From The Addams Family to Little Shop of Horrors, countless stories have been told to the CA community by Senior School students in the senior drama production.

This year, the senior production team is trying something new with help from other Integrated Studies (IS) programs: a cabaret!

The Black Box Theatre turns into a nightclub this March, as it hosts its first-ever cabaret (mocktails included). This year’s performance, Finding Our Voices, offers the spotlight to all cast members as they dance and sing across a bright, smoky stage.

The Ins and Outs of Cabaret

Cabaret has been around for hundreds of years. It’s typically a restaurant, nightclub, hotel, or other location with a stage, food, and drink. It’s a cozy, intimate setting—cabaret translates loosely to “little room”—that brings art to the audience in an interactive way.

CA drama teacher and one of the show’s creative directors, Leeanne McLim, felt inspired to create collaborative opportunities for students, tying drama to other IS courses, such as music.

“By bringing together theatre, foods, and music, we aimed to showcase the multidisciplinary nature of Integrated Studies and model how collaboration works in the professional arts world.”

Cabaret differs from traditional theatre by giving everyone an equal spotlight. Instead of having lead and supporting roles, the entire cast gets a chance to showcase their talents through song, dance, and character pieces.

Ms. McLim notes how moving away from a traditional musical helps tell a story in a unique, nonlinear way.

“A cabaret is built from a variety of acts, songs, dance, storytelling, and character pieces woven into one shared experience. Each performer is allowed to shine individually while remaining part of a supportive ensemble. The emphasis is less on a narrative and more on collaboration, connection, and celebrating individual voices within a unified team.” – Ms. McLim

Taking the Stage on March 12

With nine numbers scheduled in this year’s show, the cast and crew are busy putting the final touches on the production.

A highlight this year is the support from industry professionals, bringing the right glow, mood, and moves to the cabaret.

An award-nominated lighting designer, Shane Anderson, Gianna Read-Skelton, a professional actress and musical director, and Tiffaney Chin, an award-winning choreographer, have volunteered their time to support this year’s production.

Rehearsals primarily focus on choreography, singing, and building confidence for opening night.

During auditions, students showcased many of their individual skills, like playing the guitar, and creative director Andrea Page has worked with Ms. McLim to showcase these talents as much as possible.

She has also emphasized to students the need to take risks during after-school rehearsals.

“Students have been developing foundational performance skills such as confidence, stage presence, teamwork, musicality, storytelling, and resilience. There has been an emphasis on space and grace, recognizing that progress is not always linear and that theatre is a safe place to try, stumble, learn, and try again.” – Ms. Page

Their hard work is soon to pay off as opening night approaches for the cast and crew. Between new lighting, a new type of performance, and further collaboration between IS programs, Ms. Page hopes the community notices everyone’s efforts.

“We hope audiences see that every voice matters and that when those voices unite, something truly magical can happen.”

Tickets are still available for Finding Our Voices—save your seat through Rycor before opening night on March 12!

Happy February! Sorry, we missed you last month! Winter Break has come and gone, the days are getting longer, and February is already nearing a close with a chilling reminder of just how cold it gets here in Calgary!

This month, we are talking about Specific Learning Disorders (SLD) and next month, we will be talking about the relationship and impact anxiety may have on symptoms of ADHD, ASD, and/or SLD.

Specific Learning Disorder is a general category in the DSM-5, the diagnostic manual assessment psychologists use to diagnose learning differences.

Did you know that according to the American Psychiatric Association, approximately 5–15% of school-aged students are impacted by Specific Learning Disorders (APA, 2022)? And most of the students diagnosed with a Specific Learning Disorder (around 80%) are diagnosed with an impairment in reading (Dyslexia) (APA, 2026).

Specific Learning Disorders are often diagnosed alongside other diagnoses such as ADHD and anxiety (APA, 2026).

A diagnosis will typically be identified with a descriptor of mild, moderate, or severe in addition to a specifier of the nature of the difficulty (APA, 2022). To be diagnosed with an SLD, a psychologist conducts a thorough assessment of academic and cognitive skills and develops a deep understanding of the student’s learning history and family history, building a comprehensive picture of the person’s strengths and areas of challenge.

Difficulties must be present for at least six months in one of the areas of reading, written expression, and/or math skills, have academic skills below what is expected based on the person’s age and level of education which are causing some difficulty in learning and life, the difficulties started in school, and the difficulties are not stemming from another condition including intellectual disability, physical condition, or adverse conditions like a lack of instruction, environmental disadvantage or difficulty with the language (APA, 2022; APA, 2026).

