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.
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.
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.
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.