Student Life at The Hatch School
Activities & Clubs
Activities & Clubs
Action & Activism
Action & Activism
A robust athletics program is an important means of strengthening school communities. As a small school, HATCH won't be able to offer a wide selection of sports each season at first, but will commit to investing in the program as the school grows.
HATCH teams will operate on a no-cut policy, practices will happen during the school day in the elective block, and participation in a season of athletics provides one Physical Education credit.
For 2023-24, The Hatch School is exploring several options for athletics, including partnerships with nearby schools to allow HATCH students to play on teams fielded collaboratively and fielding HATCH home teams in sports that are compatible with small team size (such as cross country).
Students who are committed to a sport outside of those offered at The Hatch School are eligible to play for their local high school team. Furthermore, student participation in outside sports is supported through flexible scheduling and awarded credit through independent PE coursework.
At HATCH we recognize that lots of learning happens outside of class. From organizing a team event to leading a group of students interested in rocketry, clubs and activities provide opportunities to grow and build community. That’s why we’ve set aside time each week for students to create and attend clubs driven by their own unique interests. From debate to knitting to robotics and whatever else you can dream up, get a group of like-minded folks together, and we’ll help you make your vision a reality.
In order to live the HATCH vision to Change the Game, Not The Girl, students must be given opportunities to practice advocating in their communities for needed change.
Each HATCH student joins an activism team each year; these activism teams are in lieu of the community service requirement most high schools have. Instead of completing a fixed number of hours regardless of the impact of their service, activism teams focus on working collectively to effect real change.
Each team works together to identify an issue facing their community, seek out the voices of those most affected by the issue to hear about their lived experience, identify goals, brainstorm how best to leverage their collective power towards meeting those objectives, then engage in meaningful and effective service to their community.
Each HATCH student is assigned a personal advisor among the faculty on the 9th grade teaching team. Each 9th grade advisor supports a group of 6-8 students through the transition to high school, creates opportunities for students to connect, coaches students through challenging interpersonal or academic situations, and teaches strategies for managing commitments to school, activities, friendships, family, and self.
At the end of 9th grade, students choose to join an advisory where they will remain until graduation. Each advisory is helmed by a faculty or staff member, includes around a dozen 10th-12th grade students, and each has its own personality, traditions, and activities. The advisor of the group continues to support students in working towards their academic and personal goals.
Advisors also serve as the primary contact point between families and school, and help to develop strong family connections with The Hatch School.
The students at The Hatch School each arrive on campus with their own unique array of identities and experiences. Most of the program at HATCH is designed to embrace the benefits of learning within a diverse community. However, it's equally important to make room for students to retreat to the comfort of spaces in which all present share similar experiences and cultural norms. At HATCH, allocating time for affinity groups to consistently gather is a scheduling priority.
The experiences and needs of HATCH students guide which affinity groups are formed and how they spend their time together. Some groups may choose to focus on developing community within the group; others may focus on advocating for the unique needs of those with their shared experience in the school as a whole.
Affinity spaces could include those in which students share similar racial or ethnic identities, similar genders or sexualities; similar experiences of disability, similar family compositions, and more.