Upper Canada College THE OUR KIDS REVIEW

When you think about an academic institution that’s preparing to celebrate its 200th anniversary, the first word that comes to mind might not be “progressive.” But although Upper Canada College (UCC) is nearly 40 years older than Canada itself, the tenets of innovation, transformation, and progressive thinking are deeply embedded in its identity. In a time when educating boys holds a new weight and rethinking the notion of masculinity is more important than ever, UCC is leaning into the challenge. The school is deeply committed to cultivating students who are responsible, accountable, and thoughtful. Not just academically accomplished, but also in possession of a strong moral compass.

These aren’t just the messages found in the school’s marketing materials. After speaking with dozens of UCC teachers, administrators, alumni, parents, and students, one thing is clear: the emphasis on shaping well-rounded, forward-thinking boys and young men is community-wide. It’s evident in the way educators discuss their teaching priorities, parents recount their children’s experiences, and the leadership team engage in open and honest dialogue. This isn’t just a school with a stunning, expansive campus, state-of-the-art facilities, and a reputation for excellence. UCC is prioritizing a thoughtful, deliberate approach to delivering a liberal education, and its students are benefitting in spades.

When we visited the school on a late spring day, Principal Sam McKinney offered the kind of warm welcome you might expect to receive at a small independent school rather than an institution with the scale and stature of UCC. Sitting down in his office, we spoke about his personal journey and how UCC has become an integral part of his family’s life. When McKinney arrived from Australia in 2016 to take on the role of principal, his three sons enrolled as UCC students. Now proud graduates, each found success at the school in their own way. “My three sons were vastly different learners, and their experiences at UCC reflected that,” McKinney recalls. “My computer science kid followed a very different path than the football and rugby player, who was also quite different from his all-rounder brother. And yet, each of them found their niche.”

There’s a lot of talk of personalized learning amongst independent educators, and for good reason. As schools move away from one-size-fits-all models, there’s a growing recognition that students learn best when their unique needs, interests, and strengths are taken into account. “As a school, we offer a breadth of opportunities—from our playing fields to our theatres and stages, from clubs and societies to the wide range of subjects taught within our classrooms,” McKinney says. “Our focus is on giving students the freedom to explore their interests and discover their passions in ways that are uniquely their own. We want every student to find their home within the offerings of our school.”

Upper Canada College is an International Baccalaureate (IB) World School located in midtown Toronto’s Deer Park neighbourhood. With an enrollment of 1,280 boys from Junior Kindergarten through Grade 12, UCC is dedicated to delivering a well-rounded educational experience that balances academic rigour with physical and mental wellbeing. “We have strong academics, but what most students remember about their time at school isn’t how they performed in the classroom, but how they felt while they were here,” explains Andrew MacDougall, head of the Upper School. “We have a great deal of support and care in place, robust co-curricular and athletic offerings, a much-loved house system, and many opportunities for students to thrive at school while finding their passion and realizing their potential.”

Founded in 1829, UCC has a rich history steeped in tradition. As a 21st-century independent school, however, its primary focus is on delivering transformational learning experiences grounded in pluralism, service, community, and wellbeing. “Our goal is to inspire each student to become his best self and set them up to make a lasting and positive impact on their world,” says McKinney. “In order to do that, we must know each student individually and recognize that the journey is different for each one of them.”

With more than 1,000 students, that’s not an easy feat. But it’s not something the school shies away from. Despite its significant population and large physical footprint, UCC doesn’t feel all that big. Students are known, their accomplishments celebrated, and their individuality embraced. And, it’s not just the students. Educators feel the same way. “Coming to UCC, it was obvious that they reward autonomy and innovation, and prioritize individual contribution,” explains Devon Kiddell, an Upper School economics and history teacher.

Having just completed his first year at the school, Kiddell says UCC is unlike anywhere he’s ever taught. What sets the school apart, he says, is the culture of learning. “I’ve worked in a variety of contexts, including schools in Asia, the U.K., and South America, and I would say that UCC distinguishes itself from every other teaching context because the students here really care. There is a real concern to do the best they can, a real respect for the subject as well as the teacher, and the culture of the school emanates from that.”

There’s no question that academics are prioritized and students are goal-oriented. Many choose UCC because it provides a challenge and creates a safe space where they can push themselves. Diligent, hard-working students are rewarded for their efforts and rather than providing pressure, the teachers, for the most part, encourage and support creative risk-taking.

“When alumni come back to the school, they speak about feeling exceptionally well-prepared for postsecondary education,” says Julia Kinnear, vice-principal, learning and academic innovation. “They know how to approach rigorous academic studies, how to learn, and how to communicate effectively—all of which contribute to their success beyond these halls.”

Alongside academics, co-curriculars, mental health, and wellbeing hold equal weight, and students are supported to balance their studies with other pursuits. Students have access to a variety of resources at all grade levels, from teacher advisers to learning supports, to student wellness and support services, and an extensive guidance department.

While the majority of UCC students are day students, coming to the school from across the Greater Toronto Area, the College also offers boarding for 88 boys ages 13 to 18. Boarders come from as far away as Europe and Asia and as near as Caledon, Ontario. Living in two boarding houses located on the campus and making their home in the school’s stately quad, boarding students have access to caring and supportive staff, dynamic weekend and evening activities, and friendships that extend long past graduation.

Students join UCC at various entry points, and more spaces become available the older students get. The primary points of entry for day students are Kindergarten, Year 3, 5, 6, 7, and 9. Boarding begins in Year 8 and students can join through Year 11, depending on availability. The bulk of new admissions takes place in Years 5,7, and 9. “The strength in this is that if the student isn’t ready for UCC in Kindergarten or even Year 3, there are more opportunities to apply,” says Sarah Fleming, head of the Prep School. “It’s also really great to have new kids join the school as they get older, because we find this not only supports friendships but also diversity of thought and perspective.”

With 35 acres of green space, best-in-class athletic facilities, 10,000 square feet of design lab space, and a flourishing arts program, the College offers students countless avenues to explore their interests, develop their talents, and grow into well-rounded individuals.

“UCC’s story is one of tradition, excellence and innovation and I think those words are representative of how UCC as an institution considers its history,” says Bee Khaleeli, the College’s archivist. “History is an integral part of our broader institutional whole and for a lot of prospective parents and community members, that tradition—our roots as an institution and the practices that we, to this day, still espouse and engage in—are very important to the school’s identity.”

That being said, Khaleeli explains that a big part of working with the school’s history is finding ways to contextualize it and communicate it meaningfully to current students. “Given our roots in the colonial era, a major focus of my work is Truth and Reconciliation, bringing nuance to the past and helping students connect with that history today.”

