Students at Baltimore’s independent schools are discovering that learning extends far beyond textbooks and test scores. From juggling and aerial arts to health‑profession pathways, a variety of student‑led clubs are flourishing, offering hands‑on skill‑building and a sense of belonging.
Circus Arts at The Waldorf School of Baltimore
At The Waldorf School, physical education instructor Mikko Goodhill explains that the school’s movement curriculum emphasizes “uncommon skills” so that by eighth grade each student can walk into a room with a talent that sets them apart. The circus‑arts program includes juggling, plate spinning, poi, devil sticks, Chinese yo‑yos, balance boards, unicycling and gymnastic pyramids. Goodhill says mastering these skills builds perseverance, focus and self‑awareness that support academic learning.
“Just think about something that you had to work hard towards and finally mastered,” Goodhill notes. “There is this good feeling when you look back at something that seemed impossible.” The program is woven into the regular curriculum, with after‑school sessions for deeper practice. While students also compete in traditional sports, the circus arts provide a fun outlet that emphasizes personal growth over points.
Health Occupations Students of America (HOSA) at Glenelg Country School
Glenelg Country School’s largest club, the Health Occupations Students of America (HOSA) group, counts 31 members out of 320 upper‑school students. Founded by a student who was an emergency medical technician, the club benefits from guidance by state HOSA coordinator Jane Shovlin and chemistry teacher Cory Wees, who serves as advisor.
Students gain hands‑on exposure through competitions, internships and shadowing opportunities. “A lot of medical offices don’t bring in interns because they worry about liability, but if you’re part of HOSA, you can get into doctor’s offices and shadow doctors,” Wees explains. The club has visited the R. Adams Cowley Shock Trauma Center and the National Health Museum, and partners with organizations such as the Parkinson’s Foundation, the SAFE Project and the Red Cross.
Club president Danielle Choi aspires to become a neurosurgeon, and many members are aiming for careers in medicine, nursing, veterinary science and physical therapy. Participation in HOSA strengthens college applications and provides leadership experience that extends beyond the classroom.
Jemicy School’s Tea Club
At Jemicy School, 10th‑grader Waverly Negin started a tea club as a calming counterpoint to a heavy math workload. The club explores brewing traditions from around the world, offering a quiet space for students to connect, practice mindfulness and develop cultural appreciation.
These clubs illustrate a broader trend among Baltimore’s independent schools: fostering curiosity, creativity and leadership through extracurricular activities that are not easily measured by test scores but leave lasting impressions on students.
Why these programs matter
Educational researchers consistently find that students who engage in extracurricular activities are more likely to stay engaged in school, develop stronger social and leadership skills, and achieve positive academic outcomes. While athletics often dominate headlines, arts, academic clubs and service organizations can provide comparable, sometimes greater, benefits to student development.
By offering a diverse menu of clubs—from circus arts to health‑career pathways—Baltimore’s independent schools are living out their mission to educate the whole child, preparing students not only for college but for meaningful, purpose‑driven lives.
Original reporting: Baltimore Fishbowl — read the source article.
