They were serious, of course, and everyone respected them, but for my family they also carried a sense of great adventure.

I have been very fortunate when it comes to hurricanes. I never experienced catastrophic personal damage or moments where I truly feared for my life.

Instead, most of my memories involve the aftermath: cleaning up fallen branches, helping neighbours clear driveways and spending long days without electricity while everyone tried to adjust.

In Bermuda, storms become a shared experience – no one goes through them alone.

One of the hurricanes that stands out most in my memory is Hurricane Fabian in the early 2000s.

Anyone who lived in Bermuda during that time remembers it. Fabian was one of the island’s deadliest storms, and it left a deep mark on the community. For me, though, the strongest memories are not of the storm itself, but of the long, exhausting aftermath.

At the time, I was living in St George’s. After the hurricane passed, the Causeway was damaged and unsafe, meaning we were effectively trapped in ‘God’s Country’ for days. If you worked anywhere west of the airport back then, there was no going to work for a while for you.

I vividly remember walking out to the western edge of Ferry Reach, where we lived, looking across at Coney Island, and thinking that – if push came to shove – I could always swim to the other side.

The nights were uncommonly tedious; without power or air conditioning, the heat became unbearable. I remember lying awake in the darkness, sweating, unable to find enough comfort to ever fully fall asleep. The air felt heavy and suffocating.

Humans adapt

After several nights of little sleep, every day blurred together. It felt like living inside a haze for almost two weeks. Everyone was exhausted all the time. You would wake up tired, move through the day tired, and somehow still struggle to sleep again at night.

Daily routines became physical work. We had to climb down into the water tank to collect water for washing and cooking. Meals were cooked outside on a gas barbecue set up on the porch. Even simple things like bathing or making tea required planning and effort. At first, it felt inconvenient, but after a while it simply became normal. Human beings adapt quickly when they have no other choice.

Another thing I remember about Fabian was the emotional atmosphere afterward. Everyone seemed drained, moving slowly, just trying to get through each day until life returned to normal. Yet even during that difficult time, people helped one another constantly. Families shared food, checked on neighbours, and worked together to clean up debris. Hurricanes in Bermuda have a way of reminding you how connected everyone really is.

Another storm I remember vividly was Hurricane Emily in the late 1980s, when I was in high school. Again, the aftermath became the memorable part. Electricity was out across the island for weeks. School technically reopened at some point, but attendance was almost optional because everyone was dealing with the same struggles at home.

When students did show up, nobody cared about uniforms or appearances anymore. People came dressed however they could because there were no washing machines running, no irons, and often no proper showers. We were all washing with dipped tank water; doing the best we could. It created a strange sense of equality. Everyone looked tired, rumpled, and sunburned, but nobody judged anyone else because we were all living through the same conditions.

Simpler living

Despite the inconvenience, I also remember a surprising sense of freedom during those times. Normal routines disappeared, and life slowed down completely. Without television, computers, or constant distractions, families spent more time together. People sat outside talking for hours. Children played games outdoors until dark. Neighbours visited one another more often. In the wee hours, when it was too hot to sleep, and no internet to doom scroll to, I picked up a book and read with the aid of a flashlight. In a very real way, hurricanes force people to reconnect with simpler living, and that’s not a bad thing.

Of course, I do have hurricane memories that are not about ‘hardship’. When my son was a newborn – in late 2014 – another storm passed through Bermuda. I remember taking a picture of him asleep during the height of the wind and rain. I posted it online with the caption, “Was there a storm?” because he slept peacefully through the entire thing without a clue about the chaos outside.

Another memory that makes me smile happened after a more recent storm in St George’s. The Causeway was closed again, so we could only explore our parish. Once the weather calmed slightly, we drove around St David’s just to assess the damage and see how the area had fared. Trees had dropped fruit everywhere across the roads. Avocados, coconuts, oranges – they were scattered all over the place.

We ended up filling an entire garbage bag with avocados we found lying in the street. It felt almost surreal, driving around collecting ‘street fruit’ after a hurricane. But moments like that capture Bermuda perfectly. Even after a storm, people find ways to turn hardship into adventure.

When I think about hurricanes now, I do not immediately think about destruction. I think about family. I think about survival, adaptation and community. I think about cooking outside, sharing stories by lantern light, checking on others, and finding laughter even when life becomes uncomfortable.

Hurricanes have taught me that people are more resilient than they realise – and that human connection will always be more important than personal comfort.

In Bermuda, storms are not only weather events; they are shared experiences that bring people together. For my family, hurricanes became times of bonding, adventure and learning how to live humbly for a while.

I’m not the only one with memories like these. Across Bermuda, countless families have their own stories of candlelit dinners, sleepless nights, cleanup crews and unexpected moments of joy after the wild winds have become gentle breezes once again.

The post Hardship – but a sense of freedom appeared first on RG Magazines.

From building ships that became world renowned for their speed and agility, to creating a culture that made the kid with the best ‘souped up’ Mobylette, Yamaha V50 or Suzuki RC100 a community celebrity – speed has played a big role in our national development.

These days, we are learning to be more responsible with speed. Things like discipline, focus and respect are being instilled in young riders through a very special programme offered by the Bermuda Motorcycle Racing Association Youth Academy.

Billy Dunn, vice-president and youth development coordinator of the BMRA, is passionate about racing – and determined to cultivate a strong respect for speed in the young people who attend the Youth Academy.

For Mr Dunn, the Youth Academy is about far more than racing and competition – it’s about building skills, character and opportunity.

The programme welcomes children as young as 5 or 6 and keeps them developing into adulthood. Before they even think about racing lines or lap times, however, young riders must first meet a simple requirement: they need to be able to physically handle the bike.

“We start them from the basics,” Mr Dunn said. “As long as they can manage the bike, we bring them in and build them up step by step.”

The steps are meticulously structured. Riders begin on 110cc four-stroke bikes before progressing through increasingly powerful machines, including 250cc bikes and, eventually, high-performance race bikes. The goal is steady, safe progression, ensuring that each rider develops the skills and confidence needed for the next level.

Life skills

Of course, there is more to racing on an asphalt track than just being able to handle the machine.

