Having my younger brother, Joe Cloonan (Class III), at Nobles turns the school day into a shared experience. I get to guide him through his classes and tell him the little stories only someone who’s been here would know, while watching him figure out his own path and make friends along the way.
For older siblings like Jameson O’Neill (Class II), having a younger brother, Jackson O’Neill (Class V), at Nobles provides a built-in support system. “It’s a positive impact to be able to talk with him about my day, and he understands. If I were talking to a sibling who didn’t go here, they wouldn’t really understand what I meant. Now we’re like, ‘Oh, did you see this in assembly?’ and he gets it. There’s a bond,” he said. Beyond this bond of shared experiences, older siblings often share their wisdom with their younger siblings, describing how to navigate classes and assessments. O’Neill said, “I think it [having a sibling] gave him an advantage when he was applying. I gave him the tips and tricks for the same middle school exam and helped him study.”
Despite their close bond, O’Neill pointed out that his and his brother’s interests are quite different. “I do more in the music world, playing piano, and I’ve been more focused on football. He’s been more focused on baseball, so sports-wise we’re into different things,” he said. As a result, the two have built separate communities and identities at school, showing that being siblings does not mean pursuing the same interests. Echoing this point, Ella Campbell (Class II) said, “Just because you’re siblings doesn’t mean your experiences are the same.”
For younger siblings, having an older sibling can make the early days feel less overwhelming. Jason Douglas (Class II), who arrived at Nobles after his older brother, Noah Douglas (N ’25), explained how having a sibling eased the social transition into school. “It definitely made it a lot easier to transition in my first year here. I already had a group of friends here because I was close to his friends. It took a lot of the stress off,” Douglas said. That support also extended to practical advice, much like the O’Neill brothers. “[Noah] always told me which classes were tricky to take. Sometimes it helps knowing which teachers are hard,” he said.
Sibling dynamics extend beyond academics to identity and personal growth. Both Douglas and Reid Klevens (Class VI) described how siblings forged their sense of self. Douglas said, “I think who I am as a person is largely based off [my brother]. He introduced me to a lot of music and stuff I like. I’d attribute a lot of who I am as a person to him, not just who I am at Nobles.” Similarly, Klevens reflected on the impact his two older sisters, Talia Klevens (Class II) and Sasha Klevens (N ’25), had on him. He said, “They shaped me a good amount, because they helped me learn things that make it easier as I go through Nobles.” At the same time, students emphasized the importance of independence. Klevens said, “I wouldn’t say I try to make myself different on purpose, but I’m also not trying to follow in their footsteps.”
Athletics and extracurriculars can heighten the expectation of living up to a sibling’s legacy. Kennedy Gallagher (Class III) described the pressures created by the athletic success of her older sister, Maya Keenan-Gallagher (N’18). “My older sister played field hockey, basketball, and lacrosse, and was varsity [in] all three [sports during] her freshman year, and was captain junior and senior year. There was definitely pressure athletically because of that,” she said. Gallagher also spoke about the benefits of teacher relationships and familiarity. “A lot of teachers had my siblings, so they already know me,” she said. “My advisor was my older brother’s [Jonah Keenan-Gallagher (N’22)] advisor, which is really cool. Having someone who mentored my brother also mentor me is special.”
Sibling dynamics are complex and highly individualized. They often include a mix of guidance and personal expectations. “Just because one sibling had a certain experience doesn’t mean it’s the same for the other. Siblings learn differently from each other,” O’Neill said. The overall consensus is clear that while siblings provide a unique lens into the Nobles experience, each student’s path is their own.