The College was founded in 1829 by Sir John Colborne, the Lieutenant Governor of Upper Canada (which would later become Ontario). “Colborne had been given funds to start a university, but at the time they were experiencing a ‘crisis of education’ in Upper Canada, and they understood that there would be no point in opening a university without a meaningful feeder education,” Khaleeli explains. Colborne thus founded UCC, which would eventually feed into King’s College (University of Toronto).

Modelled after Britain’s prestigious all-boys schools, UCC started small with eight teachers and 57 students. The College’s original location was at Jarvis and King Streets, a space they shared with the Royal Grammar School, which would later become Jarvis Collegiate Institute. “There’s an interesting shared genesis there, with the oldest continuously running public school and the oldest continuously running independent school both having their start in the same building,” Khaleeli explains.

In 1831, UCC moved into a new building at King and Simcoe Streets, across from what is today Roy Thomson Hall. “At the time, that corner was the hub of downtown Toronto,” Khaleeli recounts. “And, the College occupied that space for 60 years.”

While the College had been publicly funded until this time, the government decided to end that funding. They expropriated the land the school sat on and compensated UCC by providing a land grant in Deer Park. While this is prime Toronto real estate today, at the time it was farmland, sitting just outside of the city proper. It was around this time that the school became fully independent and moved to its current 17-hectare site. The first building on the campus that UCC occupies today opened in 1891.

In 1913, the College purchased property in Norval, Ontario, along the Credit River. “At the time, the city was considered unhealthy, and many independent schools were looking to move to rural settings,” says Brent Evans, director of UCC’s Norval Outdoor School. “But before the move could happen, WWI broke out, and the school’s financial resources were redirected to the war effort.”

Fortunately, the property was rented as farmland rather than sold. In the 1940s, boarding students began visiting on weekends. Since then, UCC has planted over a million trees through a reforestation plan. Today, the Norval Outdoor School is a thriving centre used by all UCC students as well as students from other schools.

“The original pedagogical focus of UCC was a classical education with students taking courses such as Latin, Greek, and draftsmanship,” explains Khaleeli. “They engaged in extracurricular activities reminiscent of the British schools upon which UCC was modelled. For example, all students had to participate in a mandatory cadet battalion until the 1970s.”

Scrolling through the school’s detailed timeline, several key milestones stand out. In 1902, the first Preparatory School building opened, and in 1918, UCC hired its first female teacher, Mary Tucker, to teach science. Between 1945 and 1965, Cedric Sowby led a major period of rebuilding, including the reconstruction of the Upper School and the construction of the Rogers clock tower—now a Toronto landmark. In the 1960s and 1970s, Patrick T. Johnson guided the school through a cultural shift, disbanding the cadet battalion and introducing “looser norms.”

In 1979, the College celebrated its 150th anniversary with a visit from HRH Prince Philip and the launch of Association Day (A-Day), now a beloved annual tradition. In the 1990s, under principal Doug Blakey, UCC became an IB school, shaping its academic ethos in the decades that followed. In 2016, Sam McKinney became the 19th principal. Under his leadership, UCC formally acknowledged that the school is in the traditional territory of Indigenous Peoples and established its Truth and Reconciliation Council to cultivate understanding and engagement related to the Truth and Reconciliation Commission’s Calls to Action.

Other historical milestones of note include the establishment of the school’s house system in the 1930s, named for key figures in UCC history and designed to foster pride and healthy competition. Another enduring tradition began in 1942 with the first Founder’s Dinner, held each February around John Colborne’s birthday, to celebrate the College’s founding and the community of students, families and alumni.

“As you can tell, our history is quite elaborate,” says Khaleeli. “There have been books written about the College, including one for our 150th anniversary, and there’s a lot of information to keep track of.” The keepers of much of this knowledge are the UCC Old Boys or alumni, who tend to remain quite closely connected with the school.

“We have 12,500 Old Boys,” says Chanakya Sethi, president of the UCC Association Council. “They’re involved to varying degrees.” A cherished tradition, the Gold Ties reception and dinner celebrates alumni who graduated more than 50 years ago. “We always have strong turnout,” he adds. “Old Boys reconnect, reminisce, and share their stories. That shared history is fundamental to who we are as a College.”

The more people we speak with at UCC, the clearer it becomes that the school’s values aren’t just marketing tools—they’re deeply embedded in how programs are designed, classes are taught, and opportunities are developed. While it may sound trite, there is no doubt that UCC genuinely lives and breathes its values.

“Our values are learning, wellbeing, community, service, and pluralism—and in combination, they create belonging,” explains Principal McKinney. These values were developed in 2016, the same year McKinney joined UCC from Australia, where he was the Deputy Headmaster and head of Senior School at St. Peter’s College in Adelaide. They were formally introduced as part of the College’s strategic directions launched in 2018. “We collaborated closely on a vision with a 13-year arc, designed to carry us through to 2029, which will be the school’s 200th anniversary,” he explains. The strategy is touted as bold and progressive, with an emphasis on celebrating diversity, honouring different perspectives, supporting student success and belonging, and delivering transformational learning experiences in a safe, inclusive community.

As he leads us on a tour through the Upper School, McKinney, who is soft-spoken and deliberate in his words, pauses to reflect on Laidlaw Hall, a space he believes captures the true essence of UCC. “You don’t need to name the values aloud to feel them,” he says. “They come through in the way our students interact and carry themselves. We see our values lived out every single day.”

The week of our visit, the principal-led assembly in Laidlaw Hall was focused on Red Dress Day, or the National Day of Awareness for the Missing and Murdered Indigenous Women, Girls and 2SLGBTQI+ people. Indigenous education is woven throughout the UCC experience in meaningful and evolving ways. The school is taking a well-developed, intentional approach meant to deepen student connection, learning, and unlearning. In Year 8, students visit the school’s outdoor education campus, Norval, where they learn directly from Indigenous elders about the history of the land and traditional land use practices.

In Year 10, all students take an English course that centres on First Nations, Métis, and Inuit voices. While the course is being introduced province-wide in Year 11, UCC has taken a leading role in developing its own version with guidance from Indigenous educators and elders. Jordan Small, director of academics, reflects on its significance: “We have to ask ourselves, how does a school with the stature, history, and reputation of UCC think about our role as a leading educational institution while acknowledging the complicated relationship between education and the Indigenous peoples of Canada?” he says. “What actions can we take that align with our values and commitments?”