“One of the biggest things we focus on is making sure the kids understand everything around the sport,” Mr Dunn expounded. “Not just how to ride, but how the bike works, how to take care of it, and how to communicate with their team.”

Communication is a key focus. On the track, as well as in life, there is rarely a more powerful skill to have than the ability to communicate well. Within a racing team, the relationship between the rider and the mechanic is critical: a rider must be able to describe how the bike feels (what’s working, what isn’t) so that adjustments can be made.

“That ability to communicate clearly is huge,” Mr Dunn said. “It teaches them how to express themselves and work as part of a team.”

Students enrolled in the BMRA Youth Academy are introduced to mechanics, fitness and interpersonal skills that translate far beyond the track.

“We mentor them,” Mr Dunn said. “We teach life skills, health and fitness, and discipline. These are things they can carry with them wherever they go.”

Motorsports are often associated with speed and adrenaline, but behind every fast lap is a high level of control and concentration. According to Mr Dunn, these are among the most important lessons for young riders.

“With motorsports, you’re dealing with high speeds,” he said. “You have to be disciplined. You have to stay focused. Concentration is everything.”

For many young riders, patience is one of the hardest skills to master. The excitement of speed can be tempting, but rushing the learning process can be dangerous.

“Everybody wants to go fast right away,” Mr Dunn said. “But the best riders are the ones who take their time and really learn the fundamentals first.”

It’s a lesson that applies both on and off the track.

See the world through racing

A recent partnership with MIR Racing in Spain has sparked plenty of excitement within the local racing community, because it gives young riders access to professionally designed training bikes, as well as a potential pathway to train and compete overseas.

BMRA students who show exceptional promise may now travel to Europe, including Spain and Italy, widely regarded as the epicentres of elite motorcycle racing.

“These are the places where top riders are developed,” Mr Dunn said. “Now our kids have the chance to be part of that system.”

This link also brings credibility to the local programme and aligns Bermuda’s development pathway with internationally recognised standards.

These strides have resulted in growing interest in the Youth Academy, which had to turn away candidates in its first year, because there were only seven bikes. Now the resources and access are expanding, so growing numbers of riders can come aboard – and they are quite enthusiastic!

“The response has been great,” Mr Dunn exclaimed. “It’s growing faster than we expected!”

Among the current group are several young riders already showing significant potential. While still early in their development, their progress suggests a promising future for Bermudian motorsports.

The BMRA’s long-term vision extends far beyond individual success stories. They want to build a sustainable motorsports ecosystem – one that includes not only riders, but also mechanics, engineers and team managers.

“We want to teach them how to run a race team,” Mr Dunn said. “Not just ride, but everything that goes into it.”

A school-based initiative has started at the Berkeley Institute and aims to expand to other schools soon. The Motorcycle Safety and Racing Club has garnered a great response from students, with 16 showing up to the first session.

Ultimately, Mr Dunn wants to start an endurance racing competition within the schools, which would enable students to participate in different aspects of the sport. Some may choose to focus on riding, while others may gravitate toward mechanics, communications or team management.

“It gives everyone a role,” Dunn explains. “Not every kid wants to ride, but they still want to be involved. This gives them that opportunity.”

The BMRA Youth Academy programme will be showcasing some of their young riders at Motor Fest on June 28, and – who knows? – maybe some of the kids we see riding now will one day reach the top of the world MotoGP rankings.

That’s what Billy Dunn wants to see.

“Within my lifetime,” he says, “I’d like to see at least five Bermudian riders reach the top level of racing.”

The BMRA is currently making all the right moves to realise this special vision.

The post On the fast track… appeared first on RG Magazines.

I was pretty sure, even then, that these typically ‘blood relative titles’ were not being used ‘correctly’ – and it confused me a bit.

As I grew, however, I found that these ‘family ties’ were very advantageous, and that all the new people I’d meet along the way had similar ties. This, as we will see, was resistance.

Theodore Francis II was one those I would meet in the 1990s – well before he became an Associate Professor of History and Global Studies at Abeline Christian University in Texas, and one of Bermuda’s preeminent keepers of African history and culture.

I had the privilege of sitting and reasoning with Professor Francis over the impact that African culture has on the way Bermudians approach daily life today. He offered a powerful lens through which to understand African heritage – not as something distant or abstract, but as something deeply embedded in everyday Bermudian life.

“When we overstand African culture, and when we have the conversation, sometimes we want to think about this literal artefact – this literal thing – like, we cook chicken like this; some mans over in Nigeria or over in Ghana or Congo, cook chicken the exact same way. Therefore, one equals one – African culture,” he explained.

“But the more I’ve been thinking and reflecting on it – it’s not just the material aspects of African culture that we see today, but the immaterial aspects of it.”

His perspective challenges the common tendency to define culture only through visible, material expressions such as food, clothing or music. While these are important, he argues they are only part of the story.

Instead, Professor Francis emphasises what he describes as the immaterial aspects of culture: values, social structures, and ways of relating to one another that have endured despite centuries of displacement and oppression.

Kinship networks

At the centre of this is the concept of kinship networks. In many pre-colonial African societies, identity was not defined narrowly by the nuclear family, but by expansive networks of relatives and community members. These systems were foundational to political, economic and social life in great African empires such as Mali and Songhai. Even though enslaved Africans were violently stripped of their homelands and formal structures, these underlying principles of kinship survived.

In Bermuda, these traditions evolved into something both familiar and profound. It is seen in the way community members refer to close family friends as ‘cousin,’ ‘aunt’ or ‘uncle,’ regardless of blood relation. It is reflected in the strong emphasis on gatherings – whether for celebrations, church events or moments of mourning and reflection – where entire communities come together as one. These practices are often labelled simply as ‘Bermudian culture,’ but as Professor Francis points out, they are deeply rooted in African ways of being.

“That’s kinship network – and I feel that’s firmly African. That’s firmly African in a context of the middle passage slave trade piece, and the ways in which you’re trying to rebuild what’s lost. With the overstanding that within this West, the Americas, Caribbean, Latin America – wherever you drop us locationally – what our greatest strength was, was one another. Not necessarily the material environment, because we were brought here as objects of wealth for the system; we were considered property.”

