Latest news with #girls
Yahoo
3 days ago
- General
- Yahoo
Pace Center for Girls marks milestone with 40th graduation ceremony
Pace Center for Girls proudly marked the achievement of its 40th graduating class, representing a significant milestone. Seventeen girls walked across the stage. >>> STREAM ACTION NEWS JAX LIVE <<< Everyone at Pace calls graduation day the happiest day of their life, and every graduate emerges with a sense of purpose and possibility, said Pace Center for Girls. This year's valedictorian, Marlee, spoke about her story and how she rose above adversity. [DOWNLOAD: Free Action News Jax app for alerts as news breaks] She wraps up her speech by encouraging fellow graduates to take charge of their futures and recognize the greatness within themselves. [SIGN UP: Action News Jax Daily Headlines Newsletter] Click here to download the free Action News Jax news and weather apps, click here to download the Action News Jax Now app for your smart TV and click here to stream Action News Jax live.
Daily Mail
3 days ago
- General
- Daily Mail
Secrets of the picture perfect graduation ceremony at elite $33K-a-year private school
At an elite $33K-a-year private school in Texas, the girls' graduation is far more than just a ceremony - it's a century-old tradition that's picture-perfect. With graduation season in full swing across America, students are no strangers to embracing cherished traditions and festivities alongside friends, savoring their final moments together before embarking on the next chapter of their lives. The highly anticipated milestone is brought to light through vibrant school-colored confetti, over-the-top decorations and after-parties. Each year, the countless celebrations flood social media with snapshots of proud graduates, beaming families and campuses transformed into scenes of bittersweet endings and exciting new beginnings. But in Dallas, no commencement photos turn heads quite like those from The Hockaday School in Dallas - proving year after year that they just might have the internet beat. At this prestigious, all-girls college-preparatory school, graduation tradition isn't just upheld, it's elevated into an art form featuring a breathtaking blend of elegance. Earlier this month, the school celebrated its 111th Commencement, where 124 girls crossed the iconic Ashley H. Priddy Commencement Terrace to receive their diplomas in a ceremony as graceful as it is grand. One of the most distinctive and enchanting features of the ceremony is the graduates' attire - flowing white dresses paired with wide-brimmed hats, each uniquely decorated with hand-picked flowers. No commencement photos turn heads quite like those from The Hockaday School in Texas - proving year after year that they just might have the internet beat with stunning graduation snapshots This timeless tradition, dating back over a century, transforms the ceremony into a living garden of color and individuality, making it truly unforgettable for the graduates - and the internet - alike. First introduced by Ela Hockaday in 1914, the white dress has remained a lasting staple for every young woman crossing the stage, according to Hockaday Fourcast. Her choice for white dresses was deeply intentional - meant to embody Southern charm while honoring the achievements of the young women wearing them. 'She wanted to bring the old southern charm but also show that the school produced cultured, intelligent ladies,' archives manager Emily Embry said of Ela, as reported by the outlet. 'For them to be dressed up in beautiful white dresses just made it so special,' she added. Selecting the graduation dress each year is a thoughtful process of its own - each year's design reflecting the unique spirit of the graduating class and the moment in time they step across the stage. 'The really exciting part for me is wondering what the fashion at that time was and thinking what made the girls choose this one dress out of all the dresses,' Embry said. The process begins a full year ahead, in June, when a senior's parent takes on the important role of coordinating the wardrobe each girl will wear. In 2013, Nancy Winston, who proudly graduated from Hockaday in 1982, took on the challenge, according to Hockaday Fourcast. She began her search in the bridal department of Stanley Korshak and, with the help of a store employee, narrowed down five to six dresses, each representing a different style. But before the dresses are even unveiled to the senior class, each option must first be approved by the Headmistress. 'Probably one of the most unique aspects of Hockaday commencement is that the whole senior class gets to vote on it,' Winston said, as reported by the outlet. 'Everyone respects that it needs to be a dress that will look good on everybody.' Then comes the long awaited moment: the dresses are modeled to the graduates in a beloved annual fashion show, after which the graduates cast their final votes. But no Hockaday commencement would be complete without the signature sun hats - grand, wide-brimmed and uniquely created by each graduate. While the hats may seem like a charming accessory, for many graduates they serve as a heartfelt tribute to relatives who walked the same path before them. Since the 1991 shift from colored to white hats, those wearing a relatives vintage hat vibrantly stood out among a sea of white - a quiet yet powerful symbol of connection Since the 1991 shift from colored to white hats, those wearing a relatives vintage hat vibrantly stood out among a sea of white - a quiet yet powerful symbol of connection. 