I would not quit my job because somebody is mean. Seriously? People are mean to others because they are allowed to be mean, so they are.

Anonymous wrote:Imagine if you had to work in a similar environment every day, or if a friend did. Wouldn't you look for a new workplace or encourage your friend to do so? If the workplace was really toxic, you might even consider quitting immediately and then finding the next job over the summer. Re schools it feels like walking off a plank (and it kinda is), but when it's a job it's totally understandable to look for a better, healthier fit.

Any independent school in the area, with openings, will be happy to hear from you now. Don't rule out anything, just go visit and ask lots of questions; most likely students will lead the tours and you'll be able to visit without other prospective families. If you visit and don't like the schools you'll feel better about staying.

Bullis, Burke, Field, SAES, SSFS, WIS... everyone, what other MS/HS schools could be on this list?

Anonymous wrote:Leave. Our kid was in a private in middle school and we saw a major change in behavior, self confidence, outlook due to mean kid bullying. We moved our child to a different school (another private) and the change is night and day. Our child is back to being the happy, confident, sweet kid they were before the bad class/bad situation/ Wish we had pulled the plug sooner.

Anonymous wrote:We thought a lot about moving but didn't have a lot of choices. We live in DC and the publics are pretty terrible. So, kid stuck with the mean girl situation.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!

Why is it up to you to decide what topics are "too mature" for other kids? Parent your own child and stop judging other kids. What is it exactly you are trying to get the divisional head to do? Have you ever considered that the problem could be your child and not everyone else's kid? We have a parent in my DD's class who thinks everyone else is the problem instead of realizing her DD is the one with social problems.

This is an example of how mean girls are spawned. They are made by big mean girls.

PP has a good point. How does she even know what the girls are interested in?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!

Why is it up to you to decide what topics are "too mature" for other kids? Parent your own child and stop judging other kids. What is it exactly you are trying to get the divisional head to do? Have you ever considered that the problem could be your child and not everyone else's kid? We have a parent in my DD's class who thinks everyone else is the problem instead of realizing her DD is the one with social problems.

This is an example of how mean girls are spawned. They are made by big mean girls.

Anonymous wrote:

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!

Why is it up to you to decide what topics are "too mature" for other kids? Parent your own child and stop judging other kids. What is it exactly you are trying to get the divisional head to do? Have you ever considered that the problem could be your child and not everyone else's kid? We have a parent in my DD's class who thinks everyone else is the problem instead of realizing her DD is the one with social problems.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!

Why is it up to you to decide what topics are "too mature" for other kids? Parent your own child and stop judging other kids. What is it exactly you are trying to get the divisional head to do? Have you ever considered that the problem could be your child and not everyone else's kid? We have a parent in my DD's class who thinks everyone else is the problem instead of realizing her DD is the one with social problems.

This is an example of how mean girls are spawned. They are made by big mean girls.

Anonymous wrote:

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!

Why is it up to you to decide what topics are "too mature" for other kids? Parent your own child and stop judging other kids. What is it exactly you are trying to get the divisional head to do? Have you ever considered that the problem could be your child and not everyone else's kid? We have a parent in my DD's class who thinks everyone else is the problem instead of realizing her DD is the one with social problems.

Anonymous wrote:We are also considering a move for our DD. Definitely a significant amount of relational aggression in the grade and a divisional head who doesn’t want to deal with it. The “popular” girls are interested in topics more advanced than they should be for their age, etc

Can PPs who made a move successfully share process insights? The fear of the unknown is always hard. (DD has an older sibling who is happy at the school but the class dynamics and parent group are much better.)

I’m comfortable scoping out and assessing the academic part, but what did you do to figure out social dynamics and administrative / counselor strengths, school culture, etc?

Thanks in advance!