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Admission Process

The Hamlin School practices need-blind admissions, meaning financial status plays no role in our acceptance decisions. Our priority is building a community that reflects our values and mission.

 

Families begin the Hamlin admission process by joining us for a weekday tour. Throughout the admissions season, we also host a variety of events that offer additional opportunities to get to know our program and community. 

 

The process comes to a close in mid-March when independent  schools in San Francisco release their decision letters. 

 

The Hamlin School admits students of any race, color, religion, disability, citizenship status, sexual orientation, gender expression, and national or ethnic origin and accords to them all the privileges, programs, and activities at the School. It does not discriminate on the basis of race, color, religion, disability, sexual orientation, gender expression, citizenship or national or ethnic origin in administration of its educational policies, admission policies, financial assistance programs, athletic and other School-administered programs.

 

 

Gender Inclusion at Hamlin

 

You may be wondering why gender inclusion is relevant and important at an all girls’ school. Hamlin students identify and express their authentic selves in many different and beautiful ways. At Hamlin, we believe that gender is defined by how one self-reports and lives. Thus, if a family is raising a child as a girl and the child identifies as such, we would accept her application to Hamlin regardless of assignment at birth.

 

If a family is raising a child who was assigned female at birth and comes to understand their gender as non-binary, then the child would be welcome to apply.

Applying to Kindergarten

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Applying to Grades 1-7

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FAQ's

Visit our Frequently Asked Questions page to learn more about Hamlin and the admission process.

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Contact Our Admission Team

 

Dear Hamlin Community,

I write this on the cusp of my eighth year as a trustee and my daughter Olivia’s eighth-grade year. For her, this marks her final year on campus before becoming an alumna. For me, it marks my final year of service as both Board Chair and trustee. And while Olivia's time at Hamlin nears its close, our family's journey continues with my youngest daughter, Juliette (‘28). Few moments invite reflection like preparing to say goodbye while knowing you still have time left.

When I think about what has brought us to this moment, one feeling rises above all others: gratitude. Gratitude for the friendships formed, for the partnerships with Wanda, the leadership team, and my fellow trustees, and for the extraordinary faculty and staff who bring this school to life each day with intention, care, and heart, whether in the classroom, in the hallways, or in the quiet moments in between.

Serving this community is one of the great privileges of my life. Over the past eight years, I had a front-row seat to the countless acts of generosity, leadership, and care that make Hamlin extraordinary. I watched trustees, faculty, staff, parents, grandparents, and alumni step forward time and again in service of something larger than themselves. Their example reinforces my belief that the true strength of Hamlin is not found in any one individual, but in a community that shows up for one another and for the generations of girls who follow.

At Hamlin, transitions are marked by traditions. From the first time your child puts on her plaid dress for the first day of school to the last time she wears her uniform at graduation. From sharing what she is thankful for at the Thanksgiving Assembly to walking across the stage to receive her diploma. From presenting her fourth-grade Jan Micha Influential Women project to taking her final bow in the eighth-grade musical. From catching her first yellow tie as a rising fifth grader to dropping her maroon tie at her final Tie Drop.

Each of these moments carries its own quiet weight. And yet it is precisely these traditions that steady us, anchoring us in something continuous and shared. They remind us of the enduring values, legacy, and spirit of Hamlin. They tether us to a community built on connection, courage, and joy. They bridge generations of girls and remind us that Hamlin's story continues long after our own has ended.

While our individual seasons here are finite, we are all entrusted with caring for this community and helping shape its future. That sense of shared responsibility is what I carry into this final year, and what I hope each of us carries forward. In that spirit, I invite you to:

       Embrace the chaos of the morning routine.
       Hold tight to the girl who still hugs you on campus.
       Reach out to a family you have yet to meet.
       Consider the role you want to play in Hamlin's story.

As next spring approaches and this chapter of service to Hamlin draws to a close, I am grateful for all that this community has given my family and me, and confident in its future. The Board is strong and deeply committed, the school is vibrant and thriving, and our shared work continues to be guided by our mission, purpose, and love for Hamlin. Our mission has never felt more relevant, and the school has never been better positioned to live it.

For my family, our decade at Hamlin will always be defined by meaningful relationships, deep engagement, and abundant gratitude. The friendships we formed, the lessons we learned, and the privilege of serving this community shaped us in ways we could never have anticipated. I cannot imagine a better school to have spent this chapter of our lives.

Whether you are just beginning your Hamlin journey or nearing its end, let this year be a reminder of the beauty in the traditions that ground us, the strength of community that sustains us, and the importance of always leading with love.


