creative writing club secondary school

Teach Creative Writing In High School With 10 Fun Activities

Creative writing is a meaningful aspect of literature that mandates you to utilize your expertise, ingenuity, and story to depict a critical message, emotion, or plot. It defies the traditional bounds of other forms of writing and is completely subjective to our preferences and experiences. In creative writing, it’s all about imaginativeness!

Using creative imagination and originality to convey feelings and concepts in a unique way is at the heart of creative writing. Simply stated, it’s about infusing your own ‘flair’ into your writing, moving beyond academic or other technical kinds of literature. 

In this post, we will explore the various activities which would be advantageous for a high schooler who wishes to indulge in creative writing!

What Happens When Creative Writing Is Put To Use?

Creative writing is any form of writing that deviates from traditional professional, investigative journalism, educational, or technological forms of literature. It is typically distinguished by emphasizing narrative craft, character development, literary tropes, or various poetic traditions.

Here are the few ways how high schoolers can benefit from creative writing –

1. Imagination

When you write creatively, you expand your imagination by creating new environments, scenarios, and characters. This way, you are also boosting and stretching your imagination, as well as “thinking out of the box.” This allows you to concentrate your energy on many other things and improve your ability to find fresh ideas and alternatives to problems you’re having. Whether you’re a researcher or a businessman, creative writing will increase your imagination and help you think more creatively, and push the boundaries.

2. Empathy and Communications skills

When you create characters, you’ll be constructing emotions, personalities, behaviors, and world views that are distinct from your own. Writers must conceive personalities, emotions, places, and walks of life outside of their own lives while creating universes with fictional characters and settings.

This can give children a good dose of empathy and understanding for those who aren’t like them, who don’t live where they do or go through the same things they do daily. Writers are better equipped to communicate when they have a greater understanding of other points of view. They can come up with creative ways to explain and debate subjects from multiple perspectives. This ability is crucial in both professional and personal situations. 

3. Clarification of Thoughts 

Creating structures in creative writing allows you to organize your impressions and emotions into a logical procedure. You may express both your thoughts and your sentiments through creative writing. For example, if you’re a marketing executive, you could create a short tale in which your clientele reads your promotional emails. You can guess what they’re up to, where they’re seated, what’s around them, and so on.

This enables you to focus on the language and strategies you employ. Alternatively, if you’re a technical writer writing on a new desktop platform, you could create a creative scenario in which a user encounters a problem. 

4. Broadens Vocabulary and gets a better understanding of reading and writing

You’ll learn a larger vocabulary and a better understanding of the mechanics of reading and writing as you begin to practice writing exercises regularly. Even if you’re writing a budget report, you’ll know when rigid grammar standards work and when they don’t, and you’ll know what will make your writing flow better for your readers. Exploring different ways of expressing yourself when writing creatively allows you to extend your vocabulary.

You’ll notice a change in your use and range of language as you improve your writing over time, which will be useful in any professional route and social scenario. You’ll be able to bend and break the rules when you need to, to utilize your voice and make what you’re writing engaging without coming off as an amateur, dull, or inauthentic once you’ve grasped the fundamentals of writing professionally and creatively.

5. Building Self-Belief 

When you write creatively, you’re actively involved in an activity that allows you to fully develop your voice and point of view without being constrained. You have a better chance to investigate and express your feelings about various issues, opinions, ideas, and characters. And you’ll feel more at ease and secure stating your thoughts and perspectives in other things you write as a result of this.

Writers who don’t write creatively may be concerned about appearing authoritative or trustworthy. They accidentally lose their voice and sound like drones spouting statistics by omitting to include their perspective on the topics they’re writing about. As a result, they miss out on using their distinct voice and presenting themselves as an expert with real-world expertise.

Creative Writing Activities That Will Strengthen Your Writing Skills  

Short spurts of spontaneous writing make up creative writing activities. These writing exercises push a writer to tackle a familiar topic in a new way, ranging from one line to a lengthy tale. Short, spontaneous projects are common in creative writing programs, but any writer should make them a regular practice to extend their abilities and learn new tactics to approach a series of stories.

These activities must be performed for ten minutes at a time, several times a week – by creative writers. They’re designed to help you improve your writing abilities, generate fresh story ideas, and become a better writer.

1. Free Writing

Writing is the first and foremost activity that is going to give your creative writing a boost. Start with a blank page and let your stream of thoughts and emotions flow. Then simply begin writing. Don’t pause to think or alter what you’re expressing. This is known as “free writing.” This writing activity is referred to as “morning pages” by Julia Cameron, the author of ‘The Artist’s Way.’ She recommends that authors do this every day when they first wake up. Stream of consciousness writing can provide some intriguing concepts.

Allow your intellect to take the lead as your fingers type. Or write a letter to your younger self.  Consider a topic you’d like to discuss, such as a noteworthy event, and write it down. Give guidance or convey a message that you wish you had heard as a youngster or a young adult.

2. Modify a Storyline – Read

Most of us like to read. However, just reading won’t really help augment your creative writing skills. While reading bestows insight into the deeper meanings of numerous things, you need a more concrete approach to better your aptitude. To do this, you can modify any storyline. Take an episode from a chapter, if you’re feeling brave—from one of your favorite books and recreate it. Write it from the perspective of a different character. Swap out the main character in this exercise to examine how the story may be conveyed differently.

Take Percy Jackson’s thrilling conclusion, for instance, and rework it with Annabeth as the primary character. Another way to approach this creative activity is to keep the primary character but switch viewpoints. Rewrite a scene in the third person if the writer has told a story in the first person. 

3. Add Creative Writing Prompts or Create Flash Fiction

Use writing prompts, often known as narrative starters, to produce writing ideas. A writing prompt is a sentence or short excerpt that a writer uses to start composing a story on the spot. You can look up writing prompts online, pick a sentence out of a magazine at random, or use a brilliant line from a well-known work as the start of your short scene.

Another thing you can do to accentuate your writing is to create flash fiction. Sit down at your desktop or pick up a pen and paper and write a 500-word story on the spur of the moment. This isn’t the same as just writing whatever comes to mind. With no fixed guidelines, free writing generates a stream of consciousness. All of the basic components of a story arc, such as plot, conflict, and character development, are required in flash fiction, albeit in a shortened form.

4. Create a Fictitious Advertisement

Pick a random word from a nearby book or newspaper and create a fictitious commercial for it. Write one ad in a formal, abbreviated newspaper classified format to require you to pay special attention to your word choice to sell the item. Then write one for an online marketplace that allows for longer, more casual text, such as Craigslist. Describe the item and persuade the reader to purchase it in each one.

5. Engage in Conversations 

Engaging in conversations with your friends/family – or simply communicating can help brush up your writing skills. Talk to your loved ones about their hobbies, career, views on societal issues – any suitable topic for that matter. This helps implement others’ points of view and expands your mental ability. Another useful thing that you can do is – make another person’s tale and create it by implementing your own thoughts. Then talk about it in an impeccable manner. Also, talk in complete sentences. This goes to show your Linguistic intelligence proficiency – and helps augment your creative writing skills.

6. Create Your Own Website/Blog

Start your search for blogging. There are a million writing suggestions out there, but they all boil down to the same thing: write. Blogging is excellent writing practice because it gives you a place to write regularly.

To keep your fingers and mind nimble, write a post every day. Like most bloggers, you’ll want to restrict your subject—perhaps you’ll focus on parenting or start a how-to site where you can tell stories from your point of view.

7. Participate in Debates/Extempores  

Participating in debates, extempores – anchoring for your school function, giving a speech, all of these activities help boost your creative spirit. These group events make you understand what other people are envisioning, which in turn helps you generate new ideas, approaches, and methods. Not only do they improve your articulation and research skills, but they also develop critical thinking and emotional control abilities. All of these promote a better creative writing aptitude.

8. Start a YouTube Channel or Podcast 

Starting a YouTube channel or podcast will definitely level up your creative game. YouTube is a never-ending platform, covering myriads of topics. Choose a particular niche for your channel.

Then do your topic research, create content, manage SEO, approach brands, talk to clients and influencers – do all the good stuff. Communicating with other influencers and creating content will take your creative writing skills to another level. Starting a podcast will have a similar impact. 

9. Love them? Say it with your words!

We have many festivals, occasions, birthdays, parties, anniversaries and whatnot! You can employ these special days and boost your creative writing skills. You can make a token of love for them – writing about your feelings. You can also make gift cards, birthday cards, dinner menus, and so on. So let’s say, it’s your mother’s birthday, you can write her a token of love, elucidating your feelings and letting her know what all she’s done for you and that you’re grateful. Do this for all your near and dear ones. This not only spreads positivity and love but helps you develop your creative aptitude.

10. The What-if Game

The What-If game is an incredible way to upgrade your creative abilities. You can play this game with your friends, cousins, relatives, or solo. Here, you need to find links to many interesting hypothetical questions. For instance, what if the sun doesn’t rise for a week? What if there’s no oxygen for one minute? Play it with your peeps, or ask these questions to yourself. It can be anything random but concrete. If you don’t know the answers to the questions, look them up on Google. This way, you’re training your mind to learn new concepts all the while enhancing your visualization process. 

We can conclude that creative writing encourages students to think creatively, use their imaginations, imply alternatives, expand their thinking processes, and improve their problem-solving skills. It also allows the child to express themselves and grow their voice. Besides, it enhances reasoning abilities. The principle behind the creative writing concept is that everyone can gain the qualities that are needed to become a successful writer or, rather become good at writing. Creative writing is all about using language in new and innovative ways.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

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• Articles / Writing

Starting a Writing Club Outside the Classsroom

by MiddleWeb · Published 10/10/2023 · Updated 10/16/2023

By Sharon D. Ratliff

A extracurricular writing club can be a safe space for students to escape the world, express true feelings, and embrace creative ideas.

So how do we as teachers facilitate a safe space? Although my curriculum allows students to write, I realized that students wanted an opportunity to write outside the walls of the classroom and connect with other friends beyond their designated English period.

So I decided to start a writing club in our middle school that would exist beyond curriculum boundaries and provide a comfortable, social experience for all writers.

Three years into the experiment, here are some tips and tricks I’ve learned along the way. I hope these suggestions will help you establish your own campus writing club.

Establish a time and common place to meet .

Meeting in a common area encourages multiple grade levels to participate and avoids the stigma that the writing club is for a certain type or age of student. Our club meets 3 times a month in the library from 8:00 till 8:45. Membership is flexible; any student may join the club at any time. Attendance varies from 30 students to 10 students.

Our most important ‘rule’

Using an open platform, students created the rules for writing clubs. Specifically, I wrote down what they thought a writing club should look like, and we discussed their suggestions. One of the first “rules” the students established in the writing club: there are no “rules” or limitations on what you write! In our club, writing is a haven from the constant barrage of what thumps us in the outside world.

Let the students name the writing club and establish a “purpose.”

While there are no “rules of writing club,” students came up with the following purpose: to freely express ourselves in any genre we select, use words to encourage others, receive feedback from peers on personal writing, and participate (if you want to) in various writing contests.

Writing club embraces both handwriting and using technology to write. Without a doubt, it is essential for students to name the club in order for them to establish ownership. To facilitate this process, at the beginning of each year students brainstorm one week and the following week vote on what the club will be called. For the past two years we have been “Ink and Fable.”

Build a community .

Using icebreakers, giving out free “journals” (colorful composition books) along with pens, providing publishing opportunities, and serving occasional celebration snacks all help build a community. To see some ways I use writing activators to build community click here. For example, students might watch this peaceful scene of waves washing up on shore and respond to a prompt:

Use your learning management system (LMS) and give students access.

I created a course on our district LMS-Canvas (you might choose another space). The course is used for students to post their writing and gather inspiration from the group. I also use the LMS to inform the members about upcoming opportunities to compete in writing contests. Numerous contests abound; here is a WE ARE TEACHERS resource by Sean Hogan that I use to find writing contests.

Establish a light agenda for meeting.

Students thrive on routine. If students know the basic format, their energy can be funneled into creation instead of guessing what we are going to do. The agenda consists of an activator which may include an attention-getting nature picture, a 3-2-1 exercise, a cartoon, a video, or an introduction to a contest.

After the warmup students springboard to work on any type of writing they choose. Sometimes, I encourage students to group themselves according to the genre they are working on.

All levels of writers welcome

Writing club is an eclectic group. Some students come to just write haikus or journal, some to write rap, and some come seeking specific feedback for a writing contest piece. We’ve also had some students come just to get feedback about their English essay!

Words of encouragement

Our writing club had some stationery donated. We have used this to write notes of encouragement to custodians, counselors, or other “unseen” yet important employees in the school. Since there are no rules of writing club, this is not a requirement. Yet students love to participate, and this is where they begin to learn how much their words matter.

Advice Column

One of our activators consisted of students responding to an old newspaper column from a teen seeking advice. We then compared the club members’ responses to the actual advice published. Some club members then asked if they could write an advice column for our school.

Yes! Club members then created a QR code from a Google Form for all students on our campus to anonymously submit problems to the writing club. A group of students from the writing club might then select a question/problem and draft an answer. I then proofread the answer for content, and the writing club students alternate on who will record the answer for playback during the school announcements.

Make this idea your own

I hope these tips and tricks help any ELA teacher interested in starting a writing club. Just remember – there are no rules; the writing police will not appear at your school door, just students who want to connect and create. While kids struggle with self-image, peer relationships, and communication, ink and paper have no judgment.

After all, their words matter!

Sharon Ratliff  (@sharondratliff) recently shifted from 7th grade ELA teacher to middle school gifted and talented facilitator in Katy, Texas. Before stepping into the mysterious land of middle school, Sharon taught upper elementary in Texas, Florida, and with the Department of Defense.

Over the past 20 years, Sharon has mentored young teachers, hoping to pass along a love for educating young minds. She enjoys working with all students, developing curricula that emphasizes critical thinking and discovering reading and writing techniques that empower students in real-life applications. See Sharon’s other MiddleWeb articles here .

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Tags: advice column community creative writing SEL Sharon D. Ratliff Sharon Ratliff student led writing club writing contests

MiddleWeb is all about the middle grades, with great 4-8 resources, book reviews, and guest posts by educators who support the success of young adolescents. And be sure to subscribe to MiddleWeb SmartBrief for the latest middle grades news & commentary from around the USA.

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Sharon, this is wonderful. I wish I had had such a club as a middle schooler myself. Your tips are very helpful — the way that you create structures around what is a very open space. I think that balance is key for our age group (I teach 8th grade).

I’ve just written a book – Who Gets To Write Fiction: Opening Doors to Imaginative Writing for All Students — about creative writing and how it can and should be a central part of ELA and our study of literature. The book is more focused on integrating imaginative writing regularly into our regular class work. However, there are always a number of my 8th grade students who really take to fiction and/or poetry writing and want to continue.

My colleague in the HS has started a creative writing club and many of my now former students have joined. I will share your article with him. But I’ll also considering starting a MS club after school. A space for those who are called beyond the classroom and school day to write is important.

Ariel, Thank you for the positive feedback. I’m excited about your book and will check it out! If you start a writing club at your school, maybe we can Zoom sometime and just exchange ideas… My former students started a creative writing club at their high school and published their first anthology last year. It is amazing. These kids crave a space to write beyond the lines…

Thank you Sharon Ratliff for a thought provoking article. I am a retired teacher, but I still look for activities in which I can become involved. I was an elementary schoolteacher in my early teaching but spent 26 rears in middle school math along with 10 years of middle school language arts. I get involved with church and community education activities when they are available.

Glendora, I am sure you are a WEALTH of knowledge! Retired teachers are treasures! I hope you will continue to be involved with your church and community education opportunities–maybe there could be a writing club opportunity there? If your church does any type of Thanksgiving baskets, gift gathering, or shoe boxes students could write notes of encouragement, experiment with poetry, or compose post-it positives. Thank you for reading my article :).

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How to Start a Creative Writing Club

Last Updated: June 1, 2024 References

This article was co-authored by Ashley Pritchard, MA . Ashley Pritchard is an Academic and School Counselor at Delaware Valley Regional High School in Frenchtown, New Jersey. Ashley has over 3 years of high school, college, and career counseling experience. She has an MA in School Counseling with a specialization in Mental Health from Caldwell University and is certified as an Independent Education Consultant through the University of California, Irvine. This article has been viewed 36,544 times.

Do you have a passion for creative writing that you want to take to the next level? A great way to grow your writing skills is to start a creative writing club, where you can share your work with others who are invested in cultivating the same craft. Working with people who share similar interests to you is both fun and incredibly rewarding!

Things You Should Know

• If you’re a student, talk to your favorite English teacher and ask them to sponsor the club; the odds are extremely high that they’ll be thrilled by the idea!
• If you’re running the club, remember that different members are likely there for unique reasons—include a variety of poetry, fiction, non-fiction, and screenwriting activities.
• For a younger crowd, include a writing activity with every meeting and encourage members to share their work—be super supportive!
• Make sure that if you’re doing any workshop-style discussions that the members understand that critiquing someone’s work does not mean criticizing them as people.
• Clubs with older members will likely attract a good number of experienced writers, so you may want to start meetings by asking members if they’ve been working on anything they’d like feedback on before going into activities, lectures, or discussions.

Forming Your Club

• Possible locations include your house, public park, an open classroom, or anywhere else you can meet and converse without disturbing others.

• Word of mouth: Invite friends and acquaintances, and ask them to spread the word and bring their friends! Talk openly and excitedly about your club: your enthusiasm will help draw the interest of others. It’s a good idea to invite very broadly to begin with: the people who are truly invested in your club will show up and stick around.
• Posters and fliers: Design a cool flier and post it around school or your workplace! This is a nice way to draw attention to your club.
• Social media: For example, you can create a Facebook Event for the first meeting and share it widely with your friends!

• If you do decide to ask someone to be your advisor, be considerate of their time and respectful when making your request. Sending them an introductory email explaining your plans (in as much detail as you can) will allow them to make an informed decision. It is also courteous to offer to meet in person or talk over the phone/Skype so that they can ask any questions they might have before they make their decision.
• Advisors can be involved in a variety of ways, and this should be a conversation that you have directly with your potential advisor. Will they attend meetings? Will they offer guidance from afar? These are questions that are best to ask early on.

• This is related to possibly need an advisor: some schools require an advisor's signature on club registration forms. Once again, just be sure to research your school, university, or organization's requirements.

Holding for Your First Meeting

• You can choose an icebreaker that is relevant to the theme (if applicable) of your club, or you choose something entirely random. The point of this activity is to lighten the mood and help your members get to know each other and feel more comfortable opening up and sharing their work. Classic icebreakers like "Two Truths and Lie" (where everyone shares two true facts and a lie about themselves, and others guess the fabrication) and the "Name Game" (where each person has to find an adjective to describe themselves that starts with the same letter as their name) can be great simple options. [2] X Research source

• Write about an animal of your choice.
• Open up a dictionary, pick a word, and write what it means to you.
• Create a poem or story that starts with "Hello."
• Write a piece that's inspired by a conversation you've recently overheard.
• Write about something you dread or fear.

• If voting proves too messy (this might be the case, especially if you have many members), an easy and neutral online tool that may help you decide when to hold meetings is doodle.com (or other similar scheduling applications).

• Is your main goal as a group to spark new writing ideas together and actually practice writing during the meetings, or to critique and improve one another's written works? Alternatively, you may want to operate as more of a social/support group for writers, where you talk about your craft and hold one another accountable for your personal writing goals. Decide your focus together, and build that into your mission. [4] X Research source

• Bringing a large sheet of paper and pens (or whiteboard markers if your location has a whiteboard) can be a nice way of involving members in this process. Members can take turns suggesting and writing ideas. You can keep this piece of paper as a reminder for future meetings, or you can take it, type it up, and print it and share copies (or a combination).

Keeping Your Club Going

• It is helpful to bring a notebook to meetings so that new members can share their e-mails and/or phone numbers, and so that you can then add them to any groups or lists.

• It's a good idea to start an e-mail list, a Facebook group, and maybe a group chat so that you can add members and keep them informed and up to date on club meetings and activities. It's all up to you, but clear communication will help your club flourish.

• If you do choose to have writing partnerships be a part of your club structure, you may want to consider assigning writing partners randomly as well as have people change partners periodically. It's a good idea to try to prevent cliques from forming for many reasons: so that no one feels left out, so that members are receiving feedback on their work from multiple perspectives, and so that people are establishing many connections with many different members of different style, backgrounds, and personalities.
• Give members ideas of how to connect with their writing partner. Suggest accessible practices such as, "After you've written your piece, share it with your partner via Google Docs so that you can read each other's work. Then, coordinate a time to meet and discuss one your work in person." Encourage members to do whatever feels most comfortable to them.

• One way to do this is creating and sharing the link to a standing Google Form that is specifically designed for feedback. Creating an anonymous Google Form (or whatever type of digital survey works best for you) will encourage members to voice their opinions. It's good to establish protocol for how this feedback will be dealt with, early on: will you (as the leader) check the responses regularly, and will suggestions be discussed at meetings?
• Another way to gather feedback is to designate an allotted amount of time during meetings to open up the discussion for feedback and suggestions.
• If you and your members do decide that you want to discuss feedback weekly (however you choose to gather it, whether electronically or during meetings), you may also want to discuss the format of this discussion. Will it be an informal discussion? Will people vote? Will it depend on the feedback? These are good points to consider early on when determining club guidelines.

• Let members know what they should bring to the next meeting (i.e. laptop, notebooks, pens, etc.).
• Ideally, set at least a loose agenda for your next meeting, before you wrap up your first one. Your goal should be to get right down to writing and club discussions in your subsequent meetings, now that you've set some ground rules and expectations. [6] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source

Community Q&A

• Bringing snacks can be a fun addition to any meeting. But be sure to communicate any allergens (nuts, dairy, etc.)! This will help incentivize people to come to the meetings, and—particularly if your club is hosted during lunch or after school—makes sure that no one is hungry entirely. Thanks Helpful 0 Not Helpful 0
• Bringing some extra notebooks and pens to the first meeting (or first few meetings) is always a good idea, just in case someone forgets their own. Thanks Helpful 0 Not Helpful 0
• Try this fun activity: Pass sheets of paper around so everyone has one. Have everyone write the beginning of a story, pass the sheet to the person on their right, and have them continue the story (then folding the sheet over so the next person can only see the most recently added sentence, not any of the previous sentences). It's sort of like the game "telephone," and you can theme it around a particular topic! Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://www.writersdigest.com/publishing-insights/7-questions-to-ask-yourself-before-starting-a-writers-group
• ↑ https://icebreakerideas.com/quick-icebreakers/
• ↑ https://thinkwritten.com/365-creative-writing-prompts
• ↑ https://www.inkedvoices.com/writing/types/
• ↑ https://writingcenter.unc.edu/handouts/writing-groups/writing-group-starter-kit/

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Creative Writing Opportunities for High School Students

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If you’re a high school student interested in creative writing, you may or may not have a number of broad extracurricular options to pursue during the school year, depending on your school. You might be a part of your school’s literary magazine, or participate in creative writing workshops. Maybe you are lucky enough to attend a school with dedicated creative writing classes or poetry electives.

But what if your school doesn’t seem to offer much for students who want to pursue creative writing? Or what if you don’t even know where to begin looking? How can you keep your momentum headed towards your goal or otherwise use your time productively if you passionate about creative writing?

There are many activities available to high school students who enjoy creative writing. Some might be available through your school, but many are out there waiting for you to pursue them independently.

In this post, we’ll outline how you can take the initiative to pursue multiple creative writing opportunities both in and out of school. Keep reading to learn more about what opportunities are out there for high school-aged creative writers.

Why Pursue Creative Writing?

There are many reasons to pursue extracurriculars in general. They can serve to strengthen your academic profile, they allow you to pursue interests not otherwise available through traditional classwork, and they can provide valuable, real-world experience.

Creative writing is an extracurricular that is closely tied with your academic coursework in English and Language Arts and in fact is probably a partial requirement of at least some of your English classes. Pursuing it further exemplifies your commitment to the craft and gives you some insight into writing as a possible career path.

It might be easy to think of creative writing as nothing more than a hobby, but in reality many careers exist in which strong writing skills are coveted. By pursuing creative writing, you become well equipped for a career as not only an author or poet, but also in many other fields. We’ll discuss these more in depth at the end of this post.

Opportunities to Pursue Creative Writing

Literary magazine:.

This is the most obvious and most common way to study and produce creative writing in a formal setting at school. Many schools already have a literary magazine established and likely have regular meetings and a faculty adviser equipped to lend insight and advice.

You can usually join your school’s literary magazine at the beginning of a new school year, though you may also be able to join mid-year in some circumstances. Contact the editor or faculty advisor if you want to become involved. Over time you may even be able to take on a leadership role yourself. To learn more about the importance of this, check out CollegeVine’s Your Resume, Revamped: Securing Leadership Positions and Perfecting Your Extracurricular Profile . 

