Hewitt teachers use research-backed strategies to bolster every girl’s capacity to overcome both systemic and individual barriers to leadership on her college campus, in her career, and in her life.
"It is the touch of life upon life that matters most in a school"
These words of our founder, Caroline D. Hewitt, are a befitting introduction to The Hewitt School. Present at our school’s founding in 1920, Hewitt’s commitment to deep humanity and mutual respect remains undiminished today. At Hewitt, we believe that the key to a meaningful life is meaningful relationships with people and ideas over time. We invite you to explore our website and learn more about what makes Hewitt such a distinctive place for girls and young women to learn and grow into a world of expanding opportunity.
The Hewitt School inspires girls and young women to become game changers and ethical leaders who forge an equitable, sustainable, and joyous future.
Redesign learning around transdisciplinary real-world challenges to build students’ leadership capacity and sense of purpose.
Reimagine where school happens to take full advantage of immersive, collaborative, and hands-on learning in New York City.
Redefine women’s leadership by convening student, academic, and industry leaders to challenge, transcend, and transform conventional assumptions about gender, power, and leadership in our society.
Explore the news articles below to learn more about how our students and teachers are bringing Hewitt's strategic vision to life through real-world learning and leadership!
Through place-based learning experiences, students develop confidence and agency, break out of their normal routine, expand their perspectives, and gain hands-on understanding of how they can contribute to their local communities now.
Hewitt students are immersed in learning experiences that engage them in understanding the nature of systemic problems and in problem solving for relevant real-world challenges in New York City and globally.
During their minimester, seventh graders were guided by the central question, “Whose voices are heard; whose voices are not?” As they conducted field research, historical investigations, and interviews, students reflected on how different voices have been amplified or quieted throughout history.
First grade engineers conducted field research in Central Park to understand how to make playgrounds more accessible to people with different physical abilities. They then used what they had learned to design scaled versions of inclusive playground equipment such as slides, swings, and monkey bars.
As they wrestled with the real-world question, “What can Hewitt students do to promote a sustainable and accessible transportation system in New York City?” sixth graders engaged with local experts to better understand the challenges and benefits of creating resilient and inclusive transportation systems.
In this video interview, three sophomores describe their award-winning Early Entrepreneurs program and reflect on the inspiration behind their idea, the process of launching their program, and the sense of accomplishment they feel from making an impact on their school community.
After investigating water pollution through the lenses of equity and social justice, civic engagement, and sustainable engineering, fifth grade change-makers proposed ways for members of the Hewitt community to reduce their unsustainable impacts on freshwater systems.
During their week-long minimester, eighth graders investigated the lasting impacts of certain kinds of waste on our environment and researched the power of community activism. Students applied what they learned as they collaborated on ways to address the real-world issue of sustainable consumption at Hewitt.
Hewitt high school students are helping the Billion Oyster Project solve the local, real-world challenge of regenerating New York Harbor's oyster reefs. As community scientists, these students conduct hands-on field research and send valuable data back to the Billion Oyster Project.