Independent School magazine has evolved. We’ve made something great even better. And we want you to be a part of it. We hope you’ll see even more opportunity to contribute and be a part of the Independent School magazine community.
As always, there are themes for feature articles in each issue, but there are also additional avenues to share your expertise, ideas, and experiences. The department descriptions that follow should help serve as a guide for the submission process.
Themes for Feature Articles
Word count for Features: 1,800-2,500 words
Fall 2025
The Value Issue
The ability of independent schools to chart their own course—and their ability to preserve their independence over time—is critical to the experience they provide. It’s part of what makes independent schools so appealing to families—the breadth of schools, their focus on students, their capacity to be nimble, the way their mission and values can align with parents––and what makes them a necessary and valuable part of the education landscape. And, as that landscape continues to evolve, talking about the value of independent schools and the education they provide has never been more important. In this issue, we want to tell the story of independent schools as a collective and explore how schools can best demonstrate their value to the public as well as to current families and alumni.
Winter 2026
Deadline: August 22, 2025
The Students Issue
Students of all ages are growing up in a world that is connected, constantly changing, and really complicated. Schools are not just a place for academic learning, but a place of refuge, a place to help students understand and navigate the forces shaping their world. And for independent schools, many of which are rooted in a whole child philosophy, supporting students and preparing them for the world around them and the future ahead sits at the heart of their value proposition. What is the student experience really like now? What experiences are students bringing with them every day––and how is it shaping their school experience and community? What do students need today from schools and from the adults in their school communities? What should be at the center of the student experience?In this issue, we hope to explore these central questions––and more:
How can schools meet the demands and expectations of this generation of students while also doing what schools do best to prepare them for an ever-changing future?
––How can schools think about assessment in the context of what students need today and in the future? What does this look like throughout a student’s life within a school? How do different grading approaches grades impact students?
––As students move through developmental phases, from the preschool and middle school years though adolescence and high school amid so many societal and technological changes, what do they need now? How have their needs changed? How can schools best support students throughout their developmental journey?
––How are students coping amid all the pressures related to college—the process, preparation, expectations (internal and external), competition? Do they have a sense of their why? What can schools do to help them understand their purpose? What are schools doing to address the pressures that high-achieving students face?
––What are students really doing with AI? What are their attitudes about it? How are they using it and how can schools best support them as they navigate the technology and its impact on them?
––How do students really feel about the impact cellphones—and cellphone bans—have on their lives? What about social media? How are schools supporting them and helping them navigate these forces?
––What are schools doing to create communities and cultures of belonging? How are students engaging and responding?
––As civics education and civil discourse becomes ever more critical, what does it look like for students across all grade levels and ages? How can schools foster greater understanding and dialogue among students?
Know students who would want to weigh in?We’d love to hear from them.What do they think about these prompts? What do they wish their teachers and school leaders knew about student experiences today? Has there been a time when they felt truly supported or seen? Send 500-word submissions to ismag@nais.org.
Departments
School News
Short profiles of independent member school news, programs, awards, and more. School communications directors: Send relevant press releases, and include photos with captions when available.
Word count: each item 200-300 words
News You Can Use
Short items broadly related to education, including new reports, surveys, and studies; new books; new software; and education-in-the-news stories. Press and public relations officers: Send relevant press releases.
Word count: each item 100-150 words
Reading Room
Book reviews—of professional and education-related books as well as for-pleasure reading. Share what you're reading with your colleagues: Did you read a book recently that you want to tell your colleagues about? Tell us about it in a few sentences: why did you like it? What made you want to read it? What was your biggest takeaway? Did you have a favorite line?
Word count: 250-300 words
Research Insights
Articles provide the context and results of important research study and survey results that are useful to independent schools; highlights NAIS research and institutional research from member schools, as well as studies from universities and think tanks. Please note: This is not an outlet for publishing research papers or journal articles; the focus is on interpreting results and providing greater context and insight for independent schools.
Word count: 1,200-1,500 words
Trend Lines
Articles address and report on issues related to the changing education landscape—school models, financial models, admissions, financial aid, wellness, parent relations, legal issues, diversity & inclusion, and teaching & learning. They provide a big-picture view of trends and issues that are or will be impacting independent education.
