What do you want to be when you grow up? It’s a question students often hear—and one that can be difficult to answer. However, Calgary Academy’s Senior School students recently had the opportunity to explore real answers.

On March 14, Calgary Academy’s hallways were filled with students hopping between informative sessions during its second annual Career Day. This event brought together industry professionals—many of whom were alumni, parents, and staff—to share their expertise with students.

Career planning wasn’t the goal of the day—it was about inspiration, exploration, and realizing that the future holds endless possibilities.

A Look into the (Possible) Future

Senior School students participated in four presentations, with each learner signing up for the sessions that interested them the most. They had a wealth of industries to choose from, including oil and gas, law, healthcare, engineering, video game design, drone technology, and more.

The presenting group included staff, parents, community members, and alumni who took time to speak with students. One alum, a software engineer, Maya Miller (12), was excited to see her old school and share her experiences.

“I barely recognize the school, but it’s amazing being here. I can imagine what the students are feeling. I know that when I graduated, I thought I knew what I wanted. It’s just wild to be here and teach them something.”

Before students headed for their presentations, the day began with a keynote speaker, David Easton. His words reminded students that success isn’t just about following a predetermined path—it’s about understanding their strengths, recognizing how they can contribute to the world, and embracing opportunities with a mindset of possibility and growth.

“Everything is about to change for you,” he told students. “There are so many choices. As you work through what comes next, remember these three things: Who you are, how you can be useful, and use an abundance mindset to get what you want.”

Afterwards, students attended 40-minute information sessions, shuffling between the 30 rooms used for speakers throughout Senior School. Following a morning of presentations, students and presenters were treated to a BBQ lunch before leaving for the weekend.

After a whirlwind day, Sarah Hoag, Director of Stakeholder Engagement and organizer of this year’s Career Day, is grateful for the school community’s support.

“Thirty inspiring speakers, including alumni, parents, staff, and community members, shared their passion and career journeys with Senior School students. Their time and insights were invaluable in helping our students explore their paths toward purpose and passion, and we are thankful they could make a difference today.”

While the future can be difficult, events like Career Day help show students what the future can hold. As Senior School students continue to work with their academic advisors, they may see a new opportunity after graduation.

It seems as though spring may be on its way! I am looking forward to it, and I am sure you are as well.

This month, our school’s theme has been Honesty. As we know, Honesty is the H in REACH. Though a simple concept, it is not always easy to practice complete honesty. Telling the truth can be hard, especially when telling the truth comes with possible consequences.

As parents, what can we do to encourage honesty and integrity in our children? Here are a few thoughts:

• No matter what the age of your child is, work to create a safe space at home, one in which your child feels they can express their thoughts and opinions without judgement or criticism. Parenting can be hard and frustrating, but remember that you are the adult in the room! Unlike our children’s brains, our frontal lobes are fully developed, so we must do what we can to maintain our own emotional control. That may mean taking a break from a conversation and stepping away until you are able to communicate in a healthy manner. Let your children know you are doing this and explain why. What great modeling!
  • Practice having open conversations and avoid the temptation to lecture or raise your voice.
  • Affirm and validate your child’s feelings without stepping in to fix or solve their problems. Communicate your belief in their ability to problem solve and think critically.
  • Allow your child the freedom to disagree or ask questions about things, respectfully, of course.
• Model honesty in the home. Talk about occasions when you were not honest and share the consequences of that decision. Talk about integrity, what that means, and why it is important.
• At an age-appropriate level, talk about the reasons people may not be honest. Discuss things such as self-protection, avoiding conflict or punishment, or maintaining a positive image.
• When reading a book or watching a show together, point out instances where the characters demonstrate honesty and integrity. Highlight the positive consequences of their choices. Conversely, discuss characters who show a lack of integrity. Are they likeable? What consequences did they suffer because of their dishonesty?
• Create integrity/honesty scenarios and discuss what you would each do in those situations. I created a number of scenarios for the Honesty themed wellness lessons in Grades 10–12. Teachers shared some of the students’ responses which showed that many students choose to lie, especially in situations that involve their peers. Here are two scenarios that were presented to students.
  • You love hanging around with your one friend because they are hilarious, and everyone likes them. Lately, however, their humour has been very mean-spirited. They are making fun of others, especially those who seem alone and without many friends. What do you do? Why?
  • You get called to the office and asked about some damage that was done to the bathroom. You know exactly who did it. It is one of the most popular kids in your grade.

