PFS Alums

Josh Peek, PhD  

PFS 1993
PDS 1997
Harvard 2001
UC Berkeley 2008

“Princeton Friends School really made me who I am,” shared Dr. Josh Peek ‘93. Josh is an astrophysicist specializing in interstellar dust and gas, currently Head of Data Science and Associate Astronomer at the Space Telescope Science Institute in Maryland. A Princeton Friends School alum, he studied physics and astronomy at Harvard before earning his Ph.D. in astrophysics from UC Berkeley. His current research supports space missions like the Hubble and James Webb Space Telescopes. (When talking about his work with young students, he’d say he unravels the mysteries of the universe and helps other people do that same unraveling with these telescopes.)
 

The Impact of PFS on Scientific Thinking 
Josh directly attributes his success as a scientist to his formative experiences at Princeton Friends School. “I often say that Princeton Friends was better than Harvard in terms of educational quality and experience,” he shared. He credits PFS’s interdisciplinary, integrated curriculum for shaping his ability to see connections across disciplines rather than viewing academic subjects in isolation. “Those connections are quite rigorous—text to text, across disciplines—and that’s how the world actually works,” he explained. This foundation helped him develop the skills to approach scientific problems from angles that haven’t even been imagined.
 

Josh emphasized the importance of the world having both meticulous scientists who can execute precision experiments and those who are out-of-the-box thinkers. Proudly the latter, he believes PFS’s progressive approach made that possible. “PFS has a strong, very rigorous educational backbone that also knows how to meet children where they are,” he noted.  
 

Personal Growth and Individualized Learning  
A key part of Josh’s experience was how he and his peers were truly seen—not just as students, but as individuals with unique quirks and interests. “From early on, I liked to break games,” he recalled, reminiscing about how PFS faculty nurtured his creative thinking while also challenging him academically. The school fostered his curiosity without judgment, allowing him to explore different ways of thinking while ensuring he was grounded in strong academic skills. It was PFS’s intentional ways of nurturing and embracing differences and celebrating individuality that enabled Josh and his peers to feel secure enough in themselves to shine academically, too. This sense of belonging and intellectual freedom allowed him to develop into the scientist and thinker he is today. 
 

Discovery and Play as Learning Foundations
Princeton Friends gave Josh the foundation to think creatively and critically, skills that became essential to his work as a scientist. “I've succeeded in science by looking at the whole problem and approaching it in a different way,” he reflected. At PFS, learning wasn’t just about solving problems—it was about exploring possibilities. Josh recalled being introduced to the concept of open-ended discovery through activities like Problem of the Week (POW) challenges, our annual Princeton-Blairstown camping trip, and even singing and dancing. He was captivated by the idea that play and experimentation could lead to real scientific breakthroughs.  

He pointed to the example of Penrose tiles, a geometry exploration taught at PFS that also sits at the cutting edge of math. Just months ago, curious amateurs made the next leap on this world of aperiodic tiling. “It’s so cool to think about how these were found by someone who was just playing around and figured it out,” he said. This kind of open-ended exploration was foundational at PFS but became rare in later education. “The idea that people can play and discover in school was revelatory—I didn’t get back to that until my second year in graduate school,” he admitted.  

A Lifelong Scientist on the Power of a Princeton Friends Education
Josh Peek’s journey—from Princeton Friends to astrophysics—reflects the power of an education that values deep engagement over rote instruction. To parents unsure about Princeton Friends, he offers this insight: “It’s easy to mistake prescriptive, teacher-driven learning for rigor, but true rigor comes from understanding how each child learns and equipping them with the tools they need to succeed. A one-size-fits-all approach isn’t rigor.” This belief is why he has chosen a progressive school, Park School of Baltimore, for his own children–one they selected at the recommendation of PFS’s founder. (If he lived anywhere near Princeton Friends, he wouldn’t hesitate to enroll his own children.) With them set to experience the school’s approach at camp this summer, Josh remains a passionate advocate for Princeton Friends’ ability to prepare students not just for high school, but for a lifetime of critical thinking and discovery.

You can learn more about Josh and his work at:
https://jegpeek.space/  &

https://www.stsci.edu/who-we-are/leadership/josh-peek 

B Ireland     

Class of 2021
Princeton High School ‘25

B Ireland shared a story that summed up their 10 years at Princeton Friends School: When they were in B School there was a rule to have a spotter if you wanted to play on the monkey bars. At recess one day, B watched some older kids hanging on by one hand, and wanted to do it, too…so they tried. With no adults available to spot at that moment, B was reminded of the safety rule and moved along to another area of play. That afternoon, while the other B Schoolers were napping, Teacher James tapped B on the shoulder and escorted them outside to the monkey bars, saying, “You clearly know what you can do, and need the space to do that” and allowed B to tackle the length of the bars before going back in to rest. That story, said B, was the epitome of their time at PFS: a feeling of supreme happiness to be seen, trusted, and supported.

