Crescent’s Commitment to Knowing Boys
For more than two decades, Crescent School has partnered with psychologist Dr. Michael Reichert to deepen our understanding of how boys learn and thrive. What began as a shared interest in new research on boys’ learning has evolved into a comprehensive commitment to relational learning. Reichert, who is credited for pioneering relational pedagogy, was at Crescent from February 9 to 11, meeting with faculty and staff, parents, and students and providing mentorship and guidance.
At the Parent Lunch & Learn on February 10, Reichert shared a study showing that parents of boys tend to face more struggles than those of girls, yet even amid these challenges, “There has never been a better time to raise a son.” His years of research and experience confirm that every boy wants to be known and loved by his parents and that common stereotypes and assumptions about boys as “feral” and needing to be “pushed out of the nest” are ultimately harmful. He maintains that connecting with boys regularly and with an open mind is the antidote, creating a closer bond and a healthier relationship.
This same belief anchors Reichert’s long-standing work with Crescent. “My work with Crescent began [in 2008] with the School’s deep interest in the new research my partner and I conducted on how boys learn,” Reichert reflects. Over time, that shared curiosity expanded. As research-based insights became clearer, Crescent’s work broadened to include teachers’ professional development, boys’ mental health, and character development. The common thread, Reichert explains, has been “understanding the relational nature of boys better and better.”
Over the years, Reichert has seen Crescent move decisively toward relational learning. This shift, he emphasizes, is not rhetorical. “Becoming a relational school is not just window dressing,” he says. It requires structural alignment—staffing, professional development opportunities, assessment norms, and scheduling must all reflect the priority of relationships. “These elements determine whether a school is allowing the relationship to be a priority.”
Today, relational learning is a foundational part of Crescent’s pedagogy. Not content to rest on past successes, the School’s Breakthrough 2030 strategy calls for amplifying The Crescent Way—the distinctive blend of academic excellence, character-in-action, and relational learning—while deepening how we deliver the way boys learn best. The School’s ongoing relationship with Dr. Reichert is key to embedding relational cues and staying current with the latest research.
Dr. Sandra Boyes, Executive Director of Professional Learning and Research, carries on Reichert’s teachings at Crescent, ensuring that faculty and staff have support and resources to deepen their relational learning practices. Boyes has been a member of Crescent’s faculty for over 30 years and has been working alongside Reichert since the partnership began. “We are incredibly fortunate to benefit from Dr. Reichert’s work not only within the school, but also with our parent community, whom we see as essential partners in our boys’ education,” says Boyes.
Looking ahead, Reichert sees important work in supporting teachers with the “emotional labour” of relational teaching which, he says, is one of its most challenging aspects. Building meaningful connections with boys can be deeply rewarding, but also demanding. Schools must ensure that teachers have the training, time, structure, and support to reset relationships when challenges arise. “Difficulties are not a sign of a teacher’s inferior skill—they’re normal,” Reichert says. “We want to make sure that teachers have the support to work things through.”
As Crescent continues this partnership, its commitment to relational learning remains clear: strong relationships are not an add-on, but the foundation for boys’ growth and success. By investing in research-informed practice and supporting both parents and educators in the work of connection, the School is ensuring that every boy is known, supported, and positioned to thrive.