This is an insistence on community as culture; and it is a critical insight. For generations, Black Bermudians have been told – implicitly or explicitly – that they lack a distinct culture, especially when compared to European traditions that are often held up as the standard.

Kilts, bagpipes, royal European lineages – these are easily recognized as markers of culture. Meanwhile, African-derived practices, especially those that are less tangible, have been overlooked or undervalued.

This imbalance is not accidental. It is the result of historical processes that sought to decontextualise African people from their heritage. Professor Francis references the idea that when people are disconnected from their cultural roots and taught to view themselves through an external lens, they may begin to devalue their own traditions. This phenomenon has had lasting effects in Bermuda and across the African diaspora.

Legacy of resistance

Yet, despite these challenges, African cultural continuity has persisted. It survived the Middle Passage, where enslaved Africans, thrown together from different ethnic groups, began to rebuild community under unimaginable conditions. ‘Shipmates’ became family. Shared struggle created new bonds. These kinship networks were not just a means of survival – they were a form of resistance.

In Bermuda, this legacy lives on. It is present in the rhythm of Gombey drums that make our bodies move instinctively. It is in the communal spirit that permeates and defines our neighbourhoods and social life. It is in the resilience and creativity of a people who, despite centuries of marginalisation, have maintained a strong sense of identity.

However, as Professor Francis notes, the issue is not whether these African influences exist – it is whether they are recognised. Many Bermudians grow up immersed in these cultural practices without explicitly identifying them as African.

“A fish doesn’t know that the water is wet,” he quips – which is a folksy way of saying that when culture is so deeply ingrained, it can become invisible.

This lack of recognition, however, has consequences. Without a clear understanding of the origins and significance of these traditions, it becomes easier to dismiss or undervalue them. It also limits the ability to build a sense of pride rooted in historical awareness.

So, what can be done to strengthen this connection and foster greater pride in our African heritage?

Education is a crucial starting point. Integrating African and Bermudian history more fully into school curricula can help young people understand the depth and richness of their cultural inheritance. This includes not only teaching about slavery but also highlighting the achievements of African civilisations and the ways their legacies continue today.

Indeed, teaching children why their mother’s friend becomes their auntie, and that indelible connection to the ways African civilisations built community in the past, can potentially spark tremendous pride.

The post African roots – Bermudian culture appeared first on RG Magazines.

Bermuda, it’s fair to say, was quite literally built by the hands of tradesmen.

Yet somewhere along the way, a perception took hold that working in construction was somehow less prestigious than working in the ‘white-collar’ world.

For Bermuda Housing Corporation chairman Christopher Famous, the idea that working in the trades is something to be looked down upon is truly distasteful.

“Working in the trades involves way more than simply working with your hands,” he pronounced.

“It is a combination of a lot of calculations, knowledge of materials, safe working practices, current planning codes, customer service, interpersonal skills and determination.”

In other words, construction is as much about brains as it is about brawn.

Whether it’s calculating load-bearing requirements, interpreting building codes, wiring a house safely, or troubleshooting a complex plumbing issue, tradespeople rely on technical knowledge and critical thinking every day. And when the job is done, the reward is tangible.

“When a tradesman can build something from scratch, or rectify an issue such as plumbing, it gives one an immense sense of pride,” Mr Famous said.

That pride is rooted not only in craftsmanship, but in contribution. Tradespeople leave a visible legacy in their communities. They build the homes families grow up in, the schools children learn in, and the infrastructure that keeps the island running.

Cultural shift

So why, in an island with such a rich building tradition, have so many young Bermudians steered away from the trades?

Mr Famous pointed to a cultural shift that began in the 1980s.

“About 40 years ago we were fed the dream – or lie – that all Bermudians could magically work in international business, or other white-collar jobs,” he said.

“Subsequently there was a societal shift that most young persons were no longer interested in learning trades.”

The result? A generation gap. Many skilled Bermudian tradespeople are now in their 50s and 60s and beginning to retire, creating a severe shortage of local talent across construction fields.

Compounding the problem is a lingering misconception: that tradespeople are not smart and do not earn good money.

“Both of which are untrue,” Mr Famous asserted.

In reality, skilled trades can be highly lucrative. “Electricians charge near $100 per hour,” he noted. Beyond income, learning a trade also empowers individuals to handle their own property maintenance, saving money over a lifetime.

If there was ever a moment for Bermudians to consider construction as a career path, it’s now.

“There is never a bad time to learn lifelong technical skills,” Mr Famous said. “One can earn a very good living.”

He also highlighted a strong and growing demand: many homeowners are seniors who are no longer able to carry out repairs themselves, while younger property owners may lack the practical knowledge to tackle maintenance work.

The result is what he describes as an “overabundance of work” in property maintenance and construction.

In economic terms, it’s a simple equation: high demand plus limited local supply equals opportunity.

For young Bermudians – particularly those unsure about a traditional academic route – the trades offer a viable, respected, and profitable alternative.

Mr Famous pointed out that pride in one’s work is also tied to self-sufficiency.

“When you can solve a problem, repair a home, or improve someone’s property, that’s more than a job – it’s a contribution to your family and community,” he said.

Hands-on training

One organisation working to rebuild the pipeline of local talent is Urban Construction Services.

Allanette Hayward, Director of UCS, echoed some of the challenges – with a focus on structural concerns around training and certification in construction.

“There are limited opportunities that offer career guidance, training and certification in the local construction field,” she explained.

Factors include a lack of vocational and community training, limited funding, non-Bermudians filling positions, and the passing of elders who once handed down trade knowledge.

Some opportunities do exist – including private tradespeople offering DIY classes, Bermuda College, and industry safety organisations. In addition, UCS has stepped in to provide hands-on, structured training.

“At UCS we provide hands-on training and certification. Programs are available with specific scheduling,” Ms Hayward said.

Importantly, the courses can be transferred for college credits and are recognised locally and internationally. That means students aren’t just learning how to lay bricks; they’re gaining credentials that travel with them.

