In Social Sciences for Social Problems, learning rarely begins with answers. Instead, it starts with questions—posed by students, shaped through discussion, and tested against the realities of the world beyond the classroom walls.

Designed as an interdisciplinary exploration of economics, sociology, psychology, political science, anthropology, and history, the class affectionately known as 3SP reflects a core belief of a Sacred Heart education: that knowledge is not an end in itself, but a call to engagement, reflection, and action. Students are invited to examine how systems of power, inequality, justice, and belonging shape human experience and understanding of the American Dream. 

The yearlong elective for Third and Fourth Academics is led by Upper School History teacher Mike Pozniak. A teacher for more than 20 years and now in his fifth year at Stone Ridge, Mr. Pozniak draws on his own experience in education, his time with Catholic Relief Services, and his grounding in Catholic Social Teaching to bring a unique perspective to the course. Since assuming leadership of the course in 2021, student enrollment has tripled—a testament to 3SP’s resonance and relevance.

For Mr. Pozniak, the course’s greatest value lies not only in what students learn, but in how they learn it. He describes the class as intentionally discussion-driven, with students regularly facilitating conversations and guiding inquiry. “You don’t need to know what I think,” he tells them. “You need to come to your own conclusions.”

“When you get students talking to each other, that’s where the magic happens.”

-Mr. Mike Pozniak, Upper School 3SP and History Teacher

This approach surprises many students at first. Fourth Academic Abigail F. ’26 recalls expecting a highly structured class with a fixed agenda. Instead, she found a learning environment that adapts to student curiosity. While the rhythm of each class remains consistent—prepared readings, small-group discussion, and whole-class dialogue—the content evolves based on the questions students bring into the room. 

“If we’re really interested in something, Mr. Pozniak lets us examine further,” she explains, noting that the class often pauses planned material to research emerging questions together. What stands out most, she says, is that “every day is unique, and every day is interesting.” Third Academic Emma T. ’27 echoes this sentiment, “The discussions revolve around what we, the students, connect to, disagree with, question, or feel strongly about.” 

That flexibility is by design. Mr. Pozniak sees his role as creating the conditions for inquiry rather than directing outcomes. “When you get students talking to each other,” shares Mr. Pozniak, “that’s where the magic happens.” When discussions move beyond the prepared lesson, he welcomes it. In fact, he often reminds students that their insights shape the course itself, a dynamic that reinforces both intellectual ownership and leadership.

Nowhere is that sense of ownership more evident than in the course’s alignment with the Sacred Heart Goals, particularly Goal III: a social awareness which impels to action. Students don’t simply study systems in theory; they examine how those systems operate in real time. 

During the economics unit, students begin with foundational concepts—tax structures, welfare systems, and economic indicators—before grappling with income inequality and food insecurity. As national news emerged in the fall about potential cuts to SNAP benefits, classroom discussions took on new urgency. Fourth Academic Isabel B. ’26 realized just how directly the course material connected to current events. The overlap, she says, underscored “how relevant 3SP is to our world and systemic issues in society.”

For Abigail, those connections moved learning beyond awareness and into action. She points to the Fourth Academics’ decision to direct their Feast Wishes gift toward the Capital Area Food Bank, a choice she believes was shaped in part by conversations in 3SP. “The learning we do in class impels us to make changes in our world,” she reflects. 

“I know that in the future, as I move on to college, I will take this confidence with me to ask questions and share my voice.” 

- Emma T. ’27

Independent research projects further reinforce that mindset, asking students not only to analyze a social problem but to propose thoughtful solutions. In researching the gender wage gap, Abigail found herself reading congressional bills and examining why proposed legislation had stalled—an experience that expanded her understanding of both policy and possibility.

The course’s emphasis on dialogue also plays a critical role in developing student voice, particularly within an all-girls environment. Many students describe 3SP as a space where disagreement is not something to avoid, but something to navigate with care and confidence.  Students are empowered to speak candidly, test ideas, and refine their thinking aloud. Healthy debate is not only welcomed—it is expected.

“It has helped me use my voice with more confidence because it has made me less afraid to share my opinion,” says Bridget H. ’26. Because all perspectives are welcomed, students learn to engage respectfully across differences and to trust their own voices. “Mr. Pozniak encourages everyone to speak,” shares Bridget. “This openness has allowed me to find more confidence in my public speaking skills and second-guess myself less.” 

Those skills, Mr. Pozniak believes, are essential preparation for what comes next. He often reminds students that they are on the verge of entering college classrooms and civic life, where difficult conversations are inevitable. Rather than telling them what to think, he focuses on helping them articulate why they think what they do—and how to support their perspectives with evidence. 

“I always say to them, you're walking onto a college campus next year. What conversations are you going to have about this, and what are you going to say to somebody who disagrees with you? What evidence are you going to provide?”

Students recognize the long-term value of this approach.

“I know that in the future, as I move on to college, I will take this confidence with me to ask questions and share my voice,” says Emma.

Bridget describes 3SP as a preview of college-level social science courses, offering exposure to multiple disciplines while cultivating critical thinking skills she expects to carry into her future career. Isabel echoes that sentiment, noting that the course has helped her learn how to engage thoughtfully with people who hold different views—an ability she sees as increasingly important beyond Stone Ridge.

Students leave the course not only with a clearer sense of potential academic pathways, but with a deeper understanding of justice, dignity, and belonging—and of their own capacity to contribute meaningfully to the world around them.

Ultimately, Social Sciences for Social Problems reflects a broader truth about a Sacred Heart education: that leadership is cultivated not through certainty, but through curiosity, courage, and care for the world. In a classroom where students lead discussions, challenge assumptions, and connect learning to lived experiences, they are practicing what it means to be informed, compassionate, and engaged—exactly the kind of leaders Stone Ridge forms. ❤