Cypress Magazine 2025 - Mulgrave School

CYPRESS MAGAZINE 2025

Land Acknowledgement

Grade 6/7 Changemakers, 2024-25

We want people to know that Mulgrave is, has always been, and will always be on the traditional, ancestral, and unceded territory of the Sḵwxwú7mesh (Squamish) Nation.

We are saying this not just so people hear it, but so they really learn about whose land we are on and understand why that matters.

This land is important because our everyday lives happen here. It’s where we learn, play, and build community. And it’s important to remember that this land was never just ‘ours’.

The Sḵwxwú7mesh (Squamish) Nation has lived here since time immemorial, longer than we can fully understand. For them, this place was more than just a home. It was a safe and sacred place where they survived, practiced traditions, shared teachings, and passed down stories.

It’s now up to us to recognise the histories of this land and the people who were here first, so we can help create a better future.

Inspiring Excellence in Education and Life

The Pursuit of Personal Best

Head of School Message

Board Chair Message

Strategic Planning, With Intention

The Science of Building Learner Confidence with Purpose

High Impact Teaching at Mulgrave

Launching IB Systems Transformation

A Vision for Learner Confidence

Discovering and Uncovering

Integrating Indigenous Perspectives into Learning

Elder Florence Williams: Fostering Our Understanding of Indigenous Ways

A Sustainable Future

Alumni Highlight: Tyler Herrington | Class of 2005

A Journey to the Duke of Edinburgh

Alumni Highlight: Chloe Stefani-Thompson | Class of 2020

Vulnerability as a Driving Force

Alumni Highlight: Karina Frances | Class of 2022

The Vital Role of Athletics in the Developmental Years

Alumni Highlight: Hunter Stefani-Thompson | Class of 2023

Service for a Greater Good

Balancing AI in Education

Alumni Highlight: Jacob Feng | Class of 2018

We’ve Got Momentum

Alumni Highlight: Lucy Heras | Class of 2023

The Importance of Belonging

Alumni Highlight: Kelcy Timmons | Class of 2015

ALUMNI

The Power of Networking: Strengthening our Mulgrave family

Alumni by the Numbers

Discovering My Path: Reflecting on career and personal growth Setareh Setayesh | Class of 2021

Leading Global Sustainability Efforts: One practical step at a time Claire Lawson | Class of 2005

Innovation in Robotics: UBC engineering physics journey Sasan Ghasaei | Class of 2021

Alumni Milestones

Mulgrave Connect and Alumni Perks

The Mulgrave Alumni Podcast: Continuing the conversation Summer and Fall 2025 Events

2024-2025 Alumni Recap

Head of School Message

Dear Mulgrave Community,

As an educator, I’ve asked myself many times over the years, in different institutions, “What is our purpose?” For leading international schools like ours that constantly seek the ‘edge of excellence’, the question of purpose is crucial. Both research and common sense reveal that authentic reflections on mission and goals are essential to keeping schools nimble, relevant, and inspiring.

Mulgrave has the luxury of being a maturing school. With just over 30 years of history, we have moved through rapid growth and are now an established school with great strengths built on outstanding facilities and robust, competitive applicant pools. At this stage, schools typically focus on complexity, nuance, refinement, and operationalising the mission and vision. It’s the right time to ask…how do we achieve ‘excellence’ through teaching and learning? But, we should also think of purpose in the greater sense…what is the impetus of education at its core? We have the benefit of being confident in our identity and mandate, so we can focus on how we can create greater, farreaching impact. This is why Mulgrave’s new strategic direction work pays attention to both the ‘mechanisms of excellence’ (fundamental components of teaching, learning, coaching, and learning experiences that deliver our stated aims) and how these experiences build student character, values, and skills to maximise the positive and purposeful difference they can make in the world.

And so, when we think about our purpose, we must dig deep into our intention. We must have a nuanced understanding, comfort in complexity, and a commitment to connecting research and data with real, concrete outcomes linked to solving global problems. In essence, this ‘doubles down’ on the original mission of the International Baccalaureate Organisation.

It is not our place to just impart knowledge and develop skills; as Tim Dacey of MIT says, “In this new landscape (an AI-dominated world), human value will increasingly lie in wisdom-oriented skills such as critical and systems thinking, creativity, communication, and the ability to navigate complex, multifaceted problems.”

The rapid development of AI in education can be a positive force in supporting this goal, as we can already see the shifting learning goalposts. As AI outperforms our abilities to replicate the ‘mechanics’ of learning, the deeper critical and dispositional components of education become more essential. We must challenge students to move beyond their own attainment, toward a mindset where they see the good they can do for others and how to make the world a better place.

We will only remedy the societal polycrisis and increasing individualism by educating for the greater good. Drawing on the wisdom of elders globally and the foresight of Indigenous peoples of these lands, we have to think about how our actions today will ripple over generations to come. It’s only with this broader view that we can truly examine the essence of purpose.

With appreciation,

Craig Davis (he/him) Head of School

Board Chair Message

Dear Friends of Mulgrave,

In this first year as your Board Chair (following eight years as a member), I have come to even more deeply appreciate the intentionality, thoughtfulness, and heart that steer our very special school. Direction is set and decisions are made because they are best for our students - those who will graduate in the coming years, right through to our youngest preschoolers, who will set out into a very different and unpredictable world in 2040…and even extending to our global impact on generations to come.

teachers, coaches, and mentors to deliver strong teaching and learning, as well as how we continue to evolve the resources students need to investigate and interact with complex, global challenges.

As we, at the time of this magazine’s publication, solidify our school’s strategic direction, you can be assured that we are not resting on the laurels of what has simply worked before; the disruptions and complexities in our world demand so much more. How we go about accomplishing this requires thought, to ensure that we ready our young people for a world that we can’t even imagine (to steal another key message from Homa’s presentation).

While there have been many important inputs into our evolving strategic direction, the entire Board found a presentation by Homa Sabet Tavangar to be galvanising. Co-founder of The Big Questions Institute and author of widely-acclaimed books such as Growing Up Global, Homa challenged the Board to “embrace the present and future with radical honesty, radical empathy, and fearless inquiry - a willingness to interrogate the core of current systems and practices.”

Likewise, consultant Anna Maria Bolzano’s steer to Boards is to think beyond the lifespan of their own children, to protect the long term health of the school. Our Board is embracing the notion of foresight well beyond the graduation of our youngest students and tackling big levers to school impact such as the all important attraction and retention of the best

Over the coming pages, you will get a glimpse into the strategic work we have undertaken, and the translation of this into the operational approach stewarded by the school’s leadership team and implemented by our talented and committed faculty and staff. I thank everyone who has been involved, and who is yet to be involved, for their commitment and dedication.

Kind regards,

Kate Hoogendoorn (she/her) Board Chair

Strategic Planning, With Intention

In examining an organisation’s strategic plan and considering future direction, it’s critically important to first establish what is ‘untouchable.’ In October 2022 and May 2023, then incoming Head of School, Craig Davis, had the unique vantage point of being somewhat of an outsider looking in. He visited the school on these two occasions during the leadership transition and took the opportunity to dig into what is considered to be sacred at Mulgrave.

The approach was formalised during the 2023-24 school year when distinct groups across the schoolfaculty and staff, students, parents, and Board and Advisory Board membersfurther examined Mulgrave’s trajectory through the lens of four strategic questions borrowed from The Big Questions Institute. With their mindset of ‘fearless inquiry’, we looked at:

What is sacred at our school?

How do you define effective learning? Are we literate in all senses of that word?

What’s next?

Additional input from our annual Council of International Schools survey, annual faculty and staff engagement survey, year one Head’s evaluation survey and focus groups, as well as robust discussion of a strategic planning committee with diverse representation, rounded out our ‘internal’ consultation.

10 Skills on the rise

It is also vitally important to examine best practices around the world - both in education and in domains such as foresight and the future of work - to ensure that an organisation’s strategic direction makes sense in a broader context. Mulgrave’s Head, Board, and strategic planning committee, deeply interrogated the work of organisations such as UNESCO, the International Baccalaureate, Villars Institute, Education in Motion, World Economic Forum, Institute of Education at Ecolint, and John Hopkins University, to name a few.

Marrying this intelligence with Mulgrave’s mission and vision, we’re setting out a strategic direction that will continue to evolve our maturing school. Our community has a clear consensus around what we believe to be sacred and special about our school; we will grow upon our strong reputation to innovate, be guided by evidence-based practice, and keep a strong focus on teaching and learning while never wavering from our commitment to shape character, values, and positive impact in the world.

This is the task of education today: to confront the almost unimaginable design challenge of building an educational system that provides for the re-creation of civilisation during a world system transition. This challenge brings us face-toface with the importance of education for humanity and the basic questions that structure education as a human endeavour.”

- Zachary Stein, Education in a Time Between Worlds

Scan this QR code for a Head Space blog post from Craig Davis that further details and links to some of the research examined in the strategic planning process.

The Science of Building Learner Confidence with Purpose

Last year, on the pages of this very magazine, we introduced the important notion of confidence. It stemmed from an examination of Mulgrave’s concept of ‘personal best’ - a term used regularly, but often with different meaning. The result of that work was the Learner Hierarchy of Needs, which demonstrates that when every student knows they are consistently making progress, self esteem also flourishes.

Moving from belonging to self esteem to caring for others is built on the growth of confidence, and is foundational to helping our young people develop as good human beings.

This consolidating concept has enabled our faculty to focus on their primary role and impactas classroom teachers, coaches, guides, and instructors. Further digging into the concept of teaching excellence, the evidence suggests that outstanding inclusive and differentiated teaching not only improves academic outcomes but also students’ social-emotional wellbeing and their capacity to engage with wider issues and ‘meaning making’, essentially finding their own sense of purpose. (See examples of High Impact Teaching Strategies on pages 9-12.) Over the course of the

last year, we have further mapped the journey from learning to self esteem to engagement, blending five statements inspired by Maslov’s Hierarchy of Needs and five Inner Development Goals.

The fostering of ‘learner confidence with purpose’ is the goal for each student’s personal growth as they move through the enriching opportunities provided at every stage of their Mulgrave journey.

In partnership with families, this begins with each student discovering interests, passions and joys which form the first steps in wider ‘meaning making’ as engagement increases. As psychologists from Maslow onwards have indicated, the steps required to achieve belonging are founded on successful learning that grows confidence. This journey towards self esteem and then ultimately self actualisation enables movement

beyond a societal backdrop of increasing self-obsession, heightened individualism and growing social anxiety. Learner confidence is therefore essential in the nurturing of empathy, compassion, and collective community purpose. These are the steps required to realise the greater good.

