Lucy Wyche Murray

Studies in Education '26

Bank Street changed my perspective on the world, built my confidence around advocating for social justice, and deepened my knowledge about teaching children in progressive settings.

Lucy Wyche Murray chose Bank Street’s Studies in Education program because it gave her the freedom to build a graduate experience around her own goals rather than a conventional teaching track. Since she and her husband always planned to return home to North Carolina, she didn’t need New York State licensure, freeing her up to shape her degree around a different kind of career.

“The Studies in Education program made the most sense for my situation, since I knew I could pick classes that would support my work in museums and alternative education settings. My advisors supported and encouraged those specific goals rather than steering me toward a more traditional path, and I am forever grateful that I made this decision. My experience at Bank Street truly changed my life.”

Her decision to attend graduate school began with a seed planted years earlier when a professor at Meredith College, where Lucy studied child development, mentioned that she was a Bank Street graduate herself and thought Lucy would be a good fit for the school. The idea didn’t take hold right away, but it stayed in her mind. Lucy spent several years teaching, and then working as an early childhood specialist at Marble’s Kids Museum, work she loved but that eventually left her wanting to dig deeper into questions of equity and advocacy.

“Grad school wasn’t in my plans, and neither was moving to New York, since I had never lived outside of North Carolina. I was incredibly passionate about my work at the museum, yet I felt like I still had more to learn about social justice for children and how to best serve and advocate for the families I worked with. One day, without too much thought, I decided to just apply to Bank Street. I wasn’t sure what was going to happen, but I knew I needed to try.”

Once she was accepted, Lucy found her footing quickly, first through a campus visit and then by settling into New York life.

“I panicked a bit, because moving to New York was not part of my plan. I visited campus and attended a Bank Street conference about building education and democracy, and I felt right at home,” she said. “I applied to live in a non-profit dorm in Harlem and to become an associate teacher at Bank Street School for Children, and when both came through, I knew all the pieces were in place. My husband agreed to come on this adventure, and we packed our things and moved.”

The most significant learning happened in her supervised fieldwork at the School for Children, where she taught in a 4/5s classroom and was given real ownership rather than just an observer’s seat.

“I had the incredible gift of working with Anne Tobias, a veteran teacher with over 19 years of experience. Her gentle nature, passion, deep knowledge, and love for children was inspiring. I watched her build curriculum, interact with children, and communicate with families,” Lucy said. “And she gave me the autonomy to fully teach in the classroom myself. I wrote full reports, led conferences, and performed everyday teacher duties. My supervised fieldwork advisor, Mollie Welsh-Kruger would come in and observe, get to know our children, and provide a sounding board and helpful feedback surrounding classroom needs. I felt supported, connected, and respected by my mentors.”

Another valuable part of supervised fieldwork was her Wednesday night conference group.

Lucy said, “This was an opportunity for me to meet with my advisor and eight other teachers and grad students. We had time to discuss classroom management, strategies, ask for advice, share feelings, and celebrate wins. I was grateful to have this time and I quickly became part of a community.”

That sense of ownership carried into her Integrative Master’s Project, where she turned a personal passion into something built for other educators to use.

“Prior to Bank Street, I had been certified to teach yoga to adults and babies. With encouragement from my advisor, I created a comprehensive yoga curriculum for four- and five-year-olds that can be used in schools or museum settings. This work helped me understand what I am truly capable of and gave me something I could offer to other educators.”

After she graduated in May 2026, Lucy and her husband moved back home to North Carolina, and she’s now pursuing a path that puts what she learned at Bank Street to work.

“The relationships I built, and the children and families I worked with, are something I will treasure for a lifetime. I hope to bring new ideas, perspectives, and advocacy practices from Bank Street back into my work with children.”