So what does it all mean, and how does it relate to learning in school and out of school?

Specific Learning Disorder with Impairment in Reading

• Evidence gathered through a psychoeducational assessment shows the person has difficulty with word reading accuracy, and/or reading rate or fluency, and/or reading comprehension.
• Often called dyslexia when the challenge is word reading fluency or word reading accuracy, sounding out words, and spelling.
• In school and at home, people might avoid reading, select only books they have heard many times and have the stories memorized, prefer videos or audio, or delay starting tasks that involve spelling or reading.
• Students might avoid reading material out loud.
• Students might thrive when they listen to a story and are encouraged to respond to questions orally.
• They might have many words they have memorized, and then struggle when they come across a word they have not read before.

Specific Learning Disorder with Impairment in Written Expression

• Students might have difficulty with spelling, and writing output, including accuracy, grammar, punctuation, and/or clarity or organization of writing expression.
• Sometimes called dysgraphia.
• Students might struggle to recognize learners or get started on a writing project.
• Students might have a hard time breaking words into syllables and recognizing words that rhyme, and spelling similar words.
• They might tell you a story and then have a difficult time writing that same story on paper or on a computer.
• Students might avoid starting a writing project, write sentences with no punctuation, or write a similar idea repeatedly in a paragraph.
• Students might have a hard time summarizing research or synthesizing ideas.

Specific Learning Disorder with Impairment in Mathematics

• Students might have sustained difficulty with number sense, memorization of number sentences (facts), accurate or fluent calculations (hard time with times tables or understanding that 2+3 is the same as 3+2), and/or accurate math reasoning (APA, 2026; Cleveland Clinic, 2022)
• Sometimes called dyscalculia when the challenges are specific to learning number-related concepts, working through information that is communicated with numbers, using mathematical symbols, or performing accurate or fluent math calculations.
• Often people diagnosed with dyslexia have difficulty with math, given that math is a language that relies on symbols that are put together to represent meaning (numbers) (APA, 2026).
• People who have a difficult time with math may avoid math class or working at home on math facts.
• Students who have a difficult time with number sense often struggle with place value and understanding how numbers relate to one another. They rely on memorization versus understanding.
• Students can develop a deeper understanding of numbers through visual images and concrete manipulatives (blocks, rods, beads).

Common Points to Understand

• Specific Learning Disorders are lifelong. How the symptoms show up might change over time as the person learns more coping strategies, builds foundational skills, and learns tools that work well for them (APA 2026).
• People diagnosed with Specific Learning Disorders are:
  • Capable of learning (APA, 2026).
  • Benefit from early intervention that focuses on foundational skills.
  • Successful when they have support and people around them who believe they are smart and able to tackle new challenges.
  • Capable of working in any area of interest in the future, especially if they receive foundational skills intervention during their school years (the earlier the better!).
  • At greater risk of low self-esteem, anxiety, school avoidance, low self-confidence, friendship difficulties, and school difficulties when they do not have the support they need to be successful.
• There is no quick fix. Intervention to support the development of foundational skills takes time and, depending on the severity of the learning disorder, can take years of dedicated intervention alongside academic learning.
• Students benefit from accommodations, which allow them to access learning. Accommodations support learning but do not change what the student is learning. Accommodations include additional time, speech-to-text, audio, scribes, typing responses, spell check, multiplication tables, formula sheets, etc. Modification means adjusting what is being learned in class. While accommodations might include a limited quantity, modifications include reducing the complexity of the material.

Resources

Understood.org is a wonderful resource with videos and information for both children and adults.

Dyslexiacanada.org has excellent evidence-based information about dyslexia. Ldadhdnetwork.ca is a Calgary-based network of information that collates evidence-based information into one easy-to-use website.

Counselling Services & Wraparound Support

We continue to have a counsellor supporting the needs of our learners in Grades K–6. If you would like to have your child connect with her, please reach out to Jenny Duffield.

Serena is here to support the needs of our Grades 7-12 students. If you would like your child to connect with her, please reach out via email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to me, Head of Student Supports, Paige McDonald.

Lorenzo Ford (’18) had a fast‑paced CA experience, with nearly every meal prepped in advance to accommodate his busy swim schedule. Balancing early morning swim practices with building his confidence in the classroom, Lorenzo’s time at Calgary Academy shaped his work ethic and his sense of possibility.