The development of learner confidence with purpose will be supported by our outstanding teaching and learning principles and practices linked to the best global research. Mulgrave’s strength in emphasising strong teacher-student relationships lies at the heart of this approach as we seek to maximise the conditions where growing confidence supports academic, social-emotional, physical, ethical and existential development so students are equipped to address global challenges and make a difference.

Purpose

Motivated by a desire to be of consequence in the world. In a world faced with social, environmental, and technology-induced challenges to our sustainability there is a resolve to find purpose in meeting these challenges. There is a recognition to use the successes and privileges of a Mulgrave education in the service of meaningful work.

Self Actualisation

Stronger confidence in learning creates competency & autonomy, has high expectations and is making good progress which enables the mentorship of others. Confidence in self allows movement beyond themselves to become more sensitive to equity issues, social citizenship and the ‘greater good’.

Self Esteem

Has even stronger confidence in our learning process, knows they are consistently improving based on measurements, has set and met targets. This growing consistency of improvement applies to academics, sports, performing arts or outdoor learning. The growth in learning confidence means they start to help others.

Belonging

Has increasing successes in learning and has access to more support, is engaging with classteacher, advisor and support services, attending co-curriculars with enthusiasm and has a stable friendship group. Learner confidence grows.

Safety

Comfortable with teachers, has at least one trusted adult, feels seen and is learning adequately, with support and experiences both engagement, and struggle.

Acting

Ability to stand up for what is right and challenge or disrupt existing structures

Can remain determined in the face of huge challenges

Moves beyond simplistic critique by understanding complexity, creating new solutions and resolving problems

Collaborating

Willingness to understand the ‘other’ and embrace difference, diversity and working together

Engaging in authentic listening that fosters genuine dialogue and conflict resolution deepening global intercultural sophistication

Thinking

Can differentiate misinformation from reliable sources and claims

Literate in algorithmic and Al generated knowledge systems

Skilled at working with complex and systemic issues

Relating

Capacity to connect to one another respectfully in school, local communities, and across interconnected global ecosystems

Ability to relate to others with growing understanding

Being

Emerging self awareness and openness

Developing self regulation, mindful attention and being present

High Impact Teaching at Mulgrave

Michael Moore (he/him) Assistant Head of school

Highly effective student learning is central to Mulgrave’s mission, vision, and strategic direction. In reflecting on our approach to the promotion of personalised progress and development of learner confidence, our faculty strive, in the words of Professor Rob Coe, to be “better next year than they are this year”.

Astrategic

priority to support student learning is the use of High Impact Teaching Strategies, fondly referred to as HITS by Mulgrave faculty. Inspired by the findings of tens of thousands of studies around the world, HITS are key teaching tools that are proven to make a positive impact on student learning. International experts such as John Hattie and Robert Marzano have synthesised these studies and ranked hundreds of teaching strategies by the contribution they make to student learning; these teaching strategies sit at the top of these rankings.

For any concept or skill, using one or more of these strategies increases the chances that students will learn it, compared to using other strategies. But they are reliable, not infallible. Knowing their students and how they learn, teachers are well-placed to judge what strategy is the best choice.

These teaching strategies alone do not constitute a complete framework for professional practice; instead, they contribute to a comprehensive pedagogical model. Having used a range of information and data to identify specific student learning needs at Mulgrave, teachers have put significant focus in the 2025-26 school year on enhancing their skills in a few of the most aligned teaching strategies.

#2 Structuring Lessons • #3 Explicit Teaching • #6 Multiple Exposures

Natasha Blair (she/her)

Early Years

How do you implement High Impact Teaching Strategies in Early Years, when the primary focus is not on academics but foundational skills development?

Explicit teaching - through transparent learning intentions and outcomesin Early Years can be beneficial for developing foundational skills. One example is how we approach the alphabet with letters and their sounds. This year, we used a new programme to teach phonics: the University of Florida Literacy Institute Foundations Programme, which we call UFLY. We chose it because it is explicit and systematic. Lessons are highly

Literacy

structured and offer multiple exposures, developing deep learning over time via multiple, spaced interactions.

In the past, lessons focussed on a letter would involve showing the letter and relating it to the environment, followed by planning subsequent lessons centred solely on that letter. This year, each lesson builds upon previous knowledge. For example, to have children building words as soon as possible, we teach the letter A and then build on it to form the word ‘am’. By lesson 8, students have short and simple reading passages made of words they have already sounded out, so they can

#6 Multiple Exposures • #9 Metacognitive Strategies

Christabel Amanoh (she/her) Junior School

How do you implement High Impact Teaching Strategies in your classroom?

In Grade 4 math, we focus on multiplication and division, helping students learn their one-digit multiplication tables. Strategies such as metacognition - teaching students to think about their own learning processes - enable our students to recall their tables automatically, meaning they know them so thoroughly that they don’t need to think about them.

For example, when learning the four times tables, rather than memorising them, we discuss the number four conceptually, constructing rows and observing how we double our numbers as we move from one row to another. We build it together, see the strategy in action, with a goal to improve automaticity with the table. So we think out loud, being very explicit to illustrate what is happening in their brains as they attempt to learn these facts. Multiple exposures are essential for developing numerical fluency in mental

read independently. By using multiple exposures and explicit teaching, our data shows more progress in literacy than in previous years.

How has this approach developed the confidence of your students?

It is amazing to see how early students are reading simple passages and how excited they are to build simple words. They are writing with independence, they are able to sound out words, and they are successful. They feel like it is a safe, secure environment where they can learn, make mistakes, and grow.

Math

math. Students learn the doubledouble strategy and, in addition to work at school, receive practice sheets to complete at home to become increasingly faster. They track their progress and check their accuracy. If it is low, we revisit the metacognition strategy once more.

How have these strategies impacted the growth of your students and you as a teacher?

Students are all excited to make progress. We talk to them about how their improvement is linked to their best efforts. This helps them transition from the idea that some people are inherently more skilled in a subject to recognising their own abilities by acknowledging their efforts and achievements. They are enthusiastic about moving up to the next level.

HITS fosters skill development in teachers and encourages inquirybased teaching. It provides a framework for us to continuously

support student inquiry and agency while helping students find balance. Students can enhance their understanding by exploring inquiries, allowing them to recognise what is happening and gain insights through conceptual learning. Through multiple exposures, we can transition from conceptual learning to consolidation and skill-building.

#4 Worked Examples

Nick Fabin (he/him)

Middle School

Arts

How do you implement high impact teaching strategies in the arts/design?

I focus on worked examples, which are essential when teaching visual arts. This means that I break down the steps to provide more transparency and understanding of the process. I also critique student examples and intentionally offer a range of examples to help them comprehend which components yield different levels of success. For instance, in Grade 7, I present three worked examples for ceramic masks, aligning with three different IB quality levels (rubric scores of 3-4, 5-6, and 7-8). It requires a significant amount of time, but it demonstrates differentiation and variety, allowing students to see different ways they can approach and achieve success. This also allows

#8 Feedback

students to assess differences in the quality of artistry and the depth of ideas, as examples demonstrate a range. Presenting student work and encouraging them to critique it is extremely beneficial. The evidence lies in their application of that understanding during assessments.

How has HITS impacted your confidence and effectiveness as a teacher?

I’m passionate about using worked examples because they enable me to function as a practicing artist, which brings me personal passion and satisfaction. This has been a fundamental aspect of my practice for several years, and HITS has amplified it, allowing me to highlight what I consider truly important.

Gary Fitzgerald (he/him) Middle School Design

How do you implement the strategy of feedback into design?

My goal is to integrate formative feedback into every class. Since design is a project-based subject, I circulate during lessons to give realtime, personalised feedback and troubleshoot problems on the spot. Students are encouraged to record actionable steps from this feedback to revisit later. To evaluate and refine my own practice, I also survey my classes throughout the year to reflect on the quality of the feedback I give. Students let me know what’s working and what I can improve. This process has really enhanced my practice. As a result, I’ve adopted a structured format for written feedback, using two clear sections: “You were successful because…” and “In order to improve…”. Students have responded very positively to this structure since they appreciate that it’s balanced and gives them clear, goaloriented next steps.

This approach also models the kind of reflective thinking required in the MYP Criterion D of the design cycle, where students must evaluate their own work and gather feedback from peers. By aligning my own feedback structure with what I expect from students, I reinforce what effective reflection and evaluation should look like. Students are becoming more reflective and independent in their learning.

How have the High Impact Teaching Strategies impacted your effectiveness as a teacher?

Using HITS has made me more focussed and intentional in both my teaching and feedback. It redirects my attention to the strategies that truly matter. Structuring my feedback has enabled me to be more consistent in clearly identifying both strengths and areas for improvement. I feel more confident that the feedback I provide is clear

When creating artwork with students, if you can let them in, be vulnerable, and share your story, you will win over some students or enhance rapport in ways that don’t always happen through conversation. They see you making a piece about family, and they can embrace that, being vulnerable and taking risks. This presents an incredible opportunity.

As a team, we have benefited from HITS and engaged in a way that makes a lot of sense for the art curriculum. It feels natural and not forced.

and, therefore, genuinely helpful for students, making my teaching more effective overall. This clarity also empowers students to work independently, as they understand exactly what their next steps are.

#5 Collaborative Learning

Adam Pawlus (he/him) Middle School

How does collaborative learning support developing in PHE?

In Physical & Health Education, we constantly work together. Much of our learning is done experientially, in real time, through physical activities. Many of our units, such as volleyball, basketball, soccer, and softball, require collaboration. We impart many skills in a way that allows students to learn together and from each other. Some students can benefit from higherlevel peers as they share their experiences with others, promoting a collaborative learning environment rather than a direct teacher-led approach.

Athletics

How have these teaching strategies impacted students and you as a teacher?

Students are now more engaged in tasks. We often observe explicit actions, such as increased student discussion and engagement with one another. They are now solving problems during activities because they have developed stronger social skills for collaborating with others and managing conflict by sharing ideas. In specific sports, they identify roles within the team, with each person contributing in different ways rather than having one person do everything.

#9 Metacognition • #8 Feedback

Leana Mikula (she/her) Senior School English

How do you implement High Impact Teaching Strategies in your classroom?

I have been integrating metacognition into my practice, particularly through feedback, reflection, and target trackers that students maintain over the twoyear DP/EP English course. These trackers promote ownership of learning through goal setting, reflecting on progress, and identifying strategies to improve writing and speaking skills. After major tasks or formative assessments, students review their work, incorporate my feedback, and update their trackers with targeted next steps. This ongoing process supports them in developing an action plan that evolves over time and deepens awareness of their own learning. It also enables me to personalise support and check in meaningfully during one-onones. The ultimate aim is for students to become more confident, self-directed learners who understand not only what

they’re learning, but also how they’re learning, and how they can continue to grow.