Another way to be involved with the literary magazine, even if you aren’t a part of its team, is to become a regular contributor. This isn’t always easy; some schools have highly competitive literary magazines or only produce one printed edition per year. If this is the case at your school, don’t get discouraged. Submit your best work, learn from feedback, and keep trying.

If your school does not have a literary magazine, you might consider starting one. Begin by talking to other students who have expressed interest in creative writing. Once you have a strong group of interested students, approach a member of your school’s faculty who would make a good adviser.

Your faculty adviser should be someone who has worked closely with you in the past and has some level of expertise in creative writing. Be clear what sort of commitment you are asking for from this person. You may need him or her to be present at every meeting, or you might simply need his or her signature and sporadic stamp of approval. Also remember that you will have some associated costs so having a faculty adviser who can help with fundraising could be important.

Literary magazines provide students interested in creative writing with some general insights into a formal writing publication, a glimpse at the process for submitting work and receiving feedback, and the opportunity to have their writing published for all to see.

Creative Writing Club:

If your school does not have a literary magazine or you are interested in pursuing creative writing in a less formal setting, a creative writing club might be a good bet for you.

These clubs generally operate as regular writing workshops during which students respond to prompts or practice free-writing, and then share their work and offer feedback to others. It is often similar to the submissions approval process at a literary magazine without the stress of possible rejection.

In addition, a creative writing club does not generally produce a publication, though some might print a collection of work at the end of the school year. Again, this differs from the traditional literary magazine because work is selected by the author rather than submitted for acceptance or rejection.

If your school does not have a creative writing club, it is easy to start one. Because there is no associated publication as in the case of a literary magazine, the process is generally less formal. You could meet before or after school and sometimes you don’t even need a faculty adviser; you just need a teacher who’s willing to share classroom space outside of school hours.

Alternatively, you could form a writing club that is completely independent of your school by meeting at the library or a friend’s house. Simply gather creative writing exercises from books or online searches and then gather on a regular basis to respond to them, share work, and offer constructive criticism.

A creative writing club can also be an important accountability tool for students who are working on independent creative writing projects. If you’re writing a longer piece or even a novel, or working on a collection of poetry, meeting regularly with like-minded writers can help to keep you on track and provide outside feedback that might otherwise be unavailable.

Creative Writing Tutor:

If creative writing is your passion and you want to share it with others, you might consider becoming a creative writing tutor for younger students.

Contact a local elementary school and ask if you might be able to volunteer. If so, arrive prepared to lead a small writer’s workshop. Bring any handouts you might need and practice your oral presentation ahead of time. If you need some inspiration for activities, check out the Creative Writing for Children page at PBS parents or the Story Starters page at Scholastic . These kid-friendly writing prompts are sure to inspire even the youngest authors.

If you can’t find a volunteer position at an elementary school, you could try reaching out to other local organizations. Girl or boy scout troops, community centers, or the local library are all possibilities.

Leading a creative writing group for younger students is a great way to hone your own thinking about creative writing, to practice your teaching and leadership skills, and to give back to your community.

Discover your chances at hundreds of schools

Our free chancing engine takes into account your history, background, test scores, and extracurricular activities to show you your real chances of admission—and how to improve them.

Writing Contests:

If you’re looking for more direction for your writing, and the idea of fame and fortune intrigues you, you should consider entering some writing contests. There are many to choose from, and most offer either cash prizes or scholarship money. Some are also quite prestigious.

For a list of some of the most respected writing contests open to high schoolers, check out The CollegeVine Ultimate Guide to High School Writing Contests .

Summer Programs:

As is now the case for most extracurriculars, there are many strong summer programs to choose from if you’d like to pursue creative writing during your school break. These programs can be competitive to get into and you will usually be required to submit a writing portfolio as a part of your application.

Programs such as these also strengthen your college application and reinforce your commitment to writing. A few of the strongest are:

• Interlochen
• Kenyon Review Young Writer’s Workshop
• California State Summer School for the Arts (Primarily for California residents, but a small number of non-residents are accepted each year.)

Many of these programs have scholarships available, so if finances are a concern, be sure to research a few options before ruling anything out.

In addition, many colleges offer summer programs in creative writing as well. These are usually similar in format to any of the aforementioned summer programs, with the added bonus of allowing you to build connections at colleges or universities that you might wish to attend. 

See if any schools on your list of potential colleges or universities offer summer programs and look into attending those. Otherwise, consider one of the following, which are known for their high quality instruction:

• Duke Young Writer’s Camp
• Carleton College Summer Writing Program
• Stanford Summer Institutes
• Lewis and Clark Fir Acres Workshop
• University of Iowa Young Writer’s Studio

Start a Blog

If you find that you are writing often but have nowhere to showcase your work or have trouble holding yourself accountable for producing work on a regular basis, starting your own blog might be a good fit. A blog is a great way to share your writing on a public platform, it can act as an informal portfolio of your work, and it helps to hold you accountable to a larger audience.

Many blogs are easily set up and hosted for free on websites such as WordPress , Blogger , LiveJournal , or Weebly . Share a link to your blog on your social media accounts or send out a group email to let friends and family know about it. As is the case any time you add to your online presence, be sure to discuss your plans with a parent or guardian ahead of time. 

Get Published Elsewhere

A blog isn’t the only platform for publishing your work. Many magazines and periodicals accept submissions from high school students. A long list of publications reviewing high school submissions can be found in the NewPages Young Authors’ Guide . 

You can also check with local publications like newspapers, smaller regional magazines, or even blogs you follow that might accept a guest post.

There are a myriad of ways to get your work to a bigger audience, and if that’s something you’re interested in doing, don’t be shy about asking or even sending unsolicited submissions. All it takes is one person to take a chance on you before you can call yourself a published author.

Career Aspirations for the Creative Writer

It’s easy to think of creative writing as the entry point to becoming a novelist or poet. You might even think that these are your only long-term career options should you choose to pursue creative writing seriously.

This is definitely not the case. Many, many career paths incorporate writing, and while you may not be writing fictional works the entire time, that does not mean that you won’t be incorporating your background in creative writing. All strong writing benefits from creativity.

Writers are especially valued in the fields of:

• Advertising
• American Literature
• Digital Media
• Educational and Instructional Technology
• Media Studies
• Public Relations
• Radio and Television
• Sports Communications
• Technical and Business Writing
• Webpage and Multimedia Design    

Remember, pursuing creative writing doesn’t necessarily mean you have to write a novel or publish a collection of poetry. Writers have valuable skills that can be applied broadly depending on their others skills and interests.

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

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Everybody Writes: writing groups

Added 29 Aug 2019 | Updated 26 May 20

A writing group is a great way to establish a writing culture in your school. The resources provided on this page provide guidance on starting your own writing club, and will help you inspire students to enjoy writing as well as developing skills. The activities work well for extra-curricular writing groups, but can also be used with smaller groups within class teaching.

Writing club guides

These are available for both primary and secondary audiences and include:

• guidance on setting up a writing club
• tips on planning
• games and activities
• advice on evaluating the impact of the club
• how to sustain the club over time.

Once your writing club is up and running, you might be interested in some of our other resources:

• Do you have the next Lenny Henry or Sarah Millican in your writing club? Try our Comedy Classroom resource produced in partnership with the BBC
• Cressida Cowell's Free Writing Friday resources have some great tips for free writing and getting the creative juices flowing

We will continue to update the page with real examples from schools around the UK. To share the achievements of your writing club, please email us .

Find out more about Everybody Writes .

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Creative writing – How to nurture your young authors

Get pupils into the scribbling spirit with these ideas for the classroom and after-school clubs…

Get children excited about creative writing and use it to get to know your students better with this advice from teachers and education experts…

Use creative writing to get to know your pupils

How to run your own creative writing club, creative writing year 6 project.

Want to learn more about your class? Just let them write, says teacher Simon Hunt…

It’s remarkable what you can discover as a teacher when children have the freedom to express themselves in their writing.

At the beginning of term, I use creative writing to understand where a child is academically and to help me get to know all the children in my class.  

Why not just give them a test, you ask? Well, you can learn a surprising amount about a child from a piece of their creative writing. 

Interests and passions 

The choice of topics and themes in their writing can unveil children’s interests and passions, which is an incredibly valuable thing to know. Whether it’s street dance, football or dogs, you can use this knowledge to help spark their interest in maths, science, or any other subject by tailoring examples to suit them. 

Emotional expression 

Creative writing also provides an avenue for children to express their emotions and thoughts, which will allow you to understand more about their feelings and concerns. It can unveil a child’s depth of insight and emotional intelligence that they may be hesitant to express verbally. This will really help you choose the right support for them through the school year. 

Confidence and oracy 

Reading aloud is an important part of writing stories, as it gives children the opportunity to practise their oracy skills: pitch, tone, and intonation. And, vitally, hearing them read out loud will allow you to baseline their reading fluency. Presenting their writing to an audience can be very intimidating though, so should be handled sensitively. 

Some children naturally have quieter voices and may avoid volunteering to read aloud, as they are aware that not everyone can hear them. In class, we have a pass-around microphone that children use when reading.

The microphone is connected to a speaker, meaning that everyone can hear them. The simple act of holding the microphone can significantly impact a child’s focus when reading aloud – often serving as a sort of comfort blanket, boosting their confidence.

Ultimately, the important thing to note is that stories are meant to be read and heard, and anything we can do to encourage that nurtures children’s literary and communication skills. 

Imagination and creativity 

Creative writing reveals a child’s imaginative abilities, giving insights into their capacity for original thinking and storytelling. It can be surprising to see the children that excel at this and can help to highlight an aspect of a child’s personality that might otherwise not have come to light until later in the term. 

How to make it work 

If we want children to be excited about creative writing, we have to be too, so think about how you introduce the lesson. 

I often begin by telling my new class about how I felt about writing as a child. I loved reading books, but I struggled at school with spelling and grammar (in fact I still do).

Sharing how creative writing helped me overcome my fear of writing allows me to explain how I realised that what was important was the imagination and creativity I could bring to my story. 

As a published children’s author, I show them the books I’ve written and connect them back to what I learnt at school. I hope this helps them to overcome their worries about spelling and grammar – I’ve found post pandemic that more children feel anxious about ‘getting things wrong’.

Of course SPAG is still incredibly important but in creative writing I really want them to tell me a good story. 

There are so many ways to understand the children in your class and what makes them tick and, as teachers, we’re attuned to gathering this information from day one. However, I think creative writing is one of the best because it gives us the basics but also tells us so much more about the child. 

Simon Hunt is a Year 3 & 4 teacher at an inclusive school in Greater Manchester and education consultant for 500 Words 2023, the UK’s most successful children’s story writing competition hosted on BBC Teach. He also advises on 500 Words Live Lesson, which you can  watch online .

Would you rather fly, or be invisible? Explore endless impossibilities and get pupils into the scribbling spirit with these ideas…

If you could wish for one thing, knowing that it would definitely come true, what would it be? A million pounds? To fly? Talk to animals? Live in a tree house? Travel the world at the click of a finger?

I’ve asked this question hundreds of times to thousands of pupils, and their answers are always imaginative, normally well thought-out, and quite often, impossible . 

I then follow it up with the question, “What if you could experience that thing right here, right now?” Cue eyes widening, ears pricking and backs straightening. “All you need is… a pencil.” 

Creative writing club

Before becoming an author, I ran creative writing clubs in 30 schools a week for almost a decade. I hired over 100 tutors, won some awards, teamed up with publishers to arrange author events, and even had requests from teachers in Europe, Dubai and Australia asking to launch a writing club in their schools.

There were long waiting lists in almost every setting, and teachers, parents and librarians would ask on a weekly basis, “How have you turned that reluctant reader/writer into someone that actually wants to do more writing after school?”   

Just another writer

The secret? First and foremost, I planned workshops that were FUN. I knew if I enjoyed running them, pupils would enjoy taking part.

I was just another writer in the room who talked about the books I was reading, collaborated on ideas, and asked for feedback on stories in the same way they asked me.

At this point I wasn’t a published author – just someone that loved to invent characters and write about fantastical, magical worlds.

I wrote alongside the students, making mistakes, scribbling over anything I didn’t like, and asking for help whenever I got stuck.

Everyone knew this was just ‘rough’ work. There was no pressure. No marking. No tests. And we didn’t have to share our ideas if we didn’t want to.

Jumping-off points

I genuinely looked forward to every single workshop I ran, and I know the students felt the same when they came racing into the classroom and didn’t want to leave at the end (yes, even the ones who ‘hated’ writing to begin with!).  

Of course, I couldn’t rely on pupils simply coming up with new ideas each week for enjoyment. I had to provide them with inspiration, jumping-off points, and exciting writing hooks, too.

For this, I turned to the experts – children’s authors. I chose five ‘Authors of the Term’ that I knew would enthuse and inspire the students, and designed workshops around their books.

This was always a fun part of the process – I looked for books that had wide appeal, simple concepts, and an excitable element that made my inner child say ‘ oooh!’.  Here are a few examples . . . 

Writing for pleasure

I used Abi Elphinstone’s Rumblestar to write fast-paced adventure stories. We plotted our adventures on maps, devised the main action in ‘cloud planners’, and focused on exciting ‘world-crossing moments’ to start our stories.

At Halloween, I chose books like Guy Bass’ Stitch Head and Joseph Coelho’s Zombierella , and ended each workshop with a spooky storytelling session where we turned off the lights, closed the blinds, and sat on the floor as if we were gathered around a campfire!  

The most successful workshops were the simplest. I used L.D. Lapinski’s Strangeworlds series and copied what happened to the protagonist when she jumped inside a suitcase and travelled to another world.

Pupils planned their new setting, focused on the five senses, and described the first thing they noticed when they arrived.

Their stories were thrilling, fast-paced, hugely descriptive, and completely individual, because they had the freedom to take their ideas in any direction they chose. 

I normally scheduled two sessions around each book – the first session involved planning and starting stories (or poems / diary entries / letters, etc), and the second session involved extending, improving, or continuing them.

I also added one ‘paint a picture’ session (using images for inspiration) and ‘free writing’ at the end of each term to give pupils a chance to finish their favourite piece of work.   

Remember, if you want to boost writing for pleasure, pupils should know that they can write about anything. Nothing is off limits, impossible or ‘wrong’.

And if you’re not sure how to start your first session, why not ask your pupils that if there was one thing they could wish for, knowing that it would definitely come true… what would it be?

Creative writing activities

1) distraction.

Beware: pupils love this game so much, they might ask to play it every week! The idea is simple. Children write for 10 minutes, in silence, and if they speak / laugh / stop writing for an extended period of time, they get a ‘strike’.

If a table gets three strikes, they risk not being allowed to read their work out. The twist? It’s your job to distract them!

Shake tables and shout ‘EARTHQUAAAAKE!’, steal their pens, use rulers as drumsticks, play songs they’ll want to sing along to, bust out the YMCA and get caught by a bemused headteacher.

Between the giggling and dancing in their seats, pupils will write so much in these 10 minutes, and it’s a great way to get them writing without overthinking.

2) Where am I?

Give students a setting (e.g. a library / the moon / horse stables / a rocket ship) and challenge them to describe it without saying where it is.

They should focus on the five senses. They must give at least three clues before the class can guess where it is, and the person who guesses correctly gets the next go.

The winner is the person who gets the most correct answers or the person that comes up with your favourite description.

3) Five-minute challenge

Tell pupils that most adults can write two lines in one minute, and then challenge them to write 10 lines in five!

Give constant time reminders, walk around the room shouting out ideas or words of encouragement, and watch their competitiveness soar.

This is a great game to play if, like me, you spend most of the lesson talking about books and story ideas, and realise there’s not much writing time left!

4) One-word game

This game is a great way to warm up imaginations at the start of a workshop. Ask pupils to stand behind their chairs and give them an opening line such as, ‘I was walking through the haunted castle when . . .’.

Walk (actually, it’s more of a run) around the room, pointing at each pupil in turn, and asking them to add one word to the story.

It must make sense and they have three seconds to answer. If they can’t think of a word, if it doesn’t make sense, or if they take too long, they are out and must sit down.

The winner is the last person standing. Note: when they get really good, try introducing a one-second hesitation rule – it’s hilarious!

5) What’s your problem?

Remind students that every story needs a problem to make it exciting.

Then ask them to stand behind their chairs and each give one problem like, ‘aliens invaded Earth’ or ‘I broke a fingernail’.

Problems can be big or small, but they must give an answer in three seconds, and they can’t repeat anything that’s already been said. The winner is the last person standing. 

Mel Taylor-Bessent is the author of The Christmas Carrolls and the director of the award-winning educational website, Authorfy . See more of Mel’s work at meltaylorbessent.com . Browse more creative writing prompts .

Combine twisting tongues and paperback publishing to produce an exciting writing project that allows pupils to make their very own book …

Have you ever tried to get your class excited about a writing exercise, only for them to pipe up with “But what’s the point?”.

We’ve all been there, and it can be incredibly frustrating when you don’t have an answer lined up.  

Well, with this project, the outcome is both evident and impressive!

As part of a workshop, we decided to show children the amazing process of publishing, while adding in some humour, and – of course – essential literacy skills…  

We visited Helen and her Y6 class for a morning, and explained to the children that we would do some writing that would lead to the publication of their very own paperback book.

We’d act as their agents, editors and publisher; they would have full control over all other aspects of the process.   

The class settled on tongue twisters as our subject, and began by inviting children to try out some old favourites.

After much twisting of tongues and accompanying laughter, we showed the children probably the best-known English example: the one featuring Peter Piper. Most knew the first line but didn’t know there were three more: 

Peter Piper picked a peck of pickled pepper.  

A peck of pickled peppers Peter Piper picked.  

If Peter Piper picked a peck of pickled peppers,  

Where’s the peck of pickled peppers Peter Piper picked?   

We challenged the class to compose 26 brand-new twisters, each following the  alliteration  pattern of that original but finding their own vocabulary.  

Dictionary skills

Helen organised the class into pairs or threes, and each group was given two letters of the alphabet to work on, ensuring no group got two of the trickier letters.

Armed with dictionaries, the children got to work, and by breaktime had produced some impressively inventive twisters.

Here’s an example, cleverly coping with one particularly difficult letter: 

Xavier Xmas x-rayed an extra-terrestrial xylophone.  

An extra-terrestrial xylophone Xavier Xmas x-rayed.  

If Xavier Xmas x-rayed an extra-terrestrial xylophone,  

Where’s the extra-terrestrial xylophone Xavier Xmas x-rayed?  

Although writing was the focus of the project, there were clear opportunities throughout for lots of worthwhile speaking and listening, too.

The pupils engaged in planning their tongue-twisters, and shared drafts in small groups.

Next, the groups came together to swap ideas and ask for opinions, and, finally, children read aloud their contributions and again asked for feedback.

Reading comprehension KS2

As the children worked, they giggled a lot, but the seriousness and concentration they brought to the task was impressive throughout.

The talk was easily focused, because, in  National Curriculum  terms, pupils were ‘discussing writing similar to that which they [were] planning to write’.

There was also a clear need for writers to read the original text very carefully, which was built into their discussion and planning for their own verses.

This focus was nicely balanced by the eager and sustained use of dictionaries and the need for creativity in their word-hunting, showing their ‘enjoyment and understanding of language, especially vocabulary’. 

Throughout, the process was always collaborative; writers understood they were working towards a shared, larger whole, and to tight deadlines, with a clear need for some ‘speedy writing’!

Once drafts were complete, all the children had to do some editing, and lots of proofreading. 

Paperback publishing

After breaktime, we explained that once we were gone, they, the writers, would be in charge. All 26 twisters must be typed up and emailed to us by the end of the week. For the book, they must write a blurb and an introduction, and choose a title.

We explained how easy and low-cost it is to self-publish; the only cost came with the ordering of actual copies and so they must settle on a price per copy and crucially decide how many they would like to order (sneaking in a bit of economics!).

The children listened with real attention to all this and asked a good number of questions after, showing a remarkably mature commitment to the task.   

Helen reported that the children very much liked the novel approach to writing.

They enjoyed their shared creativity and loved being entrepreneurs, relishing the involvement and control they had over the tasks, the decision-making, and the purpose.

For that short time, they had turned their classroom into a genuine publishing house and experienced purposeful writing for a real-world outcome – we won’t soon forget the looks on their faces when they saw their books for the first time.  

David Horner was a writer-in-schools for over twenty years. Mike Jackson is a former primary school headteacher. 

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Week One Creative Writing Lesson Plans: Expert Guide

Looking for creative writing lesson plans? I am developing creative writing lesson ideas! 

I’ve written and revamped my creative writing lesson plans and learned that the first week is vital in establishing a community of writers, in outlining expectations, and in working with a new class.

What are some good creative writing exercises?

Some good creative writing exercises include writing prompts, free writing, character development exercises, and fun writing games.

The first week, though, we establish trust—and then we begin powerful creative writing exercises to engage young writers and our community.

How can add encouragement in creative writing lesson plans?

I’ve found students are shy about writing creatively, about sharing pieces of themselves. A large part of the first week of class is setting the atmosphere, of showing everyone they are free to create. And! These concepts will apply to most writing lesson plans for secondary students.

Feel free to give me feedback and borrow all that you need! Below, find my detailed my day-by-day progression for creative writing lesson plans  for week one.

Creative Writing Lesson Day One: Sharing my vision

Comfort matters for young writers. I’m not a huge “ice breaker” type of teacher—I build relationships slowly. Still, to get student writing, we must establish that everyone is safe to explore, to write, to error.

Here are some ideas.

Tone and attitude

For day one with any lesson plan for creative writing, I think it is important to set the tone, to immediately establish what I want from my creative writing students. And that is…

them not to write for me, but for them. I don’t want them writing what they think I want them to write.

Does that make sense? Limitations hurt young writers. My overall tone and attitude toward young writers is that we will work together, create and write together, provide feedback, and invest in ourselves. Older kiddos think that they must provide teachers with the “correct” writing. In such a course, restrictions and boundaries largely go out the window.

Plus, I specifically outline what I believe they can produce in a presentation to set people at ease.

The presentation covers expectations for the class. As the teacher, I am a sort of writing coach with ideas that will not work for everyone. Writers should explore different methods and realize what works for them. First, not everyone will appreciate every type of writing—which is fine. But as a writing community, we must accept that we may not be the target audience for every piece of work.

Therefore, respect is a large component of the class. Be sure to outline what interactions you find acceptable within your classroom community.

Next, as their writing coach, I plan to provide ideas and tools for use. Their job is to decide what tools work for their creative endeavors. My overall message is uplifting and encouraging.

Finally, when we finish, I share the presentation with students so they can consult it throughout the semester. The presentation works nicely for meet-the-teacher night, too!

After covering classroom procedures and rules, I show students a TED Talk. We watch The Danger of a Single Story by Chimamanda Adichie. My goal is to show students that I don’t have a predetermined idea concerning what they should write. This discussion takes the rest of the class period.

Establishing comfort and excitement precedents my other creative writing activities. Personalize your “vision” activities for your lessons in creative writing. Honestly, doing this pre-work builds relationships with students and creates a positive classroom atmosphere.

Creative Writing Lesson Day Two: Activating prior knowledge

Students possess prior knowledge concerning creative writing, but they might not consider that. Students should realize that they know what constitutes a great story. They might not realize that yet. An easy lesson plan for creative writing that will pay off later is to activate prior knowledge. Brainstorm creative, memorable, unforgettable stories with students. Share your thoughts too! You will start to build relationships with students who share the same tastes as you (and those that are completely different!).

Activation activity

During this activity, I want to see how students work together, and I want to build a rapport with students. Additionally, activating prior knowledge provides a smooth transition into other creative writing activities.

This creative writing activity is simple:

I ask students to tell me memorable stories—books, play, tv shows, movies—and I write them on the board. I add and veto as appropriate. Normally doing these classroom discussions, we dive deeper into comedies and creative nonfiction. Sometimes as we work, I ask students to research certain stories and definitions. I normally take a picture of our work so that I can build creative writing lessons from students’ interests.

This takes longer than you might think, but I like that aspect. This information can help me shape my future lessons.

With about twenty minutes left in class, I ask students to form small groups. I want them to derive what makes these stories memorable. Since students complete group and partner activities in this class, I also watch and see how they interact.

Students often draw conclusions about what makes a story memorable:

• Realistic or true-to-life characters.
• Meaningful themes.
• Funny or sad events.

All of this information will be used later as students work on their own writing. Many times, my creative writing lessons overlap, especially concerning the feedback from young writers.

Creative Writing Lesson Day Three: Brainstorming and a graphic organizer

From building creative writing activities and implementing them, I now realize that students think they will sit and write. Ta-da!  After all, this isn’t academic writing. Coaching creative writing students is part of the process.

Young writers must accept that a first draft is simply that, a first draft. Building a project requires thought and mistakes. (Any writing endeavor does, really.) Students hear ‘creative writing’ and they think… easy. Therefore, a first week lesson plan for creative writing should touch on what creativity is.