The course draws from a range of materials by Indigenous authors, podcasters, filmmakers, and artists. One of the most powerful shifts, however, has been in classroom structure and culture. Students engage in circle-based discussions inspired by Indigenous ways of knowing. Storytelling is approached not just as literary analysis but as relationship-building. Indigenous elders are invited to share their perspectives, and students are encouraged to share their own stories. “In doing this, we are asking students to become active listeners—not just studying these works, but entering into a relationship with the speaker or writer,” says Small. “And with that relationship comes responsibility, which fosters empathy and reflection.”

Back on tour with McKinney, he recalls a recent conference with school leaders from around the world. “We were discussing the challenges of our time: geopolitical tensions, social pressures, the rapid rise of AI, and the constant presence of cell phones in schools. The keynote speaker reminded us that in moments of uncertainty, the key to success is to return to your values. To focus on your values.”

For UCC, he explains, that means focusing on the skills and abilities most meaningful to students. “We want to help them develop a strong sense of who they are and the confidence to believe in themselves. And that’s one of the hardest things to teach, because confidence is the amalgam of experience that helps you say, ‘I can because I have.’”

That confidence, and the development of internationally minded, thoughtful, conscious, and engaged young men, takes shape every day at UCC: in classrooms, on sports fields, in theatres and design labs, and in the hallways. It’s woven into projects, assemblies, clubs, and societies. It’s a culture modelled by faculty and staff, and carried well beyond the school’s walls into the wider community.

For Heshina Cooke, who joined UCC in 2024 after teaching in international schools in Hong Kong and South Korea, it was the school’s mission and values that attracted her to the College. “UCC was founded as a private school with a public purpose, and that resonates with me as an educator whose calling is to serve others,” she says.

Originally from South Africa, Cooke explains that the philosophy of ubuntu—the idea that we are united through our differences—resonates in UCC’s approach and is something she brings into her classroom. In her Year 9 English class, she uses classic texts like The Odyssey to explore the journey from adolescence to adulthood, while also incorporating graphic novels, documentary films, and current societal issues to foster critical thinking. One unit, for example, focuses on the graphic novel Maus, set during the Holocaust, and sparks meaningful conversations about antisemitism and contemporary Canadian society. “I always come back to the College’s commitment to developing the learner’s head, heart, and humanity, encouraging each student to become the best version of themselves,” she says.

Beyond the classroom, Cooke is the faculty adviser for the Human Rights Club, a group that focuses on fostering belonging through service. “This club means a lot to me and the students involved,” she says. “We have conducted a number of projects, from supporting the Indigenous Women’s Fund of Canada and The Centre for Addiction and Mental Health, to working with the Moose Hide Campaign, a grassroots movement of Indigenous and non-Indigenous men standing up against violence towards women and children, to hosting bakesales and other fundraising campaigns, to writing letters of hope to marginalized children in East Africa.” Other clubs and societies, like this one, give UCC students the opportunity to take meaningful steps toward giving back to their community and supporting causes that matter to them.

If the College’s commitment to its values isn’t already evident through its academic and co-curricular programming, it certainly shines through in the nature of its financial assistance model. UCC’s financial assistance program is sector-leading, enabling approximately 20 per cent of students from Year 5 and up to receive support. The school’s needs-blind admission process ensures that the most capable and promising students can attend, regardless of financial background. This approach not only opens doors for individual students but also enriches the learning environment for all by fostering a diverse, inclusive, and dynamic school community where different perspectives are valued and celebrated.

Walk around UCC’s campus and it’s hard not to be impressed. The grounds blend manicured gardens, historic red-brick buildings, and cutting-edge performance and athletic spaces. The Rogers clock tower, completed in 1960, is the iconic centrepiece of the Georgian-style Upper School, which replaced the original 19th-century building. Inside, a large bronze crest is embedded in the floor. Tradition warns against stepping on it for fear of bad luck. Around the crest, the sun-drenched Bernick Family Foyer welcomes visitors. When we visit, a poster on an A-frame advertises an upcoming UCC/Bishop Strachan School co-curricular theatre production, The Man Who Turned into a Stick. Beyond the foyer, double doors lead to the Massey Quadrangle, surrounded by UCC’s boarding houses. Muskoka chairs and picnic benches invite boarders to gather and connect. On this May day, the lawn is dotted with blue and white graduation signs—one for each soon-to-be graduate living in boarding.

Step inside Laidlaw Hall and you might feel like you’ve entered a place of worship. Students gather here for assemblies under the watchful eyes of oil-painted portraits of UCC’s founders and past principals. Plaques lining the walls honour generations of award winners and scholars. With its wood-panelled walls, pew-like seating, and timeless atmosphere, Laidlaw Hall stands in striking contrast to the sleek, contemporary design of the Atkins Family Design Lab just down the hall. Together, these spaces reflect UCC’s thoughtful mix of tradition and innovation, celebrating its storied past while staying firmly focused on the future.

This blend of old and new is noticeable throughout both the Prep and Upper schools. Some areas show their age with heritage architecture, worn brickwork, and long-standing fixtures, while carefully planned upgrades and renovations have created a flexible, cutting-edge learning environment.

The College’s extensive list of amenities is enough to make anyone want to go to school here. Highlights include three sound-recording and film-editing suites, four basketball and volleyball courts, six tennis courts, two ice hockey rinks, an all-weather oval track, four professional-calibre performance spaces, and the Prep’s lush Learning Garden. There are four design labs, each targeting a specific demographic and built to support the College’s digital innovation and design thinking curriculum. The 10,000 square feet of design lab is equipped with 3D printers, laser cutters, robotics gear, tools, and more.

Students have access to the Lindsay Boathouse, a dedicated rowing facility on Toronto’s waterfront and a forested outdoor education campus in Norval, where they take part in day trips and overnight adventures. On campus, there’s the Strength, Agility & Speed Fitness Centre (SAS), outfitted with free weights, squat racks, benches, and resistance machines, and the professional-grade gymnasium. Music practice rooms, well-equipped art studios, an outdoor classroom, and an indoor pool round out the list.

Classrooms, labs and other amenities are designed with students’ learning and growth in mind. Both new and renovated spaces benefit from the investment of UCC’s community, and fundraising dollars support facilities, programs and the College’s extensive financial assistance (FA) program.

A culture of connection and inclusion

If the passion expressed by UCC’s faculty and staff is any indication of the student experience, it’s easy to see why the College receives 900 applications for every 200 spaces. The more you speak with the adults in the community, the clearer it becomes: they love working here. They feel empowered to elevate their teaching, and they’re continually inspired by the energy, curiosity, and engagement their students bring to the classroom.

