Late childhood (grades 4 and 5) offers fertile ground for broadening perspectives, recognizing complexity, becoming self-aware and embracing new responsibilities. Children this age emerge from Lower School ready to embark, with the careful guidance of teachers in a broad but clearly defined structure, up on those first tentative steps toward abstract thinking. Intermediate School students are earnest, available for learning, eager to connect with teachers and classmates and excited by new ideas and opportunities to demonstrate independence. They seek the time and space to learn through exploration, yet benefit from limits on that freedom to begin to discriminate and evaluate their thought processes. They are eager to take on greater responsibility for their own lives, perhaps even more eager than prepared. But with the thoughtful, consistent guidance of teachers who understand and appreciate the exciting potential of this unique age, students engage in activities in and out of the formal academic setting that provide hands-on practice at self-organization, prioritization and collaboration with others beyond their classroom. Intermediate School teachers create situations, intentionally, for their students to engage safely in activities that challenge them to practice these skills, followed by reflection, feedback and renewed efforts. At this stage, an integrated approach—with life beyond academics providing frequent opportunities to apply what has been learned intellectually—is crucial to promoting maturity and growth, to empowering every child to reach his or her full potential. As such, during this stage, the socioemotional and intellectual needs of students are equal in importance and, at times, even indistinguishable.