Really, creativity is everywhere. We complete a graphic organizer titled, “Where is Creativity?” Students brainstorm familiar areas that they may not realize have such pieces.

The ideas they compile stir all sorts of conversations:

• Restaurants
• Movie theaters
• Amusement parks

By completing this graphic organizer, we discuss how creativity surrounds us, how we can incorporate different pieces in our writing, and how different areas influence our processes.

Creative Writing Lesson, Days Four and Five: Creative Nonfiction

Students need practice writing, and they need to understand that they will not use every word they write. Cutting out lines is painful for them! Often, a lesson plan for creative writing involves providing time for meaningful writing.

For two days, we study and discuss creative nonfiction. Students start by reading an overview of creative nonfiction . (If you need mentor texts, that website has some as well.) When I have books available, I show the class examples of creative nonfiction.

We then continue through elements of a narrative . Classes are sometimes surprised that a narrative can be nonfiction.

The narrative writing is our first large project. As we continue, students are responsible for smaller projects as well. This keeps them writing most days.

Overall, my students and I work together during the first week of any creative writing class. I encourage them to write, and I cheer on their progress. My message to classes is that their writing has value, and an audience exists for their creations.

And that is my week one! The quick recap:

Week One Creative Writing Lesson Plans

Monday: Rules, procedures, TED Talk, discussion.

Tuesday: Prior knowledge—brainstorm the modeling of memorable stories. Draw conclusions about storytelling with anchor charts. Build community through common knowledge.

Wednesday: Graphic organizer.

Thursday and Friday: Creative nonfiction. Start narrative writing.

Students do well with this small assignment for the second week, and then we move to longer creative writing assignments . When classesexperience success with their first assignment, you can start constructive editing and revising with them as the class continues.

These creative writing activities should be easy implement and personalize for your students.

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How to Teach Creative Writing to High School Students

Creative Writing was forced onto my schedule; I didn’t ask for it. But it ended up becoming my favorite class period of the day. While academic English courses can feel high-stakes and always short on time, Creative Writing can be a refreshingly relaxed elective class. In many districts with loose curriculums, Creative Writing is what you make of it. In this post, I outline six steps to show you how to teach creative writing to high school students.

Why Teach Creative Writing

Before we get into the how , let’s first address the why . Why bother teaching Creative Writing in the first place? Students’ basic skills are lower than ever; is now really the time to encourage them to break the rules?

If you want to get really deep into why you should teach Creative Writing, I have a whole post about it here.

But think about why you love reading. Is it because you were made to annotate or close read a bunch of classic novels? Probably not. You probably fell in love with reading while you were reading something that was fun. And because it was fun, you read more, and your skills as a reader grew.

The same principle applies to writing. If we can make it fun for our students, perhaps we can foster a love for it. And passion is what leads, eventually, to mastery.

Giving our students the opportunity to fall in love with writing is a gift that might help them grow in their academic writing later.

Teach Creative Writing to High School Students Step #1: Decide on Your Standards or Goals

Your school or district may have a mandated syllabus or curriculum. Mine did not. 

Whether you’re given student goals or have to create them, you must have an overall vision for what your Creative Writing class will accomplish. 

Is this a laid-back, engaging course designed to help students discover the fun in writing? Or is it a supplement to rigorous academics for college-bound high school students? 

If you know your school’s student population well, I encourage you to think about their needs. Some students just need to write more–more of anything, but lots more. Some students are high achieving and ready to write their first novels! If possible, design your course around the needs and interests of the general student population in your school or district. 

Regardless of how rigorous your Creative Writing course will be, deciding on these goals first will help you in backwards planning. 

Teach Creative Writing to High School Students Step #2: Choose Your Final Assessments and Big Projects

Before we can start planning our lessons, we have to decide what skills or knowledge our students will need. And to know what they need, we have to decide on their summative assessments.

Will your final assessment be a short story? A collection of poetry? Are you required to offer a final exam?

Once you know what students will need to do, you can make a list of the skill they’ll need. This list will become a list of lessons you’ll need to teach.

Fairy Tale Retelling Project

My Fairy Tale Retelling Project is a great Creative Writing assessment. For this project, students had to first choose a fairy tale. Then, they rewrote the story from the perspective of the villain.

This project works really well because students have structure. They can pick any fairy tale they want, but they can’t write about just anything.

Secondly, students already know the story, so they don’t have to worry about a beginning, middle, and end. The open-endedness of writing a story completely from scratch has paralyzed my students before. Structure allows students lots of creative freedom without the excuse of “I don’t know what to write.”

Author Study Project

If you’d like your Creative Writing class to help beginner writers have fun and just get some practice with fiction writing, a Fairy Tale Retelling Project would probably be perfect for your class.

Another project I’ve done with my students is an Author Study . In this project, students choose one author to study in-depth. Then, they attempt to replicate that author’s style in an original work.

If you’d like your class to also include lots of exposure to other writers or classic literature, then this might be a great assessment for your class.

Learn more about doing an author study in this step-by-step post.

Test or Final Exam

I also gave my students a final exam focused on literary terms.

This Literary Terms Test allowed me to test students on the academic knowledge they gained throughout class instead of their writing ability. This test also helped me fulfill my district’s requirement of having a final exam at the end of each course.

Once you’ve decided on your class’s major projects and assessments, you can begin designing the rest of your class.

Teach Creative Writing to High School Students Step #3: Backwards Plan

Now that you know what your students will need to do at the end of this class, you can list out everything you need to teach them in order for them to be successful.

For example, if you opt for an author study as a final project, you know what you will need to cover. You will need to teach students some literary terms so that they can describe an author’s style. You’ll need to show them how to analyze a poem.

During the course of your class, you’ll also want to expose students to a variety of authors and mentor texts. Students will need to practice basic writing techniques in order to replicate those of their chosen authors.

If you need some inspiration for what kinds of lessons to teach, check out this post on essential Creative Writing lessons.

Teach Creative Writing to High School Students Step #4: Decide on Your Class Structure

Once you’ve decided on the end goals for your Creative Writing class, you can use them to help create day-to-day plans. 

What will your class look like? Will it be full of lots of quiet and independent work time? Will it be full of frenetic energy with students working in collaborative groups? Are students writing in notebooks or on laptops?

Of course, a successful class will most likely include a mixture of all of the above. But it’s up to you to decide on your ratio. 

Again, I encourage you to think about your school’s population. If you’re on ninety-minute blocks, is it realistic for students to be quietly writing that whole time? If you have high-achieving students, might they benefit from working independently at home and then getting and giving peer feedback during class time?

Use your goals to help decide on a general class structure. 

Warm-ups for Creative Writing

You’ll need a consistent way to begin each class.

When I initially began teaching Creative Writing, I just wanted to provide my students with more time to write. We began every class period with free writing. I gave students a couple of prompts to choose from each day, and then we’d write for about ten minutes. 

( Those journal prompts are right here . Every day includes two prompts plus a third option of freewriting.)

Students were given the option to share part of their writing if they wanted to. Every couple of weeks I’d flip through their notebooks to make sure they were keeping up, but I only read the entries they starred for me in advance. 

Later, I wanted to add some rigor to my Creative Writing class and leverage more mentor texts. I created a Poem of the Week activity for each week of the course. 

This gave students the opportunity to study professional writing before using it as a mentor text for a new, original piece. 

(You can read more about using these Poem of the Week activities here.) 

As my goals for the class and my students change, so did the way we began class. 

How can you begin your class in a way that supports the end goals or teaches the desired standards? How often will peers work together?

Teach Creative Writing to High School Students Step #5: Focus on Engagement Strategies

Now you can actually start planning lessons and projects!

But as you do so, focus on creating engaging ones–especially if your class is meant to be a fun elective.

Need more tips? Check out this post full of Creative Writing teaching tips!

Use Mentor Texts and Lots of Examples

Have you ever tried putting a puzzle together without knowing what the image was going to look like? It would be pretty difficult! Similarly, students need lots of examples of strong writing to aspire to. 

Without clear models or mentor texts , students will happily turn in unread drafts. They’ll choose the first word that comes to their mind instead of searching for a better one. 

But if you surround students with great writing, highlight strong technique when discussing the writing of others, and challenge them to notice the details in their own writing, they’ll naturally become better at self-editing.

I don’t believe that you can provide students with too many mentor texts or examples of strong writing. As you teach Creative Writing, keep or take pictures of strong writing samples from students to use as examples later. 

Nearly all of my lessons and projects include an example along with instruction.

Model and Create with Your Students

You can even use your own writing as an example. When I had students free write to creative writing prompts, I always wrote with them. Sometimes I would then put my notebook under the document camera and model reading my own work.  

I would cross out words and replace them or underline phrases I thought were strong enough to keep. Model for students not just great writing, but the process of strengthening writing.

And then give them plenty of time to edit theirs. This is when having students engage in peer feedback is a game-changer. 

Without great writing to aspire to, however, students easily become lazy and turn in work that is “good enough” in their eyes. Don’t let them get lazy in their writing. Keep throwing greater and greater work in front of them and challenge them to push themselves. 

(This is another reason I love using Poem of the Week warm-ups –they expose students to a new writer every week!)

Set Clear Expectations

Creative writing causes a lot of students anxiety. There’s no “right” answer, so how will they know if they creatively wrote “correctly?”

Help them out by setting clear expectations. Offering a rubric for every project is great for this. If you can, give them specifics to include. “At least 500 words” or “three or more similes” are nice, concrete guidelines that students can follow.

Give Students Choice

Offering students choice always boosts engagement. It lets students take charge of their learning and pursue something that interests them.

For example, when I teach odes , students are given the opportunity to write about something they love.

With an author study , students can study a writer whose style and work they admire.

Teach Creative Writing to High School Students Step #6: Use Clear and Structured Expectations

While showing students excellent prose or perfect poetry should help inspire students, your writers will still need some hard parameters to follow. 

Academic writing is often easier for students than creative writing. Usually, academic writing follows a structure or certain formula. The rubric dictates exactly how many quotes need to be included or how long an essay needs to be. MLA or APA formats tell students how to punctuate quotes and citations. 

These rules don’t apply to creative writing. And while that’s exactly what makes creative writing awesome, it’s often overwhelming. 

So do your students a favor and give them some clear expectations (without, of course, entirely dictating what they need to write about).  

The project also includes a rubric, so young writers know what should be included in their stories.

Don’t give your students so much creative freedom that it paralyzes them! Your writers are still students; give them the same level of structure and organization that you would in any other class. 

Engage your students in more creative writing!

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Teach Creative Writing to High School Students Step #7: Give Students Choices

So how do you give students frameworks, requirements, and uphold high expectations without stifling their creativity?

Give students choices. You can write about A, B, or C, as long as you meet requirements 1, 2, and 3. 

Offering choices works with small one-day assignments or lessons as well as bigger, longer-term projects. 

The previously mentioned Fairy Tale Retelling Project is a great example of offering a narrow selection of choices that uphold expectations without dictating what students write. 

Another one of my favorite examples of offering students choices is my “Show. Don’t Tell” Mini-lesson . This lesson touches on everything students need to successfully learn creative writing. 

First I teach them the concept of showing vs. telling in writing through direct instruction. I show them lots of examples of expanding a “telling sentence” into a “showing paragraph.”

Then I model for students how I would write a paragraph that shows crucial information, rather than telling it. 

Lastly, I have students pick a strip of paper from a hat or a bag. Each strip of paper contains a “telling sentence” that they must then write as a “showing paragraph.” Students are limited by the sentences I provide, but they still have complete freedom over how they achieve that detailed paragraph. 

If you wanted to give students even more freedom, you could let them pick their sentences or trade with a peer rather than blindly choosing. 

Any time you can give students a choice, you give them permission to use their creativity and allow them to take some of the initiative in their own learning.

Teach Creative Writing to High School Students Step #8: Encourage Peer Collaboration and Feedback

We can tell students something a hundred times, but they won’t listen until a peer says the same thing. Us educators know the value of positive peer interaction, so don’t limit it in a creative writing class!

There are a ton of ways to implement peer interaction in a creative writing class. I often do this on the first day of class with a writing game. You’ve probably heard of it: everyone writes a sentence on a piece of paper, then everyone passes the paper and adds a sentence, and so on. 

I highly encourage you to use peer feedback throughout the class. I usually start having students share their work from day one with my free “I Am” Poem Lesson so that they can start getting used to having their work read by others immediately.

Make getting feedback so routine in your room that students don’t even question it.

It’s really tempting to let students get away without sharing their work. We don’t want to make shy or anxious students uncomfortable. I mean, what better way to completely ruin creative writing for a student than to make them feel embarrassed all the time, right?

But keep trying to encourage shy students to share. Even if that means you share it anonymously or read it aloud for them. 

I recommend including some kind of peer feedback with every writing assignment . Yes, even short practice assignments. This will work as a kind of “immersion therapy” for receiving feedback on more involved work.

After some time, you might find that your students even begin to share their work without your prompting! 

I like to organize the desks in my Creative Writing class so that students are in little groups. I’ve found that at least half of my classes will begin talking and sharing with one another in their little groups while working on projects. 

They’ll ask each other questions or to remind them of a word. They’ll read sentences aloud and ask if they sound right. Personally, I would much rather hear this kind of chatter in my class than have a dead silent room of boring writers!

However you decide to allow students to work together, be sure to provide the opportunity. Reading and getting feedback from peers could possibly teach students more about writing than any of your instruction (sorry!).

One of the truly great things about teaching creative writing to high school students is that there often isn’t a rigid curriculum. Of course, this is also sometimes one of the worst things about teaching creative writing to high school students!

You have total freedom over the assignments you give, the standards you teach, and how you organize and structure your classroom. After a few years of teaching Creative Writing, however, I’ve found that sticking to these six steps is a great way to have a successful semester.

If you’re excited about teaching your Creative Writing class, but are running low on prep time, check out my complete 9-week Creative Writing course ! Included are two different types of warm-ups, poetry analysis activities from well-known authors, mini-lesson, projects, and more!

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Creative Writing Club - Lesson Pack

Subject: English

Age range: 14-16

Resource type: Lesson (complete)

Last updated

3 March 2018

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Designed for a secondary school creative writing club that meets weekly for 45 minutes, with the aim of encouraging students to write in ways that they might not have covered in their English lessons, while learning about new forms and techniques for writing creatively. This pack includes ten lessons. Lessons are designed as one-off sessions due to students not necessarily being able to attend consistently. Lessons include warm-up writing activities or starter games to play; directed writing in forms such as kennings, constrained writing or site-specific poetry; focused writing using sensory description, the second person and specific themes; and examples of poetry or fiction writing that exemplify certain techniques.

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6 Winning Creative Writing Exercises for Secondary School Students

Posted on 8 April 2019 by Laura Slingo in General

You can make a strong practical case that creative writing is more important to young people than ever before. Social media invites them to share their thoughts, the internet connects them to people from across the globe, and the rise of personal branding in a competitive employment market drives them to set themselves apart. But it’s more than that. It’s a vital component of reaching maturity — of knowing yourself, how you think, what you want, and what matters to you. It nurtures imagination and optimism.

Of course, with so many adolescent distractions swirling around, it can be difficult to get secondary school students interested in creative writing. That’s why it’s vital to set out compelling exercises to hook them while you have their attention. Here are 6 that are particularly worth trying:

1) Collaborating on a story

If you’ve ever played a simple game of taking it in turns to contribute a word , ultimately resulting in a comical sentence, then you’ll know how easily you can be swept up in something that requires only sporadic effort. Students love to socialise, naturally, so why not take advantage of that eagerness to team up by assigning a collaborative exercise?

Instead of contributing a word, each person can contribute a sentence at a time, and the beauty of it is that it can work even if the participants don’t entirely get along. After all, each fresh sentence can radically change the direction of the story, supporting or sabotaging its predecessor. This flexibility is great for creativity.

2) Taking a different perspective

It’s natural to write as yourself — it’s the only perspective you truly know, after all — but it can be creatively limiting. When we think of alternatives, though, we often baulk. We don’t really feel comfortable taking other perspectives, because we assume, we’ll get them wrong, and it’s quite strange to try writing as someone else.

Consequently, it’s ideal for taking someone out of their comfort zone and forcing them to adapt as they go. Many of the assumed perspectives (if not all of them) will be wildly inaccurate, inevitably, but that doesn’t matter. The objective isn’t to reflect the real world — in fact, it’s less useful if it does. The goal is to get people thinking. If you think it will help, you can even mandate that only fictional characters are used.

3) Fleshing out a prompt

Writing prompts are hugely useful for aspiring writers everywhere, because they force you into a corner and task you with writing your way out. Given that students can easily get distracted by the sheer range of potential directions for their writing, this type of focus saves a lot of time and more rapidly yields meaningful results.

While you can certainly create some from scratch, it’s really easy to find suitable prompts online. There are plenty of huge lists just a Google search away. Let the students know that they can go in whatever direction they prefer or give them a goal to strive towards. Either approach is viable.

4) Writing without structure

Sometimes the best way to get creative with writing is simply to start writing and keep going with no particular aim in mind. You can take the “stream of consciousness” approach, or just make a completely relaxed effort at telling a particular story (forgetting about the need to be succinct, or even intelligible). The point is to completely be yourself ( everyone else is taken , anyway).

This is a great exercise because it can concern little more than small chunks of language. Phrases the students like, or particular constructions they want to experiment with. When you’re locked into a given brief, you can’t fully embrace your lexical preferences — and you might find that, given the chance to toy with them, many students will develop great affection for words.

5) Outlining a novel

Writing a novel can easily sound like an impossibly-arduous task, particularly to a young student with a nascent notion of hard work and dedication. That slog of working through hundreds of pages can dampen the creative appeal of designing an entire fictional continuity, but you don’t need to write a novel to introduce that appeal: you can simply plan one.

This is because there’s a clear story outline template that appears again and again in books. You can deviate from the structure, of course, just as you can deviate from grammatical norms — but only when it’s justified. Jericho Writers provides a comprehensive plot outline template, complete with example subplots and actional tips: you can use it as a building block.

6) Targeting a specific emotion

Creative writing is typically about evoking emotion . Horror seeks to scare you, to set you on edge and fill your mind with nightmarish scenarios. Comedy attempts to lift your spirits, leaving you chuckling and filled with renewed optimism. Romance pulls on your heartstrings and because of this, there’s a lot of value in tasking students with targeting specific emotions.

How does this work? It’s simple: you ask a student to write something sad, happy, wistful, regretful, or angry. It could be a poem, a fictional story, an account of a real event. It could even be a character description. The only requirement is that they take aim (full-force) at the emotion they’ve been assigned. No half-measures.

Creative writing is a fantastic addition to anyone’s set of skills, but it’s also an excellent way to deal with the stresses of everyday life and making it a worthwhile pastime for secondary school students. 

Laura Slingo is a writer and editor that regularly pens career, marketing and lifestyle advice for leading publications across the globe. Looking for inspiration for your next creative writing project? Perhaps learning more about William Shakespeare and his legacy of work will give you the creative drive you need!

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100 Extracurricular Activities for High School Students

By Eric Eng

Exploring extracurricular activities is a pivotal part of the high school experience. It offers students opportunities to discover their interests, develop new skills, and enhance their academic and personal growth. The list of 100 extracurricular activities for high school students serves as a guide to help students navigate the options available.

Whether you’re passionate about the arts, interested in science and technology, committed to community service, or eager to develop leadership skills , there’s something for everyone. Engaging in these activities enriches the high school journey and prepares students for future success in college admissions and beyond.

1. Math Club

• Field : Mathematics
• Overview : Engages students in advanced mathematical theories, problem-solving, and competitions such as Math Olympiad or AMC.
• Importance to College Admission : Demonstrates analytical skills, problem-solving ability, and a strong interest in mathematics, which is appealing for STEM programs.

As part of the 100 extracurricular activities for high school students, Math Club stands out as an engaging forum for students passionate about mathematics. Members come together to solve challenging problems , prepare for mathematics competitions, and explore advanced topics not covered in the standard curriculum.

2. Science Club

• Field : General Science
• Overview : This club explores various scientific disciplines through experiments, guest lectures, and participation in science fairs or competitions like the Science Olympiad.
• Importance to College Admission : Shows a passion for science, collaborative research skills, and initiative in scientific inquiry, which are valuable for students pursuing STEM fields.

Within 100 extracurricular activities for high school students, the Science Club offers a dynamic platform for students interested in exploring science’s vast and diverse fields beyond the classroom setting. Activities include conducting experiments, guest lectures from professionals in scientific careers, and field trips to science museums or research labs.

3. Science Olympiad or Fairs

• Field : Science Research and Competition
• Overview : Participating in science competitions or conducting research projects to present at science fairs.
• Importance to College Admission : Strong aptitude for scientific research, critical thinking, and innovative problem-solving.

Science Olympiads or Fairs are pivotal in the spectrum of 100 extracurricular activities for high school students. They provide a competitive arena where students can showcase their scientific knowledge and innovative projects. Participants work individually or in teams to conduct research, design experiments, and present their findings on various scientific topics.

4. Debate Team

• Field : Debate and Public Speaking
• Overview : Prepares students for competitive debate on a range of topics, fostering skills in research, argumentation, and eloquent public speaking.
• Importance to College Admission : It indicates critical thinking skills, a commitment to understanding complex issues, and engagement in civil discourse.

The Debate Team is a cornerstone among the 100 extracurricular activities for high school students, offering a structured environment for students to hone their public speaking, critical thinking, and argumentation skills. Members engage in structured debates on current events, ethical dilemmas, and various contentious issues, learning to construct coherent arguments and rebuttals

5. Model United Nations (MUN)

• Field : International Relations
• Overview : Simulates UN conferences, where students learn about diplomacy, international relations, and the art of negotiation and compromise.
• Importance to College Admission : Reflects global awareness, leadership, and public speaking skills, highly regarded by colleges, especially for students interested in political science or international affairs.

Model United Nations (MUN) is a distinguished activity among the 100 extracurricular activities for high school students. It simulates the UN General Assembly, Security Council, or other multilateral bodies. Students assume the roles of diplomats, researching and formulating the political positions of the countries they represent.

6. Robotics Club

• Field : Engineering and Technology
• Overview : Offers hands-on experience designing, building, and programming robots for competitions like FIRST Robotics.
• Importance to College Admission : Demonstrates technical proficiency, teamwork, and innovative thinking, appealing to engineering and computer science programs.

Among the 100 extracurricular activities for high school students, the Robotics Club provides a hands-on experience where students design, build, and program robots to complete tasks or compete in challenges. This club combines engineering, computer science, and mathematics principles, fostering teamwork, problem-solving skills, and creativity.

7. Environmental Club

• Field : Environmental Science
• Overview : Promotes sustainability and conservation through school and community projects, awareness campaigns, and participation in environmental competitions.
• Importance to College Admission : Shows a commitment to environmental issues, leadership in community engagement, and the pursuit of solutions to global challenges.

The Environmental Club stands out among the 100 extracurricular activities for high school students by promoting sustainability and environmental awareness within the school and the broader community. Activities may include organizing recycling programs, leading conservation projects, and advocating for environmental policies.

8. History Club

• Field : History and Social Studies
• Overview : This club encourages exploration of history through discussions, film screenings, museum visits, and participation in competitions like National History Day .
• Importance to College Admission : Indicates a strong interest in understanding historical contexts and events, critical thinking, and research skills.

Within the 100 extracurricular activities for high school students, the History Club offers enthusiasts a chance to delve deeper into historical events, figures, and eras that shape our world. Students enrich their understanding of the past through discussions, film screenings, museum visits, and participation in historical simulations or competitions.

9. Academic Decathlon

• Field : Multidisciplinary Academic Competition
• Overview : This is a team competition that tests knowledge across ten disciplines, including art, economics, music, and science.
• Importance to College Admission : Shows well-rounded academic strengths, teamwork, and dedication to intellectual growth across various subjects.

The Academic Decathlon is a prestigious multidisciplinary competition featured among the 100 extracurricular activities for high school students. It challenges participants in ten categories: art, economics, music, science, and social science. This competition promotes academic excellence, encourages teamwork, and allows students to excel in diverse intellectual pursuits.

10. Computer Science Club

• Field : Computer Science and Coding
• Overview : This club engages students in learning programming languages, developing software projects, and competing in hackathons or coding competitions.
• Importance to College Admission : Highlights technical skills, logical thinking, and a passion for technology, appealing to colleges with strong computer science programs.

The Computer Science Club is vital among the 100 extracurricular activities for high school students, catering to those interested in exploring computing technologies, programming, and digital innovation. Members engage in coding projects, software development, and cybersecurity exercises, often participating in coding competitions and hackathons.

11. Literature Club

• Field : Literature and Writing
• Overview : Provides a forum for discussing literature, sharing writing, and participating in writing contests.
• Importance to College Admission : Reflects strong reading and writing skills, creativity, and a deep appreciation for literary works, attractive to liberal arts programs.