Ms Hayward is especially keen to dispel the notion that construction is a narrow or limiting path.

“All trades are specific. Each trade requires skill. As technology evolves, the demands will require tradesmen to adapt with the changes,” she said.

Construction today increasingly intersects with technology, sustainability and advanced materials. Electricians work with smart-home systems. Carpenters use digital design tools. Builders implement energy-efficient solutions. The modern tradesperson must be adaptable and continuously learning.

“It is so many avenues,” Ms Hayward said. “Construction is a journey with many twists and turns. An individual must find a pathway, remain focused and committed.”

The benefits are far reaching – training in the trades makes individuals employable, builds confidence and develops lifelong skills. It can also open doors to related careers such as facility and property management, insurance assessment, teaching or international work. Transferable skills – problem-solving, project management, teamwork – are highly valued across industries.

Ms Hayward also noted that Bermuda has reached a point where “the vast majority of those with skills are guest workers,” while many young, unskilled Bermudians are not reaching their full potential.

To address this imbalance, she called for more support and funding for training avenues, as well as expanded apprenticeship and internship programmes that provide on-the-job experience.

For Mr Famous, pride in building Bermuda is inherent.

“I am a proud tradesperson who has been able to have steady income, build homes, and provide for my family from my skillset,” he shared.

That pride – a pride that is intertwined in the very fabric of what it means to be Bermudian – is something we MUST reclaim.

The post Constructing pride appeared first on RG Magazines.

Known for his artistry, discipline and dedication to live performance, Mr Bari left behind a musical legacy rooted in excellence and mentorship.

In the months following his transition, that legacy was transformed into action through the creation of the Tony Bari Scholarship – an initiative designed to support young musicians and help secure the future of live music in Bermuda.

The Tony Bari Scholarship is based at the Bermuda School of Music and was established primarily through the efforts of Mr Bari’s wife, Marlene Bicchieri.

Long-time friend and collaborator, Wendell “Shine” Hayward explained the award: “The Tony Bari Scholarship was set up primarily by Tony’s wife Marlene at the Bermuda School of Music. It is intended for a chosen student to receive private lessons at the school for the period that the funds would allow.” 

By focusing on private instruction, the scholarship addresses one of the most significant challenges facing young musicians: access to consistent, high-quality training.

The scholarship was officially launched in April 2024 during an annual International Jazz Day celebration that Mr Bari helped organise – a small piece of his vast musical legacy.

Mr Hayward continued: “It was launched at the Tribute to Duke Ellington in April of 2024 when we, Danji Productions, honoured Tony during our annual International Jazz Day celebration.” The setting was fitting, linking Mr Bari’s memory to an event that celebrates jazz heritage, live performance and musical excellence.

Preserving live music

For Mr Hayward, the scholarship is about far more than commemoration. It represents a necessary investment in the island’s cultural future.

“It is important to develop our next generation of musicians because it is the only way for us to preserve the future of live entertainment,” he said.

As technology reshapes how music is consumed, live performance depends on musicians who are trained, confident and given opportunities to grow. Live music has long played a central role in Bermuda’s cultural identity, from jazz ensembles and school bands to restaurant performances and community events.

Mr Hayward believes that without deliberate support, that tradition risks weakening over time. The Tony Bari Scholarship aims to ensure that talent is not lost simply because students lack access to resources.

Although the scholarship is still in its early stages, its impact is already evident. Mr Hayward noted that previous winner, Kijali Jean-Marie Caesar, is currently in college.

Before leaving Bermuda, Mr Caesar was deeply engaged in the local music scene.

“Prior to leaving for college he was playing with the Saltus Grammar Jazz Band under my direction, took private lessons with Mr Raymond George, and had a regular Friday night engagement at Henry’s Restaurant,” Hayward explains.

This balance of education and performance experience reflects the scholarship’s purpose. Regular live engagements allow young musicians to develop confidence, discipline and professionalism, while private lessons provide the technical foundation needed for continued growth.

The long-term intentions of the Tony Bari Scholarship are clearly defined.

“The goal of the scholarship is to ease the financial burden of music tuition, and to give the chosen student the opportunity to reach a certain level of proficiency that might enable them to enter college on a music scholarship and/or simply gain a higher level of appreciation for music and their instrument,” Mr Hayward said.

While some recipients may pursue formal music education or professional careers, others may carry their training into different fields. In any case, musical development fosters discipline, creativity and critical listening – skills with lifelong value.

Nurturing talent

Looking ahead, Mr Hayward sees significant challenges for the future of musicians in Bermuda. “Music has changed tremendously,” he said, pointing to shifts in technology, listening habits and motivation.

What students listen to and what motivates them has evolved, requiring a rethinking of how young people are engaged and trained.

Schools, Mr Hayward believes, are an integral part of the solution.

“We need our schools to get on board and offer programmes that will foster real development amongst our potential superstars at an early age and continue the process until they graduate,” he said.

Without structured and sustained programmes, many students may drift away from music before their abilities and potential are fully realised.

The fruits of apathy in this equation are rotten.

“Without this, too many of these potential superstars will choose other paths and, unfortunately, the end might not look too good,” Mr Hayward cautioned.

In that context, initiatives like the Tony Bari Scholarship play a vital role, offering targeted support at a pivotal stage in a student’s development.

In the preamble on the Toni Bari Scholarship application, the Bermuda School of Music describes Mr Bari as Bermuda’s own ‘Piano Man’. His legacy is already entrenched in the history of live musicianship in Bermuda, and in the memories of every musician who has worked with him over the years.

As the scholarship continues to grow, its impact will be measured not only in individual success stories but in the strength of Bermuda’s live music scene. Each recipient represents a continuation of Tony Bari’s values: dedication, discipline and a deep respect for music as an art form.

The scholarship is available to any Bermudian or Permanent Resident’s Card holder who wishes to study music at the Bermuda School of Music. It is a merit-based scholarship which will be awarded to a student who exemplifies excellence in the field of music study.

Through the Tony Bari Scholarship, Mr Bari’s legacy lives on – not only in memory, but in opportunity – helping to ensure that Bermuda’s next generation of musicians has the tools and support needed to keep live music thriving for years to come.

