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to the social culture of secondary schools in the 21st century, which means that each role necessitates thoughtful preparation, adequate content knowledge, and substantial investment." 3 For my first 20 years as an educator, I had a dream schedule: It closely mirrored my schedule from ages six to 21. I would spend the first eight hours of the day moving from classroom to classroom, and then complete the final hours on a field or court. It was the best life. I learned as much at the end of the day as I did at the start. Practices and games were an inherent reward for a day well- taught. The opportunity to move and compete were elements that became integral parts of my identity. I would often wake in the middle of the night to scribble a full-court press drill for the next practice. Many former athletes and coaches lament that the times we miss the most are unscheduled moments—extended shootarounds, long bus rides, taking penalty kicks until the field lights come on—those were the windows in which we could connect, bond, and learn more about one another. At Trevor, we are lucky to have deliberately designed spaces such as the Centers and Common Room, which fuel connection and collaboration during the academic day; when team members and their coaches extend or deepen their time together, similar opportunities to develop stronger relationships emerge. This time and space is priceless. Meghan McDonough, Eighth- grade Science Teacher and Middle School Mathematics and Science Curriculum Coordinator, has focused her coaching on students she also teaches to help further that relationship growth. She says her experiences coaching Middle School Tennis, Girls Basketball, and Softball have "given me important insights into my students. For instance, I have worked with students who are reticent in the classroom; yet they emerge as leaders on the court or field. The relationship that is built via coaching can trickle over to the one in the classroom as well. My student-athletes often participate more and come to meet me more often. I know not everyone learns the same way, so I try to utilize inclusive and differentiated strategies both in the classroom and as a coach. In my Coach Alfriend observes his Varsity Softball players 3. Alan Brown and Nicole Sieben, "The Elephant in the Classroom: Examining the Influence of Athletic Coaching on Secondary Preservice Teachers." Teacher Education Quarterly, vol. 40, no. 3, Summer 2013, p. 118. 42 / TREVOR MAGAZINE SPRING 2024–25