Afton Middle School retreat takes students to new heights

AFTON – Swinging across a chasm on a Tarzan-like vine, walking a tight rope and crossing a swinging bridge strung high in the treetops sound like feats for adventurers and stunt men. Yet it was sixth, seventh and eighth graders, not professionals, who faced these challenges last week as Afton students took to the ropes course during Middle School retreats.

The school’s 134 middle school students kicked off the new school year by participating in a retreat program coordinated by Guidance Counselor Deborah Samuel.

“Our emphasis for this year is team building, friendship and trust,” said Samuel. According to the middle school counselor, the end goal of the program was to encourage a positive school climate. Each grade level had its own day-long outdoor retreat.

The morning session started with students being assigned “initiatives,” where they were challenged to solve a problem as a team. According to Samuel, these activities were designed to get the children listening, planning and positively supporting one another. They would need these skills when they progressed to higher ground (and higher altitudes), where Samuel said it was important to have the students’ undivided attention.

By mid-morning, students moved to the low ropes course where they planned and strategized in order to meet the unique challenges posed by different “elements.” Each of these activities stretched the students both mentally and physically; working together was the only way to be successful.

In small groups they tackled a cable tightrope called the Mohawk Walk, swung across a gulch in the Nitro Crossing and learned to lean on one another in the Partner Triangle.

“This isn’t just an adrenaline rush out here,” said Ron Rapp, Afton’s Dean of Students. “We try to relate it to everyday life.” To accomplish this Rapp and Samuel “debriefed” students after each activity. Together they helped students find real life applications for the lessons learned on the ropes.

After the Partner Triangle exercise, for example, Samuel said they discussed different situations when the students might need to lean on others and who students could trust to support them.

They also talked about the difference between negative and positive risk. “This is a positive risk they are taking, but the physical signs of dealing with risk are the same,” said Rapp. He helped students identify these signs, like sweaty palms and an increased heart rate, which are the body’s red flags. Rapp said these same flags are raised when students deal with peer pressures related to drinking and smoking.