I have also implemented the strategy of differentiated feedback, as this further supports metacognition. I’m shifting toward using more regular, targeted, and low-stakes feedback by focussing on just one or two criteria at a time based on student goals. This makes feedback more digestible and actionable for students as they reflect on their learning and areas of weakness. I also integrate selfassessment, peer checklists, and 1:1 oral feedback sessions wherever possible. These conversations allow me to give personalised feedback while building trust. Student voice and agency are vital, so I often offer choices of different types of writing supports to guide them to prepare for assessments, based on their target trackers. This encourages metacognition and helps students learn to advocate for their needs.

We are also witnessing better recall and reflection on what students have learned and taken from units due to their exposure to qualitative learning and collaborative traits.

As a teacher, I have increased my focus on fostering high-quality learning rather than just covering content. I now contemplate how to engage students in achieving these outcomes, how to help them retain what they learn, and how to design lessons that address questions like, ‘Why are we learning this?’ and ‘How can we learn in a meaningful way?’ This mindset enables students to acquire skills beyond mere content knowledge and has reshaped my approach to units and objectives.

How has this approach impacted your confidence and effectiveness as a teacher?

Using feedback, reflection, and target trackers has significantly enhanced both my confidence and effectiveness as a teacher. These tools give me a clearer window into what my students need, academically and metacognitively, which helps me plan more targeted, differentiated, and responsive learning activities. Knowing where students are in their individual journey allows me to move from assumptions to informed action. It also opens up meaningful dialogue. When students include comments or questions directed to me in their trackers or when I ask follow-up questions to build on their reflections and action plans, it creates a reciprocal feedback loop. This level of insight and interaction makes me feel more grounded in my practice and confident in my ability to meet students where they are.

Launching IB Systems Transformation

Educational innovation is the most powerful way to equip students to become catalysts for change and leaders in crafting the world of tomorrow. This is why Mulgrave is excited to be one of four schools globally tasked by the International Baccalaureate Organization to co-develop and pilot the course IB Systems Transformation: Leadership for just and sustainable futures, set to begin in August 2025.

This course is a 300-hour, two-year learning journey that can replace two Standard Level IB Diploma subjects either in the Diploma Programme or our Enriched Pathway in Grades 11 and 12. It focusses on both the mindset and the skills needed to confront the global issues of the future, from climate change to emerging technologies and social inequities. Rather than teaching content in isolation by subject matter, the course weaves together knowledge from multiple disciplines, including the humanities, arts, social and physical sciences, and mathematics.

Central to the course is a robust curriculum that pushes students to explore ideas like complex adaptive systems, the construction and deconstruction of narratives, ethics and ontologies, and the dynamics of power. Students are also introduced to ecopreneurial design and trained in processing and analysing realworld data. This transdisciplinary model reflects the reality that today’s challenges don’t fit neatly into subject boxes - they are interconnected, dynamic, and evolving.

Most importantly, the course is more than just theory. A defining feature of Systems Transformation is its emphasis on immersive, real-world learning. Over the two years, students will take part in a series of curated immersions, each exposing students to different global systems such as food, health, or biodiversity. Students will collect and analyse data, collaborate with peers and community partners, and work closely with professionals from various fields. Upon returning to the classroom, they will reflect on their findings, create resources to share their learning, and design ‘safe-to-fail’ interventions that seek to make tangible, meaningful impacts in their chosen systems.

The development of this course has been a true collaborative effort within the Mulgrave community. The work of our committed teachers, alongside that of others in the broader IB network, has resulted in a course that doesn’t merely respond to the future, it helps shape it. This course represents a bold reimagining of what education can and should be: a tool not just for personal success, but for global transformation. By empowering students to think critically, act ethically, and lead courageously, the IB Systems Transformation course offers hope that the next generation will not only understand the world they inherit, but be ready to transform it for the better.

In April 2025, we held a course kickoff event with experts Robin Prest (SFU’s Wosk Centre for Dialogue), Lee Failing (Compass Resource Management), and Frans Tjallingii (7Gen), and engaged in conversation around the value of thinking in systems. It was a wonderful way to bring the course to life while also celebrating our pioneering cohort of 14 students who will begin their IB Systems Transformation journey in the 2025-26 school year. Here are a few of their remarks as they prepare to embark on this journey:

Systems change is about hearing every voice at the table, not just the loudest or the most assertive ones. I believe that IB Systems Transformation gives every perspective a chance to speak, and every student an opportunity to not only live and thrive but also shape and build the future.”

- Roeena R

IB Systems Transformation is a project-based course designed to teach students how leadership works in challenging environments. For our future, this is a vital skill if we want to prevent ourselves from becoming bystanders or followers in an unjust system.”

- Frazier L

IB Systems Transformation helps open up new ways of thinking and creates opportunities for us to gain useful knowledge. It brings a balanced perspective compared to more traditional classroom approaches.”

- Ted L

A Vision for Learner Confidence

Learner confidence isn’t just an abstract ideal at Mulgrave. It’s a living, breathing part of our school culture, championed by students like Aidan C (Grade 8). Through his reflections, it’s clear that confidence is not about being the loudest voice in the room, but about trusting yourself, believing in your peers, and embracing challenges with resilience and purpose.

When asked how he defines it, Aidan doesn’t hesitate:

Confidence means having faith in yourself, and in other people.”

For him, confidence thrives in collaborative spaces, like his group projects, where mutual trust leads to meaningful learning. It’s a shared responsibility and a belief that when everyone brings their strengths to the table, the outcome will be stronger for it.

Aidan also recognises that students may struggle with confidence, especially in an academic setting. “Some people in my grade think they’re going to fail when they hit a new challenge, as if they doubt their ability to succeed before they even try,” he explains. “I want to have the opposite mindset. Confidence means knowing the risks, but also believing that you have what it takes to get through to the other side.” He points out that confidence isn’t the same as being cocky; it’s rooted in self-awareness, preparation, and perspective. His advice? Remember that you have the tools to succeed, even when the path feels uncertain.

Reflecting on his own learning journey, Aidan recalls moments that helped him

grow, like an interdisciplinary video project combining science and social studies. The assignment explored Indigenous storytelling, and Aidan infused it with both creativity and substance. “I tried to balance my own idea of fun with the informative side of the assignment. I worked with my own personality and skill set.”

This blend of personal expression and academic purpose became a defining feature of his confidence as a learner, and he credits the open-mindedness of his teachers in allowing him space to balance quality and personal interests. “My learning looks different than someone else’s. Hearing that that’s ok from my teachers, who celebrate those differences, is a total boost!”

Student leadership has undoubtedly shaped Aidan’s growth, too. From performing arts productions to service with Global Nomads, giving back to his community fuels his sense of purpose. “It’s more fulfilling than grades,” he says. “Knowing my help is contributing to something better makes me feel confident.” As a leader in initiatives like the Middle School Action Council and the Climate Action Club, Aidan is passionate about empowering his peers. Whether it’s organising fun events like ‘Pie the Teacher’ or speaking at Town Halls, he hopes to inspire others to step forward. “If I’m involved, if I speak up, maybe someone else will think, ‘Hey, I can do that too’.” He hopes someone eventually “steals his job” - a sign, in his eyes, of a thriving culture of confidence.

In a school that values student voice and uplifts individuality, Aidan’s message resonates. Confidence is not one-size-fits-all, but instead, everyone has the space to discover their own version of it. “

This place is full of support and resources, so explore them. There’s something here for everyone, and if anyone reading this experiences confidence differently than I do, that’s ok, too.”

Discovering and Uncovering

When Patrice began looking for a new school for her near-teen daughter, she knew it needed to be a place where potential is recognised and nurtured in students through a strong, personalised academic approach and opportunities to try lots of new things. But over the course of the family’s first year at Mulgrave, they have discovered, and uncovered, so much more.

“Within a few months of being at Mulgrave, my child was telling me it is the best school ever. She wants to go to school early for the first time in her life!” laughs Patrice. “It’s a reflection of her finding her people – her peers as well as her teachers. She’s created bonds with students that extend beyond school because of shared interests. And her teachers have taken the time to understand her; they care about her learning style and recognise her way of being in the world and the strengths she has. She’s known.”

This notion of a student being ‘known’ has been recognised by vast global research as a key component of student wellbeing and success, and is deeply embedded in Mulgrave’s approach as well as strategy moving forward.

Being known on campus for this dynamic duo extends beyond the student. Given the amount of time Patrice generously dedicates to the Maker Space, she has been mistaken for a faculty member! “I’ve been able to get deeply involved as well,” she says.

“I’ve gotten to know the wonderful staff and other parents; it feels like we both belong here, and it’s become a second home. I had no idea how much

I would love being here and how it would actually be stress-relieving to be in the space and create in support of school activities. It’s an extremely welcoming and fun place to be.”

Patrice acknowledges that moving schools means change, which isn’t always easy. “My daughter is still finding her feet, but I can’t imagine her being anywhere else. This is where she is supposed to be, finding herself.”

Shifting gears a little, Patrice turns to parallels in her own approach to life and business, and Mulgrave’s values.

The way the school approaches things like sustainability is very important to me. These goals cannot be separate entities, as everything is interwoven. We can’t simply add on environmental sustainability as a project - it has to be ingrained in our values. And then we need to understand that values are applied to every aspect of life. We all make choices about how we move through life and the impact we have, but that has to come from a place of understanding that we are all interconnected. It’s to each person’s, and everyone’s, benefit to do so.”

Circling back to the student experience in this context, Patrice’s daughter is fiercely passionate about social and environmental justice. “She’s had the chance to engage in the Changemakers, and to start to hone her thinking and debate skills,” reflects her suitably proud mom. “If she wants to have a voice, these are the skills that will serve her and others. She’s formulating perspectives that support the notion that everyone can become better than they are, and I find that to be quite profound.”

Patrice’s wish for Mulgrave and its community, as well as her daughter, is that more Indigenous families will join the school. “To truly bring Indigenous perspectives to the forefront, we need more people here, more voices in the conversations, so all students can have daily exposure to and integration with the culture versus just during special events. The school’s strategic direction is actually grounded in Indigenous practices and the desire is there, which makes Mulgrave different. Support, information, and education will help us all evolve with a shared intention of producing the most well-rounded students, who will do good things.”

Integrating Indigenous Perspectives into Learning

Raquel Teibert (she/her) Indigenous Education Coordinator

Indigenous education is thoughtfully embedded throughout Mulgrave’s curriculum from PK3 to Grade 12, ensuring sustained, respectful, and authentic engagement with Indigenous knowledge. Carefully selected resources represent Métis, Inuit, and First Nations voices across Canada and learning deepens through land-based experiences and meaningful relationships with Indigenous communities, particularly the Sḵwxwú7mesh Úxwumixw (Squamish Nation).