Christin Mohammed-King joined UCC in 2021. Having taught in IB World Schools across Europe and Asia, she returned to Toronto in search of a school that would align with her educational philosophy. “UCC was top of my list,” she recalls. She taught through the pandemic and came out the other side, feeling more passionate and committed. A Year 9 adviser, Mohammed-King is the department chair of Individuals and Societies, a teacher of Global Politics, Business Management, and Systems Transformation. “I can say with confidence that UCC is a place of genuine joy, connection, and support. And every student who comes to UCC will find people to connect with. They’ll find people who share their passions—whether it’s through the Robotics Club or a group of Latin students organizing a trip to a medieval festival complete with jousting,” she says. “This is not a school that says ‘no’ very often. We embrace a ‘fail forward’ model where students are encouraged to take risks, try new things, and pursue ideas that are meaningful to them.”

The student experience is so much more than what takes place within the classrooms. “UCC offers a sense of continuity and stability,” Mohammed-King explains. “You can see it in our weekly rhythms: from student-led assemblies on Fridays, which are lively and loud, to principal-led assemblies on Mondays, which are thoughtful and reflective.” There’s a culture of acceptance and inclusion that’s not only talked about in meetings, but lived within the walls of the school and beyond. “With nearly 200 years of history, UCC has had to grapple with its past, and as a Black woman educator, I’m very aware of that legacy,” Mohammed-King says. “But it’s not the same school it once was. Today, there’s visible diversity in our classrooms, on stage at assemblies, and in leadership roles.”

This diversity and the commitment to it are intentional.

“Of course, UCC still has work to do when it comes to reconciliation, pluralism, income equity, and issues of gender and sexuality. These are not easy conversations,” she continues. “But we are having them, and that’s something to be proud of. We’re not perfect, and we haven’t figured it all out, but we’re not avoiding the hard stuff. We’re showing up.”

Nurturing excellence in academics and character

Many families are drawn to UCC because of its reputation and history of excellence. But when they arrive, they find the school to be so much more. “The student who will thrive at UCC is someone who will uplift others and help us cultivate a community of belonging. They must be curious in their learning, willing to try new things and take risks, both academically and in their school-wide involvement,” says Melody Miu, vice-principal, enrolment management. “I often tell parents when they come to visit the Prep School, your child will have the opportunity to uncover gifts within themselves they never knew existed.”

Michael, a Year 7 student who joined the Prep in Year 5, recalls his motivation for making the switch. “My old school wasn’t very academically focused, and I found it extremely easy,” he says. “I wanted to come to UCC because it’s more well-rounded. The academics are great, and so are the athletics.” When asked about his favourite subjects, he says he has two. “I love the design program. We get to dream up ideas, make prototypes, and then bring them to life using design tools, laser cutters, and 3D printers,” he says. The other is the MYP Individuals and Society course. “We talk about what’s happening in the world, like tariffs and elections and climate change,” Michael explains. “We explore the past and look toward the future. And, it helps us make sense of it all.”

Thomas, who started in Year 6, was similarly looking for a challenge and eager to explore all that UCC had to offer. “I love the design program and science class. I’ve also discovered that I really enjoy writing stories. I was in the fall play, and in the spring we put on Shrek the Musical. I’m also the catcher on the softball team.”

It’s not unusual to find UCC students like these: interested in a variety of subjects, co-curriculars, athletics, and arts. Students are given the space to try a lot, to step outside of their comfort zones, and to explore a variety of interests.

“I came to UCC from the public school system, where I received a solid academic foundation but had limited exposure to extracurricular life,” says Ira Nishisato, a UCC graduate and current parent. “What struck me upon arriving was the sheer energy and activity of the community. The school’s extracurricular programs were up and running from day one, and it felt like stepping into a small city. There were so many opportunities.”

He continues: “I gravitated toward my interests in government and politics, joined the Current Affairs Club and became active at the house level, which helped me feel more connected to the student body.”

Sending his own son, Lincoln, to UCC has been a meaningful experience for Nishisato. “As an alumnus, I tried not to push my own experience on my son. I wanted him to choose a school that was right for him.” Now in Year 11, Lincoln has been involved in athletics and the arts and found a passion for service, joining the Helping Hands Club, a student-led community service group that supports charitable projects.

“He’s also been involved in the World Affairs Conference, which my peers and I founded back in the 1980s,” Nishisato recalls. “I never imagined back then that it would be the institution it is today and that my own son would have the chance to be involved.” As North America’s oldest and largest student-run conference, the event brings students from across the GTA and beyond to UCC each March, joined by prominent speakers and distinguished guests.

A partner with Borden Ladner Gervais LLP, Nishisato attributes much of his own success to the foundation provided by UCC. “UCC was incredibly formative. While the academics were strong, it was the life skills that had the most lasting impact. Much of what I consider essential to my personal and professional growth was rooted in my time at the College.”

Learning experiences beyond the classroom

While UCC’s classroom structure is dynamic and engaging, all students enjoy the opportunity for experiential learning. UCC’s Norval Outdoor School, one of Ontario’s oldest outdoor education centres, inspires students to learn more about nature and environmental stewardship. “We are fortunate to have this ‘second campus’ and unique outdoor facility. It gets students out of the city and into the woods, and they get to experience that feeling of truly being carefree,” says UCC parent Katelyn Hermant.

Just 55 kilometres from the main campus, Norval is close enough for day trips and also fully equipped for overnight stays. “Our educational philosophy at Norval is simple but powerful,” says Brent Evans, the director of the Norval Outdoor School. “Learn about it in class and then do it here.” Staff design each visit based on what’s being covered at school. The Norval team of outdoor educators build programs around the curriculum and students’ interests, making learning relevant and memorable.

“Most of the programming is geared toward students from Kindergarten to Year 8, who typically visit Norval once per season,” says Evans. “Younger students begin with day trips, and by Year 3, they get to spend the night.” Older students are able to stay longer and work their way to a week-long program.

The Norval experience brings IB concepts to life in a fun and engaging way. For example, SK students get to participate in the much-loved “winter wizard” experience, an immersive adventure based on inquiry and problem-solving to help prepare a surprise birthday party for a wizard. “It’s magical, curriculum-aligned, and grounded in real-world learning,” says Evans.

Another favourite program was inspired by the children’s book Paddle to the Sea, a story of migration and resilience. “Students build miniature wooden boats, personalize them, and then release them in the Credit River,” Evans explains. Each carries a message and an email address linked to Evans, so that when found downstream, sometimes years later, the finder often writes in, allowing students to trace the boat’s journey. It’s a powerful blend of environmental stewardship, creative expression, and real-world impact.