B shared other stories of the ways they were supported from age 4 to 14–from never being questioned for liking to play ships with the boys throughout elementary school, to beginning their years of theater productions in 3rd grade as Chip from Beauty and The Beast, to participating in the annual Valentalent Show, a beloved PFS variety show for PreK through 8th graders. (Picture B, as a Kindergartener, singing and dancing on stage to Dolly Parton’s Nine to Five.) Above all, B noted, “at PFS, you can like what you like without it defining you or putting you on a track, and that allows everyone to keep exploring and growing.”

This ability to explore and grow provided the space for B to develop their love for putting different elements together to make meaning, and combining the practical and the theoretical to work out life's puzzles. From the theater stage to the art room where B designed camper vans and tiny houses for the fun of it—an interest that would blossom into a focus on architecture—Princeton Friends School planted seeds and built skills that laid the groundwork for a bright future.

Transitioning into High School
From schoolwide traditions to challenging academic classes, B noted that PFS provided everything they needed to transition successfully into a rigorous high school, namely the confidence and skills to speak in front of people, tell a story, and self-advocate. They shared, “the thing that I needed most over the past four years was the ability to ask for help. Princeton Friends helped me find my voice so I could easily approach my teachers–to share with them what I needed and ask them for help when I wanted to get better at something. PFS helped me gain the ability to go up to someone and say ‘hi, my name is B, and this is what I bring to the table’. That is what got me through high school–not academic stress and rigor.”  

B discussed how they have kept focus on academic success throughout high school while balancing the stress by staying involved in community programming. During their time at Princeton High School, B served as both a Peer Group peer leader and Teen PEP peer educator, two mentoring programs where juniors/seniors provide mentorship for incoming 9th graders to help them transition successfully into high school. B has also served on the Teen Advisory Board for the Princeton Public Library and represented PPL at banned book events, working with their team to help pass legislation in New Jersey to outlaw book bans.

Expanding their interest in architecture beyond the walls of PHS, B recently completed two construction internships with Princeton Design Guild (PDG) Architects and Pinneo Construction, which they described as “really, really hard but really good.” They’ve also worked at McCarter theater in the education department, teaching circus, improv, and storytelling since 9th grade. This year, B is completing their second year as the Director for Princeton Friends School’s musical theater program (when PFS students learned that B was returning this year, the Great Room exploded in joyous cheers).

Looking Ahead to College 
For B, the future brings the opportunity to pursue the study of architecture and the Classics, both of which will essentially allow B “see where life leads” and continue putting the pieces of a puzzle together–a puzzle that started with curiosity at Princeton Friends. They are in the midst of deciding between universities including Princeton and UMass Amherst, and looking forward to what will come.

To prospective parents considering Princeton Friends, B shared: “If you are a parent who wants your child to go to an excellent college, PFS will prepare your child better socially than any other institution can, and that will help them with the academic curve. I know people who came from other middle schools, and there was a curve for them, too. But coming from Friends, I had an advantage.”
 

Josh Peek, Class of 1993

Princeton Day School '97
Harvard University '01
University of California, Berkeley '08

“Princeton Friends School really made me who I am,” shared Dr. Josh Peek ‘93. Josh is an astrophysicist specializing in interstellar dust and gas, currently Head of Data Science and Associate Astronomer at the Space Telescope Science Institute in Maryland. A Princeton Friends School alum, he studied physics and astronomy at Harvard before earning his Ph.D. in astrophysics from UC Berkeley. His current research supports space missions like the Hubble and James Webb Space Telescopes. (When talking about his work with young students, he’d say he unravels the mysteries of the universe and helps other people do that same unraveling with these telescopes.)

The Impact of PFS on Scientific Thinking 
Josh directly attributes his success as a scientist to his formative experiences at Princeton Friends School. “I often say that Princeton Friends was better than Harvard in terms of educational quality and experience,” he shared. He credits PFS’s interdisciplinary, integrated curriculum for shaping his ability to see connections across disciplines rather than viewing academic subjects in isolation. “Those connections are quite rigorous—text to text, across disciplines—and that’s how the world actually works,” he explained. This foundation helped him develop the skills to approach scientific problems from angles that haven’t even been imagined.

Josh emphasized the importance of the world having both meticulous scientists who can execute precision experiments and those who are out-of-the-box thinkers. Proudly the latter, he believes PFS’s progressive approach made that possible. “PFS has a strong, very rigorous educational backbone that also knows how to meet children where they are,” he noted.  

