Beautiful Buddhist temples and busy streets were common sights around Bangkok and Chiang Mai as CA students and staff explored Thailand.

One of this year’s International Travel Studies (ITS) trips took 18 students across the world, where they learned about Thailand’s rich culture while making an impact in the local community.

13 Days in Thailand

In 13 days, the ITS travellers journeyed over 25,000KM between Calgary, Bangkok, and Chiang Mai. That only includes the flights—the group also travelled by boat, bus, and on foot as they went from the south of the country to the mountainous northern end.

They started by navigating the hot, humid streets of Bangkok before heading to Chiang Mai and its surrounding mountains. This was the destination of their altruistic travel project at Boonthong Orphanage. However, their journey into sustainable tourism had many stops along the way.

The students visited and supported staff at Elephant World, a sanctuary for elderly, abused, or disabled elephants. They fed and helped bathe the elephants (while getting covered in mud themselves). In Chiang Mai, the ITS travellers visited PooPooPaper Park, where they learned about eco-friendly paper products from elephant waste.

CA teacher and one of the trip supervisors, Jane Conrad, remembers seeing the wonder on the students’ faces when they saw the elephants up close. Grade 12 student Ian D. agrees that it was a magical experience—the highlight of his trip.

“My favourite moment on the trip was undoubtedly our time at the elephant sanctuary. It was a rare experience to feed and care for the massive and gentle animals.”

When they weren’t learning about elephants, the group explored temples and stunning architecture, as the group visited local cultural sites, like Thailand’s royal palace and Wat Pho, the oldest temple in the country.

With one of the largest Buddhist populations in the world, visiting sites like this helped the travellers better understand Thai culture.

“Visiting the temples just gave us a better understanding of what the Thai people believe about respect. And also, how Thai Buddhism makes its way into everyday life, like, everywhere. When we went through the flower market, it was also a place to make wreaths so that people could make offerings at the temples.” – Ms. Conrad

Paper Ranger

Day five of the trip brought ITS to Paper Ranger, a social project started by university students who found a simple way to create notebooks for disadvantaged children.

The group spent their morning supporting the project—making notebooks and designing their own cover art. Ian remembers this being a humbling experience, but one that gave him the chance to help those less fortunate.

“Through my experiences at places like Paper Ranger, I became more aware of how fortunate I am to live in Canada, with access to family, education, and basic necessities. At Paper Ranger, we helped make notebooks, which surprised me, as I had always assumed school supplies were readily available to students.”

Boonthong Orphanage

On day 10 of their journey, the ITS students arrived at Boonthong Orphanage. Located 10 KM from Chiang Mai, Calgary Academy has visited the orphanage on past Thailand trips.

During their two days of work, the travellers poured concrete, helped craftspeople build a balcony for the children, and touched up the building’s paint.

“I think understanding that these things benefit real people… There are tangible contributions students can make. You can pour concrete, you can paint and do things that improve a space. There are also the intangible impacts through personal connections, like giving a child a piggyback ride and spending time with them.”

On their second day, the group completed their work before celebrating with the orphanage that had welcomed them. The students brought gifts for the children, from Canadian souvenirs to school supplies.

Ian felt motivated to help wherever he could during the project, and he tried to repay the kindness of their hosts.

“I spent a lot of time painting, working on the rails of the deck and adding fine details around the lettering on the walls, as well as helping mix and pour concrete. However, the most meaningful part of the experience was spending time with the kids. Despite the language barrier, we were still able to connect and share joy.” – Ian

Heading Home

While ITS Thailand was an incredible experience for the travellers, they eventually had to return home. However, the students took home life-long memories and lessons.

Ian is glad to have left an impact, however small, on those he met on his journey through the country, especially at the orphanage. Now back in Canada, he feels grateful for the life he has and his experiences over Spring Break.

“One of the most important lessons I took from this experience is to remain grateful for the life I’ve been given, to value the support of my family, and to know that the necessities I often take for granted are more than enough. Seeing how others live gave me a new perspective.” – Ian

Next school year, another set of ITS trips will take off for another year of memories. For students entering Grades 10–12 next academic year, there’s a chance to join!

If you’re interested in learning more about ITS, including details on the three trips offered for Spring 2027, attend the virtual session on Monday, May 4, at 7:00 p.m.

The Rocky Mountains are home to the bowls and tree lines that host the student athletes of the Calgary Academy Ski and Snowboard Club (CASSC). Grade 10 student, Nelson S., hops off the ski lift into the morning sun, making his way to the top of the mountain.

He confidently skis down, carving through the snow on his first run of the day. This has been his average Monday for the past six weeks.

Nelson is one of several Senior School students who recently completed their Level 1 CSIA (Canadian Ski Instructors’ Alliance) Snow Park Certification Course. Their certification allows them to potentially get jobs working as ski instructors.

Officially trained to teach skiing through the CSIA program, he has spent this CASSC season learning on the mountain.

December to April = CASSC Season

Nelson first hit the slopes with CASSC last year as he settled into his classes, having joined CA that September. His parents encouraged him to join and make some friends in his first year at CA.

