Spirit Magazine - Spring 2019 - 'Commits to Personal Wellness'

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SOUTHRIDGE SCHOOL SPRING 2019

Commits to ' Personal Wellness'

Southridge Updates its Mission Statement to Include a Commitment to Personal Wellness

Southridge 2019

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SPRING 2019

Editor Erin Labbé Director, Communications & Marketing Writers & Contributors Norman Dods Tanya de Hoog Christiane Hodson Parveen Loodu Brad Smith Drew Stephens Graeme Swan Wendy Turriff Photography Tyler Garnham Photography Eugene Jang Chris Mitchell Colin Morris Design Indalma Creative

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Southridge 2019

e d i ni s

HAPPINESS IS AN

COMMITMENT TO PERSONAL WELLNESS

Southridge updates its Mission Statement

JOB

WAKE UP CALL

The importance of sleep and its astounding impact

IN THE OUTDOORS, FRIENDSHIP, SKILLS, AND KNOWLEDGE GROW NATURALLY

GET READY TO CELEBRATE 25 YEARS OF SOUTHRIDGE!

LIVING LOVING KINDNESS IN OUR JUNIOR SCHOOL

NOMINATE OUR REMARKABLE ALUMNI

A look at the benefits of outdoor education

Learn about our Junior School’s lovingkindness metta

EXPRESSIONS THROUGH STUDENT POETRY

Grade 7 poems, “Picture Perfect” and “Happiness”

SUPPORTING MENTAL HEALTH AND WELLNESS AT SOUTHRIDGE

A summary of some of our counselling services and wellness initiatives

2019-20 is a special milestone

An opportunity to nominate and celebrate Southridge graduates

FOREVER YOUNG

Lifer teacher, Mrs. Rowena Raber, is retiring

2017-18 ANNUAL REPORT SUMMARY A snapshot of our 2017-18 Annual Report

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co�mi�men�

to Personal Wellness

DREW STEPHENS HEAD OF SCHOOL The world of education has seen much written in the popular press about the way our children are engaged with their world through screens and devices, and there has been significant worry expressed by many people about the potential negative impacts of social media, especially as they relate to the health and well-being of adolescents. Increased incidence of depression and anxiety in youth, for example, brought about by the stress and pressures associated with a robust and perpetual online presence are often referenced as evidence of the noticeable demise in the well-being of school-aged children.

At Southridge, we’ve recognized the need to pay explicit attention

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to the health and welfare of our students, and our current strategic plan, Driven to Make a Difference, captures important strategies and initiatives that will help enable them to pursue engaged, fulfilling, and joyful lives. As a matter of fact, the Board of Governors and leadership of the school believed that a commitment to personal wellness is so important that they added it to our mission statement, thereby positioning wellness alongside the traditional pillars of our school: academics, athletics, the arts, and service learning. Clearly, Southridge views a commitment to personal wellness as a critical ingredient needed for our students to reach their full potential.

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As is the case with many valuesbased concepts, not everyone agrees on what constitutes personal wellness. Certainly, our own personal perspectives of the concept change over time as age and varied experiences impact our understanding of the world and how we interact and engage with it. Speaking personally, when I was a first-year university student, I believed quite strongly that wellness was aligned almost singularly to physical fitness. At the time, mental health and well-being was not a strong part of the general public’s understanding of wellness.

In fact, it took a course in medical anthropology to jolt me out of my narrow-minded fitness perspective.

I remember vividly my professor coming into class after reading week with a shaved head. The class was curious and our professor explained how he had visited a sweat box to participate in rituals, such as steam baths, as a means of purification. He spoke passionately about how his understanding of wellness was highly influenced by Canada’s indigenous people, and how the ritual of the “physical” purification process (including shaving his head and beard) impacted many other elements of his sense of wellness, including his mental and spiritual well-being. This experience challenged my blinkered perspective of wellness and exposed me to a broader understanding of what wellness means, including how it is often highly personalized.

having a balanced personality and interpersonal processes; and being focused and goal directed. The authors of the research concluded that it is important to consider adolescents’ understandings of wellness when planning, designing, implementing, and evaluating wellness programs aimed at people their age.

