We list the top boarding schools and programs. You can also filter these schools in terms of various criteria and compare them in terms of academics and special needs support. Click on a school profile to learn all about it and decide whether it’s the right fit for your child.
We also provide an introductory discussion of boarding. This discussion covers a wide range of topics, including life at boarding school, the advantages of boarding, and the admissions process.
"Confident Learners. Inspiring Leaders. Creating a thriving world.
—From the school
|
"SJK offers an enriched environment of exploration and experiential learning. Through its IB curriculum, SJK provides exciting experiences and guides students to discover their talents and passions. Go beyond at SJK.
—From the school
|
"No other high school in the world has developed more Elite, Junior, Collegiate, USPORT, NCAA, National, Olympic or Pro athletes with over 215 in the NHL alone. ND graduates attend top ranked universities worldwide.
—From the school
|
"At TCS, an excellent education means students remain open to learning throughout life and doing something positive with what they have learned.
—From the school
|
"Branksome Hall is Toronto’s only leading International Baccalaureate (IB) World School for girls in JK-Grade 12, developing the leaders of tomorrow through the nurturing of curiosity and critical thinking at every age.
—From the school
|
"Havergal has been preparing young women to make a difference since 1894 through its innovative curriculum and future-ready programming with a focus on wellbeing and student agency.
—From the school
|
"Focussed on Community First, Outdoors Every Day, and Authentic Learning, LCS offers a world-class, individualized, day/boarding program (Grades 9 -12) designed for students to be leaders who care, connect and contribute.
—From the school
|
"Located in the heart of Toronto, UCC provides transformational learning experiences in a supportive, caring environment. Our highly sought-after graduates are awarded International Baccalaureate and OSSD diplomas.
—From the school
|
"Appleby College in Oakville is recognized globally as one of Canada's leading independent schools. Breadth, excellence, innovation and caring are the characteristics that define the essence of the Appleby experience.
—From the school
|
"RCS’s purpose is to unleash the potential in each student and set them on the path for a successful life. We provide rigorous academics with individual attention in a diverse, energizing, and caring environment.
—From the school
|
Stratford, Ontario Ontario Street/Waterloo Street South "Private Secondary School in Stratford, Ontario dedicated to providing a holistic education that values happiness, academic excellence, personal growth, and social responsibility." —From the school
|
Toronto, Ontario "Located in the heart of Toronto, McDonald International Academy offers programs for grades 9 to 12 . Our average class size is 10 to 20 students." —From the school
|
Burlington, Ontario Hwy 6/Dundas Street "Our belief is “Forward Learning. Transforming People.” We focus on STEAM collaborative project learning, 21st-century skills, and inquiry-based thinking to prepare students with global competencies." —From the school
|
Belleville, Ontario "We are a therapeutic boarding school for Gr. 3-12 students requiring individualized academic, clinical, and behaviour-management solutions in small class sizes and professional home stay or boarding environments" —From the school
|
Winnipeg, Manitoba Langside St./Westminster Ave. "Parents trust us to personalize the educational experience of each girl, to care for each girl, to challenge her to grow, to build a supportive community around her, and, most importantly, to prepare her for the future." —From the school
|
Mill Bay, British Columbia "Brentwood is a leading university prep school that brings to life student choice through its bold tripartite program. We are a true boarding school, not merely a school with boarding, and the ocean is our playground." —From the school
|
Caledon, Ontario Hwy 10/Old School Road "The Hill Academy is Canada's premier independent school for students in K-12/PG. Students are challenged in a supportive environment to explore the boundaries of their academic, athletic and leadership potential." —From the school
|
Victoria, British Columbia "GNS is an independent JK-12 International Baccalaureate boarding and day school in Victoria, BC, that empowers and supports each of our students to do their best through truth and courage in learning and in life." —From the school
|
Victoria, British Columbia Richmond Rd/McRae Ave "Independent Junior Kindergarten to Grade 12 boarding and day school in Victoria, BC, Canada focusing on outstanding preparation for life. Find out how a SMUS education can benefit your family." —From the school
|
Toronto, Ontario Spadina/St Clair Ave W "The Bishop Strachan School is a leading independent JK-Grade 12 day & boarding school for girls. Students build the academic skills to thrive at university and beyond. Over $2 million available in financial assistance." —From the school
|
Fort Erie, Ontario Townline Rd./Niagara Parkway "Niagara Christian Collegiate offers both middle school and secondary school programs from Grades 6-12. Graduating students achieve top university placements around the world. We accept both day and boarding students." —From the school
|
Wellandport, Ontario "Robert Land Academy, established in 1978, is a private military-inspired boarding school (Gr 5-12) helping boys to experience validation, realize their potential and gain admission to post-secondary programs." —From the school
|
Victoria, British Columbia "Brookes Westshore is an IB World School on beautiful Vancouver Island, BC, offering grades 4 to 12 in both day and boarding programmes (from grade 8 for boarding). We have an average class size of 15 students." —From the school
|
Stanstead, Quebec Dufferin Street/Willow Lane "An English school in a French milieu, Stanstead College is located on the Quebec-Vermont border, offering rigorous university-prep, Grades 7 to 12 (including AP options), in a secure, family-focused learning environment." —From the school
|
North Vancouver, British Columbia Harbourside Drive/ "Bodwell High School emphasizes a well-rounded education with strong student support. The school's motto, "Strength in Diversity," pays homage to the 40+ countries students come from. Bodwell offers AP and IB courses." —From the school
|
Bracebridge, Ontario "Dewey’s educational goals follow the philosophies of John Dewey, preparing students through “student-centred learning" and "learning by doing", while emphasizing the cultivation of the "three New Liberal Arts"." —From the school
|
Regina, Saskatchewan "Luther College prepares students to be compassionate, creative, and critical thinkers who go on to create a more grace-filled, just, and joyful world. Luther College is the only IB World School in southern Saskatchewan." —From the school
|
Gretna, Manitoba "Faith is at the center of all we do at MCI- from the court, to the stage, to the classroom. We work to provide a safe space for students to ask questions, dig deeper, grow into who God is calling them to be." —From the school
|
South Wales, New York(USA) "The Gow School is a college-prep boarding and day school for students, grades 6-12, with dyslexia and similar language-based learning disabilities." —From the school
|
Toronto, Ontario Yonge/Sheppard "A STEM-oriented private high school in North York, catering to local and international students both in-person and virtual classes. We take pride in our students' impressive university placement achievements." —From the school
|
Windsor, Nova Scotia College Rd/King St "Benefitting from its safe and beautiful Nova Scotia location, King's-Edgehill facilitates the opportunity for every student to Be More – in the classroom, on the sports fields, on stage, in the community and beyond." —From the school
|
Montreal, Quebec Atwater/Docteur-Penfield "Since 1861, The Sacred Heart School of Montreal, the city’s only all-girls English Catholic high school, has been preparing girls to change the world. We offer grades 7 to 12, day school and boarding." —From the school
|
Markham, Ontario Woodbine Av./Hwy 7 "Since 2002, J. Addison has provided a stimulating education for students. Located at the corner of Woodbine and Valleywood Drive in Markham, ON, Canada, you will find our state-of-the-art 58,000 sq. ft. facility." —From the school
|
Markham, Ontario 14th Ave/Kennedy "Trillium School is a private school that offers programs from pre-school to grade twelve in Markham with Montessori-based kindergarten." —From the school
|
Winnipeg, Manitoba South Dr/North Dr "SJR is the world’s leading school in Debating and Public Speaking. It has produced 18 Rhodes scholars and 3 math olympiads. 98% of SJR graduates are accepted to their first choice university program." —From the school
|
London, Ontario Richmond Street/King Street "A Canadian Private Secondary Boarding school, located in the heart of London, Ontario. LIA is authorized to grant the Ontario Secondary School and International Baccalaureate Diploma Programme." —From the school
|
Markham, Ontario "Markham, Ontario; IB School; OSSD; OSSD online credit course; NOIC ACADEMY’s annual university enrolment rate is 100% and more than 85% of graduates are admitted by University of Toronto." —From the school
|
Hamilton, Ontario Main St. W./Longwood Rd. S. "Columbia International College is Canada’s largest private boarding school, offering Grade 9 to 12 programs. #1 in scholarships awarded by universities. The University of Toronto's official Global Partner School." —From the school
|
Laval, Quebec "NSAL is the only private English high school on Montreal's North Shore. We offer small classroom sizes and an enriched curriculum. We teach not only for school but for life! Certificate of eligibility not required." —From the school
|
Duncan, British Columbia Brownsey Avenue/Government Street "Queen Margaret's School is a gender inclusive independent day/boarding university preparatory school in Duncan, BC that focuses on preparing young trailblazers...no two journeys are the same." —From the school
|
Kimberley, British Columbia "Grateful. Mindful. Purposeful. Successful. At Purcell Collegiate School, we will prep you--for university and for life. Learn more about the u.prep@pcs suite of extra-curricular programs on our website." —From the school
|
Ottawa, Ontario Mariposa Avenue/Springfield "This traditional private school in Ottawa, Ontario offers Grades 4 to 12 with 100 boarding and 600 day school students. Tuition is from $33,720 to $76,830." —From the school
|
Belleville, Ontario "At Albert College, every student is an 'A' student. From Pre-Kindergarten to Grade 12, our students experience all 5 of the Albert 'A’ s: Academics, Arts, Athletics, Active citizenship and Adventure programming." —From the school
|
Rothesay, New Brunswick Rothesay Rd/College Hill Rd "Our unique, daily Advisor Program ensures every student is surrounded by a strong network of highly qualified, dedicated faculty and staff whose mission is to provide academic, emotional, and social guidance and support." —From the school