The National Centre for Truth and Reconciliation’s 94 Calls to Action urge educational institutions to lead the nation’s journey, and Mulgrave believes truth precedes reconciliation. We focus on the true histories and lived experiences of Indigenous peoples, laying a foundation that is crucial for meaningful relationships, learning, and honouring Indigenous communities. It is critical for us to fulfill our national responsibility to teach these stories and truths, and also, as an IB school, to honour our host nation: Sḵwxwú7mesh Úxwumixw

The First Peoples’ Principles of Learning guide the curriculum, helping students explore Indigenous ways of knowing, being, and understanding. Experiential

learning is key, with interdisciplinary, land-based units supporting ‘two-eyed seeing’, which values both Indigenous and non-Indigenous worldviews. Key national events like Orange Shirt Day, Red Dress Day, and the National Day for Truth and Reconciliation provide opportunities for reflection, dialogue, and community building.

The ‘four R’s’ - respect, reciprocity, responsibility, and relationality - are central to Indigenous teachings and are instilled in students. Respect, in particular, involves listening, understanding, and acting responsibly with gained knowledge. Further delving into responsibility is an emphasis on storytelling, care for the land, and thinking beyond the present, considering the impact on future generations. This long-term, relational thinking aligns with Mulgrave’s goal to develop leaders who consider their intergenerational roles and

responsibilities. Students come to understand that they are part of a larger story and are taught to care for themselves, others, and the world.

Collaboration with the Squamish Nation and other Indigenous partners enriches students’ education, offering new perspectives and challenging them to value diverse experiences and think holistically about global and local issues, from sustainability to technology.

By embracing Indigenous education, Mulgrave shapes thoughtful, responsible, and compassionate global citizens who understand the value of truth, the power of relationship, and the importance of legacy.

Elder Florence Williams:

Fostering

Rupi Samra-Gynane (she/her)

Rupi joined Mulgrave as Deputy Head of School in August 2024, bringing more than 25 years of experience in education. A seasoned leader in British Columbia’s school system, Rupi is deeply committed to building strong community connections and creating inclusive learning environments that honour the diversity of all learners.

Rupi has prioritised Truth and Reconciliation by integrating Indigenous knowledge, voices, and practices into the fabric of school life. Early in her career, Rupi taught in a programme dedicated to supporting Indigenous youth - an experience that deepened her respect for Indigenous ways of knowing and underscored the importance of educators in building meaningful, lasting relationships. Over the years, she has nurtured many such connections, including with Squamish Elder Florence Williams, who has become a valued part of the Mulgrave community. Rupi’s journey continues to be one of learning, listening, and walking alongside community, guided by the principles of reconciliation and mutual respect.

Our Understanding of Indigenous Ways

As the eldest woman in her matriarchal family, Snuneymuxw (Nanaimo), born Florence Williams, also known as Elder Flo, found herself naturally drawn to the role of educator.

After 28 years of being a nurse, the transition was not immediate. “The teachers I knew growing up were very different from the teacher I have become,” she reflected. Over the past decade, Elder Flo has not only accepted this new identity but has come to understand that she is, in her own words, “a very good one”.

Her journey into education deepened when she was moved, as she says, by Spirit to Carson Graham Secondary School. There, she met Rupi, who invited her to support an Indigenous student struggling within the colonial school system and quickly extended the invitation to work with all staff. Elder Flo began by sharing her experiences of racism, sparking important conversations about colonialism. “Colonialism has been embedded in our system for over 300 years,” she notes. “It will take time to learn and adjust.”

Elder Flo’s presence in educational spaces is forging essential connections between Indigenous and non-Indigenous communities. By fostering genuine relationships, she is helping dismantle invisible barriers and encouraging Indigenous and non-Indigenous people to recognise their shared humanity. “Youth is our future, and they need a solid foundation to know who they are, so that they can go out and do what they were born to do. If they don’t know who they are, there is no direction, and nothing gets done.”

Looking ahead, Elder Flo envisions a time when residential schools will be a commonly understood part of history and land acknowledgments will carry deep meaning. She believes Indigenous knowledge will help society live in harmony with the land, rather than simply living off it.

Today, Elder Flo continues her work at Mulgrave, a place she describes as welcoming and inclusive. “Just as it says on the steps, it’s a place where you are seen, heard, and included. It’s somewhere I can contribute more than just being an observer.”

Through her teaching and wisdom, Elder Flo is helping future generations reconnect with their humanity, one conversation at a time.

A Sustainable Future

As of publication, we have documented the warmest year and hottest decade. Our planet’s temperature increased by 2 degrees Fahrenheit (1 degree Celsius) since the late 19th century, and sea levels have risen by 20 centimetres over the past century. We have entered a critical phase of climate change that requires immediate action to avoid reaching climate tipping points that will affect not only our generation but many more to come.

AliMcTavish, Environmental Sustainability Coordinator, explains that a sound approach to environmental sustainability must consider the interconnectedness of nature and people. “We need to take a wholeschool approach, examining what we do both educationally and operationally. We need to lead by example and provide opportunities for our community to engage, take meaningful action, and develop required habits.”

By fostering a connection with the land, we can instill a sense of appreciation for our environment; as Ali points out, “you cannot protect what you do not care for”. When students are involved in environmental initiatives, they can recognise their potential and enact meaningful changes suitable for their age. This is commonly accomplished through various educational approaches, which extend beyond conventional classroom settings. Ali shares examples of invasive species pulls as well as planting trees, vegetables, and native species. “We are fortunate to also have resources such

as our Squamish Outdoor Leadership & Education Centre to provide immersive settings and learning opportunities related to the land.”

Additionally, involvement with the wider community deepens students’ comprehension and commitment. Student Lily Y’s accomplishments illustrate this approach. “Lily has leveraged the opportunities offered by Mulgrave to carve out her own path, aiming to drive change at the school and beyond,” explains Ali. Recently highlighted as one of Canada’s Top 25 Women of Influence (amongst a slew of other recognitions!), Lily shows us what is possible with passion, creativity, and dedication.

Ali concludes, “I aspire for Mulgrave to lead within the Canadian independent school network. We are making progress by gathering concrete data annually to track our performance and pinpoint opportunities across a wide variety of metrics in areas such as paper and water use, as well as greenhouse gas emissions. Building on past initiatives, we’re advancing our progress against our environmental sustainability goals in areas such as transportation, waste management, energy usage, energy-efficient infrastructure, enhancing green spaces, reducing food waste, integrating sustainability across grade levels, and expanding professional development for our faculty. Additionally, we are actively involving partners and addressing governance to incorporate environmental sustainability and Indigenous perspectives into our decisions, initiatives, and events. It is an ambitious yet attainable plan that requires the involvement of our entire community, for we are all responsible for the future.”

Mulgrave’s formal Environmental Sustainability Strategic Plan will be rolled out in the 2025-26 school year. Please check our website (Our School section) for updates.

Too Late for Reversal, Not Too Late for Action.

I am a PhD Candidate at the University of Waterloo, investigating the representation of permafrost (frozen soil) over Arctic regions in climate models.

As permafrost contains a vast amount of carbon, roughly twice the amount currently residing in the atmosphere, there is considerable concern in the scientific community that continued thawing of permafrost in the Arctic, and related releases of carbon dioxide and methane, could accelerate climate warming. Understanding how quickly permafrost is thawing is thus crucial to understanding future climate changes.

While conducting research for my Master’s, I came across a body of literature that outlined the irreversibility of human-induced climate changes. What stood out most was that the carbon emissions we’ve released to date could continue to impact our climate for 10s to 100s of thousands of years - the changes we’ve seen to date are irreversible on human timescales. Carbon capture and storage (the direct capture of emissions from the source, or direct removal from the atmosphere) has frequently been discussed as a way to offset global

emissions. However, the scale of current technologies will not have a significant impact on global emissions, and developing a means to directly remove carbon from the atmosphere has proven difficult. Moreover, since the net increase in carbon dioxide resulting from carbon emissions is controlled through a complex carbon cycle, there are significant risks and complications associated with carbon dioxide removal. Hence, mitigation of carbon emissions is the only safe and guaranteed way to limit further warming and changes to our climate.

My work and analysis show that models struggle to capture observed soil temperatures in the Arctic, and that using machine learning-based methods can improve model-based soil temperature estimates. In my final paper, I hope to highlight potential model deficiencies that climate modeling groups might address to improve model soil temperatures in the future.

For another alumni perspective on environmental sustainability, see page 42.

Tyler Herrington (they/them) Class of 2005

A Journey to the Duke of Edinburgh

Mulgrave’s Outdoor Education (OE) programme evolves alongside students as they progress through our divisions to nurture both the physical and leadership skills necessary in increasingly complex expeditions. Grade 9 student Elysia’s journey of growth highlights the gradual increase in responsibility, independence, and planning, culminating in the challenging yet rewarding Duke of Edinburgh experience.

In Junior School, the programme integrates experiential learning with Units of Inquiry, offering students opportunities to connect classroom concepts with nature through activities like field trips to the SOLE Centre, field trips to local watersheds and parks, trail walks around the school, and forest games. In Grade 3, they venture off for their first overnight experience, and as students transition into Middle School, the curriculum becomes more sophisticated.

I came to Mulgrave in Grade 5 during the pandemic when there were no camps. But I saw my siblings have fun in camps in Middle School, so I already knew I wanted to participate in OE when the world opened up again,”

Elysia says.

teamwork and leadership, and serves as a prerequisite for the Duke of Edinburgh. By Grade 9, participating students are responsible for planning their own trip, including selecting locations, organising logistics, and coordinating with peers. This progression builds students’

Chloe Stefani-Thompson (she/her) Class of 2020

I joined Mulgrave in Grade 10, really excited to participate in the Duke of Edinburgh programme. Outdoor education was a huge part of my life in Middle School, and it was just as fun (if not more) at Mulgrave.

I accumulated over 350 volunteer hours, which was transformative. This number of hours certainly isn’t typical, nor was it required; I was simply passionate about volunteering at the Vancouver Aquarium as an animal interpreter, working with the West Vancouver Streamkeepers Society to count salmon, and working at a veterinary hospital. I also fundraised for Rhinos Without Borders and the Vancouver Aquarium during COVID. I would have never gotten into volunteering without the Duke of Ed programme - it changed my career trajectory and helped turn my interests into action.

I’m currently at UBC, wrapping up a Bachelor of Science in Natural Resource Conservation. Although I initially wanted to pursue marine biology, I realised there are broader opportunities to contribute to environmental conservation through other paths. My current degree excites me because it opens doors to various environmental fields, from government roles to

consulting positions. My ideal job would be working for a firm with a focus on conservation - whether mitigating corporate environmental infractions, shaping sustainability policies, or establishing protected areas. I believe this kind of work, while challenging, has a significant impact and aligns with my passion for protecting natural ecosystems.