Word count: 1,200-1,500 words
Leadership Lessons
Designed to inspire current leaders and keep them engaged in their work and to activate and inspire administrators and teachers who may not be in leadership positions—yet—these articles explore many facets of leadership. This department features a mix of leadership issues, theories, and concept writ large, as well as first-person leadership stories and reflections.
Word count: 1,000-1,200 words
Teaching & Learning
Designed to amplify the voices of teachers and teacher-leaders, this department cultivates important ideas, discussion, and perspectives about this critical dimension of the independent school experience. These articles are a mix of reflection, theory, and strategy and present ideas through a big-picture lens.
Word count: 1,200-1,500 words
In Practice
A place for case studies. Articles provide an in-depth look at how an independent school has implemented an idea, theory, program, or practice. Submissions should include background information, a description of the specific approach, insights learned along the way, as well as key takeaways and useful guidance.
Word count: 1,500-1,700 words
Boardroom
The head-trustee relationship is one of the key factors in a school's success. This department, geared for heads and trustees, explores the many facets of this important relationship. Articles focus on key governance issues and are designed to help build and secure productive working relationships.
Word count: 1,300-1,500 words
The Conversation
Designed to capture the essence of a dialogue between school colleagues, this Q&A explores the interconnectedness of relationships in the school community and seeks to break down silos and to get people talking about how their roles and work impact each other. Have you had a conversation recently with someone on campus that changed the way you think and work or led to an unexpected collaboration? Tell us about it. Do you know of—or are you a part of—an exemplary mentor-mentee pair? A great student-teacher duo? We want to hear about it. Send us a brief description, and we’ll follow up.
Independent Spirit
Independent schools are truly unique, as are the passionate people who make up the school community. Designed to capture the essence of independent school life, this essay is a thoughtful reflection on why you chose to work at and be part of the independent school community—essentially, why you love what you do. Maybe you wound up at a school somewhat accidentally or after a long career elsewhere—what was your a-ha moment? Or maybe you grew up in independent schools—why did you decide to stay on? Reflect on and share your journey.
Word count: 300 words
General Writing Guidelines
Independent School is not an academic journal. We do not publish dissertations or other academic papers.
We follow AP style, with a few exceptions (namely, we use the serial comma). We do not include footnotes or endnotes. This information should be incorporated into the text in a journalistic style.
We’re always reviewing and accepting ideas and articles, so feel free to send along any ideas you may have at any time. All articles and ideas, including theme-related submissions that arrive after the posted deadlines, will be considered for future issues. Submit manuscripts (Word or Google document) to ismag@nais.org.
Please note that we generally close out each issue three months prior to publication.
- Fall issue usually closes by May 15
- Winter issue usually closes by August 15
- Spring issue usually closes by October 15
- Summer issue usually closes by January 15
Allow at least two months for a decision. When submitting an article, please indicate whether your article, or any variation, has been published in another publication.
Letters to the Editor
We know you have opinions––and we want to hear from you! Here are some general guidelines for submitting a letter to the editor.- The maximum length of a letter to the editor is 500 words
- Letters to the editor may be edited for length, clarity, civility, and accuracy; writers may be provided with the edited version before publication.
- We will publish letters that address a specific issue theme or article.
- Letters to the editor must not include material pulled from another source without attribution.
We will not publish material that is:
- Potentially libelous. Libel is any unsubstantiated or untrue statement that damages someone else’s reputation.
- Discriminatory on any grounds. This includes discrimination based on age, ability, gender, sexual orientation, religion, or culture.
- Obscene. This includes any statement that is vulgar, profane, or offensive.
- Threatening. This includes personal attacks, intimidation, bullying or threat of harm against a person or organization.
- Copyrighted or printed in another publication. We assume all letters to the editor are original. We can’t print a letter you’ve sent to another publication.
You must provide your full name and location; it will be published alongside your letter. If your letter identifies another person, please ask for their permission before you send your letter to NAIS. For example, if you share a personal experience and mention colleagues, please ask them if you can identify them in your letter. When you submit a letter, we assume that you’ve received consent from other people.
Send all letters to ismag@nais.org.