EF Academy adjusted its daily schedule as the new school year started, moving morning classes to 9 a.m., relocating study halls to afternoons, and reducing club days—aiming to boost engagement and well-being.
As students returned to EF Academy this year, they were welcomed not only by familiar faces but also by a completely restructured school schedule. The administration implemented several policy changes, including shifting morning classes to start at 9 a.m., introducing new dining hall check-in rules, moving study halls from evenings to afternoons, and cutting club meetings from four days a week to two.
The changes were designed to improve time management, focus, and student wellness. However, they have sparked a range of opinions among students. While many appreciate the adjustments to study hall and club schedules, not everyone agrees that the new morning routine achieves its intended goal.
Previously, classes began at 8:45 a.m. on Mondays, Tuesdays, Thursdays, and Fridays, and at 9:50 a.m. on Wednesdays. This year, the start time was pushed to 9 a.m. on regular days—a seemingly small but meaningful difference intended to help students arrive more alert and engaged.
However, this new start time came with two new requirements: students in the girls’ dorm must leave their rooms by 8:30 a.m. or risk being gated, and all students must check in at the dining hall, Cena, by 8:45 a.m.
The once-nightly study hall, which was from 8 to 9:30 p.m. on Mondays, Tuesdays, and Thursdays, has been replaced with afternoon sessions: Monday (2:45–3:30 p.m.), Tuesday (3:30–4:45 p.m.), and Thursday (3:30–4:45 p.m.). This change was one of the most significant shifts in daily life for students.
In previous years, clubs were held four days per week—two clubs per student, each meeting twice. Now, clubs are limited to two days per week, Monday and Wednesday (3:45–4:45 p.m.), except for sports and theater clubs.
The aim, according to the administration, was to reduce fatigue and give students more unstructured personal time after school.
Administrative Perspective: Two Deans, One Goal
To better understand the reasoning behind these adjustments, both Dean Keala Clapp and Head of school Dr. Sally Mingarelli shared insights into the administration’s decision-making process.
Dean Keala explained that the return to a 9 a.m. start was based on previous data. “We compared overall student engagement between the 9:00 and 8:45 start times” since the year before last year was also 9:00 start time,” she said. “We found that students were more engaged and more on time when classes started at 9a.m.”
The goal, she said, was to maintain the required number of instructional minutes while still allowing for a slightly later start that could improve both students’ time discipline and attentiveness.
The 8:30 dorm departure rule and 8:45 Cena check-in were also implemented with clear intentions. “Last year, it became more and more difficult to ensure students were leaving dorms on time and getting breakfast,” she said. “Checking in at Cena helps students plan enough time to eat and prepare for class. It’s about creating healthy morning habits so students aren’t rushed or skipping meals.”
As for the study hall adjustments, she emphasized that they were directly shaped by student feedback. “Students told us that they were less focused during the evening study hall. It was late, and they were tired. Many said they were more focused right after school,” Dean Keala said. “We wanted to give them time earlier in the day to get work done—and more unstructured personal time later in the evening.”
This also connected to the reduction in club days. “We wanted to keep the variety of clubs while giving students more flexibility,” she said. “By consolidating club days to Monday and Wednesday, we could move study hall to Tuesday and Thursday afternoons and still ensure time for students to relax afterward.”
Ultimately, Dean Keala noted, the school’s long-term goal is to help students develop habits that prepare them for college and life beyond. “We’re always gathering data and feedback,” she said. “The goal is to ensure students are building healthy routines, managing time well, and staying engaged both academically and socially.”
In addition to Dean Keala’s explanation, Dr.Mingarelli offered further insight into how these policies were shaped by both research and the school’s responsibility toward student care.
“We were excited to push morning start time back to 9 a.m.,” she said. “Research shows that later starts are more beneficial for the teen brain, and we’ve always been mindful of starting as late as we can.”
She also described the daily morning check-in as a fundamental part of EF Academy’s duty of care. “We do a check-in every morning as part of our responsibility for students,” she explained. “This allows us to have eyes on every student before classes begin and to follow up quickly on any attendance issues early in the day.”
Dr.Mingarelli elaborated further on the school’s boarding environment, noting the importance of structure and well-being in students’ routines. “In boarding schools, we use the phrase in loco parentis, which means serving in the caretaking role of a parent,” she said. “Just like we would for our own children, we make sure everyone is up, ready, and has time to get breakfast before starting their day.”
Regarding after-school adjustments, she reinforced that these decisions were informed by years of student feedback. “Over the last couple of years, students shared that they felt over-scheduled and that late-night study hours made it difficult to balance academics, friendships, and self-care,” she explained. “We responded to that feedback by moving study hours earlier in the day, freeing up evenings for self-directed time.”
She added that the administration also noticed positive shifts after these adjustments. “Some students still enjoy studying in the evenings, and we’ve seen them make more use of dorm study rooms,” she said. “At the same time, others appreciate having more downtime after dinner. Reducing the number of club meetings per week allowed us to accommodate the new study schedule and give students the flexibility they were asking for.”