What do you do? Why?

• Model taking responsibility for your actions. Apologize to others, including your child, when you have messed up. Encourage your child to do the same.
• Practice self-care as a parent, too! You can’t pour from an empty cup.

Wellness Updates

Grades K–9

This month, K–9 classrooms kicked off with a focus on Social Emotional Learning (SEL) Week, an international initiative highlighting the five core SEL competencies: Self-awareness, Self-management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Throughout the week, students participated in engaging MindUp activities designed to deepen their understanding of these competencies, helping them develop the skills to better manage emotional stress, navigate challenges, and make healthier, more thoughtful decisions. By encouraging students to reflect on their emotions, relationships, and decision-making, these activities contribute to stronger mental well-being and improved outcomes both in and outside the classroom.

As we move forward into the month, the focus continues with MindUp lessons that emphasize outdoor learning and reflection on our role within the community. Students are invited to consider how they can contribute to making their community a better place while also enjoying the positive impact of time spent outside.

Wishing everyone a safe, restful, and family-filled break full of relaxation and quality time with loved ones.

If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

This month, students in Grades 10–12 have been discussing this very topic. One of the activities they completed was a questionnaire called “How honest Are You?” Check it out here. It could make for an interesting dinner conversation!

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to my email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis.

Serena Braun

Registered Psychologist

February is a time for award recognition for Calgary Academy’s outstanding staff and students. The Exemplary Practice and Student Showcase awards help highlight exceptional members of the CA community.

These awards recognize the contributions of staff and students who demonstrate excellence, leadership, and innovation, ultimately supporting our school.

This year’s February awards feature four winners:

• Ms. Karla Powell
• Soren O., Alex M., and Evan S.

Karla Powell

Ms. Karla Powell is the recipient of the Board’s Exemplary Practice Award for February 2025. Her colleagues describe her as an exceptional teacher and leader who can bring people together through innovative practice and inclusivity.

Ms. Powell joined the CA teaching community in 2022. She graduated from the University of Lethbridge and earned a Master of Education in Interdisciplinary Studies from the University of Calgary. Teaching Grade 5, Ms. Powell exemplifies the REACH principles in all ways. She is deeply committed to building community, inspiring pride, and creating meaningful opportunities for connection (both in and outside the classroom).

A recent standout project led by Ms. Powell showcases this. The Wetlands Puppet showcase explored ecological systems while developing communication, problem-solving and teamwork skills, culminating in a puppet show performance for parents and stakeholders.

Ms. Powell’s practice is rooted in inclusion, and she is a lifelong learner whose positive impact on CA is apparent daily.

Congratulations, Ms. Powell!

Soren O., Alex M., and Evan S.

The recipients of the Board’s Student Showcase Award for February 2025 are Calgary Academy’s three full-time dual credit students: Soren O., Alex M., and Evan S. Their dedication to their trades—welding and carpentry—is not only setting them up for future success but also highlights their commitment to personal growth and skill development.

Dual credit allows high school students to take college-level courses, earning both high school and post-secondary credits simultaneously. All three students are completing a pre-employment certificate: Alex and Soren are in carpentry, and Evan is in welding.

These three students start their school day at 8:30 a.m. at the SAIT campus, where they complete three hours of class for their designated trades. This includes coursework in theory and hands-on learning.

They return to Calgary Academy for the afternoon to complete the high school courses they need to graduate. The level of commitment this requires from all three students is admirable and is a testament to their passion and enthusiasm for their chosen fields.

Evan has mentioned his interest in skilled trades since his first career and academic planning meeting in Grade 10 and advocated for the pre-employment welding program last year.