For older students, Norval is utilized for leadership retreats and to create a link with the environmental science curriculum, among other things. “This campus helps foster a sense of place and environmental responsibility,” Evans says. “There are no phones, no tech distractions. We eat together as a group, we experience learning in nature, and we build community.”

Beyond Norval, UCC students have many opportunities for travel, including service-learning, extended classroom learning, and language exchanges. “One of the most memorable experiences my son had was a history trip to Europe,” says Sarah D’Souza, a UCC parent. “This biking trip takes students through Belgium and France, visiting WWI landmarks. Before the trip, each student is given the name of a UCC Old Boy who died in the war and researches them with help from the school’s archivist. They prepare a speech about the individual’s life and war contribution, which they present during the trip. The experience is incredibly moving.”

Each year, UCC also aims to offer at least two global service opportunities. Most recently, students travelled to Costa Rica during March Break to work with the national rainforest conservation authority near the Nicaraguan border. “Students worked alongside local rainforest stewards who were conducting projects in the forest and in the adjacent community,” explains John Sweetman, the Upper School director of community service and co-curriculars.

Sweetman explains: “I am tasked with finding service-related endeavours that our students can participate in, recognizing that we aren’t going to be able to save anyone or change things on a large scale. That being said, by putting ourselves in these scenarios and working with community partners, our students are given an incredible learning opportunity and a chance to give back in small but meaningful ways.” These trips are available by application and typically bring together students across grade levels.

French language exchanges are also a highlight of many students’ UCC experience. The school has a partnership with Maisons-Laffitte, a school just outside Paris. The March Break exchange program invites up to 15 UCC students to live with host families, attend classes, and explore cultural landmarks in the city. In April, French students reciprocate, visiting UCC and staying with the same boys who hosted them. “Exchanges are an amazing opportunity for students to build lasting friendships and experience the similarities and differences of school life in France,” says Peter Labancz, the French language subject coordinator who designs these trips.

The program’s success has led to further expansion. Starting in 2026, UCC will offer additional language-based exchanges for students in Years 9 and 10. A French trip will take students to a school in Luxembourg, and a Spanish trip will take them to St. George’s College in Argentina.

Educating boys today comes with unique responsibilities and challenges. But if ever there was an institution equipped to tackle these, it seems UCC is it. The school places a strong emphasis on student voice and identity, and there is a clear focus on encouraging students to bring their whole selves to campus each day. This goes a long way toward eliminating the culture of ‘sameness’ or conformity that may historically have been associated with all-boys environments. At UCC, difference is not just accepted, it’s valued. Whether it’s through affinity and student action groups, inclusive programming, or open dialogue around topics like gender, equity, and mental health, students are encouraged to explore who they are and how they relate to the world around them.

“Being a boys’ school has always been a significant part of our identity,” explains Kinnear, vice-principal, learning and academic innovation. “In this important moment when we hear so much about a crisis of wellbeing and connection facing boys and young men, we are embracing the opportunity and responsibility to ensure we help our students learn about healthy masculinity, develop emotional intelligence, build strong relationships, understand themselves in relation to others, and find lives of meaning.”

To support this approach, the school has been working with Dr. Niobe Way, a developmental psychologist from New York University who served as UCC’s 2024 Casey Fellow. Launched in 2018, the Casey Fellows Program for Mental Health and Student Wellbeing brings world-renowned experts to the school to engage with staff, students, and families. The program was made possible by a donation from a UCC Old Boy, Matthew Casey.

“Niobe Way has been a critical resource for us on this journey, connecting us to current research, inspiring conversations about the many versions of masculinity and helping students navigate those,” explains Kinnear. Way’s research focuses on the social and emotional development of children and how cultural ideologies shape identity, especially around friendship, loneliness, gender stereotypes, and the roots of violence.

“Our focus on nurturing the head, heart, and humanity of each boy is meant to ensure they can go out into the world and make a difference, while having a real sense of purpose,” says Tina Jagdeo, director of wellbeing and pluralism. “What we hope is that when they’re called into action, they have the toolkit they need to lead, to be good people, and to truly listen to others.”

The Prep School journey

For many students, the educational journey begins at the Prep School, where curiosity is nurtured, talents are uncovered, and a strong foundation is laid for the years ahead. With a population of 450, the Prep School serves students from JK through Year 7 and is made up of two IB Programme divisions: Primary Years Programme (PYP) and Middle Years Programme (MYP). In the Primary Years, boys stay with their core classroom teacher for most subjects and benefit from regular instruction by specialist teachers in French, music, art, and physical education. As they progress into the Middle Years, students begin following a rotary schedule that builds independence and supports the development of executive function skills.

The Prep features custom-built design labs and learning spaces, including the Brenda & Reid Chen Innovation Lab and the Science and Math Learning Community, updated classrooms with integrated technology and movable furniture, as well as the beautiful outdoor Learning Garden. UCC’s signature design program is a standout feature of the Prep experience. Boys have access to 3D printers, robotics equipment, and podcasting spaces. They are challenged with solving real-world problems and developing 21st-century skills. “By Year 5, design becomes a dedicated subject. By Year 7, they’re sewing, coding autonomous vehicles, and prototyping real-world solutions,” says Sarah Fleming, head of the Prep School.

Co-curricular activities are plentiful, with athletics, arts, and clubs integrated into the Prep’s daily schedule. Boys receive physical education daily in the Primary Years, have access to the school’s two ice hockey rinks, and participate in a wide range of team and intramural sports. The arts program includes choral and instrumental music, visual arts, and a growing theatre program with opportunities to perform and collaborate with partner schools like The Bishop Strachan School. “We’re intentional about building co-educational experiences as well,” notes Fleming. “Whether it’s buddy programs or joint productions, we believe it’s important for students to work across genders.”

Academic focus is on early skills acquisition, pushing boys to challenge themselves while fostering a love of learning. “We are experts in boys’ education. They’re often fast-moving and competitive by nature, and we use data to drive our instruction,” explains Riley Carter, Prep faculty member and community engagement and service coordinator. “The kids are excited to be here. They feel safe. The IB sets them up as inquirers of the world, and their interests and questions guide our learning. Because of this, my lessons look different every year.

“While the nature of our student body dictates that we typically reach ahead in math, this isn’t always the case,” Carter explains. “We meet every learner where they are at.” With the support of UCC’s Wernham West Centre for Learning, Prep School students benefit from both push-in and pull-out strategies to ensure that every boy gets the individualized support he needs. “It’s incredibly hands-on and collaborative, with teaching assistants, specialists, and parents all in the loop. The open lines of communication we have here are one of our greatest strengths,” says Carter.

