Early on a Saturday morning in the spring, parents are already at Ethical Culture, moving quickly from one task to the next. They carry boxes, assemble paper flowers, and set out markers and stacks of paper. A quick pause to check a list, then back up to the roof to hang colorful banners. Slowly, the space begins to change. What began as familiar classroom hallways, lunchrooms, and playgrounds transforms into something entirely new, a place for gathering, for play, for discovery.
By the time Spring Fest begins, it feels as though it has always been this way.
And then, a few hours later, it all disappears. Tables folded. Decorations packed away. The last volunteers linger, making sure everything is cleared so that when students and teachers return on Monday morning, the building feels just as it should.
This kind of transformation is made possible by a wide network of parents, guardians, alumni, grandparents, and friends whose contributions, both visible and behind the scenes, help shape daily life at ECFS. Much of this work is organized in partnership with the P+T, whose committees and volunteers help coordinate events and fundraising, support classrooms, and bring families together in community.
Decisions to volunteer often begin with something personal. For Ethical Culture P+T Liaison and 2nd Grade Parent Sally Song, that reason stems from her own childhood experience. Growing up with parents who faced language and scheduling barriers, she understood how meaningful it can be for a child to see their family actively present. “I truly believe it takes a village,” she says, “and I wanted to be an active partner to the School in creating the best possible experience for our children.”
11th Grade Parent Cheri Fandozzi’s introduction to volunteering came unexpectedly. “Our family was a part of the Fieldston Upper community for only a month or so when a parent on the P+T invited me to attend the volunteer kickoff meeting for the Orange Fund,” she recalls. “It was frankly not on my radar to volunteer in a fundraising capacity, but from the moment I walked into the room, I could feel the joy and excitement my fellow parents had for supporting the School in this way.”
What stood out to Cheri was how clearly the ECFS mission came to life in that space. “I remember recognizing that the School’s ethics-driven mission was so alive and woven into the fabric of the meeting and volunteer group.”
Some volunteers take on leadership roles, serving as class parents, P+T service committee members, or divisional and all-school chairs. In these roles, they help organize efforts, gather feedback, and maintain ongoing dialogue with school leadership. But whether leading an initiative or shelving books for half an hour, the impact builds over time. As Sally reflects, “there is no ‘right’ amount of time to give, only a shared spirit of helping that exists in every corner of our community.”
For Cheri, that spirit is grounded in proximity and connection. “There are so many ways we all can and do offer our generosity and support in the world, and most of the time those initiatives are separate from our own lives,” she says. “I find volunteering at ECFS so meaningful because we are joining hands and supporting folks in our own backyard, the children and families that are a part of our daily lives.”
These contributions not only support ECFS’s enriching events and programming, but model for students what it means to be an active member of a community who contributes proactively and takes responsibility for the spaces and people around them. For many families, volunteering transforms the school experience from observed at a distance into something shared.
For many, volunteering carries personal resonance — the Celebration of Books, for instance, echoes the childhood excitement of a school book fair and the joy of choosing something new to take home. Through Project Cicero, volunteers extend that same possibility to children from other schools, trusting that a single book, chosen with care, can leave a lasting impression.
Other moments offer volunteers a chance to share their culture with the community. For Sally, helping to lead the All School Lunar New Year Celebration stands out, not just for the scale of the event, but for what it made possible. “The true highlight was watching the children enjoy dumplings and proudly experience a significant cultural celebration with their friends,” she reflects, capturing a moment where tradition and joy come together across the community.
For 5th Grade Fieldston Lower parent Greice Veira-Harroff, volunteering offered a way into those moments. Joining ECFS in late elementary school, she was looking to both witness her child’s milestones and to build connections where her family did not yet have strong local ties. “We don’t have a large family nearby, so we looked for a school that could serve as our local support system,” she explains. “Showing up as a volunteer has helped us build that extended family.”
Elsewhere, during admissions season, parent/guardian and student volunteers greet prospective families and share their experiences, offering a glimpse of the warmth that defines the School. They also connect with newly admitted families months before the academic year begins, answering questions, making introductions, and helping ease what can be a nerve-wracking transition. These small, often unseen moments are easy to overlook, yet they are the ones that help people feel like they belong and often grow into lasting friendships shaped by shared experiences and the rhythms of school life.
As Ethical Culture parent Barbara McDwyer Frischling shares, “I’ve been so thankful for all the opportunities ECFS offers parents and guardians to get involved. It truly helped me form my own meaningful community and friendships alongside my daughter’s. I love giving tours most of all.”
Volunteering also creates a meaningful bridge between past and present. Alum Gillian Feinglass `20 reflects on how that connection has evolved over time. “What stands out to me about ECFS is how much the School encourages engagement, both with each other and with the broader community. Volunteering, first as a student and now with the Fieldston Alumni Network, has been a meaningful way to stay connected and give back to a place that has played such a role in shaping who I am.”
Greice recalls arriving at the Fieldston Lower Fall Carnival and recognizing, within a year, just how many familiar faces surrounded her. “It was the first time I felt the full impact of my efforts,” she says. “Seeing familiar faces turned the School from just a building into a place that felt like a community.”
For those considering getting involved, the advice is simple. “Even the tiniest bit of engagement can offer a much more connected experience for your family,” Sally says. A small act of chaperoning a field trip, helping set up a table, or making an introduction often becomes something more. A connection. A friendship. A good example. And most importantly, a feeling of being part of something bigger than yourself.
Those who are interested in getting involved are encouraged to connect with the Advancement Office to learn more about current volunteer opportunities and how to get started.
