The recent decision to add new AP classes has stirred strong feelings in our community. Some families welcome the expanded choices, especially in the humanities, while others, students and teachers in particular, are concerned about added stress and pressure. But rather than treating this as a debate between rigor and wellbeing, we could use this moment to clarify what we really want for our students. Adding options is not the problem; it’s the perception that more APs equals better outcomes that drives anxiety and competition.
The pressure to take more AP classes isn’t coming from one source alone. It’s a culture we, as parents and a broader system, have helped create. Somewhere along the way, “more APs” became synonymous with a “better college application,” and that mindset has trickled down to our students. They’re not necessarily enrolling in these classes out of intellectual curiosity, but to check every possible box they think colleges want to see.
We need a culture shift. The reality is that admission to a top-tier university is extraordinarily competitive, and yet almost all Piedmont graduates go on to find a college that’s a great fit for them. Should our kids be sacrificing their mental health, sleep, and joy in learning just to chase a name? Why can’t it be acceptable, even healthy, to take fewer APs, focusing on the subjects that genuinely interest them?
If this debate leads to a broader community conversation about balance, wellbeing, and what real success looks like, it could be one of the most meaningful outcomes of all.