Box 250, 466 Mary Street, Gretna, Manitoba, R0G 0V0, Canada
40 College Hill Road, Rothesay, New Brunswick, E2E 5H1, Canada
1889
1877
60
310
9 to 12
6 to 12
Coed
Coed
Boarding, Day
Boarding, Day
English
English
Academic
Academic
Traditional
Liberal Arts, International Baccalaureate
15 to 20
14 to 16
Learning, Developmental, Behavioral
In-class adaptations
$6,285
$25,130 to $27,650
$11,535 to $26,435
$44,000 to $70,830
Yes
Yes
25%
28%
9 to 12
6 to 12
$1,997
$15,500
15
44
50%
48%
90%
85%
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
No
information not available
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First begun in 1889, MCI has an exceptionally long tradition of doing great work within the community it serves. The building doesn’t reflect the school’s age, as the current facilities all date to capital campaigns mounted in the 1960s and 1970s, and most recently with the construction of Buhler Hall in 2004. The campus is nicely set within a leafy residential neighbourhood, with ample green space and athletic facilities to complement the academic offering. The boarding program adds depth to the student experience, and further underscores the home feel of the campus, even for day students. Class sizes are small, with students well known across the grades and the programs. Families are drawn to the quality of the offering, as well as the values that come from the Mennonite tradition. A well-rounded program of co-curriculars is a draw as well, allowing for a very balanced, diverse student experience.
View full reportThe school dates to 1877 when the brilliantly named Ezekiel Stone Wiggins founded Thompson's School, a coed day school. It teetered a bit in the early years, with changes in ownership, and direction, though in time ultimately found both its academic and financial footings. A long-standing association with Netherwood, a school for girls founded in 1894, resulted in an amalgamation between the two in 1984. Students are empowered to emerge as a self-confident individuals who have character, courage, creativity and a commitment to community. A daily advisor program ensures that each child receives high levels of emotional and social support from committed faculty and staff. The school remains true to a tradition of academic excellence, and the campus is rich with reminders of its long history. The school has also benefited from robust development, the product of a number of capital campaigns over recent decades. Between the long tradition and extensive recent development, there's frankly a lot here to love. Notably among the school's alumni is John Peters Humphrey, primary author of the Universal Declaration of Human Rights.
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"The teachers and other students provide a very welcoming atmosphere."
Barbara Rieder - Parent (Aug 17, 2021)
My appreciation for MCI started in 2009 when my eldest daughter arrived there halfway through her gr...
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"MCI is in a unique position to truly develop relationships with students that are genuine and authentic."
Zach Gerbrandt - Alumnus (Nov 02, 2021)
I transferred to MCI for my Grade 11 year, after 2 years in public high school. My experience in pub...
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"There is always an upbeat feel on campus."
Amy MacIsaac - Parent (Oct 22, 2020)
My son appreciated the welcoming community at Rothesay and the chance to make friends from many diff...
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"RNS works hard to create a positive environment for students."
Wanda Flemming - Parent (Oct 22, 2020)
Our daughters have really enjoyed the relationships they have developed with teachers and staff. Mo...
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"My child can not say enough good things about her RNS experience!"
Lisa Ashworth - Parent (Oct 22, 2020)
To say that my daughter's life was transformed by attending Rothesay Netherwood School is not an exa...
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"MCI is a provincially accredited independent high school, and a member of Manitoba Federation of Independent Schools & Canadian Association of Mennonite Schools. MCI emphasizes a strong academic program, excellent athletic & fine arts programs, and is home to a thriving dormitory program. Our mission is to educate young people in an Anabaptist-Christian context, seeking to develop each student’s God-given potential, providing a practice ground for maturing faith in Jesus Christ, in thought, love, and action."
"Founded in 1877, Rothesay Netherwood School (RNS) is a progressive, co-ed, boarding and day school for Grades 6 to 12. We offer rigorous academics in a beautiful, safe community that is supported by low student-teacher ratios and a world-class IB curriculum. Our mission is to provide a nurturing environment where students are empowered to embrace their individuality while pursuing the greater good. Our graduates are compassionate leaders determined to make a difference in the world."
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"RNS has a daily Advisor Program that is truly unique. It ensures that each student receives the highest possible level of emotional and social support from our tremendously committed faculty and staff. Our well-rounded student support services provide our students with encouraging words when they need them. And our University Placement office works one-on-one with students as they make their post-secondary education decisions, helping them navigate the application and scholarship process."
