Imagine walking down the hallway and seeing your younger sibling clowning around with their effie friends. Although this might seem like a nightmare, this is the reality for many students, such as Bareen Abdulrahman, ‘26, and her younger brother Payan Abdulrahman, ‘30, who walk the same halls at WHHS.
However, for Bareen Abdulrahman, going to the same school as her little brother is not just about convenience; it’s about connection.
“I loved the fact that I had already built such a connection with my teachers, so when he came here, I could show him what I do and what he could do too,” Bareen Abdulrahman said.
Having a sibling already “in the system” can mean walking into classes where teachers already know your last name.
“I can rely on [my siblings], because they know a lot about the school and they know the teachers,” Payan Abdulrahman said. “Some of my teachers knew [my siblings], and they kind of helped me out in some classes that I have.”
Along with providing an extra push in school, sharing a school strengthens sibling connection. Seeing siblings in the halls, driving to school together and sharing jokes about classes can forge an unbreakable bond that they never knew was possible.
Audrey McFarland, ‘28, shares these sentiments about her relationship with her younger sister Cecilia McFarland, ‘31.
“I feel like it makes us closer, because we have more to talk about, now that we go to the same school,” Audrey McFarland, ‘28, said.
Over time, what begins as a cautious mentorship transforms into something more natural: a shared rhythm.
“I think [having a sibling] gives me an unfair advantage over [my classmates],” Micah Namaky, ‘31, said. “I feel like it helped, because I kind of knew a little bit of what to expect, work-wise.”
That initial mentorship lingers throughout the year. From sharing study tips and work habits to offering advice about teachers, many upperclassmen find that helping their younger siblings navigate the school helps them grow.
“I [told my little brother] to make sure he’s using seventh grade and eighth grade to really prepare for high school, because I definitely think it was a big change, and I wish someone told me that,” Vivienne Hanjani, ‘28, said.
A familiar face can make the large halls of WHHS feel smaller. Oftentimes, to older siblings, being a role model can feel like a privilege and responsibility, rather than a burden.
“I love both my brothers; I am so glad that they’re both at Walnut, ” Bareen Abdulrahman said. “I’m really worried for college, because I don’t know how my little brother will be here without us, and I won’t see him in the halls [anymore].”
For some students, the story plays out differently; what feels like comfort for one sibling can feel like a challenge to another. While having a sibling around to serve as a confidant and provide a helping hand is a dream to some, it’s a nightmare to others.
“She is very unique, and she has her own way of doing things, so I knew she wasn’t going to listen to me,” Audrey McFarland said.
Instead, they may choose the path of independence, deciding to navigate the school on their own terms — rejecting the extra guidance.
“I think originally I wanted to [set an example], but he likes to be independent, so that quickly faded, and we kind of went our separate ways,” Sam Namaky, ‘27, said.
While some people think it can be fun to go to school with your siblings, there are some downsides.
“There’s pros and cons [to going to the same school],” Sam Namaky said. “We have more things to talk about outside of school, but at the same time, we sort of fight what happened.”
While not every sibling dynamic is the same, one aspect that does not vary among many WHHS sibling relationships is the unwavering love and hope for each of their siblings’ success.
“[My favorite thing] is seeing him grow up and become himself,” Eva Sarembock, ‘28, said. “I love hearing that he’s met all of my friends and that they love him, [and] [it’s] nice having him around and knowing that he’s in the building.”