Beyond intensives

Throughout my four years at Mercersburg Academy, the spring term has always felt like a fresh start, and not just because of the blooming flowers. As the shortest term of the year, it offers a unique opportunity to explore new interests and finish the school year on a high note. Intensives were originally introduced at Mercersburg as a way to prioritize deep, hands-on learning over rote memorization and academic fatigue. They upheld the belief that real education happens when students are engaged, curious, and allowed to take risks outside of conventional classroom walls.

With no looming tests or major projects, I’ve been able to take part in end-of-year Intensives in which I’ve done yoga, attempted (and failed) ceramics, and traveled to new places, all while handling my academic responsibilities. That freedom to explore is exactly what makes Intensives so valuable. They are not just a break from routine; they are a reward for the hard work students put in all year long. Mercersburg students already manage packed, demanding schedules. Adding traditional exams and final projects to the spring term risks pushing the school in the direction many prep schools have already gone: becoming pressure cookers that leave little room for joy, curiosity, or rest. 

More importantly, Intensives are still educational. Last year, I participated in the college-tours Intensive, in which I traveled with college counselors and classmates to visit schools across the Northeast. That experience directly shaped my college application process, and I wouldn’t have had the chance to visit many of those campuses otherwise. 

If Mercersburg is truly embracing a model of “Experiential Learning,” Intensives should be seen as an asset, not an afterthought. In fact, many peer institutions that follow this model are going even further, replacing spring term classes entirely with internships tailored to students’ interests. Imagine the impact of spending two weeks shadowing a pediatrician, writing for a local newspaper, or interning at a museum. That kind of real-world exposure can be just as formative as anything taught in a classroom.

Some may argue that maintaining the traditional academic environment can better prepare us for the testing culture of college, but high school is not college. Studies show that cramming under pressure often results in low retention, especially when students are already mentally checked out for summer. High school is a formative time when students are still learning how to navigate rigorous academics while growing into themselves. There’s value in letting kids be kids, especially during the final weeks of the year. Instead of being hunched over textbooks, we should be outside, feeling the sun on our faces, laughing with our friends, and creating memories. I hope future students can return to a time when learning in the spring meant discovery, exploration, and connection, not just another round of tests.