The Framework

The Five Pillars

[Bracketed text] and dashed cards are proposed edits for review. They are not part of the approved framework.

Why It Matters

Skills for learning and for life

Browning's Studentship program empowers each boy to discover and hone the executive functioning skills necessary to become a resilient, independent learner—turning his curiosity and unique gifts into a lifelong love of learning and sense of purpose.

Educators call these skills executive function. They are the mental skills that help us make a plan, get started, stay focused, remember what we need, and change course when something is not working.

These skills shape more than homework. They help a boy notice and manage his feelings, work well with friends and teammates, and bounce back when things go wrong. That is why Studentship is closely tied to social and emotional learning.

Studentship is for every student, not only those who struggle with organization. Everyone has strengths and areas for growth, including adults.

PLAN

Students define clear objectives, create actionable roadmaps, organize materials and resources, and develop time awareness to accomplish tasks effectively.

The skills

Planning and prioritizing: Set a goal and make a road map with key, manageable steps to reach it[, and decide which steps come first]
Organization: Identify materials and resources, and develop systems that keep track of work and tasks, organize information, and structure study and learning
Time management: Be aware of time - it passing, how much is needed, how to use it, what is urgent versus what can wait - to stay within time limits [Punctuation: set off "it passing ... what can wait" with parentheses or commas instead of spaced hyphens]

See PLAN by grade: K–2 3–5 6–8 9–10 11–12

ENGAGE

Students cultivate healthy habits, mindful decision-making, and independent task initiation—building the physical wellness, emotional awareness, and self-direction to show up ready to learn and collaborate.

The skills

Healthy habits: Monitor sleep, physical activity,[ nutrition,] stress management, and mindful technology use
Emotional control: Identify[, name,] and manage feelings to direct behavior, complete tasks, collaborate productively, and accomplish goals
Task initiation: Get started on tasks independently and without unnecessary delay[, even when a task feels hard or boring]
Proposed new skill [Collaboration]: [Work with others, share ideas, listen, and contribute to a group]

See ENGAGE by grade: K–2 3–5 6–8 9–10 11–12

PERSIST

Students strengthen working memory, maintain focus despite distractions, sustain effort toward goals, and develop self-advocacy skills to work through challenges.

The skills

Working memory: [Hold information in mind and use it. ]Help your brain work efficiently by taking notes, breaking tasks and material into chunks, and connecting new concepts to things already known
Goal-directed persistence: Work toward a goal without giving up or getting distracted[, and keep going after setbacks]
Sustained attention: Maintain focus and attention on the task despite distraction, boredom, or tiredness[, including digital distractions]
Asking for help: Determine when you need assistance, support, or guidance and seek it out[ from the right person]

See PERSIST by grade: K–2 3–5 6–8 9–10 11–12

ADAPT

Students manage emotions constructively, embrace flexibility, and adjust strategies in response to change.

The skills

Flexibility: Identify and thoughtfully adjust to change or challenges by trying new strategies or seeking other perspectives
Response inhibition: Stop and think before acting[ or speaking]
Proposed new skill [Stress tolerance]: [Stay calm and keep thinking when things are uncertain, hard, or not going as planned]

See ADAPT by grade: K–2 3–5 6–8 9–10 11–12

REFLECT

Students monitor progress, celebrate strengths, believe in their capacity to grow, and use feedback to drive continuous improvement and transfer learning to new contexts.

The skills

Metacognition: [Think about your own thinking. ]Use self-monitoring and external feedback to reflect on progress in the moment and again after completion
Growth mindset: Understand that everyone has strengths and areas for growth, identify your own, and believe that ability is not fixed and can be developed[, and see mistakes as part of learning]
Proposed new skill [Transfer]: [Use what you learned in one class or situation in a new one]

See REFLECT by grade: K–2 3–5 6–8 9–10 11–12

Browning boys PLAN with purpose, ENGAGE expansively, PERSIST through challenges, ADAPT to circumstances, and REFLECT for a lifetime of growth and fulfillment.