Interview with Dr. Fish: Student Voice on Campus

By Serena Lin ’28, Zihan (Chelsea) Cao ’28, and Dingyi Ling ’28

Seven weeks into school, the complaints about the phone policy and the four-day schedule are still whirling around the school. While these policies have an anticipated impact on the community, unanticipated comments are fermenting in the community. The phone policy effectively decreased inappropriate device usage during the school day, but the fully packed four-day week schedule has drained many faculty and students.

Comparison of Four-Day Week Schedule: 2025-2026 v. 2026-2027

This time, we got a chance to chat with Dr. Fish about the implementation of these new policies and his opinions toward them.

How do you feel about this school year so far, and what are your overall impressions of the student body's transition?

Dr. Fish: I think the year in general is off to a very strong start. I'm really pleased to see students showing up for all their academic and co-curricular obligations with genuine enthusiasm and energy. We are asking a lot of our students this year—sometimes even more than they initially realize they are capable of achieving—and for the most part, they are stepping up and coming through remarkably well. It sets a very encouraging tone for the rest of the year.

We've heard a significant amount of feedback from the student body regarding the new phone policy. What were the primary driving factors behind rolling it out at this time, and was student morale or social engagement a major consideration in that decision?

Dr. Fish: It wasn't implemented because we felt something was fundamentally wrong with our community; rather, it was conceived as a proactive way to enhance it. Our current strategic plan focuses heavily on fostering attentive relationships—encouraging students to interact directly with each other and with community members without the constant distraction and interference of cell phones. When other schools adopt similar policies, research and experience show that once students adjust to the shift, it generally leads to a much healthier environment socially, emotionally, and academically.

Have you personally started to observe those intended positive social and community effects taking shape on campus?

Dr. Fish: Yes, you definitely begin to notice key changes. When I walk into the dining hall or move down the hallways during the school day, students are engaged in face-to-face conversations with each other noticeably more than they were last year. Naturally, with any major institutional change, there are initial pressure points, friction, and practical adjustments that need to be made, but on the whole, we are clearly beginning to see the intended positive effects take root across campus.

What was the motivation behind fitting 21 classes into the new four-day rotational schedule, and what was the main driving force for modifying the academic calendar?

Dr. Fish: The schedule was structured specifically to ensure that we provide the necessary contact hours so students can master the curriculum and meet our academic expectations. However, the primary feedback we have received from students and faculty centers on the heavy homework load required to prepare for days that feature six classes back-to-back. We have actively heard that feedback, take it seriously, and are currently evaluating adjustments to ensure we maintain a healthy balance between rigorous academic learning and a manageable homework load for students.

Fish Regime motto in Sawyer toilet

Our previous seniors wrote in last year's Editor's letter that they felt like the "experimental class," having experienced a lot of administrative turnover and shifting policies. How do you ensure a consistent goal for this school, so that students aren't experiencing a completely different environment every year depending on who the administrators are?

Dr. Fish: First, I hope we won't experience much turnover—neither I nor Dr. Hills are planning on going anywhere. However, it is crucial that the school's culture is not dependent on individual administrators; culture is very much determined by the students. To create stability, we now have a key strategic plan and a clear mission statement that puts the student experience at the forefront. Having that core direction ensures the school's trajectory isn't dictated by the personalities or opinions of any specific administrator.

A sentiment shared by many students is that there was little to no student voice involved in initiating or deciding these policy changes. In the future, how will student perspectives and voices be genuinely integrated into decision-making processes?

Dr. Fish: It depends entirely on the nature of the policy. Certain core operational and foundational policies need to be established by the leadership first, and then we seek student input to refine and tweak how they function in practice. Moving forward, one of our major institutional goals is to build more systematic, predictable, and transparent channels for students to offer input—whether that is through routine surveys, form representatives, elected student leadership, or direct open conversations with administrators.

...I think showing the student community that the administration is listening to this feedback and is acting on and considering those responses in your future decisions would definitely encourage the students to believe in the current administration and the decisions it's making. ... I think any of those things would definitely help student feedback. No matter if it's someone that they can always go to, a form that they can always fill out, the office that they can always go into.

Dr. Fish: It sounds like you're making three good suggestions. First, an old-fashioned physical suggestion box that people can use whenever they want, which I promise myself, Ms. Kennedy, Ms. Kumpel, and Dr. Hills will read. Second, an open-ended, always-available platform where students can provide general feedback to the adults in the community—with the understanding that while some suggestions are actionable, others might be interesting but difficult to implement. And third, utilizing targeted surveys.

Looking ahead, what is your ultimate vision for the future of this school community and student life?

Dr. Fish: My goal is for every student to feel genuinely invested in the life of the school, safe expressing who they are, and comfortable reaching across different social circles to connect with others. Building a fully invested, vibrant community characterized by strong, attentive relationships—between students and faculty, and most importantly among the students themselves—is precisely what I want us to achieve together.

We are very grateful to talk with Dr. Fish about his insights on the school policy. Just seven weeks into school, we cannot draw conclusions about the long-term effects of the phone policy and the new four-day week schedule. Dr. Fish defended the new phone and schedule policies as foundational steps for building a stronger, more attentive community, while acknowledging student frustrations and promising to implement systematic channels for student feedback moving forward. However, while Dr. Fish acknowledges the feedback and concerns, he did not specifically outline any current substantive changes, though more changes could continue throughout the school year. Until those tweaks materialize, students will have to continue navigating the demanding new normal of the administration's policies.