The Bishop Strachan School KEY INSIGHTS

The Bishop Strachan School’s (BSS) commitment is to provide each girl with the opportunity to understand who she is, discover her place in the world, gain independence, develop leadership skills, and find her voice among a multitude of voices. It’s a lot, to be sure, though throughout the century and a half of its life, BSS has demonstrated an unwavering ability to do exactly that.

The list of alumnae includes many who have made a positive impact on Canadian life. One of them, social activist and author Emily Murphy, depicted in a monument on Parliament Hill, has appeared on the $50 bill and is officially recognized as a Person of National Historic Significance. Others have defined aspects of the local and national discourse, including television host and journalist Valerie Pringle and pioneering computer scientist Beatrice Worsley.

“The Bishop Strachan School has a rich history, dating back to when it first opened its doors in 1867,” says incoming Head of School, Ms. Meagan Enticknap. “The history is something that we embrace, at the same time that we embrace change.”

SCHOOL ENVIRONMENT

“We try to create a culture where the students can do and be anything,” Ms. Enticknap explains. “There’s not one pathway when you join BSS, but many pathways and many opportunities.” Dr. Kristen Clarke, Dean of Teaching and Learning, adds that leadership development is woven through every part of the student experience. “We can outline where leadership is in our curricular program,” she says. “We also have a parallel understanding of what that looks like in our co-curricular program through our arts and our athletics.” Students have opportunities to lead through classroom discussions, DECA, Model UN, and prefect roles, with a clear focus on developing skills like communication and critical thinking. All of these experiences are intentionally designed to cultivate the traits outlined in the Signature of a BSS Girl—grit, leadership, global perspective, and a strong sense of self.

What truly helps students grow, both academically and personally, is having adults around them who care, who encourage them, who push them to do their best, and who are there when they need help. Dr. Clarke emphasizes that this culture of empowerment and advocacy depends on a strong teaching culture. "Faculty engage in collaborative inquiries that are learner-centred and grounded in research," she says. BSS also has a fulsome well-being team to nurture the whole student. "We call this the circle of care," says Ms. Enticknap. That includes academic counsellors, learning specialists, well-being counsellors, psychologists and a health team. All of these resources provide the scaffolding for an encouraging, dynamic, engaging learning environment.

The school continues to invest in spaces and programs that expand what’s possible. “Since opening the STEM wing, with new design tech labs, science labs, collaborative areas, and project spaces, we’ve seen an increase in students pursuing STEM post-secondary programs,” says Ms. Enticknap. She also points to the school’s financial assistance program, starting in Grade 6, as a way to widen access to the full BSS experience. “Our financial assistance isn’t just about tuition—it also helps students participate fully in school life. It’s about ensuring a well-rounded experience.”

ACADEMICS

The school’s rigorous approach to academics is decidedly responsive to 21st-century demands. There is an equal emphasis on both classic and contemporary areas of academic interest, such as coding and financial literacy. The latter is a skill that is embedded into relevant courses beginning in Grade 10, leading to, among other things, a financial securities course in Grade 12. The finance courses address not only personal finance, but world markets and securities, and how these subject areas affect geopolitics.

“It’s constantly changing from when I started here,” says Ms. Rita Gravina, Director of Global Learning. “But one of the things that has stayed the same is this idea of an inquiry-based approach. If there’s been a constant, that’s been the constant. Having the students dig in deep, having them engage in real-life learning. Having students go out and understand where we’re at today and trace it back to our own roots.” One of the several approaches to teaching and learning in the Junior School is the Reggio Emilia approach, harmonious with the inquiry-based academic culture of BSS. It was adopted because it complements current trends in secondary and post-secondary education and the workplace.

From their very first days, BSS students embrace academic challenge, driven by expert faculty and a community of peers who inspire them to think deeply and grow confidently. All courses are developed based on the Ontario provincial curriculum and often grow considerably from that point. “We start with the Ontario expectations as the foundation, and we enrich and supercharge the delivery,” says Mr. Brendan Lea, Principal, Middle and Senior School. He says that there is a consistent emphasis on making interdisciplinary connections, often facilitated by reaching out to experts and experiences outside the school walls.