UCC’s commitment to reading and literacy is another point of pride. In response to the Ontario Human Rights Commission’s Right to Read report and the Science of Reading, UCC paused to reflect on its approach. The result was a major investment in a vertically aligned structured literacy program from JK to Year 5, supported by professional development and guidance from literacy consultant Colleen Ackford. “The program is systematic and evidence-based and makes a huge difference for the boys in terms of confidence and learning,” Carter says.

As service learning coordinator, Carter is also tasked with bringing service opportunities to the students and finding real-world solutions to the challenges faced by the community. She gives an example of how, in Year 1, the students studied food waste. “The boys weighed leftover food for five days and then created a video with strategies for waste reduction, which they presented to the school,” she says. Service is integrated at all levels in the Prep, through food drives, holiday gift programs with partner schools, Jump Rope for Heart, and other student-led projects like a soccer cleats drive that resulted in donations being hand-delivered abroad. “These experiences are designed to nurture empathy and plant the seeds of lifelong service,” Carter says.

Part of the Prep School experience is preparing for life in the Upper School. The boys benefit greatly from the connection with older students. “We really emphasize community building within both the Prep and Upper schools and bring the students together, whenever we can,” says Fleming. Connecting younger and older students creates opportunities for mentorship and helps younger students find role models. “One of our favourite events is the schoolwide Terry Fox Run, where the Upper School boys on the football team run alongside the boys in Kindergarten.”

Life in the Upper School

Chisom joined UCC in Year 9 as a boarding student. Having graduated in 2025, he looks back on his years in the Upper School with admiration and pride. “I was drawn to the school because my two brothers attended before me, and both were accepted into excellent university programs,” he recalls. “But once you’re here, you realize that it’s about much more than where you go after graduation that defines your UCC experience.”

Chisom explains that the dedication of teachers and students helped make UCC an exceptional learning environment for him. “I developed a love of computer science in part because of how committed my teachers were. I’d spend time in the design lab after school and during Flex Time, and there were always teachers available to answer questions and provide support. They encouraged me to continue working beyond the curriculum and took the time to enrich my learning,” he says.

Living on campus, Chisom says he learned valuable skills that will serve him far beyond graduation. “You live in a community and learn to compromise, how to manage sleep schedules, do your laundry, and just coexist,” he says. But what made the boarding experience transformative was the diversity of the population. “You’re having conversations with people from all over the world, and it gives you a different lens on the world, and it changes the way you approach everything.”

Chisom was eager to step into the roles and responsibilities made available to him, including positions as Head Steward, varsity volleyball and rugby captain, and Lang Scholar, among other things. “If students want to get something done, they’re empowered to lead,” he says. “That’s a huge difference from my previous school, where most clubs were teacher-led.”

When Chris arrived at UCC in Year 9, coming from a small school, the scale and energy of the campus felt intimidating. “It was a big leap,” he says. “The school felt massive, and it was easy to feel a little lost at first.” But that quickly began to change. On a walk home from school early in the year, a Year 11 student invited him to stop by Room 127 for the next meeting of the Black Excellence Society. “That invitation gave me access to a smaller space within the larger community,” Chris recalls. “It helped me find my bearings and people I could connect with on a deeper level, where we could share experiences, talk about challenges, and celebrate the things that made us who we are.” Since then, Chris has grown into a leader within the Black Excellence Society, helping shape school-wide programming that builds representation, community, and inclusion.

That sense of inclusion extends to other cultural groups as well. Chris remembers how participating in events like the Lunar New Year Festival, hosted by the Asian Heritage Society, helped broaden his experience and deepen his understanding of others. “Those were stepping stones. You go to the festival, try the food, talk about the culture, and it becomes a conversation, a connection,” he says. “It builds community.”

What’s especially interesting about Chris’s story, and reflective of the variety of experiences available to UCC students, is the fact that while he describes himself as a ‘math guy’ who opted into the most rigorous math courses, he chose to write his Extended Essay (a capstone project in the IB Diploma Programme) on African American poetry. “I was inspired by my work with the Black Excellence Society and supported by my teacher, who is an amazing analyst of poetry,” Chris says. “I wanted to better understand my history and identity and decided this was a good way to do it.”

It is this depth and breadth of opportunity that students can expect during their years in the Upper School. Home to 830 students from Year 8 to Year 12, the Upper School is a thriving ecosystem of exploration, transformation, innovation, global citizenship, and relationship-building. The IB Middle Years Programme (MYP) and UCC’s IB Diploma Programme (DP) Graduation Pathways provide a rigorous and engaging foundation that balances academic challenge with personal growth.

“The Upper School offers students a lot of choice in how they want to achieve their goals and which co-curriculars, athletics, and clubs they’ll get involved with,” says Andrew MacDougall, head of the Upper School. “We have a wide course selection and three graduation pathways, which provide a broad liberal education for all our students.” These pathways give students exciting opportunities to exercise agency and make choices based on their interests and postsecondary plans. According to MacDougall, students thrive in the Upper School by tapping into their enthusiasm and curiosity—both inside and outside the classroom. “Our students are open-minded, eager to learn from one another, and embrace the diversity embodied in our student population.”

UCC offers the IB Diploma Programme Pathway, the globally recognized gold standard in preparation for postsecondary study. The College is also one of only four IB schools worldwide selected to pilot a new graduation pathway within the IB Diploma Programme (DP), starting in 2025–26. Emphasizing real-world learning, student agency, and interdisciplinary problem-solving, the pathway has all the hallmarks of a rigorous and balanced IB education and includes a course developed by UCC in partnership with the IB: Systems Transformation: Innovation for a Better World. This project-based, transdisciplinary course builds skills in systems thinking, design thinking, and digital innovation, and challenges students to address global issues like sustainability, wellbeing, and pluralism through ethical, creative solutions. The approach lets students tailor their studies to their strengths and engage deeply with the challenges defining their generation. Students on the IB DP Pathway and the IB DP Systems Transformation Pathway receive the IB Diploma and the Ontario Secondary School Diploma (OSSD) upon successful completion of their courses of study.

The IB DP Courses Pathway offers students the globally recognized academic rigour of IB courses with added flexibility to further personalize their learning journey. Students select IB courses that align with their interests and goals without the obligation to complete the full IB Diploma’s six-subject requirement. This pathway allows students to access the same rigorous IB courses as their peers, while tailoring their workload to their own aspirations. Upon successful completion of all graduation requirements, students on this pathway will receive IB Course Certificates for the individual courses they finish, along with an OSSD.

