After Winter Gathering: Students Weigh in On Lawrenceville’s Scheduling

Since the conclusion of Winter Gathering, the Lawrenceville class schedule has been all over the place—first a half day, then a delayed start, followed by a modified advisory schedule. Although many students have complained these mixed schedules have hindered their ability to get back into the Lawrenceville groove, others have enjoyed the late starts and extra free time. Students Arisa Okamura ’25, Sathvik Samant ’26, and Angela Yang ’25 detail their experiences and feedback on the first week back from Winter Gathering.

As soon as school started after Winter Gathering, Yang noted that students “have been bombarded with many major assignments.” The half days on Wednesday and Saturday remind Samant and Okamura of last year’s schedule. Samant enjoyed the half days as it's a “great time to catch up on work, and as a break in the middle of the week.” He does not mind Saturday school and likes the trade-off for a shorter day on Wednesday. On the other hand, Okamura found that Saturday classes made it really “hard to get an actual break” because Saturday mornings would be spent in class while the rest of the day would be dedicated to working on major assignments for the upcoming week. Especially for Okamura, who had lots of assignments due on Monday, she felt as though “Saturday school made the weekend especially restless.” Samant felt that the 50-minute blocks felt a lot shorter, but he enjoys the half days for some free time earlier in the day. The half days caused Samant to appreciate the 80-minute block periods, as they “allow for really productive work to be done.” However, while Yang enjoyed the mid-week break, she would rather have a full day of classes on Wednesdays than go to school on Saturdays.

The mixed schedules took many students for a ride—including Okamura. She recalls that the different schedules made her anxious, and she needed to “check [her] Google Calendar every few minutes” to make sure she wasn’t late to class, and the modified advisory schedule especially surprised her. She prefers the regular schedule because she knows what’s going on. Samant advises fellow students to “stay on top of [their] Veracross—it’s pretty easy to know what’s going on.” Okamura and Samant also agree that this year’s typical schedule has helped with organizing assignments and managing time. Samant thinks that the overall workload this year has been lighter because he has had “more time between class dates,” and the extended community time gives him another opportunity to catch up on work. He prefers the long blocks as they allow students to better maintain their well-being and personal balance amidst this stressful time of year. 

Still, Yang is not accustomed to the 80-minute block periods. She felt that teachers were “rushing through the 50-minute blocks to fit in as much material as a typical 80-minute class period; simultaneously, the shortened period demotivates students.” While the additional sleep the  delayed openings allow for is a welcome change for most, Okamura argues that the 8:30 AM start is the perfect time: not too early but gives enough time to be productive. Yang did admit that she would rather continue the regular schedule, despite acquiring a much-needed extra hour of rest. As time is lost in the morning, lunch has been compromised and “recently…whisked by,” which she doesn’t appreciate.

As students return to school, opinions remain divided. While some, like Samant, appreciate the opportunity to catch up on work, others like Okamura find the mixed schedules harder to navigate and disruptive of their typical workflow. As the term progresses, the hope is that students will soon settle back into the academic swing.