A Richmond native, Huntley spent four years at Blue Ridge, where he served as a senior Prefect and was honored with the Chaplin Award. Tennis played a significant role in his Blue Ridge experience, including frequent matches against legendary Head of School Hatcher Williams. Those contests, Huntley recalls, taught him one of life’s most valuable lessons: the fine art of diplomacy, particularly when it came to not winning too often.

After graduating from Blue Ridge, Huntley earned his degree from Elon University before embarking on a distinguished 41-year career at Christchurch School. During his tenure, he served in several leadership roles across campus and spent more than two decades as Associate Director of Development, building a reputation for excellence in alumni engagement, relationship building, and fundraising.

As Baron Advancement Officer, Huntley will focus exclusively on connecting with alumni and alumni parents who share a strong affinity for �鶹��. While he will maintain a regular presence on campus, much of his work will take place on the road as he visits fellow Barons in their homes and communities. Through these conversations, he hopes to learn more about their lives, accomplishments, experiences, and perspectives while helping strengthen the bonds that unite generations of Blue Ridge graduates.

“Huntley is uniquely qualified for this role because he understands Blue Ridge from both sides of the desk—as a proud alumnus and as a seasoned advancement professional,” said Franklin Daniels P’23, Associate Head of School for External Affairs.

“Since his graduation in 1980, Huntley has been one of our most loyal and engaged alums. It’s no secret that we have long admired his remarkable tenure at Christchurch School and the many successes he enjoyed there. Bringing Huntley home to Blue Ridge to support our own Advancement efforts is an incredible opportunity, and I am genuinely excited to add his veteran wisdom and irrepressible enthusiasm to our community.”

Blue Ridge alumni and alumni families are encouraged to connect with Huntley as he begins this exciting new chapter of service to the school. He can be reached at hgalleher@blueridgeschool.com.

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“We are excited to welcome Todd to Blue Ridge,” said Head of School Trip Darrin, P’29. “His experience, leadership, and commitment to developing young men make him an outstanding fit for our community and mission.”

Athletic Director Parker Kirwan echoed that enthusiasm. “Coach Carroll has succeeded at every level of the game, from collegiate baseball to professional organizations,” Kirwan said. “We’re thrilled to have someone with his experience and passion leading our baseball program and mentoring our student-athletes.”

Carroll most recently served as Pitching Coach for the Falmouth Commodores of the Cape Cod Baseball League – widely regarded as the premier collegiate summer league in the country – where he worked alongside top MLB prospects and future professional players.

His collegiate coaching career is highlighted by a highly successful tenure at the Massachusetts Institute of Technology (MIT), where he served as Pitching Coach and Recruiting Coordinator. During his time with the Engineers, the program captured three conference championships and earned five NCAA Tournament appearances. Carroll’s recruiting efforts produced the nation’s No. 1 recruiting class in 2014 (Perfect Game) and he was named the Kevin Burr New England College Baseball Assistant Coach of the Year in 2015 – recognizing the top assistant coach across all three NCAA divisions in New England.

From 2022 to 2024, Carroll served as a Minor League Pitching Coach in the Seattle Mariners organization, working with professional athletes at the club’s Arizona and Dominican Republic training complexes. Several pitchers he coached have since advanced to Major League Baseball. Most recently, he joined the Boston Red Sox organization as an amateur scouting assistant, evaluating players and assisting area scouts in preparation for the 2026 MLB Draft. Earlier in his career, Carroll worked as an Associate Scout for MLB’s Scouting Bureau, filing reports used by all 30 Major League organizations.

Carroll has also coached and developed players at Harvard University, the University of Massachusetts Boston, Salem Community College, and numerous elite summer programs throughout his career.

“I am thrilled to take over the baseball program at Blue Ridge,” said Carroll. “The community has been really invested in our success already. I look forward to working with our coaching staff to help Blue Ridge students and athletes become the best version of themselves on and off the field while pursuing championship banners to add to the ones from other sports at Blue Ridge.”

�鶹�� looks forward to welcoming Coach Carroll to campus this fall.

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Led by Head Coach Dale Anderson, Associate Head Coach Marvin Hatchett, and assistants Raeshad Herriott, Craig Blandford, and Jesse Schmeizer, Blue Ridge combined depth, leadership, and championship-level execution throughout the meet. Anderson’s leadership throughout the season was recognized with VISAA Coach of the Year honors, a fitting acknowledgment after guiding the Barons to a third straight state title.