Bursary support made it possible for Lorenzo to attend CA, where the experiences and opportunities he gained laid the foundation for the future he’s building today

Providing a Solid Foundation

Lorenzo remembers his time at Calgary Academy well—days spent between early morning swimming, a packed school schedule, and figuring out what he wanted to do after graduation. He attended the school for a total of five years, graduating in 2018.

Lorenzo enjoyed the smaller class sizes, and the extra support he received from teachers helped him build his confidence. Having missed a lot of school due to his swim schedule before coming to CA, Lorenzo saw himself as “having some gaps in his learning.”

“Before coming to CA, I was not a strong student… Calgary Academy helped with building that confidence and a foundation that I could take into school, because that’s really all you need.” – Lorenzo

Lorenzo feels fortunate to have attended Calgary Academy—he says he “wasn’t even thinking of post-secondary education” before attending the school.

He attended CA thanks to bursaries provided by the Calgary Academy Parents Association (CAPA), which has raised more than $5,000,000 in bursary support for families with financial need.

As bursary recipients, families attend various volunteer fundraising events throughout the school year, the total number determined by the amount of money provided in each bursary. Lorenzo remembers there were days when he didn’t even see his mom because of his busy swimming schedule and her support of his education.

“When my mom started volunteering, there would be some days when I just wouldn’t even see her because I’d be gone swimming at 4:30 a.m., and then she wouldn’t get home till 10:00 p.m. I had swimming early the next day, so I would be in bed by 9:00 p.m.”

Bursaries Change Lives

Lorenzo is grateful for the opportunities made possible through CAPA bursaries. They’re part of the reason he is where he is today—a recent graduate with his master’s from Western University.

“CAPA gave me the opportunity to go to Calgary Academy. There wouldn’t have been a world in which I could have gone here if I didn’t get the bursary.”

He took every opportunity he could to study during school while balancing competitive swimming and his studies. With a full course load, he remembers studying as much as possible during his free periods before returning to swim practice in the evenings.

His hard work paid off, as Lorenzo ended up attending Western University in London, Ontario. He pursued an undergraduate degree in Biology before attending the affiliated Ivey Business School for a Master of Science in Business Analytics. He was also on Western’s swim team, acting as a team captain in his later years at the university.

Lorenzo credits CAPA for easing the financial pressures of post‑secondary education with the scholarships he received from the non-profit.

“Throughout university, CAPA helped me a lot. There’s a scholarship for post-secondary, tuition, things like that… That provides a great deal of comfort because I was paying for my education fully, and I took out student loans, and I worked when I could. But again, for my time at university, I was taking four to five classes a semester and was swimming 20–30 hours a week.” – Lorenzo

Throughout university, Lorenzo frequently came home to see his family, and whenever possible, he and his mom would pick up CAPA volunteer shifts. Doing this allowed a current CA parent to have more time at home with their children, which Lorenzo describes as “paying it forward.”

He’s one of many from the CA community who volunteer at CAPA events to support unique learners.

“I want all volunteers to know that what they’re doing speaks massive volume for the families who need the volunteer hours and those with the children who need to attend Calgary Academy.”

Now, recently graduated, Lorenzo looks forward to settling into his career, using the skills and experience he has gained through his schooling and hard work.

You can help open these same doors for future students by making a donation today. Learn more about how you can help unique learners reach their potential.

Dani Hunter (’97) graduated from Calgary Academy 29 years ago. Her time at the school was filled with growth and challenge that led her to both academic success and an understanding of the importance of mental health support.

As she reflects on her education and career today, it’s clear she has come full circle. She now finds herself on the front lines, able to support others’ mental wellness through her work at her family’s foundation.

10 Years at CA

Dani attended Calgary Academy for 10 years, from Grades 2–12. She started at CA after some early learning struggles in school, but excelled at CA, graduating in 1997 as an honours student. Dani remembers CA being much different from what it is today.

It felt like living in the country, with forests and nearby farms surrounding the school. Some days, she would walk through the trees, resting on the grass to watch the horses grazing at the farm next door.

“The school has changed a lot… the road in front of Calgary Academy was gravel, and there were trees, fences, and country surrounding us—not the communities that are around now.” – Dani

But things weren’t always as idyllic as that sounds. Like many students around the world, Dani encountered challenging peer dynamics that affected her mental well‑being.