Duke of Ed made me value the importance of a broader education, enhanced by Mulgrave’s excellent Outdoor Education programme. Looking back, Duke of Ed wasn’t just about hiking trips or filling out forms - it pushed me to try new things, step outside my comfort zone, and figure out what I actually care about. I think everyone should participate, especially during those high school years when you’re still figuring yourself out. It gave me experiences I wouldn’t have otherwise had; it made a bigger difference than I expected.

Vulnerability as a Driving Force

Alex H, Class of 2026, is a Senior School student who has been involved in theatre and film for the past five years. As an active participant in these disciplines the arts, he offers us a unique perspective on the role of vulnerability in the arts.

How would you define vulnerability, and how does it apply to artistic work, such as theatre or film?

Vulnerability is the act of opening up. It’s an emotional exposure that involves revealing hidden aspects of yourself to people you may not know at all. It’s especially important in theatre, particularly in solo performances where you’re alone on stage. You don’t have anyone to help carry the piece, so you’re fully exposed. That kind of performance requires you to confront your vulnerability headon. You have to give your all to make the experience compelling for the audience.

Do you feel more connected to your work when you take emotional risks?

Absolutely. I feel a much deeper connection when I’m emotionally exposed. It’s as if

I can truly claim the work as my own. There’s a kind of triumph in getting through a performance where you’ve been vulnerable; it becomes a part of you. That feeling of “I did that; that was me” is powerful.

Would you say vulnerability is a creative tool rather than a weakness?

Definitely a tool. Vulnerability helps you manage your nerves and take refuge in your character, allowing you to fully embrace the role you are playing. When you’re vulnerable, sometimes the only thing you feel connected to is the idea of the character, and that connection enhances the authenticity of your performance.

Which one do you enjoy more, theatre or film?

I enjoy both, but I slightly prefer film. Film gives me more space to be vulnerable because the audience watches me on a screen,

often with higher expectations. There’s a cinematic standard to meet, which challenges me. In theatre, expectations aren’t always as high, which gives you a different kind of freedom. But with film, that pressure can push you further.

What fears do you face when sharing your work, and how do you overcome them?

My biggest fear is being judged. I often worry that I won’t meet people’s expectations, and that makes me feel like I’ve let them and myself down. To overcome this, I try not to focus on what others think and instead create something that feels meaningful to me and brings me happiness.

I believe that when you put genuine emotion into your work, people can feel it and respond more positively than if you were just trying to please them. It’s about being real.

What role does Mulgrave play in helping you grow as a filmmaker or actor, and in facing the challenges of vulnerability?

What advice would you give to other students in the arts about embracing vulnerability in their craft?

Karina Frances (she/her) Class of 2022

Art & Design is not just about making; it’s about sharing. To create is to reach inward, but to share is to step outward into the unknown. Letting your work be seen is where true vulnerability begins. Yet that’s also where the magic lives, because it gives your work a life beyond yourself.

I first felt this at fourteen, when I presented my inaugural collection at New York Fashion Week. It wasn’t the runway or the cameras that struck me - it was the moment my sketch, once confined to paper, came alive on the body. That transformation showed me that fashion, like all art, is not just metaphor or message; it is a moment, a shared experience, a connection to the world beyond the surface.

To share is to risk. You open yourself to criticism, misunderstanding, and even rejection. But the power of exposure doesn’t lie in being seen alone, but in being felt. To stir something in someone, even briefly, is to leave a mark.

At Mulgrave, I learned this in safe, formative ways through TEDx and my Grade 12 exhibition. Later, at Central Saint Martins, the environment was built on critique and challenge. I came to understand that validation is fleeting if it doesn’t begin with belief in yourself. Confidence means staying rooted in your vision.

With my work later featured in Vogue and seen by stylists I admire, I came to see exposure not just as a form of growth but as an act of courage - to be questioned, to spark conversation, and to grow from that space of uncertainty.

The Vital Role of Athletics in the Developmental Years

Athletics and Physical & Health Education (PHE) play a foundational role in shaping a child’s overall development, far beyond the traditional view of simply playing games. When children are growing physically, mentally, and emotionally, PHE and Athletics offer a crucial platform for building not only strength and coordination but also skills that contribute to lifelong wellness and resilience.

We asked our Junior School PHE teachers and coaches, James Gardiner, Zsu Zsu Straub, and Adam Gaffney, to chime in on the topic.

James cuts right to the heart of the matter: “Physical education is not just about movement for movement’s sake; it’s about reinforcing the connection between physical activity and mental wellbeing, too.” He explains that when students move their bodies, they’re also improving their mood, reducing stress, and building confidence. The emphasis in PHE is just as much on emotional balance and psychological growth as it is on physical and cognitive development.

Balancing technical skill-building with fun and engagement is key. Our teachers design activities that build fundamental motor skills while ensuring that games and exercises remain enjoyable and inclusive.

Technical skills enable students to participate in and enjoy games, and that physical competence builds the confidence and excitement that makes PHE a highlight for many students. That, in turn, motivates them to stay active outside the classroom.

Mulgrave’s participation in the Independent School Elementary Association (ISEA) exposes students in Grades 3 to 5 to inter-school competitions, teaching them how to win and lose with grace, persevere in the face of challenges, and the importance of trying again after failure. Zsu Zsu mentions that these lessons are crucial in helping students build

resilience. She also emphasises that within this framework, health education is deeply embedded in Mulgrave’s PHE programme. “From as early as Grade 1, students are introduced to concepts such as balanced nutrition, the importance of hydration, and healthy sleep habits to help cultivate lifelong habits of wellness.”

In today’s digital world, the role of Physical Education and Athletics becomes even more vital. They provide a necessary counterbalance to sedentary lifestyles, where realtime interactions, teamwork, and physical effort take centre stage. These experiences help develop essential social-emotional skills such as cooperation, communication, and empathy.

Ultimately, the goal is for students to remember PHE and Athletics as places where they learned to lead, work hard, support others while taking care of themselves, and enjoy being active. As Adam puts it, “the hope is that these experiences become cornerstones in their lives, and lessons that stretch far beyond our gyms and into their futures as healthy, capable, and compassionate individuals.”

Hunter Stefani-Thompson

Looking back on my time at Mulgrave, it’s incredible to see how far basketball has taken me. After redshirting my first year due to injuries, I am now a starter for the Western University men’s basketball team in London, Ontario.

I finished the year as a defensive core and Rookie of the Year on a squad that won the Western Ontario division of the OUA while studying science, majoring in biology.

Basketball taught me discipline, resilience, and how to work through adversity. I quickly learned that success comes through hard work; as Coach Leduc famously quoted, “preparation is separation”. This is also true in my academic career, and I have sports to thank.

One of the most defining parts of my athletic journey has been dealing with injuries - a hand injury in Grade 12 required surgery and I missed half of my senior season. Although most would see this as a fatal blow with college recruiting in full swing, I saw it as an opportunity. Sitting out, especially in close games when you know you could have an impact, tests your mental fortitude. These experiences gave me

an indomitable spirit. I had a chance to work on my leadership and mental approach to the game, which I credit to my success in the long term. You can’t be fully grateful for the game you play until you’re sidelined.

What made those tough times easier was the support system around me. Coaches Leduc and Prior were mentors, motivators, and role models. I still remember trying to beat Leduc to the gym in the morning because I wanted to show him I was compelled - all it took was getting up at 4:30am and almost tripping the school’s security alarm! That’s a coach I want to play for. The coaching staff’s belief in me built the foundation for the athlete and person I’ve become since graduation. I credit my success in academics and sport to Mulgrave, a school I know I can always return to. Mulgrave got me into basketball and unlocked opportunities I didn’t know existed.

Service for a Greater Good

Kéava MM, Class of 2029, and an active member of the Climate Action Club and Global Nomads, shares her experience leveraging the opportunities she has at Mulgrave to help the wider community.

Tell me a bit about Global Nomads and the type of activities that you do.

We organise fundraisers to support local communities like the Downtown East Side and work with other organisations like Backpack Buddies and Project Backpack. Our most recent project involved collecting hygiene products and donating them to Project Backpack; we gathered items for approximately 20-30 backpacks.

What motivated you to join Global Nomads? And how long have you been participating in these types of programmes?

This is my first year in Global Nomads, but I have been a part of the Climate Action Club for the past three years, where we have run clothing swaps, donated to the Harvest Project, and cleaned water bottles from the Lost and Found so they could be donated to people in the Downtown East Side. My motivation has been my need to help others and make a difference. My sister, a Mulgrave alum, has also inspired me since she started the Climate Action Club and motivates me to do more for others. I have also begun helping elderly people by volunteering at care homes. I am interested in supporting our community, making everyone feel safe, and having a place they can call home.

My mom has always encouraged me and my siblings to collect money on our birthdays and donate it to an orphanage in India, so I have had a strong sense of charity since a young age.

In your opinion, why is it valuable for Mulgrave students to engage in service programmes like this?

Since we are so deeply blessed with all the resources available at Mulgrave, we should uphold that responsibility and help others with our opportunities. Acknowledging our capacity to support others can change lives, including our own, by broadening our understanding of others’ realities.

How has your involvement in Service and Leadership influenced your overall student experience?

Since joining these programmes, I have built a very strong community. For example, the Climate Action Club started as a small group of three and has grown in numbers over the past years. It is a very nice initiative to be part of, and it has given me an opportunity to connect with different people and students.

It is always good to help people and participate in these activities. They make you feel good about yourself and help you understand that you can make

a change. It is very empowering to be able to take action rather than just talk about making a change.

Describe a specific instance where you witnessed or understood the significance of community contribution and the effect of your efforts on others.

In Grade 6, I participated in an initiative for GEx, where we distributed sandwiches in the Downtown Eastside.

We had the chance to meet and converse with a person who had lived on the streets and struggled with addiction in the past. He shared how he overcame that and started a programme to help people who are currently facing similar challenges. That experience made me understand how people can change and empower others.

Do you envision pursuing similar initiatives after Mulgrave?

Yes. While I am still unsure of what I will do in the future, I am thinking of careers that help people and make a difference, such as law. One of my dreams is to have a farm, adopt stray dogs and cats, and help them. I really hope to be able to do that.

Balancing AI in Education

Using AI has become a necessary skill for both students and teachers. It’s developing rapidly, and while some may find it daunting or even a little unsettling, there are many opportunities to use AI to our advantage in support of learning and preparation for the world after Mulgrave. Fareed Teja, Director of Information and Learning Technology, explains how AI is being used at Mulgrave to enhance education.

How is Mulgrave integrating AI into teaching and learning?

AI integration varies across divisions. In Junior School, AI use is primarily teacher-driven, and often integrated into PYP Units of Inquiry. With the dedicated support of our Junior School Technology Integrationist, personalised experiences are carefully crafted to support specific learning outcomes.