'I don't think it's about the color of the hat, it's just that somebody hung onto the hat for 30 years waiting for the next graduate,' Nancy said, as reported by Hockaday Fourcast. 'All that was important was that you were honoring your mother, sister, grandmother or aunt, whether or not anyone else knew.' However, this year marked only the fifth time in the school's 111-year-history that graduates had the option to wear a traditional cap and gown along with a colored hat, People Newspapers reported. Initially, concerns emerged that departing the uniformity of the attire would lessen the ceremony's symbolic impact after the decision was made in 2021. Yet many students felt the change actually strengthened their sense of unity, as each year, a few classmates request alternative attire - often citing religious beliefs or body image concerns as key reasons. Sidney Kronbach, a graduate of the 2022 class, worked alongside a few other students to advocate for the change. 'For me, it was lovely to see the support that the petition got in our grade and beyond,' Kronbach said, as reported by People Newspapers. 'The most important thing to me and a major reason I support the decision is that while the single white dress is supposed to symbolize unity amongst the senior class, there is nothing unifying about someone feeling excluded.' Though the graduates wear matching white dresses and sing the same cherished songs - core elements of the Hockaday tradition - each girl's individuality now blossoms through the vibrant flowers crowning her hat. Kate, a Hockaday senior in 2013, described the process of choosing flowers as 'strenuous' but enthralling, Hockaday Fourcast reported. 'Picking flowers for my hat was probably one of the most difficult style decisions I have ever had to make,' Kate told the outlet. 'During my consultation with the florist so many questions were running through my head. What colors? What will I think about my flowers a year from now? Ten years from now?' she added. 'Eventually, I decided on what I thought was just me, at that moment.' Archives manager Emily Embry noted that this process has evolved dramatically over the years. In the past, graduates simply had to choose from whatever flowers the florist had in stock that day. Today, the girls have thousands of color and style options. 'It helps to bring out the personality of each girl,' Embry told the outlet. 'It's especially nice to see the girls have fun with it.' This year, alongside the elegant ceremony, the girls enjoyed unique touches like custom hat-shaped cookies, decorated with beautiful colors and congratulatory messages. One student gave an inspiring speech to her fellow 'sisters', highlighting their shared experiences of womanhood in front of friends and family. 'As high as we've grown, we have so much left to go,' graduate Alex Blue Baron said during her speech, which was shared to the school's Instagram page. 'Being a daisy means coming into full bloom,' she continued. In a heartfelt moment, Baron addressed the crowd, reflecting on the challenges of change and how their shared experiences at Hockaday have bonded the class for life. 'And Class of 2025 - remember your roots,' she said, taking in the faces of her classmates, all together in the same space for what might be the very last time. 'Because no matter how high you grow, you'll always be a daisy.'
The Guardian
22-05-2025
- Health
- The Guardian
Heavy periods affect school attendance and exam scores, study in England finds
Heavy, prolonged periods and severe menstrual pain are linked with lower school attendance and poorer GCSE scores, according to new research. The England-based study found that more than a third of girls (36%) who participated experienced heavy or prolonged menstrual bleeding, which was associated with missing an additional 1.7 days of school every year. These symptoms were associated with achieving about one grade lower at GCSE, as well as 27% lower odds of achieving five standard GCSE passes, often required to enable a student to go on to the next stage of their education. Girls were also asked about severe cramps and pain during periods, which was experienced by more than half (56%) of participants and was linked with an additional 1.2 days off school and half a grade lower at GCSE. 'Our study suggests that heavy or prolonged bleeding and menstrual pain are associated with lower school attendance and educational attainment,' the report concluded. 'More research is needed to understand the mechanisms behind these associations and to develop strategies to tackle menstruation-related inequalities to mitigate negative impacts of menstrual symptoms on education.' The authors suggested that menstrual anxiety, concerns about leaking, feelings of shame and embarrassment owing to menstrual stigma, bullying, challenges managing symptoms while in school, and difficulties accessing toilets during lessons, as well as the experience of debilitating symptom, may also be contributing to difficulties. The findings were based on analysis of data from 2,700 girls aged 13 to 16 who were taking their GCSEs between 2006 and 2009, drawn from the Avon Longitudinal Study of Parents and Children. The girls were interviewed four times over a three-year period about the nature of their periods, and their contributions were analysed alongside absence and educational attainment data. 'We have to be careful we do not label women as being less capable because of their periods,' said Gemma Sharp, associate professor of epidemiology at the University of Exeter, who supervised the research. 