Personal Growth and Individualized Learning  
A key part of Josh’s experience was how he and his peers were truly seen—not just as students, but as individuals with unique quirks and interests. “From early on, I liked to break games,” he recalled, reminiscing about how PFS faculty nurtured his creative thinking while also challenging him academically. The school fostered his curiosity without judgment, allowing him to explore different ways of thinking while ensuring he was grounded in strong academic skills. It was PFS’s intentional ways of nurturing and embracing differences and celebrating individuality that enabled Josh and his peers to feel secure enough in themselves to shine academically, too. This sense of belonging and intellectual freedom allowed him to develop into the scientist and thinker he is today. 


Discovery and Play as Learning Foundations
Princeton Friends gave Josh the foundation to think creatively and critically, skills that became essential to his work as a scientist. “I've succeeded in science by looking at the whole problem and approaching it in a different way,” he reflected. At PFS, learning wasn’t just about solving problems—it was about exploring possibilities. Josh recalled being introduced to the concept of open-ended discovery through activities like Problem of the Week (POW) challenges, our annual Princeton-Blairstown camping trip, and even singing and dancing. He was captivated by the idea that play and experimentation could lead to real scientific breakthroughs.  

He pointed to the example of Penrose tiles, a geometry exploration taught at PFS that also sits at the cutting edge of math. Just months ago, curious amateurs made the next leap on this world of aperiodic tiling. “It’s so cool to think about how these were found by someone who was just playing around and figured it out,” he said. This kind of open-ended exploration was foundational at PFS but became rare in later education. “The idea that people can play and discover in school was revelatory—I didn’t get back to that until my second year in graduate school,” he admitted.  

A Lifelong Scientist on the Power of a Princeton Friends Education
Josh Peek’s journey—from Princeton Friends to astrophysics—reflects the power of an education that values deep engagement over rote instruction. To parents unsure about Princeton Friends, he offers this insight: “It’s easy to mistake prescriptive, teacher-driven learning for rigor, but true rigor comes from understanding how each child learns and equipping them with the tools they need to succeed. A one-size-fits-all approach isn’t rigor.” This belief is why he has chosen a progressive school, Park School of Baltimore, for his own children–one they selected at the recommendation of PFS’s founder. (If he lived anywhere near Princeton Friends, he wouldn’t hesitate to enroll his own children.) With them set to experience the school’s approach at camp this summer, Josh remains a passionate advocate for Princeton Friends’ ability to prepare students not just for high school, but for a lifetime of critical thinking and discovery.

Lumi Yeh Costa, Class of 2011

Lawrenceville High School, 2015
Emerson College, 2019
University of Texas at Austin, 2022
 

For Lumi Yeh Costa, Princeton Friends School was a place that helped secure a foundation rooted in Quaker values, friendship, and academic and artistic excellence. Now a passionate filmmaker and educator working at Scattergood Friends School in Iowa, Lumi finds connections that tie together their past, present, and future. Starting in 4th grade, Lumi’s family had roots in the community, having enjoyed many summers at the Princeton Friends Summer Camp. A shy child, Princeton Friends supported Lumi in a formative experience that helped foster friendships, build confidence, and grow academically through small classes and hands-on learning. 

Educational Success Sparked at PFS
Inspired by the adults around them, the interdisciplinary approach to learning provided transformative learning experiences while the Quaker values of community over competition were a defining influence. “I don't think I would have thought of myself as a successful student had it not been for PFS,” Lumi shared. Princeton Friends’ focus on creative writing helped shape their storytelling activities while music and theater played key roles in their artistic growth. In sixth grade, electives in film and screenwriting helped these strands all come together and ignited a passion for this artistic medium that has carried them through the present. 

Upon graduating from Princeton Friends School, Lumi selected their local public high school, feeling well-prepared academically and socially for the transition. Their success in high school was attributed to the strong writing skills they developed at PFS and, even more importantly, to the social-emotional skills that enabled them to develop meaningful relationships with teachers (and, in college, professors). “PFS helped me learn the skills for how to meet people, make friends, and form relationships with teachers. This definitely helped me in college–I was very prepared to get to know my professors and talk to them about what I needed to do to improve,” Lumi recalled. 

Lumi studied musical theater at Tulane University before transferring to Emerson College to study film with a concentration in sound design. They then attended graduate school at the University of Texas at Austin for screenwriting. Their success in college and graduate school also had a lot to do with the various interests PFS allowed them to explore, and the confidence that came from being encouraged to try different things. They said, “at PFS, you were really celebrated for all the different parts of yourself.” This supported Lumi in their artistic journey and translated into them being the well-rounded applicant colleges were looking for. “I wouldn't have most of the interest and passions that I have if it hadn't been for PFS. There are schools that exist to get you into good colleges, but PFS is a school that is meant to help you appreciate life and the world and the people within it, which even better prepares you for not only college, but life,” Lumi shared. 