The post Let the piano man play on appeared first on RG Magazines.

Between homework, extracurricular activities, social commitments, community service and part-time jobs, the future often seems comfortably faraway. 

Then, suddenly, S1 year turns into S2 year, and – before they know it – students are in S4, and conversations begin to shift. Instead of discussing next week’s test, they are talking about personal statements, financial aid packages and scholarship deadlines.

At CedarBridge Academy, members of the Class of 2026 are navigating this exciting but demanding season with focus and determination. For many of these students, higher education is no longer an abstract idea: it is a plan in motion.

Among these young scholars is Sherne McQueen, 18, who has a clear vision for both her academic pathway and her long-term career goals.

Sherne has mapped out her next steps with intention and focus. After high school, she plans to attend Bermuda College for one year before transferring to St John’s University in New York. There, she intends to major in actuarial science – a field that combines mathematics, statistics and financial theory to measure and manage risk.

“I will be studying actuarial science with the goal of becoming an actuary,” Sherne stated matter-of-factly.

Actuaries play a critical role in industries such as insurance, finance and consulting, helping companies make informed decisions about risk and long-term financial planning. It is a profession that demands precision, discipline and analytical strength: qualities Sherne has been developing throughout her high school years.

Her decision to begin locally at Bermuda College before transferring overseas reflects thoughtful planning – both academically and financially. It also demonstrates a maturity that is often shaped during the scholarship application journey itself.

For many students, the bridge between high school and university is built with scholarships. These awards can make higher education more accessible but earning them requires significant time and commitment.

It’s worth the stress

Sherne described the scholarship application process as thorough and, at times, intense.

“The scholarship application process is long and requires a lot of time and effort,” she says. “It involves gathering documents, writing personal statements, meeting deadlines, getting information from your parents, and staying organised.”

Each application can have different requirements. Some ask for multiple essays, others require detailed financial disclosures, letters of recommendation or proof of community involvement. Managing these varying components while maintaining strong academic performance can test even the most assiduous student.

“Although it can be stressful,” Sherne added, “it is definitely worth it in the end.”

That perspective is shared by many graduating seniors. Scholarships not only provide financial relief but also validate years of hard work. They recognise academic excellence, leadership, service and perseverance – qualities that most candidates have cultivated over time.

Sherne credited her experiences at CedarBridge Academy with preparing her well for this stage of her life. Academic lessons are only part of the equation. Equally important are the guidance systems and mentorship opportunities available within the school community.

“My time in high school has prepared me well for the scholarship process,” she explained. “The Student Services Department and the Peer Forward programme have been especially helpful by guiding me through the steps and keeping me on track.”

Support programmes like these provide structure during what can otherwise feel like a chaotic period. They help students create timelines, refine essays and ensure no deadlines are missed. More importantly, they encourage students to reflect on who they are: their values, accomplishments and future goals.

Sherne believes her efforts throughout high school have positioned her as a strong candidate.

“I’m confident that I qualify for the scholarships I’m applying for because I have worked hard academically and stayed involved in school programmes.”

That combination – academic commitment and active participation – is often what scholarship committees seek. Leadership roles, volunteer service and consistent engagement demonstrate not just ability, but character.

Stay organised

Having experienced the scholarship application process firsthand, Sherne offers practical advice for younger students who will soon begin the same journey.

“One tip I would share is to start early,” she said. “Don’t wait until the last minute to gather information or complete applications.”

Procrastination can add unnecessary pressure to an already demanding period. Beginning early allows students to carefully craft their essays, thoughtfully select references and thoroughly review their applications – and have someone proofread them too!

“Starting early gives you time to review your work, avoid mistakes and submit everything on time,” she added.

Beyond early preparation, Sherne emphasised the importance of personal responsibility. Keeping digital and physical copies of documents, maintaining a calendar of deadlines and breaking large tasks into smaller steps can make the process far more manageable.

Applying for scholarships during senior year is more than an administrative task; it is a lesson in adulthood. Students must learn to communicate professionally, request recommendation letters respectfully, and meet firm deadlines without constant reminders.

“One important part of applying for scholarships during my graduation year has been learning how to manage my time and stay organised,” Sherne explained. “Keeping track of deadlines and requirements is essential.”

She also discovered that independence does not mean doing everything alone.

“I learned that asking for help from teachers, counsellors, and school programs can make the process much easier and less overwhelming.”

That balance – independence paired with the initiative to seek support – is often what defines a successful transition from high school to tertiary education.

Sherne McQueen’s story reflects a larger narrative unfolding at high schools across Bermuda. The Class of 2026 is stepping into a future they have long imagined but are now actively shaping. Dreams that once felt abstract – careers in science, business, healthcare, education, the arts – are becoming concrete plans supported by applications, interviews and document submissions.

For Sherne, the journey begins at Bermuda College, continues at St John’s University and ultimately leads toward a career as an actuary. For others, the paths will differ, but the underlying themes remain the same: preparation, perseverance and belief in the possibilities.

While college may once have seemed like a world away; now, for Sherne and her classmates, it’s not just a dream – it’s the inevitable next chapter. 

The post Apply yourself! appeared first on RG Magazines.

For the 24-year-old Bermudian, the achievement marked the culmination of years of perseverance, self-discipline and faith in her own potential.

Her journey reflects not only personal determination but also the power of Bermuda’s public education system to lay a foundation for global success.

Destani’s academic path began at the Berkeley Institute, where the foundation of her current success was laid. Her interest in business first began to take shape at Berkeley, as well as the academic discipline and confidence that would later sustain her through her tertiary education. The role played by the public school system was not lost on her.

 “The Bermuda Public School System played an important role in shaping my academic foundation and work ethic,” Destani explained.

“My experience at Berkeley helped prepare me for the rigor of university-level studies and gave me confidence in my abilities.”

After high school graduation, however, her path took an unexpected turn. A gap year – brought on by personal challenges – interrupted what she had originally envisioned as a seamless transition into university.

Rather than allowing the setback to define her, Destani used the time to reflect, regroup, and refocus.