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"RNS is a small school with a big reputation worldwide. We are recognized across Canada and around the world for our 100% commitment to educating, celebrating and supporting each and every student. Our position at the forefront of education is because of our inspired and inspiring faculty and staff. Our highly-qualified, committed teachers know every student, and every family, by name. They work tirelessly toward our students' education and enrichment."
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"The RNS community is a family. If students arrive on the Hill feeling a little apprehensive, their nervousness is fleeting thanks to the friendliness, encouragement, and welcoming nature of not only our faculty and staff, but of the other RNS students and families. All of our students are immediately embraced; they are supported, assured, and cheered on throughout their journey (and beyond!) at RNS."
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"Our day mirrors a typical adult working day: We start at 8:15am and end most days at 5pm. We have a rich academic program, followed by participation in competitive or non-competitive physical activities like field hockey, soccer, tennis, yoga, track and field, rugby, martial arts, or rowing, to name a few. We also have a passion for promoting the arts. Students can join bands, develop their visual arts skills, act in plays or a musical, or take on costume or set design."
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Nestled on the beautiful Manitoba prairie, Mennonite Collegiate Institute is a small school with unique opportunities. For more than 130 years MCI has offered exceptional life-changing educational experiences. Students have reached for and exceeded their personal goals and gone on to significant roles of service and leadership in their local communities and the broader world.
Small class sizes and plenty of individual attention encourage high academic standards. With a strong emphasis on the arts, athletics, and co-curricular activities our students receive an excellent well-rounded education. Highly regarded for choral music and the performing arts, MCI is home to Buhler Hall, one of the best concert halls in the province. A broad sports program encourages teamwork and physical fitness. We offer a safe and supportive dormitory program where students develop life skills and lasting friendships. Our student body includes students from across the nations providing wonderful opportunities for cross-cultural learning.
At our core, we are motivated by a commitment to Christian faith in the Anabaptist-Mennonite tradition. This tradition values following Jesus in daily life, practical service, caring community, and peace-making. Following the example of Jesus, we extend a broad and warm welcome to students from many backgrounds and perspectives, even those that may be different from our own.
Do you wonder whether MCI might be a good fit for you or your child? Give us a call. We’d love to talk.
Almost a century and a half ago, Rothesay Netherwood School (RNS) was established as a place where students would receive an education of excellence that would meet their individual interests, abilities, passions, and needs. I am proud to say that this tradition continues today.
RNS is a small school with a big reputation worldwide. We are an independent, co-educational boarding and day school for students in Grades 6 to12 that is situated on the tree-lined banks of the majestic Kennebecasis River in the charming town of Rothesay, New Brunswick. We offer a rigorous academic program and extraordinary life experiences to a diverse student body that hails from both Canada and around the world.
We are a school that is distinctive in so many ways. We provide a safe and nurturing learning environment that presents students with unparalleled opportunities to make an impact on our extraordinary 125-acre campus as well as in the nearby community. Our vibrant and fully integrated academic, residential, and co-curricular experience is sustained by a diverse and exceptional faculty and staff that is 100% committed to celebrating, supporting, and challenging every one of our students so they can be their best.
Please feel free to reach out to us should you require other information before you choose where your child will be pursuing their path. I look forward to the possibility of your family being an active part of our community.
Liberal Arts
International Baccalaureate
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
At MCI our goal is not simply to teach high school curriculum. Our programs are designed to inspire students to excel, to reach, and to lead. As a comprehensive, holistic school, MCI helps students of diverse abilities and interests to become all they can be both in and out of the classroom. In addition to excellent academic, athletic, and social opportunities, all MCI students experience spiritual formation as they study the Bible, participate in hands-on service and attend daily chapel time. All provincial curriculum requirements of Manitoba Education for grades 9 – 12 and high school graduation are taught at MCI.
The academic program at Rothesay Netherwood School is diverse and challenging; it is designed to meet the changing needs of students as they develop intellectually, socially, and emotionally. Students have the opportunity to live and study in an environment where intellectual curiosity and academic achievement are highly valued. This rich learning environment is created through the combined efforts of the school's faculty, students, parents, alumni, the board of directors and governors. Small class size, highly qualified and caring teachers, extra help, compulsory study, and frequent reporting facilitate the students' learning The academic program of RNS is designed for students to experience courses in both the humanities and the sciences. In addition to the obvious academic rigor provided through the International Baccalaureate's Diploma Program, there is also ample opportunity to develop the whole student. These opportunities exist in the arts, athletics, and the various other extracurricular experiences such as local service projects, Duke of Edinburgh awards, student exchanges, and Round Square International Service programs..