Lumi’s Filmmaking Journey
After graduation, Lumi’s passion for filmmaking remained strong even as they struggled with the industry’s capitalistic nature, thus turning to a focus on creating films outside of Hollywood systems and helping others discover their love for filmmaking through teaching. Currently, Lumi serves as an drama and film teacher, Focus Program coordinator, Cook, Dorm Sponsor, Advisor, and Student Activities Coordinator at Scattergood Friends. About teaching they said, “I am very happy teaching and giving these skills to help spark others’ passion for filmmaking the way that happened for me at PFS. I still have stories I would like to tell as a filmmaker, and people I would like to reach through those stories having grown up as a biracial Queer person, and at the same time the opportunity to help other people in similar situations find joy in filmmaking is so special to me.”

Looking Ahead
Both looking backwards and forward into all the possibilities the future holds, Lumi regards Princeton Friends School as an important foundational experience that has shaped their perspective on what success means, emphasizing holistic growth and personal fulfillment over external social pressure. They shared, “PFS definitely helps you get out of the competitive mindset that can be very corrosive to other parts of your life. It allows you to approach success from the perspective of the whole person–you learn deeply that you are not just your academic self or a GPA.” The school and camp’s Quaker SPICES have also provided guidance in overcoming challenges: “It’s a really beautiful values system that will help you approach life in a way that will allow you to be happier and freer.” 
 

Lumi’s reflections highlight the lasting impact of a Princeton Friends School education—one that nurtures not only academic curiosity but also a deeper sense of self and purpose. Their journey serves as a testament to the power of a values-driven education in shaping thoughtful, well-rounded individuals prepared to navigate life with confidence and integrity.
 

You can see some of Lumi’s latest work on YouTube at:

• https://youtu.be/fPI04yo-Yj0
• https://youtu.be/8mNAksX7eqk 
   

Mariana Lee, Class of 2022

PFS Alum, 2022
Princeton Day School, 2026

“I remember going to Princeton Friends School to visit and the admissions person was super nice and welcoming…I’d never met anyone so nice,” shared Mariana Lee, a 2022 graduate of Princeton Friends and current junior at Princeton Day School. Having struggled with bullying and negative peer pressure in her public school, Mariana, a long-time Princeton Friends Camper, was excited for the fresh start and inclusive community as a fourth grade student at Friends. And that is just what she found, and more.

“I don’t remember there ever being a time when I didn’t have friends, from my very first day. I never felt alone,” Mariana shared of her transition into the Princeton Friends community. The Lee family was paired up with an existing Friends Buddy Family, helping ensure a smooth transition in September for everyone. “Now I look back and realize how amazing of an experience my beginning at Princeton Friends was,” she noted. One of the things that Mariana appreciated early on, and though her five years at Friends, were the traditions and structures that supported meaningful interactions with older and younger peers: “Princeton Friends doesn’t feel like a small school. Because you interact with students of all ages across the whole school, everyone really knows each other, so there are never too few people to interact with. Actually, it’s more like a family environment because you’re able to form deeper connections, and you become friends with everyone, even the faculty,” she remarked.

Academically, Mariana shared about how her learning support was more personalized than public school had been. In addition to the inclusive environment, the Lee family chose Princeton Friends because Mariana wasn’t being challenged in her previous school in math and wanted greater academic rigor. She shared, “At PFS they saw that I needed a higher level of math instruction and supported me through a customized math class with a mix of students that needed to be challenged at that level.”

As she considered options for high school, Mariana applied and was accepted to Princeton Day School, where she was particularly excited about their dedicated girls’ ice hockey program, a sport Mariana has been incredibly passionate about and dedicated to since toddlerhood. She recalled being nervous about what the transition would be like for her, but has found that the biggest differences are class sizes and calling teachers by their last names, two things she adjusted to easily and quickly. She shared, “I knew Princeton Friends was different from other schools, so I was nervous about whether it would be a big change. In the end, PDS ended up being more similar to PFS than I thought…I thought I would have to relearn social norms, but no…it was very similar in the end.”

Mariana felt incredibly well-prepared for the transition to high school. She felt on-par with her peers across academic disciplines, and caught up easily on any new material she was presented, saying, “The classes weren’t bad and I never felt behind.” She was excited to see what it was like to get grades, but after a month quickly realized that her focus would be on learning for the joy of it, not because everything she did needed to result in an A or 100. “Because of Princeton Friends, I was in the mindset of not worrying about grades, and it created a lot less pressure on me than what I saw in my peers. I was able to focus on learning and because I wanted to learn, not because of external pressure,” she said. “I focus on what I can do, try my best, and whether I can control something or not, I still try without allowing myself to be stressed.”