Literature Clubs are a vibrant component of the 100 extracurricular activities for high school students. They invite those with a passion for reading and discussing literary works. Members dive into novels, poetry, and plays from various genres and periods, fostering a community of readers who share interpretations and critical analyses.

12. Economics Club

• Field : Economics and Finance
• Overview : Students explore economic theories and market trends and participate in simulations like the Stock Market Game or economics competitions.
• Importance to College Admission : Demonstrates an understanding of economic principles, analytical skills, and an interest in business or finance careers.

Among the 100 extracurricular activities for high school students, Economics Clubs offer students an insight into economic theory, financial literacy, and current events affecting the global economy.

Through discussions, simulations, and competitions like the Stock Market Game, members apply economic concepts to real-world scenarios, developing a deeper understanding of economic principles and decision-making processes critical for informed citizenship and potential careers in business and finance.

13. Chess Club

• Field : Strategy and Critical Thinking
• Overview : This club offers students the chance to learn and play chess, improve their strategic thinking and problem-solving skills, and compete in tournaments.
• Importance to College Admission : It demonstrates intellectual engagement, strategic planning abilities, and a competitive spirit, showcasing a student’s ability to think critically under pressure.

Chess Club is a strategic and intellectually stimulating activity within the 100 extracurricular activities for high school students, challenging members to think several moves ahead and outmaneuver their opponents. This club fosters critical thinking, patience, and strategic planning, with opportunities for competition at various levels.

14. Art History Club

• Field : Art and Cultural Studies
• Overview : Explores art history through discussions, museum visits, and analysis of various art movements and works, enriching students’ understanding of cultural contexts.
• Importance to College Admission : Reflects a student’s interest in art and culture, analytical skills in interpreting artistic works, and a broadened worldview, appealing to liberal arts colleges .

Art History Club enriches the cultural and educational experiences among the 100 extracurricular activities for high school students by exploring the history and appreciation of visual arts. Members engage in discussions about different art movements, famous works, and the impact of art on society and culture.

15. Astronomy Club

• Field : Astronomy and Space Science
• Overview : This club engages students in stargazing events, discussing space exploration and the universe, and participating in related competitions or projects.
• Importance to College Admission : Indicates curiosity about the universe, analytical skills, and participation in science outside the traditional classroom setting, valued by STEM programs.

Astronomy Club offers a gateway to the universe for students interested in stars, planets, and galaxies, making it a unique offering among the 100 extracurricular activities for high school students. Members explore the mysteries of the cosmos through telescope observations, visits to planetariums, and discussions on the latest space discoveries.

16. Business Club/ Future Business Leaders of America (FBLA)

• Field : Business Skills and Leadership
• Overview : Prepares students for careers in business through educational competitions, leadership development, and networking opportunities.
• Importance to College Admission : Demonstrates leadership potential, understanding of business principles, and an interest in entrepreneurship or business management.

The Business Club/Future Business Leaders of America (FBLA) stands out in the 100 extracurricular activities for high school students as a premier organization for those interested in pursuing careers in business.

Through workshops, competitions, and leadership development programs, FBLA members gain practical business skills, network with professionals, and explore entrepreneurial opportunities, preparing them for success in the business world.

• Field: Business/Marketing
• Overview: DECA prepares emerging leaders in marketing, finance, hospitality, and management through competitions and projects.
• Importance to College Admission: Demonstrates business acumen, leadership in marketing projects, and an entrepreneurial mindset.

DECA is an integral part of the 100 extracurricular activities for high school students. It focuses on preparing emerging leaders and entrepreneurs in marketing, finance, hospitality, and management. DECA members develop business acumen and professional skills through competitive events, community service, and leadership opportunities.

18. Investment Clubs

• Field : Finance and Investment
• Overview : Simulating stock market investing, learning about financial markets, and guest speakers from the finance industry.
• Importance to College Admission : Demonstrates understanding of economics and finance, analytical skills, and leadership in organizing events.

Investment Clubs are an integral part of the 100 extracurricular activities for high school students, designed for those interested in the stock market and investment strategies. Members learn about financial literacy, portfolio management, and economic principles through simulations and real-world investment exercises.

19. Journalism Club/School Newspaper

• Field : Journalism and Media Studies
• Overview : This position involves researching, writing, and publishing articles for the school newspaper, as well as developing skills in writing, editing, and understanding media.
• Importance to College Admission : Shows strong writing skills, the ability to meet deadlines, and engagement with the school community, appealing to programs in journalism, media, or communications.

Journalism Club/School Newspaper provides a voice for the student body and a vital learning experience within the 100 extracurricular activities for high school students. Members practice journalistic writing, editing, and interviewing, covering school events, issues of interest, and news.

20. Philosophy Club

• Field : Philosophy and Critical Thinking
• Overview : This club provides a space for students to discuss philosophical questions, theories, and thinkers, enhancing their critical thinking and debate skills.
• Importance to College Admission : Reflects intellectual curiosity, the ability to engage with complex ideas, and strong argumentation skills, which are valuable for various academic fields.

Philosophy Club invites students to ponder life’s big questions, making it a thought-provoking choice among the 100 extracurricular activities for high school students. Through discussions on various philosophical topics and thinkers, members explore different worldviews, ethics, and the nature of reality.

21. Photography Club

• Field : Visual Arts and Photography
• Overview : This club allows students to explore photography techniques, participate in photo shoots, and showcase their work, fostering creativity and technical skills.
• Importance to College Admission : Demonstrates artistic talent, a keen eye for detail, and the ability to engage in and complete creative projects.

Photography Club captures the world through the lens, offering a creative outlet among the 100 extracurricular activities for high school students. Members learn about photography techniques, composition, and digital editing, sharing their work through exhibitions and publications.

22. Biotechnology Club

• Field : Biotechnology and Life Sciences
• Overview : This course introduces students to concepts in biotechnology through experiments, guest lectures, and projects, encouraging exploration of the life sciences.
• Importance to College Admission : Shows a passion for science, particularly in cutting-edge fields, project teamwork, and a proactive approach to learning beyond the curriculum.

Biotechnology Club stands at the intersection of biology and technology, providing a unique educational experience among the 100 extracurricular activities for high school students. Members explore the latest genetic engineering, cloning, and medical innovations through experiments, guest lectures, and field trips.

23. Engineering Club

• Field : Engineering and Design
• Overview : Engages students in hands-on projects that apply engineering principles, often involving designing, building, and testing structures or devices.
• Importance to College Admission : Demonstrates practical application of STEM skills, creativity in problem-solving, and the ability to work collaboratively on projects.

Engineering Club offers practical, hands-on experience in designing and building projects, distinguishing it among the 100 extracurricular activities for high school students interested in engineering disciplines.

Through collaborative projects, competitions, and workshops, members apply engineering principles, fostering creativity, problem-solving skills, and an understanding of the design process, which is crucial for future engineers.

24. Political Science Club

• Field : Political Science and Civic Engagement
• Overview : Explores political theories, current events, and civic responsibility through discussions, debates, and participation in simulations like mock elections.
• Importance to College Admission : Indicates an interest in governance and public policy, strong debate skills, and a commitment to civic engagement.

Political Science Club engages students with interests in government, politics, and current events, making it a vital part of the 100 extracurricular activities for high school students. Through debates, discussions on political theory, and participation in simulations like mock elections, members gain insights into political processes and the importance of civic engagement, preparing them for active participation in democracy.

25. Psychology Club

• Field : Psychology and Social Sciences
• Overview : Allows students to explore psychological theories, conduct simple experiments, and discuss the impact of psychology on everyday life.
• Importance to College Admission : Shows curiosity about human behavior and social sciences, analytical skills, and the ability to apply theoretical concepts to real-world situations.

Psychology Club delves into the human mind and behavior, exploring the 100 extracurricular activities for high school students. Members study psychological theories, conduct experiments, and discuss applications of psychology in everyday life.

26. Archaeology Club

• Field : Archaeology and History
• Overview : This course introduces students to archaeology through simulations, museum visits, and studies of ancient civilizations.
• Importance to College Admission : It reflects a student’s interest in history and archaeology, research skills, and desire to understand human history through material culture.

Archaeology Club unearths the past, providing a unique blend of history and science among the 100 extracurricular activities for high school students. Through simulated digs, study of ancient civilizations, and field trips to archaeological sites, members learn about the methods and discoveries of archaeology.

27. Creative Writing Club

• Field : Creative Writing and Literature
• Overview : Offers a supportive environment for students to share their creative writing, receive feedback, and participate in writing contests.
• Importance to College Admission : Demonstrates creativity, writing talent, and the ability to critique and improve based on feedback, appealing to programs in English, creative writing, or the arts.

Creative Writing Club is one of the 100 extracurricular activities for high school students that offers a sanctuary for aspiring writers. It provides a space to explore narrative, poetry, and other forms of creative expression. Through writing workshops, peer reviews, and publication opportunities, members refine their writing skills and find their unique voices.

28. Soccer Club

• Field : Team Sports/Athletics
• Overview : Involves training, teamwork, and competitive play in soccer, fostering physical fitness and strategic thinking.
• Importance to College Admission : Athletic participation demonstrates teamwork, leadership, and commitment. It can also lead to scholarship opportunities, especially if the student excels at the sport.

Soccer Club promotes athletic participation as a popular choice among the 100 extracurricular activities for high school students, promoting teamwork, physical fitness, and sportsmanship. Members improve their soccer skills through practice, games, and tournaments while learning the value of teamwork and perseverance, essential traits for personal development and collaborative success.

29. Swimming Club

• Field : Individual and Team Sports/Aquatics
• Overview : This club focuses on developing swimming techniques, endurance, and speed, with opportunities for individual and team competitions.
• Importance to College Admission : Shows dedication, discipline, and the ability to manage time between sports and academic responsibilities. Exceptional talent can lead to athletic scholarships.

Swimming Club dives into physical fitness and competition, making waves among the 100 extracurricular activities for high school students. Members train to improve their swimming techniques, endurance, and speed, competing in swim meets and building a community of swimmers.

30. Track and Field Club

• Field : Athletics
• Overview : This course engages students in various track and field events, emphasizing individual performance, personal bests, and team contribution.
• Importance to College Admission : Highlights personal discipline, goal setting, and resilience. Colleges value athletes who can contribute to their track and field programs.

Track and Field Club races into 100 extracurricular activities for high school students, offering a range of athletic disciplines from sprints to long-distance running and field events. Athletes develop their skills, compete in meets, and strive for personal bests, embodying the spirit of competition and perseverance.

31. Basketball Club

• Overview : This activity involves regular practice, teamwork, and participation in games and tournaments, focusing on skill development and strategic play.
• Importance to College Admission : Demonstrates teamwork, leadership, and perseverance. Successful athletes may be recruited for college teams.

The Basketball Club is a dynamic part of the 100 extracurricular activities for high school students. It offers an opportunity to develop teamwork, physical fitness, and competitive skills on the court. Students practice dribbling, shooting, and defensive strategies, participate in intramural games, and possibly compete against other schools.

32. Tennis Club

• Field : Individual and Team Sports/Racquet Sports
• Overview : This club offers training in tennis skills, strategy, and competitive play, with singles and doubles matches.
• Importance to College Admission : Shows individual commitment, strategic thinking, and physical fitness. Accomplished players may attract interest from college coaches.

Among the 100 extracurricular activities for high school students, the Tennis Club is a fantastic way to engage in physical activity while learning the game’s nuances. Members improve their forehand, backhand, serve, and volley, all while understanding the importance of strategy in match play.

33. Cross Country Club

• Field: Endurance Sports
• Overview: Focuses on long-distance running, endurance-building, and team competition, emphasizing personal improvement and stamina.
• Importance to College Admission: Indicates strong personal discipline, the ability to work as part of a team, and dedication to physical and mental health.

The Cross Country Club stands out in the 100 extracurricular activities for high school students by offering an endurance-based team sport that emphasizes individual performance and team support. Through rigorous training, students develop stamina, speed, and mental toughness, competing in races that challenge their limits.

34. Volleyball Club

• Field: Team Sports
• Overview: Engages students in volleyball training and matches, emphasizing teamwork, communication, and strategic skills.
• Importance to College Admission: Demonstrates the ability to collaborate, communicate effectively, and commit to a team’s success, qualities valued by colleges.

Volleyball Club spikes interest as a part of the 100 extracurricular activities for high school students, where members can develop their volleyball skills, understand team dynamics, and participate in competitive play. The club provides a platform for students to work on serves, digs, and spikes, promoting physical health, coordination, and teamwork.

35. Rowing Club

• Field : Team Sports/Endurance Sports
• Overview : Focuses on rowing technique, teamwork, and physical endurance, often competing in regattas.
• Importance to College Admission : Indicates strong teamwork skills, commitment to physical fitness, and the ability to balance athletic and academic responsibilities.

Rowing Club has made it onto the list of 100 extracurricular activities for high school students. It emphasizes teamwork, endurance, and synchronization. Students learn rowing techniques, water safety, and the importance of unity as they train in single or crew boats.

36. Golf Club

• Field : Individual Sports
• Overview : This club focuses on developing golf skills, understanding the game’s rules and etiquette, and participating in tournaments.
• Importance to College Admission : Highlights patience, precision, and a long-term commitment to improving one’s skill set, appealing to colleges with golf programs.

Golf Club drives a unique niche within the 100 extracurricular activities for high school students, offering a chance to learn golf etiquette, techniques, and the game’s mental aspects. Students practice putting, driving, and strategizing on the course, competing individually while being part of a team.

37. Wrestling Club

• Field : Individual and Team Sports/Combat Sports
• Overview : Teaches wrestling techniques, discipline, and strength training, with opportunities for individual competition and team contribution.
• Importance to College Admission : Shows physical strength, mental toughness, and the perseverance to face challenges directly, qualities respected by many institutions.

Wrestling Club grapples with physical and mental discipline, making it a compelling choice among the 100 extracurricular activities for high school students. Participants learn various wrestling techniques, weight management strategies, and the value of resilience and determination.

38. Cycling Club

• Field : Individual and Team Sports/Endurance Sports
• Overview : Engages students in road cycling or mountain biking, focusing on endurance, technique, and sometimes competitive racing.
• Importance to College Admission : The candidate must demonstrate dedication to personal health, perseverance, and the ability to set and achieve long-term goals.

Cycling Club pedals into the diverse offerings of the 100 extracurricular activities for high school students, encouraging exploration, fitness, and environmental awareness. Members participate in group rides, learn about bike maintenance, and may compete in races.

39. Lacrosse Club

• Field : Team Sports
• Overview : Involves skill development, strategy, and competitive play in lacrosse, emphasizing speed, coordination, and teamwork.
• Importance to College Admission : Demonstrates athletic ability, teamwork, and commitment. Colleges with lacrosse programs may recruit strong players.

Lacrosse Club brings speed and strategy to the field as part of the 100 extracurricular activities for high school students. Participants learn the fundamentals of the game, develop team strategies, and compete against other schools.

40. Cheerleading

• Field : Team Sports and Spirit
• Overview : This position combines gymnastics, dance, and stunts to support school sports teams, fostering team spirit, athleticism, and performance skills.
• Importance to College Admission : Demonstrates teamwork, leadership, and school spirit. Participation at a competitive level can also highlight athletic ability and dedication.

Cheerleading jumps to the forefront of the 100 extracurricular activities for high school students, combining athleticism, dance, and team spirit. Cheerleaders support their school’s sports teams, compete in cheer competitions, and develop routines that showcase their gymnastic, tumbling, and dance skills.

41. Skiing and Snowboarding Club

• Field : Individual and Team Sports/Winter Sports
• Overview : This club focuses on skill development in skiing or snowboarding, with opportunities for recreational participation and competitive events.
• Importance to College Admission : Indicates a pursuit of personal interests, resilience, and the capacity to balance recreational activities with academic obligations.

The Skiing and Snowboarding Club carve out a remarkable niche within the 100 extracurricular activities for high school students. It offers adventures on the slopes for beginners and experienced riders alike. Members learn skiing and snowboarding techniques and mountain safety and enjoy trips to local resorts.

42. Martial Arts Club

• Field : Individual Sports/Combat Sports
• Overview : This club teaches discipline, self-defense, and various martial arts techniques, with paths to personal growth and competition.
• Importance to College Admission : Shows dedication to self-improvement, discipline, and respect for others, alongside the physical fitness and mental toughness developed through training.

Martial Arts Club balances physical discipline and mental focus, standing out among the 100 extracurricular activities for high school students. Students practice various martial arts forms, learning self-defense, respect, and mindfulness.

43. Junior State of America (JSA)

• Field : Politics/Civic Engagement
• Overview : JSA encourages participation in political processes, debate, and leadership through conventions and state-run governments.
• Importance to College Admission : Highlights interest in political science, public speaking skills, and engagement in civic issues.

Junior State of America (JSA) provides a unique opportunity among the 100 extracurricular activities for high school students interested in politics, government, and civic engagement. Through debates, simulations, and participation in state and national conventions, JSA members delve into current events, public speaking, and democratic processes.

44. Engineering Internship

• Field : Engineering
• Overview : Offers practical experience in engineering disciplines, allowing students to work on projects, understand professional software, and gain insight into the engineering process.
• Importance to College Admission : Highlights a student’s hands-on experience in engineering, problem-solving skills, and apparent interest in the field, which benefits STEM-oriented programs.

Engineering Internships provide hands-on experience in engineering disciplines, essential for students listed in the 100 extracurricular activities for high school students. Through these internships, students apply classroom knowledge to real-world projects, exploring various engineering fields and developing practical skills.

45. Business Internship

• Field : Business/Finance
• Overview : Exposes students to business operations, marketing strategies, financial planning, and other core aspects of running a business.
• Importance to College Admission : Shows initiative, understanding of business principles, and possibly entrepreneurial spirit, appealing to business schools and programs.

Business Internships stand as a bridge to the professional world for students exploring the 100 extracurricular activities for high school students. Participants gain firsthand experience in business operations, marketing strategies, and financial planning, offering a glimpse into the corporate world.

46. Interact Club

• Field : Community Service
• Overview : Sponsored by Rotary International, Interact Club fosters service and leadership through local and international community projects.
• Importance to College Admission : Reflects a commitment to community service, global awareness, and leadership skills.

The Interact Club, sponsored by Rotary International, is a service-oriented group within the 100 extracurricular activities for high school students dedicated to making a difference locally and globally. Members plan and execute projects that address community needs, promoting service above self.

47. Thespian Society

• Field : Performing Arts
• Overview : The Thespian Society recognizes achievements in theater, offering students avenues to perform, direct, and stage manage.
• Importance to College Admission : Shows creativity, commitment to performing arts, and teamwork, appealing to programs valuing artistic talents.

The Thespian Society is a premier organization among the 100 extracurricular activities for high school students, celebrating achievements in theater. Members participate in productions, earning recognition for their acting, directing, technical, and production contributions.

48. The National FFA Organization

• Field : Agriculture/Education
• Overview : FFA promotes agricultural education through hands-on learning, leadership development, and career readiness.
• Importance to College Admission : Indicates a dedication to agricultural studies, leadership qualities, and a practical understanding of the agriculture sector.

The National FFA Organization is a dynamic component of the 100 extracurricular activities for high school students, focusing on agricultural education. FFA members engage in hands-on learning, leadership development, and career exploration in agriculture.

49. Skills USA (formerly known as VICA)

• Field : Career and Technical Education
• Overview : Skills USA empowers students to excel in trade, technical, and skilled service occupations through competitions and certifications.
• Importance to College Admission : Highlights technical skills, professional development, and preparation for careers in trades and technical fields.

Skills USA, formerly VICA, provides career and technical education students with opportunities to excel in their chosen fields. Skills USA members compete in state and national competitions as part of the 100 extracurricular activities for high school students, showcasing their abilities in trades, technology, and skilled services.

50. Political Science Internship

• Field : Government/Politics
• Overview : Provides experience in political campaigns, legislative offices, or governmental agencies, offering insights into the political process and policy-making.
• Importance to College Admission : Indicates an interest in politics, civic engagement, and leadership abilities, appealing to colleges with strong political science, international relations, or public policy programs.

Political Science Internships provide a deep dive into government and politics, which is essential for students exploring the 100 extracurricular activities for high school students. Participants engage in policy research, political campaigns, and legislative processes, gaining insights into political strategies and public policy.

51. Art and Design Internship

• Field : Arts/Design
• Overview : This program allows students to work with artists and designers or in galleries, gaining experience in creative processes, project development, and artistic expression.
• Importance to College Admission : Demonstrates creativity, artistic talent, and a commitment to pursuing a career in the arts, which is valuable for applications to art schools or programs.

Art and Design Internships carve out creative pathways for students, marking a unique opportunity among the 100 extracurricular activities for high school students. These internships allow participants to work alongside graphic design, fashion, architecture, and fine arts professionals.

52. Nonprofit Internship

• Field : Social Work/Nonprofit
• Overview : Involves working with nonprofit organizations, focusing on community service, project management, and advocacy work.
• Importance to College Admission : Shows a commitment to social issues, leadership in community service, and a desire to make a positive impact, attractive to colleges valuing civic engagement.

Nonprofit Internships are impactful learning experiences within the 100 extracurricular activities for high school students. They offer a chance to contribute to social causes and community service. Students work with organizations focused on issues like education, health, environmental conservation, and social justice, gaining insight into the operations of nonprofit entities.

53. Health Occupation Students of America (HOSA)

• Field : Health Science Education
• Overview : HOSA provides future health professionals with opportunities for knowledge, skill development, and leadership in the health sector.
• Importance to College Admission : Demonstrates a commitment to pursuing a career in healthcare and leadership and technical skills in health sciences.

Health Occupation Students of America (HOSA) is crucial for those interested in health professions. It is a standout choice among the 100 extracurricular activities for high school students. HOSA offers resources, competitions, and leadership opportunities to students pursuing careers in healthcare.

54. Amnesty International

• Field : Human Rights Advocacy
• Overview : Engages students in campaigns and education on human rights issues, fostering activism and global citizenship.
• Importance to College Admission : Shows dedication to social justice, global awareness, and the ability to engage in advocacy and activism.

Amnesty International engages students in human rights advocacy, marking an important inclusion in the 100 extracurricular activities for high school students. Members work towards justice, equality, and human dignity worldwide through education, awareness campaigns, and activism.

55. Latin American Student Organization (LASO)

• Field : Cultural Appreciation
• Overview : This organization celebrates Latin American cultures through events, food festivals, and educational activities, fostering a deeper understanding of Latin American heritage.
• Importance to College Admission : Demonstrates a student’s engagement with cultural diversity, ability to work within diverse groups, and interest in global perspectives.

The Latin American Student Organization (LASO) is a vibrant community celebrating Latin American countries’ rich cultures, histories, and traditions. It positions itself as a significant group among the 100 extracurricular activities for high school students.

LASO organizes cultural events, educational workshops, and language practice sessions, fostering an inclusive environment for all students to learn about and appreciate Latin American heritage.

56. Spanish Club

• Field : Language and Culture
• Overview : Focuses on Spanish language proficiency through conversation practice, cultural events, film screenings, and cooking classes.
• Importance to College Admission : Demonstrates a student’s commitment to mastering a second language and understanding its cultural context, appealing to colleges looking for multilingual students and those with a global perspective.

The Spanish Club is an integral part of the 100 extracurricular activities for high school students, offering a platform to practice Spanish language skills and explore the cultures of Spanish-speaking countries. Activities include language games, cooking traditional dishes, and celebrating Spanish-speaking countries’ holidays.

57. Italian Club

• Overview : This club engages students in Italian language practice and cultural appreciation through cooking classes, film screenings, and Italian art and history discussions.
• Importance to College Admission : It shows an appreciation for Italian culture and dedication to language learning, which is valuable for students interested in art history, culinary arts, or European studies.

The Italian Club stands out among the 100 extracurricular activities for high school students, drawing those interested in Italian language and culture. Members immerse themselves in Italy’s rich cultural heritage through cooking classes, film screenings, and language practice.

58. Portuguese Club

• Overview : This club focuses on Portuguese language acquisition and cultural events celebrating Lusophone cultures, including Brazilian, Portuguese, and African Lusophone countries.
• Importance to College Admission : Demonstrates a student’s initiative to learn a less commonly taught language and an appreciation for the diverse cultures where Portuguese is spoken.

Among the 100 extracurricular activities for high school students, the Portuguese Club offers a unique opportunity to explore the Portuguese language and Lusophone cultures. Activities focus on language practice, cultural festivals, and culinary experiences, highlighting the diversity of Portuguese-speaking countries.

59. African American Culture Club

• Field : Cultural Awareness
• Overview : This club explores African American history, culture, and contributions through discussions, guest speakers, and community service projects.
• Importance to College Admission : Highlights a commitment to diversity, social justice, and an understanding of the African American experience, appealing to colleges seeking diverse and socially aware students.