Alex and Soren are completing the Pre-Employment Carpentry Certificate, which is equally impressive. The skills they are learning—from blueprint reading, sketching, and drawing to working with hand, stationary, and portable tools—will provide them with a strong foundation for their careers in the skilled trades.

Earning these certificates before graduation is an incredible achievement for all three students. It demonstrates their technical abilities, discipline, time management, and dedication to preparing for their future careers.

Congratulations, Soren, Alex, and Evan!

What started as a summer blockbuster quickly became a cultural moment. Barbie wasn’t just a movie (though it did make over 1.4 billion dollars at the box office)—it reflected the pressures, stereotypes, and aspirations that shape us all.

Summer 2023 belonged to Barbie, but the movie’s lessons are still as relevant as ever. Grade 8 teachers Jill Engler and Shira Meyers‘ students are analyzing the movie, focusing on identity, writing and editing, and emotional vulnerability.

A Lesson in Understanding

For many people, America Ferrera’s speech in Barbie is the highlight of the movie—an emotional moment in which her character, Gloria, vents her frustrations about the struggles of womanhood.

It’s a profound moment in the film and an excellent teaching opportunity.

Over the past weeks, Ms. Engler and Meyers’ students (three classes in total) have been building Barbie-inspired personal responses. Ms. Engler’s previous Grade 8 class had watched the movie last school year to create speeches, but working with other teachers in the grade, she wanted to add more depth.

After viewing the movie, students identified biases and stereotypes present throughout and analyzed how the movie compared to real life. Then, they analyzed articles on the Barbie movie and its cultural impact to consider what the doll (or similar toys) means to them.

“This project has become a combined effort of what Ms. Helman and I came up with last year and how Ms. Meyers has added her depth and emotional lens this year.” – Ms. Engler

The unit concluded with each student handing in a personal reflection based on their lived experiences, crafting their learnings into a speech, poem, rant, or other medium they felt inspired to use.

Ms. Engler notes how beneficial this process has been for students, both emotionally and academically. The film analysis and critical reflection have supported the students’ work in language arts and their future studies in Grade 9 when Provincial Achievement Tests occur.

“The specific outcomes we’re hitting with the Barbie movie is building up respect and empathy for diverse groups and cultures and being able to respond with respect and dignity to those groups. Additionally, the outcome is being able to write personal responses, which will become a huge part of the students’ future exams.”

Pop Culture in the Classroom

Ms. Engler first identified Barbie as a learning tool when she and other teachers reflected on how impactful the movie was for them. They had seen themselves reflected in the film’s themes and saw the benefits it could have in the classroom.

Pop culture can be one of the best ways to tie education to relevant examples. Students may more easily connect with a recently seen movie than with a novel or paper.

In Ms. Engler’s words, “when you can spark that dopamine, you can make learning interesting and highly engaging.”

“Many of my male students have said, ‘I never played with Barbies,’ and I ask, ‘what was your toy as a kid?’ We all had something we were supposed to model ourselves after and aspire to be. When there’s that common experience—because, unfortunately, sexism and stereotypes apply to everyone, it’s something we can all relate to.” – Ms. Engler

Growing up is challenging, whether in elementary, middle, or high school. Between the stresses of daily life, bottling up negative emotions, experiences, and memories can feel like the right thing to do, but they continue to impact children. When students can be vulnerable, they can “share a side of themselves that gets overlooked.”

As the Barbie unit concludes with personal responses from the classes being handed in, Ms. Engler looks forward to seeing what her students discuss in their reflections.

Regardless of what students write, she hopes they understand themselves more. Acknowledging their unique challenges enables them to reflect. It empowers students to advocate for others, fostering a supportive and understanding community.

“I am excited to see how they have taken this project to heart. When there is no structure or framework to follow, I’m excited to see where the inspiration takes them in their writing… If they’re more at peace with themselves, that will be a good end product for me.

This month, we welcome Erin Ellis, Director of Learning, to discuss our month’s theme of diversity.

