Karen Cumberbatch, Head of School, Carolina Friends School

In an interview with Invest:, Karen Cumberbatch, head of school at Carolina Friends School, discussed the Triangle’s diverse education landscape, the school’s Quaker identity and its role in preparing students for a complex world. “We help students develop thoughtful reflection, build community, and understand how they can be positive change agents in the world,” Cumberbatch said.

How would you describe the state of education in the Triangle, and how is it helping attract new businesses, residents, and growth?

We have a vibrant educational landscape here in the Triangle. One of the things I appreciate most is the diversity of schools, with independent schools, parochial schools, small faith-based schools, charter schools, and strong public schools. There is a tremendous amount of choice. For an independent school like ours, that can create competition, but it is also a great opportunity for businesses and families relocating to the region. Families can find a school that matches the outcomes they want for their children, whether they are looking at curriculum, school size, faith tradition, or the integration of social-emotional learning.

Ultimately, families can find a place that fits both their values and the individual needs of each child.

What makes Carolina Friends School distinct, and how has it evolved to meet the needs of today’s students and families?

We celebrated our 60th anniversary in 2025. One of the most important things to understand about our school is the intentionality of our founding. Carolina Friends School was established as an integrated school at a time when segregation was the norm. That commitment to serving a diverse community remains central to who we are. We think about diversity broadly. It includes socioeconomic background, religion, race, ethnicity, and many other aspects of identity. We believe every student has an inner light, and our role is to help them recognize and develop it.

Another defining characteristic is our Quaker identity. We believe students learn best in an environment that nurtures them rather than one driven by high-pressure testing. We see teachers and students as learning partners, and we emphasize integrity, community, peace, conflict resolution, and simplicity.

Service is also fundamental to our program. Those values have always mattered, but they are especially important today when students are navigating so much noise and distraction. We help students develop thoughtful reflection, build community, and understand how they can be positive change agents in the world.

As the region continues growing in technology, life sciences, and advanced manufacturing, how are you preparing students for future workforce success?

While social-emotional development is foundational to our program, our attention to social-emotional curriculum does not come at the expense of academic subject areas. Rather, it strengthens students’ abilities to learn. Our students are prepared to pursue the learning paths of their choosing, and our college placement is strong. 

In a world increasingly influenced by AI, our emphasis is not simply on using technology but on helping students think critically, ask thoughtful questions, and engage respectfully with people whose perspectives differ from their own. Developing student voice and the ability to participate in meaningful civil conversations is a core part of our education.

Our science curriculum includes the traditional disciplines while placing a strong emphasis on environmental science and sustainability. We sit on 126 wooded acres, and stewardship of those natural resources is part of students’ everyday learning. They develop an understanding not only of science itself but also of its broader impact on society.

Sometimes people see our Quaker identity and assume that it is the entirety of our mission. In reality, we prepare students to become leaders across every field. We want graduates who are thoughtful researchers, scientists, and professionals who understand the broader implications of their work.

How are you exposing students to the different pathways for growth available in the Triangle and beyond?

Experiential learning is a major part of that process. Throughout the year, students leave campus to visit laboratories, community organizations, nature preserves, and other learning environments connected to their coursework.

At the end of each school year, our Middle School students participate in Exploratorium, while Upper School students take part in End-of-Year experiences. These programs immerse students in real-world settings.

Some travel internationally, such as to Peru, where they learn not only about historical sites like Machu Picchu but also about local communities, economies, and cultures. Others participate in local service opportunities, including helping communities recover from hurricane damage in western North Carolina.

The goal is to place students in authentic environments where they experience different cultures, communities, and perspectives, and then bring those lessons back into their own lives.

What are you seeing when it comes to attracting and retaining faculty, and how are you building a strong culture for educators?

Teaching has never been a profession people enter for financial reasons, and today the profession faces additional challenges. Some colleges have reduced their education programs, which means fewer traditional pathways into teaching.

As an independent school, we have the flexibility to consider candidates with meaningful life experience and a demonstrated ability to work with children, even if they have not followed a traditional certification route. That broadens our candidate pool while still requiring us to be thoughtful about identifying talent.

The market for experienced educators has become increasingly competitive. Compensation is always a factor, particularly when recruiting people from regions where salaries and costs of living are both higher.

That makes retention especially important. One of the strengths of our Quaker tradition is its emphasis on inclusive decision-making. We actively seek input from faculty because they are closest to students’ daily experiences. Understanding what teachers need and ensuring their voices influence the school’s direction creates a stronger sense of ownership and community.

Ultimately, our teachers remain because they believe deeply in the school’s mission.

What are your top priorities for continued investment in the campus and the school’s future?

We are preparing to begin a new strategic planning process, and several priorities are already clear. We want to continue expanding service-learning opportunities while ensuring environmental science and sustainability remain central to our program.

Academic improvement is continuous. We have been strengthening literacy and math while looking across every discipline to ensure students continue receiving an engaging education.

Facilities are another major focus. We are considering how to enhance our campus, particularly our Upper School spaces, so they continue supporting high-quality learning experiences. Sustainability will remain a guiding principle throughout that work. We already use geothermal systems and photovoltaic technology, and we are exploring additional ways to strengthen our environmental stewardship as we plan future improvements.

How can schools, employers, and community leaders continue working together to support the Triangle’s growth?

North Carolina, and particularly the Triangle, continues to attract people from across the country. We see that firsthand through admissions inquiries, including many from California and other parts of the West Coast.

One way I describe the region is that New York has a thousand of everything, Washington has a hundred of everything, and Raleigh-Durham has at least 10 of everything. Between the business community, Research Triangle Park, arts, food, and educational opportunities, people can find nearly everything they need while enjoying a more manageable pace of life.

Many families moving here are looking for that balance. They want access to innovation, opportunity, and cultural experiences while living in a community that feels more connected and humane. I think that combination will continue making the Triangle an attractive place for both families and employers.

How does the school’s educational philosophy shape student development?

In the Quaker tradition, we believe truth is continually revealed. That requires curiosity, openness, and a willingness to ask questions and engage with others.

Helping students recognize the value of their own voices is something we begin at every age, from our 3-year-olds through our seniors. It is remarkable to watch young people speak confidently with adults because they understand that what they think and contribute truly matters.

When students develop that sense of curiosity and confidence, they are much better prepared to become thoughtful citizens and leaders who make meaningful contributions throughout their lives.