The African American Culture Club is a critical forum within the 100 extracurricular activities for high school students, dedicated to celebrating and understanding African American history, culture, and contributions.

The club fosters a deeper appreciation for the African American experience through discussions, guest speakers, and cultural events and promotes dialogue on race, identity, and social justice issues.

60. Asian Culture Club

• Field : Cultural Exploration
• Overview : The center provides a space to learn about and celebrate various Asian cultures, languages, and traditions through cultural events and educational programs.
• Importance to College Admission : Shows active engagement in learning about and appreciating diverse cultures, promoting multicultural awareness and inclusivity.

The Asian Culture Club provides a window into the diverse traditions, languages, and histories of Asian countries, making it an enriching choice among the 100 extracurricular activities for high school students. Members engage in cultural celebrations, culinary events, and educational workshops, promoting understanding and appreciation of Asian cultures.

61. Mandarin Chinese Club

• Overview : Offers a deep dive into Mandarin Chinese language skills and Chinese culture through language practice sessions, cultural festivals, and calligraphy workshops.
• Importance to College Admission : Signals a student’s willingness to tackle challenging languages and an interest in one of the world’s most influential cultures and economies, which are valuable for programs emphasizing international relations or business.

The Mandarin Chinese Club is an educational and cultural enrichment activity among the 100 extracurricular activities for high school students. It focuses on one of the world’s most spoken languages.

Students gain valuable linguistic skills and cultural insights through language practice, calligraphy, and exploration of Chinese culture.

62. Japanese Club

• Overview : This club focuses on Japanese language learning and cultural activities such as origami, tea ceremonies, and anime discussions to deepen students’ understanding of Japanese culture.
• Importance to College Admission : Demonstrates a student’s interest in the Japanese language and culture, highlighting unique cultural insights and dedication to language proficiency.

The Japanese Club is a popular choice among the 100 extracurricular activities for high school students, offering insights into the Japanese language, arts, traditions, and contemporary culture. Activities include language lessons, origami, tea ceremonies, and anime discussions, providing a comprehensive cultural experience.

63. Korean Club

• Overview : This club engages students in Korean language learning and cultural appreciation through K-pop dance workshops, cooking classes, and discussions on Korean history and society.
• Importance to College Admission : Shows enthusiasm for Korean culture and language, appealing to colleges looking for students interested in East Asian studies or international business relations with Asia.

Korean Club emerges as a cultural and linguistic exploration among the 100 extracurricular activities for high school students, inspired by Korea’s rich heritage and modern cultural exports. Students engage deeply with Korean culture through language practice, K-pop dance, Korean cooking classes, and discussions on history and society.

64. Native American Heritage Club

• Field : Cultural Heritage
• Overview : The club aims to educate people about Native American cultures, history, and current issues while promoting cultural preservation and understanding.
• Importance to College Admission : Reflects a commitment to cultural heritage, advocacy for underrepresented communities, and an interest in American history from diverse perspectives.

The Native American Heritage Club is an important cultural and educational platform within the 100 extracurricular activities for high school students, focusing on the history, traditions, and current issues facing Native American communities.

Through discussions, cultural events, and collaborations with local tribes, members gain a deeper understanding of Native American cultures and contribute to raising awareness and promoting respect for indigenous heritage and rights.

65. International Relations Club

• Field : Global Awareness
• Overview : Encourages students to discuss global issues, participate in Model United Nations conferences, and understand international diplomacy and relations.
• Importance to College Admission : Demonstrates global awareness, critical thinking, and public speaking skills, which are valuable for students interested in international affairs, political science, or diplomacy.

The International Relations Club is a dynamic part of the 100 extracurricular activities for high school students, designed for those interested in global affairs, diplomacy, and international politics. Members participate in simulations like Model United Nations, debate global issues, and analyze international relations.

66. French Club

• Overview : Offers opportunities to learn about the French language and culture through language practice sessions, film viewings, cooking classes, and trips.
• Importance to College Admission : Indicates linguistic skills, cultural curiosity, and engagement in activities that foster a global mindset, appealing to liberal arts colleges and language programs.

The French Club is a vital part of the 100 extracurricular activities for high school students. It offers a chance to immerse themselves in the French language and Francophone cultures. Students enhance their language skills and cultural understanding through conversational practice, film viewings, and culinary experiences.

67. German Club

• Field : Cultural and Language Learning
• Overview : This club engages students in learning about German culture, traditions, and language, including celebrating German festivals and participating in exchange programs.
• Importance to College Admission : It shows a dedication to language learning and cultural exchange, which is important for students pursuing international studies or language degrees.

German Club is one of the 100 extracurricular activities for high school students that provides an engaging opportunity to learn about the German language and culture. Through language practice, exploration of German traditions, and cultural events, members gain insights into the German-speaking world.

68. Russian Culture Club

• Field : Cultural and Historical Insight
• Overview : Focuses on Russian history, language, and culture, providing insights into Russian arts, literature, and societal contributions through various activities.
• Importance to College Admission : This demonstrates an interest in cross-cultural understanding and historical perspectives, which is valuable for international relations or Slavic studies students.

The Russian Culture Club is an enriching part of the 100 extracurricular activities for high school students. It offers insights into the Russian language, literature, history, and arts. Members engage in language lessons, discussions on Russian novels and poetry, and cultural celebrations, deepening their understanding of Russia’s rich cultural heritage.

69. Middle Eastern Culture Club

• Field : Cultural Understanding
• Overview : Explores the diverse cultures, languages, and traditions of the Middle East through cultural events, educational activities, and culinary experiences.
• Importance to College Admission : Highlights an appreciation for cultural diversity, a desire to bridge cultural gaps, and engagement with global issues.

The Middle Eastern Culture Club is among the 100 extracurricular activities for high school students that vibrantly explore Middle Eastern countries’ cultures, languages, and traditions. Students comprehensively understand the region’s diverse and rich cultures through cultural events, culinary experiences, and educational discussions.

70. Arabic Club

• Overview : Provides opportunities to learn Arabic language basics, explore the diversity of Arab cultures, and discuss historical and contemporary issues in the Arab world.
• Importance to College Admission : Highlights a student’s interest in Middle Eastern cultures and the Arabic language, showcasing an understanding of global diversity and geopolitical dynamics.

Arabic Club marks a unique opportunity within the 100 extracurricular activities for high school students to dive into the Arabic language and the rich tapestry of Arab cultures. Members learn basic Arabic, explore cultural traditions, and discuss contemporary issues facing Arab societies.

71. Caribbean Students Association

• Field : Cultural Celebration
• Overview : This association promotes awareness and appreciation of Caribbean culture, history, and issues through discussions, music, dance, and culinary events.
• Importance to College Admission : Reflects an engagement with and celebration of Caribbean heritage, promoting cultural diversity and inclusion within the school community.

The Caribbean Students Association stands out among the 100 extracurricular activities for high school students by celebrating the vibrant cultures, traditions, and histories of Caribbean nations. This group fosters a sense of community and belonging among students from the Caribbean or those interested in its diverse cultures.

72. Digital Arts Club

• Field : Digital Media
• Overview : This club focuses on creating art using digital tools and software. Projects can include graphic design, digital painting, and animation.
• Importance to College Admission : A student’s proficiency with digital tools and ability to innovate and create new media, appealing to programs in graphic design, digital media, or animation.

The Digital Arts Club occupies a creative niche within the 100 extracurricular activities for high school students, catering to those passionate about the intersection of art and technology. Members explore various digital mediums, including graphic design, digital painting, and animation, using software to bring their artistic visions to life.

73. Ceramics Club

• Field : Fine Arts/Crafts
• Overview : This club allows students to explore the art of pottery and ceramic sculpture and teaches techniques such as wheel throwing and glazing.
• Importance to College Admission : Indicates a student’s interest in hands-on artistic creation and can showcase their ability to work with diverse materials and techniques.

Ceramics Club offers a hands-on artistic experience, making it a unique selection among the 100 extracurricular activities for high school students. Participants learn the art of pottery, exploring techniques like hand-building, wheel-throwing, glazing, and firing.

74. Sculpture Club

• Field : Fine Arts
• Overview : This club focuses on creating three-dimensional artwork using various materials and techniques. Members learn about sculptural design and participate in exhibitions.
• Importance to College Admission : It demonstrates a student’s ability to think and create in three dimensions, useful for applications to art and design programs.

Sculpture Club carves its place among the 100 extracurricular activities for high school students by offering opportunities to engage with three-dimensional art forms. Members work with various materials, including clay, wood, metal, and found objects, to create sculptures that express their artistic visions.

75. Animation Club

• Field : Digital Media/Film
• Overview : This club allows students to learn about and create animated works using various techniques, from traditional hand-drawn animation to computer-generated imagery.
• Importance to College Admission : Indicates a student’s interest in storytelling and digital media, relevant for applications to programs in animation, film, or multimedia design.

Animation Club is a dynamic forum with 100 extracurricular activities for high school students. It appeals to those interested in bringing stories to life through animation. From traditional hand-drawn techniques to computer-generated imagery, members learn the fundamentals of animation, storyboard development, and character design.

76. Associated Student Body (ASB)

• Field : Leadership/Governance
• Overview : ASB represents the student government, where students take on leadership roles to organize events, manage budgets, and represent student interests.
• Importance to College Admission : Demonstrates leadership skills, initiative, and the ability to work collaboratively, qualities highly valued by colleges.

The Associated Student Body (ASB) is a pivotal leadership group within the 100 high school extracurricular activities, embodying the student population’s voice and governance. ASB members are responsible for organizing school events, managing student funds, and fostering a sense of community and spirit within the school.

77. Student Government

• Field : Leadership
• Overview : Participation in student council or holding a position in student government.
• Importance to College Admission : Evidences leadership skills, initiative, and the ability to work collaboratively in a governance structure.

Student Government provides a foundational experience in leadership and governance, ranking highly among the 100 extracurricular activities for high school students. Participants learn about the democratic process, represent their peers, and work on initiatives to improve school life.

78. Key Club

• Overview : Engaging in volunteer activities focused on serving the community, developing leadership skills, and building character.
• Importance to College Admission : Shows a commitment to service, leadership qualities, and the ability to work as part of a team.

Key Club is an international, student-led organization focused on service and leadership development. It is a significant presence among the 100 extracurricular activities for high school students. Members participate in projects that address community needs, fostering a spirit of volunteerism and compassion.

79. Scouting ( Boy Scouts , Girl Scouts )

• Field : Leadership and Outdoor Skills
• Overview : Earning badges, participating in camping trips, and engaging in community service projects.
• Importance to College Admission : Demonstrates leadership skills, commitment to community service, and personal development through diverse activities.

Scouting, encompassing both Boy Scouts and Girl Scouts, offers a comprehensive program of adventure, learning, and community service, vital to the 100 extracurricular activities for high school students. Scouts engage in various activities that build survival skills, promote physical fitness, and encourage ethical decision-making.

80. National Honor Society (NHS)

• Field : Academic Excellence/Community Service
• Overview : This organization recognizes high school students’ academic achievement, leadership, service, and character. Members participate in community service projects and leadership development activities.
• Importance to College Admission : Shows academic excellence alongside a commitment to service and character, aligning with the holistic selection criteria of many colleges.

The National Honor Society (NHS) is a prestigious organization that recognizes outstanding high school students for their achievements in scholarship, leadership, service, and character, placing it among the top 100 extracurricular activities for high school students. Membership in NHS is a mark of excellence, offering opportunities for community service, personal growth, and leadership development.

81. Habitat for Humanity

• Field : Community Service/Housing
• Overview : This organization involves students building homes for the underprivileged and engaging in various community projects to address housing insecurity.
• Importance to College Admission : Highlights a student’s willingness to engage in physically demanding work for a charitable cause, demonstrating empathy, teamwork, and a strong work ethic.

Habitat for Humanity engages students in hands-on construction projects to build affordable housing for families in need, marking a significant contribution to the 100 extracurricular activities for high school students.

By participating in Habitat for Humanity, students learn valuable construction skills, teamwork, and the importance of housing security while making a tangible difference in their communities.

82. American Red Cross Youth

• Field : Health and Welfare
• Overview : Offers opportunities to volunteer in areas related to disaster relief, blood drives, health and safety training, and international humanitarian law advocacy.
• Importance to College Admission : Reflects a commitment to health, safety, and global humanitarian efforts, showcasing a student’s broad concern for global and community welfare.

American Red Cross Youth is an integral part of the 100 extracurricular activities for high school students, offering the chance to be involved in various humanitarian activities. Students participate in blood drives, disaster preparedness programs, and health and safety training, contributing to the American Red Cross’s lifesaving mission.

83. UNICEF High School Clubs

• Field : Global Humanitarianism
• Overview : This organization focuses on educating, advocating, and fundraising for UNICEF’s mission of supporting the rights and well-being of every child.
• Importance to College Admission : Indicates a global perspective, leadership in advocacy and fundraising, and a commitment to children’s rights and welfare.

UNICEF High School Clubs empower students to advocate for the rights and well-being of children worldwide, making them a vital part of the 100 extracurricular activities for high school students. Through fundraising, awareness campaigns, and educational events, members support UNICEF’s mission to provide aid and protect children’s rights.

84. Special Olympics

• Field : Inclusivity/Sports
• Overview : This program encourages student involvement in organizing and supporting sports events for children and adults with intellectual disabilities, promoting inclusion and community engagement.
• Importance to College Admission : Demonstrates compassion, leadership in inclusivity, and the ability to organize and mobilize community events.

Special Olympics offers a unique opportunity for high school students to volunteer and support athletes with intellectual disabilities. The organization emphasizes inclusion and respect within its 100 extracurricular activities. Students can serve as coaches, event organizers, or supportive buddies, contributing to an environment where everyone has the chance to compete and succeed.

85. Feed My Starving Children

• Field : Hunger Relief
• Overview: This program engages students in volunteer opportunities to pack meals for malnourished children worldwide, fostering an understanding of global hunger issues.
• Importance to College Admission: This essay highlights empathy, global awareness, and a hands-on approach to addressing critical humanitarian issues.

Feed My Starving Children mobilizes students to pack nutritious meals for children suffering from hunger in over 70 countries, highlighting a global perspective on volunteerism among the 100 extracurricular activities for high school students.

Participation in meal-packing events offers a hands-on way to combat global hunger, teaching students about nutrition’s importance, humanitarian aid’s impact, and the power of collective action in addressing worldwide challenges.

86. DoSomething.org

• Field : Social Campaigns
• Overview : Encourages young people to participate in social change campaigns on issues they are passionate about, ranging from bullying and animal cruelty to homelessness and discrimination.
• Importance to College Admission : Shows initiative in social activism, ability to engage with contemporary issues, and a drive to effect change, signaling strong character and values.

DoSomething.org is a dynamic platform within the 100 extracurricular activities for high school students that empowers young people to initiate social change through national campaigns and community projects. This organization encourages students to take action on global issues such as poverty, environmental conservation, and human rights.

87. Rotary Interact Club

• Field : Community Service/Leadership
• Overview : This is a Rotary-sponsored club for young people ages 12-18 who want to connect with others in their community or school and take action to make a difference in the world.
• Importance to College Admission : Demonstrates a student’s commitment to community service and leadership on a local and international level, highlighting organizational and teamwork skills.

The Rotary Interact Club is a premier service organization among the 100 extracurricular activities for high school students, sponsored by Rotary International. It allows students to participate in community service projects, develop leadership skills, and make international connections.

88. Leos Club (Lions Club Youth Program)

• Field : Community Service/Leadership Development
• Overview : This program provides the world’s youth with an opportunity for development and contribution, individually and collectively, as responsible members of the local, national, and international community.
• Importance to College Admission : Shows engagement in community improvement projects, development of leadership skills, and a global perspective on service and responsibility.

The Leos Club, part of the Lions Club Youth Program, plays a significant role in the 100 extracurricular activities for high school students by fostering a spirit of community service and leadership development.

Members organize projects that address the needs of their communities and the wider world, such as vision care, environmental projects, and aid for the underprivileged.

89. Technology Student Association (TSA)

• Field : STEM/Technology
• Overview : TSA focuses on technology education, offering students opportunities to compete in events, work on projects, and develop technical skills.
• Importance to College Admission : Shows a commitment to STEM fields, problem-solving abilities, and readiness for technology-related degree programs.

The Technology Student Association (TSA) stands out among the 100 extracurricular activities for high school students. It offers a platform for those passionate about science, technology, engineering, and mathematics (STEM). TSA members engage in competitions, leadership opportunities, and community service, all centered around technology and innovation.

90. Music Bands or Orchestras

• Field : Music Performance
• Overview : Playing in a school band, orchestra, or smaller music groups, including jazz bands or chamber ensembles.
• Importance to College Admission : Highlights musical talent, dedication to practice, and ability to work within a team.

Participation in Music Bands or Orchestras is a harmonious blend of talent and teamwork, resonating deeply within the 100 extracurricular activities for high school students. Through rehearsals and performances, students develop their musical abilities, read complex scores, and experience the discipline of practicing individually and as a group.

91. Yearbook

• Field : Journalism and Publication
• Overview : Contributing to the school’s yearbook, either through writing, photography, editing, or design.
• Importance to College Admission : Demonstrates writing skills, attention to detail, teamwork, and meeting deadlines.

The Yearbook Committee is a creative and collaborative project included in the 100 extracurricular activities for high school students. It captures memories and milestones of the school year. Students involved in yearbook design, photography, writing, and editing learn valuable skills in project management, teamwork, and design.

92. LGBTQ+ Alliance

• Field : Social Justice and Advocacy
• Overview : Participating in or leading groups that support LGBTQ+ students and promote awareness and inclusion.
• Importance to College Admission : Reflects commitment to equality, advocacy, and leadership in social issues.

The LGBTQ+ Alliance provides a safe and supportive space for students, making it an essential inclusion in the 100 extracurricular activities for high school students. This club fosters an environment of acceptance and advocacy, addressing issues facing the LGBTQ+ community through education, awareness, and social events.

93. Drama Club or Theater Production

• Overview : Acting, directing, or working behind the scenes in school plays and musicals.
• Importance to College Admission : Demonstrates creativity, collaboration, and the ability to perform under pressure.

Drama Club or Theater Production offers a stage for self-expression and creativity among the 100 extracurricular activities for high school students. Participants engage in acting, directing, set design, and costume creation, bringing stories to life through performance.

94. Peer Counseling

• Field : Mental Health and Peer Support
• Overview : Training as peer counselors to offer fellow students support, guidance, and resources.
• Importance to College Admission : Indicates empathy, leadership, and a commitment to the well-being of others.

Peer Counseling is a supportive service that ranks highly among the 100 extracurricular activities for high school students, emphasizing empathy, active listening, and problem-solving. Trained student counselors provide their peers with guidance, support, and resources to navigate academic and personal challenges.

95. Dance Team or Club

• Field : Dance and Performance
• Overview : Participating in dance practices and performances, exploring various dance styles.
• Importance to College Admission : Shows dedication, teamwork, and the ability to balance artistic pursuits with academic responsibilities.

The Dance Team or Club moves rhythmically among the 100 extracurricular activities for high school students, offering an outlet for expression through movement. Members learn various dance styles, choreography, and teamwork, preparing for performances and competitions.

96. Mock Trial

• Field : Law and Public Speaking
• Overview : Simulating courtroom trials to understand legal processes and enhance argumentative skills.
• Importance to College Admission : Highlights analytical thinking, public speaking skills, and an interest in law.

Mock Trial is an intellectually stimulating activity within the 100 extracurricular activities for high school students. It simulates courtroom trials to provide insights into the legal process. Participants assume roles as attorneys, witnesses, and jurors, developing critical thinking, public speaking, and legal reasoning skills.

97. Animal Welfare Club

• Field : Animal Science and Advocacy
• Overview : I volunteer with local animal shelters, organize fundraisers for animal charities, and educate others about animal welfare.
• Importance to College Admission : Reflects compassion, initiative, and the ability to engage with community issues.

The Animal Welfare Club is a compassionate addition to the 100 extracurricular activities for high school students, dedicated to promoting the well-being of animals. Members work towards humane treatment, conservation, and rescue efforts through education, advocacy, and volunteer projects.

98. Fitness and Wellness Club

• Field : Health and Wellness
• Overview : Promoting healthy lifestyles through exercise, nutrition education, and wellness activities.
• Importance to College Admission : It indicates a commitment to personal health and well-being and leadership in encouraging these values among peers.

The Fitness and Wellness Club prioritizes health and well-being among the 100 extracurricular activities for high school students. It encourages a balanced lifestyle through exercise, nutrition, and mindfulness practices. Members participate in workouts, wellness workshops, and health campaigns, promoting physical fitness and mental health awareness.

99. Cooking or Culinary Clubs

• Field : Culinary Arts
• Overview : Exploring cooking techniques, recipes, and culinary traditions worldwide.
• Importance to College Admission: Shows a passion for culinary arts, teamwork in preparing meals, and cultural awareness through food.

Cooking or Culinary Clubs serve a delicious blend of culinary skills and cultural exploration, spicing up the 100 extracurricular activities for high school students. Members experiment with recipes, learn cooking techniques, and explore the culinary traditions of different cultures.

100. Film Club

• Field : Film and Media Studies
• Overview : Members watch and discuss films, learn about film-making techniques, and sometimes create short films.
• Importance to College Admission : Shows creativity, analytical skills in interpreting media, and possibly technical skills in film production.

Film Club is one of the 100 extracurricular activities for high school students that offers a cinematic journey. It provides a venue for movie enthusiasts to watch, analyze, and discuss films. Members explore film genres, directors, and cinematography through screenings and discussions, gaining insights into storytelling and film production.

Why Are Extracurricular Activities for High School Students Important for College Admissions?

Extracurricular activities are pivotal in college admissions, serving as a testament to a student’s passions, leadership qualities, and time management skills beyond academic performance. Colleges seek well-rounded applicants who have engaged in activities demonstrating their interests and character.

Participation in extracurriculars from a diverse list, such as the 100 extracurricular activities for high school students, shows admissions committees that a student is committed to personal growth, community involvement, and pursuing interests outside the classroom. These activities can also highlight unique talents and experiences that set students apart, making them more attractive candidates for admission.

How Can Extracurricular Activities for High School Students Enhance Academic Performance?

Engagement in extracurricular activities can significantly enhance academic performance among high school students.

• Fosters Time Management Skills : Balancing schoolwork with activities from the 100 extracurricular activities for high school students teaches valuable time management skills. Learning to juggle various commitments effectively prepares students for the multitasking they’ll face in college and beyond.
• Encourages Effective Organization : Extracurricular Participation requires students to keep track of schedules, responsibilities, and deadlines, enhancing their organizational skills. This ability to organize tasks and manage time efficiently is invaluable in every aspect of life.
• Develops Prioritization Abilities : Choosing between conflicting meetings, practice sessions, and study times helps students learn the art of prioritization. Understanding what requires immediate attention and what can wait is a skill that benefits academic pursuits and personal life.
• Complements Academic Learning : Extracurriculars such as academic clubs and debate teams offer more than a break from the traditional classroom setting. They deepen their understanding of academic subjects through practical application, critical thinking, and problem-solving exercises.
• Improves Critical Thinking Skills : Activities that challenge students to think critically foster analytical skills applicable in all subjects and future career paths.

What Are the Benefits of Engaging in Extracurricular Activities for High School Students?

Engaging in extracurricular activities offers many benefits for high school students, enhancing their educational journey and personal development. Beyond academic enrichment, activities included in the list of 100 extracurricular activities for high school students promote social skills, leadership qualities, and emotional intelligence by providing opportunities for teamwork, communication, and community service.

Students develop a sense of belonging and self-esteem by exploring their interests and passions, which can lead to increased happiness and reduced stress. Additionally, extracurricular participation can spark new interests, forge lasting friendships, and provide valuable experiences that shape students’ future career paths and personal growth.

How to Choose the Right Extracurricular Activities for High School Students?

Choosing the suitable extracurricular activities from the vast array of 100 extracurricular activities for high school students involves self-reflection

• Align with Your Passions : Choose activities that reflect what you love or are curious about. Whether it’s a sport, an art, or a subject matter club, your genuine interest is critical to staying motivated and engaged.
• Consider Contribution to Goals : Consider how an activity could help you grow, whether developing leadership skills, enhancing your college application, or advancing your career aspirations; select activities that align with your plans.
• Balance is Key : Ensure you can effectively manage your time between schoolwork and extracurricular commitments. Maintaining a healthy balance is essential to avoid burnout and fully commit to your chosen activities.
• Experiment : Feel free to try new things. Exploring a variety of clubs, teams, or organizations can help you discover hidden talents or interests, contributing to your personal and academic development.

The list of 100 extracurricular activities for high school students offers a broad spectrum of options to cater to diverse interests, from creative arts and sports to academic clubs and volunteer work.

