November 2025 — In an interview with Invest:, Nicole Hood, head of school at Abington Friends School, discussed leadership, equity, and experiential learning. “We cultivate that sense of belonging and purpose daily. It shapes who our students become,” she said.
What have been the most significant milestones or moments of growth for Abington Friends School (AFS)?
Abington Friends School was founded in 1697 and is one of the oldest schools in the country. We’re about to graduate our 328th class. When I accepted this role, I knew I was stepping into a place with deep history and legacy.
We’re the oldest school in the country to operate continuously on the same site. A Quaker in the 1690s set aside land for a school and meeting house, and we’ve remained rooted here ever since.
I also joined as the first woman and first person of color to serve in this role, which marked a shift in what leadership looks like at AFS. I’m stylistically different from my predecessor, Rich Nourie.
Landing here came with many expectations. Now, a year in, I have a better sense of the school’s strengths and opportunities. I’m beginning to define the kind of leadership and legacy I want to leave.
Rather than specific milestones, it’s been a process of developing a deeper awareness of the school’s needs and how I can help move the school forward in our Fourth Century of Friends Education.
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What have been the most meaningful insights or lessons as a new head of school in today’s educational climate?
We’re leading schools at a time that’s both polarized and challenging. When Claudine Gay stepped down from Harvard, I faced a moment of reflection. If someone with that kind of support couldn’t navigate this moment, how could I?
But I’ve been given real grace to learn here. AFS, grounded in Quaker values, welcomes new ideas and hard conversations. I’m not a Quaker myself, but I experience that openness daily.
There’s a deep commitment to listening and engaging across differences. Coming from Episcopal schools, I especially value the spiritual foundation that shapes how we build community, practice inclusion, and pursue equity.
Are you seeing broader shifts in K-12 education and how is this influencing your strategic priorities?
Schools everywhere are grappling with how to handle emerging technologies, from AI to social media and cell phones. At AFS, the Fourth Century Center leads our faculty development. This year’s focus is on technology’s place in education.
My thinking on AI has changed quickly. Eighteen months ago, I saw no use for it. Now, even as a strong writer, I see how it helps refine communication more efficiently. We’re introducing it thoughtfully, helping students understand when and how its use is appropriate — a key aspect of digital literacy.
Cell phones are also a major focus. Two years ago, banning them in high school felt impossible. Then Jonathan Haidt’s The Anxious Generation sparked a national conversation.
Our approach has been thoughtful and evidence-based. Through our inquiry lab, we’ve piloted phone-free days and gathered student feedback. Many now see that phones aren’t always serving them well. We haven’t made a final decision, but we’re exploring what a phone-free high school might look like. In middle and lower school, phones are already out of use during the day.
These are the kinds of questions we’re actively working through, and they’re just as relevant across the wider educational landscape.
What programs help students build curiosity and creative confidence across divisions?
We place a strong emphasis on experiential learning — real-world problem solving that brings education to life. A standout example is from our seventh-grade science program.
Last summer, a civic project in Abington Township and Jenkintown Borough removed 30 to 40 trees from our campus. A Middle School science teacher guided students in researching native species and recommending replacements. They presented their proposals to local officials, considering factors like drought resistance and environmental impact.
What made it memorable was that the presentation happened right after a snow day. The students had no rehearsal, but still delivered thoughtful, well-supported recommendations. The township took them seriously. Just last week, I saw the trees begin to be planted.
In Upper School, we offer two major programs. Upper School Career Exploration programs (called ExPrograms) run year-round and allow students to explore fields like medicine, business, engineering, culinary arts, and sports management. They leave campus to observe professionals and reflect on future possibilities.
We also have a two-week ExTerm program, where students pause regular classes for hands-on, project-based learning. Topics range widely, on or off campus, and are driven by student interests. It’s a real investment in meaningful, curiosity-driven exploration.
What are the biggest challenges you see on the horizon for independent schools and how is AFS responding?
Our mission, grounded in Quaker values and intellectual curiosity, is still powerfully relevant. Our emphasis on experiential learning reflects where education is headed.
Today, learning is less about checking boxes and more about developing thoughtful, ethical citizens. We have a strong story to share.
But like most independent schools, we face challenges. Tuition continues to rise faster than income. While we’re deeply committed to equity, the cost of attendance remains high. Our goal is to make this education accessible to as many families as possible, and we’re constantly working on how to do that.
How are you building a culture at AFS that supports deep learning across lines of difference?
This work is central to who we are. Friends schools, and AFS in particular, have long prioritized equity, diversity, and inclusion. We bring people together across differences and create space for dialogue and growth.
One powerful example is Beverly Johnson, who graduated from AFS in 1966. After the 16th Street Baptist Church bombing in Birmingham, she was brought to AFS through a Quaker-led initiative to support talented Black students from the South. She lived with a Quaker family during her time here.
She was the only Black student in her class but felt fully embraced. What’s remarkable is that this story was nearly forgotten — not because it lacked importance, but because acts of principle like this were so routine at AFS, they became part of the fabric. Other schools might use a story like that as a headline. Here, it was just what we do.
At open houses, I make it clear: equity and justice are not trends here. They’re part of our identity. Independent schools are opt-in communities. If that’s not what someone wants for their child, that’s okay. But this is who AFS has always been. I’m simply continuing that legacy.
What are your top strategic priorities for AFS over the next few years?
Internally, we’re focused on strengthening systems and operations — foundational work that may not be visible to families, but will improve day-to-day life for faculty, staff, and students.
We’re updating our employee handbook, for instance. That’s one thread. Another is expanding the work of the Fourth Century Center, ensuring our teachers have strong professional development grounded in Friends education.
We’ve hired a new director of teaching and learning who starts this fall. She’ll help ensure faculty understand what it means to be a Quaker school and how to deliver on that mission with clarity and purpose.
Finally, I’ll be focused on ensuring the school’s long-term financial health. We’re in a strong position now, but sustainability is about preparing for decades to come. AFS must continue serving a broad and diverse student population well into the future.
There’s comfort in leading a 328-year-old institution — I’m not going to break it. But there’s also the responsibility to plan for what it should become 50 years from now. Even in year one, that’s something I take seriously.
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