Senior Capstone: Culminating the Montessori High School Experience

Each spring, St. Catherine’s seniors step forward to present their Senior Capstone projects, which represent years of growth, curiosity, and increasingly independent work. This year’s Capstone Night offered a glimpse into the minds and interests of the Class of 2026, as students shared projects shaped by personal interest, practical purpose, and independent study. Professionals in relevant fields mentor and collaborate with students to refine their ideas, deepen their research, and experience what it means to engage in work beyond the classroom. 

Lower Elementary parent Meredith Millik, who teaches at a local Catholic high school, attended the event with her husband, Matt. She observed, “Through their Capstone work, students showcased meaningful, real-world applications of their learning. Many articulated a clearer sense of direction for their future careers, and this speaks volumes about the intentionality of the program.” The presentations also revealed something difficult to measure: the outcome of a high school education that gives adolescents time, freedom, and responsibility to pursue purposeful, self-directed work. 

Each senior was introduced by a sophomore or junior classmate, and this year’s projects spanned a wide range of disciplines, including:

• Katherine Lindsey, “Obsessive-Compulsive Disorder: What Happens When Your Mind Works Against You”
  Working alongside her mentor, Dr. Michelle Beard, Katherine explored Obsessive-Compulsive Disorder with a focus on early identification and public understanding. She challenged common stereotypes by sharing relatable scenarios to illustrate how intrusive thoughts differ in individuals with and without OCD, emphasizing the significant impact of OCD on daily functioning. Her presentation also highlighted the prevalence of OCD in the United States. 

Katherine addressed various treatment pathways and underscored ways that early awareness can lead to meaningful intervention. Katherine closed with a call to action for educators and families to look beyond behavior to consider underlying causes with empathy—an approach deeply aligned with Montessori’s respect for the whole child.

• Riley Nyberg, “The Truth About Nuclear Waste”
  With guidance from his mentor, Andrew Kriha, Riley shared his research on nuclear waste and challenged widespread misconceptions shaped by media portrayals. He contrasted the familiar image of glowing, dangerous waste with the reality of a safe, carefully regulated systems of nuclear waste management. Riley explained the science of radiation, and he contextualized risk through comparison, noting that radiation from nuclear waste is negligible compared to background radiation from everyday factors like sun exposure. 

Perhaps most compelling was his broader environmental analysis: citing research that links fossil fuel pollution to significant global health impacts and positioning nuclear energy within a larger context of energy responsibility and sustainability. His work reflects a hallmark of Montessori education: the ability to engage critically with global issues, evaluate evidence, and communicate nuanced conclusions that challenge prevailing narratives.

• Olivia Harth, “Depression and Its Effects on Adolescents”
  Partnering with her mentor, Dr. Catherine Barber of Rice University, Olivia investigated depression and offered a comprehensive view of this complex condition. She noted that teens experience the highest rates of depression and examined the biological basis for this increased susceptibility. She explained how imbalances between brain systems can create gaps in emotional regulation and decision-making and outlined the function of the brain’s reward system (dopamine, and anticipatory responses) as a scientific lens for understanding adolescent behavior, relationships, and emotional responses.

Grounding her research with compassion, Olivia emphasized practical ways to support others: recognizing symptoms, fostering connection, and responding with empathy. Her work reflected academic rigor and a deep commitment to community care and human dignity.

• Andrew Lewis, “In Pursuit of the Perfect Croissant”
  Guided by his mentor Lorena Valdivia, Andrew brought a tasty and equally rigorous lens to his capstone, exploring the intersection of personal growth, science, and the art of croissant-making. Andrew examined the precise scientific principles baked into a successful croissant, including fermentation, gluten structure, and lamination. He demonstrated how variables such as temperature, butter composition, and timing directly impact the final product.

Through multiple trials and setbacks, Andrew refined his process, ultimately achieving a croissant with the desired structure, texture, and flavor. Emblematic of Montessori learning, his independent experimentation and hands-on work fueled his reflection on failure as an essential part of mastery: rather than avoiding difficulty, he embraced iteration, experimentation, and persistence with a notoriously challenging pastry. 