|
Whitby, Ontario Garden Street/Hwy. 2 "Trafalgar Castle offers AP programming and an academically challenging environment rooted in future-ready competencies that prepare students for a world yet to be imagined." —From the school
|
Summerland, British Columbia "Looking for an education that's out of the ordinary? Unisus School is a Pre - K to Grade 12 day and boarding school in Canada's Okanagan, offering the International Baccalaureate program + the B.C. Diploma (Dogwood)." —From the school
|
Merrickville, Ontario St. Lawrence Street/Elgin Street "Whether your child is excelling or not reaching their potential, our inclusive, safe, diverse and caring community, with individualized academic attention will improve academic standing, confidence and self-esteem." —From the school
|
Brantford, Ontario Colborne/Clarence "At Haven, we equip our students with critical thinking skills, a global perspective, and a respect for core values of honesty, loyalty, perseverance, and compassion." —From the school
|
Sherbrooke, Quebec "Bishop's College School is an English boarding and day school for students in grades 7 through 12. Small in size and culturally diverse, BCS is an IB World School offering the IB Diploma Programme and Canadian curricula." —From the school
|
Toronto, Ontario Finch Avenue/Islington Avenue "Nile Academy offers small class sizes and a low student-to-teacher ratio, while also following the Ontario Curriculum, ensuring our students are well prepared for the rest of their educational pursuits here in Canada." —From the school
|
Shawnigan Lake, British Columbia "Beginning in Grade 8, our unique Shawnigan journey purposefully guides students through a distinct, unparalleled and bold educational experience on our stunning waterfront campus on Canada’s beautiful West Coast." —From the school
|
Rosseau, Ontario Hwy. 141/Bright Street "Through extraordinary learning opportunities rooted in meaningful outdoor education experiences in our unique natural environment, RLC graduates develop the skills, knowledge and confidence to take on any challenge." —From the school
|
Rigaud, Quebec Rue Saint-Pierre/Rue Bourget "Collège Bourget is a day & boarding school located between Montreal and Ottawa. French and English high school programs are offered. Bourget aims to foster personal autonomy, academic development, and perseverance." —From the school
|
St. Catharines, Ontario Ontario St./Welland Ave. "Heuristic & autodidactic, inspired by Sudbury & democratic models. Students are self-directed, and holistically empowered. Voluntary attendance, year-round calendar, agency, & consent inspire free learning. Also Forest" —From the school
|
St. Catharines, Ontario Ridley Road/Henrietta Street "Ridley College is an acclaimed co-educational IB boarding and day school that prepares meaningful and flourishing lives by teaching the habits of mind, body and spirit, and the values needed to lead in a global society." —From the school
|
Aurora, Ontario St. John's Sideroad/Yonge Street "With a tradition dating back to 1899, St. Andrew's remains the single largest all-boys boarding school in Canada. Our 126-acre campus provides our students with an ideal setting for learning and growth." —From the school
|
Fort Erie, Ontario Central Avenue/Wintemute Street "FEIA's environment fosters global awareness and advances our student body into responsible and globally aware citizens who are well-equipped for life beyond academics." —From the school
|
Rome, Italy Ponte Sublicio/Lungotevere Aventino "An IB World School located in the heart of Rome. A connected community driven by our 5 core values of Scholarship, Integrity, Creativity, Independence, and Care; culturally inspiring students since 1964." —From the school
|
Rosthern, Saskatchewan "RJC is a Grades 10-12 boarding school accredited by the Saskatchewan Ministry of Education. RJC is student and community-focused all while offering excellent academics and exceptional athletic and fine arts programs." —From the school
|
Newmarket, Ontario Mulock Drive/Bayview Avenue "Pickering College's fully-integrated Global Leadership Program (JK to Grade 12) inspires students to become agents of courageous, ethical and positive change with the confidence, knowledge and skills to shape the future." —From the school
|
Lanciano, Italy "Canadian College Italy provides a nurturing environment on our beautiful historic campus so that students may experience an intellectual awakening — a passion for the pursuit of reason, human connection, and curiosity." —From the school
|
Montreal, Quebec De Maisonneuve West/Park Row West "At Kells, flexibility is the key. We develop programs allowing students to work within their comfort zone, which may be above, below or at grade level. The result is students who outperform even their own expectations." —From the school
|
"Our Beyond the Books approach provides opportunities for success in class & beyond; nurturing the growth of students' confidence & self-esteem, to take risks when learning, to reach their personal & academic potential.
—From the school
|
"Whytecliff is a safe, empathetic & supportive place for teens with a diverse range of learning needs / personal challenges. Our positive community & high-growth environment pulls each child up to be their very best!
—From the school
|
Toronto, Ontario York Mills/Leslie "Hawthorn School is located in Toronto. We offer a co-ed toddler-SK program and an all girls program for grade 1- grade 12. Our unique mentoring program is tailored to help students reach their full potential." —From the school
|
Toronto, Ontario Yonge/Eglinton "We go beyond curriculum expectations to provide opportunities for students to earn admission into their university of choice using our AP accreditation, staff expertise and individualized goals in small classes." —From the school
|
North York, Ontario Leslie Street/401 "Webtree Academy offers individualized education programs which fully support students' academic needs, and helps them achieve educational and personal goals. Small class sizes are designed to inspire and engage students." —From the school
|
Montreal, Quebec "Our community inspires students to discover joy and passion in their learning, purpose in their lives, and the confidence to express their unique selves in a nurturing, inclusive, and collaborative environment." —From the school
|
Woodbridge, Ontario Kipling/Highway 7 "Each student is unique. Why be just a number when you can be valued for who you are? We enfold, engage and empower every student in a safe, friendly, and supportive learning community. You belong here!" —From the school
|
Calgary, Alberta Garrison Blvd SW/33 Ave SW "Lycée international de Calgary is the only school in Calgary to teach the French Ministry of Education and Alberta Education curricula. 3-years-old to Grade 12. All linguistic backgrounds are welcome. Small class sizes." —From the school
|
Kitchener, Ontario "Incorporating academic excellence, service and peace-making, Rockway is a diverse learning community of students in Grades 7 to 12 including a dynamic international student exchange program." —From the school
|
Hamilton, Ontario Garth Street/Fennell Avenue West "Established in 1901, Hillfield Strathallan College is one of Canada’s leading co-educational independent schools, offering academic programs from Montessori Toddler and Pre-K to Grade 12, in Hamilton, Ontario, Canada." —From the school
|
Oshawa, Ontario Wilson Road/Adelaide Ave "At G.B.MS, D.E.P.S and Durham Academy Secondary school focus is on each individual student and helping them meet their unique potential and goals. We believe in excellent customer service and families have a voice. Throughout the year we enhance our programs through program enhancement and enrichment." —From the school
|
Hamilton, Ontario Rymal Road West/Glancaster Road "HDCH, founded in 1956, is imaginative, innovative learning environment. Our programs are designed to challenge a wide range of learners. We welcome local and international students into our Christ-Centred community!" —From the school
|
Breslau, Ontario "Students receive an excellent education which prepares them well for university, college and a wide variety of workplaces." —From the school
|
Vaughan, Ontario "At Vaughan College instructions are embedded with strategies appropriate to the students' unique needs. We develop students' confidence and their urge to do better, which results in a high university acceptance rate." —From the school
|
Vancouver, British Columbia Dunsmuir/Seymour "Alexander Academy is a private high school offering the BC Dogwood High School Diploma and a unique University Transfer Program in a culturally rich and academically challenging environment." —From the school
|
Thetford, Vermont(USA) "TA’s award-winning faculty are recognized for their innovative teaching practices, learners are engaged, and diversity is celebrated. TA students work collaboratively and independently to reach their full potential." —From the school
|
Toronto, Ontario "We welcome children from all families, Christians, or non-Christians. We tailor make k-12 curriculum to fit each kid’s unique characteristics. our teachers are professional with truthful love & highly responsible." —From the school
|
Toronto, Ontario Yonge St/King St "Keystone students become internationally-minded inquirers, who ask questions and seek their own answers through both local and global perspectives. By nurturing students’ natural curiosity, we foster a love for learning." —From the school
|
Oakville, Ontario Burnhamthorpe Rd. W/Neyagawa Blvd. "King’s Christian Collegiate is an independent Christian high school providing superb instruction in a safe, stimulating academic environment. Caring staff set the tone for a positive, up-beat culture." —From the school
|
Contents:
Boarding Schools
“Boarding school is not just a school where people live,” says Clayton Johnson, “it is a way of life.” Johnson is admissions director at Brentwood College School on Vancouver Island. “Boarding is all encompassing and life altering. It is the totality of this experience that is the ‘value added’ of boarding.”
Because of how we discuss it, it’s easy to focus on living arrangements. However, students don’t attend boarding school because they need somewhere to live. Rather, the living arrangements are a necessity of the kind of instruction that boarding schools intend. “When you’re operating within an independent school, in a smaller community, you can focus on values more, developing character and allowing kids to find their own place,” says Innes van Nostrand, principal of Appleby College in Oakville, Ontario. “And boarding is a hothouse that allows that to happen.” As such, boarding is less about what it is—schools where students and instructors live together on campus—than the kind of education that living on site, within a community of peers and mentors, allows.
Boarding school's chief benefit is the unique opportunity afforded by the quality of education and extracurricular programs. Read more.