UCC’s boarders include a mix of Canadian and international students who fill 88 spots on campus. “Some come to us because they’re looking for a school in a major city like Toronto, and UCC is the only all-boys boarding school in the city centre,” says Emma Kanga, director of boarding.

The boarding program has an excellent reputation, and many boarders are drawn to UCC via word of mouth or through a family connection. “We’ve built a program that offers student-centred support, including dedicated learning strategists, a nurse, and program coordinators who plan everything from cultural dinners to weekend outings.”

Kanga emphasizes that boarding at UCC is way more than just accommodation. The school provides a well-rounded and robust experience that extends beyond the school day. “Boarders have access to all campus amenities during daylight hours,” she says. “They can study in the library from 7 to 9 p.m., work on a project in the art room or design lab, or practice in the music studio when all day students have gone home.” Because of staff involvement, there are also extra opportunities for sports practices, coaching, and one-on-one training after hours.

The boarding experience can be life-changing for students, opening doors to cultural and academic opportunities they may not have access to otherwise. “We had one student from Point Edward, near Sarnia, who came in for Year 11. He thought he’d go to a local college in Sarnia upon graduation,” Kanga says. “Now, he’s aiming for McGill to study law and has been drafted to a baseball team. Boarding opened doors he didn’t know were there.

“We also find these beautiful friendships unfold during students’ time here,” she says. Kanga tells the story of two international students who are both in Year 10. “Partway through the year, these boys requested to room together because they had both joined the rowing team and were getting up every day at 4 a.m. to train. The dedication to rowing helped them form a special bond, and they carried that over into their boarding life.”

“When they start at the Upper School in Year 8, all students, for the most part, are involved in something,” says Andrew MacDougall, head of the Upper School. “While our co-curriculars and athletics are optional, our offering is so robust that it’s rare for a student not to want to get involved.”

The College has more than 90 active clubs, both student- and faculty-run. They range in scope from recreational activities such as archery, fencing, and ping pong, to musical ensembles, photography, and film, to cultural and language-focused groups and associations such as the Jewish Heritage and Culture club and the Korean Heritage and Culture club. Boys are encouraged to explore freely, often engaging across multiple areas and discovering new facets of themselves along the way.

“If you can dream it, you can likely make it happen,” says Julia Kinnear, vice-principal, learning and academic innovation. “If there’s a club or society that doesn’t yet exist but sparks your interest, then you’re encouraged to take the initiative, often with the support of a teacher, to start something new.” Many of the school’s current clubs began this way.

UCC’s reputation for athletic excellence remains undeniable. A walk through campus reveals an impressive range of top-tier facilities and a vibrant sports culture that’s deeply woven into school life. But what’s more impressive than the facilities themselves is the school’s approach to sport and sportsmanship. “We have a rich athletic program with more than 85 teams in the Prep and Upper School, ranging from intramurals and house leagues to elite varsity sports,” says David Brown, the Upper School athletic director. “We want our students to stay active, to challenge themselves, to learn time management and organizational skills and to focus on teamwork. Most importantly, we want them to learn how to win and lose with grace. When you play a sport, you’re part of something that’s bigger than yourself, and for us, that’s a key tenet of our athletic program.”

“One of the reasons we chose UCC was the school’s athletic program,” says Nicole Domingues, a parent of two boys, one in Year 6 and one in Year 7. “My sons already played competitive sports outside of school, and we were looking for a place that could complement and expand on those experiences,” she says. “What stood out about UCC was not just the wide offering of sports, but also the level of commitment and enthusiasm that surrounds athletics at every age and stage.”

Domingues recalls a special athletic highlight from her son’s time in Year 6, when he played in a basketball tournament that brought students from Montreal to campus. “Our family had the chance to billet students from Lower Canada College in our home, and when our boys travelled there, they were welcomed with the same warmth,” she says.

While UCC continues to develop athletes who earn scholarships to top universities, compete in the Olympics, and go on to play professionally, the school also prioritizes athletic involvement at every level. The athletic program is structured to meet students where they are, whether they aspire to elite competition or simply want to try something new, stay active, and have fun with friends.

UCC also fosters a thriving and widely embraced arts community. Many students who consider themselves athletes take part in the arts and vice versa. “Earlier this year, I had the opportunity to watch one of our Upper School theatre productions that happened to feature a number of the school’s top student athletes,” recalls Tina Jagdeo, director of wellbeing and pluralism. “That just helps confirm that the definition of healthy masculinity at UCC is broad, and there are many ways to show up as a boy in this school.”

The drama program stages seven theatrical productions each year, many in collaboration with students from BSS, a neighbouring independent school for girls. “When you walk through our halls, you’ll see student art everywhere, thanks to our dynamic visual arts program. Our bands are well-known, and our musicians regularly compete on the international stage,” says Peter Labancz, French language subject coordinator and long-time director of the Prep School’s fall play.

UCC’s notable alumni include Academy and Gemini Award winners, as well as a wide range of Old Boys who have made their mark across creative industries. From celebrated filmmakers and actors to acclaimed architects, composers, novelists, and fine artists, the College has nurtured generations of students who have gone on to shape the cultural landscape in Canada and beyond.

“I actually found that this being an all-boys school meant I was more comfortable taking risks that I may not have taken previously,” explains Chisom, a recent graduate. “I took drama in Year 9 and 10, and not having girls in our class made me feel safer and freer to be myself and to put myself out there.”

Wellbeing at UCC encompasses a variety of programs and services. It is a school-wide priority and contributes to the overall feelings of safety and belonging that students experience. “We’re a school of high challenge and high support,” says Tina Jagdeo, director of wellbeing and pluralism. “We work to ensure students and families understand what support looks like and how to access it.” While it may not always have been defined in these terms, UCC has long focused on nurturing the whole child—nurturing the head, heart, and humanity of each student.

Support systems are robust and interconnected. The advising and house programs, for example, are linked in the Upper School, pairing each student with an adviser who follows them through graduation. Advisers help the boys develop self-awareness and strength of character. “Students meet weekly in small groups to check in, talk about their workload, and build relationships with their peers and trusted adults,” explains Jagdeo. There are 10 houses in the Upper School, each headed by a Steward and four Prefects.

There’s also a mentorship model in place where older students are paired with younger ones to provide guidance and support. From the Prep School buddy system to shared art and literature projects between Kindergarten and Grade 12 students, to academic and co-curricular collaborations, UCC provides many creative and mutually beneficial ways to mentor and be mentored. “Through the newly founded Lang Leadership Lab, we’re continuing to build bridges between the Prep and Upper School,” Jagdeo says. “It’s a joy to watch younger students connect with older role models and get a glimpse of the many paths available to them.”