By selecting activities that resonate with their passions, contribute to their goals, and fit their schedules, students can ensure a fulfilling and enriching high school experience. As students engage in these activities, they’ll find themselves on a path to personal growth, academic enhancement, and lifelong learning.

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The best writing prompts for high school

Ah, high school. The birthplace of future geniuses, the setting of a million Young Adult books — and the cutting ground of many a brilliant young author. Writing in the classroom is often the best outlet of creativity for kids, and what better way to get your students excited about it than through creative writing prompts for high school students?

Whether you use journal prompts or story ideas to kickstart your high school student’s imagination, writing prompts are sure to help broaden their thinking, sharpen their writing skills, record their thoughts, and get them to engage with the world around them.

If you're looking to cut to the chase, here's a top ten list of writing prompts for high school students:

• In the form of diary/ journal entries, write about someone who's just experienced a big "first."
• Just then, your phone rings. It's your friend and they have some interesting news...
• Write a short story where the protagonist has a doppelgänger.
• Write a story about a misunderstanding.
• Write a story about a strange family tradition, with at least two characters from the family narrating in the course of the story.
• Write a story about someone who would be described, above all else, as: kind.
• Write a story that centers on an Instagram post.
• Write a story that spans a month during which everything changes.
• Write about a group of people determined to win an award for making the biggest cookie ever.
• Write about someone going to extreme lengths to return an overdue library book.

If you have a high school student who’s interested in becoming an author, check out our free resources on the topic:

Develop a Writing Routine (free course) — Any high schooler who’s serious about becoming a published author should know that writing a book doesn’t just take talent. 90% of the process is sitting in front of a blank piece of paper, and having the drive and commitment to put words to paper. That’s why we created this free course, which shows people of any age how to develop a writing routine that works for you. It’s never too early to start the process today!

Want to encourage your high school students to start writing? Check out Reedsy’s weekly short story contest , for the chance of winning $250! You can also check out our list of writing contests or our directory of literary magazines for more opportunities to submit your story.

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Moscow – The Creative Writing Club

The Creative Writing Club is perfect for youth ages 8-12 who write on their own. Let your imagination run wild with fun writing prompts, character creation, world building, and more! Join us every Wednesday from 3:30pm to 4:30pm .

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When you consider how long classical education has been around (thousands of years), Logos Online School is new to the game. However, we have been at the forefront of the resurgence of the classical and Christian education movement for almost forty years—before the internet was even a thing. It all began in 1981. The setting was a little town called Moscow in northern Idaho. A handful of educational pioneers, armed only with faith and an essay written by Dorothy Sayers , opened the doors of Logos School in the hopes of providing a Christian and classical education for their children. Ten years after those first students entered Logos School, one of the school’s founding fathers, Douglas Wilson , was asked by Crossway Publisher to write a book on Christian education. Recovering the Lost Tools of Learning was published in 1991. The book explained the need for Christian and classical education and introduced Logos School to the world. Classical Christian schools sprang up around the nation, and homeschoolers also began to apply the same principles in their endeavors. Organizations such as Veritas Press, Classical Conversations, and Memoria Press, used Recovering the Lost Tools of Learning as a sort of handbook and got to work figuring out how to apply the ancient educational philosophy in today's culture. Soon parents, schools, and homeschoolers began contacting Logos School, asking for their unique materials. Logos Press was created to meet the growing demand. As technology changed and the internet became a part of the fabric of our culture, the demand for online Christian and classical education was felt, and Logos Online School was founded by Dr. Larry Stephenson in 2012.

Our Mission

Logos Online School exists to support parents in their biblical responsibility to train up their children in the nurture and admonition of the Lord. To this end, we provide a Christ-centered classical education for grades 7 through 12 that is convenient, affordable, and accredited. Our school motto is "Acta Non Verba," which means "Actions Not Words." Dr. Stephenson's inspiration for our motto comes from James 1:22-25, which tells us not just to be hearers of the word, but to be doers. This is our vision for our students: that they take the knowledge of God, His Word, and His world from their years with us and internalize it, working it out in every area of their lives. Watch Dr. Stephenson talk more about it.

Our Parents

We aim to cultivate in our parents a sense of responsibility for the school; to see them well informed about the goals of our classical and Christ-centered approach. We desire them to grow with the school, involved in and excited about the journey. We aim to help them to follow biblical principles in addressing concerns, to be inclined to hearing both sides of a story before rendering a verdict, and to embrace the Scripture’s injunctions to encourage and stir up one another to love and good works. 

Our Students

We aim to graduate young men and women who think clearly and listen carefully with discernment and understanding; who reason persuasively and articulate precisely; who are capable of evaluating their entire range of experience in the light of the Scriptures; and who do so with eagerness in joyful submission to God. We desire they have a heart for the lost and the courage to seek to dissuade those who are stumbling towards destruction; that they distinguish real religion from religion in form only; and that they possess the former, knowing and loving the Lord Jesus Christ. 

Our Teachers

We desire our instructors to be professional and diligent in their work, gifted in teaching, loving their students and their subjects. We desire they clearly understand classical education, how it works in their online classroom and how their work fits into the whole; that they possess a lifelong hunger to learn and grow; and that they have opportunity to be refreshed and renewed. We look to see them mature in Christ, growing in the knowledge of God, their own children walking with the Lord.

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Meet the Team

"Logos Online School instructors are highly qualified… they go above and beyond to make themselves available to my sons when they have had questions or problems with their assignments, even after classroom hours." - Karen Stafford, LOS Parent

Administration

Dr. Larry Stephenson

Owner and Superintendent

Dr. Larry Stephenson has spent over thirty years in educational administration and has earned a BS in Education, with Math as a teaching field, as well as a Masters and a Doctorate in Educational Administration. He is the owner of Logos Online School, and the previous superintendent of Logos School in Moscow, Idaho. He has served on the national ACCS Board, has been an ACCS accreditor, and is the author of two books: The Administrator’s Handbook and The College Advising Handbook for Administrators and Parents. His desire is to facilitate excellent classical, Christian schooling for every family that desires it for their children. Besides being a curriculum wonk, Dr. Stephenson has an extensive background in athletics that culminated with being drafted by the Memphis Showboats and attending training camp on contract with the Kansas City Chiefs in 1985 as a quarterback. He has since successfully coached several sports but spends what free time he has now completing home remodeling projects, grilling for his family, playing board games with his grandchildren, and golfing. He and his wife, Kelly, have been married for forty years, and have three daughters, a son, and ten grandchildren.

Mrs. Sandy Belschner

Assistant Superintendent

I'm an Okie. If you know your history, that used to be a derogatory term. But "I'm proud to be an Okie..." (as the song goes). My great-great-grandfather staked his claim to our land during the Oklahoma Land Rush, and most of my family did not leave during the Dust Bowl. I grew up going to church and singing Southern Gospel music alongside three generations of Okies. After earning a B.S. in Business Communications at Missouri State University in 1988, I married a handsome, baseball-playing Texan who boldly stated that we would live in the Lone Star State for the rest of our lives. But after the Lord changed his heart of stone into a heart of flesh (for real), baseball was no longer the guiding force in our lives, and a career-change into the U.S. Air Force started our growing family on an amazing adventure. We started homeschooling that same year. As Brent was pinning on his first gold bar as Second Lieutenant, I was trying to figure out how to teach my oldest how to read. We homeschooled for the entire time we were in the military, topping out our family with seven fantastic kids - four boys and three girls. Eventually we sent our firstborn off to college in Moscow, Idaho while we were living in Germany. In 2008, we said goodbye to military life, hoping to plant the rest of our family in Moscow, too. All the folks back in Oklahoma and Texas really had a hard time understanding this one...until they came to visit and saw this amazing Christian community in person. Over the next decade,  some of the Belschner kids would attend and graduate from Logos School (the original brick and mortar one), while others would continue their studies at home with Logos Online School. During all this, I would teach at Logos, develop curriculum for Logos Press, and help launch the online school.  And did I mention the grandkids? Fifteen and counting! Of course, I also get to serve the many Logos Online families who are on this same, crazy homeschool adventure. When you call, be sure and settle in with your list of questions and a cup of coffee - I can’t wait to hear your story!

Mr. Brent Belschner

Dean of Academics

My educational and career journey has been very different then what I planned when I announced to my fourth grade class that I would play professional baseball. This obsession took me to a couple of colleges, eventually landing at Sam Houston State University in Huntsville, Texas. I managed to get a degree in math (and, of course, P.E.) while playing and then coaching at the college level. As we started our family in the late 80s, I was teaching math and coaching in Texas; but after seven years of this, God changed my heart and our path. From my experience teaching in the government schools, it was clear to me that “school was no place for kids” and that we needed to do something different with our family. And so we began homeschooling our oldest when he started kindergarten, not knowing anyone else crazy enough to do it, too. At about the same time, I realized I needed a new career. The Air Force liked my math and athletic abilities which got me in the door of their Officer Training Program as an "old man" of 32 years. Our family continued to grow, and our homeschool became a worldwide adventure. I was honored to serve in the Air Force for 14 years, rising to the rank of Major and picking up a Master's degree along the way. We moved to Moscow, Idaho when I separated from the military and I worked for Economic Modeling Specialist International (EMSI) before joining Logos Online full time. My lovely wife, Sandy, and I have seven kids, ranging in age from 36 down to 18. We also have a bazillion grandkids! God has been gracious to us throughout our 26-year homeschool journey to educate our children in the nurture and admonition of the Lord. Back in the day, homeschool resources were nowhere near what they are now. We would have been very grateful for an option like Logos Online School.

Mrs. Anita Harkness

Customer Service

Hello my name is Anita Harkness. I grew up in a small town in southwest Michigan where I attended a Christian private school. The same school where I met my husband, Nick. We’ve been married for 21 years. In addition to being a wife, I am also a mother to 4 sons. We have been homeschooling for 13 years. 5 of those years with LOS. Our oldest graduated last spring. We have 2 sons currently attending LOS while I homeschool our youngest independently until he is old enough to jump into LOS with his brothers. We moved to Idaho in 2019. That’s when I began to work on staff at LOS. I was already being blessed by the program so deciding to join the team was an easy decision and completely a God thing. I am so thankful for the support of other godly homeschoolers and LOS as we raise our boys to know the Lord. I look forward to being able to serve other families in the same way! 

Mrs. Darcey Doyle

Social Media Manager

Darcey Doyle grew up in the classical Christian education world at Cary Christian School in Cary, NC and Logos School in Moscow, ID. She is honored to now share the gift of Christ-centered education with families across the nation.  Darcey received her Bachelor's in Liberal Arts from New Saint Andrew's College in 2020.  Outside of work, Darcey can often be found watching her husband Alex chase their toddler Eli in the park, while she drinks her coffee and pushes baby Charlie in the stroller. She's enjoying her small town life complete with weekly dinners with her large extended family, Saturday farmer's market outings, and quiet evenings at home painting or with a good book.

Mrs. Kaitlyn Wright

Social Media Specialist

Hello! I was born and raised in Ohio (Go Buckeyes!). My husband Caleb, myself, and our four children recently moved to Moscow, Idaho for theological and educational opportunities. We love living in Moscow and we love Logos! I am excited for the opportunity to work for Logos Online because I fully support the vision and mission. I homeschooled our oldest two children for a short time and I am well-aware of the blessing and benefit of having the support system of others pursuing like-minded education. As the Social Media Specialist I hope to bless, encourage, and support the administration, faculty, parents, and students by promoting and showcasing their wonderful work to the glory of God. With small children still at home, I am so grateful to God for this opportunity that still allows me to be a keeper at home (Titus 2:5). Praise God from whom all blessings flow! My favorite activities include spending time with my family and church family, reading good books, exploring Idaho, spending time outside in the sunshine, running/walking, knitting, and cooking/baking delicious meals.

Mr. Cliff Allcorn

Integrated Humanities & Logic

Hi! My name is Mr. Cliff Allcorn. I was born in the Chicago area. I currently live in a small town in western Illinois with my wife and our three teenage boys. I have pastored in Illinois and California and also lived in Buffalo, New York. I consider myself a lifelong scholar and seeker of the truth. (Eph. 4:15). My Bachelor's degree is in history, with strong minors in philosophy and political science. I hold two Master's degrees as well, one in Biblical Studies (Moody) and one in Land Warfare (American Military University). I have further graduate work in history (Russian) and Doctoral work in Biblical Greek. I have taught at both junior colleges and a seminary (church history, presuppositional apologetics, and exegesis). I have also taught younger students at a very small private school. I enjoy fishing, gaming, and supporting my kids in martial arts. My wife is also a teacher, and you can frequently find the two of us engaged in lively discussions about theological issues. I look forward to teaching your children to study and discover truth for themselves. Logos Online School is the school I wish I had been able to attend as a young adult. Through our studies of humanities and logic, I know your student will be challenged and inspired to understand the amazing truths about our Sovereign God.

Mr. Michael Belch

I grew up in Venezuela as the child of missionary parents. There, I developed a love for Spanish and for Spanish-speaking culture. However, I did not gain fluency until my high school Spanish teacher forced us to learn the language at a more academic level. I returned to the U.S. for college and attended Eastern Washington University where I studied Government, Spanish, and English. During college I met the woman who became my wife. We married and had three children. During that time, I returned to the university where I earned an MFA in Creative Writing. At that point, God redirected me from a potential career in politics or teaching at a community college. Instead, he led us to move to Taiwan where I taught English and Spanish at Morrison Academy, an international school for missionary children and English-speaking foreigners in Taiwan. We also worked with another missionary family to plant a church there. After six years in Taiwan, we returned to the U.S. and settled in central Texas. Here, we have homeschooled our three children and my wife also works as a nurse. I saw first-hand how good teachers could motivate me to learn and do more than I originally thought I could. I also learned how we can understand our Christian worldview more deeply when we see who God is and what he has done through our various areas of study. By God's grace, I now work to help my students learn much about English, Spanish, and the God who spoke to us in the beginning and continues to speak to us now.

Rev. Jason Biette

Rev. Jason Biette and his wife Jessica were married in 2004. They have three daughters: Ruthie, Phoebe, and Mabel, and two sons, Josiah and Boaz. He enjoys hunting, fishing, firearms, archery, camping, and most outdoor activities. He especially enjoys doing these things with his family. Jason grew up in Troy, New York. He received his undergraduate degree at Geneva College in Biology with a minor in Chemistry in 2001. He has taught for 22 years, focusing on science to 7th – 12th graders, as well as Biology, Anatomy and Physiology, Pharmacology, and Biomedical Ethics to nursing, medical assistant, and massage therapy students. Jason also recently spent a year studying at the Theopolis Institute in Birmingham, Alabama, and was named a Fellow after completing the Fellowship program. He has taken classes at Covenant Theological Seminary, Reformed Theological Seminary, and Whitefield Theological Seminary, and has a master’s degree in Pastoral Counseling from Liberty Baptist Theological Seminary. Rev. Jason Biette has pastored several churches both in the Federation of Reformed Churches and the Communion of Reformed Evangelical Churches, most recently Covenant Reformed Church of Fairbanks, AK, a mission church in the Communion of Reformed Evangelical Churches. He took his first call as an Associate Pastor in a small church in Winchester, VA, and served as pastor of his home church, Oakwood Bible Church (CREC) for nearly five years between 2009 and 2014. In the summer of 2014, he moved his family to the little town of Fork Union, VA where he took a position as a science teacher at Fork Union Military Academy. Outside of the classroom, he enjoyed assisting the Rifle Team and spending many hours as a pastoral counselor to the young men at the school. After serving the congregation of Covenant Reformed Church as their Interim Pastor during the summer of 2018, he and his family moved to Fairbanks in June of 2019 to take the call to be their full-time pastor. Jason's daughters have attended Logos Online for a couple years now, and he is excited to be a part of the Logos Online community.   

Mrs. Tiffany Bone

Integrated Humanities, and Writing

Hello Logos Online families! I am so incredibly thankful for the opportunity to teach at this incredible school. I am a seasoned Classical, Christian administrator and Humanities teacher and feel blessed that God called me to join this wonderful team. I believe that LOS is the best out there, and I can say that from experience, having been part of the school as a parent for several years. I live in the great state of Florida where I can often be found sailing, reading in the sunshine, hiking, or serving on the tech team at our church. My husband is a ship architect and loves a good game of Smash Bros with his boys. I am also mom to three wonderful kids, two of whom have graduated from LOS, and one who is still a student here. I received a combined degree from Pacific Lutheran University in Education and History. I have always loved seeing how God weaves his story, and how He uses literature, history, science, and more to point us back to Him. I look forward to taking this journey with my students, as we travel around the world through books, all with the intention of seeing how our Creator wants to shape and mold our hearts, minds, and souls.

Mr. Logan Brown

Math and Science

I was born and raised in Eastern New Mexico. My wife and I are raising our four children in the same town I grew up in. I went to college at Eastern New Mexico University where I received my bachelor’s degree in biology with an emphasis in pre-medicine, and master’s degree in secondary education. My mom has a video of me in elementary school answering the question: What do you want to be when you grow up? I answered, I wanted to be a teacher or a doctor. Here I am, I’ve been a teacher for the past eleven years! I have taught most of the sciences for high school, including biology, anatomy and physiology, physical science, chemistry, earth science, and astronomy. I am constantly amazed and in awe of the Grace of God. I came to the reformed faith later in life and it has blessed my family and my marriage in more ways than I can describe. I have had the privilege of volunteering at an abortion abolitionist outreach ministry for 3 years now. It’s a very hard and taxing ministry, but very rewarding every time an unborn image bearer of God is rescued from being led to the slaughter (Proverbs 24:11-12) [glory be to God and God alone]. Along with pleading for the lives of the unborn, we boldly declare the gospel to mothers seeking abortion, come alongside them, and support those in financial need. Through this ministry, I am constantly reminded of two things: (1) the total depravity of man that exists outside of the Grace of God and (2) Christ is eager and able to forgive all sinners, no matter what they have done if they repent and turn to Him as Lord and Savior. When I am not teaching or doing ministry work, I enjoy spending time with my wife, kids, and my church family. My family enjoys playing board games and card games together. We enjoy going hunting, hiking, and camping. Through the years I have also coached tennis and soccer. My favorite sport is tennis, which I have played/coached for over 20 years. I have recently gotten into pickleball and enjoy playing it with my family (or anyone else that I can get to play). I also enjoy riding motorcycles occasionally, though I don’t own my own right now. NO RETREAT. NO SURRENDER. MAY THE KINGDOM OF GOD PREVAIL!

Dr. Joe Carlson

Integrated Humanities

Hello! I was born in Santa Cruz, California, in the ancient redwood forests that breathe in the magical coastal fog. My wife and I graduated from New St Andrews way, way back in 2005. Since then I have been a director of operations for a small family of coffee shops, a preaching and teaching elder at the church my wife and I grew up in, and, most recently, a doctoral student. I received my MA in Humanities from the University of Dallas in 2021, and completed my coursework for my PhD in Literature from UD in 2024. I am the author of the Dante Curriculum, which includes an original blank verse translation of the entire Divine Comedy, as well as Reader's Guides, teacher resources, an interlinear translation, and an extensive video lecture series. As of the summer of '24, my wife, our 7 year old son, and I will be living in Moscow once again, after a near 20 year absence. I love discovering the riches of Christ's beauty and magnificence in works of literature and in the poem God Himself has been telling us since the world was new born. I look forward to discovering the same with you all!

Mr. Samuel Davidson

Mathematics

I was born and raised in the foothills of the Himalayas, in the quaint city of Chandigarh, India. I grew up in a nominal church but came to living faith in Christ when I joined St. Stephen's College, Delhi where I was discipled under Campus Crusade for Christ and Delhi Bible Fellowship. This is where I got my Bachelors and Masters in Mathematics. Upon conversion in 2016, the first thing I did was to Google "A Christian Perspective on Mathematics" and found Redeeming Mathematics a book by Dr. Vern Poythress of Westminster Theological Seminary. That was my first exposure to Reformed Christianity! Ever since then I have grown in my love for the Lord and sought to integrate that with His good gift to us in mathematics. In 2020, I sensed a call to the ministry and applied to Greyfriars Hall in Moscow, ID. I've been here since 2022 and am about to finish my MA in Theology and Letters from New Saint Andrews College. My long- term goal is to return home to,  1) disciple younger men, and 2) give my children a classical Christian education in the Indian context. I'm married to my wife and fellow-worker in the Gospel, Ishita and we have an infant son, Jonathan.

Mr. Aiden Dixon

My name is Aidan Dixon. I grew up in Sandpoint, Idaho at the junction of the Selkirk, Cabinet, and Bitterroot mountain ranges. Following an enlistment in the Marine Corps, I graduated from New Saint Andrews College and am currently working my way through a master’s program at Hillsdale College’s Van Andel School of Statesmanship. I am married, with one daughter, and currently live in Hillsdale, MI

Mrs. Jemima Dixon

Logic and Integrated Humanities

Hello! My name is Jemima Dixon. I was born and raised in Moscow, Idaho, but have lived briefly in the UK and am currently living in Michigan while my husband completes his masters degree. I have a Bachelor's in Liberal Arts and Culture from New Saint Andrews College and a Certificate of Cuisine from Le Cordon Bleu Culinary School. I'm excited to start my second year at Logos Online!

Mr. Sean Doyle

I come from a Navy family, so I grew up in several different places. I was born on the island of Oahu, Hawaii, but I spent the majority my early childhood in Columbia, Maryland, and Naples, Italy. Living in Italy, I got to see the history of the ancient world, the Renaissance, and more in person by traveling around Europe. These experiences left me with a love for travel, art, and history. After Italy, we moved to Virginia Beach during my preteen years and then returned to Hawaii where I spent all of high school. While I was in college, my dad retired from the Navy, so he and my mom moved from Hawaii to Moscow, Idaho, where my older siblings had already gotten married and settled down. In middle and high school, I took classes through online classical Christian schools. I am very thankful for my education because it pushed me to develop strong language skills and critical thinking. These skills proved to be crucial once I got to college. I started attending The Master's University in 2020. I chose this school because of its commitment to the truth of Scripture and the authority of Christ, which helped me grow in faith and in understanding God's word while I pursued my degree in Marketing Media. I also took advantage of several extra-curricular opportunities, including the university theatre program, the school choir, and a two-week study abroad traveling through Greece and Turkey along the paths that Paul took. I graduated in May of 2024, and I am extremely thankful to God for all the ways that he used my time at TMU to encourage, grow, and challenge me. Now that I have finished my time at university, I am very grateful for the opportunity to teach at Logos Online School. It gives me a lot of comfort knowing I am working in an organization of people with whom I share a common faith and who will strive to glorify God and push me to do the same.

Mrs. Sara Enns

I grew up in Southern Ontario, Canada and always loved math. I would even make up questions for myself for fun. I graduated with a BSc in Math from Brock University. It is amazing to see how math describes God's creation. There is much proclaiming His glory! After graduation, I got married to my amazing husband and became a mom to five great kids. Amongst raising my children, I also tutored and taught homeschool co-op classes over the years. We now live in a small town a couple hours outside Ottawa, Canada's capital. I continue to homeschool my own kids and enjoy working on our hobby farm either in the garden or watching my chickens. I'm looking forward to sharing my love of math with the students at LOS!

Dr. Hillary Glauser-Patton

Biology, Lead Teacher

I grew up in St. Joseph, Missouri, which is a bit north of Kansas City, and graduated from Central High School there. I was a kiddo who loved science from the start. By the grace of God, I was blessed to grow up in a Christian home, hearing the gospel and coming to know the Lord Jesus Christ. I attended Southwest Baptist University where I earned a BS in biology. Then, I attended Iowa State University, where I was involved in some cool (ha!) Antarctic research. I earned a M.S. in cell and molecular biology from Missouri State University and a Ph.D. in curriculum and instruction in science from the University of Nebraska, Lincoln. I deeply enjoyed the opportunity to be a science professor at Southwest Baptist University for 18 years and taught a large variety of courses. I am totally delighted about my current call to teach for Logos Christian School and I aim to, with joy, behold the glory of God in science alongside my students. I live in the Missouri Ozarks with my husband, five children, and a passel of pets. I love my family and my people, and I enjoy being outdoors, reading books, taking long walks and drinking good coffee.