“The enrichment that is provided, say, through higher-level Advanced Placement courses is great for students seeking more challenging academic opportunities,” Mr. Lea says.

STUDENT LIFE

There are 12 houses, named after prominent people within the school’s history, and every student is assigned to one: Pyper, Acres, Dupont, Grier, Griffith, Lamont, Langtry, Macnaughton, Marling, Nation, Rosseter, and Walsh. The houses provide a sense of belonging and serve as the basis for in-school competitions and spirit events. Less obvious, but equally important, houses provide a frontline for the school's wellness programs.

The sense of belonging and community deepens for boarders, who begin their residential life in Grade 8. Each boarder is assigned to a ‘family’—a group of 15 to 20 girls spanning all grades—providing opportunities to build relationships across age groups. Six families form a house, and the houses compete throughout the school year, earning points through activities that range from physical fitness to participation in spirit events. Students and alumnae attest to the impact of these activities in reinforcing a sense of connection, accountability, and shared experience.

This emphasis on connection and personal growth extends to the school’s outdoor education program, part of which is encouraging student participation in the Duke of Edinburgh’s International Award. Additional trips are organized throughout the school year, using outdoor and camp experiences to nurture peer bonding and personal growth. Although destinations and activities may change from year to year, there are annual trips to Point Pelee National Park and Temagami.

ATHLETICS AND ARTS

Athletic and art programs at BSS are intentionally linked to the school’s broader vision of leadership development and, as such, they form a key part of the Signature of a BSS Girl. Thus, athletics are designed to complement, in addition to physical fitness, the development of essential leadership qualities, like confidence, resilience, teamwork, and grit.

Recent facilities upgrades reflect the school’s commitment to holistic development and continuous improvement, most notably the addition of a new turf field in 2023. “With the new turf field, we've been able to enhance our co-curriculars, athletics, and opportunities for girls to engage in sports,” says Ms. Enticknap. “It promotes high-level athletic engagement and elevates our gym and fitness spaces.” These enhancements align with the school’s broader goal of maintaining best-in-class facilities that support all aspects of student growth.

The extensive arts programs at BSS similarly offer students spaces for technical training, connection, personal growth, and self-expression. They encompass drama, music, visual arts, and media arts, with specific courses and co-curricular activities that enrich each discipline. Students interested in music can join ensembles, bands, or the choir. There are visual arts shows, such as one called the Intersection, which showcase student art throughout the school. There are plays and musicals. “Students not only perform on stage, but they also lead the production,” says Director of Marketing and Communications, Ms. Emily Rabe. “They build the sets, establish the lighting, and design and produce the costumes, all with the guidance of dedicated teachers.”

“I really appreciate the wide variety of opportunities in the arts at BSS,” says alumna Tiffany Lee. “I'm a very creative person, and music became a big part of my life.” Engaging with the arts provides students with a platform to connect based on shared interests. “Music became a universal language that helped me integrate, as it allowed me to connect with others despite cultural and language barriers,” Tiffany continues. Her sentiment is shared by other students and alumnae, who regard the arts as one of the defining aspects of their BSS experience.

TAKEAWAY

The Bishop Strachan School has a long and distinguished history of excellence, consistently providing leadership in education. This is a school that seeks to give girls confidence in their skills and abilities, and to have their ideas heard in what can be, at times, a very noisy world. The school emphasizes STEM professions, which are traditionally underrepresented in female representation.

The school’s approach, largely, is based on the understanding that it’s a complicated world, one that requires a set of complex foundational skills: thinking for yourself, working cooperatively, and engaging empathetically with others. Coding is important, but so is the ability to write well, speak well, and appreciate the elegance in a well-crafted argument. Once here, they find that their interests are shared and rewarded. “There’s very little pressure to conform at a girls’ school,” says an alumna. “Being unique and having deep interests is what’s considered cool.”