Written by Colin Lauri

The culture of RCDS is very simple: excellence, especially in the realm of academics. Students are expected to maintain great grades in a rigorous course load of 6, 7, or even 8 work-bearing classes at a time. Sounds like a lot, right? Now throw in the countless extra-curricular activities students have to manage as well. Sports, both in and outside of RCDS, volunteering, tutoring, and family responsibilities all add to the immense workloads students face. Frankly, I’m getting stressed as I write this. The overarching message is clear: a lot is expected, and completed, by students at RCDS, though not always on the schedule that is assigned. Another huge part of Rye’s culture is extensions. Many teachers recognize the challenges students face and are willing to extend deadlines. 

Is this a bad thing?

I say it is a good thing. Great, even. As I stated earlier, everything but the kitchen sink is thrown at students here. With the recent rise in mental health awareness, teachers are more receptive to stress levels and that has, in my opinion, improved upon a toxic environment that glorified stress. We are high school students. Of course, our studies and academic endeavors are important, however, we are also supposed to enjoy our time here. Many people tend to forget that. We will never get this time back, so spending it losing our minds over the ten assignments due this week and just struggling to get through the day is not only negative from a mental health perspective, it is also negative in the goal of creating well-rounded individuals. A school should foster an environment where students can do their best work, not one that forces them to sacrifice sleep and well-being to meet unrealistic demands. Eliminating flexibility leaves students scrambling to complete assignments at 1 or 2 AM, which is detrimental to both their learning and overall health. Furthermore, this scrambling also places a burden on teachers, who will be grading work that might feel incomplete and might be below their standards. Ultimately, if an extension were used, both parties would benefit.

For example, one instance brought up regarding extensions and productivity was the Wildscats’ recent trip to Barclays Center. Teachers were receptive to one-day extensions, understanding that this trip would have the Wildscats return to school around 11 PM. Some might argue that students could have used the bus ride to complete their work and should have planned their previous days accordingly. Could there have been a way to avoid the need for extensions? Sure. Instead, they enjoyed the opportunity to bond with friends and have an amazing experience– stress-free and living entirely in the moment. Now, they also have adequate time to finalize their assignment, ensuring that it is of higher quality.

Extensions are, in essence, a teacher saying to a student, I understand you are balancing a lot. I want you to do your best work. Hand the assignment in at a time that will not hinder my grading period or give you an unfair advantage. A human-to-human moment. 

Of course, with anything, this privilege can be abused. Students handing in assignments three to four days after the due date, barring extenuating circumstances, is a different situation. Handing a paper in one day later on the other hand, when a student may have lost the majority of a Saturday because of a track meet or familial event, is only ensuring that everyone receives sufficient time to complete their assignments. Consider the human element of it all – students are juggling demanding schedules while striving to do their best. We are all just people, navigating each day and trying to succeed without sacrificing our well-being. So I say, let the kids play – give them the extensions.