Finding Balance in the Upper School

As students begin a new school year, we’re revisiting a feature originally published in the July issue of PolyDays magazine, which was delivered to mailboxes this summer. The article explores what “balance” can look like in the Upper School—not as a pursuit of doing everything, but as the thoughtful process of choosing what matters, making time for the things that bring you joy, and learning when to step back. As you settle into a new year, we hope their perspectives offer a little inspiration—and a reminder that there is no single path to making the most of your Poly experience.

Alejandro Kohn Rabassa ’26 moved through a busy spring day with purpose. Classes began at 8:30 a.m. By 3:30 p.m., he was in the weight room lifting with the Varsity Baseball team. Soon after, his cleats were dirty as he ran drills with the same teammates he sat beside in class. Practice ended at 5:45 p.m., and within minutes, he crossed the street, trading his glove for a blazer and shifting mental gears from athletics to argumentation, sparring over whether professional basketball teams should be owned by local communities or private investors. For Alejandro, this kind of scheduling is not unusual. It is what a day looks like for Poly students balancing rigorous academics, cocurricular commitments, and the pursuits that bring them joy beyond campus.

The word “balance” comes up often when students and educators describe life in the Upper School. It does not mean doing everything or striving for perfection in every domain. Instead, it means making thoughtful choices and learning to manage time and energy. “When you take a step back and don’t jump at every opportunity, but think ‘Who am I, what fulfills me, and where do I hope to go in the next four years,’ then you can really start to prioritize activities, seek out positions that resonate with you, and discover more about love along the way,” Alejandro said.

Upper School Dean of Students Jen Cardillo explains that balance is not something students are expected to figure out alone. “The balance piece is so important,” she said. “What we really try to do at the Upper School is make sure that there’s a cadre of adults surrounding each of our kids so that they can find a place to connect if they just need to do some processing and planning.” Teachers, coaches, learning specialists, and deans form a network designed to help students navigate busy weeks or challenging seasons. Advisors meet with students for quick check-ins or deeper conversations as needed. The goal, Jen states, is to ensure that every student knows there is someone ready to support them.

This system matters because Poly students often pursue interests that extend far beyond a single classroom or team. Alejandro is captain of both the Varsity Baseball and debate teams, a leader of Latines Unides, and founder of Poly Pitch Lab, a community engagement club that partners with the Boys & Girls Club. In his spare time, he trains for baseball and designs streetwear. For him, the key to sustaining that pace is passion. “I wasn’t trying to do all of this stuff for my college resume or out of any obligation,” he said. “It was really because I have had a passion for the activity.”

For Mariana Gomez ’26, balance begins with a simple mantra that she has heard from coaches and family members for years. “As a student-athlete, being a student comes first,” she said. At a school where coursework is challenging and curiosity is encouraged, she believes a guiding principle is essential. She has earned multiple league MVP honors in soccer, competes on a nationally ranked youth soccer club team, the Guam Women’s National Team, and the U.S. Youth National Team, and still finds time to play for Poly’s varsity teams. “The best part of my entire Poly experience has been playing for the girls soccer team,” Mariana shared. “Yes, we work hard, but it’s just such a fun group of people.”

Maintaining her involvement requires communication and self-awareness. In addition to her athletic pursuits, she is the co-founder of Club Mudd, a service organization that teaches under-resourced students about ceramics, which she also brought to South Africa through PolyGlobal; a leader of the Women’s Service League; and a cabinet member of ASB. Mariana stresses the importance of letting teachers and coaches know what is happening in your schedule. At a place where many students juggle multiple responsibilities, adults understand that conflicts arise. “You just have to love what you’re doing and have to be interested in it for it all to be worth it,” she explained. “If you’re juggling all these things and you don’t love it, it’s just not going to be sustainable.”

Jen observes that many students are highly engaged and energized because their activities are meaningful. “Our students are often really busy with things that they really care about and are looking forward to,” she said. “These commitments are additive rather than draining.”

Jujube H. ’27 believes planning ahead is the foundation of sustainability. Some days her schedule includes classes, planning meetings, performing arts activities, and evening academic teams. Other days are lighter. The difference, she says, comes down to preparation. At the start of each week, she studies her calendar and maps out when work will get done. “I really have to look at my week the weekend before and see what’s going to be happening,” she explained. If she knows one day will be packed, she completes assignments early to compensate. That foresight allows her to participate widely without feeling stretched too thin.

Jujube is involved with the Junior Class Cabinet, Ambassador Council, vocal ensemble, Varsity Dance Team, and Moot Court, and is an editor of the school newspaper, The Paw Print. With Poly faculty support, she’s tested out of the Upper School’s math curriculum and is taking Number Theory and Multivariable Calculus online. She also credits the school’s schedule structure for making those unconventional learning opportunities possible. Built-in club time during the day lets students meet, collaborate, or check in with teachers. Study halls provide space for homework or rest. The rotating class schedules add variety and allow students to prioritize assignments based on which courses meet the next day. “Not having every class every day is really helpful for time management,” Jujube said. It gives her flexibility to plan strategically instead of reacting.

Just as important as logistics is mindset. Jujube encourages classmates to experiment with different activities and not stay committed to something that does not feel right. “There’s this idea that you have to do a lot of stuff, and I don’t think that’s true. I think that you should try a lot of things, because that’s what high school is for. But if you determine you don’t like something, don’t stick with it. Find what you love.”

That philosophy reflects a broader institutional approach championed by Upper School Director José Melgoza. “The Upper School likes to put the Poly in Polytechnic,” he said. “There are so many opportunities for students to dabble in and explore. We want students to try different things because you never know what you’ll excel at. The student they come in as a ninth-grader is not the student they are going to be when they leave in 12th grade.”

That spirit of exploration is visible across campus. Morning meetings highlight student initiatives. Bulletin announcements list pages of activities. Research programs, arts offerings, athletic teams, and service projects invite participation. Jen describes the meetings as a world of opportunities brought directly to students rather than something they must search for on their own. Exposure to many possibilities increases the likelihood that each student will find a niche that resonates with them.

Alejandro often thinks about a message shared by Upper School Spanish Teacher and 11th Grade Coordinator Cynthia Garcia-Macedonio: “Movement is only progress if it is in the right direction.” The phrase stuck with him and even became a line his debate team sometimes uses in competition. It reminds him that stacking activities without purpose does not lead to growth. What matters is whether those activities help you understand yourself better.

For José, Commencement is when the years of effort and exploration come into focus for each student. He says one of his favorite moments each year is handing diplomas to seniors and recalling a specific moment when each student thrived. “It’s never the same path,” he reflected. “It’s this kaleidoscope of different things that they each have done.” When students become comfortable being themselves and contributing in ways that feel authentic, they discover their own definition of balance.

José sees beyond transcripts and résumés. He sees young people who have learned how to manage their time, pursue their passions, and support one another through demanding seasons. As each graduate crosses the stage, he holds on to a personal snapshot of that student at their best. “I hope the message students receive is that they all have the capacity to achieve, and to have the trust and the faith in the school and their teachers—that everyone has their best interests in mind, and wants to give them the opportunity to shine.”