During the opening weeks of school, Upper School Principal Rachel Stone asked herself: “What’s the vibe on campus?” Her early conclusion? “Really, really, really positive.”

Stone explained that this conclusion is based on her observations as she engages with students in Forbes or attends SAA events. She said, “being present in spaces with kids helps me learn names and stories. It’s less about catching kids doing wrong. I think it’s more to capture the moments of community.”

Returning for year two, she has come armed with a year’s worth of observations and a renewed sense of energy. “I was on medical leave this spring, and I had a strange year not knowing what was wrong with me,” she explained. “Having that resolved and starting the year feeling like myself again, I’m really getting to know Milton with a fresh perspective.”

While she had entered last year with expectations of a rigorous academic environment and of ambitious students, Stone now knows the student body as a far more complex community. “What I learned last year,” she noted, “is that Milton students are everything. They’re funny and they’re talented and they’re teenagers and they’re interesting…It was so reassuring because I've spent thirty years working with teenagers, and at the end of the day, across all three schools, kids are kids.”

However, because of her positive impression of the student body, she “was surprised at how many times we had to talk about academic integrity,” which Stone identified as a main challenge that Milton had to face last year, as several incidents led to Discipline Committee hearings. While she assumed Milton students would stay away from AI, she found a pattern of what she noted as “cultural norming” around unauthorized AI use on school work—an issue that Milton continues to grapple with in the new school year.

“There are a number of places where the [Upper School] is discussing AI right now, including an AI working group (Mr. Hales), an AI philosophy in process (Dr. Callen), and a terrific opening speaker for all K-12 employees (Eric Hudson),” she wrote in a statement.

This challenge is not the only one that Milton will face, as three important members of the school leadership left during the summer, including the Interim International Student Services Program Manager Hans Zhou, former Program Manager Tasha Otenti, and Dean of Students José Ruiz.

Following one year of sabbatical leave, Otenti decided to continue her graduate studies. Zuhra Abhar-Persson was then recruited as the new International Student Program Manager by Upper School Director of Equity and Inclusion Melissa Lawlor.

Lawlor vetted the pool of candidates and brought them on campus for interviews, which also included interviews with International Student Club Board members. Persson took the role on August 1.

“I think students found Ms. Persson to be a really remarkable addition, especially during the [International Student Family Welcome] transition,” Stone shared.

As for Dean of Students Ruiz, according to Stone’s email announcing his decision on August 21, two weeks before the start of school, Ruiz made “a personal decision to depart Milton, effective immediately.”

While there is no set plan yet, Stone said in a written statement that the administration will have “a process in place” by September 22. She commented that for the first few weeks, her main priority was welcoming students, but she is “fully immersed in a process with [her] administrative team to determine what we need most in the Office of Student Life this year in order to cover that base (e.g., an interim dean of students).”

Currently, members of the administrative team are handling the usual duties of the Dean of Students.

“Everyone is pitching in and taking on some extra responsibilities here and there. We are also fortunate to be welcoming Dr. Melissa Nass on October 1; historically, the health center director reported to the dean of students, but Dr. Nass will report to me, which covers one large base.”

Stone acknowledged that leadership changes may be difficult for a community, but she also sees them as moments to reexamine structures and plans to better serve students. “Transitions are part of running a community this big,” she said. “It’s all very healthy and normal.”

Stone maintained that these shifts will not affect her commitment to making 2025–2026 a successful year. Looking ahead, she believes that if students experience social and academic growth during their time at Milton and, “most importantly of all, [if students are] excited to come back for the next year,” she would consider the year a success. Stone concluded: “It's pretty simple.”