This article is part of Northwood School’s Peak Pathways Program—a year-long, student-driven independent study that empowers students to explore topics they are passionate about in depth. Through research, creativity, and real-world application, students take ownership of their learning and produce meaningful work that extends beyond the classroom.
Many Peak Pathways projects culminate during Publication Week, when students share their work with authentic audiences. By publishing in The Mirror, these students contribute to a broader conversation, offering original perspectives, insights, and creative expression to the Northwood community and beyond.
Owen MacLean ’26. Photo by Mr. Michael Aldridge.
Working with young children can be both challenging and deeply rewarding; a lesson I came to understand through my Peak Pathways placement at St. Agnes School. My interest in elementary education began last spring after volunteering at St. Agnes School and receiving positive feedback from teachers about my ability to connect with young children. Those experiences encouraged me to explore teaching further. Over this school year, I have volunteered as a teacher’s assistant in the kindergarten and Grade 1 classrooms. I gained valuable insights into early childhood education and cognitive development, and developed my skills in patience and adaptability to support these young students.
My Peak Pathways research focused on the differences in cognitive ability between girls and boys of the same age, particularly in reading and spelling. This topic stood out to me early on, as I quickly noticed significant differences in students’ learning abilities. Some children were confident readers, while others struggled with basic words and letter sounds.
Students at St. Agnes School, Lake Placid NY, autumn 2022. Photo by Nancie Battaglia
One of my key observations aligned with existing research on this topic, which found that many girls in the classroom demonstrated stronger reading and writing skills than the boys. Girls often show greater comprehension and confidence with more challenging texts, while boys sometimes struggle with simpler material. Studies suggest this gap may be influenced by learning styles, behavioral expectations, and even neurological differences, and it tends to become more pronounced as students progress further in school. Seeing this pattern emerge as early as kindergarten made me realize just how important early intervention and inclusive teaching strategies are.
Beyond academic observations, the biggest lessons I learned were about teaching itself. Patience quickly became the most important skill I developed. Not every child learns the same way, at the same pace, or with the same supports. Some students required extra help with reading and spelling, while others needed behavioral or communication support. Adapting to these needs taught me that effective teaching is about meeting the child’s needs.
Communication was another major skill I improved on this year. For example, if a student needed my help while I was already assisting someone else, we worked on clearly communicating expectations. I learned how to reassure them that I would help them shortly while still supporting another student. These small interactions made a big difference in maintaining trust in the classroom.
I also gained experience supporting children who needed additional learning supports, whether that meant breaking tasks into smaller steps, reading one-on-one, or offering encouragement when frustration set in. I spent a large portion of my time helping students build confidence in their reading and spelling skills, which allowed me to watch their progress throughout the year.
As a result of my Peak Pathways project, I have applied to the Concurrent Education program at Queen’s University in Canada. I am proud to share that I was accepted into the Elementary French Immersion stream. This was not a post-secondary program that I had ever investigated before I had this opportunity to work in the classroom at St. Agnes School.
My Peak Pathways experience showed me that teaching is not just about getting through the curriculum; it’s about understanding students as individuals, adapting to their needs, and helping them believe in their own abilities from an early age.