The Barons were especially dominant in the hurdles, where captains Zyir Cayasso ’26 and Cohen Lemcke ’26 delivered unforgettable performances. Cayasso claimed the VISAA state title in the 110-meter hurdles with a time of 15.04, while Lemcke finished runner-up in 15.47 to give Blue Ridge a commanding 1-2 finish. The duo then flipped positions in the 300-meter hurdles, as Lemcke earned the state championship in 41.19 and Cayasso followed closely behind in 41.24, once again producing a massive point total for the Barons.

Lemcke’s exceptional championship meet earned him Top Performer of the Meet honors, awarded to the athlete who scored the most points in the track events. His versatility, consistency, and leadership played a major role in securing another championship for Blue Ridge.

Blue Ridge also captured a state championship in the 4×100-meter relay, finishing in 43.67 to secure another gold medal and strengthen its lead in the team standings. The Barons added another strong relay performance in the 4×400-meter relay, placing second overall and contributing valuable points to the championship total.

Several other Barons delivered standout performances throughout the meet. Graham Buford ’26 made a major impact in the field events, contributing critical points that helped separate Blue Ridge from the rest of the competition. Yariel Cruz ’26, one of the program’s most consistent contributors over the past three years, also turned in a strong championship performance while continuing to showcase the experience and competitiveness that have defined this remarkable run.

The leadership of captains Lemcke, Cayasso, Michael Roman ’26, Cruz, Dayo Matsinhe ’26, and Maelig Mieusset ’29 helped set the tone throughout the season and championship meet. Their consistency, competitiveness, and commitment to the program were instrumental in guiding the Barons to another state title.

This championship also carried historic significance for Lemcke, Matsinhe, and Cruz, who have now been part of all three consecutive VISAA state championship teams. Their careers helped establish a sustained culture of excellence that has elevated Blue Ridge track & field into one of Virginia’s premier independent school programs.

Winning one state championship is difficult. Winning three in a row requires talent, resilience, and an unwavering commitment to excellence. This year’s Barons once again proved themselves equal to that challenge, delivering another memorable performance and continuing a remarkable era for Blue Ridge athletics.

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Now a standout at Duke University, Brown has emerged as one of the most dominant defensive forces in the country. The 6-foot-9 senior anchored the nation’s top-ranked defense this season, finishing with an elite 8.3 defensive box plus-minus, one of the best marks ever recorded.

“Maliq Brown was the best on-ball defender in college basketball,” said Angela Lento, Vice President of College Insider, Inc. “His defensive prowess made the Blue Devils the best defensive team in the country. His intensity and toughness made him a difference maker.”   

Brown’s impact shows up across every category. He recorded 68 steals on the season and led the ACC in steal percentage (5.61%), ranking second nationally. His activity and anticipation were unmatched, totaling 195 deflections, an average of 5.3 per game, and accounting for more than 32% of his team’s total.

He delivered standout performances throughout the year, including matching his career-high with five steals against both Texas Tech and rival North Carolina. Brown recorded two or more steals in 23 games this season, consistently disrupting opposing offenses.

In addition to his perimeter dominance, Brown protected the rim with authority, posting a season-high four blocks in the NCAA Tournament against St. John’s. He concluded his collegiate career with 77 blocks and 198 steals.

His efforts earned him both ACC Defensive Player of the Year and Sixth Man of the Year honors, further recognition of his versatility and impact.

The Lefty Driesell Award is named in honor of legendary coach Charles “Lefty” Driesell, whose teams were known for their relentless defensive intensity across a Hall of Fame career spanning more than four decades.

A Blue Ridge Foundation

At �鶹��, we emphasize discipline, effort, and accountability, qualities that have clearly defined Maliq’s game at the highest level. His recognition as the nation’s top defensive player is a testament not only to his talent, but to his work ethic and commitment to excellence.

“We’re excited for Maliq and not surprised,” says BRS head basketball coach Cade Lemcke. “From the moment he arrived on campus, we knew he was special. We’re proud of his immediate impact at Syracuse—leading the ACC in steals and earning All-Defensive honors—and how that continued at Duke. Being named ACC Defensive Player of the Year and Sixth Man of the Year, along with the Lefty Driesell Award, is the icing on the cake to this chapter of his career.”

We are incredibly proud to count Maliq Brown among our alumni and look forward to following his continued success on and off the court.

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These creative acts of expression and our elective offerings are one part of what makes the �鶹�� education unique. They are essential forms of human expression, critical in developing the creativity and cultural literacy fundamental to a boys’ education. When a boy graduates from �鶹��, he will do so with a proven artistic literacy.