Thinking ahead to college, Mariana shared, “I’m trying to focus on my junior year of high school, enjoying my time and doing my best, drowning out the noise and pressure of college admissions.” Knowing college will be coming for her, Mariana did share the relief when she got “a really good score” on her SATs, but overall keeps center her goal to “be the best hockey player and teammate I can be, be a great leader in my community, and enjoy my high school years that are left, because I know that is time I will never get back.”

This self-assuredness and intrinsic motivation extends from academics to hockey for Mariana, as she thinks about college and what comes next. As a talented defense player who made the varsity ice hockey team her freshman year while also balancing her award-winning seasons playing in a club and travel hockey team outside of school, Mariana keeps a laser focus on being the best player she can be for the love of the sport, not because of external pressure to be recruited for a college team. “If you make it your life goal to get somewhere next, it really stinks and it takes all effort and time away from the present,” she remarked.

While Mariana is excelling in her classes and dominating the rink (she and her teammates JUST celebrated winning the NJSIAA State Girls Ice Hockey Tournament championship), she is also incredibly involved in extracurricular activities and mentorship. She’s been involved in Rubik's Cube competitions since she was nine years old, and in 2024 won the title of Female North American Rubik's Cube Champion in the pyraminx event. At Princeton Day School, she also participates in chorus, piano, has performed in a school play, and is an active peer tutor in math and science. Having been involved in Taekwondo since she was three years old, Mariana is also a children’s instructor with Princeton Martial Arts Center because, as she put it, “after a long day, teaching helps me remember what’s important, and seeing kids have a blast really lightens my mood. I love helping others, whether teaching or tutoring.”

Mariana closed with a message to anyone considering Princeton Friends School: “You hear a lot that Princeton Friends is a unique experience, but what gets left out is it is unique in such a positive way. You’re learning…a LOT…but without all the negatives that can come with most schools. I realize this more now that I’m in high school–that Princeton Friends is much more similar to any other independent school, except you get to learn with people who really know you, see where you’re coming from, and help meet you where you are and support you with what YOU need.” 
 

Newell Woodworth, Class of 2011

PFS Alum, 2011
Mercersburg Academy, 2014
Bates College, 2018

“So much of my character and the skills that I use every day, like being able to write well, and listen well, and treat other people with kindness and respect, I owe that all to PFS.” So starts the interview with Newell Woodworth, Princeton Friends alum who graduated in 2011, having begun his time as a Pre-K student in the Beginning School. Newell shared his experience growing up at Princeton Friends as one that was equal parts academically rigorous and supportive, saying, “I like to be challenged and the challenge was definitely there. I was also a pretty rambunctious child, and PFS’s approach of meeting each child really worked for me, so I really shined.”

As Newell recalled his journey from Pre-K through 8th grade, he highlighted the close relationships he developed with faculty, silent meeting (Quaker meeting on Fridays), time to play, and cross country as top memories. Academically, he appreciated the rigor of math, literature, and Chinese, fondly remembering annual Storytelling Week and Poetry Week where he developed writing, speaking, and listening skills that he still uses today.

In talking about his experience with Chinese, a language he has continued to develop and use, working for Chinese companies and now in his tutoring business, Newell lights up. “I had so much fun learning this language early on, and now I love to work with kids to help them learn characters and pronunciation in ways that are fun and grounded in patience and support,” Newell said, tying this into the foundation of learning the language at Princeton Friends from Pre-K through 8th grade, and attributing that early educational experience to his proficiency in pronunciation and character writing.

After Princeton Friends School, Newell went on to the prestigious Mercersburg Academy in Pennsylvania, noting his academic readiness that enabled him to succeed and go on to double major in Environmental Studies and Chinese at Bates College in Maine, areas of study that were directly tied to his PFS foundation. “Environmentalism is something I was aware of at PFS because of the school’s efforts to be sustainable, and so I've always been really passionate about the environment…and then I got to college and could major in it. It was the same with Chinese–since B-School, I always loved studying the language and then was able to study abroad and work as a tutor throughout college,” Newell noted.

After college, Newell quickly realized that the corporate world he entered into wasn’t aligned with his life’s vision, and he is now passionately pursuing a degree in Classical Five Element Acupuncture in an intensive program in Boulder, Colorado–a bold move he directly attributes to confidence he built at Princeton Friends. “Acupuncture is very much about how we as humans can live in harmony with the natural world, the seasons, the environment. The origins of medicine are tied to learning from nature and learning to heal ourselves and heal others,” Newell shared, as he explained how this career path will enable him to combine his love of the environment, Chinese, and helping others.

