Category: Students

Twelve‑year‑old Zeila Kozel has been part of the Royce community for three years — long enough, she says with a smile, to know she’s in the right place. With a full team of teachers supporting her, including Ms. Christensen, Mr. Newman, Mr. Beaman, Ms. Vaughn, Mr. McArthur, and Ms. Vogeler, Zeila has found a school where she feels understood, encouraged, and genuinely cared for.

“I do like them,” she says of her teachers. “They’re really nice.”

For Zeila, one of the biggest changes since coming to Royce has been her reading. “I have really bad dyslexia,” she explains. “And I’ve improved my reading.” It’s a simple sentence, but the pride behind it is unmistakable.

Her journey hasn’t always been easy. Before Royce, Zeila attended two other schools — and the experiences were very different.

“At my first school, the principal was really mean to the teachers,” she recalls. “But this school is really nice. The principal is really nice to the teachers and to the kids.”

Her second school didn’t offer the support she needed. “They didn’t really help me with my dyslexia,” she says. “There was only one class that helped me, and I had to move in the middle of the year. So they didn’t really help.”

At Royce, that changed. She found teachers who understood her learning needs, classmates who shared similar experiences, and a community where she didn’t feel alone.

“I’ve made a lot of friends here that also have dyslexia and are kind of like me,” she says. “They’re a little bit kinder than my other school. It was kind of hard to make friends there. Here, people understand how I feel.”

One of Zeila’s favorite parts of school is art club, especially because it gives her the chance to help younger students.

“It’s fun,” she says. “Especially when I can help with the little kids with the art. I always love little kids — ever since I was like two.”

Her teachers see that kindness every day. Her friends feel it too — especially her close friend Vivvy, who she’s often spotted laughing with between classes.

For Zeila, school isn’t just about academics. It’s about belonging. It’s about being surrounded by people who understand her energy, her humor, and her heart.

“It’s fun,” she says simply. “Because of all my friends.”

And in that one sentence, she captures exactly what makes Royce feel like home.

Sixth grader River Cox has been part of the Royce community for nearly four years, joining in second or third grade — “I don’t know exactly,” she laughs — but long enough to feel right at home. With a full team of teachers supporting her, including Ms. Lloyd, Mr. McArthur, Ms. Vaughn, Ms. Vogeler, Mr. Beaman, Mr. Newman, and Ms. Christensen, River has grown academically, socially, and creatively.

When asked what she’s improved the most since coming to Royce, River doesn’t hesitate.

“Probably math a bit,” she says. “And maybe a bit of reading. I read a lot.”

For her, the difference isn’t just in the subjects — it’s in the environment. Compared to her previous schools, River says Royce feels more engaging, more active, and more connected.

“My old schools were a bit different,” she explains. “One of them was kind of similar, but here there’s more education… and more activities.”

And activities are where River truly lights up.

“My favorite thing about the school is all the activities they plan — and honestly, all the teachers,” she says.

Over the years, River has explored a little bit of everything: flag football, art club, and now gaming club. “Last year I was in flag football, then I switched to art club. This year, I’m in gaming club,” she says proudly.

She’s also stepping into something new — the school play.

River admits that performing alone on stage isn’t her favorite thing. “I don’t like going on stage by myself,” she says. “But with the play, you’re with other people, so you don’t feel alone. It gets easier.”

She’s excited about the new theater space, the stage upgrades, and the chance to try something that once felt intimidating. “I think it’ll be fun,” she says. “I practiced at home with voice acting and stuff.”

For River, Royce has become a place where trying new things feels safe — where teachers cheer you on, classmates become teammates, and activities help you discover who you are.

And as she continues to explore clubs, plays, and everything in between, one thing is clear: River is finding her voice, her confidence, and her community at Royce.

When Maggie Smith talks about her time at Royce, she does it with the kind of ease and honesty that makes you lean in. Now a 17‑year‑old senior, Maggie has been part of the Royce community since 2019 — more than half a decade of growth, friendships, and unexpected discoveries.

“I first came here when COVID started,” she recalls. “I remember doing virtual learning for a bit.” Like so many students navigating that strange moment in time, Maggie wasn’t sure what school would look like next. But when she transitioned into high school, she made a choice that surprised even her family.

“Instead of going to Savannah Arts like my sisters, I decided to stay here,” she says. “I really enjoyed the teachers and how they were understandable.”

For Maggie, that connection mattered. At her previous schools, she remembers teachers being kind, but not especially memorable. “They were sweet, but I only remember one or two of them,” she explains. “Here, it’s different.”

What stood out most was the environment — calm, welcoming, and free from the social pressures that can overwhelm so many students. “I preferred my time here because there was no bullying, no drama going on most of the time. It was nice.”

Maggie also found herself drawn to the academic opportunities that felt fresh and engaging. “I liked the history classes, like Heroes and Villains — and all that jazz,” she says with a smile. “I liked how enthusiastic the teachers were about their jobs.”

That enthusiasm, she says, made learning feel alive. It made school feel like a place she wanted to be.

As Maggie prepares for graduation, her story reflects what so many students discover at Royce: a place where they can feel safe, seen, and supported — and where teachers show up every day with genuine passion for helping students thrive.

Maggie Smith
Royce Senior, Class of 2026

Fourteen‑year‑old Daudi Warner has been part of The Royce School for nearly three years — long enough to feel the difference a supportive environment can make. When he talks about his experience, he does so with a mix of honesty, humility, and quiet confidence that reflects just how far he’s come.

“I like that I can learn things my last school didn’t really teach,” he says. “And I can use my learning skills to teach myself and others, and understand the ways of learning.”

For Daudi, learning isn’t just about memorizing facts. It’s about understanding how his mind works — and discovering that he’s capable of more than he once believed.

One of the biggest areas of growth for him has been math.

“Honestly, I didn’t know some of the equations and stuff before,” he explains. “But now I’m starting to get the hang of it. Even though it’s hard, I use ideas I’ve learned in the past to help myself.”

That persistence — that willingness to keep trying even when something feels challenging — is one of the qualities that shines brightest in Daudi.

Outside the classroom, he’s found a creative home in art club.

“I’ve always loved art,” he says. “I like showing the younger kids how to use different techniques.”

His creativity doesn’t stop there. At home, Daudi draws on Procreate, designs his own video games in Roblox, and uses Blender to create 3D art. He’s a student who sees the world in shapes, colors, and possibilities — and he’s already building the skills to bring his ideas to life.

But Daudi’s story isn’t just about academics or art. It’s also about belonging.

Before coming to Royce, school was a painful experience.

“I felt picked on every single day at my old schools,” he says. “When I came home, I felt sad.”

He worried the same thing would happen when he arrived at Royce. But it didn’t.

“When I came to Royce, no one made fun of me.”

That shift — from feeling targeted to feeling safe — changed everything. It gave him space to grow, to learn, to connect, and to trust that school could be a place where he was valued.

“What Royce means to me is that I can express how I learn and think,” he says. “And I can use those learning and thinking skills to teach myself and others.”

In his own words, Daudi captures the heart of what makes Royce special: a community where students are understood, supported, and encouraged to become the best version of themselves.

And as he continues to explore math, art, game design, and leadership, one thing is clear — Daudi is just getting started.