Sisters in Science: STEM Club Bridges Upper School and Lower School

On Tuesday afternoons in the Lower School, science becomes a bridge between divisions. As experiments fizz and slime stretches, members of the Upper School STEM Club guide younger students through hands-on discovery—building curiosity, confidence, and community in the process.

The weekly program, led by Upper School students during the second trimester, is more than a series of science activities. It is a living example of cross-divisional connections, with older students stepping into the roles of mentor, teacher, and role model.

“For me, it’s really important to support women in STEM, and to start that early is exciting,” said Nandita B. ’27. “The most important thing is interacting with Lower School students while incorporating STEM into that relationship.”

Each session invites Lower School students to explore scientific ideas through collaborative problem-solving. Working in small groups, they ask questions, make predictions, and learn by doing.

For many third graders, learning from Upper School students makes science feel more personal. Sydney P. ’35 said the older girls make learning “fun and entertaining,” while Isla T. ’35 loves “making new friends with the older girls.” Olivia A. ’35 appreciates that the mentors “get to experience being a teacher and we get to do all their fun experiments.”

For some, the experience even sparks a vision for the future. Poppy C. ’35 shared that she hopes to be in their shoes one day, helping younger students enjoy science just as much.

Oobleck and slime day quickly emerges as a highlight. Emma C. ’35 called it her favorite, and Aiden F. ’35 loved squeezing the mixture through her fingers. Even when the results weren’t perfect, the excitement doesn’t fade. “Volcanoes and Oobleck—even though the Oobleck didn’t work out that well for me,” Eleanor C. ’35 said, “it was fun anyway.”

For the Upper School leaders, the experience calls for curiosity, preparation, and flexibility. Designing experiments that will engage younger learners challenges them to see science—and themselves—from a new perspective.

“It is very important to make STEM fun and approachable at a young age,” said Leighton R. ’27. “If the kids start with a positive mindset, they will be more willing to approach future STEM classes and opportunities more openly.”

That leadership often means adapting in real time. When a planned ice-cream-in-a-bag experiment falls through, the team pivots. “We switched to yeast balloons, and it worked out very well anyway,” said Aubrey C. ’27. “We plan the whole cycle to minimize issues, but when hiccups happen, we still have a great time.” Lower School students learn that “failure” often just means a change in plans.

Along the way, mentorship becomes something deeper. Aubrey noted that beyond teaching scientific concepts, the relationships are what matter most. “They recognize me in the hall and hug me,” she said. “It’s a real, meaningful connection.”

Sometimes the impact becomes visible in small but powerful ways. “The relationship between younger and older Holton sisters is very special,” Leighton said. “Being a mentor helps us hone our own skills, and the younger students begin to imagine following in those footsteps.” Seeing their excitement, she added, makes it clear the work matters. “I particularly love how excited they are because it makes me feel that what we do is making a difference.”

Programs like STEM Club showcase the power of connection at Holton. Younger students see leadership in action, while older students practice guiding others with clarity and care. Together, they strengthen a community grounded in curiosity, generosity, and shared discovery.