At Calgary Academy, we are proud to embrace REACH (respect, enthusiasm, altruism, commitment, and honesty) as a value system that anchors our community in continuous social-emotional learning (SEL). Diversity, equity, and inclusion are at the heart of this approach, working together as intertwined principles that guide us in fostering a supportive learning environment for all.

When I was asked to write this month’s submission focused on diversity, I began wandering the halls looking for evidence of learning and immediately noticed how the mantra “We are All Knights” prioritizes a sense of belonging, wellness and relationship building (the core of our learning model) into our community. The following list is just a few of the highlights:

• Student work honouring Black History Month.
• Pink Shirt Day at the Saddledome.
• Images and key understandings focused on brain development decorate the walls.
• Calgary Academy’s house system builds positive school culture—a poster on the wall states that 87% of neurodiverse students in schools with house system report feeling more included and connected to their peers.
• Lunch hour clubs offered on the senior side like Tabletop Games Club, QSA, Grad Committee, CASTLE, yearbook, and International Travel Studies (ITS).

When SEL is used to embrace diversity, promote equity and honour inclusion, it becomes a powerful tool for creating meaningful and lasting change. Some ideas steer this work in school but can also serve as discussion points within your home:

• Building Partnerships: True equity in education is achieved when students, families, and communities are engaged as authentic partners. We must continue working together to support our children’s social and emotional development.
• Relevance for All: SEL ensures that everyone’s diversity and dignity are affirmed and valued.
• Individual Voice: SEL provides students with the opportunity to express their thoughts, ideas, and concerns, promoting agency and civic engagement while empowering them to lead positive change.
• Systemic Improvement: SEL serves as a pathway for systemic change by fostering inclusive practices that can be implemented throughout our school and into the greater community.

Wellness Updates

Grades K–9

This month in MindUp, our students have been diving deep into lessons on perspective-taking and empathy, learning how these essential skills help us build strong, positive relationships with others. Some classrooms have also begun exploring the fascinating neuroscience behind optimism, specifically how rephrasing negative self-talk into more positive, growth-oriented language can create new neural pathways in the brain.

This practice is not only an excellent tool for emotional resilience, but it helps students recognize their power in shaping their mindset, even when faced with challenges—such as the cold weather we’ve been battling! Through this, we emphasize that our brains are capable of change and growth with consistent effort and that small shifts in our thinking can lead to big changes in how we feel.

Looking ahead, we’re gearing up to celebrate SEL Week from March 3–7. Throughout the week, students will engage in deeper explorations of the five competencies of social-emotional learning (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making). These competencies are the foundation of our SEL programming and are central to our school culture, supporting the REACH principles that guide our daily interactions.

If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

This month, students in Grades 10–12 discussed perspective-taking during their LYF block. This is such a rich topic of discussion as our teens are constantly bombarded by the algorithms of social media.

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to my email

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis.

Caitlyn Gibson (’12) has spent many years at Calgary Academy as both a student and a teacher. If you journey down to her classroom, you’ll find a safe, inviting space that reflects her love for the outdoors.

On Ms. Gibson’s classroom wall is a phenological calendar (also called a nature calendar), a long brown sheet of kraft paper covered with leaves, sticks, bark, and photos of other nature findings.

Her students identify physical changes to the land throughout the seasons and animal and plant evidence (flowers, fungi, etc.) to add throughout the school year. It’s a portfolio of the class’s learning as they explore the world around them.

As an Early Years teacher, Ms. Gibson uses the school’s surrounding nature and forest to teach her students engaging lessons while connecting with the natural world.

Learning at CA

Ms. Gibson attended Calgary Academy from Grades 2–12, graduating in 2012. While she is a teacher now, Ms. Gibson originally wanted to be a nurse. However, after some time in university, she realized that nursing wasn’t her ideal career, so she switched to education.

Ms. Gibson remembers reflecting on her time as a student throughout her education degree, where she was reminded about how special CA was to her as a student.