Dani credits her teachers as being kind, understanding, and encouraging. It was their support and her hard work that propelled her to graduate with honours. Her experiences gave her the confidence to speak up and to take on the work that is now her passion.

Helping Her Family Help Others

Today, Dani works at her family’s foundation, the Hunter Family Foundation, which was founded in 1984. The foundation has a rich history in Calgary, including its support for entrepreneurial thinking at the University of Calgary.

She got her start at the foundation when she offered her family some advice on managing their documentation and organizational processes (which Dani had plenty of experience in from other jobs she had held). They decided then and there to have her function as the foundation’s Executive Assistant.

Her day-to-day duties include many administrative tasks, such as answering funding requests, but Dani has taken a more active role in the foundation for the past five years. One of the Hunter Family Foundation’s focuses is on health and wellness, especially mental health.

“Five years ago, we decided to be more active in the mental health area. That’s when I said I wanted to be actively involved in decision-making where the money goes—talking to charities and doing tours because of my lived experiences.” – Dani

Dani loves seeing the impact they make in people’s daily lives, whether it’s supporting seniors through the Kerby Centre, donating to Converge Mental Health Coalition, or their work with the Impact Society, which teaches youth resilience.

She has read letters telling the tales of individual lives her family has helped improve. To her, those letters are more precious than any statistic—she knows the impact proper mental health support can have.

When Dani looks to the future, she is excited to see how the Hunter Family Foundation can continue to help Canadians.

“My family could afford private therapy, and I can still afford it. Thinking about people who can’t afford it and people who are bounced around before they find the right kind of help… We want to change that highway for others so that help comes sooner.”

One of the most prominent faces at Calgary Academy is Principal Timothy Carlson. You can find him everywhere around the school, visiting classrooms, meeting with other teachers, or running the microphone at many school events.

He has seen Calgary Academy grow (in student population, square footage, and programs offered), but the school’s philosophy has remained the same—placing the individual needs of each student first.

Currently in his 24th year at the school, Dr. Carlson reflects on his time at CA, his recently completed doctorate, and the school’s future.

Finding a Community

Dr. Carlson’s first day at Calgary Academy was in 2002. Moving from British Columbia, he jumped into teaching Grade 12 students, helping them prepare for life after graduation. He was in a new province, managing a long-distance relationship with his girlfriend (now his wife), and trying to find his footing.

While transitioning from the BC to Alberta education curriculum had its challenges, Dr. Carlson was fortunate to have many colleagues and mentors to lean on.

“I taught with people who had been around a while, who were excellent teachers… There was a really wonderful community in the high school, and I just fit in well.” – Dr. Carlson

He spent his first year working closely with the Grade 12 students, a graduating class of around 60 students. The school community is what first stood out and continues to impress Dr. Carlson over two decades later.

“I felt a part of the community very quickly, and I loved helping students have their needs met.”

The school he has called home has evolved with time, but CA’s heart and fundamentals have stayed the same. In his early teaching days, you could step into any classroom and see similarly structured lessons. He notes that the same instruction remains today, just delivered in more flexible and modern ways.

Eventually, he became the school principal, a position he has now held for years. While he wasn’t always planning on becoming a leader in the school, Dr. Carlson took the opportunity when it presented itself and learned a lot from his colleagues—how they approach and help others and cultivate a supportive community.

“Probably the biggest challenge of leadership in a school is that it’s people with different personalities, strengths, and areas of growth. Understanding the people you work with and supporting them, I’ve always thought, is the core of leadership.” – Dr. Carlson

Looking to the Future

Recently, Dr. Carlson earned his doctorate in education, capping off years of study and a successful defence of his thesis. He had never seen himself as someone to pursue a doctorate. He didn’t consider himself an “academic,” but felt inspired seeing his colleagues pursuing theirs.

Dr. Carlson was always interested in learning and improving himself as an educator. With encouragement from others at CA, he took the plunge, spending several years balancing research, coursework, and his regular day-to-day at the school.

“For me, it was always about learning. What more can I learn? I don’t really have an endpoint… What drove me to do my doctorate was the encouragement from our CEO, Dr. Greg Bass, and seeing others doing it too.”

Dr. Carlson gained a deeper understanding of himself, leadership (his research focus), and the world of education during his doctoral studies. The assistive technology his professors recommended was the same as that utilized daily at Calgary Academy—a hint of what the future of education could be.