Both Deans emphasized that EF Academy’s mission remains consistent despite these ongoing refinements. As Dr.Mingarelli summarized, “Our goals remain the same year after year—to keep students safe, happy, and healthy as they navigate the challenges of high school.”
Students’ reactions towards the new morning schedule
While many students recognize the intentions behind the new schedule, their opinions with experiences are controversial, especially regarding the morning check-in policy.
Felix Tsai, a 12th grader, initially felt great about the news of a later start time. “At first, I was genuinely pleased that school would begin at 9 a.m.,” he said. “I thought I could get more rest and start the day refreshed. But because of the new rule to leave the dorm by 8:30, I actually have to wake up earlier. It makes my mornings more rushed and reduces my sleep.”
He added that the supposed benefit of a later start feels taken by the stricter morning routine.
Jerry Xu, also a 12th grader, agreed. “The new Cena check-in feels meaningless for most people—some students don’t even eat there,” he said. He insisted how “checking in from the dorm would make more sense” since that way, “we wouldn’t need to rush or forget things.”
Lotus Lyu, an 11th grader, expressed similar frustration. “I don’t like the new rule—it’s super bad.” She mentioned how “leaving the dorm at 8:30 just takes away more sleeping time when I already need more rest. It doesn’t make sense for students who don’t even eat breakfast.”
Hijiri Nakamatsu, another senior, found the rule stressful. “Sometimes I wake up late or need extra time to get ready,” she said. “Having to go to Cena just to check in makes me feel rushed. I wish there was more flexibility.” She emphasized how being rushed every morning to leave by 8:30 makes her feel more rushed and stressed out.
Even students who were less affected still found the policy unnecessary. “I usually wake up early, so it doesn’t bother me,” said Ai Hiruma, a 12th grader. “But I still don’t think checking in at Cena every day is really needed since class starts soon after anyway.”
The majority of students agreed that the morning check-in has made mornings feel more stressful rather than more organized—a direct contrast to the administration’s intended purpose.
Students’ reactions towards afternoon study hall
Despite frustrations about the morning policy, the shift of study hall to earlier in the day received a lot of positive feedback.
Tsai said the new structure made his evenings more balanced. “Completing my work during the midday session allows me to enjoy more free time after school,” he explained. “It’s helped me relax and focus on hobbies without feeling overwhelmed.”
Xu shared a similar view: “Afternoon study hall helps me finish work earlier and gives me more free time to relax in the evening,” he said.
Hiruma described how the new environment helps her stay productive. “Before, the study hall was in the dorm, and I often got distracted,” she said. “Now, when I’m surrounded by students working, it motivates me to focus more.”
Lyu also noted that she feels less stressed. “It works better for me because I can finish my homework earlier and enjoy a lighter evening,” she said.
Even Nakamatsu agreed that the study hall change has been a positive improvement. “It’s easier to stay focused during the day than at night,” she said.
Throughout the interviews, students consistently agreed that the afternoon study hall helps them manage time better, stay focused, and feel less fatigued in the evenings.
Students’ reactions toward fewer clubs
Like the study hall adjustment, the change in club scheduling has also received a lot of positive feedback from students.
“I like the new schedule,” Felix said. “Having fewer club meetings gives me more time to focus on academics and personal interests.” He added how seniors are busy with their college essays, so this club schedule shifts are “allowing seniors to have more time to prepare for college applications.”
Xu was grateful about the new changes since “it’s less overwhelming” and gives a better balance between schoolwork and activities.”
Lyu agreed, saying that “the new club schedule makes my week feel lighter and less stressful.”
By holding clubs only twice a week, students feel they have gained more control over their schedules, which contributes positively to their overall well-being.
Mixed Outcomes and Counting Adjustments
The results between Dean's planned changes and student experiences show conflicting outcomes. The new schedule achieves its goal of creating balance through its combination of early study sessions and reduced extracurricular activities. Students value their increased time management freedom while acknowledging that these changes help them feel less exhausted and stressed.
However, the dorm departure policy together with the morning check-in system has produced results that directly oppose the original goals of these measures. The new policies have resulted in students experiencing increased stress while feeling tired and rushed because they lack sufficient rest.
This contrast highlights an important challenge in educational policy design, since even well-intentioned measures can have unintended consequences when implemented without fully considering the everyday realities and habits of students.
Looking Ahead
EF Academy continues to gather data and student feedback which Dean Keala and Dr. Mingarelli mentioned will help the institution improve its systems. She stated that the school will continuously review its schedule to discover ways it can enhance student participation and wellness.
The current afternoon study hall and club schedule adjustments have proven successful because they establish structure while allowing students to work independently. The morning check-in policy needs additional thoughtful modifications to transform it into a less stressful system which supports students better.
The schedule at EF Academy demonstrates a deliberate approach to boost student involvement and their sense of duty and their health. The afternoon study hall and club schedule modifications received positive feedback from students because they help students manage their time better but the morning requirements and delayed start time generated negative feedback from students.
The success of these changes depends on how people view them. The school administration views these changes as progress toward long-term wellness and habit development although students experience conflicting emotions between relief and annoyance. The two groups maintain a shared objective to support student academic success and personal development through a scheduling system that promotes their overall well-being.