“My education degree was when I reflected on all the things I learned, and then I saw that CA is where I want to be. I never would have thought, you know, at 18 years old, that I wanted to come back.” – Ms. Gibson

She developed a passion for providing students with the support they need throughout her degree. This value was one instilled during her Calgary Academy days.

Ms. Gibson recalls how lucky she felt each year to have dedicated teachers at Calgary Academy. When she graduated from university, she wanted to be just as impactful for her students.

“I had this passion for inclusive learning spaces and honouring that everybody is different and needs different things… I thought about how I felt in such a community-centred space and wanted to be that teacher for the students that entered my doors.”

Teaching at CA

Ms. Gibson teaches in the Early Years program, which is for Kindergarten to Grade 2 students.

Play-based learning is a major focus for Early Years program teachers like Ms. Gibson, who finds it one of the best ways to engage her students. It allows children to learn through play, connecting their actions to the world around them. It encourages curiosity while building important skills like problem-solving and teamwork.

“Any time education can be hands-on, play-based outside, it’s authentic, engaging, learning that I find works well.”

Ms. Gibson currently teaches Grade 1, where she finds as many opportunities as possible to teach her students outside. The forest complements the Grade 1 curriculum, especially science and social studies, where students can learn about the natural communities and the relationships between plants and animals.

Whenever the class heads outside, it has a goal. Some days, Ms. Gibson will give her students a challenge related to their daily lessons, while other days, the students may lead the exploration of the forest to make their own connections.

“You have more structured lessons and student-directed classes, like asking what signs of animals you can find. So, there’s student-guided exploration and then more teacher-guided. There might be a read-aloud and then a task to do. My favourite thing is when the students lead. They have a question, they have a task, but they are the ones that create the wonder and curiosity while naturally exploring.”

Halfway through the school year, Ms. Gibson looks forward to more days in nature with her students and finding interesting ways to make her lessons as hands-on as possible.

Come June, her class’s nature wall will be complete—an artifact of another year of curiosity, learning, and connection with the natural world.

Life after graduating from high school can take students anywhere in the world, like Tbilisi, the capital city of Georgia. This 1,500-year-old city features stunning old buildings, steep cliffs and hills, the Tbilisi Sea (an artificial lake), and a centuries-old botanical garden.

Sundus Mirza (’20), a Calgary Academy alum, lives at this crossroads between Europe and Asia. She has spent several years living in Georgia, studying to become a doctor while living with her siblings.

Now in her final years of medical school, Sundus reflects on her past, navigates her remaining studies, and looks forward to a future as a family doctor, following in her father’s footsteps.

A Short Stay at CA

Sundus attended Calgary Academy for two years—most of it spent online due to COVID-19. Graduating in 2020, she experienced the school’s only parking lot graduation.

Despite social distancing, her favourite thing about her time at CA was the community. She notes that she met “absolutely amazing” people, remembering time spent bonding between online classes and planning for graduation.

Sundus appreciates the support Calgary Academy provides. She remembers her teachers, Mr. Noel, Ms. Holwell, and Ms. Parks-Gierl, consistently cheering her on as she applied for medical school.

“The overall support system encouraged us to be more confident in ourselves and just believe that we could do it… Calgary Academy has been a huge part of my life for that.” – Sundus

With involvement in the grad committee, helping plan the 2020 yearbook, and winning the James E. Chaput Award for Outstanding Personal Qualities, Sundus made the most of her time at CA despite the restrictions placed by the pandemic.

After graduating, Sundus set her sights on becoming a doctor. However, she first had to pack her bags and move from Calgary to the Georgian capital.

Studying in Georgia

Sundus has lived in Tbilisi for the past few years, attending medical school to become a doctor. As a British Canadian citizen, she had many options for places to study. Her university in Georgia, like those in Europe and Asia, offers a five-to-six-year degree that attracts many aspiring doctors.

She remembers stepping off the plane after landing in Georgia, a brand-new place to call home, and thinking, “I really did this.” Sundus remembers having the option to take the majority of her classes online due to COVID-19, but she decided to dive fully into a new culture and country.