Schools afford participation in tradition and ceremony. Read more.
Few childhood educational opportunities afford the closeness and community you find when you live with many of your classmates. Read more.
International programs and education are a priority for boarding schools. Read more.
Students in boarding schools are expected to take charge of their own lives in their daily routines. Read more.
Boarding school creates a supportive community where kids are challenged academically and learn to collaborate. Read more.
The boarding environment presents unique opportunities for personal growth and social development. Read more.
Teachers and even fellow students offer leadership and examples for younger students to mimic. Read more.
Boarding school programs offer a unique integration of life outside schoolwork with life in class. Read more.
Boarding helps increase young people's awareness of, and ability to work with others. Read more.
The extra spare time at boarding allows for more integrated curricula and programs. Read more.
Schools are often at the cutting edge of educational and instructional improvements. Read more.
Boarding school creates a unique full-time immersion in learning. Read more.
When asked if boarding school is like Hogwarts, Russell Pecka doesn’t talk about the houses, the buildings, or the dining hall. He talks about the teachers. Pecka is a grade 12 student at Trinity College School in Port Hope, Ontario. He says that “Hogwarts has several teachers who don’t seem very supportive or who aren’t very kind to their students.” In contrast, “every teacher I’ve had has been very willing to help me out, and they care sincerely about my success.” People like his chemistry teacher who offered to tutor students on weekends when they needed a bit more guidance navigating the material. “I’ve never gone to a school where teachers do that.”
Pecka decided to attend Trinity College School based primarily on its word-of-mouth reputation—his cousins were students there—as well as an understanding of the strength of the academic program. Boarding, while not initially a deciding factor, became a plus as well. Pecka’s parents were beginning to relocate more frequently because of their careers. In retrospect, he regrets that he didn’t board earlier in his academic career. “My brother’s education wouldn’t be interrupted like mine was when we moved around.”
That kind of consistency is important to him, both in the longer term as well as the day-to-day. When talking to him, it’s clear that Pecka is a student who appreciates the routines that Trinity offers. He says that “I make it a point to get to breakfast every day because I normally have a bad day when I don’t eat. Next, I’ll head to Chapel, which is at 8:10. Trinity is an Anglican school; however, there is no pressure to convert or to participate in religious activity. Chapel is meant to be a time when the community can gather and reflect on the day before and think about the way they live their lives.” He continues saying:
“After that I head over to my first two classes of the day. Trinity runs on a block/cycle schedule where we have eight class periods over the span of two days. Then I have an hour-long lunch break where I can go to club meetings and hang out with my friends. After I attend my last two classes I go to my sport, which is squash, which I play until dinner at 5:15. Following that, most students attend mandatory study periods in classrooms from 7-9 after which we are free to do whatever we want until 11.”
It’s a pretty good day: no commutes, strong interpersonal connections, and a growing sense of independence and responsibility. He has breakfast, for example, not because he’s forced to, but because of the insight he’s gained from days when he’s skipped it.
While the balance of structure and freedom wouldn’t be right for every student, Pecka recognizes that it’s the right balance for him. He, as all the students who board, is mentored all day, every day, by older students, resident adults, and faculty members. Social currency is often earned by excelling rather than rebelling, something that is true in all areas of student life, from the classroom, to the playing field, to the residence hall. Joe Seagram is the headmaster of King’s-Edgehill in Windsor, Nova Scotia. “If the boy next door to you is brushing his teeth and getting ready for bed—and he’s older than you and you look up to him—then you’re going to do the same. If the girl next to you in study hall is a few grades ahead and she’s sitting quietly doing her work, you’ll likely follow suit. Our older students are fabulous role models, showing the younger students what needs to be done in order to achieve success.”
“It was definitely fun living in a boarding school. You're on your own but not really, and it advances your maturity.”
—Zach Bogosian, NHL player, became great at boarding school
Boarding school is fun and there are even some cool boarding schools... within limits. Residences include students from all grade levels for which a boarding program is offered. Most have a roommate from the same grade, and houses have communal areas for shared indoor and evening activities. Students typically live on campus for the school year, including statutory holidays and weekends. Some schools offer the option of five-day boarding, with students spending the weekdays on campus, living in a dormitory, and the weekends at home with family. Students are assigned an advisor whose role is to keep an eye how they’re doing, and to offer advice on programming, academics, and extracurricular activities. Students are able to meet with advisors daily, though access is open and fluid. Advisors report to parents and guardians regularly, and can also be approached with questions.
Each school requires students to sign and adhere to a code of conduct which, in all cases, is strict. Dealing drugs, selling alcohol, sexual aggression, committing extortion and possessing a weapon or explosive substance all result in immediate expulsion. Other zero tolerance offences are smoking, taking illicit drugs, and bullying. Students and their family are typically given an opportunity to meet with the head of school, though expulsions are not imposed lightly or rashly. If a student has completed diploma requirements equivalent to the provincial graduation requirements, the school will grant a provincial diploma, though otherwise all tuition and the opportunity to graduate with a diploma from the institution are forfeited.
The house system
Houses are a traditional feature of British boarding schools, one that adds to the fun and enjoyment of life here. The system has been adopted at schools throughout the Commonwealth. The most familiar house system, of course, is the one that Harry Potter enters at Hogwarts. It’s fictional, though the basic concept is reflective of reality. When students arrive at school they are assigned to a house where they will remain until they graduate. Often houses correspond to residence buildings, though not always. The number of houses varies from school to school, typically ranging somewhere between four and 10—Bishop Strachan has 12 houses, for example, while Rothesay Netherwood has four. Boarding schools that offer a day program may have houses that include both day and boarding students, or, as at Trinity College School and Upper Canada College, they will have separate houses for boarding and day students.
Naming conventions vary between schools. Often they will be named after people who have played a prominent role in the life of the school—as Trinity and St. Margaret’s—or may be developed around a theme, such as local geography. Houses remain a very traditional element of boarding school, and names, mottos, and crests often reflect that larger tradition.
The house system provides a basis for student competition and school spirit. Typically, houses compete for points that are accumulated over the duration of a school year. At St. Margaret’s, for example, points are accumulated in both academics and athletics in competition for the Margaret Barton Inter-House Challenge Cup (academics) and the Godson Trophy (athletics).
Houses also form the basis for a sense of belonging and identity, something that can be particularly helpful for new students acclimating to school life. Houses are smaller, more personal groupings within the school population, and provide the basis for ongoing pastoral care.
Unlike public schools that often organize by grade level, the house system organizes arbitrarily, with each house including members from all the grade levels offered at the school. Older students may be assigned to younger ones to provide mentorship, though often those kinds of relationships develop informally as well.
Houses typically will have both faculty and student leadership. Student leaders are appointed house captains or prefects, with staff members being assigned housemaster or housemistress for each house. The terms vary between schools—at Bishop’s the staff leaders are called houseparents—though all schools provide round-the-clock supervision by staff.
Where real houses differ most from those at Hogwarts is that they are far more positive, less sinister, and competition between them less harsh. In real life, houses provide the structure and social framework within which students interact, compete and socialize. Much like cabin groups at summer camp, they also can provide a valuable sense of kinship, shared experience, and belonging.
Is boarding school bad, as it's often made out to be in the media? Commenting on a case of assault at a boarding school, Shamus Kahn says, “I’m not surprised by it, to be honest.’’ Khan, a sociology professor at Columbia University, adds, “But I wouldn’t be that surprised by it at any college or high school.”
Kahn was commenting on a case of sexual assault that occurred in 2014 at St. Paul’s School, in Concord, New Hampshire. Khan is an alumnus of the school, and while he noted to the Boston Globe that the assault could have happened anywhere, he believed it nevertheless made national headlines precisely because of where it happened and who it happened to. In the days and months after the assault, St. Paul’s was invariably described in the press as elite and exclusive (implying, in other words, that boarding schools are all bad, because of this one incident). Owen Labrie, the perpetrator, was described in the press as a star student, popular, privileged, good looking and athletic. He had been accepted to attend Harvard after graduation, something that added a final punctuation to Labrie’s profile, as presented in the media, as the stereotypical boarding school student.
Both Labrie and the administration of St. Paul’s became lightning rods for the biases and the derision of the nation. The story became emblematic, serving as an indictment of boarding school, underscoring its privileges as well as its abuses. It was described as the result of an endemic rite of passage, a tradition that even had a name: the “senior salute.” The fact that the dean of students admitted that he was aware of the tradition yet didn’t do anything to intervene rightly caused outrage among the parents who had trusted the school with the care of their children.
“The school indeed knew, but I doubt they understood the full implications of such a tradition,” wrote Tim Hillman at the time, adding that schools are “woefully unable to police sexuality on campus.” In The New Yorker Jeannie Suk wrote that the case “illuminated the need for education in schools on healthy attitudes toward sex” and that “education must address the attitudes of both boys and girls.” For a majority of the people seeing the story unfold in the media, however, blame was assigned more to those within the school walls than outside them.
Gender, sexuality, identity
Boarding school isn’t a pancea. No school, boarding or otherwise, is immune to the social problems and prejudices of the larger cultural context. Further, the relationship between gender, sexuality, and boarding school has always been an uneasy one.
At one time, rather than policing sexuality, parents looked to boarding school to enforce what they would have considered to be normative behaviour. Ted Rogers, founder of Rogers Communications, recalled that “my pediatrician advised my mother that I should go to a boys’ environment because if I stayed home with my mother and a nanny, I’d become a sissy.” He was seven.