Education has changed a lot since Dr. Carlson first started teaching at the school, and he is excited to see how it (and Calgary Academy) continues to adapt and grow. He understands that every learner is unique and hopes to see personalized learning continue to thrive.

“If you could get more personalized learning and a flexible approach to learning for you, there’s a ton of interesting things coming up. I think that if we keep our eyes open and look around the world, Calgary Academy can also jump into those areas, because we know the brain well. We understand how learners learn.”

If you notice a perfect moment and want to capture it in a picture, you may hesitate to ensure you have the perfect photo. However, you’ve likely already missed your chance.

Photography is about everything that happens before you press the shutter button—a mix of critical and creative thinking and the technical knowledge of the camera.

In Calgary Academy’s photography class, students learn these skills with help from Integrated Studies (IS) teacher Liz Hrycan, who brings her years of teaching experience and passion for photography to offer hands-on, experiential learning.

A Different Way to See the World

Day-to-day photography happens through an iPhone for most people. It’s easy to snap a picture of something you like quickly, but planning your shot before is the core of photography.

It teaches creative thinking and alternative perspectives, something that Ms. Hrycan focuses on in class.

“Photography gives students a different way to see the world. It teaches them that there is beauty in the mundane, the everyday, if you know how to see it. Photography also offers them the opportunity to witness their own growth in real time. Many learners often talk to me about their first photos in comparison with their latest photos.” – Ms. Hrycan

Ms. Hrycan began working at Calgary Academy in 2024, bringing her passion for photography to the school. It’s her second year as the photography teacher, but she has taught for 14 years, having picked up photography as a hobby before jumping at the chance to teach it.

She looks to provide her students with a classroom of opportunity and exploration through this creative medium. Students spend most of their class time learning skills, capturing images, and creating portfolios.

“The photography program at CA was well-established when I took it over, but my goal is to make it better than ever. From bringing in guest speakers to offer insight into potential careers, to off-site field trips that bring learning to life, I hope that the photography room is a space where students want to be.”

Hands-On Learning Behind the Camera

Photography involves a great deal of technical knowledge, but the IS class is accessible to learners at every level. Taking a photo requires more than pressing down a button, and Ms. Hrycan emphasizes this in class.

Students kick off their semester by learning about composition (arranging the elements they want to photograph) before even picking up a lens. They then build their foundational skills, helping each other prepare to build a portfolio of work.

“Being such a hands-on course, students have plenty of opportunities to practice with instant feedback.”

Many aspects of the photographic process can benefit students outside of the classroom. They work on their critical thinking skills when planning a shot or how they want to tell a story, and collaboration when working with others. Learning to provide constructive criticism is also a focus, as students offer feedback on each other’s photos and portfolios.

“Students learn that in order to fully harness their creativity, they need to be open to taking risks, making mistakes, and taking many, many photos. They also spend a lot of time collaborating and offering constructive criticism, skills that transfer to many areas of life.” – Ms. Hrycan

Students in photography are well on their way to taking thousands of photographs, whether it’s learning from a real estate photography team or visiting a Mercedes-Benz dealership to take photos of rare cars. Ms. Hrycan consistently seeks opportunities to enhance her students’ learning and discover their creative passions.

Happy December! I can’t believe just how close we are to winter break. I hope you are able to find time for some very important self-care before January rolls around.

This month, we are talking about Attention-Deficit/Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD). Next month, we will address Specific Learning Disorders (SLD).

In an attempt to view ADHD and ASD through a lens of difference rather than deficit, we are going to look at some common differences and strengths (taken from Neurodiversity-Affirming Handbook by Mott & Rodwell).

ADHD

Common Differences

• Talkative (may interrupt because they need to get their thoughts out)
• High energy; may have an active body and/or mind
• May get distracted easily or pay attention to details unrelated to the task at hand
• May find it difficult to get started
• May have difficulty engaging in non-preferred tasks
• May have sensory processing differences, such as fidgeting or stimming
• May become easily overstimulated or underestimated
• May miss details, but may be able to see the big picture/main idea
• May have difficulty with time judgment
• Executive functioning skills may be delayed 3–5 years
• May demonstrate emotional sensitivity and emotional regulation challenges. May have rejection sensitive dysphoria, which is intense sensitivity and emotional pain related to real or perceived rejection or criticism.