“Online classes were an option that ran through my head a couple of times. But then I was like, ‘I’m here. I’ve made that first step. I think I should just keep going.’” – Sundus

Sundus has continued to experience life in a new country, adapting to Georgia’s slower pace and culture, which is different from Canada’s. She spends her days between her studies, shadowing doctors at the hospital, and exploring the country with her siblings.

With medical school finishing in the summer of 2026, Sundus has begun thinking about what type of doctor she wants to be and which country she will eventually practice medicine in.

With experience in various departments at the hospital where she studies, she can pursue pediatrics, cardiology, or another field of medicine she is passionate about. However, she sees her likely future as a family doctor.

“I think the goal is to graduate as quickly as possible…. Field-wise, I think family medicine is where the heat is, so to speak… and there’s a huge variety of what we get to see with patients.”

Calgary Academy Learning & Development Lead Phil Grossi brings his passion for learning to work each day. From touring with his band to finding his calling in education, his path has been shaped by curiosity, personal growth, and the influence of dedicated teachers.

Today, he empowers Calgary Academy staff, helping them develop the skills they need to succeed. With his experience as an educator, he brings a balanced approach to professional learning at the school, finding relevant learning opportunities for all of our staff.

Lifelong Learning

Mr. Grossi found his love of learning after graduating from high school. While he says he struggled throughout school, music class and passionate teachers helped him find joy in his daily life.

Eventually, Mr. Grossi joined a band (playing the drums) and spent several years touring Canada. In his 20s, with little to do on several-hour-long drives between cities, he decided to pick up reading as a hobby. Beginning with the Lord of the Rings series, he eventually moved on to nonfiction books focused on philosophy and psychology.

As Mr. Grossi grew older, he moved from behind the drums to a desk, working in a corporate environment. The company he worked for valued continuing education, which inspired him. When he found himself at a career crossroads, his girlfriend (now wife) recommended teaching.

Thinking back to his school days and remembering the teachers who impacted his life, Mr. Grossi decided he wanted to be that person for others.

“I remember the teachers that impacted me as I went through school… they were able to connect with me as an individual and connect to the curriculum and engage me with it. As I got into education, it really fuelled and guided me.” – Mr. Grossi

After upgrading some classes and several years of university, Mr. Grossi has earned a Bachelor of Arts in History, a Bachelor of Education, and a Master of Education degree.

Supporting Calgary Academy Staff

Mr. Grossi first started working at Calgary Academy as a teacher, but he is now the Learning & Development Lead for the school’s People & Culture department.

He’s not in front of the classroom anymore, but he’s still helping others grow and learn!

Mr. Grossi originally stepped out of the classroom because the job opportunity offered was a perfect mix of education and the professional learning he had been engaging with on his own time. His new role focuses on the concepts of instructional design—planning, designing, and organizing effective ways for people to learn new things.

“This opportunity just seemed to connect with my prior work experience and skills that I developed prior in combination with the literature and the work I was engaging in. I thought this could be a great opportunity to connect and apply them into an educational setting.” – Mr. Grossi

In his current role, Mr. Grossi supports teachers and other staff in their professional development. He knows that everyone at Calgary Academy, teachers, staff, and students, are lifelong learners.

Mr. Grossi understands that professional learning is essential for anyone’s career, supporting Calgary Academy by finding and connecting staff with relevant, beneficial learning opportunities.

Where possible, Mr. Grossi finds time to check in with his peers to see how he can better support their work.

“It’s important that I connect with as many teachers as possible, whether I stop in their classroom and talk to them, use surveys, or whichever way is best for them. I make sure to have conversations with the people I impact to know that our learning experiences or opportunities are relevant.”

Happy New Year

This month, our school’s theme is Perspective Taking and Problem Solving. When creating the wellness lessons for high school related to this theme, I was reminded just how important these concepts are when we are part of a community like CA (and larger communities of Calgary, Alberta, Canada, and the world)!