It is true that boys’ boarding schools, at that time, weren’t for "sissies," at least in the sense Rogers would have understood that term. (To some extent the term expressed, indirectly, a cultural unease with homosexuality.) Schools enforced a very singular, narrow vision of masculinity. For some parents—and apparently some pediatricians as well—that alone provided the motivation to send children to boarding school. It wasn't a place for finding yourself, or refining your interests, or growing into who you were or wanted to be.
Rogers certainly wasn't a “sissy” in his adult life, again in the sense of that term as he would have adopted it. We’ll never know if that's a result of his boarding school education. For others, the experience was more fractured. Michael Ignatieff, like Rogers, was a student at Upper Canada College (UCC). Looking back, he says that “the logic of boarding [at the time] was basically to get puberty out of the house, to get boys away from their parents so they can become sexual animals alone.”
“The single-sex environment produced a certain homophobia, which I now very much regret. I have very strong emotional feelings toward men, some of which were cultivated by that environment … Yet there was a tremendous anxiety about crossing the line into homosexual experience. I think it is very right and appropriate for men to love each other … . That was damn difficult in that school, and made more difficult than it needed to be.”
There was a tension in Ignatieff’s day that perhaps is less with us today, if only because sexuality is less cloistered. In its place, though, are new tensions, many which derive from an understanding of the benefits of authority as well as potential abuses. “I think it’s important for a boy, for a young man,” says Ignatieff, “to see male authority that he can believe in.”
Increasingly schools are giving a very welcome attention to how they can address their students emerging academic, social, and gender identities, and to provide the kind of authority, both from men and women, that Ignatieff describes.
In the end, parents and students want to know if boarding school is worth it: the money, the separation from parents, the exclusion from society, etc. A number of these factors, though, conspire to form unique leadership qualities in boarding school students and graduates, and for most who invest in boarding, the final answer is a resounding "Yes!"
In 2003, Chris Studer was in grade 7 at UCC, and was admittedly a bully. “I definitely had a mean streak,” he said, reflecting years later, admitting that it came from his insecurity and the desire to find a place within the social life of the school. His insecurity led to the use of slurs toward those who were different, or were perceived to be different from himself, particularly around the issue of sexual orientation. At a forum hosted at the school in 2013, Studer invited Calum Mew to join him on stage, one of the people he had bullied all those years before. They both told their stories, and Studer voiced his regrets.
Of course that past can’t be changed, but Studer and Mew's participation in the forum was significant of an ongoing dedication to a program of mentorship around gender, sex, and the full range of relationships that students share during their time at school. It was emblematic of a more open discussion, one that had been validated by school administration with the launch in 2001 of the Gay-Straight Alliance in order to create an opportunity to acknowledge the sexual and personal diversity at the school. The project was created to look forward, and to encourage an open, supportive setting. Interestingly, it also provides opportunities to look back—as it did for Studer—to acknowledge and address the past.
A Gay-Straight Alliance (GSA) began at Trinity College School in 2002 when a straight teacher got together a group of students who were tired of the use of derogatory terms and the harassment that was going on at the school. It is still running today, and the membership continues to grow. There, as at other schools with similar programs, membership levels perhaps aren’t as important as the presence of the initiatives.
Schools, understandably, have always reflected the culture that they are within. Cultural ideals are implicit within the school’s language, curriculum, and traditions, something that has of course been true throughout the ages. For much of our history, schools were a means of establishing and maintaining a status quo, with the needs of society as the principal driver.
Today, more than ever before, the opposite is true: boarding schools aren’t about maintaining the status quo, but about striving for something better, and working to provide a model for how we could, and should, live as a nation. “It is critical that we interrupt dominant cultures,” says Nicols, “by questioning norms and injecting new, more inclusive traditions into school life and curriculum.”
The Character Project
New programs and initiatives, such as UCC’s Character Project, are designed to instigate exactly that kind of interruption. In 2015, Jim Power, principal at UCC, described the Character Project as a means of getting at something that he feels is essential to a complete education. In an address to the student body, he said that while “we can see how you’re doing in math, French, and English ... we can’t accurately determine the more important questions: how do you deal with adversity? Do you demonstrate courage in the clutch? And most importantly, What kind of guy are you becoming?”
The goal of education, Power believes, isn’t restricted to academics. It’s also, as he said in that same address, “to help you all find and become your best selves,” a process that includes social-emotional development, maturity, decision-making, and mental health. True to that goal, the school created a new role, that of Character Integrator, in 2014. In addition to teaching English and Drama, Laurie Fraser became the first member of the faculty to take on the post. “It’s important for [students] to have a sense of autonomy,” says Fraser, “and feel like they have influence in their school, because that engagement and ownership of their school life deepens their connection to their school culture.”
The Character Project is part of an ongoing commitment to allowing students to have that kind of connection, and to providing opportunities for them to exercise it in ways that are meaningful and tangible. “It’s really hard to act in the world with kindness and generosity when you don’t feel good on the inside,” says Fraser. “We have conversations in a series of workshops about character strengths and the pillars of well-being, including positive emotions, engagement, relationships, finding meaning and having a sense of accomplishment in life.” The Character Project, and programs like it, recognize gaining a sense of identity, and finding meaning and accomplishment in life, is a process that we all share equally.
“I don’t think anyone’s eager to say goodbye to their kids, certainly,” says Katrina Samson. “They are still kids. It’s a big deal moving away from home.”
And, certainly, there are risks, especially when the decision to board isn’t made with the best interests of the child in mind. When Camilla Parker-Bowles’ son Tom asked why she sent him to boarding school at the age of 7, she responded—while expressing a deep sense of regret—that simply “it was the thing you did.” There are other bad reasons, too, and many of them are often raised as criticisms of private school itself: to rub shoulders with the elite, to find mates from wealthy families, to demonstrate wealth or social status. Parents of boarding school students aren’t immune to making decisions, even good decisions, for the wrong reasons. For Camilla Parker-Bowles, the result is a sense of regret and loss; for her son Tom it’s is a sense of betrayal. The experience of boarding school is one that he has worked hard to reconcile.
Family or cultural traditions certainly aren’t to be dismissed out of hand, as they can be very powerful and important motives. In many cases, they are both workable and beneficial. However, decisions based only on those criteria can be problematic.
Maturity can mean different things. At it’s most basic, it refers to age and, increasingly, we can be confident that children younger than 11 or 12 shouldn’t be considered candidates for boarding. Joy Schaverien, a psychotherapist, coined the term “boarding school syndrome” to describe a cluster of behaviors and symptoms that she noticed within adults who had boarded in Britain as children. In a 2011 paper in the British Journal of Psychotherapy she wrote: “Children sent away to school at an early age suffer the sudden and often irrevocable loss of their primary attachments; for many this constitutes a significant trauma. … In order to adapt to the system, a defensive and protective encapsulation of the self may be acquired; the true identity of the person then remains hidden. This pattern distorts intimate relationships and may continue into adult life.”
Schaverien’s father, even seventy years later, still vividly recalled the pain of being left at boarding school when he was a child. He was six when he first enrolled, and we can assume that he wasn’t involved in the decision to board. Nick Duffel is author of The Making of Them: The British attitude to children and the boarding school system. There he writes from his own experience of boarding school, which he entered at age 8 in 1957.
It’s hard to think of a good reason to separate a seven-year-old or an eight-year-old from her family, and Duffel and Schaverien have spoken out against boarding for the very young. It’s a practice that still exists in Britain, though is becoming less common. It’s not just about the damage that it can do, but also about what boarding can offer and what it can’t.
Emotional maturity
The British tradition, at least at certain points in history, reflected the Victorian idea that children are to be seen and not heard. Sending them off to board was a means of reinforcing a division between children and adult life. Today, we understand that boarding is best considered principally from the perspective of the child, positing the best means of supporting her intellectual and personal development. Sidney Crosby went to board because of the opportunities that he saw there, opportunities that were only available because of his level of maturity and his personal goals.
It’s that perspective that perhaps distinguishes the tradition of boarding as it exists in North America today. Some schools will accept boarders when they are 12 years old and entering Grade 7, though most programs don’t enroll boarding students younger than 13. As well, most schools don’t require students to enter at a certain grade, or a certain age, instead taking cues from the child as the deciding factor.
Emotional maturity is something that admissions officers assess within an admissions interview, and it’s not at all uncommon that parents are asked to wait a year or even two. They will often advise that parents look for breaks in a child’s education, and move into boarding at a natural point for them.
“There is no magic age in general. But there may be a magic age for your child," say Barbara Coloroso. “You need to look at your child's gifts and their needs. Where are they now? What is their situation? … Trust your own gut, your own sense of what is good for your child.”
“Anyone who has been doing this as long as we have knows the cycle … The beginning of the year is like camp; everyone is busy and having fun so there’s little time for homesickness. But as school gets underway and the work builds up, there are always blue days.” .... “We have a highly receptive culture here and students are always encouraged to seek help if and when they need it.”
—Rebecca McKay, director of admissions, Queen Margaret’s School
In the majority of cases, students are drawn toward boarding based on their goals and their desires. The Alberta Ballet School, for example, attracts students not because it offers boarding, but because it offers an opportunity to be immersed in an art form that they are passionate about, and to join peers, mentors and instructors that share that passion. Whether it’s the arts, science, athletics, outdoor education, business, or various academic foci, all boarding schools offer specific opportunities that specific students are drawn to.