The Health Centre, with a school psychologist, nurses, and counsellors, is integrated into daily school life. It plays an important role in addressing the intersection of mental health and learning. For example, a student with anxiety may benefit from one-on-one counselling alongside learning strategies. The team also collaborates with faculty to align support in the classroom, ensuring that language and approaches are consistent and sensitive to students’ needs.

The Wernham West Centre for Learning offers targeted, customized support for boys at all grade levels, helping them understand how they learn and become self-advocates. In the Upper School, the Centre for Learning is accessible throughout the day, with flexible seating for quiet focus and group work. In the Prep, students drop in during lunch, spares, or recess. Homework help is available across both schools. In the Prep, Centre for Learning staff provide reach-back support and remediation for missing concepts. In the Upper School, where academics are more specialized, staff collaborate with teachers and peer helpers, with additional executive functioning support provided by learning strategy teachers. The Centre also runs General Learning Strategies (GLS) classes and Academic Foundations seminars, introducing learning tools to entire grades. Though Centre for Learning-led, these initiatives are delivered collaboratively to ensure learning strategies are integrated into the wider academic experience.

Building on this foundation of individualized support, UCC also ensures that students have flexibility in the overall design of their academic program. “Our goal is to make the IB Programme accessible to a wide range of students,” explains Liz Kennedy, director of Centre for Learning and Student Services. “With our three graduation pathways, we provide students with the flexibility to create a personalized academic experience that reflects their needs, interests, strengths and goals. For high-performing athletes or artists with significant time commitments, for example, the program ensures academic success without requiring them to shift their focus or commitment.”

The College’s University Counselling Office is dedicated to supporting students as they plan their paths beyond graduation. The office provides personalized guidance tailored to students’ interests, goals, and strengths. Through classes, workshops, and one-on-one meetings, the counsellors help students explore postsecondary options, prepare strong applications, and make well-informed decisions about their futures.

“As you can see, every UCC student has access to a whole team of caring adults,” says Jagdeo. “We’re deeply committed to making sure that every boy has at least one person, one trusted adult, they can connect with. That connection can change everything.”

The application process begins at least a full year in advance. Families have the option to see the school in action through spring and summer tours, as well as open houses in October. Main entry points for day students are Kindergarten, as well as Grades 3, 5, 6, 7, and 9. Admission to other grades is limited and dependent on availability. Annual tuition fees are in the $42,800 to $46,400 range and change slightly based on grade level.

Applying involves a number of steps designed to identify students who are ready for the school’s academic and community life. Using a balanced scorecard approach, applicants are evaluated across a range of metrics, including interviews, academic testing, and group activities that assess social interaction and problem-solving. Parents are actively involved in the process, ensuring the school is the right fit, not only for the child, but also for the family.

Traits like curiosity, collaboration, and enthusiasm are observed and noted, along with areas of interest and emerging passions. “While a reasonable academic threshold is required to ensure students can succeed in a rigorous program, the goal is to find students who will not only thrive academically but also contribute positively to the community and lift others up,” explains Principal Sam McKinney.

UCC has one of the most ambitious and impactful financial assistance (FA) programs in Canada. FA is offered through a needs-blind admissions process for students in Year 5 and above. Families applying for support submit an application through a third-party assessment (Apple Financial Services), ensuring confidentiality and equity.

The program grew substantially in the 2000s with the ‘Think Ahead’ campaign, aiming to support at least 20 per cent of eligible students—now about 220 to 230 families per year. “The campaign, which ended in 2016, successfully raised $50 million to fund this ambitious program,” says Brendan Dellandrea, vice-principal of advancement.

In the 2024–25 academic year, UCC awarded $6.6 million to families in the form of financial assistance. “This is the largest program of its kind in Canada, and it’s something we are incredibly proud of,” Dellandrea says.

UCC provides a transformational learning environment for boys from JK through Year 12. UCC offers an impressive range of co-curricular activities, arts, and athletics. Students are challenged, inspired, and encouraged to get as involved in school life as possible. With a reputation of excellence and a commitment to progress and evolution, UCC provides a safe, supportive, and diverse community where boys are free to explore their identity as learners and leaders.

UCC’s diverse faculty combine subject expertise with a genuine passion for inspiring learning and fostering growth. Guided by Principal Sam McKinney, the faculty is united by a core set of values that are reflected in every aspect of campus life.

“When people ask me if UCC would be right for their family, I encourage them to consider three things,” says Chanakya Sethi, president of the UCC Association Council. First, the IB Programme is rigorous, and the broader UCC experience is intentionally challenging. It’s a place for students who are curious, driven, and excited to explore their interests deeply and widely. “It’s a school that offers an abundance of opportunities and is best suited for students who will be eager to take advantage of all that’s available.

“Second,” Sethi continues, “UCC is committed to its own evolution. It’s not the same school it was 20 or even 10 years ago, and it’s not trying to be.” While some families come looking for the traditions of the past, what they find is an institution that’s continually adapting to better serve today’s students. “It’s not the UCC your grandfather went to, and so, families who prioritize progress over nostalgia will find what they’re looking for here.”

Finally, UCC is a single-sex school, and that structure can shape the student experience in meaningful and positive ways. “It’s not for everyone,” says Sethi, “but for those who enjoy learning in this type of environment, it can be a place where they truly thrive.”

Graduates tend to stay connected with the school, having forged lasting friendships and meaningful connections. Parents express countless opportunities to get involved as volunteers, and appreciate the school’s openness and willingness to collaborate. “You can do as much or as little as you want, and every opportunity to help out builds community,” says Mary-Lea Ruscetta, who has been vice-president and president of the Prep Parents’ Organization and is now finishing her term as president of the Parents’ Organization. “This school is a fantastic partner; they’re always encouraging involvement, and they’re very supportive of parent-led events and ideas. The heads of school and senior leadership are incredible, and Sam McKinney is amazing to work with. He understands the parent perspective, having had all of his sons go through the school.”

Ruscetta’s son started at UCC in Kindergarten and recently completed Year 10. She says he’s thrived academically and athletically, and made an incredible group of friends. His curiosity and eagerness to try new things continue to flourish.

UCC students are not only hard-working and ready to take on challenges, but they’re also supportive and open-minded. “This is a community where belonging and connection really matter,” says McKinney. “All individuals are valued for who they are and what they bring to the collective; they’re treated with care and empathy, and they’re given a breadth of opportunities to explore their interests and passions. Our commitment is to inspire our students to become their best selves, preparing them to make a lasting and positive impact on their world.”