The dynamically complex development of early adolescence guides all we do at Billings. Curriculum design is based on key questions about the intellectual and emotional maturity of each individual and their peers. The structure of our school day, our calendar and our trips equally reflects our understanding of growth cycles. Finally, all of our interactions with students are anchored in a profound belief that middle school students are exceptionally capable. Our expectations of students is high, because we know that in our environment they grow self-aware and gain the confidence to risk truly complex thought.

Advocacy is comprised of three elements; self-understanding, confidence and engagement. From the moment they arrive at Billings, we challenge students to reflect on their identity and approaches to learning. We build on strengths and openly identify and work on challenges. In all we do, we seek to reinforce students’ efforts to engage – to ask questions, adapt their environment, negotiate and seek out the support of mentors. As they progress through Billings, students become more confident, advocating for their beliefs as well as their own needs. 

Teachers at Billings first and foremost understand and appreciate early adolescents. They are characterized by their patience and sense of humor and, most of all, by an exceptional commitment to individual students. Teachers at Billings are renaissance people. They openly seek learning, through research, discussion or travel with a unique level of support from the school. As one recent graduate said, “Hardly anyone leaves Billings without a mentor, or without knowing how to get one!”