Kaffebal (Gala) at Birkerød Gymnasium: Community, Celebration and Academics!
This year’s Kaffebal was organized by IB CAS 6, and with the theme “Enchanted Masquerade,” they created an atmospheric and well-executed evening. Behind the event lies an intensive process in which the students worked purposefully with both idea development and execution.
The article provides insight into how community, traditions, and student responsibility play a central role in a strong upper secondary school environment, and why social events such as the Coffee Ball are an important part of students’ overall formation.
Read on to gain a glimpse into an evening where community and engagement were at the heart of it all.
Every year, students at Birkerød Gymnasium come together for one of the school’s most longstanding traditions: Kaffebal (translated: the Coffee Ball). The event has been held since 1868, and its name originates from what was then an annual occasion when boys from Birkerød Boarding School could invite the town’s girls for cake, coffee, and the traditional dance, lanciers. Today’s Kaffebal is planned and organized by students in collaboration with teachers and school leadership, and this responsibility is central to the learning and sense of community that emerge around the event.
At BG, it is a core value that students develop not only academically through their studies, but also through the activities and traditions they help create themselves. The Coffee Ball is a clear example of this interplay between responsibility, collaboration, and creativity. Planning the event requires overview, structure, and the ability to work purposefully under time pressure—competencies that align closely with the demands students encounter in their academic work. This year’s Kaffebal was organized by an IB CAS class (IB CAS 6), and they were responsible for the entire process—from idea development and planning to execution. In addition, no fewer than three student bands performed for their fellow classmates—meaning that the students themselves hosted the celebration for one another.
As the graduating students from this year’s organizing class describe it:
“For us, it is an honor to be in charge of the Kaffebal. Our two years in the IB programme have taught us responsibility, discipline, and what it means to be organized, so we find it enjoyable and take pride in organizing larger events such as the Coffee Ball. Since it has been many years since an IB CAS class last organized the Coffee Ball, we also wanted to show the school how we would do it—and that our ambitions for the event would make it truly fantastic. There is not much time to plan the event, which made the process somewhat hectic, but the five of us who were primarily responsible still feel that it was worth it. This year’s theme was ‘Enchanted Masquerade,’ inspired by a desire to combine an enchanted garden or forest with a masquerade—we wanted to create a magical celebration. With this theme, we aimed to create an enchanting atmosphere and a sense of stepping into a magical garden, as if taken from a romantic fantasy novel. We wanted to see people dressed in flowers, glitter, and vibrant colors, which in itself would make the evening even more magical.” Maiken Houmøller, IB CAS 6.
This quote reflects a high level of ambition and a strong motivation to create something that extends beyond the individual student. In our view, it is precisely through such processes that students develop competencies that are not only relevant in upper secondary education but also in higher education and working life.
At the same time, the Coffee Ball plays an important role in the school’s social life. Parties and shared events help strengthen relationships across classes and study programmes. They contribute to creating a school where students feel part of a larger community—a community that is essential for both well-being and learning. When students meet outside the classroom, new forms of interaction and collaboration emerge, which in turn have a positive impact on the school’s overall sense of cohesion. Familiarity with one another can strengthen both participation and engagement. The Coffee Ball is therefore not merely a party, but an integral part of the overall learning environment at BG.
The tradition of Kaffebal demonstrates how upper secondary education as an institution encompasses more than purely academic pursuits. It is a place where young people develop together, take responsibility, and actively contribute to their own school experience. When students help shape the framework of their school life, both their sense of ownership and their understanding of the importance of community are strengthened. At Birkerød Gymnasium, we therefore view Kaffebal as an essential part of the upper secondary school experience.
See more photos from Kaffebal on BG's Facebook page!