Likewise, they offer infrastructure—an observatory, studios, a collaborative environment—that are often essential tools to student success in a specific field. As Malcolm Gladwell has noted, Bill Gates most likely would not have had the same success had he not attended attend Lakeside, a private school in Seattle. The school had a computer, something that no other schools in the region had at the time. It was one of a new generation of computers, made even more unique through a partnership with the University of Washington, one that included a computer terminal at Lakeside with a direct link to the university mainframe. Aptitude is important, though access to the right tools, and an expansive environment, is important, too.
“ … we gave our kids a fair amount of autonomy in the process of choosing a high school, focusing on finding a school that uniquely suits them. We took some heat for that, and for allowing them to choose boarding. So as I watched them own their decision, share their enthusiasm for their boarding school experience, and handle themselves with grace and confidence, I have to say it: I felt proud.”
–Anne Marie Kee, CAIS
Boarding schools, precisely because they are involved in a child’s life 24/7, spend far more time, energy, and creativity on creating an expansive, positive environment than other institutions do. That’s not lost on parents, such as Wille, who are aware of the value of mentorship and the ability of boarding to provide it. We live in a world that seeks to exploit technology in bringing education to a wider public, and indeed there is worth in that. Yet, there is also considerable worth in mentorship, placing students within a context that will be expansive. Often who we learn from, and the way in which they approach us, can be as important as the lessons themselves.
“At any time, if your child is experiencing ongoing and unresolved problems—with issues like bullying for example—parents should consider another schooling option.” Erin McLaughlin adds that “No time is ever off limits, especially if a child is being targeted by peers or facing insurmountable obstacles in the present setting with no relief in sight.”
Likewise, there is an ever increasing range of programs on offer. “As research and development into helping kids and teens with special needs, whether behavioral, physical or mental, continues to grow, we see new specialized educational models and schools opening up. In particular, we have seen an increase in parents looking for these programs,” says Erin McLaughlin.
In 2007, the Fraser Institute released a study co-authored by Derek Allison that presented findings about who was choosing the private school option and what their motives were. Among the most striking, and which gained media attention at the time, were that the parents choosing private school weren’t perhaps who we may have thought they were. There was a greater socioeconomic diversity, and a significant number of parents sending their children to private school hadn’t attended private schools themselves. The study found that, more than ever, "they're making a deliberate choice" and one based on a greater range of criteria. The bottom line is that options in education are important, with parents seeking to address the specific needs of their children.
Dr. David Harley is Dean at Robert Land Academy in Wellandport, Ontario. He notes that the school accepts boys whose temperament gets them into trouble. “Most of the boys would be characterized by the fact that they are underachieving but they have a lot more potential than they are demonstrating.”
The school offers a structure and a discipline that, while it may be onerous for some, is often the key to the student’s success. The school also follows a clean-living philosophy, with strict limits on junk food, and an emphasis on a wide range of physical activity. “If you lose weight,” says Harley, “your body image is better, you’re feeling good, getting better marks.”
“There is no one thing that we look for in a student: our students are academically strong, able to contribute to activities outside of the classroom, have a good sense of self, and are keen to learn and be engaged.”
–Louise Paoli di Prisco, Assistant Director, Boarding Admissions, Ashbury College, Ottawa, Ontario
Each school has its own mission, educational philosophy, identity, history, and culture. Schools want students who will fit in their respective unique environments. The most important aspect is whether a student is admissions-appropriate or admissions-ready. In other words, is the student capable of handling the requirements of the school? Can the student manage the academic, athletic, and extracurricular programs that the school provides? Does the student demonstrate the appropriate level of maturity? These are the main factors that go into determining whether a child is suitable for admission. The purpose is not to pass judgment on a student’s overall aptitude, but rather to determine that the school is the right fit for the family and the child. The right fit includes whether or not the student actually wants to attend the school, or if there are other motivations, such as cultural or familial pressures.
Every school has a slightly different application process. From entrance exams to academic assessments to interviews, parents must note and adhere to the key dates and requirements of each school they’re applying to. Entrance standards vary significantly from those schools that accept all (or nearly all) applicants, to those like Upper Canada College, where in Grade 9 (the last major entry year for the school) as few as one in five are admitted. All of the information you need to begin and complete the application process successfully can be found at OurKids.net. To help you get started, we asked some of Canada’s top schools and education experts to weigh in on the key steps in the evaluation and application process.
Admission practices vary, so it’s important to contact the admissions office for application requirements and deadlines. The admission process typically includes:
May | Assemble a list of schools that meet your criteria |
June | Request catalogues and videos from selected schools |
July | Schedule interviews |
August | Make travel arrangements |
September | Register for SSAT, or other testing (if applicable) Schedule interviews at the schools of your choice Review admissions forms |
October | Attend interviews Check admissions requirements Verify admissions deadlines |
November | Complete interviews Determine financial requirements |
December | Take SSAT/ISEE tests (if applicable) Complete applications Submit application |
January | Submit applications |
February | Relax and wait |
March | Keep an eye on the mail for the acceptance letter |
April | Let schools know your decision |
Fixed date
Many boarding schools have fixed application deadlines, meaning that dates are set for application and admission. Often application deadlines are in late January for the following academic year, though application deadlines vary between schools.
Rolling
Many schools have rolling deadlines, which means they will accept applications up until their enrolment numbers are fulfilled. If you are interested in a few different schools, it’s a good idea to contact the school directly about their admission guidelines and deadlines, as these will vary depending on the school. Rolling deadlines allow you to apply at any time during the year, before or after any initial application deadlines have passed. Schools with rolling admissions may also allow students to enter in the middle of the school year, which can be an advantage for students transferring between schools.
Applying for financial aid
Typically, deadlines to apply for financial aid are fixed even at schools that have rolling application deadlines. This is because aid packages are finite, and otherwise follow the school’s fiscal schedule.
The goal of the interview is to determine whether the student is going to be happy and successful within the school’s academic and social environment. “I always look for a confident student, who can share their interests and their experiences,” says Kimberly Carter, director of enrolment management at Branksome Hall. “But I find even the shyest applicants can come out of their shell if you start with what they know.”
Interviews include a conversation with the family together, as well as a conversation with the student on her own. "It’s very much a dialogue," says Chantal Kenny, executive director of admissions at Upper Canada College. "It's a very open conversation. There are no set questions that really have a yes and no answer. It's about us digging deeper, and probing, and allowing the students to feel comfortable in the interview process so we can get to know them better."
It’s natural for parents to want to prepare their children, but admissions officers agree that the best interviews happen when the student fully takes part, asks questions, and speaks openly and comfortably about who they are and what they want from the school.
“The word ‘interview’ can be overplayed, as this process is typically more like a friendly chat. That being said, good manners are still extremely important. You can prepare by thinking about what the student is interested in both outside and inside the school, and how the parents see themselves and their involvement within the school community.”
–Elaine Danson, Educational Consultant
Many schools will rely on past report cards but depending on the school and student's age, independent schools will use in-house or standardized testing to determine where your child stands academically compared to other students of his or her age. How much weight each school puts on the test's final outcome varies across the board, but it's only one factor in the overall assessment of a student. "We're looking at the whole student," says Kenny. "We weigh all of the criteria equally." While tutoring isn’t recommended—it often just creates anxiety—it is important to familiarizing the child with the format of the exam they'll be taking.
“The interview allows the admissions committee to add a personal dimension to the application. We typically look for the ‘Five A’s’ in our questioning: Academics, Arts, Athletics, Active Citizenship and Adventure. Other questions we might ask applicants include what types of books do they like to read, who are the people they most admire, etc. A successful interview is one where the student demonstrates—by answering questions about their interest and experience in the ‘Five A’s’—that they are well rounded, confident and would be committed to our school.”
—Kevin White, Director of Student Recruitment, Glenlyon Norfolk School, Victoria, British Columbia
Many boarding schools across Canada require prospective students to complete the Secondary School Admission Test (SSAT) as part of their admissions package. It is used internationally and is administered by the Secondary School Admission Test Board (SSATB). The test is designed to measure verbal, quantitative skill, reading comprehension, and verbal skills. It does not include questions intended to measure achievement or general knowledge.
When taking the SSAT students are asked to complete a writing sample and four sections of multiple choice questions:
Test scores are based only on the multiple choice questions; the writing sample is unscored. Middle level students (grades 5-7 applying to enter grades 6-8) will receive their result in the form of a scaled score between 440 and 710. Upper level students (grades 8-11 applying to enter grades 9-12) will receive their result in the form of a scaled score between 500 and 800. All students will also receive their result expressed as a percentile (1 to 99) which is calculated through a comparison of the results of all students who have taken the SSAT in the US and Canada within the previous three years. Scores are released two weeks after the test was taken, and there is no indication within the score report of how often a student has taken the SSAT or previous scores earned.
The SSAT is administered at test centres around the world on eight Saturdays each year. Registration is completed online through the SSATB, though schools may offer some assistance in finding appropriate dates and locations. Testing typically begins at 9am, though start times can vary between locations. Students taking the test are required to arrive and check in at least 30 minutes before the start of the test. Results are sent to students, not schools, who are then free to submit them to as many schools as they wish.
Learn more about the SSAT:
Find SSAT Schools
Prepare for the SSAT
Schools may have more than just a “yes” or “no” decision. If your child meets the school's requirements but no space is currently available, he or she may be put on a waiting list. If there is insufficient information to make a decision, your application may be deferred and you may be asked to submit additional documentation.