Common Strengths

• Intense focus when interested
• Creativity
• Spontaneity
• Energy
• Compassionate
• Willing to take risks
• Innovative
• Keen sense of humour
• Works well under pressure
• Talkative
• Curious
• Persistent
• Keen sense of justice

ASD

Common Differences

• May demonstrate Monotropism, which is the tendency to focus on a small number of interests at a given time, having an “attention tunnel,” and/or trouble switching tasks/topics
• May have sensory processing differences; may stim and become over- or under-stimulated
• May need more or less input from the environment
• May show engagement or attention in subtle ways (body movement, expression change, repeating what was heard)
• May interpret language literally and be a “blunt” communicator
• May talk in depth about a topic of interest (“info-dumping”) and may struggle to engage with topics outside of these interests
• May demonstrate emotional sensitivity
• May have differences in eye contact preferences
• May relate to others by sharing examples from their own experiences

Common Strengths

• Honesty
• Detail-oriented and precise
• Have in-depth knowledge and/or expert knowledge in a topic of interest
• Keen sense of loyalty and justice
• Enthusiastic
• Logical thinking skills
• Strong memory for facts
• Deep focus when interested
• Innovative
• Recognition of patterns
• Making and using routines

Setting Goals

Neurodiversity affirming care does not mean that we ignore the challenges that ND individuals may face. However, according to Raelene Dundon, author of A Therapist’s Guide to Neurodiversity Affirming Practice with Children and Young People, “we need to be considering what the child can learn or change to reduce distress and improve the child’s quality of life, and what the adults in the child’s life can do to support the child to make that happen.”

It is important that we ask our children and youth what success looks like for them and what goals they have for themselves. We should endeavour to promote autonomy and help our children learn to advocate for themselves.

Additional Resources

• Sinneave Family Foundation
• Canadian ADHD Resource Alliance 
• Russell A. Barkley, Ph.D

Counselling Services & Wraparound Support

We continue to have a counsellor supporting the needs of our learners in Grades K–6. If you would like to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 7-12 students. If you would like your child to connect with me, please reach out to me via email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Head of Student Supports, Paige McDonald.

Do you remember your elementary school playground? Where the swings were? The colour of the slide? Playgrounds are the setting of many childhood memories, where new friendships are found and old ones are strengthened.

It’s a fitting location for Calgary Academy’s Junior Drama Production of Billy Bard and the Playground Tragedies. This year, buying a ticket means you can support CA students by adding a donation to your ticket cost. These donations will help directly fund a new CA playground!

Add a Dollar, Make a Difference at CA

Billy Bard and the Playground Tragedies, written by CA teaching alum Charlotte Nixon, tells the story of playground king, Billy Bard, who catches a rival school’s spy red-handed.

Through retellings inspired by Julius Caesar, King Lear, and other Shakespearean works, he tells the spy about the epic highs and lows of the “playground tragedies.”

The fast-paced comedy will hit the Black Box Theatre soon, and the community can support the story of Calgary Academy’s playground through the Annual Appeal. Add a small donation to your ticket cost, and your dollars will go directly to funding a new playground for the school and local community.

CA’s Executive Director of Advancement, Genine Neufeld, understands the value that play spaces have on young learners, teaching them valuable lessons as they play and explore.

“Playgrounds are the first stage where we learn life’s essential lessons: balancing fun, taking turns, and building community. They set the script for how we treat others and how we support the systems around us.

 

You can actively support and shape students’ future at Calgary Academy by adding a donation towards the new CA playground to your ticket. Your gift will teach children for years to come the foundational skills of friendship and cooperation.” – Ms. Neufeld

Buy Your Tickets Today

This year’s Junior Drama Production debuts on Thursday, Dec. 11. To learn more about the show, visit CA’s events website. Tickets often sell out quickly, so save your spot to hear about the playground tragedies.

Tickets are available on Rycor!

Showtimes

Thursday, Dec. 11: CAST A

• Doors Open: 6:30 p.m.
• Show Time: 7:00 p.m.

Friday, Dec. 12: CAST B

• Doors Open: 6:30 p.m.
• Show Time: 7:00 p.m.

Saturday, Dec. 13: CAST A

• Doors Open: 10:30 a.m.
• Show Time: 11:00 a.m.

Saturday, Dec. 13: CAST B

• Doors Open: 6:30 p.m.
• Show Time: 7:00 p.m.