For instance, in Grades 1 and 2, teachers might develop an AI chatbot that animates a planet, allowing students to collaboratively ask questions like, “How hot are you?” or “How long would it take me to travel to you?” This offers a unique opportunity for interaction using natural language. In Grades 4-5, students engage more independently with designed experiences under teacher oversight. For example, teacher-designed and monitored chatbots provide writing feedback or assist in brainstorming topics for projects such as the PYP Exhibition.

In Middle and Senior School, AI is introduced through the digital citizenship programme, with emphasis on appropriate uses, risks, and ethics.

Students learn about AI’s inherent duality, recognising its many positive applications alongside potential negative impacts and harms. For academic work, teacher-led experiences are blended with student-driven usage related to specific learning engagements.

Grade 8 teachers have designed chatbots modelled on historical figures to support student research for the

concerns about academic integrity, as AI necessitates a reassessment of traditional evaluation practices. For example, instead of only submitting an essay, students might also be required to demonstrate how they utilised AI to generate a draft, reflect on that process, and then complete the final piece in class. Oral explanations of their understanding may also become a more common assessment method.

How does Mulgrave tackle ethics and AI?

How does Mulgrave help students learn when and how to use AI?

Jacob Feng (he/him) Class of 2018

I’m a current Software Engineer Intern at Apple, working on Generative AI for code. AI is hard to understand. When people ask about AI, it’s frequently described as an advanced autocomplete.

AI operates by analysing the input words and then producing the word that has the highest probability of following. For example, if you input the phrase, ‘The colour of the sky is’ into an AI model, it should output the word ‘blue’. However, a closer look reveals that AI actually processes information before responding.

AI models are universal function approximators, essentially one unbelievably complex math equation. But that equation on its own just outputs meaningless numbers. We feed it data points, tweak the equation’s numbers to produce the outputs we want, and then repeat that trillions of times. Through sheer brute force, a simple principle creates a model that is capable of answering a wide array of questions. Granted, there are lots of intricacies in between, but that’s the essence of AI.

The puzzling part is that as AI models grew larger, unexpected behaviours emerged. Recent models like Anthropic’s Claude have demonstrated the ability to think backwards while coming up with rhyming words in poems, despite never being explicitly trained to. By scaling up the size of the AI model, it seems that they have been able to learn their own ways of reasoning without direct human intervention.

This is both exciting and unnerving, as it means AI advancements are becoming more of a guessing game than science. A new field within AI has been created for dissecting models to understand how AI thinks, drawing parallels with neurosurgeons studying the brain.

We’ve Got Momentum

“

I give because someone once gave for me,”

Shared a recent alum, now thriving in her post-secondary studies. Her words reflect the heart of giving in our community – a commitment to lifting one another up and paying it forward by opening doors across generations.

This has been Mulgrave’s ethos since the school started, a little over 30 years ago. Families have continually stepped up to make the school what it is today - in every way, from building and equipping our worldclass facilities to funding exceptional professional development to ensure the absolute best teaching and learning. This support has amounted to more than $60 million over the years and no matter whether through $20 donations or those that stretched in the millions, each gift sends an important message of backing Mulgrave’s mission and vision.

Annual tuition covers Mulgrave’s base operating costs, but donations help us go above and beyond to deliver the margin of excellence through enriching student experiences, dynamic teaching, and accessible education. We look forward to continuing the momentum of this meaningful tradition of generosity that shapes lives and strengthens our shared future.

What is Momentum?

Momentum is an Annual Giving Fund that fuels our school’s most important priorities each year, initiatives that go beyond what tuition can cover. Donors can reflect their true passions and interests, making decisions that are meaningful and fulfilling. We are grateful to our…

Vision-Aligned Donors

Supports the Head’s Priority Fund, trusting leadership to respond to emerging needs and futurefocussed opportunities that keep our school at the leading edge.

Champions of Educators

Gives to Teacher Development, ensuring our faculty have access to world-class training, tools, and inspiration to bring their best to every classroom.

Advocates for Equity

Invests in Financial Assistance, breaking down barriers and helping ensure that talented students from all backgrounds can thrive.

Legacy Builders

Contributes to our Endowment, creating a long-term impact that will benefit students and educators for generations to come.

Ways to Give

We’ve made giving flexible and accessible because we know that every family, and every story is different.

Annual Giving

Our yearly campaign, Momentum. Every gift counts.

Impact Gifts

Targeted donations of $25,000+ to support specific programmes or priorities.

Gift of Securities

A tax-effective way to give and maximise your charitable impact.

Family Deposit Conversion

Convert your family deposit into a gift that makes a huge difference and provides you with a significant tax rebate that you can reinvest.

Multi-Year Pledges

A flexible approach to supporting larger initiatives over time.

Lucy Heras (she/her) Class of 2023

Financial aid has been incredibly helpful for me on my academic journey and has helped to shape the person I am today.

Throughout primary and early high school, I was always looking for intellectual stimulation, but I never felt fully challenged. In 2020, I received a scholarship to Mulgrave School that changed everything for me. I suddenly found myself in an environment that valued and encouraged my passion for academics. I found the support provided by Mulgrave inside and outside of the classroom incredibly encouraging and used it as an opportunity to reach for even more.

Ultimately, I was lucky enough to receive a full Schulich

scholarship to McGill for my postsecondary education. This has been a major shifting point in my life.

I am just about halfway done with my degree in engineering and have received four additional scholarships. All this has undoubtedly changed the way I think about education, financial support, and my own life path. I feel like these opportunities have allowed me to follow my real interests and develop genuine confidence. This is all thanks to the support of those around me, and this experience has cemented generosity as a core value of mine. I extend my deepest appreciation for all those who have given to financial assistance - it truly makes a difference.

The Importance of Belonging

As reflected in Mulgrave’s Learner Hierarchy of Needs, we are firmly rooted in our belief that ‘belonging’ is foundational in a person’s life, both as a student and beyond the classroom. Our work at school aims to create a space where students can develop their sense of belonging within our community, be it through athletics, performing arts, academics, or other areas of strength, allowing them to reach their full potential. We hope that any child walking through our doors feels comfortable, safe, and connected as they learn and grow.

To dive deeper into our DEIJ initiatives to foster belonging and inclusivity, we sat down with Rebecca Brunswick-Werner, science teacher and SOGI Coordinator.

How does Mulgrave foster a sense of belonging and inclusivity? What key initiatives or policies are in place to promote inclusivity and belonging?

Through explicit teaching in Character Education, we teach students about different identities and how to be respectful of them. We also directly address microaggressions so students are self-aware and can stand up for themselves and others.

Our dedicated faculty team includes a SOGI Coordinator, an Indigenous Education Coordinator, Divisional DEIJ Coordinators, and a Director of Equity, Justice, and Belonging who work with all divisions to coordinate and implement age-appropriate and coherent activities. For example, in Early Years, various units are introduced, such as one on families, which enables children to learn about diverse types of families and understand that a family is about having people who love and care for them.

How do you measure whether students and staff feel a sense of belonging?

Our annual survey tracks quantitative data, but we also gather anecdotal data when we check in with students. We have the support of the MS and SS Gender and Sexuality Alliance, the student DEIJ Council, and many Grade 11 and 12 students who can articulate issues and successes about

what is happening at school. They are also good advocates for change, expressing their thoughts, sharing experiences, and helping others.

What strategies do you use in the classroom to ensure every student feels seen and heard?

Ultimately, it all comes down to fostering relationships. As a chemistry teacher and a soccer team coach, building relationships and knowing what is going on in students’ lives outside of academics - little things that humanise them - allows them to be seen as people rather than just students. This approach strengthens our teacherstudent relationship and helps build trust.

How does Mulgrave support students who may feel marginalised or isolated?

It is an area of improvement since these situations can be challenging to identify unless students are outspoken. But we aim to be proactive by listening to multiple voices and inviting people

into conversations rather than waiting for them to reach out to us. We apply this same approach to student council formations. Instead of waiting for students to volunteer, we seek out volunteers. We also have anonymous comment boxes so students can easily share something they are experiencing.

How are student voices incorporated into decisions about school culture and inclusivity?

We have several student councils, subcouncils, and student members on the school’s Board that help give voice to the student body. We also do many surveys, encouraging feedback from students. Every department reviews the surveys for learning opportunities, complementing them with informal conversations with students.

How is a sense of belonging tied to students’ learning ability and confidence?

It has been proven that to be able to learn, students have to have their basic needs met; these are precursors to high-quality learning. For every student to reach their potential, they need to feel safe in school.

By speaking with alumni, we know that in the past, there have been students who have not felt comfortable sharing their whole identity; who immediately or years after leaving school have become more comfortable with who they are and expressing themselves fully. We hear a sense of relief and pressure being lifted. We strive to grant that to all students while they are still at our school, so they can flourish at university and in various life situations, with the full freedom to be themselves.

Kelcy Timmons Chan (they/them)

Class of 2015

I am a Cantonese Canadian American queer artist who works as a contemporary pop artist, mural painter, and queer community events organiser. In my work, I explore what it means to find community, hold dualities, and feel true belonging.

I consider how food allows us to connect with our history and identities, and I have explored my own experience of that as a biracial, gender-fluid immigrant.

I am the founder of Queer Art Crawl in Toronto, a space that prioritises accessibility to active, art-focussed queer spaces. Many other queer spaces promote sports, queer night life, and niche activities like Euchre or knitting, but very few are for queer art lovers.

This work is important to me because it has taken me years to finally feel at home in myself. I have queer community spaces and chosen family to thank for helping me get there. Designated queer space, made for and ran by queer people, is fundamental for the longevity and safety of 2SLGBTQIA+ people. Most queer people grow up with limited or no resources to help them understand who they are. I felt very isolated in

my gender for a very long time and felt misunderstood by other people. I learned that existing as the person people wanted me to be gave me more opportunities and success, and I feared being my true self regularly. Now, as I work in my local queer community, I reflect on how my experiences have helped develop my passion for fostering space that allows folks to feel fully welcomed as their authentic selves.

For environments to be safer for queer folks, organisations and policy makers need to include diverse queer people in their decision-making discussions. Spaces need to put less focus on whether they appear as an ally and instead invest time, funding, and resources into creating environments that allow for queer human rights to be prioritised. Queer folks deserve for spaces to always be committed to active action for safety and inclusion of all 2SLGBTQIA+ people.

Portrait by: Benjamin Lappalainen @blapphoto

The Power of Networking: Strengthening our Mulgrave family

One of the most powerful aspects of the Mulgrave community is the strength of the connections we share. Whether you’re a current student, an alum, or a parent, we all benefit from the opportunities that come through networking. Over my last year at Mulgrave, I’ve heard from many how impactful these connections can be, yet sometimes, we don’t fully realise the vast and supportive extent of our extended network.