If your child is denied acceptance, it may be because the school does not feel it is the best fit. It’s recommended you consult the admissions office to understand the decision and the reasons behind it.
Deryn Lavell, Head of School at Bishop Strachan, says “it’s very important to us that girls have access to education irrespective of their financial background, or their parents financial background … we’re very interested in getting the greatest girls that we can.”
Tuition can be expensive, to be sure, and more within the reach of families with a broader set of resources at hand. That said, educators are explicitly aware that the best educational setting is one in which access isn’t a function of wealth. Financial programs are based in the understanding that education is devalued if a student’s admissibility is based on financial ability rather than character, leadership potential, values, and an ability to contribute to campus life and the academic culture of the school. Bursaries and scholarships aren’t charity. They are the means by which schools are able to craft their student body in order to create the best educational setting possible, namely one that is reflective of the diversity of perspectives present in the world at large.
“During my six years as head of school at Queen Margaret’s School,” says Pat Rowntree, “we looked at ways to increase participation by families that reflected the population of the surrounding community. In Duncan, situated in the Cowichan Valley, the Cowichan First Nation people have a high profile in both the economic and social life of our community.” The school enacted a system of financial aid to act in concert with the financial programs available within the province and the First Nations communities. Further, they enacted policy changes to support band-sponsored day students and comprehensive scholarships for girls of ability in the secondary school program. “The presence of First Nation students in our school meant that First Nation cultures and histories were more likely to be part of curricular topics and activities at the school, [and] built on the real-life experiences of our students.”
Truly, everyone benefits. Says Kathy LaBranch of Trinity College School, “The person who has a broad exposure to different backgrounds, cultures and experiences is able to be more successful in today’s working world. By ensuring that students are educated in a classroom with students from different countries, cultures, religions, and socio-economic profiles, [we are] modeling the real-world requirements once the student moves on into the working world. In a classroom with true diversity, the debates, conversations and points of view are broader and richer.”
“Our responsibility,” says Kelly Koepp of Shawnigan Lake School, “is to expose our students to a heterogeneous educational environment so that they can nurture an open-minded approach to the world, a willingness to accept different ways of thinking and an ability to navigate a diverse environment.” More than 25 per cent of the students at Shawnigan Lake School receive some sort of financial aid, a figure that is common across private and independent schools.
Susan R. Groesbeck of Havergal College notes that “Raising money to support endowed bursaries is a strategic priority for our school. We make sure that sufficient bursary funds are available to ensure that any mission- appropriate student may attend our school. We adhere to a ‘needs-blind’ admission process; in other words, a student is admitted based solely on her merit and not on her family’s ability to pay.”
All you need to know about boarding school financial aid:
Financial aid and scholarships for boarding schools
How to pay for private school
Complete guide to private school tuition
NOTE: This is not a legal document, and is intended only to provide a very general overview of the process required of international students when applying to study in Canada. For up-to-date legal information, please refer to the Immigration and Refugee Protection Act or the Citizenship Act, as applicable.
All international students who wish to study in Canada for more than six consecutive months must obtain a study permit. To apply, students must first be accepted and have a letter of acceptance in hand.
Citizens of some countries also require a temporary resident visa or an Electronic Travel Authorization (eTA) in order to travel to Canada. For more information on travel documentation requirements, and to find out if you need either a visa or an eTA in order to travel to Canada visit the Government of Canada, office of immigration and citizenship website.
Student permit
Once a student permit request has been approved you will receive a letter from the office of Citizenship and Immigration Canada. The letter must be presented at customs when you enter the county. On entry, the customs officer will exchange the letter for a study permit which will then be stapled inside your passport. For high school students, the study permit is normally valid for the length of the entire school career in Canada plus 90 days.
Custodianship
Children 17 years of age or younger and not arriving with a parent or legal guardian are required to be in the care of a responsible adult while they are in Canada. This person is known as a custodian. The custodian must be designated prior to your arrival in Canada through the completion of a notarized Custodianship Declaration (IMM 5646). The custodian must live in Canada and be older than 19 years of age. Often the custodian is connected to the family as a family friend or relative. Otherwise, the admissions officer of the school that you plan to attend can help if you need to find someone eligible to act as a custodian.
Health and medical insurance
International students need to arrange for their own health and dental coverage while in Canada. Students who hold official landed immigrant status or permanent residency status should apply for provincial health coverage from the province where they will be studying. Students who are not eligible for provincial health insurance must provide documentation to the school showing that they have medical coverage through their parents or otherwise have purchased an international student medical plan. The admissions officer at the school can provide guidance and advice on obtaining a medical plan.
Across Canada, high school graduation requirements are set by the provincial boards, not the federal government. Therefore, graduation requirements vary between provinces based on provincial criteria and curricula. Provinces also define the elements of those criteria, including what a “credit” represents, which can make a direct comparison of degree requirements difficult. For example, in BC a credit represents 30 hours of in-class instruction; in Ontario a credit represents the completion of an entire course, not a portion of it. Therefore, in order to graduate, students in Ontario are required to complete 30 credits in grades 9 through 12. In British Columbia 80 credits are required in grades 10 through 12.
Despite whatever the numbers might seem to suggest, the reality is that graduation requirements vary only superficially between the provinces. All require that students study English/French, mathematics, science, Canadian history, geography, and health. In addition to those core subjects, all provinces offer optional courses for credit, and students are free to choose among them. These include courses in technology and computer studies, graphic and performing arts, world studies, international languages, social studies, and cooperative education.
Private schools are required to meet provincial requirements in order to issue provincial graduation diplomas, though many private and independent schools choose to exceed them. For example, Columbia International College requires 36 credits for graduation, though the provincial requirement is just 30. Boarding schools are also able to offer a greater range of courses for credit, including debating, psychology, and business.
In addition to classwork, students must demonstrate an involvement in community service beyond the campus, though many boarding schools choose to exceed provincial guidelines there as well. Students enrolled at at school which offers the International Baccalaureate program, for example, are required to complete 50 hours of volunteer service in order to graduate, exceeding the baseline in all provinces.
Many boarding schools formally require participation in athletics, courses on international languages, or participation in extracurricular programs, such as the Duke of Edinburgh’s Award. Often, these too are included as requirements in order to graduate. All diploma requirements imposed in addition to provincial requirements are at the discretion of the individual schools and do not affect the receipt of the provincial diploma. Any additional requirements made by private institutions are imposed to reflect the core values of the school as they pertain to diversity, service, leadership, and academics.
A majority of boarding schools in Canada offer provincial degrees, that is, students graduate with a high school diploma offered by the province in which the school is located. In some cases, schools offer the International Baccalaureate (IB) diploma.
Graduation requirements, as well as the degrees offered by international schools, vary based on focus, curriculum, and affiliation. For example, students attending Neuchâtel Junior College earn credits toward completion of the Ontario Secondary School Diploma. Other schools—including Carlsbad International School, the International School of Asia, Karuizawa (ISAK), and THINK Global School in New York—offer the IB diploma.
The International Baccalaureate is a two-year advanced secondary school curriculum that was founded in 1968 and is now taught in schools in more than 140 countries, including many alternative institutions in Canada.
The IB curriculum was created for students aged 16 to 19. It is intended to provide a well-rounded, high quality, advanced course of study that delivers the basics of high school education while challenging students to apply their knowledge and skills through collaboration, discussion, and communication.
In order to earn an IB diploma students complete a course of study in six core subject areas (language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts) an essay of up to 4000 words, and sit standard, externally assessed exams. In addition to course work, students are also required to complete two formal projects and a minimum of 50 hours of community service.
Each of Canada's universities is free to sets its own admissions standards and to assess each candidate based on their own internal criteria. There is no national university entrance exam or governing body overseeing university admissions. As a result, admission criteria can vary widely, even between universities within Canada. Students are required to contact colleges or universities directly to find a list of admission requirements and deadlines, and to submit transcripts in support of their application.
While the specific details of recognition can vary between universities—or, in some cases, even between faculty within a university—the IB diploma is widely accepted as an admission credential if the scores earned meet certain targets. In some instances, IB courses and exams are recognized for transfer credit within an institution, used in fulfillment of university degree requirements and/or fulfilling course prerequisite requirements.
“The bonds of friendship that you form at this school will, throughout your life, be of priceless value to you. Treasure them.”
–Cornelius Burke, Shawnigan Lake School, ’34
On January 20, 2014, the Peterborough Examiner ran a story of the swearing in of a new king of Spain, Felipe VI. Sarah McMahon, the head of Lakefield College School, was quoted saying that she was “delighted and proud to hear His Majesty King Felipe VI was proclaimed the new King of Spain this morning in Madrid.”
While the ceremony happened an ocean and a world away, for Peterborough the story was also a local one; for McMahon, it was a personal one. Felipe attended Lakefield College School as a student and retains ties to the school, its faculty, and former students even today, including a visit in 2010 to attend his graduating class’s reunion.
Felipe arrived at Lakefield in 1984 as a shy 16-year-old despite being heir to the Spanish throne. “It was in Canada that I fought my first battle,” he told Spain’s El Mundo in 1998. “I had to face the distance from my family, from Spain, and from my friends. I had to deal with a different language, climate and customs I did not know … It was a challenge I needed to overcome. I think it was worth it.”