Whether it’s due to the Netflix hit show Stranger Things or the gaming hit Baldur’s Gate 3, Dungeons & Dragons (D&D) has gained increasing popularity. It’s evident when you enter one of the classrooms that hosts the Senior School D&D Club at Calgary Academy.

Here, students embrace their creativity and teamwork as they delve into (imaginary) ruins, temples, and villages in their (usually) fantasy world. A popular club at the school, students continue to flock to play, providing a space for them to make memories and flex their problem-solving skills.

An Epic and Collaborative Tale

Dungeons & Dragons is arguably the most famous tabletop role-playing game (TTRPG) of all time, with decades of history. The game can have several variations in how it’s played (mini figurines, online, homebrewed rules, etc.), but its core gameplay is strong.

You don’t technically need to spend any money to play D&D. All you need is a copy of the rules, players—at least one player and one Dungeon Master (DM)—and imagination. Theatre of the mind (imagining a scene based on the DM’s description) is the main way many players enjoy the game.

It’s also how you will primarily see Calgary Academy students playing together in D&D Club, huddled around a grouping of desks as soon as lunch begins. Together, the DM and participating players create a story, rolling dice to make attacks and decisions.

Senior School teacher Paige Stoffregen, who has helped run the club for several years alongside other teachers, sees the collaborative nature of D&D as one of its greatest strengths. Students get to create a story from scratch together.

“You are building something from the ground up with your friends, and no one knows how it’s going to go. The game always seems to end up where it needs to be in terms of themes and cohesive stories.” – Ms. Stoffregen

During play, the DM makes the situations, while the players devise solutions catered to their characters’ skills (strength, wisdom, intelligence, etc.).

This respectful partnership helps ensure that all students have a positive experience, regardless of the campaign they join.

Learners can be a part of a Lord of the Rings-esque high fantasy adventure, a thrilling political story of rivalling kingdoms, or hunt monsters in a haunted forest. The possibilities are endless, and Ms. Stoffregen has seen many different campaigns evolve.

“The students are all doing something different. Some of them are running pre-made modules. We also have some resources from D&D Beyond that they can use. Some have homebrew games, where they invent everything from the ground up.”

D&D = Creative Problem Solving

It may not seem like it at first, but the hijinks and hilarity that happen in Dungeons & Dragons can benefit a student’s learning, particularly with problem-solving. The adventuring party can encounter many different obstacles and scenarios, and they may not have a direct “best option.”

Ms. Stoffregen says that when students can make anything happen at the table, you see students flex their brains and creatively problem solve.

“Your imagination is kind of the limit… Because it’s such a narratively driven game and it’s so storytelling-based. The whole thing is about problem-solving, really—stories grow from conflict.”

Students like Lyndon S. enjoy creating stories with their classmates at lunch.

He joined the club after becoming interested in D&D through his brother. He had played a few one-shots (single-session D&D campaigns) and figured the club would be fun to join, liking how the campaign’s story could potentially play out.

“I like the freedom to be foolish at school. I like making characters and stories.”

Whether students are trying to infiltrate a local Thieves’ Guild or fight a stone golem in a fiery lake, the game provides the adventuring party with adversity. Just like in real life, when faced with a problem, it’s important to figure out how to tackle it one step at a time.

Ms. Stoffregen notes that she has seen many students’ confidence rise in this area.

“D&D is a great place to build that skill—leaping forward to try and think of, ‘okay, what is the starting point? How do I actually proceed from being at a standstill?’ I think that transfers into student skills in the classroom—we just see more confidence in their own problem-solving and their ability to figure things out on their own, in creative ways.” – Ms. Stoffregen

If students are interested in Dungeons & Dragons, a chair is always available at the D&D Club. The club typically meets on Mondays and Wednesdays, and is available to all interested Senior School students in HW20.

I am not sure how it is already the end of November, but here we are! I hope you have been enjoying the weather. Perhaps you are already looking forward to the December break. My daughter and I are heading to Mexico, and I am looking forward to that!

As staff, we have been learning more about neurodiversity and neurodivergence. As such, I thought it might be helpful to share some of that learning with you. This month, we will focus on a broad overview of neurodiversity affirming care. Next month, we will spotlight autism spectrum disorder, ADHD, and specific learning disorders.