Our Electives Department Chair and art teacher, Dave Welty, notes, “In my classes, I challenge students with learning both the fundamentals of the art making process and the more essential process of creative problem solving… The students explore various materials and modes of expression including drawing, painting, sculpture, ceramics, and digital media.” 

At Blue Ridge, students have several opportunities to choose from a variety of art and music courses. Music students can choose from the beginner, fundamental classes, or advanced courses where they can join a band, jam, and produce music together. Students also have a variety of art classes to choose from, from studio art, to ceramics, to computer art. A popular spring elective, Ornithology, is a hybrid of outdoor and visual arts that teaches careful observation through studying native bird populations on campus, culminating in the creation of an illustrated field journal. There are also options for more advanced students, should they demonstrate a desire to pursue it.

“[In the past, I have run] individual portfolio classes that have sent students on to prestigious art schools around the country (SCAD, School of the Art Institute of Chicago, Pratt in NYC, Rhode Island School of Design, Parson’s in NYC.).” Mr. Welty continued. “My specialty is in diversity and experimentation, often using recycled materials, and focusing on engagement with the beautiful natural environment our campus rests on.”

Each BRS graduate is required to participate in some form of formal artistic study, through an accredited class or our varied after-school offerings, like the winter school play. These programs require students to engage and participate in ways that allow them to create, revise, analyze, connect and respond to a vast variety of artistic endeavors. Throughout the year, students also receive ample exposure to art forms through required and voluntary on and off-campus performances, museum visits, and weekend trips. These ideals produce graduates who are well-rounded, ready for college, and provided with opportunities for lifelong passions.

By: Jack Warren, Dean of Academics

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�鶹�� has officially launched its Peer Tutoring Program, opening the door to new opportunities for students to learn from one another while deepening the spirit of brotherhood and academic excellence. Led by Alex Deitrich, Assistant Director of College Counseling, and Dr. Dedra Demaree, Science Department Chair, the program has already engaged 30 student tutors in its inaugural year. The peer tutoring program pairs boys seeking extra support in a wide variety of subjects with peers who have demonstrated both strong academic skills and leadership. More than just reinforcing classroom learning, the new initiative fosters responsibility, confidence, and collaboration empowering students to grow together.

Tutors undergo extensive training to prepare them for their roles, focusing on active listening, effective questioning, and strategies for encouraging learning rather than simply providing answers. Meanwhile, students who participate in tutoring, benefit from individualized attention, study strategies, and the chance to work alongside someone who understands the challenges of balancing academics, athletics, and residential life at BRS.

Amber Wilkins, Assistant Head of School for Instructional Programs says the following about the new program,“The program reflects the very heart of �鶹��’s mission and values. When our students step up to tutor their peers, they are living out the principles we hold dear on this campus supporting one another, celebrating each other’s strengths, and ensuring that no one has to face challenges alone.”

Students have already begun attending sessions, and faculty members are optimistic about the positive ripple effect peer tutoring will have across campus. 

As one student tutor put it: “Helping someone else succeed feels just as rewarding as doing well on my own. I feel proud knowing I can make a difference, and it motivates me to keep pushing myself, too.”

The Peer Tutoring Program will run throughout the academic year, with ongoing opportunities for new students to join as either a tutor or a participant.

The full list of Peer Tutors: 

Valentin Asmus 

Richard Bonilla Ortega

Brandon Busche

Jorge Cagigas Hondal

Zyir Cayasso

Nino Cerdan

Nunior Chandravat

Titus Doan 

Chase Green 

Justin Huang

Elliott Jones

Hamin Kim

Milan Tomich 

Wyatt Turner

Mark Blandford

Yariel Cruz

Zander Flint

Naoki Kanaya

Cohen Lemke

Theo Manuel

Dayo Matsinhe

Carter Reynolds

Joey Scullion

James Ye

Enzo Kalimba 

Maximilian Chappell 

James ‘Jimmy’ Cluff 

Eduardo Parra 

Alexander Gage Llado

Odisseu Botnari

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A different feel now greets you upon entering the Fishburne Learning Center (FLC). The space has been transformed with new furniture, a variety of collaboration areas, and comfy spots for independent study. Thoughtful details, including an assessment calendar, a new smart board, and a small cafe station with tea and snacks, make the space more inviting and functional. This significant shift was driven by the vision of Maman Cissé, the FLC’s new director, and Danielle Gardiner, the assistant director, and brought to life with the dedication of the three other learning specialists: Georgia Holley, Kat Blandford, and Emily Boardman. Together, the team is revitalizing the physical space and making thoughtful adjustments that help �鶹�� remain a leader among boys’ boarding schools.