Newell ended our inspiring conversation with a clear love for Princeton Friends, and an appreciation for the foundation it helped him build for himself. He shared, “PFS absolutely prepares kids for the real world–and not just the bases it covers like reading, writing, and math. All of that is covered really well, but what makes PFS unique is the emphasis on the individual and the awareness that each student is different, is going to learn differently, and different things will excite them about learning. I felt really honored as an individual student, and I was seen–really seen–as a unique kid. And that has made all the difference.”
 

Alum Spotlight: Ezra Love, Class of 2019

Ezra Love, a 2019 graduate of Princeton Friends School and current student at Hampshire College in Massachusetts, described their experience at PFS as transformative and central to shaping who they are today. Starting in Pre-K, Ezra’s time at PFS nurtured their love of learning, curiosity, and strong moral foundation.
Ezra shared, “Something I experienced at PFS that I deeply appreciated was having classmates who would stand up for me. It speaks to the values the school instills—fundamentally, they don’t want to see others get hurt.”

“I’m really grateful for PFS,” Ezra continued. “When people ask me about myself, it’s always part of the story I include because it was such a big part of making me who I am.” 

Fostering an Everlasting Love of Learning and Curiosity 

“PFS is the kind of place that makes you curious—even if you don’t start that way. It’s where I learned to learn for the joy of it.” As a neurodivergent student, Ezra found the flexibility and understanding at PFS invaluable. “Teachers recognized that in some areas I moved faster and in others slower. That kind of support helped me connect what I was learning to life and deepened my curiosity.” 

They credit PFS teachers like first and second grade teacher Jessica Hurwitz for fostering their curiosity, offering more challenging coursework in the areas they excelled in when they were ready, and helping them navigate social struggles with care and attention.

Preparedness for High School 

Ezra reflected that “PFS supported me in believing–to this day–that learning is for the sake of learning” and that prepared them exceptionally well for the challenges of high school: first, at a rigorous independent high school, The Peddie School, and then at their local public high school in Hightstown, New Jersey. “I remember watching peers in high school slack off on assignments if they weren’t weighted heavily for their grades, but I never did that, because I genuinely wanted to learn. It wasn’t just about the grades,” they said.
Thinking about some particular skills they brought into high school, Ezra noted that “PFS helped me become a confident writer and public speaker, and it instilled a love of reading that I carry with me to this day. Our librarian Sal, for instance, encouraged me to explore my curiosities through books, and that sparked something deeper that has remained with me.”

Beyond High School

Even now, at Hampshire College, Ezra can trace their academic success and vision for the future to their roots at Princeton Friends. Ezra always loved the school’s integration of music, community, and curiosity-driven learning. “I’m a big music person, and the music program at PFS had such an influence on me. Singing together during Community on Fridays and using the music binder were key parts of my experience.” Their time at PFS also revealed a love for working with children. “Meeting Partners were such a special part of my experience–both in having an older Meeting Partner and in being that older Meeting Partner to younger students as I got older. It was when I realized I wanted to work with kids.” This passion for music in concert with their experience as a Meeting Partner, now drives Ezra’s goal of becoming a music therapist–their college major–helping others connect in ways words sometimes cannot.

Looking Ahead with Gratitude

Ezra’s journey from Princeton Friends School to Hampshire College is a testament to the power of an education rooted in curiosity, connection, and kindness. As they look toward a future as a music therapist, Ezra carries with them the values and lessons learned at PFS. “I’m really grateful for PFS,” they reflected. “It wasn’t just a school to me—it was a community that shaped the way I see the world and my place in it. I learned to love learning, to connect deeply with others, and to stand up for what’s right.” 

Whether mentoring younger peers, creating connections through music, or simply learning for the joy of it, Ezra embodies the spirit of Princeton Friends School—a place where curiosity is sparked, individuality is celebrated, and kindness is a way of life.
 

Leiah Gaddis, Class of 2024

PFS Alum, 2024
Solebury School, 2028 

“From my first Visit Day, everyone was so nice and welcoming and it made me want to keep coming back every day.” These are the words of Leiah Gaddis, a 2024 graduate of Princeton Friends School, who described a school culture that kept her connected and engaged from first through eighth grade. Now a thriving ninth grader at the Solebury School, she has taken the academic and social-emotional building blocks from her time at Friends for what she describes as a smooth and happy transition into high school.  

The Transition to High School
“Transitioning into high school has been easy…the only thing that changed is now I receive grades, but my grades have been very good so far and I’m doing well in my classes,” shared Leiah about her academic transition. She highlighted the individualized instruction she received in math as one example of the many ways she was prepared to progress in her academic journey–skills that have helped her soar in geometry this year. “All the teachers at Princeton Friends listen to you and get to your level of understanding so they can help you in any way,” she recalled.