Mr. James Goode

Integrated Humanities, and Writing Elective

Howdy! I'm a Texas boy who's wound up far away from the promised land. While I was born in Houston, my father was an Army chaplain and we moved eleven places over the next 22 years of my life-- everywhere from Germany to Washington D.C.! It kept the homeschooling career of me and my nine siblings exciting. There's nothing quite like studying westward expansion by accidentally getting lost on vacation in the Big Bend in a fifteen passenger van with the A/C out! I finally left home to attend Texas A&M (and ROTC) for three semesters, but was forced to leave as the Iraq drawdown cut requirements for officers. I then decided to venture into the strange, new world of classical learning at New Saint Andrews College in Moscow, Idaho. Here I found other bookworms, folks who could argue about the finer points of Plato, Herodotus, or Augustine, and then go play a rousing game of frisbee afterward. I married a wonderful woman who loved all these things, too, and together we planted roots in our new home. Just like that, I have been in Idaho's panhandle longer than any other place in my life. As for flavors of interest, I'm a history nut--anything old will do, although the American wars probably take precedence. I'm firmly committed to chasing the dream that someday I will read every book on my (currently) six bookshelves. I love walking, equally content with roaming the wilderness or sauntering through a picturesque downtown with my walking stick. When there's a theater production near me, I will find it and worm my way into it. If you really get to know me, you'll find out that I'm a bit of a superhero/Star Wars nerd. I worked a night job in a 24-hour grocery store for three years to get through college, so I always have a good anecdote at parties. And I love teaching.

Mrs. Molly Goode

I grew up in the beautiful countryside of Maryland. I was homeschooled with five brothers—who made sure I perfected the art of swinging a baseball bat left-handed. My mother taught me to love books by reading to me from a young age. My father taught me to love pastoral ministry by involving our whole family in his calling of pastoral work. When I turned 11 my family moved to southern Oregon, where we found a wonderful community of Christian homeschoolers. After completing my high school education, I moved to Moscow, Idaho to attend New Saint Andrews College. I graduated from New Saint Andrews College with a BA in Liberal Arts and Culture in 2017. I married my wonderful, Texas-born, husband, James, in 2020, and we live in Moscow with many of our siblings. In my free time I enjoy reading, singing in church choir, taking walks with my husband, and spending time with my family.  ☆ Mrs. Goode has taught for Logos Online for 5+ years.

Miss Rachel Haislet

Math & Econ/Govt

I have always imagined that I’d be a teacher and a writer. Here I am, delighted to be teaching at Logos Online School, while tutoring, editing books, writing Bible studies and other curriculum, and creating art with words and color on the side. I came to know Jesus Christ as my Lord and Savior in 2011 through personal encounters in God’s Word and hearing the Gospel preached in the church where I have since been a member. Weekly fellowship through a women’s Bible study and a community group that opens God’s Word, prays, and breaks bread together encourages my soul. I especially enjoy serving the Lord in the kitchen at church, greeting people at the door, meeting practical needs, and participating in local evangelism outreaches. I have earned a B.A. in economics from Pomona College, an M.A. in English composition with a certificate in reading instruction from San Francisco State University, a California single subject teaching credential in social studies and English from UMass Global, and a professional level teaching certificate in mathematics, social studies, and English through the Association of Christian Schools International. After substitute teaching for three years in public middle and high schools in all subjects, teaching English to first-year university students as a graduate student, and tutoring for a decade, I joyfully accepted the invitation to teach Algebra I full time for Berean Christian High School where I served for four years immediately preceding my time at Logos Online School. Being a learner and discovering connections across academic disciplines from a biblical perspective could not delight me more than they do. For love and with the Lord's help, I aim to use what I have received for the glory of God, the advancement of the Gospel, and for the good of students and their service to the Lord.

Mr. Jeff Harlow

Science, Logic, Math, and Integrated Humanities

My name is Jeff Harlow. My wife Lori and I homeschooled our two children through their high school education and have been blessed to watch them grow into faithful adults (now 36 and 32 respectively). We now live in Moscow, ID near to our youngest son and his family. My wife and I came to an appreciation of classical education late in our homeschooling. After our children graduated we have been delighted to encourage many families and their children in Christian and classical education. I received my undergraduate education at Lily Bible School in Mackinaw, IL and have a Master's Degree in Theological Studies from Whitefield Theological Seminary in Lakeland, FL. I was blessed to have been raised by faithful Christian parents, through whose diligent efforts I was launched from an early age into a lifetime of service to the Body of Christ. I have served as a pastor and church planter. I have also worked with several classical Christian Schools as a teacher, a tutor, a chaplain, and a headmaster. I delight to demonstrate to young people the ways in which the Lordship of Jesus Christ may and ought to be integrated into all learning. For education is, I believe, entirely incomplete where all learning is not founded upon the rock that is Christ. It is my great joy to join godly parents in their work of training up their children in service of the Triune God and in preparation for a life of maturity and faithfulness to our Lord Jesus.

Mrs. Mandy Hedderly

Upper Level Math, Lead Teacher

Hi! I'm so excited to be on the Logos Online team! I live in Belton, Texas, which is smack-dab in the middle of this big ol’ state. I married my ruggedly handsome husband in 2002. We have four kids, which is something I never thought I'd say, but God’s plans are always better than my own and I am loving every minute of it :-) I have a Bachelor of Science in Architecture from the University of Texas at Arlington. I worked in architecture until God directed my path to family life and teaching. I have taught and tutored math at a local college and private school. I jumped onboard teaching math with Logos Online School many years ago and have loved it ever since! Whether you love math or find it to be incredibly intimidating, I can meet you where you are and walk with you to the next level. I am overflowing with math-y goodness and I can't wait to share my enthusiasm for teaching and learning about this wonderful subject with you! Non-math related facts about me: I play tennis, am a CrossFit trainer, and enjoy a good pun ("Math Thought Thursdays" have become a legendary event). I’m looking forward to seeing you in class! Together, we can put the fun in functions! ☆ Mrs. Hedderly has taught for Logos Online for 5+ years.

Mr. Justin Kane

I love to teach! But first, some details: I've lived a rich life of adventure and learning, beginning with the blessing of growing up in a Christian family. My boyhood was one of constant adventure and outdoor life in the swampy forests between Buffalo and Niagara Falls, NY. I've been to nearly every state in the nation (how does one miss South Dakota, anyhow?), and have had the blessing of traveling abroad to half a dozen wonderful countries, including Israel by myself, where for about half an hour I was the only person on earth sitting in front of the Garden Tomb in Jerusalem. I've been married to Danielle for 13 years, and we have two daughters and a newborn son. God has been kind to me, more than I could describe in a full book. As a teen, I learned the hard side of the Proverbs by running my head into the law of God as many times as I could handle before He brought me to my senses, granting me a genuine love for His Son and the gospel. Yes, the prodigals do come home, praying parents! I studied Biology and creative writing at the State University of New York in Brockport, finishing my English degree and then earning a Master of Theology degree at Northeastern Seminary. I am proficient in biblical Greek and know a generous amount of Spanish from years of using it in school and abroad. Also, my library has taken on a life of its own. Is buying another book when one has 40 in progress a sign of a great mind, or just being hopelessly Reformed? Perhaps we will never know. My teaching career began early in my adult life. While in college I was asked to lead the local Campus Crusade for Christ chapter; I have taught Sunday School, church classes in the gospels, apologetics (my wheelhouse), worldview, comparative religions, and more. I taught English to children in China for several years, then rhetoric and composition at Roberts Wesleyan University for five years. Few things bring me more joy than to connect with my students on a personal level, and to see them begin grasping and loving the subject matter. I look forward to joining your family's education work and making it memorable for your student.

Mrs. Tamara Katsacos

Hello! My name is Tamara Katsacos and I am excited to be a part of Logos Online School! I was born and raised in a small town in northeast Florida, where I still currently reside with my husband and three children. I attended the University of Florida where I received my Bachelor’s Degree in Elementary Education, and my Master’s Degree in Education. Mathematics has always been my favorite subject, so I became a certified teacher in Mathematics for grades 6-12, because I knew I wanted to share my love of math with my students! I taught in our local public school for several years, until my husband and I started our family. We have homeschooled our children since my oldest started school in 2014…and still have many more years to go! The Lord has blessed us tremendously on our homeschool journey – I’ve had the privilege of coordinating standardized testing for the homeschool students in our community and teaching at our local homeschool co-op. Outside of teaching, my husband and I are actively involved in our church. We help lead our youth group and I play the piano for worship on Sundays. We like to garden, work on home projects, and play games. I love my daily cup of coffee, chocolate, and quiet evenings at home with my family. My favorite moments are the sweet times spent with family and friends! I look forward to sharing my love of math and seeing where the Lord takes us this year!

Mrs. Karlen Kochar

Science & Math

I live in Fort Myers, Florida. I have a BS degree in physics from Stetson University and a Master’s in Religious Education from Canadian Theological College in Saskatchewan, Canada. After taking a year sabbatical it is with great anticipation that I begin a new year with Logos Online. Looking over 42 years of public school teaching, secular online teaching, and a 3-year stint with Logos has made me aware of the precious educational opportunity provided by Logos. Whether it’s physics, chemistry, math, art history, music history, or just plain history, I love learning in general and look forward to new adventures this year as I interact with the wonderful Logos students and families! ☆ Mrs. Kochar has taught for Logos Online for 5+ years.

Mr. Zachary Kwong

Science Department Chair

Hello and welcome to Logos Online School! I grew up in California, and was homeschooled for the majority of my pre-undergraduate years before graduating in 2012 from Wheaton College in Illinois with a B.S. in physics. I first entered teaching because I loved helping students “get it.” I joined Logos Online School in the 2014-15 academic year, and enjoy creating applicable and authentic connections between the sciences and students’ lives, a challenge as some concepts can seem abstract and not significant to everyday life. Earning my M.A. in Integrative Science, Technology, Engineering, and Math Education (I-STEM) from Virginia Tech in 2017 gave me a much deeper understanding and approach for my craft. I continually strive to design assignments and lessons which present students with authentic contexts for science content. I am very interested in learning the best way to teach students how to learn and seek to hone my craft with the best research-based teaching practices and classroom management procedures. I enjoy every discipline, and learning in general, and I look forward to sharing my wonder and excitement over God's creation with my students. Currently, I live with my wife Hannah, two sons Matthew and Tristan, and daughter Elysia in Salem, Virginia. ★ Mr. Kwong has taught for Logos Online for 10+ years.

Mrs. Mary-Margaret Larson

I was raised by faithful Christian parents who taught me to love the gospel and to love people. My brother and I grew up in New Zealand, Ohio, and Vermont where we attended Christian schools, public schools, and homeschool. In 2004, I received an A.A. in Biblical Studies from Briercrest Bible College in Saskatchewan, Canada. I live in picturesque Vermont with my true love, Eric, and our five children ages 12-20. Presently, our older sons are enrolled at Boyce College and Cedarville University, and our two daughters are thriving at Logos Online School. We homeschool our youngest son who navigates his developmental disability with an exuberance for life that is unrivaled! In my early 20s, God opened my eyes to see the severity of my sin and redeemed me through the marvelous grace of Jesus. We love our thriving reformed church in rural Vermont where my husband serves as an elder and I sing on the worship team. Teaching our children has allowed me to further my own education! During our 13 years with Classical Conversations, I directed and tutored many levels using curricula such as Henle Latin, The Lost Tools of Writing, and Institutes of Excellence in Writing. In addition, I benefited from ongoing training in classical pedagogy provided by CC, IEW, and CiRCE Institute. I love camping at Vermont State Parks, relishing in the works of Charles Spurgeon, eating popcorn, playing Scrabble, listening to music by Andrew Peterson, and diagramming sentences with a well-sharpened Ticonderoga pencil. As a teacher, it is my joy to learn alongside my students. I strive to enthusiastically support students and families however I am able. Whether you are new to Logos Online or a seasoned LOS family, I look forward to meeting you!

Mrs. Cheri Lawler

My husband, Rob, and I are blessed with seven children, three of whom currently attend LOS. Our oldest daughter, Autumn, graduated from LOS in 2016 when the school was new. Then followed our author daughter, Caitlyn D. , who muses that having been encouraged to THINK in this school, she cannot now break from the habit as she goes out into the world. If you attend one of my classes, you may get to know our youngest child, Meadow, age 9, who homeschools with me and is quick to make friends. I grew up in the countryside of Astoria, OR where I wandered a safe and quiet neighborhood, sometimes composing poetry or catching frogs and other times entertaining the elderly neighbors who relished my attention. After high school, I traveled to Nampa, Idaho and graduated from Northwest Nazarene College where I received a B. A. in Education as well as a home with my handsome soccer playing husband. Through the years, we were blessed with 5 daughters and 2 sons, many of whom have or still do play soccer, and my career as a homeschool mom was firmly established. We were introduced to the classical, Christian model of education when Autumn attended Logos' Moscow, ID campus for 2nd and 3rd grade. As a Foundations tutor in Classical Conversations, I continued to study & consider the trivium and reformulate what I believe about God's design for learning. By God's great grace, I make room to read and sing, write and proofread, and linger barefoot in the garden. I am fond of meaningful song and quote and theatre. Hind’s Feet on High Places,  by Hannah Hurnard, and the Mitford series, by Jan Karon,are two favorite re-reads. I finally took the time to wander the little paths and broad roads through Middle - earth in Tolkien's The Lord of the Rings and am a better person because of it. I also overcame C. S. Lewis' Space Trilogy, delighting in the mysteries to ponder.

Mr. Jacob Litwin

Lead Teacher, Integrated Humanities III & IV

I was born and raised in Southern California. By the grace of God, I heard the gospel when I was 16 years old and came to know the Lord Jesus Christ. I went on to receive my Bachelor’s Degree in Biblical Studies (with an emphasis in Christian Education) from The Master’s University in Santa Clarita, California. I met my beautiful wife, Elrica Litwin, in college and got married on December 29th, 2018. The Lord has now blessed us with two kids, Selah and Noah Litwin.  I have three years of teaching experience in Integrated Humanities, Apologetics, and English Literature. On the side, I do brand building and social media marketing for small businesses. Outside of teaching, I enjoy playing guitar, watching movies, reading, playing board games, and traveling.

Mr. Bruce Lorenzana

Integrated Humanities, Apologetics, English, & Latin 

I was born in New York City and was raised, along with my four sisters, by my noble, hispanic parents in central Florida. After almost two years of arduous struggles with doubt, I came to saving faith at 15-years-old. My pursuit of Christ went on to be greatly nourished and fortified by the classical education that my parents graciously provided me with from middle school to my last year of high school. After graduating high school (Veritas Scholars Academy, class of 2019), I was blessed to receive a full-ride scholarship to attend New Saint Andrew’s College in Moscow, Idaho. I graduated cum laude from NSA with a B. A. in Liberal Arts and Culture in the spring of 2023. Currently, I am pursuing an M. A. in Theology and Letters at NSA while teaching Latin and Ancient Greek at the Ancient Language Institute. Through my teaching, I intend to give students what I have received from these ten years of studying the tradition of Western wisdom: a complete enchantment with the truth, goodness, and beauty that our Triune God has woven throughout this created reality that we indwell. I consider it the teacher’s responsibility to facilitate students’ encounters with truth, goodness, and beauty, so that their souls would grow in holiness towards God. The times when I feel most like an aristocrat are when I am reading the poetry of Jorge Luis Borges, polishing aphorisms, training in muay thai, practicing cello, or speaking in Ancient Greek with my incomparably glorious wife.

Mr. George Luke

Logic, and Integrated Humanities

Hello and welcome to Logos Online School! I grew up in Illinois, and went to Vanderbilt University in Nashville, where I received a B.S. in Child Studies. I received my M.A. from Bethlehem Seminary in Minneapolis, and studied the Reformed tradition via Christ Church's Greyfriars program. Mr. Solgos, my middle school teacher, was a Christian who could wax eloquent on C.S. Lewis, stained glass windows, geometry, and how to clean a messy locker. He was like Atticus Finch to me: wicked smart, a good story teller, and above all, a consistently Christian man. He made me want to be like him. Good teachers leave you knowing they love you, and that their wisdom to you is a gift from our God. I want to be the kind of teacher who can not only tell you the airspeed velocity of an unladen swallow (African or European), or warn you away from getting in to land wars in Asia, but also leave rejoicing in Jesus as the culmination and foundation of everything good, true, and beautiful (even in the three movies I referenced above). I intend to leave you asking "by what standard" to everyone we read, to say quite a few quotable things I will immediately forget that I hope will make you laugh, and to take Plato seriously but not worship him. In light of our indwelling sin, our finitude, our common sainthood, and the reality of the natural revelation constantly speaking about God, we live entirely dependent on God's love for us, and his Scriptural self-disclosure to see past the blurry outlines of truth. By faith, we seek true understanding. I look forward to marveling at God’s work in Humanities and Logic with you! I live in Moscow, Idaho with my true love, Joelle, and our two “teaching assistants," Devorah and Samson.

Mrs. Sarah McElroy

Hi! My name is Sarah McElroy! I hold a Bachelor of Science in Education (Mathematics) from Pittsburg State University. I was born and raised a Kansas flatlander, but seeking adventure, I moved to St. Mary’s, Alaska, to teach after college. St. Mary’s is a remote native village off the road system. It was quite an experience for a Kansas girl fresh out of college. After two years in “the bush,” I moved to Anchorage, where I taught high school math for 5 years. It was in Anchorage that two life-changing events occurred. First, God graciously drew me to Himself, and I became a Christian. Second, I met and married a paratrooper stationed at Ft. Richardson, Alaska. My husband Alan and I have been married for ten years. We have four children, with a fifth on the way! After leaving the army, my husband completed seminary and was called to pastor in the island community of Ketchikan, Alaska. We love living in Alaska! While in Alaska, I have attended a moose hunt and sampled food like seal and whale blubber. Although we don’t have many amenities and restaurants, I’ve become accustomed to cooking fish and chips and salmon burgers. I enjoy hiking in the mountains with my family and our dog Paddington, knitting, and exploring tidal pools with my children as part of our unique homeschool adventures. I am grateful for the grace God has shown me. Along with raising my children and using my gifts in the local church, I want to teach math to the glory of God.

Mr. Scott McQuinn

Biblical Hebrew

I am the blessed husband of Vanessa and father of seven image bearers (all 11 and under), which means my life is full of goodness from the Lord! Our days are filled with homeschooling our children, exploring the outdoors, reading books together, creating and building, gardening, raising chickens, and making music. I love children and firmly believe that, “like arrows in the hand of a warrior” (Ps 127:3–5), God uses them “to still the enemy and avenger” (Ps 8:2) and establish his kingdom. They’re also really funny! I was born and raised in Kansas, though I’ve now lived in Wisconsin, Minnesota, California, and Kentucky, studying at various institutions, striving to sharpen my mind and enlarge my heart by sitting under godly thinkers. I received a B.A. in Biblical Languages (Northland International University), an M.Div. in Biblical Exegesis (Bethlehem Seminary), an M.A. in Ancient Language Acquisition (Fresno Pacific University), and a Th.M. in Old Testament/Septuagint (Southern Seminary). I have studied a handful of ancient languages and have developed a measure of spoken fluency in both Hebrew and Greek through my involvement with the Biblical Language Center (BLC), which began with a six-week intensive Hebrew course in Israel in 2011. Over the years God has opened many doors for me to gain extensive experience teaching Hebrew and Greek as living languages (i.e., “immersion”) at church-based institutes, universities, seminaries, Bible translation organizations, and BLC, for whom I have been teaching and developing curricula since 2014. I’ve taught men and women, young and old, students and professors, and Bible translators/consultants from many different countries, and it is a joy to see people of all types engage God’s Word in a deeper, more intimate way through reading it in its original languages! I also had the privilege to teach Greek and Integrated Humanities (Omnibus I Primary and IV Secondary) for another online classical Christian school for two years. I absolutely love discussing great ideas from the Great Books through the lens of the Greatest Book, for it helps to order our affections—that is, to love what ought to be loved and to hate what ought to be hated. I look forward, Lord willing, to being a tool used by God to sharpen your child, and to create a sense of wide-eyed wonder in God’s spoken world!

Mr. Marlon Meira

Hi, my name is Marlon Meira. I'm from Brasília, Brazil, where I grew up and live with my beautiful wife Kelen and our three children — Victoria, Arthur and Miguel. We attend Taguatinga Central Baptist Church, where my wife and our daughter teach Sunday Bible School, our son Arthur serves as a photographer, Miguel plays the drums for the children's worship and I run the education department. In 1999, at the age of 21, the Holy Spirit led me to repentance and forgiveness. I confessed Jesus as Lord and savior and became a new creation. Kelen and I started dating that same year and got married in 2004. I hold a bachelor’s degree in History and a postgraduate degree in Classical Christian Education. I'm now taking an MA in Classical Education from Southeastern University. I love my wife and kids, I love serving the Kingdom, traveling, reading and learning. I love Integrated Humanities too, and I'll do my best to make you love it as well. I'm incredibly excited to have joined Logos Online School and I hope to spend long years here.

Mr. Knox Merkle

Latin, and NT Greek

I have lived in Moscow, ID, since I was born. I am a 2017 alumnus of Logos School and a 2021 alumnus of New Saint Andrews College, graduating with a BA of liberal arts and a certificate of music. I am currently pursuing an MA in theology from New Saint Andrews, am a student in the Greyfriars ministerial training program, and lead singing at Christ Church's downtown services in Moscow.

Mr. Landon Miller

Hello! I was born in Florida and raised in South Carolina and Virginia. My lovely wife Julia and I were raised in Christian families that settled in southwestern Virginia when we were both around ten years old. We were married in 2015 and have four daughters and one son (Jenna, Novia, Anniston, Atalia, and Lucas) ages six to zero. For theological and educational reasons, we moved to Moscow, Idaho in the summer of 2021, where we currently live. I realized that I loved teaching while teaching ESL n western China in 2012. I earned an Associates in Teacher Apprenticing from Faith Builders Educational Programs, and taught and operated as principal at our small church-school for eight years. Over the years, I have taught a little bit of everything at the junior high and high school levels, including math, language, literature, science, history, Bible, and music. I know what it's like to struggle with math, which I did until junior high. Surprisingly, it was Algebra 1 that finally lit my enthusiasm for math. Since then, I've enjoyed the challenge and consistency of math, and I especially love discovering why mathematical operations work the way that they do. I’m excited to begin my second year with Logos Online School!

Mrs. Karen Mondoy

Spanish, Lead Teacher

Karen is a native Texan who was born and raised in Abilene, Texas. After graduating  from Hardin-Simmons University with a degree in Elementary Education and Spanish, she moved to Fort Worth, Texas. She met her husband, Patrick Mondoy, who had moved to Fort Worth after growing up in Hawaii, and they celebrated their 39th wedding anniversary in May of 2021. God blessed them with three wonderful, Christ-following daughters and five of the most amazing and beautiful grandchildren around. Karen taught high school Spanish for 17 years at Trinity Christian Academy in Willow Park, Texas. God has given her a great love for the Spanish language and for the students  that she has had the opportunity to teach. Being able to see a teenager understand the importance of learning and using another language for God’s Kingdom has been a great blessing in her life. Karen has a great love for the family and friends that the Lord has placed in her life. She is a Bible study leader at Birchman Baptist Church in Fort Worth and enjoys studying  God’s Word with other ladies. She often spends time with her grandchildren and considers being a Gramsy one of the greatest blessings that God has allowed in her life.  She also enjoys traveling, spending time with her friends, and reading a good Christian novel when time allows. Her rescue dog Remington is also a special part of her life. ☆ Mrs. Mondoy has taught for Logos Online for 5+ years.

Dr. Matthew Moravec, Ph.D.

Greetings! I live in Belton, Texas, with my wife and three children. Although I’ve enjoyed teaching for years, I was not exposed to Classical Christian education until my son began kindergarten. Seeing it firsthand left me impressed with its focus on developing a love of learning, empowering students to grow in how they reason and express themselves, and doing all of that with attention to faith-formed virtues and Christ-centered lives. After receiving an MDiv from Fuller Theological Seminary, I completed a PhD in Divinity from the University of Aberdeen in 2022; my dissertation examined the influence of the Psalms in the Gospel of Luke. I am passionate about equipping future leaders to better understand Scripture, apply its truths to their lives, and face the world—well-versed in its history and cultures—with a biblical worldview. I enjoy reading the paper, doing the WSJ Friday contest crossword puzzle with my wife, and dancing with my kids to polka music.

Mrs. Lisa Mutart

Math, and Econ./Govt.

Lisa Mutart was raised in Ketchikan, Alaska where she met her husband Jeremy. They have three kids ages 15 to 17, who also attend LOS and enjoy the online learning environment. Eager to see the world and serve his country, Jeremy joined the military, and they've spent the last 20 years serving as a military family. In 2019, they retired from military life and moved to Moscow, ID to be near family and be a part of the church community. Lisa received an AAS in Health Science from Regent University and is currently enrolled at University of Idaho majoring in Accounting and Economics. While homeschooling her children, she began teaching at many homeschool co-ops and loved every minute of encouraging young people to see God in all aspects of their education. Through her love for math and teaching, she has privately tutored high-school students and coached debate teams. Her favorite part of classical teaching is discussing and debating with students, spurring them on to love God with all their heart, soul, and mind. Lisa tutored various levels of Classical Conversations for 6 years. Through this program, she received training through the CiRCE Institute and other classical education programs. In her spare time, you would find her sipping coffee and immersed in a great book, playing a board game, or walking her dachshund Max. She is passionate about being a life-long learner, doing everything to the glory of God, and is looking forward to spurring on more students to pursue a love of learning!

