To become a minted Harvard lawyer, I studied myself sick.
That nervous anxiety for performance has been deeply ingrained in my adult life to this day.
I prepared for the LSATs so rigorously—with endless logic games, prep courses, and timed drills—that I got physically sick every other week leading up to the test. I scored in the 97th percentile; but did that test measure anything meaningful? It rewarded me for speed, for recognizing repetitive logical patterns, for spitting out correct answers. But none of these skills define a great lawyer.
The bar exam was even worse. It forced me to cram entire bodies of law, regurgitate analysis under strict time limits, and work without any ability to double-check my knowledge—something every good lawyer should do. The stress was so intense that, on the morning of the exam, I threw up on the side of the street in downtown Manhattan as I was walking to the exam. Is this how a skilled professional operates? Of course not. Yet, we continue this system, mistaking high-pressure testing for real-world preparation.
So what did I actually learn from school?
I learned how to get the A.
I learned how to play the game.
I learned to equate my self-worth with my ability to outperform in a dog-eat-dog world.
And in young adulthood, I realized how fragile that foundation was. Processing speed and logical reasoning can get you far in structured systems, but they don’t teach you how to navigate the complexity and vulnerability of real life and real workplaces and real relationships—the messy, gray areas where wisdom is forged.
What I wish I had learned instead?
I wish I had learned how to know myself, to be myself—to cultivate a deep sense of inner safety.
I wish I had learned how to trust my instincts, stand firm in my worth, my gifts, and surround myself with wise, kind people.
I wish I had learned to support others in doing the same, instead of being raised in a system of grading curves and competition in a fiercely scarce arena.
I wish I had been taught how to channel my challenges into building strength and character that mattered in life.
Learning for Life—Authentic, Meaningful, Impactful.
This is my intention I hold for my students at Springwell. It is the intention behind everything we do in our Elementary and Middle School classrooms, and it is the intention upon which we are building Springwell High.
Springwell High: A Vision for Education That Matters
Our vision for the high school program is to nurture the kind of authenticity and confidence—where students don’t just learn content but become. We’re creating a space where our young people can explore who they are, build healthy relationships, develop real-world skills, and make an authentic impact in their communities.
Imagine this: A high school experience rooted in entrepreneurship, innovation, authenticity, self-expression, and leadership—where students aren’t just solving hypothetical problems but launching real projects, getting creative and courageous, collaborating with local arts and nonprofit organizations, businesses, and universities, and gaining hands-on experience through internships and dual-enrollment opportunities, all while meeting high school requirements mandated by the State of Maryland.
But success isn’t just about skills—it’s about self-knowledge. Every experience will be a point of reflection and awareness in a supportive community. At Springwell, we’ll continue embedding holistic personal growth into everything we do. They will know what healthy feels like; and they will have the skills to cultivate healthy relationships and ecosystems wherever they go. In a fast-changing world, these are the skills that humanity needs most today.
Springwell High: Our First 9th Grade Class!
Next year, we are launching our very first 9th grade program. Springwell High isn’t just about preparing students for the next step—it’s about helping them step fully into themselves. And the best part? Our founding families will be part of something truly special, shaping this journey from the ground up.
I welcome you to join us!