Networking is more than just meeting new people. It’s about building genuine relationships, sharing experiences, and offering support when needed.

It’s about knowing that, no matter where life takes us, we have a community that’s ready to help one another thrive. The strength of our network lies in its diversity, which includes the industries in which our alumni work, spanning from technology and business to the arts and education.

This range of expertise provides an incredible opportunity for collaboration, mentorship, and guidance at every stage of life.

In today’s fast-paced world, the value of a strong network is more important than ever. The power of our Mulgrave family extends far beyond job applications and career advancement. Whether it’s sharing knowledge, collaborating on projects, or simply offering advice, the connections within our community can help open doors and provide the support we need to navigate life’s many challenges.

Let’s continue to strengthen and nurture this network, because when we support one another, we all succeed. Together, we can build a future where everyone has the opportunity to grow, thrive, and contribute to the community we all hold dear.

Warmly,

Ara Mondragon (she/her) Alumni Engagement Coordinator

Discovering My Path: Reflecting on career and personal growth

Setareh Setayesh (she/her) Class of 2021

Like many other high school graduates, I entered university with a strong determination about my future career, but a very abstract concept of what that would look like. I was interested in many different subjects and applied to various programmes before choosing McGill to study psychology.

Although my first months at McGill were exciting, I gradually became panicked about finding something to commit myself to, which only fueled my uncertainty about my career. I became terrified of making the wrong choices, and towards the end of my first year, I realised that I was not enjoying the few projects that I had undertaken, nor was I achieving as much as I wanted to. I decided to shift my approach. I figured

including working as a staff writer for Catalyst, a McGill journal publishing on international development topics, as well as serving on the executive teams of Friends of MSF (Médécins Sans Frontières) McGill and the WUSC (World University Service of Canada) McGill Local Committee. I also became involved in research at BC Children’s Hospital and the Otto Lab at McGill for my Psychology Honours thesis.

One of the most rewarding projects that I have become part of is coFarsi for Everyone books for self-guided learning of Persian as a second language. Just over two years ago, I approached my previous Persian language teacher, Ms. Parinaz Zhandy, with a desire to get involved in Persian culture and language education. She proposed the project of writing educational books for students outside of Iran who wish to learn Persian. We agreed that nearly all extant instructional books were deficient, either due to a lack of explanations and exercises or the inclusion of religious and political propaganda imposed by the Islamic Regime in Iran. Under Ms. Zhandy’s supervision, I created the lessons and exercises for the first book and translated the instructions into English to facilitate self-guided learning. We strove to create a resource that was comprehensive both linguistically and in educating about Persian culture, notable figures, and literature.

The book was published in two parts in 2023 and can be found on Amazon and kidsocadopublishinghouse.com, our publisher’s website. Ms. Zhandy and I are now working on the next books in the series for more advanced learning levels and are committed to producing better resources for any and all students.

According to psychologist Edward L. Deci and colleagues, if we act according to our authentic desires, our behaviours will naturally tend towards harmony with each other to create a cohesive sense of self and wellbeing.

My post-secondary experiences illustrated this for me, because once I started to let go of what I thought I should be doing and redirected my drive to what I really wanted to do, I became happier, started achieving more, and began building a more cohesive professional profile. I am still learning, and even though I am not sure exactly where I am headed, I know I am going in the right direction!

Leading Global Sustainability Efforts: One practical step at a time

Claire Lawson (she/her) Class of 2005

I graduated from Mulgrave in 2005 and went on to study environmental sciences at Queen’s University in Ontario. After that, I leapt across the world to Sweden – one of the few countries leading in sustainability education at the time – and pursued a Master of Science at Lund University’s International Institute for Industrial Environmental Economics. That’s where I really learned how to connect big ideas with practical business action.

Since then, I’ve worked across five countries – Sweden, Belgium, Denmark, Canada, and now England –with everyone from large multinational corporations to grassroots NGOs, all with a focus on advancing environmental protection. I’m currently based in London, where I lead Deloitte’s global procurement service in carbon mitigation, helping our firms transition to net-zero.

There wasn’t one single moment, but rather a collection of things that shaped my passion. I’ve always loved the outdoors – sailing, hiking, skiing, camping in the mountains, etc. That positive connection to nature was my starting point as a child. But I also vividly remember attending a chemistry class at Mulgrave, sitting on one of those tall stools while learning how chemical equations naturally seek balance. That idea – how the world constantly seeks to restore equilibrium – stuck with me. It felt like a metaphor for the planet, and I’ve carried that with me ever since. Today, sustainability is deeply personal: it’s about doing everything I can, however large or small, to leave a better world for my two daughters.

When I started in this field over a decade ago, sustainability wasn’t widely accepted in boardrooms; we were still knocking on doors and not getting the right support. Now, it’s a top-line agenda item for CEOs, investors, and

governments. Regulation is tightening, and environmental reporting is becoming more sophisticated by the day. We’ve come a long way, but we’re still not where we need to be. Real progress means staying focussed, even when the political or economic winds shift. It means staying grounded with scientific evidence, working collaboratively, and keeping the long view in mind.

If I could encourage individuals to make one impactful change for the environment, it would be this: get outside. Really – just go out, leave your phone behind, and spend time in the fresh air. Once you connect with it, you start to care, and caring changes everything. You learn, make better choices, and inspire others, all while keeping your eye on what truly matters. We need more people living and working in sustainable ways. It all starts with caring and demanding better.

Schools and educational institutions have a big role to play in advancing sustainability, but not only by teaching facts and figures. Schools should encourage students to think critically, to debate the issues from multiple sides, and to challenge assumptions – without polarising, getting tribal or political. Sustainability needs sober, science-based, and constructive conversation involving all levels of society.

Mulgrave gave me a broad, wellrounded foundation that I continue to rely on. I was very fortunate to have the opportunity to explore everything from art and film to hands-on science

Innovation in Robotics: UBC engineering physics journey

Sasan Ghasaei (he/him) Class of 2021

Since graduating from Mulgrave in 2021, my journey has been one of continuous learning, hands-on projects, and a growing interest in robotics and automation. After leaving Mulgrave, I began my undergraduate studies at the University of British Columbia. In my first year, I explored various engineering disciplines before specialising in engineering physics.

The programme integrates advanced physics concepts with practical engineering skills, aligning perfectly with my passion for problem-solving, particularly where analytical math and physics intersect.

One of the most transformative experiences during the programme

I took a robotics course, where students worked in groups to build a robot from scratch. This course combined my interests in mechanics, electronics, and software engineering. Working in a team of four, we designed and built an autonomous driving robot within six weeks. The robot competed in a

Alumni Milestones

Brandon Lau ‘18

married

Vanessa Lau

Grayson O’Brien ‘13 celebrated his marriage to Paige Swanson

Lauren Young ‘13 and Eric Bleim ‘12 celebrated their marriage

Carl Steffens ‘16 celebrated his marriage to Emma

Meghan Robinson ‘10

completed an ultramarathon just 11 months postpartum

Jaden Choi ‘24 participated in the Survivorfest 24-Hour Running Event

Shanil Verjee ‘17 started a new position as Associate and Segment Specialist, Digital and Cybersecurity/CISO at Egon Zehnder

Cam Moore ‘23 represented Great Britain at the 2024 U-23 Baseball World Cup in China

Sophia Lin ‘22 completed a 200-hour yoga teacher training course in Bali

MJ Majo ‘14 and Connor ‘14 & Nicole Stanton ‘17 competed in the Ironman Victoria

Jacob McKenzie ‘17 received a Merit Award from the Youtheast/Youthwest Division in recognition of outstanding service to the Edmonton Police Service

Brett Zielke ‘10 got engaged to Lieke

Adelyn Lee ‘21 started a new role as Business Intelligence Analyst at MHI RJ Aviation Group

Emma Mackenzie ‘08 commemorated her marriage to Eli Paradis

Meg Coleman ‘14 commemorated her marriage to Alex Mohr

Antonia Kolic ‘08 welcomed her little one, Murphy

Brittany Labron ‘09 welcomed little Callum

Matt Cullen ‘08 marked his 5th year as a member of the CBC Sports Broadcast Team for the Olympics

Patrick Wang ‘19 started his DPhil funded by the Department of Chemistry and Engineering and Physical Research Council at the University of Oxford

Ziyan Hemani ‘22 joined the London Knights as Corporate Partnerships Intern for the 2024-24 OHL regular season

Mamie Beddis ‘10 started a new role as Senior Product Analyst at Google

Adam Jamal ‘19 received a nomination for a Golden Reel Award for his work as Supervising Sound Editor on At the Riverbank

Barbara Mainoli ‘13 and Phillip married

Victoria Ong ‘11

Alia Ridley ‘13 got engaged

Darryl Koh ‘07 and Lauren wed participated in the Chicago Marathon

Jackson Pike ‘17 and Maddie announced their engagement

Christie Yang ‘20 presented her research at the Evidence to Innovation Conference, exploring the mortality of children with Cerebral Palsy under hip surveillance and the risks of hip reconstructive surgery

Karina Frances ‘22 participated in Vogue x BMW UK’s ‘Future Creators Design Competition’

Jacob Feng ‘18 will intern at Apple to work on Generative AI applications

Lauren Wierenga ‘09 commemorated her marriage to Gabe Lam

Joanna Joannou ‘18 is beginning a new role as Customer Success Intern at CXG in Paris

Shiyin (Shirley) Wang ‘11 was featured in Tatler Gent

Jolee Tung ‘15 joined the World Economic Forum as a Project Fellow, where she’ll lead the development of a new initiative on sport within the Centre for Nature and Climate

Mikkah-Ali Damji ‘22 will intern at Adidas as a Basketball Product Marketing Intern

Honor Roze ‘13 and Samuel are expecting a baby in spring 2025

Morgan Lunn ‘09 & Connor have welcomed their beautiful baby, Leon-Rae Taylor Grott.

Stay Connected with Mulgrave Connect!

Ever wonder what happened to the classmate who sat next to you in math? Or your PHE teacher from Middle School? Maybe you’re looking for career advice from a fellow alum in your industry? With Mulgrave Connect, you don’t have to wonder - you can find out!

Mulgrave Connect is your exclusive alumni platform designed to help you stay in touch with old friends, reconnect with teachers, and expand your professional network. Whether you’re looking to catch up with classmates, seek mentorship, or explore job opportunities, this digital hub brings our global alumni community closer together.

Why Join?

Reconnect & Reminisce

Find and message old friends, browse through yearbooks, and relive those unforgettable school moments.

Network & Grow

Connect with fellow alumni across industries, leading companies, and universities worldwide. You never know who might be your next mentor, business partner, or colleague!