• Julie Blackman, “Making Sense of Neurodiversity: Understanding Autism and ADHD in Real Life”
  Julie opened with a question: Have you ever judged someone and later realized you were completely wrong? Drawing on her years of classroom internships and mentorship from several professionals in the field, Julie explored how we can better understand individuals with ADHD and autism. After offering an overview of neurodivergence and common characteristics, Julie examined the complexity and wide variability within each diagnosis to address common misconceptions, such as the idea that individuals outgrow ADHD or that autism presents the same way in every person. 

Julie emphasized that ADHD and Autism are not deficits to be fixed. These differences are ways of experiencing the world that require understanding and support. She shared practical strategies for supporting neurodivergent individuals from classroom accommodations in early childhood through workplace supports in adulthood. She noted that what may appear as distraction, disengagement, or even defiance often reflects unseen effort. Underscoring the role of empathy in shaping more inclusive communities, Julie invited the audience to respond with greater patience, awareness, and respect for the complexity of each individual.

• Dalton Copeland, “Restoring a Classic: The Story of My First Car”
  Dalton’s presentation told the story of a project that quickly grew far beyond its original scope: the full restoration of his 1969 Chevy C10. The relatively simple plan to repair and repaint the truck quickly revealed extensive underlying rust, damaged wiring, and a failing engine. Through months of work alongside his father and mentor, Dalton undertook a complete transformation—replacing major structural components, rebuilding the suspension, and carefully restoring both the interior and exterior of the vehicle. His presentation walked the audience through each step of the process, offering insight into the technical complexity and sustained effort required to bring the truck back to life.

Beyond the mechanical details, Dalton reflected on the deeper lessons that emerged through the project, speaking candidly about setbacks, unexpected challenges, and the patience required to continue when progress felt slow or uncertain. His polished and functional truck roars as a testament to persistence, problem-solving, and craftsmanship. Dalton’s work demonstrated how a long-term project can shape practical skill and personal discipline.

• Rafael Onofre “Exploring Kinesiology: Careers and Experiences”
  Rafael’s presentation leveraged his lifelong love of playing sports to explore kinesiology as an avenue to extend his passion for athletics into a career supporting athletes. He defined kinesiology and traced its development from early observations of the human body to modern scientific applications. Rafa then introduced a range of career pathways within the field, including physical therapy, occupational therapy, athletic training, and sports medicine, offering a clear understanding of how these roles contribute to athletic performance and recovery.

Central to Rafa’s project was his internship experience with athletic trainers at Rice University, where he gained firsthand exposure to modern rehabilitation techniques and experience with blood flow restriction training, laser therapy, dry needling, and cupping to support recovery and injury prevention. Through this experience, Rafael deepened his understanding of the field and clarified his own future goals in sports medicine. His project reflects curiosity and direction, illustrating how sustained interest, combined with real-world experience, can begin to shape a meaningful vocational path.

Following the formal presentations the community enjoyed time for conversation and direct engagement with the seniors, asking deeper questions about their work. Millik commented, “What we witnessed was both inspiring and affirming of our decision to continue at St. Catherine’s. The level of thought, creativity, and professionalism demonstrated by the students was genuinely remarkable.” 

Capstone does not stand alone in achieving this outcome. It is a step along the natural continuum of human development that begins at birth and evolves into adulthood. From early childhood exploration and language development, to elementary research and collaboration, to adolescent application and critical engagement, each stage of Montessori education prepares students for an increasing level of independence, ownership, and purpose as they move toward adult life. Students from the Adolescent Community and Elementary levels attended dress rehearsals, offering younger peers a window into what lies ahead.

By the end of the evening curiosity became clarity; Millik shared, “The experience reinforced our belief that a Montessori high school education does more than prepare students for college; it equips them with the critical thinking skills, independence, and purpose needed to thrive beyond it. St. Catherine’s is clearly fostering not only college readiness, but also the foundation for long-term professional success.”

The Senior Capstone bridges the student experience of school and the launch into adulthood. Reflecting each student’s unique interests and learning, it illuminates the process of becoming individuals capable of thinking deeply, communicating clearly, and engaging meaningfully with the world around them. Education at St. Catherine’s is guided by individual strengths, grounded in community, and committed to a lofty purpose: for every student to recognize their inherent gifts and cultivate their responsibility to use them well as global citizens.

Click here to watch the seniors’ presentations and read their full research papers.