“That period became one of reflection and growth,” she disclosed. “It ultimately strengthened my resolve to pursue higher education.”

She enrolled at Bermuda College, where she earned an Associate of Arts degree in Business Administration. Bermuda College provided both academic reinforcement and clarity about her long-term ambitions.

“That experience helped solidify my desire to pursue a career in the business and insurance sector,” she explained.

With renewed determination, Destani made the bold decision to move to Atlanta, Georgia, to continue her education at GSU.

“Moving overseas on my own was both exciting and challenging,” she said. “But I viewed it as an investment in my future.”

Self-sufficiency

Her choice of programme at GSU was profoundly aligned with Bermuda’s global reputation as an insurance and reinsurance hub.

Over the next 2½ years, she worked steadily toward her degree, largely self-funding her education, while also earning multiple scholarships and awards.

“Strong time management, self-discipline and resilience were essential,” she said. “Even when facing challenges, I made sure my academics remained a priority.”

While studying, she actively sought exposure to the industry through internships and networking opportunities. Those experiences not only expanded her technical knowledge but also confirmed her interest in underwriting.

Today, as a recent graduate, she is continuing to build her expertise while working toward her Chartered Property Casualty Underwriter designation – one of the most respected credentials in the industry.

She is very proud of her achievements – but one stands out.

“I am most proud of becoming the first person in my family to attend university and earn a bachelor’s degree,” she beamed.

“I am also proud of having the courage to leave Bermuda and navigate university life independently,” she added.

“Funding my education largely on my own and earning multiple scholarships affirmed that my hard work was being recognised.”

Her story underscores an important reality: success is not always about a flawless path, but about persistence through imperfect circumstances.

“Despite obstacles, I never allowed my circumstances to derail my academic performance or my long-term goals,” she intimated.

Though her determination carried her far, Destani is quick to acknowledge the network that supported her journey. Throughout her studies, she received meaningful financial assistance and encouragement from numerous scholarship committees and organisations that believed in her potential.

She was helped along the way by the Chubb Bermuda College Award, the Department of Workforce Development Overseas Award, the BFIS Ark Scholarship, the Green Family Scholarship, the GSU Bermuda Scholarship, the Institutes CPCU Society NextGen Scholarship, the ABIC Education Award, the Sandys Parish Scholarship and the Ministry of Education Further Education Award.

Destani also expressed gratitude to Ark Bermuda for providing continued internship opportunities and valuable exposure to the insurance industry.

 “Each of these contributions played a meaningful role in making my journey possible,” she said. “I carry that support with me as motivation to give back to the community in the future.”

Leadership

In that very future, Destani sees herself as an established and respected underwriter, ideally holding her CPCU designation, and potentially additional professional certifications.

“I hope to be working in a leadership or senior underwriting role within the insurance industry,” she revealed, “contributing to strong risk assessment practices and helping to develop future professionals.”

Her vision extends well beyond career advancement; she also hopes to play a meaningful role in moulding the next generation of Bermudians entering the insurance sector.

“I aspire to be a mentor for Bermudian students who are interested in insurance,” she said. “I want to share my experiences and help create pathways for others to enter the industry.”

Her advice to high school seniors considering insurance is simple but powerful: explore the field, ask questions, seek internships, and do not be discouraged by detours.

“Progress is still progress,” she advised. “Most importantly, believe in your ability to succeed, even if your circumstances are not ideal.”

From finding a love for business in the classrooms of the Berkeley Institute to honing her craft in the lecture halls of Georgia State University, Destani Warner’s journey is a testament to resilience, preparation, and purpose.

Her story highlights the strength of the BPSS, the impact of community investment and the power of a young woman determined to forge her own path.

As she steps into the next chapter of her professional life, focused on advancing in all the right ways, one thing is certain: Bermuda’s insurance industry has gained not just a scholar, but a driven, community-minded professional who is poised to make a lasting impact.

The post Insuring her Destani appeared first on RG Magazines.

To find out, we turned to those who will soon inherit the professional world: high school students.

CedarBridge Academy Class of 2026 students Riley Darrell (female, 17) and Citayo Outerbridge (male, 18) shared their candid thoughts on sexism, equality and the roles they expect to play in reshaping society.

Their insights reveal a generation that is thoughtful, pragmatic and determined to move beyond stereotypes.

When asked what ‘gender relations’ means to them, the students described it as the interaction between men and women, and how society views and treats them differently.

“To me, gender relations are the relationships and the interactions between males and females, and how we view them differently in society, and how that affects everyone’s day-to-day lives,” Riley explained.

It is not just about personal relationships, they suggested, but about expectations, assumptions and social dynamics. For them, gender relations shape opportunities, workplace treatment and even family life. The concept is broad, touching everything from professional ambitions to who changes diapers at home.

The discussion soon turned to the gender wage gap, and both students were clear in their stance. Citing the widely debated statistic that women earn roughly 81 to 85 cents for every dollar earned by men in the United States, they expressed frustration.

“I feel like that’s unfair,” Riley said. “If they’re doing the same amount of work and have the same qualifications and education, then the pay should also be the same. Being a female doesn’t make you any less qualified.”

For these teenagers, equal pay is not a radical demand – it’s common sense. Their response reflects a broader generational attitude: fairness is non-negotiable. Citayo agreed that there is no justification for unequal compensation when qualifications and performance are equal.

This emphasis on merit suggests that the next generation may place increased pressure on employers to justify disparities – and to correct them.

When the idea of traditional gender roles was presented, the students expressed distinct scepticism. Historically, men have been seen as breadwinners and women as caregivers. Are these roles still relevant?

“I don’t feel like you can really base a person’s abilities on their gender,” Citayo said.

It should be about choice

At the same time, they acknowledged that some physical differences exist. Physically demanding jobs may statistically attract more men, just as caregiving roles have historically attracted more women. But the key distinction, they argued, is between choice and limitation.

A woman can work on an oil rig if she wants to. A man can stay home and raise children if that is the best fit for his family. The problem arises when society dictates what someone should do based solely on gender.

Perhaps the most telling part of the interview came when the students were asked how they would respond to sexism in their future careers.