We are certainly exposed to different perspectives on big and small issues, and we witness how these perspectives are communicated, often in unhealthy and unkind ways. How can we come together (on any level) to solve problems if we can’t even hear or consider another person’s perspective respectfully? How do we learn to listen with empathy and respect to someone we completely disagree with and differ from?

Maybe these tips can be a starting place:

1. While researching, I came across this site, which clearly shows how to teach perspective-taking at each grade level. Why reinvent the wheel?
2. I also think there is value in teaching our children about cognitive distortions/faulty thinking/thinking traps/thinking errors. I do prefer the term thinking traps because I don’t see thoughts as being “good or bad” necessarily. They are just thoughts. Nevertheless, these terms are rooted in Cognitive Behavioural Therapy (CBT) and can help develop perspective-taking by encouraging self-awareness. There are many different lists out there, but I will stick with the “ classic” cognitive distortion list created by well-known psychiatrist David Burns:
   • All-or-nothing thinking: Looking at things in absolute, black-and-white categories. Borrowing from Dialectical Behaviour Therapy, we can teach our children that two opposing ideas can be true at the same time. This can be difficult for our neurodivergent learners. Watch out for words like always, never, everyone, and no one.
   • Overgeneralization: Viewing a negative event as a never-ending pattern of defeat.
   • Mental filter: Dwelling and ruminating on the negatives while discounting the positives. This filter gets us stuck and prevents us from seeing things in a balanced manner. Responses often begin with, “yeah, but.”
   • Discounting the positives: Insisting that your accomplishments or positive qualities don’t count. Lacking a sense of self-worth negatively impacts our ability to maintain healthy relationships and gets in the way of seeing events clearly.
   • Jumping to conclusions: Also called mindreading (assuming that people are reacting negatively to you or assuming you know what they think or believe) or fortune telling (arbitrarily predicting that things will go badly).
   • Magnification or minimization: Blowing things out of proportion or shrinking their importance inappropriately. This one can be tricky because we can’t decide what a “big” problem is vs a “small problem” for our Children. We can ask questions such as, “how much will this matter in one hour, a day, a month, next year, etc.”
   • Emotional reasoning: Assuming that because you feel it, it must be true. In DBT, we focus on the “wise mind” rather than the “emotional mind” or the “rational mind.”
   • Should statements: Criticizing yourself or others with “shoulds, oughts, and musts.”
   • Labeling: Over-identifying with your shortcomings. Instead of saying, “I made a mistake,” we tell ourselves, “I’m a loser.” Our negative actions start to define us.
   • Personalization and blame: Blaming yourself for something you weren’t entirely responsible for or blaming others and overlooking the ways your own attitudes and behaviours might contribute to a problem.
3. There are different ways to address these common thinking traps depending on one’s theoretical orientation. Without getting bogged down with those differences, I like to approach these thinking traps through the lens of self-awareness and the questions: “do I buy into these thoughts? Are they helpful? Are they working for me?” Obviously, the age of your child will dictate how you approach these ideas. Additionally, this book teaches these cognitive distortions: Millie and Her Tangled Thoughts: A Book to Help Catch, Check, And Change Distorted Thinking, written by Krystin Henley, LMFT and illustrated by Melissa Mundall.
4. There can be a fine balance in parenting between hearing and validating our child’s feelings while also challenging them to consider someone else’s perspective, especially during times of conflict. Yet, trying to walk in someone else’s shoes is important as it develops our sense of empathy. I am constantly reminded that we never know what someone may be going through!

Wellness Updates

Grades K–9

This month, our K–9 MindUp classrooms have been diving into emotional literacy to help students understand and manage their feelings better. Through classroom discussions, the feelings wheel, and mood trackers, students have been reflecting on their emotions, strengthening their self-awareness and self-management skills. This focus on emotional literacy is timely as we prepare to screen Inside Out 2 at the end of the month—a movie that reinforces many important lessons about emotions.

On Jan. 22, our school participated in Bell Let’s Talk Day, encouraging students to wear green in support of mental health and wellness. It was a great way to raise awareness and show solidarity!