Being listened to and supported by faculty provided Leiah with both confidence and important help-seeking skills that have made a difference to her success in high school academically and socially. She said, “Thanks to Princeton Friends, I learned how NOT to be afraid to talk to people…that more people are going to want to get to know you than not. Solebury is a safe space like Friends, so it’s been easy to take that lesson forward and know, for example, that I can raise my hand with a question and it’s okay, because there will be other people with the same question.”

A boarding student at Solebury, Leiah also attributes the ways in which she and her peers were supported in building community at Friends to her success in quickly building relationships with new friends and roommates. Outside of class, Leiah is enjoying her time on the school’s volleyball team, and loves the community-centered approach to sportsmanship, saying, “It’s my first time playing this sport, and everyone on the team and coaches are so welcoming and are helping me learn.” She’s also enjoying living on campus, and especially appreciates the weekly trips off campus and the daily afternoon “conference” time with faculty where she can ask questions and receive support–building on the collaboration skills she gained while at PFS.

Looking Back at Her Time at Friends: Childhood and Community
“Princeton Friends is a very open community where every kid can be themselves. There is no favoritism and everyone feels comfortable to share their ideas and never hide what you think or who you are,” Leiah remarked in thinking about her time at Friends. She also touched on the value community-building across the entire school community provided to her, which happened through special events like Hoopla, the spring musical, and in the protected time for daily recesses, where students of all ages have the space to play games or swing on the swings. She said, “During these times together you get to know everyone in the school. I got to hang out with younger students and other older students I might not see in classes during the day. In bigger schools, you kinda just stay in one small group, but it’s really nice when you can get to really know each other and know you always have someone to hang out with, so no one is ever lonely.”

Leiah, who played Mary Poppins in her eighth grade year, shared that the annual musical was another way that Princeton Friends prioritizes community and cohesion, saying it is “another way for all of us to come together and no one is ever excluded–if you want to be involved from the cast to the stage crew, you will always have a role, and that’s really nice.” 

As Leiah continues to settle into high school life, she looks forward to seeing more Princeton Friends students graduate and hopes to stay connected with the community and connect with more alums, past and yet-to-come, so she can give back to the school who has given her so much. And we at Princeton Friends hope, too, to stay connected with Leiah, who has given to us so very much as a student and as an alum already. 

Alum Spotlight: Rhianna Searle '19

PFS Alum, 2019
George School, 2023
Haverford College, 2027 (anticipated)

“I felt so loved and nourished as a child. Part of that was being lucky to have such a wonderful family, but a big part of that was definitely PFS,” recalls Rhianna Searle, Class of 2019. Now a sophomore at Haverford College pursuing degrees in English and Anthropology, Rhianna reflects on how her formative years at Princeton Friends School shaped her both personally and academically.

Nurtured by Nature and Community

Rhianna’s memories of PFS are deeply rooted in the sense of being cared for by the school’s close-knit community and its connection to the natural world. “I remember always being outside, playing and learning,” she shares, noting how PFS’s emphasis on nature-based education instilled in her a lifelong connection to the world and love of learning. From the sandbox to the woods, the physical spaces of the school were more than just a backdrop—they were integral to her childhood.

A particularly special place for her was the sycamore tree near the playground, where she made countless memories with her friends. Even now, she reflects on those moments spent outdoors and in the garden as formative, not only for her personal development but also for her enduring love of the environment. Today, Rhianna’s interests in grassroots economies, land rights, and social justice are rooted in those early experiences of stewardship and connection to nature. She partakes in a lot of climate activism work with the Quaker environmental group Earth Quaker Action Team (EQAT).

The community at PFS also provided her with a unique sense of belonging and continuity. “My best friends to this day are people I met at PFS,” she says, explaining that they often reminisce about their shared experiences at the school, such as all-school singing and dancing on Fridays, a tradition that she didn’t truly realize the value of until after departing PFS. “At the time, I took it for granted, but now I see how special it was to be part of something that brought everyone together.”

Academic Rigor and Lasting Preparedness

While the nurturing environment of PFS played a significant role in shaping Rhianna’s values, the school’s academic rigor set her up for success in ways she hadn’t anticipated. Like many students, she questioned whether she’d be ready for the challenges of high school. But when she began at George School in 9th grade, she quickly realized that PFS had more than prepared her. “I was way more prepared than my peers,” she recalls.

Rhianna’s experience at PFS gave her strong foundations in key skills like visual literacy, public speaking, world language, and slideshow formatting—skills she found herself using frequently in high school and beyond. The confidence she gained at PFS allowed her to excel academically and express her ideas with clarity and poise.

Reading, Writing, and World Language 

Rhianna recalls how a strong foundation in Spanish at PFS enabled her to excel in her high school’s full immersion classes. She shares, “I took Spanish at PFS and was able to place into Intensive Spanish 3 my ninth grade year at George School. I had a really good grammatical foundation going into high school level language that made GS's full immersion classes feel less intimidating.” 