“I won’t tolerate it,” Citayo declared firmly. “I’d report it or try to stop it.”

Riley agreed. The willingness to challenge unfair treatment – even at personal risk – signals a shift in mindset.

One hypothetical scenario posed: what if a job were offered to you, a male, and you knew a female with the same or better qualifications had applied for the same position?

Citayo, who plans on becoming an electrical engineer, responded that he would question whether he was truly the best candidate for the job. “Fairness,” he said, “matters more than personal gain.

“I respect fairness above all,” he emphasised.

That statement captures something powerful about this generation. They are not only concerned with equality when it benefits them personally – they are concerned with justice as a principle.

The students also spoke openly about their professional goals. Riley shared her ambition to become a neonatal surgeon, and instead of framing her goal as groundbreaking for a young woman, she spoke on it matter-of-factly. Women already occupy visible leadership roles in medicine; she has spoken to female doctors who serve as mentors and role models. Representation, it seems, matters.

She also stressed that success will come from hard work. “If I work hard enough, that’s going to show,” she said.

There’s a balance between acknowledging systemic issues and embracing personal responsibility. Both students recognise that inequality exists, but they also believe in their own abilities and agency.

Freedom and respect

When asked to define gender equality, their answers were straightforward: the freedom for anyone to do whatever they want, regardless of gender.

As the conversation expanded, however, the idea of equality evolved beyond gender roles – it became about valuing contributions equally.

One student pointed out that society often values corporate leadership more than caregiving. Yet both are essential. A CEO earning six figures and a stay-at-home parent raising children contribute in different – but equally important – ways.

This perspective reframes the conversation. The issue may not simply be who earns more, but how society assigns value. If caregiving were valued as highly as corporate leadership, would wage disparities look the same? Would status differences persist?

For these teenagers, equality is not about sameness – it’s about respect.

Looking ahead, both students envision partnerships built on shared responsibility. They expect to contribute financially to their households, while rejecting the notion that raising children is inherently a woman’s obligation.

“I don’t necessarily think women are better at raising children,” Riley reasoned. “I think they’ve grown up with that stereotype around them.”

In their future families, they imagine shared earning and shared caregiving – a partnership rather than a hierarchy. That expectation alone signals change. When young men and women both anticipate being breadwinners and caregivers, rigid divisions lose their power.

If these students are the gauge, then gender relations for the next generation are in a good place. A focus on social justice will bring an instinctive insistence on equal pay, a willingness to fight against sexism, a complete redefining of gender roles, and a stronger emphasis on valuing what each gender brings to the table – equally. 

The post ‘I won’t tolerate sexism’ appeared first on RG Magazines.

Celebrated South African writer Njabulo Ndebele once championed the idea of ‘rediscovering the ordinary’. Ndebele’s concern was South African literature, and its traditional focus on the spectacular: a focus that most folks adopt when they think of history.

Ndebele argued that we need to explore the rich, complex lives of everyday people in literature. History is the same.

In Bermuda, each and every one of us make history every day – and each of our stories indelibly contribute to our culture.

For six little girls who met in the mid-1960s, growing up in West Pembroke was all the history they needed to become lifelong friends, who regularly meet and reflect on more than 60 years of life, laughter and fellowship – to this very day!

The spectacular is often discussed but not required.

Wendy Wilson, Patty Perinchief, Gina Davis, Denise Peters, Connie Simmons and Sonia Smith established their collective during their time together at St John’s Sunday School, St Alban’s nursery, which was across the street from where Western Stars Sports Club is today, and West Pembroke Primary School.

Five of them later went to Berkeley together, while Sonia attended Warwick Academy. Their bond, however, had already taken root. They played together, danced together, went fishing, swimming and to the movies together – it was all outside in those days.

“Going to the home of your friends – that was a thing. You went to people’s houses to play, eat, run around, explore,” quipped Gina, the comedienne of the group.

“I used to go movies every weekend. Stand in the movie line at either Rosebank or Island Theatre. During the week, being inside was punishment, because the fun was outside playing with friends.”

Patty recalled playing games like Chinese hopscotch, sock-and-ball games and footsie (the game with a hoop around the ankle and a ball attached).

Wendy added context: “There wasn’t a lot of TV in those days, so lots of time was spent outdoors riding bikes, playing marbles, jacks and exploring our neighbourhood.”

Love that lasts a lifetime

Growing up was all about exploration: finding your way in a world that was anything but virtual. There was adventure, learning and growth in every moment away from home.

These were the everyday, ‘mundane’ activities of a group of friends who were never aware that they were living in a unique historical moment – and certainly did not allow that to affect their connection.

There was richness, culture and love in their ‘ordinary’ movements, so much love that, if you sit with the group today, you can feel the affection in every mumble, eye-roll, small giggle and aside – and there will be an abundance of asides!

Full of wit and charm and armed with a bond that demands that you accept them as they are, these ladies are shining examples of how living in Bermuda shapes us: how our ‘ordinary’ becomes our history.

Wendy hated gym class in school; she was always the last to be picked for teams. Sonia was the athlete who would be the first picked for teams. Patty joined the group late and still credits them with accepting her because she thought she was “funny looking”. Gina points to Patty’s blue eyes as a feature that made her different, and special – at least to this group.

Connie is the Christian of the group. She first met the others at St John’s Sunday School, then later went to West Pembroke, and the Berkeley, when her home became the group’s lunchtime hangout. Gina recalls that Connie’s mom would allow her to make sandwiches for the girls. Denise is the youngest, but she is universally acknowledged as the most ‘bossy’ and ‘pert’ – she’s the ‘girly’ girl of the group, and the youngest in charge! She presents as reserved, demure, with a tangible sense of confidence.

Happy days

To this day, each personality is easy to discern, and the love and authenticity that this group exudes is downright intoxicating. There is laughter – voluminous, full bellied laughter – that gives a family vibe. These ladies are family now, and their collective memories are rich with history, culture and devotion.

Growing up in Bermuda in the 1960s and 1970s instilled a resolute value for family in these ladies, and a sense of adventure that made them the stellar Bermudians they are today. When Gina describes a typical school week in those days, it feels like a warm, familial hug.