He had been skiing his entire life, and this was an easy way to meet other students with a similar passion. From December to April, Nelson and other school skiers load onto an early morning bus and head for the mountains.

CASSC days are some of his favourite days—ones spent with friends at Lake Louise Ski Resort.

“I like being with friends and just skiing all day.”

To help balance between school and snow, Nelson’s teachers provide him with advanced work. He would find time to complete his assignments and review his notes. He’d sometimes sacrifice his lunch hour to study so that he could ski on Monday.

School work doesn’t stop on CASSC days, and Nelson and his fellow skiers are responsible for staying on top of their classes.

CA teacher and CASSC founder Lanny Donde explains that the Level 1 certification goes beyond skiing skills. They had to learn how to teach others and maintain a safe environment.

“Some of these students don’t even have a driver’s license. This certification is like their first little badge of adulthood—a sign of responsibility. Like, if you do get this job, you’ll be responsible for 6 to 10 children. That responsibility kicks in a little bit more when they take the course, finish it, and realize what its implications are.” – Mr. Donde

Learning Skills for Life

The CSIA Level 1 certification is the first entry for skiers into instruction. A three-day course at WinSport taught students everything they need to know to teach new skiers the ropes.

Everyone in the program received coaching on their technical skills and teaching skills in:

• Safe teaching in a terrain park
• Canadian teaching approach
• Switch skiing, boxes, basic airs, grabs and 180° spins
• CSIA technical concepts
• Park etiquette and safety awareness
• Guest service and communication skills

As they prepared for their testing, Nelson found that reminders on his fundamentals helped him.

He felt inspired to pursue his certification because he skis frequently with younger children from his family and friends, and because of the job opportunities.

“It’s just good to put on your resume, and to be able to know what to do on the mountain and how to help people who are skiing.”

Mr. Donde has been proud of all 12 students for their accomplishments this year. Students in CASSC are strong skiers, but working on their skills with coaches each week prepared them for their certificate testing.

He hopes they can use their new certification to enter the workforce or, over time, increase it to levels 2 and 3.

“I’m really proud of the fact that we can give them an employable skill—it’s an amazing resume builder. A lot of these kids have zero experience, so it’s good that they can show an employer that they’ve got something that’s professional and internationally recognized. It could open up a career these students never even thought was possible.” – Mr. Donde

Looking Forward

As Nelson reflects on his recent certification, he hopes to secure a seasonal job with his qualifications.

“I’m going to put it on my resume. I’m doing the WinSport volunteer program in the summer, and I hope to get hired as a ski instructor in the winter.” – Nelson

In the meantime, he encourages anyone who can to give skiing a try.

“There are so many different options, like just learning on the bunny hill, or you can be super advanced. I think it’s good to give it a try—if you don’t like it, you don’t have to do it!”

Learn more about CASSC, and see if it’s right for you or your child.

Each year, 30–40 students are financially supported to attend Calgary Academy thanks to generous donor support combined with the hard work of Calgary Academy Parents Association (CAPA).

CAPA’s bursary fundraising is vital for these students and their families. But it is also time-consuming, as funds are raised from bingos and casino staffed by CAPA parents and volunteers. You can support a fellow parent today by signing up to work a CAPA Bingo.

Taking a shift can ease the load on bursary families who have several volunteer commitments per month, which staff members like Advancement & Alumni Relations Coordinator Angela Gerrish volunteer at throughout the year.

“I love spending an evening working a CAPA bingo. I know my time gives a parent time back with their child. It’s important to me to support every family and student at CA, and this is one tangible way I can do that.” – Ms. Gerrish

You can help bursary families by volunteering to take a shift in their place. A single shift equals $200 in bursary assistance—and gives another CA family a break.

Your generosity helps families who dedicate many hours to CAPA events in support of their child’s education.

Ready to Join the Fun?

Volunteering is open to parents, extended family members, and community supporters. CAPA welcomes anyone over 18 who is willing to get involved by signing up for a shift at an event. You can give the gift of time to families, offering them an evening with their loved ones while you connect with other members of the CA community.

CAPA participates in casino events every 18 months, while bingos happen monthly. Each volunteer shift is five hours, and available times include:

• Weekday afternoons (10:30 a.m. to 3:30 p.m.)
• Weekday evening (4:30 p.m. to 9:30 p.m.)
• Weekend afternoon (10:30 a.m. to 3:30 p.m.)
• Weekend evening (4:30 p.m. to 9:30 p.m.)

Your time helps ensure CAPA can continue providing bursaries that help students to learn, grow, and succeed at Calgary Academy.

Fill out CAPA’s Bingo Interest Form to sign up for a shift. You can work as many bingos as you want. Why not start with one so you can understand the impact? A CAPA representative will be in touch with available volunteer dates and next steps.

How CAPA Bursaries Help Students

Since 1986, CAPA has helped raise money for students with specialized learning needs. Bursaries directly assist students who benefit from a supportive learning environment, offering them the chance for personalized instruction from teachers who understand their needs.

These bursaries are funded through volunteer efforts at different gaming events across Calgary, including raffles, casinos, and bingos. Families who receive bursaries commit to volunteering at monthly events that help sustain the bursary fund.

