For most students, the math wing is a place of logic, variables, and rigid equations. But for Math Teacher Pete Slaski, who returned to the School in January after several weeks of medical leave, the classroom represents something much more personal: a community.
After a period of recovery that kept him home and isolated, Slaski is back behind the desk, and he couldn’t be happier. In a recent interview with The Gator, he discussed the challenges of being away, the nerves of returning, and why the community made his recovery a little easier.
For an educator with over 20 years of experience, being sidelined was an exercise in boredom.
“I was at home for several weeks,” Slaski said. “I was really bored. I’m a very social person, so I’ve chosen a career that allows me to be social all the time… I missed the interaction with other people.”
The students felt the absence just as much. Brooks Neufeld ‘26, a senior in Slaski’s AP Statistics class and a long-time advisee, noted that while the transition was handled well, Slaski’s presence was a missing piece of the school’s welcoming environment.
“I definitely missed him,” Neufeld said. “I missed seeing another person that I know on campus. Without him, there was a part of the community that was missing.”
During Slaski’s leave, the class was covered by Math Teacher Caleb Adams. With Slaski now back in the classroom, students say his familiar teaching style has returned, too.
“Mr. Slaski is great for examples,” Neufeld said. “He’s always going through practice problems and you get this great understanding of how to do all these different problems all because of it.”
While recovery required physical rest, the mental toll of isolation was the hardest part. Slaski noted that he thrives on the daily relationships built with colleagues and students alike. Coming back wasn’t just about returning to a job but about returning to his social ecosystem.
Despite having taught at the School for 15 years, Slaski admitted to a few “first-day jitters” upon his return. He credited Head of School Judith Guild for helping him navigate the initial anxiety of stepping back into the flow of a busy school day.
“Everyone made me feel very welcome,” Slaski said. “The nervousness and anxiousness I had about returning went away almost immediately because I just felt comfortable.”
Initially, the plan was for Slaski to ease back into things by observing Adams. But the “teaching itch” was too strong. Within a short time, he was back in front of the whiteboard. “It’s kind of like riding a bike,” he said. “Once I was up in front of the class, I was like, ‘Oh yeah, I remember how to do this.'”
Perhaps the most touching part of his journey was the support he received while in the hospital. Slaski highlighted the special nature of the community, noting that a handful of students took it upon themselves to write him “get well” cards.
“It was something that they kind of did on their own without being prompted,” Slaski said. “Little things like that went a long way in making me feel better.”
In fact, his doctors originally suggested he stay home until late January or February. However, the school’s welcoming environment was too strong to ignore. Knowing he was returning to friendly faces allowed him to push for an earlier return.
While there are still minor hurdles, like catching up on how specific units like factoring were taught in his absence, Slaski is settling back into his rhythm. As the semester continues, the math wing feels a little more complete with a familiar face back at the helm.