Looking ahead, MindUp classrooms will be exploring the concepts of empathy, perspective-taking, and practicing optimism. Did you know that by re-routing the neural pathways in your brain, you can actually develop a more optimistic outlook on life? We’re excited to continue this journey of emotional growth and resilience with our students!

If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

This month, students in Grades 10–12 have been discussing perspective taking and problem solving to further develop their self-awareness and empathy skills. Navigating exams has also been a focus this month for most students.

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to my email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis.

Serena Braun

Registered Psychologist

Happy December

Our school’s theme this month is Altruism and Gratitude, which feels fitting for this time of year. There is a deep connection between these concepts, but perhaps it’s best to start with simple definitions first. As John Bradley suggests, “gratitude refers to the practice of acknowledging and appreciating the positive aspects of our lives, while altruism encompasses selfless acts of kindness and concern for others.” From gratitude grows altruism, and from altruism grows gratitude.

When practiced, gratitude and altruism foster compassion, kindness, perspective, and authentic care for others. It allows communities to flourish with an outward mindset of care and concern for the well-being of others. Beyond this clear benefit, practicing gratitude and altruism positively changes our brains! It’s a win-win. However, like with most things, we need to practice these skills so that they become an integral part of our day.

How can we, as families, grow in gratitude and altruism? Here are some thoughts:

• When debriefing the day, try not to focus on just the negative things that have happened. Certainly, we want to share and validate our thoughts, feelings, and experiences. Still, we also want to take time to acknowledge the good stuff. No matter how small.
• Here are some prompts to get the conversation going.
• Start a family gratitude jar. Encourage family members to add to it daily, and do something fun together when it is full.
• Gratitude alphabet. Sit with your family and share things you are grateful for, starting with the letter a, then b, then c, etc. Can you think of something for each letter of the alphabet?
• Watch for opportunities to give a sincere thank you to others.
• Look for small but meaningful ways to brighten someone’s day. Slow down and take time to notice those around you.
• Send a thank you text or email to someone who may need to hear it.
• When you are feeling frustrated with others or situations, stop, take a breath, and put it all into perspective. How much will this matter in an hour, a day, a month, or a year? Going even further, find something you are grateful for in that very moment and focus on that instead.
• Altruist endeavours. This relates to last month’s theme of Agency and Advocacy. What does your family value? What is important to them? What issues are they passionate about? What ‘ruffles their feathers,’ so to speak? Can you turn these values into an altruistic endeavour? This year, I started volunteering for AARCS. While I did it to help animals, it fills my bucket and gives me joy. It is also one of the few places I can truly be mindful. Here are many other opportunities:
  • If you are part of a spiritual community, contact them and see if there are volunteer opportunities there.
  • If time is an issue, can you donate clothing, used goods, or money to a reputable organization?
  • I have been wanting to create Blessing Bags/Kindness Kits/Care Packages for those who are experiencing homelessness. Here are some ideas on how to do that.

Wellness Updates

Grades K–9

Grades K–9 students have been developing self-management skills through mindfulness activities that engage their five senses, helping them pause, reset, and optimize their learning.

If you have questions about wellness programming in Grades K–9, please reach out to Dylan Dean.

Grades 10–12

Over the past two months, students in Grades 10–12 have been exploring gratitude and taking ownership of their learning profiles as part of their wellness classes, enhancing their self-awareness.

If you have questions about wellness programming in Grades 10–12, please contact me.

Counselling Services and Wraparound Support

We continue to have a counsellor supporting the needs of our learners in K–8. If you want to have your child connect with her, please reach out to Jenny Duffield.

I am here to support the needs of our Grades 9–12 students. If you want your child to connect with me, please reach out to my email.

Lastly, if you have any questions or concerns regarding your child’s learning journey, you can also reach out to our Director of Learning, Erin Ellis.

Have a wonderful winter break and find ways to be grateful this season! And if this season is hard for your family, find ways to connect with each other, and lean on those who love and support you.