Health & Wellness

Marlborough has committed to transforming our culture into one that integrates health, wellness, and kindness as foundational priorities. Each Marlborough faculty and staff member takes an active role in providing a safe and supportive environment for students to learn and lead each day.


Through participation in a variety of activities, students develop an appreciation for the importance of regular exercise, first aid, and behavior patterns that will lead to a healthy lifestyle, reduced stress, illness prevention, and overall fitness.

The Health curriculum, required in 9th grade, focuses on the topics of mental health, substance abuse, human sexuality, and nutrition, emphasizing value clarification and decision making to develop self-esteem, communication skills and positive outlets.

In addition to the health curriculum, students also have access to Olivia Ceja, School Nurse and Campus Healthcare Provider. Ms. Ceja serves as a primary resource regarding contagious and infectious diseases, provides first aid, and is available to consult with students regarding specific health issues that may impact their learning experience.

For information about our COVID-19 protocol, please visit our COVID-19 Planning page.

Education and Counseling Services

We work with students and their parents as a team to nurture the student’s health, well-being and academic goals. Beyond that network of trusted adults, Marlborough also provides student-to-student resources for support when students have questions or challenges.

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Advisory Program

At Marlborough, students are encouraged to build meaningful relationships with each other and with the adults in their lives. 

To this end, students are placed into advising groups and with advisors for the entirety of their time in the Middle School division, then rotated to a new group for the entirety of their time in Upper School.

In addition to relationship building, the Advisory curriculum strives to foster the student’s awareness of her own social, emotional, and cognitive development through the development of healthy and effective life skills such as anti-harassment skills, self-awareness, self-management, social-awareness, healthy relationship skills, and overall thoughtful decision-making in the real and virtual worlds.

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Mastery-Based Learning

In each of the past four years, the Curriculum, Instruction, and Assessment Committee has examined a different facet of the academic program using research, student feedback, and teacher expertise. During the 2019-2020 school year, the committee made several recommendations to our grading practices, including using more simplified grading scales, accounting for different access points to resources at home, and emphasizing what students learn rather than how they behave.

The traditional 0-100 grading scale is heavily weighted on the failing grade range (0-50). Teachers are now using 50 as the lowest grade a student can receive on assessed work. Doing so removes the disproportionate influence that a low grade has and more equitably distributes points when determining student grades for the semester or end of year marking periods.

Marlborough teachers will no longer lower grades for late work. Penalizing a student for late work focuses on her behavior, not the actual learning. Teachers will work one-on-one with students whose work is repeatedly missing or late. Work not turned in by the end of the grading period will receive a 50.

As of today, cohorts of early-adopter teachers, in World Languages, Science, and Math are implementing mastery-based educational practices.  These include the use of clearly articulated learning targets and success criteria, and encouraging students to take part in a relearning-reassessment cycle to optimize their mastery of course material.  

In recent studies, students and teachers implementing these practices report less stressful, more relational classrooms, students feel a greater sense of clarity and transparency around expectations, and the quality of teaching and learning increases.

Diversity, Equity, and Inclusion

As a school committed to providing a safe and supportive environment for students to learn and lead, we must acknowledge the experience of our students in marginalized groups, including BIPOC, gender non-conforming, and those from low socio-economic families.

We support all students by providing the tools to address those events, effective and safe avenues for sharing their experiences, and a clear and fair process for deciding, implementing, and communicating the consequences of interpersonal racism in our community.

Mastery-Based Learning
Identity Development & Healing
Social-Emotional Learning
Antiracism in our Policies
Student Inclusion & Belonging