In addition, Princeton Friends' longstanding traditions of All School Reading, Poetry Night, and Storytelling Week had a huge influence on Rhianna personally and academically. “Growing up with a culture of reading means I still always have a book I'm reading for pleasure,” she notes. From her time as a Beginning Schooler and up through 8th grade, Rhianna remembers how reading and writing were made accessible and exciting. One of her earliest memories is “Capture the Day” in first grade, an exercise (still happening today!) where students write each afternoon in a hardcover journal about something memorable from that day. Over the years, PFS built on that foundation, exposing students to poetry and fostering creativity through storytelling, all in a scaffolded and interwoven way that built year after year. “Because of that, poetry is now a huge part of my life,” she says, reflecting on how PFS’s intentional approach to writing continues to influence her today, as she works to publish a book of poetry and has accomplished several poetry awards, including Bucks Country High School Poet of the Year (which she was also runner up in the previous 3 years) and the National Scholastic Award in poetry.

Values for a Lifetime

Looking back, Rhianna realizes that the skills she honed at Princeton Friends extend beyond academics. The school instilled values that continue to guide her, from stewardship and leadership to the importance of community. As an eighth grader, she took on mentoring roles, learning how to connect with and support others—skills she still uses in her current academic and personal life.

Settling In (PFS’s name for Quaker Meeting for Worship) was another powerful experience that shaped Rhianna’s ability to reflect and find peace within herself. “The Meeting House was a special place,” she recalls, noting how it helped her grow as a person who could self-reflect and process her thoughts. Even years later, she stays in touch with her old meeting partners, and a gift one of them gave her still hangs in her bedroom as a reminder of that bond.

As she navigates her college career and thinks about a path beyond, Rhianna looks back at her time at PFS as foundational to her growth. The school’s commitment to nourishing both the mind and the spirit left an indelible mark on her, one that she carries with her in everything she does.

Laura Shinn Reflects on the Foundation of Kindness and Curiosity

PFS Student, 1993-1999
The Pennington School, 2007
McDaniel College, 2011

Laura Shinn, who attended Princeton Friends School from Pre-K through 4th grade before moving away in 1999, credits the school with shaping her character and values in profound ways. Her educational journey took her from Churchill School in Manhattan to The Pennington School for high school and later to McDaniel College in Maryland, where she majored in History and Political Science. Now residing in Georgia, Laura continues to hold PFS in the highest regard, recommending Friends schools exclusively to anyone seeking a nurturing and values-driven education for their children.

Laura fondly recalls her time at Princeton Friends as formative, describing the school as a place where kindness came first, mistakes were embraced as learning opportunities, and curiosity was celebrated. “I never met happier people,” she shared. 

“PFS raised me and built a foundation of morals and kindness that became my spine, which I carry to this day.”

One of the key lessons Laura took from her time at Princeton Friends was the importance of questioning everything from a place of genuine inquisitiveness—a trait she notes hasn’t been encouraged in other spaces for her since. The school’s approach to celebrating individual successes without comparison fostered a warm and supportive environment. She still treasures memories of her librarian, Barbara, who supported her reading journey; staff guitar playing in the Great Room while students sang; and the iconic second-grade calendar project, which she credits with helping her overcome challenges in a way that left a lasting impression. “To this day, I still equate January with the color yellow because of that project,” she said.

Laura’s love for the environment also blossomed at Friends. She remembers dissecting owl pellets and discussing environmental stewardship—lessons she carries into her daily life. One vivid memory is her science teacher’s disdain for plastic straw wrappers, which often ended up littering the ground. 

“We all walked away with a love of the environment because we were playing with the planet every day at PFS,” Laura said.

In 2019, Laura returned to PFS with her husband to revisit the campus that meant so much to her. As history majors, they delighted in exploring the historic Meetinghouse and grounds. Laura reflected on the unique aura of the Meetinghouse, recalling its distinct smell and the sense of peace it evoked. She tied her admiration for the school’s respect for individuals to a science class memory, where her bold guess about the body’s water content earned her recognition and confidence. 

“In all my life, I went on to other schools–high school, and college–but never have I ever had the level of respect as a person that I did when I was a young student at Princeton Friends School.”

Laura’s reflections underscore the value of Princeton Friends. She believes the school’s emphasis on kindness, morality, and cooperation equips students to make a meaningful difference in the world. “There are things about this world that people will all experience—the world will do that to them. A school doesn’t need to be tough and rough and stressful for them to learn what the world will teach them anyway. But at PFS, your child will learn the lessons of kindness, and morality, and cooperation, and will carry those forward to make a difference this world so desperately needs.”

Today, Laura is proud of the person she has become and credits Princeton Friends School with planting the seeds for her enduring values. As she says, “PFS is magic.”