Key Terms to Know

• Neurodiversity: An umbrella term used to describe all people and the unique ways their brains work! Neuro = the brain and how it works. Diversity = difference
• Neurotypical (NT): Brain functioning that is considered “typical” in processing and learning
• Neurodivergent (ND): A term used to describe an individual or group of people with a particular variation of diversity (ADHD, ASD, Specific Learning Disorders, etc.). These differences are characterized by variations in the brain or neurological functioning.
• Identity First Language (IFL): Research indicates that identity-first language is the preference among many neurodivergent individuals. For example, Peter is Autistic. However, others prefer person-first language. For example, Peter is on the autism spectrum. Always ask about and use the person’s preference.

The goal of neurodiversity affirming care and creating a neurodiversity affirming school is to view others through a lens of differences rather than deficits. It is about changing the way we think and speak about these differences. It is also about prioritizing a person’s strengths and interests. Often, in education (and in psychology), there is a reliance on deficit-based language. There is a focus on what the child can’t do, what skills they are lacking, what the problem is, what’s wrong, etc. It presumes that the child is broken and needs to be fixed.

Using neurodiversity-affirming language is one way to see and honour the whole child. It creates a space where children feel seen and heard. They feel safe to be themselves and stop “masking” in an effort to fit in with their peers. Neurodiversity-affirming language attempts to present neutral information, moves away from the notion of right vs. wrong, and, most importantly, presumes competence.

How do we presume competence? In Neurodiversity Affirming Schools, Emily Kircher-Morris and Amanda Morin suggest the following five ways:

• We assume every student is able to learn.
• We know all students are intelligent in their own way.
• We see differences as different, not less.
• We respect students’ independence and their right to be communicated with directly in age-appropriate ways, and we use language and examples they understand.
• We recognize there are multiple ways for students to show what they do.

As parents, this may mean changing the way we view our child’s ND profile. It may mean that we have to change the way in which we speak about their abilities. It may also mean that we have to look at parenting our ND child differently than we currently do. There are common differences among ND profiles that may help us better understand our own child. We will look at those in more depth next month, but here are some common differences we may see that may cause frustration and stress in the home:

• Neurodivergent individuals often have challenges with everyday tasks that seem easy for their neurotypical peers. They are not lazy; their executive functioning (EF) skills just need more time to develop. Teachers and parents need to be their surrogate frontal lobes whilst teaching them important strategies to manage and further develop their EF.
• Many neurodivergent individuals engage in stimming (self-stimulating behaviour), which may help with self-regulation and/or allow for the expression of feelings. Stimming may look like twirling hair, biting nails, rocking back and forth, flapping hands, arching, or tensing parts of the body, etc. If it is not dangerous, let them stim!
• Many neurodivergent individuals engage in masking (suppressing or hiding their natural qualities or differences to appear more “typical”). Masking can be stressful, exhausting, and create dysregulation and burnout.
• Many neurodivergent individuals experience differences in how they experience, process, and use sensory information (there are more senses than you think). When these needs are not met, this can cause discomfort and even pain. This is an excellent resource to explore with your child and possibly share with their teacher. While aimed at Autism, it is excellent for all ND individuals.
• Being neurodivergent in a neurotypical world can be extremely stressful and can cause dysregulation. This may lead to meltdowns (externalized behaviours such as hitting, screaming, or sobbing), shutdowns (internalized behaviours such as zoning out, avoiding tasks, or not communicating, or burnout (a continued state of overwhelm that can cause a loss of skills and decreased tolerance to demands).

My challenge is this: for the rest of the month, observe the language you use when referring to your child’s differences. When you see “challenging behaviour,” remember that all behaviour is communication. Start by assuming that your child is not being “lazy” or “defiant” and then ask yourself some questions. What may be causing this behaviour? Why might my child be dysregulated? Have they been at school all day, and their battery is empty? Do they need time to recharge? Do they need more EF support? Are they facing sensory challenges? Start noticing and asking questions!

Support

• One of my favourite resources is user-friendly, downloadable, and priced well: Neurodiversity Affirming Training Handbook – AdaptEd 4 Special Ed, Inc
• Sinneave Family Foundation did some work with us last year. They have many excellent resources that are targeted at all ND learners, not just Autistic learners: Resources – Sinneave Foundation | Sinneave Foundation
• EF supports all ages and stages: Activities Guide: Enhancing & Practicing Executive Function Skills

Counselling Services & Wraparound Support

We continue to have a counsellor supporting the needs of our learners in Grades K–6. If you would like to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 7-12 students. If you would like your child to connect with me, please reach out to me via email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Head of Student Supports, Paige McDonald.