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
Each mathematics teacher has his or her own classroom dynamic and structure. Our methods are rooted in traditional learning and an understanding of fundamental math skills. Inquiry activities and problem-based lessons are integrated throughout the courses as is appropriate for students' needs and abilities.
Mathematics at Rothesay Netherwood School is an ever evolving program that is student-centred with a focus on collaboration and critical thinking. We aim to challenge our students by encouraging them to seek a deep understanding of the curriculum through inquiry in order that they may make connections to the world around them. Our students are introduced to mathematical concepts in diverse ways through teacher-led instruction, online platforms, or in an array of projects, that continue to promote creativity and collaboration. We aim to develop a foundation of content with a more student centred approach that focuses on being an independent learner. It is less teacher led instruction and more student orientated learning which allows for individual pacing and fosters growth in the classroom. This provides our students a healthy mix of traditional math as well as a discovery based approach to promote critical thinking.
The textbooks used at Rothesay Netherwood School for mathematical instruction are “ Mathematics for the international student” by Haese and Harris publications. The middle school books follow the MYP IB program and the senior school books follow the IB curriculum.
Our calculator policy at Rothesay Netherwood School is a scientific calculator in the middle school while a graphing calculator is required once students enter senior school. The required graphing calculator is a (Texas Instruments) TI-84.
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Process approach
The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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Students explore writing in multiple formats with a significant emphasis on revision and feedback. The process of writing is a balance of formal and creative avenues which allows students to harness their imagination, and also the more structured approach to exploring their ideas. Students produce work that is internally published and this ranges from short stories to magazine style publications. It is especially linked to their explorations in Social Studies where students learn about the research and writing process.
Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
All of our science teachers have years of experience in their content areas. Our students have the opportunity to study biology, chemistry and physics. Using experiments as learning tools, our courses invite students to apply the scientific method of problem-solving to a variety of situations.
The science program is heavily focused on Inquiry based learning in the Middle School and becomes a more Equally Balanced program in the senior years. We strive to develop students who think critically, work collaboratively to solve problems and become curious learners that are capable of asking challenging questions. Students gain hands-on experience through experimental design, data collection, creating models and participating in larger group projects within the school and global community. The curriculum for grades 6 through 10 is comprehensive and prepares students to move into the IB program in grade 11. We feel it is important to provide a diverse education that gives students the foundation to have success in all academic pursuits. As such, we focus on the development of universal skills that allow our students to conduct research, analyze data and graphs and become organized and logical problem solvers.
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
In each of our ELA courses students encounter a variety of texts in both contemporary and "classic" styles, the study of which always emphasizes the development of critical thinking and communication skills.
We do maintain, to some extent, a traditional approach to literature as we work to decode the mechanics of the text while also understanding its historical context. Ideas are often formed and expressed through formal class discussions and critical essays. At the same time, we foster an awareness for the individual experience of literature as an expression of self. Both classic and contemporary literature form the foundation of larger societal explorations, as students work to understand their complicated relationship to larger societal forces. Learning is often creatively expressed and cultivated through a reflective practice, as well as cooperative and project based initiatives.
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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This program is module based where students explore three themes over the course of the academic year. These themes are designed to collaborate with their English program to permit cross-curricular enrichment. Over the past few years, the students have explored agriculture (past, present and future), human migration and the collision of cultures (local First Nations and European history). Students focus on immersing themselves in the theme through field trips, guest speakers, writing and research. Each module is centered around a large project which can range from the creation of a professional magazine publication to planning and hosting a museum night for the school and wider community.
Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Given MCI’s emphasis on faith, service, and peacemaking, courses in the humanities and social sciences emphasize contemporary experiences and real-world problems. With a firm grounding in the way the past continues to shape the present, students are engaged with relevant questions about the condition of communities at home and around the world.
The mission of the Social Sciences at Rothesay Netherwood School is to advance knowledge, promote inquiry and to cultivate independent and creative thinking in our students. Our program represents a balance of periennalism and pragmatism. It is our goal that students will engage with the past and their world not only to uncover the catalyst, course, and consequence of dynamics resulting in change but also how such an investigation can impact their current lives. The humanities give critical insight into aspects of thought, values, and achievement in all times and places. Such a holistic and balanced view is critical to citizens of the 21st century. A primary focus is on the acquisition, refinement, and expression of a broad scope of literacy skills leading to an individual capable of creative, rational, and compassionate thought.
Equal Balance
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
MCI offers French to students each year at a variety of levels. Students who take part all 4 years will graduate with a strong understanding and ability to communicate in the language.
