before spreading downward
It is important to note that by the time symptoms appear, exposure to others has already occurred

Measles can lead to serious complications, especially in young children.

Prevention:

The MMR (Measles, Mumps, and Rubella) vaccine is highly effective (97% after two doses; 93% after one)
Covering coughs and sneezes
Staying home when ill or when symptoms are consistent with measles

What Families Should Do:

Review your child’s immunization records
If symptoms consistent with measles develop, please keep your child home, contact a healthcare provider, and notify the school immediately
If your child is exposed to measles outside of our community, please contact the school as soon as possible

Exposure and Quarantine Guidance:

In the event of a confirmed measles exposure at Charlotte Preparatory School, guidance will be provided by the Mecklenburg County Health Department. The community will be notified and individuals directly affected by the exposure will receive further instructions.

**Please note that if an unvaccinated individual is exposed, the Health Department requires a 21-day quarantine from the date of the last exposure. During this time, the individual will not be permitted to attend school.

Health Policy Reminder

To help protect the health of our school community, please be mindful of the following:

Please keep your child home if they:

Have a fever of 100.4°F or higher
Are vomiting or have diarrhea
Have a new unexplained rash
Are not feeling well enough to participate in school activities

Your child may return to school when:

Free from fever, vomiting and diarrhea for at least 24 hours without the use of medication
Symptoms improved or resolved
Appetite back to their baseline
Able to participate normally in school activities

Working Together to Keep Our School Healthy

We encourage all families to:

Ensure vaccinations are up to date
Reinforce good hand hygiene at home
Monitor children for symptoms
Seek medical advice if symptoms develop
Notify school office if your child is diagnosed with a contagious illness so that we can monitor cases appropriately
Pick ill student up within one hour of the school’s request

Thank you for helping us maintain a safe and healthy learning environment for all students.

Brandon's Prep Story

Thu, 12 Feb 2026 05:00:00 +0000

My name is Brandon, and I’m an eighth-grade lifer here at Charlotte Prep. I’ve been a student here for ten years, which makes Charlotte Prep not only a place where I've learned but also where I’ve grown up. At Prep, I’ve had the unique opportunity to grow alongside my classmates and mature academically, personally, and in character. What I’ve experienced is a school that intentionally helps us become confident learners, strong individuals, and caring members of a community.

Because Charlotte Prep is a small school, the teachers get to know all of us not just by name, but by our personalities, strengths, and challenges. This creates an environment where we feel seen, supported, and valued.

At Charlotte Prep, growth happens in several ways. Even as small children, we begin to learn how to accept and embrace our cultural differences. We learn to be curious and are taught that our diverse backgrounds are something to be proud of. For example, throughout early and lower school, family members came into our classrooms to teach us about the holidays they celebrate.

We carry this openness with us as we grow. When we feel comfortable being ourselves, we are more willing to participate and take academic risks. As we move through the grades, expectations increase, critical thinking deepens, and we learn how to manage responsibility and independence. We also develop character and life skills, like our four pillars of respect, integrity, perseverance, and courage, as well as other crucial skills such as responsibility, leadership, and cooperation.

As we get older, we are given more opportunities to take on leadership roles, participate in enrichment activities, and become more involved in the school community. A notable example of this is the BUDEE mentorship program at Charlotte Prep that connects students across divisions. I was surprised to learn my BUDEE shared similar interests with me, and I deeply enjoy participating in activities with and serving as a role model for him. Now, several years later, it always brightens my day when I see him in the hallway.

In middle school the academic environment is more rigorous, but the close relationships with teachers continue. In fifth grade, if I was having a hard time or a bad day, Mrs. McGovern would invite me to join her for lunch. I felt free to talk about my feelings, and I always felt better after my time with her.

The teachers at Prep care about us and what we need to become the best version of ourselves. They learn about our strengths and our interests and adapt how they teach, making sure each student is challenged, supported, and encouraged to grow. For example, I am a history enthusiast and love reading about geopolitics and foreign relations. Because of my deep interest and dedication to the subject, mentorship from Mr. Kennard, our middle school social studies teacher, has given me many wonderful opportunities for leadership as well as character and academic growth. Thanks to Mr. Kennard, I have participated in numerous leadership activities and committees and have had several special opportunities, like moderating and acting as chair for beginner committees in Model United Nations.

This year, Mrs. Stargell and Mr. Kennard recommended that I take part in Harvard's Future Changemakers program. This is a global leadership program led by current Harvard students, designed to equip younger generations with the skills to create a positive impact in the world. Because of my experiences at Prep, I was able to think critically, contribute confidently to discussions, and connect with peers my age from around the world to find solutions to problems in our communities.

To conclude, Charlotte Prep is a place where we as students are truly known, supported, and challenged to grow. Through a strong sense of belonging, meaningful relationships with teachers, and a community that values each student as an individual, Charlotte Prep creates an environment where we can feel confident to learn and develop into our best selves. As I prepare to graduate, I feel academically ready, equipped with life skills, confidence, and a strong sense of purpose.

Learn More About Middle School at Prep