“Going to school was fun. Learning was adventurous and fun,” she said.

“We had teachers who made lasting memories, from standing in front of the class telling a story, reciting your times tables, or learning how the earth moves. We had teachers who were creative, so we built Bermuda homes from Styrofoam, had an African Show on the field. I remember a concert we had singing songs from the Jackson Five; Christmas plays, and sports day.”

Gina confesses to hating sports day. It was always a day when she would end up crying because she came last. Other events were more treasured, however.

“Children’s birthday parties were at your home, in your yard and you played, all dressed up with your friends. We walked home from school; no one picked us up. If we went swimming, we walked to the beach or the rocks.”

Adult supervision was not conspicuous in those days, but the ladies testify that if anything happened, their parents knew about it by the time they got home!

After high school, the girls drifted apart for a while, as life would have it. But Wendy, who is acknowledged by all the ladies as the common link that kept them together, made a concerted effort to write letters, arrange gatherings and ensure that the family they built in their school days would be the family they would return to for a lifetime. 

Now, as they each enter a new chapter at 65 years young, they have memories of the ordinary: spectacular secrets to keep among themselves, and a history that each of us would cherish.

But most of all, they have each other. 

The post Ordinary moments make for extraordinary memories appeared first on RG Magazines.

The fact is, there is a culture of underaged drinking in Bermuda – and most of us can testify to that fact from personal experience.

Between the ages of 14 and 18, I probably consumed more alcohol than I did throughout my thirties!

This is not hyperbole. I was over 6ft with beard stubble at an early age, so I was able to go straight up to the bar and buy drinks – carding wasn’t a thing.

That scenario alone shows why the statistics will never illustrate the extent of the underage drinking problem in any society. Who’s going to report that a 6ft, bearded 14-year-old was sold a drink at the bar? The bartender? The bar owner? The teenager’s friends? Good luck getting that data.

We spoke to the Family Centre about it. Senior family support specialists Raynisha Simmons and Ge’Von Greaves, and counsellor Carissa Darrell all see a definite problem with underaged drinking in Bermuda.

They cite the wider society that teens are often clamouring to become a part of – too soon in some cases – as a defining factor.

“Naturally, children and teens do what is modelled around them, whether what is modelled is intentional or not,” they said jointly.

“As such, because our culture is one where drinking alcohol is a social norm, as well as used as a way to celebrate, partake in holiday fun, or just pass time, this has resulted in underaged persons adapting this way of life.

“Additionally, because alcohol is easily accessible – especially around holidays and events – teenagers under the legal age to consume alcohol can be seen walking around holding various wine coolers which they may or may not have obtained from loved ones by merely passing through a camp spot, or areas where they may know people.”

Damaging effects

Sports clubs, holiday celebrations, Cup Match, Christmas, New Year’s, Good Friday … the list goes on and on – in Bermuda, alcohol is plentiful and readily available when the time comes to celebrate anything!

Teens gravitate toward this culture fast – in some ways, it is a part of being Bermudian. A very, very risky part.

The Family Centre said: “Because their brains are just developing, and aren’t fully developed until the age of 25, regular use of alcohol may interfere with brain development as well as an increased risk of addiction to alcohol and other drugs.”

Alcohol is BAD. There are copious amounts of data to show that. And the deleterious effects that alcohol has on the human body are even more dangerous at an early age, because it can prevent important physical and emotional development to occur – which will affect the entirety of the life ahead.

“Mental effects of consuming alcohol may involve having difficulty developing healthy coping skills to manage life stressors, as well as an increase in developing anxiety, depression and mood disorders.

“Alcohol consumption in underaged people can negatively impact their academics, as dehydration impairs memory function and concentration, so learning any new information and trying to recall memories will be impaired.”

There is also the shame that comes after doing things you might not have done if your inhibitions were not decreased by alcohol. This is a massive concern in adolescence: holding too much shame and guilt can directly contribute to the development of anxiety, depression and mood disorders in the coming adult years. This can be socially crippling at a time when you need to build your future.

The physical risks are considerable as well, as alcohol consumption can damage vital organs, particularly the liver and kidneys, disrupt hormonal systems, and increase tolerance – leading to higher consumption over time.

This escalation increases both mental and physical health risks, including alcohol poisoning and long-term chronic illnesses.

Damaging behaviour

Then there’s the anti-social behaviours that alcohol consumption can encourage in teens. The Family Centre continued: “Because the consumption of alcohol lowers inhibitions, as well as negatively impairing healthy decision-making, in underaged drinkers this is quite detrimental as their brains are not yet fully developed – with even a sober mind often needing support with fully understanding risks and consequences of their actions.

“As such, underage drinking may contribute to an increase in verbal aggression, destruction of property, violent behaviours, defiance of authority, theft, substance use and misuse.”

Parents, of course, must play a large role in helping their children avoid the pitfalls of underaged drinking. Being involved in your child’s life, ensuring they know they’re supported, wanted and valued will go a long way toward eliminating the need for alcohol.

The Family Centre offers more tips for concerned parents.

“Always be aware of your young person’s comings and goings. Ask questions, be curious about their friends, as well as their whereabouts. If you have easily accessible liquor in your home and you aren’t willing to lock it up or put it away, keep stock of what you have.

“We have all been teens and have found genius ways to access liquor if we wanted to. Monitor their phones and social media accounts. If you allow your young person to go out to parties, drop them off and pick them up, this way you can observe if they have engaged in underaged drinking.

“Things parents can look out for are poor stability in movements, slurred speech, glossy eyes and the smell of liquor on their breath. Have open and honest conversations with them.”

Talk to your children about alcohol consumption. Model healthy alcohol etiquette in the home and be very mindful of how much alcohol you consume when your child is present.

Lastly, if you can avoid it, don’t keep alcohol in the house. That small cabinet above the fridge is very definitely not going to keep your teen away from the spirits!

When the problem expands outside the home, helping organisations like Pathways and the Family Centre offer support to teens and families dealing with the problems that come with alcohol use at an early age. Give them a call.    

The post Quiet as it’s kept appeared first on RG Magazines.