The Rothesay Netherwood School Modern Language Department offers students the opportunity to begin, improve upon, or master a second language by building upon their current level of knowledge, and challenging them to attain the goal of fluency. Our curriculum is student-centered, and intended to foster intellectual curiosity, critical thinking, independent enquiry and a love of languages and the cultures of the countries from whence they come. Students are challenged to achieve their highest personal standards in terms of communication and personal expression in a second language.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Creative
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
We aim to foster and develop each student’s God-given inclination towards creativity and their capacity for aesthetic response. From our school-wide choir to classes on dance, visual arts, concert band, theatre tech, and Worship Band to our annual musical theatre production, our students have many chances to discover and develop their artistic gifts in the classroom and co-curricular settings. Our Fine Arts programs accommodate all levels, from beginners to experienced artists and musicians. Students at MCI are provided with a safe space to learn, grow, build confidence in their abilities, develop leadership skills, and help them become independent musicians and artists.
The fine arts program is designed to foster the development of creativity and individual student growth through the integration of history and theory with musical, theatrical and visual arts production. Students are met with a variety of opportunities to challenge their own learning through traditional, student-guided, individual and collaborative tasks. Students are encouraged to be risk-takers, develop their natural curiosity as inquirers and an appreciation for elements of their own culture as well as an openness to the values, perspectives and traditions of others. In addition to classroom based learning, productions, performances and exhibitions play a vital role in our program and help our students to develop both confidence and a passion for the arts.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Heavy integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Information not available
Information technology is integrated into the learning process throughout the curriculum. As a one-to-one laptop computer environment, students and teacher alike use their computers as integral tools in their daily work.
Web design
Robotics
Computer science
Web design
Robotics
Computer science
Our athletics program focuses on developing individual and team skills in a variety of sports. Focus is also given to health concepts such as fitness, nutrition and lifestyle, and interpersonal skills.
Physical Health & Education is a program of instruction and activity that develops skills and attitudes towards a healthy active lifestyle. This enables each student to enter an interscholastic program with more confidence in his/her self and abilities. The program objectives are to develop skills, self‐discipline, improved judgment, improved self‐confidence, peer relationships, more active lifestyles, an appreciation of physical activities that are part of our culture, improved physical fitness (stamina, strength and flexibility) and health promotion (weight regulation, stress reduction, reduced risk of heart disease). Physical Education is required for Grades 6 - 9, and is offered as an elective in Grade 10.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
We offer students a comfortable, safe and caring environment to learn and grow. Our size makes it possible for students to receive the attention and encouragement they need to thrive.
The academic program at RNS is challenging and comprehensive, yet flexible enough to accommodate all of our students. Providing the necessary support for students to succeed is the hallmark of an RNS education. Effort is highly valued as the evaluation of one's academic performance is tied directly to their level of effort. As students progress through our program, they gain the skills, confidence, and independence necessary to be successful in their future endeavors.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Spiritual
The goal is to cultivate "individuals with inner resourcefulness, strong faith and respect for God or a higher power."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Our purpose is to educate young people in an Anabaptist Christian context, seeking to develop their God-given potential in terms of physical, intellectual, emotional, social, and spiritual well-being. Our aim is that our students accept Christ as Lord and that they be disciples who express Christian hope by serving others, promoting peace, and providing Christ-like leadership within the church community and secular world.
The RNS student values working together, being a part of each other's lives, and looking out for the greater good of the community. Our philosophy encourages students to put forth their best effort. We provide students with a compassionate and comfortable learning environment, allowing them to be courageous and take risks. Our community breathes the values of dignity and respect for all. Our graduates are literate, numerate, technologically savvy, independent and critical thinkers.
FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. |
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
We strive for all students to develop the strategies they need for academic progress through high school and beyond. We combine classroom experience with current education research and knowledge, for effective student support. We believe building relationships with students is key to their success.
Information not available
Information not available
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
9 - 12
6 - 12
25%
28%
$1,997
$15,500
90%
85%
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Rolling
Rolling
Rolling
Rolling
Yes: grades 9 - 12
Yes: grades 6 - 12
No
No
No
No
No
No
No
No
No
No
Students attending Rothesay Netherwood School are expected to: strive for individual excellence: academically, artistically, athletically, socially, and spiritually; demonstrate respect for their surroundings and environment; know and maintain the standards of the school; treat everyone with respect and dignity; develop an enduring sense of responsible citizenship; and leave RNS a better school and continue to be active in school affairs.
Ready to start your journey at MCI? Apply Today!
You will hear from our Admissions Team within 2 weeks of receiving your completed application package.