Because CAPA is volunteer-run and raises more than $100,000 each year through fundraising events, every hour contributed directly impacts students.

If you have any questions, contact CAPA directly.

Happy March! Spring is just around the corner. It is a time for new beginnings and rejuvenation. I am looking forward to the break ahead, as I am sure many of you are as well.

This month, we are talking about the relationship between anxiety and Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and Specific Learning Disorders (SLD).

Many of these diagnoses coexist, which makes understanding and providing appropriate supports absolutely essential.

Anxiety

First, let’s take a closer look at anxiety. Anxiety happens when a part of the brain, the amygdala, senses trouble. When it senses a threat, real or imagined, it surges the body with hormones (including cortisol, the stress hormone) and adrenaline to make the body strong, quick, and powerful. This is the fight, flight, and freeze response. This response has been keeping us alive since the beginning of time. It’s what strong, healthy brains are meant to do.

An anxious brain is a strong, healthy brain that is overprotective. It tends to sense a threat where there is none and hit the panic button ‘just in case.’ This sends an unsuspecting body unnecessarily into the stress response. This stress response happens automatically and instantaneously, sending neurochemicals surging through their bodies, getting them ready to hide, fight, or flee; anything that will keep them safe.

For children with anxiety, any situation that is new, unfamiliar, difficult, or stressful may be seen as a potential threat. And we don’t want to parent anxiety! Ask yourself, who am I responding to? Anxiety walks and talks like my child, and yet, there are some key giveaways that tell us that it is anxiety and not our child:

• Anxiety seeks reassurance and safety: comfort me!
• Anxiety seeks solutions: solve my problems!
• Anxiety seeks predictability: don’t change!

When we see these flags, we can say to our child, “let’s you and I have a conversation with anxiety and

remind it you are strong and courageous. This does not feel very good right now, and that is okay. We

can sit here together and feel uncomfortable.” As parents, we want to avoid getting sucked into the cycle of anxiety. We don’t want to let it argue its case that our child is not capable. They are more than

capable! Check out this visual from The OCD & Anxiety Centre:

Learning and Executive Functioning

When a child is feeling anxious, their rational, thinking brain is hijacked by the amygdala. That means that no learning can occur until the child can manage these feelings, regulate their nervous system, and talk back to anxiety. Anxiety is extremely predictable, so we do know when it is going to show up. “Hey, anxiety, what a surprise that you’d show up when I am about to write a test. So predictable!”

So, what is the relationship between anxiety, ADHD, ASD, and SLD? Within the three neurodivergent profiles we discussed in previous newsletters, we learned that executive functioning skills (such as task initiation and follow-through, planning/organization, working memory, performance monitoring, inhibition of impulses, and self-regulation) are often delayed by 3-5 years. Anxiety, a psychological factor, just adds another layer of impairment to those skills, making listening, learning, and thinking rationally even more difficult.

What can we, as parents, do to support our neurodivergent learner(s) who may also deal with anxiety?

Here are five top tips:

1. Continue to grow our understanding of the common differences seen in those with ADHD, ASD, and SLD. Maintain the notion that our children want to do well and endeavour to find out why they may be struggling.
2. Remember that all behaviour is communication. Be a detective with your child and calmly ask questions to find out more.
3. If we are dysregulated, we cannot coregulate with our child. When we feel emotionally escalated (and what parent doesn’t from time to time), we need to step away and find ways to calm our nervous system before re-engaging with our child. Modelling that skill is also really important. “I was feeling really frustrated, so I went for a short walk to feel calmer. Now, let’s talk if you’re ready.”
4. Provide executive functioning support at home. Check these links for tips to support EF skills development:
   1. Practical Strategies to Support Executive Functioning at Home – NeurAbilities Healthcare
   2. 20+ Tips for Supporting Executive Function Skills at Home
   3. How to Build Executive Functioning Skills for Kids
5. Remember that while we want to scaffold supports to accommodate our neurodivergent child, we do not want to accommodate anxiety. Anxiety isn’t dangerous. It can be uncomfortable and distressing, but it is not harmful. Further, our children need to learn and practice skills that will rewire their brains and help them become less overprotective! Practicing these skills regularly is the key to success. It lays the foundation from which to pull in moments of anxiety. Note: You may wish to teach your child TIPP skills for moments of extreme anxiety.

Source: Dr. Becca @positivelytherapy on Instagram

A Note About Diagnosis

While anxiety commonly walks alongside ADHD, ASD, and SLD and all of these diagnoses have many overlapping characteristics, they are distinct diagnoses with differing reasons for the behaviours we may observe. Because of this, we must collaborate with trained professionals who take a detailed history so they can tease out what may be causing challenges for our child and then make appropriate recommendations.

This website provides excellent visuals to explore these differences and similarities: ADHD Infographics | Visual Guides by Neurodivergent Insights

Additional Resources

• Untangling ADHD and Anxiety as Comorbidities – The REACH Institute Anxiety
• CHADD – Improving the lives of people affected by ADHD

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.

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.