Dr. Philip Olsson

Integrated Humanities Department Chair

Born and raised in Northern California, I enjoy (in no particular order) baseball, books, and Texas Hold’em. I am happily married to Heather, have seven children (along with thirteen grandchildren), and enjoy hauling our travel trailer around the beautiful state of Idaho. As for my upbringing and education, I grew up attending a Christian school in the San Francisco Bay Area. A reader of political columns in high school who had thoughts of becoming a journalist, I brought my young self to college in 1992. After trying out journalism and campus radio a bit, I realized my stronger interests were in history and philosophy and so I pursued degrees in those areas. For my efforts, they eventually sent me packing with BA and MA degrees in History, along with minors in Philosophy and Political Science. I would then return to academia a few years later and attend Claremont Graduate University in southern California, where I studied ethics (MA) and philosophy of religion (PhD) at the School of Religion. My dissertation was entitled “Timelessly Present, Compassionately Impassible: A Defense of Two Classical Divine Attributes” and can be read for free on the internet. As for work history, I’ve worn my share of hats. Roughly in chronological order, I’ve been a courier for a civil engineer, a barista, a videographer for live TV, a video-conferencing technician, a security manager, a substitute teacher, an assistant dock supervisor (transportation), a cutlery salesman, an FBI applicant (a spending freeze stopped the interview process), a teaching assistant, a CIA applicant (a variety of concerns stopped the interview process), a furniture delivery man, a part-time plumber, a part-time painter, a security alarm installer, a full-time kitchen and bath remodeler, a property manager, a member advocate for a Christian health-care sharing ministry, a freelance author, and a Christian school teacher. I have also been blessed to be ordained as a Presbyter in the Federation of Reformed Churches and as a Ruling Elder in the Presbyterian Church in America. I teach Integrated Humanities and enjoy helping students pursue excellence in their lives and work. Come and join us!

Mr. Mark Rauch

Math Department Chair

As a husband of one and father of six (one who’s with the Lord), I enjoy fulfillment during the teaching moments around the dining table and in front of the couch for evening devotions. My primary education came from Fairfield Christian Academy in Lancaster, Ohio, where my dad was the headmaster as well as the pastor of the overseeing church. I then studied electrical engineering at Ohio University (Athens, Ohio), where I aced nearly all of my college-level math classes (I had a great teacher). My attention to detail naturally compels me to scrutinize the technical aspects of written material. Upon obtaining my degree, I worked in the engineering field for eight years before pursuing a career change. I've now been with Logos Online School from their very first year. When they were just beginning, I saw my chance to jump in at a time when they needed warm bodies to fill a position. By the humor and grace of God, I am now the head of the math department here. Much grace has been extended to me by the LOS administrators and I hope I'm passing that along to my math teachers, students, and their families. This has been one of the most fulfilling jobs I've ever had. The seven hours a day that I spend teaching always fly by, whether I'm fumbling all over myself or exhibiting a quick wit that suggests I've had an unusual amount of caffeine (actually, for me, any amount of caffeine is unusual). For several years now, I've also been the sponsor of LOS's Movies & Music Club (where we usually just talk about movies). To be somewhat transparent, I'm really an entertainer at heart, so hopefully the students are having a good time while also learning about God, His Word, and His world through math. I hope you will enjoy observing me as much as I will enjoy sharing with you, and by God’s grace, we will both learn about Him together. ★  Mr. Rauch has taught for Logos Online for 10+ years.

Mrs. Lily Roberts

I grew up just south of Seattle, Washington, and attended a variety of schools, from public, to private, to classical Christian. I moved to southern California to attend Azusa Pacific University, where I met my husband. Although I studied a variety of art forms in college, my focus was in drawing and painting. I continued at Azusa Pacific to get my master’s in teaching and California teaching credential and then taught art in the California public school system. Although I learned a lot about teaching in public schools, there was a lot that frustrated me about the system and I am excited to teach in a new environment this year. I am always continuing my art practice while teaching, and I mainly work in traditional and digital illustration. I especially love working with gouache, oil pastels, and colored pencils. Last year, I completed my first children’s book illustration, which was so rewarding and fun. I now live in Dayton, Ohio, as my husband completes his residency for emergency medicine in the Air Force. We live here with our dog, Addie, and hope to have children in the future (and maybe more dogs, too). We love to be active together and enjoy camping, hiking, reading, and spending time with family.

Mrs. Zoe Roberts

Lead Teacher for English and Electives

Zoe Roberts is from Oxford, England, where she spent most of her growing up years until she moved to Moscow, Idaho to continue her studies at New Saint Andrews College. From the age of 8, when she was introduced to Latin, she has loved studying languages, especially Latin, Classical Greek, and Biblical Hebrew. She continued pursuing all three languages in her college thesis in which she analyzed in depth the Bible in its original languages, focusing, in particular, on comparing and analyzing the Latin and Greek translations of the Psalms of Ascent. Zoe completed her B.A. in Liberal Arts and Culture in 2017, and a week later she married her best friend Josiah. Since graduating she has greatly enjoyed teaching children grades 7-12 at Logos Online School and at a local homeschool co-op in Moscow, Idaho. Throughout her education, she has been privileged to have excellent teachers who instilled a love of learning in her. As she teaches, her desire is to instill a love of learning in each one of her students and to teach all her classes with Jesus Christ as the foundation and beginning of all wisdom and knowledge. When Zoe isn’t teaching, she loves reading, painting, hiking and exploring the surrounding Palouse, camping, laughing, cooking for a bunch of friends, or playing badminton with her husband. She gets excited about a good cup of tea with scones and jam, Mediterranean food, and Mexican cuisine. ☆ Mrs. Roberts has taught for Logos Online for 5+ years.

Mr. Allan Santos

Spanish 

My name is Allan. I live in Aracaju, Brazil, the city where I was born. I have been fascinated by the diversity of peoples and their languages since a young age. I studied English as a child and studied Spanish at university. I believe that learning languages ​​opens doors for us to discover new cultures and observe the glory of God through the plurality of peoples, as well as enabling us to contribute with the expansion of the Kingdom of God. My love for architecture and the arts led me to graduate in Architecture at UFS after high school, with a specialization in lighting design.  I have been a member of the Presbyterian Church of Aracaju since my birth and was blessed to have been raised by faithful Christian parents, who encouraged me to serve in the Body of Christ. Today, I serve as a Sunday school teacher for young adults, where I discovered the joy of teaching and sharing the good news of Christ. I love sports and I like to play soccer in my spare time. I really enjoy time alone with a good book, but I also love every moment with family and friends, no matter what we're doing.

Mr. Wesley Santos

Science, and Math

Hi! I was born and raised in Aracaju, Sergipe, located in northeast Brazil. My wife Sanny and I have two children: Matias and Ana Clara. Raised in a Christian home, I have the privilege to now attend the church of my childhood with my kids. I have been teaching the sciences for a few years and with each day that passes I feel more confirmed in my heart the calling for teaching. From sciences to music to Sunday School, teaching is what God has called me to do. During my studies in Biological Sciences, I grew a special love for the ocean and coastal environments, which was my main field of work during those years. I graduated in 2010 and almost immediately started my Master's degree in Biological Oceanography. It was my opportunity to dig deeper into the world of water and behold the wonders God created there. In 2013, I finished my degree and started my teaching career in brick and mortar schools in the secular private school system. It was amazing to serve my calling and teach, but something was missing: the freedom to say "God is the creator of all this wonder we are studying." During the hard year of 2020, I learned about classical Christian education and that there was a place where Christian teachers could serve Christian families in God-centered institutions. In 2021, I was accepted as a teacher at Logos Online, where now I serve the Kingdom and my brothers and sisters with the talents God has entrusted to me. I have played the violin as a hobby since my teenage years, which has given me the opportunity to serve at church during worship and teach others. I have also kept my childhood love for hero movies, cartoons, and videogames, which keeps my English sharp and help me connect with my students. My love of reading also began when I was young. I saw the cover of a Brazilian edition of "The Lord of the Rings" and knew I had to read it. Since then, starting with fiction, and expanding to other types of literature, I have tried to be a good reader. As a teacher, I hope to always be able to show my students how God reveals Himself in every corner of every science He has given to mankind.

Mr. Kevin Smith

Integrated Humanities Department Chair, History, and Senior Thesis

Kevin Smith grew up in Oregon, spending most of his time either playing outside or with his nose in a book (all depending on the weather!). After sensing a call into ministry in high school, Kevin pursued his BA at Multnomah University and then traveled to Kansas City to attend seminary. Along the way he served as a pastor at several churches, taught at two Christian universities and in classical Christian K-12 settings. He's also completed doctoral-level research in Historical Theology through the University of Nottingham. After returning to Oregon, Kevin met a beautiful teacher, Ashley, who is now Mrs. Smith. He stays busy with their charming little girl and his piles of books (some things don’t change!). Their shared passion is to equip parents to raise their children in the knowledge of the Lord. Serving as teachers is the ministry the Lord has set before them. ☆ Mr. Smith has taught for Logos Online for 5+ years.

Dr. Gregory Soderberg

Integrated Humanities &  Apologetics

I am passionate about investing in students and leaders of all ages through teaching, writing, and speaking. I aim to help people learn lessons from the past, to inspire them to live wisely in the present. I have more than 20 years of experience in Christian education, both in brick and mortar schools and online. I love teaching because I love learning! Besides earning Permanent Teacher Certification in the Association of Classical Christian Schools, I hold a B.A. in Liberal Arts and Culture (New St. Andrews College), an M.A. in Church History (University of Pretoria), and a Ph.D. in Historical Theology (Vrije Universiteit of Amsterdam). I also studied theology at Reformed Theological Seminary and Trinity Theological College, in Bristol (UK). In addition to Logos Online, I teach and mentor at Kepler Education, the BibleMesh Institute, and Redemption Seminary. My wife and I have five children and enjoy hiking, boating, reading, and traveling. I have been privileged to serve in a wide range of church ministries and non-profits, ranging from church planting and prison ministry to foster care and Safe Families for Children. I’ve been able to speak at conferences in the US, Germany, and South Korea and have taught at Grace Life College and Seminary in Liberia, with Training Leaders International. My dissertation on communion frequency in Reformed churches was published in V&R's "Reformed Historical Theology" series. I’ve published articles for Intellectual Takeout, Common Good, SALVO magazine, and write The SoderBlurb (https://gregorysoderberg.substack.com/). I was also a contributing author to one of the textbooks we use here at LOS:  Omnibus VI: The Modern World,  and wrote chapters for the books More Than Luther: The Reformation and the Rise of Pluralism in Europe,  and Reforming the Catholic Tradition: The Whole Word for the Whole Church. In what little time I have left, I serve on the editorial board of Consortium: A Journal of Classical Christian Education.

Mr. Carson Spratt

Rhetoric and Integrated Humanities

Carson Spratt was born in Vancouver, Canada, and although he moved to the Pacific Northwest over a decade ago, you can still hear his accent when he’s out and about. He learned to read at age 3, and can’t quite seem to break the habit. He graduated from New Saint Andrews College in 2014 with a B.A. in Liberal Arts and Culture, and since he couldn’t leave well enough alone, went back for an M.A., which he received in 2017. Carson enjoys getting to know nature up close and personal, and making people laugh. He loves singing almost anything, from Bach to “The Lion Sleeps Tonight.” He happens to know that The Princess Bride is the best movie of all time, and he appreciates nothing more than a well-crafted pun. He can be curious about anything, and when he’s not teaching, he’s usually learning something. And he would be completely lost without his true love, Ellie, without whom life would be inconceivable. ☆ Mr. Spratt has taught for Logos Online for 5+ years.

Mr. Nathan Stenzel

Hello! I grew up in the Chicago area and was homeschooled from age 0–18. After high school, I attended the Cleveland Institute of Music for two years, studying timpani and percussion performance. Though I transferred out before finishing my degree, I did meet my wife (a brilliant violinist) there, so it was a success on the whole. I transferred to New St. Andrews College in Moscow, ID, where I completed my BA. I liked it so much that I stuck around for more, and I’m now working on my MA in Theology & Letters at New St. Andrews. In addition to teaching humanities for LOS, I teach Latin at New St. Andrews and do some freelance writing. My wife and I enjoy reading, listening to Renaissance music, drinking fine coffee, and eating her excellent baked goods—and sometimes all four of these at once. We have one child, a son, who keeps us smiling. We’re members of King’s Cross Church in Moscow, Idaho where we’ve attended for the past few years.

Mrs. Wendy Stephens

Hello, I am grateful and excited to be a part of Logos Online School! My husband and I are parents to three grown children and Nana and Pop-Pop to nine grandchildren. I was born in Pensacola, Florida, home of the famed “Blue Angels”, and sugar white sandy beaches. My education began at Pensacola Christian grammar school. I am deeply grateful for the strong foundation in scripture, discipline, and academics I received there. I love learning! After earning my Bachelor of Science degree from the University of West Florida, I have returned to school both formally and informally to deepen my knowledge. The Bible and science are my two favorite subjects. I am fascinated by the way biology, chemistry, mathematics, physics, and even music have common elements that display the glory of our great Creator! As much as I love to learn, I love to teach just as much! I have taught Bible Studies for over thirty-five years, and I have taught science for fourteen years. I look forward to igniting the curiosity and desire of my students to explore deeply the amazing design in all of God’s creation! I love spending time with my grandchildren. I also love to cook, bake, hike, fish, camp, and enjoy the beach. On Sundays, I play timpani at my church. Many evenings my husband and I sit on our front porch and watch for wildlife. Our yard is frequented by deer, fox, gopher tortoise, owls, hawks, and once in a while by a bear or two. It is a blessing to live in a place where we can enjoy so much of God’s handiwork.

Dr. Kara Stevens, J.D.

Hello friends! My name is Kara Stevens. I am married to my high school sweetheart, and we live in East Tennessee with our three dogs, two fish, one cat, and a plethora of chickens. In our free time, you will find us hanging out with family, reading good books, enjoying classic movies, listening to music (mostly 80s if I have the aux), cheering on the Knoxville Ice Bears, tending our amateur homestead, or cruising in our 1986 Chevy Blazer. I was blessed with a Christian upbringing, having been raised by godly parents and surrounded by God-fearing grandparents and great grandparents. By His grace, the Lord saved me as a young child. My husband and I attended the same church and public school from kindergarten to graduation. We are now members of a Reformed Baptist Church. I spent my undergraduate years at the University of Tennessee (Go Vols!) where I earned a Bachelor of Science in Business Administration. My double major was Supply Chain Management and Political Science with a Marketing concentration. I went on to attend Lincoln Memorial University's Duncan School of Law where I earned a Juris Doctorate. I am currently enrolled in Covenant Baptist Theological Seminary where I am pursuing a Master of Arts in Reformed Baptist Studies. In 2019 I was sworn in by the Supreme Court of Tennessee to practice law and worked as a child advocate attorney representing dependent and neglected children. I then transitioned to an in-house counsel role for a title company and real estate law firm. I love to learn! I consider myself a lifelong student, and I am especially passionate about studying history, government, and literature in light of the gospel of Jesus Christ. God is the Author of every story that has been and is still to come, and there is nothing more comforting than knowing His sovereign hand is at work in every circumstance. I am eager to join my Integrated Humanities I and IV students as we examine history and literature in light of theology with the ultimate goal of glorifying God and enjoying Him and His creation!

Mr. Jesse Sumpter

Latin, and Integrated Humanities

I love working with students and families at Logos Online School. The students here are sharp and engaging. I also appreciate all the families dedicated to giving their students a Classical Christian education. I am here to serve and help you equip your students. My wife, Kate, and I have a daughter and a son and we live in Moscow, Idaho. I have been teaching for about 18 years. I also enjoy creative writing and poetry. I earned a Master of Fine Arts in Poetry from Seattle Pacific University. I also have a Master’s degree in Classical and Christian Studies from New Saint Andrews College.

Mrs. Kimberly Swait

I am from South Florida and love the sunshine. I now live in Moscow, ID with my giant husband and five children. In high school, I became convicted of my need for a Savior and turned from a path of selfish ambition to a sacrificial life with Jesus as Lord. My family and I are Christians who love the Word of God, and seek to be Trinitarian in all of life. Growing up, I spent my summers admiring the mountains of Montana and winters enjoying the beach in Florida. As a young student, I attended a magnet art school in middle and high school, and eventually graduated Summa Cum Laude with a Bachelor of Fine Arts in Painting and a minor in art history from the University of Florida. I have homeschooled my children for 13 years. I have also shown my work in galleries and taken any opportunity to continue painting. I paint the beauty I see around me as well as experiment with many art media. I especially love to use a lot of texture or illusions of texture in my work. While my children were small, I spent a lot of time sewing and later incorporated fabric collage into my painting. I love drawing, printmaking, and pottery as well.

Rev. Craig Thighe

Apologetics, Math, and Econ./Govt.

I grew up in a suburb south of Denver, Colorado and attended public schools where I spent most of my time with my nose in a book (I've always loved learning). I discovered my gift and passion for teaching when I was 19 and have continued to actively teach since then. I am married to my wonderful wife Kristin, and we have 5 wonderful, unique, and creative children, and we are urban homesteaders (we have a large garden, goats, chickens, and bees). It is a blessing to have dominion over and care for the lot that the Lord has provided for us. I am humbled to pastor and serve Christ Church located in Denver, Colorado and am currently working on my PhD in Bible Exposition. I am excited to provide a Christ-centered educational environment where students can thrive and love what they are learning. I am honored to be a member of the Logos teaching staff. Go Lions!

Mrs. Heather Trauger

Latin, and Music Electives

Hello, salve, and howdy! I am filled with joy to continue to be part of the Logos Online family. My husband and I, along with our youngest child, moved far away from the Piney Woods of East Texas up to the beautiful wheat fields of Moscow, Idaho in the summer of 2023. While this was a bit of a culture shock (snow in OCTOBER??), we are incredibly blessed to be amongst so many fellow believers and laborers for the kingdom of Christ. My husband serves at New Saint Andrews College as the chief financial officer. We have four children; the three oldest have grown up, gone to college, one is married, and the other two are beginning their young adult lives. Our youngest is still at home with us. God works in interesting and unexpected ways. I was a teacher at two ACCS schools beginning in 2008, and have taught many subjects, including history, math, grammar, Latin, music, Bible, and several others! However, my original goal was to be a concert pianist and travel the world, performing Chopin, Bach, and Mozart to adoring fans! My college degree was actually in piano performance. I still love to play those classics and have passed that love on to my little budding pianist, but God’s plans for me were quite different! I have enjoyed every single year God has given me of classroom teaching, and of these past few years teaching here at LOS. As I continue teaching Latin at Logos Online School, I am excited to see how God will build our students through this skill. Latin, history, literature, math, science, the study of God’s word, and many other areas of study are crucial to forming our character in a way that honors God and prepares us to serve Him in this world. I can’t wait to join you on this exciting, inspiring, and soul-satisfying journey! 

Mr. Grant Van Brimmer

Grant was born and raised on the beautiful Central coast of California in a Christian home where he was homeschooled K-12. His upbringing as a homeschooler is what solidified his deep conviction and love for Christian education centralized in the home, and founded on Christian faith. After much skateboarding and playing bass in a band, God led Grant to attend Bible college. After graduating, Grant married his Bible college sweetheart, Ericha. After they had their first child, Grant enlisted in the U.S. Army as a Chaplain Assistant. He served 10 years, being stationed at Fort Bragg, NC and Fort Hamilton, NY. He served two combat tours in Afghanistan and one short tour in Niger, Africa with the 82nd Airborne and 3rd Special Forces Group. During his time in the Army, he completed his Bachelor of Arts in Religion and began his now completed Master of Arts in Theological Studies. While stationed in Brooklyn, NY, he completed his pastoral internship, and left the service to enter vocational ministry briefly in Ontario, Canada and now is the Associate Pastor at Christ Reformed Church (CREC) in Oakland, ME. Ericha and Grant have three children: Lilah (12), Edward (11), and Norah (9), all of whom are homeschooled. Building strong Christian families is one of his deepest passions. He and his wife have authored an Advent family devotional titled "Behold Your King" and have hosted a podcast together for nearly 5 years. In his free time, he likes to visit historical sites with his family, work on the 142-year-old home that he recently purchased, drink all the coffee, and run along his local New England countryside. He also has a deep love for collecting and reading good books!

Mr. Jonathan Van Gelder

Hello! I am excited to be teaching at Logos Online School. I currently live in Moscow, ID along with my incredible wife and 4 children. I was homeschooled up until I started college. I taught myself math using the Saxon Homeschool curriculum (the same one that we use at Logos Online). My first college class was Calculus 1 Online, which I took when I was 16 years old. In 2015, I received my bachelor's degree in Mechanical Engineering, and since then I've been working in a variety of manufacturing and design positions, from bridges to board games. In 2021, I moved to Moscow from Washington, not just to escape the mask mandates which were threatening my old job, but to work alongside others who are serving Christ first, and in so doing, are truly improving the world which God gave us stewardship over.

Mr. John W. Whybrew III

I have been married to my beautiful bride Nicoleta for 11 years, and we have two handsome sons, Seth Gideon and Luke Elijah. After nearly a decade of teaching in both public-charter and classical schools, I have witnessed the extremes of neglecting the mind of students in the secular context to the God-honoring fruitful joys of well-cultivated persons studying creation while worshipping our Lord. Christ is our perfect and patient teacher. As a teacher, I seek to reflect our wise Teacher exploring truth about His goodness and beauty in math and the sciences. A student is a disciple with a mind to love God, a soul to delight in God, a heart committed to God, and strength supplied by God to declare well the glories of God! What a satisfying pleasure it is that as a teacher I walk alongside and nurture the students’ awe as they mine the jewels of His orderliness and creativity through subjects like: Biology, Anatomy & Physiology, Physics, Algebra, and Geometry. As a member of Apologia Church, AZ, I love to read the Psalms before the congregation and enjoy fellowship events sharpening swords and singing with the saints of our Lord. I am an avid reader of wonderful books from theology to all things Lewis and Tolkien. I love to read aloud Scripture and other amazing books to my family. We enjoy board games like “Village” as well as playing escape-the-rooms locally. I enjoy teaching my sons Greek! One of our favorite family outings is a picnic at the Boyce Thompson Arboretum, a historic botanical garden and a great place to hike near Superstition Mountain of Arizona. Gratefully, I join in the good work alongside Logos School to faithfully train each generation in the beauty of understanding math and science in light of Christ’s excellencies.

"The reason that science works is because God upholds the universe in a consistent and uniform way." - Dr. Jason Lisle

Mrs. Guenevere Wilber

I grew up in more places than most, born into a Navy family that continued to move for several years after service. I graduated from high school in Albuquerque, NM, spent a year as an exchange student in Denmark, and attended college at Boston University. After graduating with a Bachelor’s of Science in Human Physiology, I went on to pursue an M.D. at the University of New Mexico. God interrupted my plans with saving faith in Christ. After meeting my husband, Monte, during medical school, the Lord called me to full-time service to my family and my church. Raising and homeschooling our four children using classical, Christ-centered methodology has been my greatest adventure ever since. I’ve been teaching science in our homeschool community for three years and I’m excited to have more than one hour a week to share my love of God’s creation with my Logos students. I delight to kindle the wonder of my own and other children to the glory of God’s creation. My aim is for them to see how God reveals His character through what He has made and the ways in which He has set it all in motion. I believe there is no better way to grasp how He holds all things together than to study the intricacies of how He crafted life itself! When I’m not making science jokes, or reading all the books I missed in my own, non-classical education, I enjoy practicing hospitality at home and at our church.

Mrs. Ginny Yeager

Hey there! My name is Ginny Yeager and I live in Billings, MT with my husband Ryan, daughter Elizabeth, son Alex, and dog Tigs. My oldest daughter, Anita, is graduating this May from New Saint Andrews College. She married an Englishman so now we have a wonderful new member of our family named Luke Deacon. After graduating from Eastern Montana College with a degree in Biology and a Chemistry minor, I continued on to the University of Idaho and obtained a Master’s degree in Animal Science, studying mammalian reproductive physiology. Originally, I thought I wanted to work at a zoo, never realizing how much a zoo is like family life. I have taught most of my adult years, first tutoring chemistry while I was in college, teaching science to homeschoolers since 1997, writing kit instructions for a homeschool science supply company, and teaching my own kids. We have homeschooled our three kiddos from the start of their education. Elizabeth is graduating from high school this May and Alex has three more years. It has been a tremendous privilege to be able to direct our children’s education in a way that honors their Creator and gives Him glory, as well as being able to use my education in a way that furthers His Kingdom. Of all the subjects that we teach, science can be said to be of highest importance, as through it we glimpse the majesty of the triune God, who authored all things.

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