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Nutrition, Health & Wellness in 91����s: What Parents Should Expect in Student Care 2025-26

As families prepare for the 2025-26 academic year, the conversation around nutrition, health, and wellness in boarding schools has never been more important. Parents increasingly want assurance that their children’s well-being is not only safeguarded but actively nurtured through holistic care. Today’s boarding schools are rising to meet this expectation with robust dining programs, expanded health services, and innovative wellness initiatives that prioritize both the body and mind.

This article explores what parents can expect when it comes to student care in boarding schools, including nutrition standards, physical and mental health resources, and the broader culture of wellness shaping campus life.

Why Nutrition, Health & Wellness Matter More Than Ever

Boarding schools are more than just academic institutions; they are full-time environments where students live, learn, and grow. For many families, the decision to enroll a child in boarding school comes with the expectation that the school will serve as an extended home—providing balanced meals, medical care, fitness opportunities, and emotional support.

In recent years, this focus has intensified due to:

• Rising awareness of adolescent mental health: According to the, nearly 42% of high school students report persistent feelings of sadness or hopelessness. Boarding schools are directly addressing these challenges with expanded counseling and wellness programs.

• Nutrition-linked academic

91����s and Cell Phone / Social Media Policies: What’s Changing in 2025-26

In 2025-26, boarding schools across the U.S. and around the world are increasingly revising their policies on cell phones and social media use. Growing concerns over student mental health, academic focus, cyberbullying, and digital distraction are driving changes. This article examines what’s shifting, with examples, expert commentary, and guidance for parents, students, and educators.

Key Drivers of Policy Change

Several interrelated factors are prompting boarding schools to update their cell phone and social media policies in 2025-26:

• Mental health concerns: Surveys show rising levels of anxiety, depression, and social isolation among youth, often tied to social media use. Boarding schools are responding by restricting or more closely managing access.

• Academic focus and distractions: There is growing evidence that cell phones during instructional or study times degrade attention spans, disruption, and academic outcome.

• Legislation & regulation: At the state and national levels, new laws address age limits, platform responsibilities, and school obligations regarding social media and device use.

• Parental and community pressure: Parents increasingly expect schools to set boundaries on screen time. Students too are vocal in some settings about needing “phone-free” times.

• Equity and fairness: Ensuring all students have similar access, and that device rules don’t unfairly disadvantage those without resources or accommodating special needs, is a growing focus.

U.S. Trends & Legislative / Regulatory Moves

While much of what follows comes from public or day schools, many trends are relevant for boarding schools preparing updates

Academics: International Baccalaureate & Advanced Placement

The International Baccalaureate Diploma Programme (IBDP) and Advanced Placement (AP) are two prestigious academic curricula found in boarding schools offering rigorous college-preparation academics. While both programs offer significant benefits and have similar aims, they differ substantially in structure, philosophy, and the way they present their subject material. In this article, we'll examine these differences in order to help you make informed decisions about which program works best for you.

The International Baccalaureate Diploma Programme

The is a comprehensive two-year curriculum designed for students aged 16-19. Established with a global perspective, the IBDP aims to develop students who excel not only intellectually but also physically, emotionally, and ethically.

Established in 1968, the International Baccalaureate® (IB) Diploma Programme (DP) was the first programme offered by the IB and is taught to students aged 16-19. Source:

Teacher Training and Lesson Planning

One of the questions to ask when you are researching schools is what training, certifications, and experience their IB or AP teachers have.

Teacher Training International Baccalaureate (IB)

To teach IB courses, teachers typically need specialized training and certification.

• The International Baccalaureate Organization offers various levels of certification, including the IB Certificate in Teaching and Learning, which requires completing a recognized program of study.
• For higher-level certifications, such as the IB Advanced Certificate in Teaching and Learning Research, teachers must have at least three years of IB

For dance students with dreams of pursuing their art form professionally, the high school years are a crucial time of preparation. Whether they go to over the summer or attend competitive dance high schools, many students use this time to take important steps to prepare for higher levels of dance. You may be wondering if you’ve outgrown your local dance studio, or whether you want to continue juggling a hectic schedule that requires you to commute back and forth between your school and your studio. If you’re looking for other options, here are five reasons why you should consider attending a .

Professional training

The top reason to join a dance boarding high school is the rigor of training you’ll receive. The best dance boarding schools have programs specially designed for students who are interested in dancing in college and/or professionally. The boarding school difference is evident in the caliber of the material you learn, the faculty who work with you, and the fellow students who become your peers.

“My local company was somewhat intense, but I definitely felt that I could be pushed more and I could be challenged more,” says Maxwell Pfluger, a junior at Interlochen Arts Academy majoring in Dance. “I wanted to go to a place that could meet my needs.”

Lindy Sloan, a freshman studying dance at Interlochen, explains another major difference: the opportunity to work

Preventing Teen Suicide

Teen suicide is preventable. Boarding school communities have both the opportunity and responsibility to create an environment in which students feel supported, understood, and empowered to seek help. shows that school-based prevention programs are making a measurable difference - students at schools with comprehensive prevention programs are 25% less likely to attempt suicide, 13% less likely to make a suicide plan, and 10% less likely to have suicidal thoughts

Understanding the Current Landscape

Every year, there are reports of high school students taking their own lives.

• Suicide casts a terrible pall over any school community. It just seems so pointless, so senseless.
• I fonlymembers of the community acted on the signals the young person was most likely sending, that suicide could have been prevented.
• The academic work in boarding school is heavy.
• The pressures to succeed, get into the best college, and not let parents and others down, combined with the reality of adolescent uncertainties, can create a climate for depression.
• Depression can lead to suicide.

However, suicide is preventable.

Warning Signs and Risk Factors

Suicide is of young adults between the ages of 15-24. But teen suicide is preventable. Know the warning signs.

The following information from tells you what to look for.

"Suicide among teens often happens after a stressful life event, such as problems at school, a breakup