Sidwell Friends requires that every student gain at least ten credits obtained by playing sports throughout their four years of high school in order to graduate. However, there is no requirement to participate in artistic productions or clubs outside of school, creating an imbalance.
Due to the distinct implementation of sports in the curriculum, it often leaves little time or opportunity for students to participate in and attempt other extracurricular activities. This prioritization sets the standard that participating in sports is what makes a “complete” Sidwell student, while participating in art, music and clubs is secondary or optional. Students whose passions lie in theatre, robotics and writing must also play a team sport or participate in a PE. Sports practices tend to end around 5 p.m., creating a difficult situation for students who would like to partake in both. Over time, this can lead to students feeling discouraged from exploring different communities.
Clubs and the arts are vital parts to a rounded education. Taking part in the process of putting on a theatre and musical production surpasses the creativity and self-expression aspects that are often lacking in traditional arts classes. Similarly, clubs like debate, robotics and Model UN foster leadership, problem-solving and collaboration, skills that best prepare to engage in the workforce. By treating these opportunities as secondary in comparison to athletics, the school overlooks the fact that they are just as valuable for intellectual and personal growth as sports.
Similar to team sports, clubs are a place where students can pursue passions outside the classroom. However, the Sidwell community portrays these communities as having a lesser value than sports, even though they, too, give students a chance to exercise additional skills. Club leaders must attract participants with food and other treats because clubs are not held to the same standards as sports.
Additionally, the Sidwell Athletic Department has its own budget for equipment and uniforms, while clubs are often forced to rely on personal finance and fundraising. The disparity suggests that athletic success is deemed more worthy of investment than artistic or intellectual achievement. The emphasis on athletics also has significant implications for school culture.
Celebrations such as pep rallies and school-wide announcements are overwhelmingly devoted to athletic victories, while achievements in theater, music, visual arts and academic competitions often go unacknowledged. The evidently greater recognition for sports diminishes the contributions of students whose talents lie outside of sports. Sidwell Friends’ student-run club, “The FAN,” takes pride in being a booster for athletic events. Through promotional all-school emails, Instagram posts and stories, The FAN motivates the student body to attend all the sporting events in support of school spirit. In contrast, the promotion of artistic productions receives little student-led advertising, which creates an impression of inauthentic or perfunctory support.
A culture that honors every form of achievement would build a more inclusive and fair environment, one where all students feel seen and valued.