From my family to yours,


Kelsey Lamond
Chair, Board of Trustees

 

 

 

As a culminating class project, Grade 8 students collaborate creatively on a scripted or devised performing arts production to perform for the Hamlin community in June before their graduation. This musical production offers students an opportunity to develop and share their skills in music, dance, acting, technology, and visual design (with set, props, costumes, and lighting) while bonding together as a class. Students work on their performing arts project over the course of the spring semester. These annual Grade 8 musical productions are based on meaningful content aligned with Hamlin’s mission and Creed and have been a favorite school tradition.

 

Intentionally placed in the middle of our 2-year U.S. history curriculum, Grade 7 students spend a week in Washington D.C. to explore our nation's capital, learn more about our federal government, and connect with the city and each other. Highlights include visits to important sites such as the U.S. Capitol Building, national museums, and the National Mall, as well as an alumni panel of Hamlin graduates who now live and work in Washington DC. 

 

In our Grade 6 Rise to the Challenge capstone project, students work in small teams to explore different ways in which Hamlin students can identify and meet the challenges of their time at school. Teams create a proposal letter about their selected challenge, and collaborate on a creative component for a capstone group presentation (film, podcast, theatrical performance, etc.). Goals of this project include practicing teamwork and project management, thinking deeply about the Hamlin experience, celebrating what works well and providing constructive feedback on making our school better, expressing ideas through creative and meaningful formats, and building confidence in public speaking and presenting.

 

Our Grade 5 Entrepreneurship Capstone Project immerses students in the world of small business and product creation as they ideate, build, and manage their very own small businesses from start to finish. Students gain an understanding of what it takes to create a business and the role female entrepreneurs play worldwide. As part of this project, students work in small teams to submit a business proposal, develop a product, gain hands-on experience in marketing, budgeting, customer research, and cost/profit modeling, and apply for a "micro-loan" to help fund their startup materials. At the end of the year, students "sell" their products at our Capstone Market!

 

 

 

 

 

 

 

The Jan Micha Influential Women in History Program is a way for Grade 4 students to learn about women who have made significant, positive, and often overlooked contributions that have changed the course of American herstory. Research, public speaking skills, and learning about different experiences through influential women’s stories are core principles of this project. Originally called the Famous American Women Program, it was renamed in 2015 to honor one of the program’s founders and beloved member of Hamlin’s faculty for over 30 years, Jan Micha.

Our Grade 3 students embark on an immersive, year-long journey through the diverse landscape and history of the Golden State. This interdisciplinary capstone project centers on "stories from the land and the people," moving beyond traditional dates to explore the often untold narratives of California’s Indigenous People and the lived experiences of immigrants. Through a blend of student-centered research, collaborative small-group work, expository writing, and excursions to historically significant state landmarks like Angel Island, students sharpen their mapping skills and utilize modern technology to analyze how geography and resources have shaped human movement over time.

 

In this vibrant interdisciplinary capstone project, Grade 2 students dive deep into the heart of San Francisco to explore what it truly means to be a member of a community. Through the lens of our beautiful “City by the Bay," students work in small groups to research the rich history, cuisine, activities, and community resources of neighborhoods beyond their own, sparking a lifelong curiosity for local exploration and beyond. This journey takes them far beyond the classroom as they navigate public transit to visit landmarks, secure their first library cards, and tour City Hall to lay the foundation for future civic studies in Sacramento (Grade 4) and D.C. (Grade 7). The adventure culminates in a creative fusion of geography and engineering: students master cardinal directions by mapping neighborhoods and collaborate with our Maker teacher to 3D-print iconic SF landmarks. Whether through a custom travel brochure, digital video, or other final product that changes from year to year, our students emerge with a profound sense of place and a collection of materials and learning that showcases their growth as urban explorers and engaged citizens.

In Grade 1, students begin the year by exploring identity. They learn about themselves, their families, and what makes each person unique. This foundational work helps students build a strong sense of self and develop empathy for others.

 

Building on this understanding, students then engage in a project-based study of their community and neighborhood. They begin by observing their surroundings and generating their own questions about the people, places, and living things around them. From these explorations, students develop topics based on their interests, such as caring for the environment, supporting people in need, or making their community more inclusive.

 

Guided by questions like What does our community need? Who or what needs our help? How can we make a difference? students investigate their ideas through real world experiences. They go out into the neighborhood, interview community members and local experts, and work in small groups to deepen their understanding.

 

The study culminates in meaningful action. Students design and carry out projects that contribute to their community in authentic ways, such as creating awareness campaigns, organizing donation drives, building solutions, or sharing their learning with others. Through this process, students see themselves as capable, compassionate community members who can make a real impact.

 

Every spring, our Kindergarten classes begin their Emergent Units. The themes of these units are completely student centered, different between the classes, and vary every year. Themes are based on class discussions around interests and curiosities. Once the theme is determined, homeroom teachers get to work connecting with outside specialists and our in-house specialist teachers to integrate local and diverse activities and guest experts to heighten the learning experience. The culminating project is then shared with the larger community through performances, public speaking, and interactive, hands-on opportunities.

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