While at Lakefield he received letters from his father, King Juan Carlos, that, in addition to the usual father/son banter, included some notes on what it means to be a sovereign. Published in a 2008 book, Juan Carlos wrote in those letters of the need to be a “kind, attentive, and helpful” king. “You need to appear natural, but not vulgar; cultivated and aware of problems, but not pedantic or conceited.” Juan Carlos wrote that the royals needed to “earn their throne every day.” He wasn’t the first royal to study at Lakefield. Prince Andrew, Duke of York, attended in 1977 through an exchange program with Gordonstoun, the boarding school he attended in Scotland.
While not every school has such high-flying alumni, all are conscious of the lives that their students go on to, and they retain ties with them after they’ve gone. To those on the outside looking in, a list of prominent alumni can appear to be little more than a form of name dropping. Yet, for the faculty and students, awareness of notable graduates can be meaningful in ways that, often, are difficult to describe.
Even from a distance, students are inspired by the people who once sat where they do now, though often there isn’t much distance at all. There is a strong “pay it back” mindset among boarding school alumni, one that provides an important aspect of boarding school culture and the life of a school. The desire to help one's fellow alumni runs deep, and the networks at many Canadian private schools are notoriously tight. Alumni often return to visit with faculty and students, offering insight about their time at the school, the strength of their education, as well as the challenges and the successes they faced after they left.
Alumni—both individually and as a group—reflect the values and the strengths of an institution. TFS alumni, for example, include a remarkable number of leaders within health and human rights: Samantha Nutt, founder of War Child Canada; Karandeep Sonu Gaind, psychiatrist and passionate advocate for improvements in care for the mentally ill; Carole Piovesan, a lawyer and advocate for international human rights. Alumni of St. Clements include historian Margaret MacMillan, administrator Julia Foster, journalist Adrienne Arsenault, and writer Claudia Dey. Havergal alumni include engineer Marcia Lamont Scott, jazz vocalist Carol Welsman, journalist and senator Linda Frum, and Paula Cox, who went on to serve as the premier of Bermuda.
All provide hints of the strengths of various schools. For students within them, they can grant a sense of possibility, inspiration and an expanded self-concept. The “if she can do it, why can’t I” attitude is a powerful motivator. There is a knowledge that a range of possibilities might be closer than, at times, they may appear.
When alumni visit and speak to students, that sense of possibility can take on more concrete forms of mentorship and support between the student and the school community. Having a chance to question someone who may literally have sat in the same seat, in the same classroom, can be an inspiring or even profound experience. It’s also a demonstration that the culture of the school continues, and that time spent there is often the beginning of a life-long relationship.
“When you leave, you alter the school forever, just as you altered it when you arrived. It is this concert of voices that will stand as our shared moment in history.”
–Jay Connolly, Shawnigan Lake School, '80
Primary curriculum | Secondary curriculum | Curriculum pace | Academic culture | Average class size | Language immersion | Special needs support | Tech integration |
|
---|---|---|---|---|---|---|---|---|
St. Margaret's School | Traditional | International Baccalaureate | Standard-enriched | Rigorous | 15 to 20 | No support | Medium integration | |
St. John's-Kilmarnock School | Progressive | International Baccalaureate | Standard-enriched | Rigorous | 16 to 20 | No support | Medium integration | |
Athol Murray College of Notre Dame | Traditional | Standard-enriched | Rigorous | 12 to 16 | Full-time Dedicated Class | Heavy integration | ||
Trinity College School | Liberal Arts | Standard-enriched | Supportive | 12 to 16 | No support | Medium integration | ||
Branksome Hall | Liberal Arts | International Baccalaureate | Standard-enriched | Rigorous | 16 to 22 | No support | Heavy integration | |
Havergal College | Liberal Arts | Standard-enriched | Rigorous | 18 to 22 | No support | Medium integration | ||
Lakefield College School | Liberal Arts | Standard-enriched | Supportive | 14 | No support | Medium integration | ||
Upper Canada College | Liberal Arts | International Baccalaureate | Accelerated | Rigorous | 20 to 25 | No support | Heavy integration | |
Appleby College | Liberal Arts | Standard-enriched | Rigorous | 12 to 16 | No support | Heavy integration | ||
Royal Crown School | Progressive | Standard-enriched | Rigorous | 10 to 15 | No support | Medium integration | ||
Nancy Campbell Academy | Liberal Arts | Standard-enriched | Rigorous | 5 to 18 | Withdrawal Assistance | Heavy integration | ||
McDonald International Academy | Traditional | Accelerated | Supportive | 10 to 20 | No support | Medium integration | ||
Laureate College | Liberal Arts | Standard-enriched | Supportive | 6 to 12 | No support | Heavy integration | ||
Applewood Academy for Progressive Learning | Progressive | Student-paced | Supportive | 4 to 6 | Special needs school | Medium integration | ||
Balmoral Hall School | Progressive | International Baccalaureate | Accelerated | Supportive | 10 to 20 | Resource Assistance | Heavy integration | |
Brentwood College School | Liberal Arts | Standard-enriched | Supportive | 16 | No support | Heavy integration | ||
The Hill Academy | Traditional | Standard-enriched | Rigorous | 6 to 18 | No support | |||
Glenlyon Norfolk School | Progressive | International Baccalaureate | Standard-enriched | Rigorous | 16 to 18 | No support | Medium integration | |
St. Michaels University School | Progressive | Standard-enriched | Rigorous | No support | Medium integration | |||
The Bishop Strachan School | Progressive | Reggio Emilia | Standard-enriched | Rigorous | 18 to 22 | No support | Heavy integration | |
Niagara Christian Collegiate | Traditional | Standard-enriched | Rigorous | 13 to 20 | Resource Assistance | Heavy integration | ||
Robert Land Academy | Traditional | Standard-enriched | Rigorous | 10 to 16 | Special needs school | Light integration | ||
Brookes Westshore | Progressive | International Baccalaureate | Accelerated | Rigorous | 12 to 18 | Full-time Dedicated Class | Light integration | |
Stanstead College | Traditional | Standard-enriched | Rigorous | 11 to 15 | No support | Medium integration | ||
Bodwell High School | Progressive | International Baccalaureate | Standard-enriched | Rigorous | 18 to 24 | No support | Medium integration | |
Dewey Institute | Traditional | Standard-enriched | Supportive | Full-time Dedicated Class | Medium integration | |||
Luther College High School | Liberal Arts | International Baccalaureate | Standard-enriched | Rigorous | 23 | No support | Light integration | |
Mennonite Collegiate Institute | Traditional | Standard-enriched | Supportive | 15 to 20 | Resource Assistance | Heavy integration | ||
The Gow School | Traditional | Standard-enriched | Supportive | 4 to 5 | Special needs school | Heavy integration | ||
Rutherford Private School | Progressive | Standard-enriched | Supportive | 9 to 12 | No support | Heavy integration | ||
King's-Edgehill School | Traditional | International Baccalaureate | Accelerated | Rigorous | 15 to 17 | No support | Medium integration | |
The Sacred Heart School of Montreal | Traditional | Accelerated | Rigorous | 14 to 18 | No support | Medium integration | ||
J. Addison School | Reggio Emilia | Standard-enriched | Supportive | 8 to 15 | No support | Light integration | ||
Trillium School | Traditional | Montessori | Accelerated | Rigorous | No support | Medium integration | ||
St. John's-Ravenscourt School | Liberal Arts | Reggio Emilia | Accelerated | Rigorous | 18 to 22 | No support | Heavy integration | |
London International Academy | Traditional | International Baccalaureate | Standard-enriched | Rigorous | 5 to 15 | No support | Medium integration | |
NOIC Academy | Traditional | International Baccalaureate | Standard-enriched | Rigorous | 6 to 15 | No support | Medium integration | |
Columbia International College | Traditional | Standard-enriched | Rigorous | 12 to 22 | No support | Medium integration | ||
North Star Academy | Traditional | Standard-enriched | Supportive | 13 to 19 | No support | Medium integration | ||
Queen Margaret's School | Progressive | Standard-enriched | Rigorous | 16 to 22 | No support | Medium integration | ||
Purcell Collegiate School | Progressive | 12 to 20 | No support | |||||
Ashbury College | Traditional | International Baccalaureate | Accelerated | Rigorous | 17 | No support | Medium integration | |
Albert College | Traditional | Standard-enriched | Rigorous | 15 | Indirect Support | Medium integration | ||
Rothesay Netherwood School | Liberal Arts | International Baccalaureate | Standard-enriched | Supportive | 14 to 16 | No support | Heavy integration | |
Trafalgar Castle School | Liberal Arts | Standard-enriched | Rigorous | Withdrawal Assistance | Heavy integration | |||
Unisus School | Progressive | International Baccalaureate | Student-paced | Supportive | No support | Heavy integration | ||
Merrick Preparatory School | Traditional | Standard-enriched | Rigorous | 8 to 12 | No support | Medium integration | ||
Haven International School | Traditional | Standard-enriched | Supportive | 10 to 15 | No support | Medium integration | ||
Bishop's College School | Traditional | International Baccalaureate | Standard-enriched | Rigorous | 12 to 15 | No support | Heavy integration | |
Nile Academy | Progressive | Standard-enriched | Rigorous | 12 to 16 | No support | Medium integration | ||
Shawnigan Lake School | Traditional | Standard-enriched | Rigorous | 17 | No support | Heavy integration | ||
Rosseau Lake College | Progressive | Standard-enriched | Supportive | 15 to 18 | No support | Medium integration | ||
College Bourget | Traditional | Standard-enriched | Supportive | Resource Assistance | ||||
Agate Private School | Progressive | Student-paced | Supportive | Resource Assistance | Medium integration | |||
Ridley College | Progressive | International Baccalaureate | Accelerated | Rigorous | 17 to 18 | No support | Heavy integration | |
St. Andrew's College | Traditional | Standard-enriched | Rigorous | 17 | No support | Heavy integration | ||