Exclusive Alumni Benefits

Enjoy special access to job postings, internship opportunities, and an alumni business directory where you can showcase your own ventures or support fellow grads (often with featured deals just for our community!).

Stay in the Loop

Be the first to hear about alumni events, reunions, and news from the Mulgrave community.

Whether you’re on the other side of the world or just down the road, Mulgrave Connect keeps you close to the people and memories that shaped your journey. Sign up today and rediscover the power of our incredible alumni network.

Join Mulgrave Connect today! Scan the QR code below

Grow Your Business While Giving Back: Join Mulgrave Alumni Perks!

Last year, we introduced Alumni Perks - a simple yet powerful way for our alumni and community members to support one another. And we’re thrilled to see it growing! More and more businesses have joined, offering exclusive perks to fellow Mulgrave alumni, parents, and staff.

So, what’s in it for you? Free exposure for your business! By joining, you get a spot in our Mulgrave Connect business directory, exposure with a supportive network of potential customers, and the opportunity to showcase what you do, all in exchange for offering a small discount or special deal to our community.

It’s a beautiful way to stay connected while helping one another thrive. If you run a cozy café, a law firm, an e-commerce store, or anything in between, we’d love to have you on board. There’s no fee to join, and we’re happy to tailor the collaboration to fit your business. Whether you prefer offering a one-time promo, an ongoing discount, or something else entirely, we’ll make it easy, with minimal commitment and maximum benefit.

Scan the QR code below to apply or reach out to our Alumni Coordinator, Ara Mondragon, at alumni@mulgrave.com. We’d love to have you as part of this growing network!

Current Mulgrave Perks Partners include:

The Mulgrave Alumni Podcast: Continuing the Conversation

As we continue to strengthen our connection within the Mulgrave community, we are excited to highlight the ongoing success of the Mulgrave Alumni Podcast. This platform remains a space where alumni, students, parents and extended family, and faculty can share their unique stories, insights, and experiences in a meaningful and authentic way.

The podcast offers a welcoming space for conversations that go beyond surface-level topics. Its objective is simple: to inspire, educate, celebrate, and connect our community. We believe in the power of storytelling – each episode highlights the diverse backgrounds, journeys, and perspectives that make up the fabric of Mulgrave. Whether it’s an alum sharing professional advice, a parent discussing their experiences, or a student reflecting on their path, the

Mulgrave Alumni Podcast is here to engage and uplift everyone who’s part of our community.

As we move forward, we want to hear from YOU!

The podcast is always looking for new voices and experiences to feature. If you’d like to share your story or have something you’d like to discuss, please reach out to our Alumni Coordinator, Ara Mondragon, at alumni@mulgrave.com.

Recent episodes:

Ep. 8

Ep. 9

Ep. 10

Ep. 11

Ep. 12

Meghan Robinson ‘10

Redefining Motherhood

Tiraje Mazaheri ‘11

The Secret Behind Becoming #1 Realtor

David Cross ‘14

Life Lessons Through Yoga

Angie Travlos ‘12

Bloom Physiotherapy: Nurturing Pelvic Wellness

Fiona Humbert-Droz ‘07

More than Words: Inside the world of speech pathology therapy

Many thanks to Ava Thompson, Class of 2018, for hosting our first 11 podcast episodes.

Summer and Fall 2025 Events

Every year, we’re thrilled to offer a range of events to help alumni reconnect and engage with the Mulgrave community. Whether it’s gatherings or special celebrations, these events provide a great opportunity to catch up and create new memories. Stay tuned for updates via Mulgrave Connect and our social media channels, as more events will be added for the second half of the school year (listed dates may also be adjusted). We look forward to seeing you and making more connections along the way!

June 25

Vancouver Social

Hosted by Alumni Board Co-Chairs

August 12 Legacy & Laughter

A Summer Reunion with Present and Past Mulgrave Heads of School

Hosted by Elizabeth Calderon

November 1 20-Year Reunion

Class Reps: Erin Christy & Sarah Fenwick

December 18 10-Year Reunion

Class Rep: Cameron Henderson

December 20 Winter Homecoming at Mulgrave School

2024-2025

May 2024

Class of 2024 Convocation

Convocation 2024 was a heartfelt celebration as we cheered on our newest graduates and welcomed them into the Mulgrave alumni family. It was a moment of pride, reflection, and excitement for their next steps. Surrounded by teachers, families, and friends, the ceremony was a reminder of the strong bonds within our community and the bright futures that await the Class of 2024.

Alumni Recap

September 2024

As part of this year’s efforts to reconnect with alumni around the world, Ms. Verdone and Ms. Tang hosted a small gathering in LA while attending a professional development workshop. Over dinner, they caught up with alumni from different graduating classes, sharing stories, updates, and plenty of laughs.

July 2024

Vancouver Alumni Social

Our Vancouver Alumni

Social was a fantastic way to catch up and connect over a summer happy hour. With graduates ranging from the Class of 2004 to our newest alums from 2024, it was great to see so many familiar faces across different grad years. The sunshine, good conversations, and laid-back atmosphere made for a memorable evening.

November 2024

20-Year Reunion, Class of 2004

What a milestone! Our very first 20-year reunion celebrated the Class of 2004, our first graduating class. What made it even more special was catching up with teachers who have been part of the journey since the beginning, like Ms. Straub and Mr. Hardy, who amazed everyone with his detailed memories from their Grade 8 days. And what better place to celebrate than the Archive Room, surrounded by nostalgic trophies, photos, and memorabilia that brought back so many memories? It was truly a night to remember!

November 2024

10-Year Reunion, Class of 2014

The 10-year reunion for the Class of 2014 was our largest reunion yet. It was a fun-filled, nostalgic evening, and alumni enjoyed high school trivia games as well as tours of the school to check out new additions and renovations. Of course, catching up with former and current teachers added so much to the night…to the point that it was hard to leave!

December 2024

Winter Homecoming

Nothing brings our alumni together like our annual Winter Homecoming! The energy was high, the holiday spirit was in the air, and it was truly heartwarming to see so many familiar faces. One of the best moments was watching alums pick up right where they left off - sharing memories, catching up with teachers, and stepping back onto the basketball

November 2024

Honourary Lifetime Membership Celebration

Annually, we celebrate families whose dedication and volunteer support have helped shape the legacy we cherish today. By awarding them honourary membership to the Mulgrave Independent School Society, we recognise their commitment to our community as well as the unity and shared purpose that make Mulgrave so special. At this year’s celebration, we were honoured to also have three key members of our school’s leadership in attendance: Linda Hamer (Founding Head), John Wray (Former Head), and Craig Davis (Current Head). Their presence made the evening even more meaningful as we reflected on the past, celebrated the present, and looked ahead to the future together.

March 2025

Toronto Alumni Social

March 2025

Boston Alumni Social

Ms. McIntyre and Ms. Ianovskaia kindly hosted a dinner in Boston to meet and catch up with a few alumni. It was a warm and intimate gathering, making for a wonderful evening of reconnecting. It was lovely to share stories and memories with Robert and Joyce (both Class of 2023) over a great meal!

Our Toronto Alumni Social was one of the best yet! Ms. Anson had the pleasure of reconnecting with alumni from a wide range of graduating classes, and we had a fantastic time catching up over drinks and snacks at RecRoom. Laughter filled the night as attendees reminisced and enjoyed Ms. Anson’s legendary stories. It was wonderful to see how close-knit some of our alumni in Toronto remain, and incredibly heartwarming to have such a great turnout - more than 25 alum joined us, with a couple others catching up the next day! The overwhelming positive feedback has us already looking forward to next year’s gathering.

My Mulgrave, My Fit

My Mulgrave is

My Mulgrave is My Mulgrave is My Mulgrave is where I found my direction where I found excitement where I found like-minded people where I discovered belonging

Find Your Fit

The Class of 2025 is an inspiring blend of individuality and ambition. Their post-secondary journeys will take them across Canada, the U.S., Europe, and beyond. What binds them is their foundation at Mulgrave, where they explored deeply, grew authentically, and pursued their purpose.

Amanda N Fashion Design

Jake M Business Management

Maia S-N Social Science and Humanities

Ethan C Human Biology and Medical Sciences

Departing Faculty

At the end of the 2024-25 school year, we bid farewell to two members of staff who have been with us for more than a decade. We appreciate their dedication and contributions over the years; their efforts have had such a positive impact on our school, community, and students. We wish them well in their next adventures!

Ms. Clayre Brough Librarian

Ms. Brough has worn many hats at Mulgrave - as a parent, alumni parent (Class of 2011), volunteer, and faculty member. As she retires from our Upper School Library, we will remember Ms. Brough’s bright smile and warmth, which has encouraged many students to dive into fictional worlds, dig deeper in research projects, and simply lose themselves in a good read.

Ms. Brough joined our community as a parent in 2001, in the final months of Mulgrave’s home at the North

Mr. Mike Olynyk Middle School Vice Principal

Mr. O, as he is fondly known, joined Mulgrave in 2010 as an outdoor education and PHE teacher. Since, he’s also taught Middle School science and Senior School biology and served as the department head for Middle School science before moving into a leadership role as the Middle School Vice Principal.

Outside the classroom, Mr. O is a wellloved coach (basketball, volleyball, and a little rugby and mountain biking) and chaperone for school trips. Getting to know students in different settings like fall camps as well as in far-flung locations such as Africa, Argentina, and China are memories that Mr. O will cherish.

During his time at Mulgrave, Mr. O has loved teaching science and experiencing students’ passion and eagerness to learn. Seeing students go on into various science fields and do incredible things in medicine, research, and other roles is very gratifying for him. In his next chapter, Mr. O is moving on to a high school leadership role. His message to the Mulgrave community is, “Thank you for helping to raise me as a teacher and leader!”

Shore Winter Club! After many years volunteering - and many thousands of books carefully covered - she became the Junior School Librarian in 2008. Ms. Brough feels great satisfaction knowing that she’s supported many students through the IB Extended Essay process, and along the way, helping equip them with the skills and confidence to approach the reference desk at university. Ms. Brough says she will miss celebrations like the Red Cedar pizza event and summer ice cream party…perhaps we can tempt her back with a slice or a cone sometime!

Cover Design

Artist: Elena Clay, Class of 2025

Title: Frolicking in Nature

Medium: Paper on canvas board

Size: 9” x 12”

This collage recreates a scene from one of my favourite hikes in Hawaii, reflecting how nature and travel help me cope with anxiety. The layered imagery of sea, land, and sky symbolises emotional balance and freedom from stress. Vibrant colours, textures, and playful animals like dolphins and birds evoke a playful energy in the piece and symbolise my childhood. The intentionally small size creates an intimate space for the viewer’s reflection and a sense of calm harmony within the work.