The FLC is a signature program of �鶹��.  FLC teachers implement individualized learning strategies and programs, serving a neurodiverse group of students. Approximately 40% of students leverage FLC services, including those with diagnoses such as ADHD, ASD, and Specific Learning Disabilities (SLDs) like dyslexia, dysgraphia, and dyscalculia. That said, students do not need a diagnosed learning disability to enroll in the FLC, and any student who might benefit from learning center services is welcome to enroll. These supports help students access the college-prepatory curriculum offered at �鶹��.

After seeing the changes the FLC team made this summer, I sat down with Maman to discuss her vision for the program. What started as a few simple questions quickly turned into a rich, powerful conversation.

When I first asked her, “What excites you about working in the FLC?” she responded as if I had asked her the most obvious question imaginable.

“What else would I do?” she said. “It is my purpose. I love it. The impact is visible if you put the right strategies in place for a student. It’s like a plant. If you treat it properly, it will grow.” She continued, “I can’t see myself doing anything else. The impact isn’t just for the year you have them; you get to see and help the child as a whole.”

When I asked where these strong motivations came from, she told me, “I am the learning specialist I wish I had… I love how I can guide parents to help them understand their own son.”

Ms. Cissé’s email signature reads, “Happily Dyslexic, please forgive any errors. Feel free to reach out with any questions or need for clarification.” She told me, “I will remove my name before I ever remove that.” In a way, Maman embraces herself in the same way she wants her students to embrace themselves. Her vision for the FLC is for students to be proud and confident in who they are. “I want to break down any misconceptions of what it means to be in the FLC,” she shared.

Maman holds a Bachelor of Science in Criminal Justice from New Jersey City University and a Master of Arts in Teaching with a concentration in Special Education from Relay Graduate School of Education. For more than a decade, she has served as a passionate and results-oriented educator, working with students in grades 5 through 12 in Brooklyn, New York. Her professional journey has been dedicated to supporting diverse learners and fostering academic growth through individualized instruction and collaborative practices.

Her final thoughts on her goals for the FLC centered on trust and transparency with families. “I want families to trust in what we’re doing and be confident in the program,” she said. “I want them to be clear on what the purpose of the program is and be able to communicate it. I want it to be clear exactly what we do [to help their son].”

With new leadership and some returning faces, the FLC is poised to continue its legacy as a welcoming and supportive space, where students not only learn strategies to help their areas of growth but also learn to embrace their unique strengths.

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Seniors can participate by enrolling in the elective course, Advanced Research Topics, offered during the fall semester. This course will guide students through the process of developing, researching, and writing their thesis. The program’s goal is to provide a challenging and rewarding academic experience that effectively prepares students for the rigorous coursework they will encounter in college.

By the end of the fall semester, students will have completed a full research project. They will present their findings early in the second semester in a manner that best highlights their topic, skills, and creativity. Presentation formats can vary, including a traditional research paper, a documentary, a digital product, an experiment, or a creative writing piece.

The new program is led by Dr. Chrisantha Hermanson. After stepping away for a year, Chrisantha has returned to Blue Ridge as the school’s new Director of Library and Digital Literacy. With over 13 years of experience at �鶹��, Dr. Hermanson is an expert in equipping students with the tools for lifelong learning, such as the ability to ask complex questions and seek well-reasoned answers.

“I’m excited to see what these young men come up with when given the space and time to dive deeply into their interests and create something on their own,” said Dr. Hermanson. “It’s wonderful to see them take the driver’s seat!”

This inaugural year, ten students are currently working on their capstone theses and plan to present their work this winter. The program promises to be a valuable addition to �鶹��’s academic offerings, fostering a deeper level of inquiry and preparing students for the demands of college and beyond.

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Baker argues that schools have a responsibility to intentionally engage boys in understanding their own well-being and development. Through classroom projects, memoirs, and open discussion, students explored questions about purpose, identity, and healthy masculinity, demonstrating that when boys are encouraged to think critically and empathetically, they grow into more self-aware and socially responsible individuals (Baker, 2025). She concludes that advancing gender equity in education is not a zero-sum game: fostering boys’ development alongside girls’ achievements enriches the classroom, allowing all students to express their full, complex selves and contribute to a more just and inclusive society.

At �鶹��, we share these concerns about the unique challenges boys face today. That’s why our campus and programs are intentionally designed for boys—providing an environment that supports how they learn best, nurtures their strengths, and encourages them to grow academically, socially, and emotionally. By understanding and responding to boys’ needs, we aim to prepare them not just for success in school, but for purpose-driven lives beyond the classroom.

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