Fort Erie International Academy | Liberal Arts | Standard-enriched | Supportive | 5 to 15 | No support | Medium integration | ||
St. Stephen's School, Rome | Liberal Arts | International Baccalaureate | Standard-enriched | Rigorous | 10 to 15 | Indirect Support | Medium integration | |
Rosthern Junior College High School | Progressive | Standard-enriched | Supportive | 15 to 20 | Indirect Support | Medium integration | ||
Pickering College | Progressive | Standard-enriched | Rigorous | 18 to 20 | No support | Heavy integration | ||
Canadian College Italy | Traditional | Standard-enriched | Rigorous | 10 to 12 | No support | Medium integration | ||
Kells Academy | Traditional | Student-paced | Supportive | No support | Heavy integration |
Legend:
St. Margaret's School | ||||||||||||||||||||
St. John's-Kilmarnock School | ||||||||||||||||||||
Athol Murray College of Notre Dame | ||||||||||||||||||||
Trinity College School | ||||||||||||||||||||
Branksome Hall | ||||||||||||||||||||
Havergal College | ||||||||||||||||||||
Lakefield College School | ||||||||||||||||||||
Upper Canada College | ||||||||||||||||||||
Appleby College | ||||||||||||||||||||
Royal Crown School | ||||||||||||||||||||
Nancy Campbell Academy | ||||||||||||||||||||
McDonald International Academy | ||||||||||||||||||||
Laureate College | ||||||||||||||||||||
Applewood Academy for Progressive Learning | ||||||||||||||||||||
Balmoral Hall School | ||||||||||||||||||||
Brentwood College School | ||||||||||||||||||||
The Hill Academy | ||||||||||||||||||||
Glenlyon Norfolk School | ||||||||||||||||||||
St. Michaels University School | ||||||||||||||||||||
The Bishop Strachan School | ||||||||||||||||||||
Niagara Christian Collegiate | ||||||||||||||||||||
Robert Land Academy | ||||||||||||||||||||
Brookes Westshore | ||||||||||||||||||||
Stanstead College | ||||||||||||||||||||
Bodwell High School | ||||||||||||||||||||
Dewey Institute | ||||||||||||||||||||
Luther College High School | ||||||||||||||||||||
Mennonite Collegiate Institute | ||||||||||||||||||||
The Gow School | ||||||||||||||||||||
Rutherford Private School | ||||||||||||||||||||
King's-Edgehill School | ||||||||||||||||||||
The Sacred Heart School of Montreal | ||||||||||||||||||||
J. Addison School | ||||||||||||||||||||
Trillium School | ||||||||||||||||||||
St. John's-Ravenscourt School | ||||||||||||||||||||
London International Academy | ||||||||||||||||||||
NOIC Academy | ||||||||||||||||||||
Columbia International College | ||||||||||||||||||||
North Star Academy | ||||||||||||||||||||
Queen Margaret's School | ||||||||||||||||||||
Purcell Collegiate School | ||||||||||||||||||||
Ashbury College | ||||||||||||||||||||
Albert College | ||||||||||||||||||||
Rothesay Netherwood School | ||||||||||||||||||||
Trafalgar Castle School | ||||||||||||||||||||
Unisus School | ||||||||||||||||||||
Merrick Preparatory School | ||||||||||||||||||||
Haven International School | ||||||||||||||||||||
Bishop's College School | ||||||||||||||||||||
Nile Academy | ||||||||||||||||||||
Shawnigan Lake School | ||||||||||||||||||||
Rosseau Lake College | ||||||||||||||||||||
College Bourget | ||||||||||||||||||||
Agate Private School | ||||||||||||||||||||
Ridley College | ||||||||||||||||||||
St. Andrew's College | ||||||||||||||||||||
Fort Erie International Academy | ||||||||||||||||||||
St. Stephen's School, Rome | ||||||||||||||||||||
Rosthern Junior College High School | ||||||||||||||||||||
Pickering College | ||||||||||||||||||||
Canadian College Italy | ||||||||||||||||||||
Kells Academy |
AP
The AP program allows high school students to take university courses for an extra challenge and to give them a head start in their post-secondary education. There are now over 30 rigorous AP courses and exams spanning many subjects available to high school students in Canada.
CAIS
The Canadian Association of Independent Schools (CAIS) was established in 1981 as a national network for member schools supporting collaborative initiatives in leadership, education, management and governance. Its key activities included organizing, coordinating, and facilitating conferences, benchmarking, senior management compensation surveys, and advocacy. CAIS includes over 90 schools in Canada, Bermuda, the Dominican Republic, and Switzerland. All CAIS schools commit to undergoing a reflective and collaborative school improvement process, meet National Standards, and participate in research and professional development.
Chapel
Many schools have a weekly or daily chapel, a term that doesn’t necessarily mean what it suggests. Services can range from very religious to something more akin to a school-wide assembly. In all cases, school-wide meetings are important to student life, promoting a sense of community and reaffirming the goals and values of the institution.
Crew/rowing
The sport of rowing has long been associated with private school and university, and is a tradition that remains today. Rowing is offered in the fall and spring. Schools participate in regional and international competitions called regattas, such as the Royal Henley Regatta, which has been held in St. Catharine’s, Ontario, annually for more than 130 years. Rowing is unique in the world of sports in that it offers an engagement in competition as well as a very time-honored tradition.
The Duke of Edinburgh program is for students aged 14-24 and encourages personal growth through life experience. Students choose either a Bronze, Silver or Gold level of program, and complete a personal activity in various sections: volunteering, physical, skills, expedition and residential. Completion of each award takes a minimum of six months. The program was founded in England in 1956
Dorm master
A dorm master is a teacher who supervises a residential house of boarding school students.
Fieldhouse
A fieldhouse is an indoor sports arena. The fieldhouses and athletic facilities at many boarding schools often rival those found colleges and universities, and are often paid for through legacy gifts. Boarding schools take sports very seriously, with Wednesday afternoons and Saturdays often set aside for sports and physical recreation.
Five-day boarding
Students spend the week on campus, living in a dormitory, and the weekends at home with family.
Form
Form is another word for grade. It derives from the British 'public' or private secondary schools. Form I is seventh grade, form II eighth grade, and so on.
Harkness method
Teaching done around an oval table in order to encourage discussion and collaboration. The method was devised in contrast to passive learning styles, such as classroom lectures.
Headmaster
Headmaster or head teacher are terms for principal or chief administrator. More traditional schools typically use headmaster, but not always.
House
A House is a physical grouping of students in a residential or boarding facility. Within boarding schools, houses provide the structure and social framework within which students interact, compete and socialize. Much like cabin groups at summer camp, houses also often provide a valuable sense of kinship, shared experience, and belonging.
IB
The IB organization works with schools, governments and international organizations to create academic programs to challenge students while promoting intercultural respect and understanding. These programs feature subjects like math, science, physical education and the arts, but also personal and social skills, humanities and technology. Students must also study a second language and complete a personal project.
Independent schools
Independent schools are, most typically, not-for-profit institutions accountable to a board of trustees, which operate at arm’s length from the administration. They are distinguished from private schools which are most typically for-profit organizations established and controlled by one or more persons.
ISEE
ISEE or Independent Schools Entrance Examination is a standardized admissions test used by many boarding schools.
Master
The word takes its roots from the Latin magister which means teacher, which is what it means when used in the context of boarding school.
Middle school
Grades 7 and 8, though in some cases can refer to lower grades as well, such as grades 5–8.
Prep
Short for “preparatory” and referring to schools formed with the intention of preparing students for university.
Private schools
Private schools are generally understood to be for-profit organizations established and controlled by one or more persons. They are distinguished from independent schools, which are not-for-profit schools and accountable to a board of trustees which operates at arm’s length from the administration.
With exchanges available in schools worldwide, students are able to travel between cultures, participate in community service and simply experience a variety of learning environments to develop the Round Square IDEALS of Internationalism, Democracy, Environment, Adventure, Leadership and Service.
Senior school
Grades 11 and 12
Specialty
Specialty schools have a specific focus, such as arts, athletics, science, technology and the environment. Specialty schools allow families to find a program that will help their child fulfill their potential in a specific area.
SSAT
The SSAT or Secondary Schools Admissions Test is the most widely used standardized admissions test.
TOEFL
TOEFL or Test of English as a Foreign Language is a test of English language proficiency administered by the Educational Testing Service.
Upper school
Grades 9 and 10
Online forum
“They are having to deal with all sorts of aspects of life and situate themselves within a controlled environment with lots of support and structure.”
—David Robertson, headmaster at Shawnigan Lake School
“All children have an ‘ideal self’,” says Joe Seagram, headmaster at King’s-Edgehill, “an identity or person that they want to embody. I believe boarding school allows them to be that person—and that’s the most exciting thing for me…. The ideal boarding school student is one who is looking for more and wanting to push themselves—athletically, artistically, academically, socially, whatever it may be—to reach their full potential.”
Social development is a priority for boarding schools in ways that it isn’t in other environments. As boarders, students are required to deal with all aspects of life, to negotiate their routines, and to manage their relationships. The boarding environment is controlled and supervised around the clock, though at the same time there are responsibilities that students must take on that wouldn’t be required of them elsewhere. As such, they gain many of the personal and social skills that they’ll need when they move on to their post-secondary careers.