'I would not say it's because of their periods. It's because society is not set up to support people whilst they are menstruating, particularly if they are experiencing heavy bleeding or pain.' The study is out as a preprint but has not yet been published, and is under review at npj Science of Learning. Its findings will be presented at the Menstruation Research Conference in London next week by Gemma Sawyer, a PhD student at the University of Bristol who conducted the research. Commenting on the study, Jaysan Charlesford, a lecturer in psychology at the University of Plymouth, said: 'It's a very important window into what's happening in schools, and may also speak towards 'pipeline' issues whereby people with bad menstrual experiences in school are less likely to attain at a level that would allow them to enter higher education. 'Of course, given that this disproportionately impacts women and girls, it should be taken very seriously as a matter of inclusion and equity.' A separate report on period inequality published this week found that school toilets are often kept locked and permission to be excused from lessons denied, 'leaving some learners on their periods to bleed through their uniforms'. Led by the phs hygiene services group, alongside the global menstrual justice charity Irise, the research suggests two in three students (65%) are unable to access toilets at their school freely at any time, with almost a third (29%) needing permission from a teacher to leave the classroom and 15% requiring a pass. Chrissy Cattle, the chief executive of Irise International, said: 'Restricted toilet access in schools remains a major barrier to education for young people who menstruate. Education is a right, and no student should have to choose between their period and their learning.' Julie McCulloch, the senior director of strategy and policy at the Association of School and College Leaders, added: 'Schools are doing their best to support pupils who are suffering as a result of heavy and painful periods, but clearly this is a serious issue that is having a real impact on their health and wellbeing.'
CBC
22-05-2025
- Health
- CBC
Mental health issues higher in young women: report
Girls and young women in Canada faced nearly double the rate of mental health issues in 2022 compared to the general population — but fewer than half got formal support, according to Statistics Canada.
The Guardian
19-05-2025
- General
- The Guardian
One in four pupils in England ‘disengage' when they move to secondary, report finds
One in four pupils in England 'disengage' when they move up to secondary school, with enjoyment, trust and a sense of feeling safe declining sharply, according to a new report. After a largely positive experience at primary school where children report high levels of enjoyment, there is a 'steep and lasting' drop in engagement after year 7 when pupils transfer to secondary at the age of 11, the survey of 100,000 pupils in England reveals. Girls are more likely to complain of feeling unsafe or worried, while pupils eligible for free school meals are more likely to report lower levels of trust, enjoyment and belonging – a gap which grows throughout secondary school. The study, published on Tuesday, says lower levels of engagement are linked to absenteeism – a key concern for government after Covid – with the top 25% most engaged secondary pupils 10 percentage points less likely to be persistently absent than those in the bottom 25%. It also finds that primary school pupils are more likely to have a greater sense of agency and believe hard work at school will lead to success compared with secondary pupils, scoring 8.4 out of 10 compared with 6.8 for older students. The research tracked how pupil engagement changed across the 2024–25 academic year and found pupils' average school enjoyment score drops from about 6.0 in year 6 to 3.8 in year 7, which then falls further to 3.2 in year 8. A sense of feeling safe falls from 7.2 in year 7 to 5.9 in year 9 among female pupils, compared with a decline from 7.4 to 6.6 for male pupils. Almost every country with available data sees a decline in engagement as children advance through school, but the report says it is more pronounced in England, 'suggesting that disengagement is not just a symptom of age, but something atypical happening in our context'. The findings come from the Research Commission on Engagement and Lead Indicators (RCELI), led by the ImpactEd group in partnership with the Association of School and College Leaders (ASCL), the Confederation of School Trusts (CST), and other education organisations. The commission chair, Sue John, said: 'It is crucial that we identify the points at which pupils are starting to disengage with school, so that we can intervene to stop a disconnection leading to non-attendance and poorer outcomes. 'This research provides rich and nuanced insights into pupil engagement at a school and classroom level, which will enable leaders to act fast and understand more complex dynamics in their schools, such as what is happening at age 11 for different pupil groups.' Margaret Mulholland, Special educational needs and disabilities (Send) and inclusion specialist at the ASCL, said: 'The transition between primary and secondary school is a hugely important stage of a child's education. 'It can also be an unsettling time where issues with anxiety and behaviour can arise. As this study shows, a drop in engagement during this period can be hugely detrimental to a pupil's wellbeing and attainment.' Leora Cruddas, chief executive of the CST, added: 'There are many factors beyond schools which may be contributing to this picture. We need to delve deeper into what the factors are that are driving this disengagement and how we might reconnect these pupils with schooling.'