Although it sounds like an obvious conclusion, it is incredible how often we forge ahead with adolescent program development based on adult perceptions without inviting adolescent voices into the discussion.

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It stands to reason, therefore, that children and adolescents may have points of view about personal wellness that differ from adults. For example, one recent study identified that adolescents’ interpretations of the term “wellness” went beyond the absence of illness or sickness, which is in alignment with the World Health Organization's definition of wellness, “a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity.”

Wellness is an active process of becoming aware of and making choices toward a healthy and fulfilling life. Wellness is more than being free from illness, it is a dynamic process of change and growth.

In the mid-to-late 1980’s, a nexus of two realities had a significant impact on the wellness of our children.

On the one hand, parental fear and anxiety began to creep into child rearing practices, and, on the other hand, technology established a fledgling foothold in popular culture. Over the past three decades, education has witnessed the very clear impact the strengthening of these two forces have had on our children.

Parents began to see the outside world as a more ominous place because technology brought with it constant reminders of the bad things that could happen to their children.

Parents who let fear that something bad will happen drive their decisions – fears ranging from personal safety to not getting into the right school – end up with children who are timid, anxious, and often become adults who are neither flexible nor capable. In other words, not very well.

The study also found that student definitions included the concept of healthy living which embraced: eating enough nutritious foods and being actively involved in physical activities; practicing self-care habits such as personal hygiene and grooming; maintaining good mental health (psychological and emotional);

While fear has been partially responsible for schools becoming much more risk-adverse in their activities and programming options, it has also influenced a litigation-driven administrative process redesign.

At the same time, governmental regulations have become even more restrictive, and the breadth of

insurance coverage has increased significantly – cyber security protection being the most recent.

Although these changes are not bad in and of themselves, when they are combined with the advances we’ve seen in technology, arguably the most damaging impact they have had has been on the disintegration of unstructured and unsupervised play.

Screen time, be it through games (even games with educational merit) or social media, has taken over the downtime of children resulting in less time for them to play, and when children don’t play – especially on their own without structure and adult interference – it has a negative impact on their wellness. Children need to take chances, make choices, and learn to weigh risks in age-appropriate ways – all of which are accessible through play, particularly unsupervised play.

Risky play that incorporates a high degree of uncertainty helps children understand how their bodies work, what they are comfortable with, how the world works, and how to deal with failure.

It is no surprise, therefore, that the Canadian Public Health Association aligns the importance of unstructured play with mental health – a critical component to overall wellness. Their research has underscored that play promotes positive feelings, builds resilience, improves concentration, helps develop and maintain healthy relationships, and improves undesirable behaviours. While play is not a panacea for the struggles that children face, it contributes significantly to a healthy environment that promotes and supports wellness.

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Continued from page 7

The Im�o���nce of �e�nes� a� Sou�h�i�ge

When the Board of Governors and Senior Management Team were developing the current strategic plan, Driven to Make a Difference, it became clear that to achieve our schools’ vision, “A Community Where Every Spirit Soars,” the idea of wellness needed to be embedded in our environment in such a way that it would be elevated into our collective understanding of what it means to be a Southridge student.

Our mission statement expresses our desire as a community to help our students reach their full potential, yet the list of qualities we aim to develop in our students did not identify wellness, despite the fact that it highlighted other important traits, behaviours, and dispositions such as a commitment to life long learning, the development of thinking skills, having a positive attitude, believing in our school’s values, contributing to the local community through service, being physically active, appreciating the arts, and working with others as part of a team.

Understanding the importance of wellness when striving to reach one’s full potential, the Board considered the statement “commits to personal wellness,” which they approved and added to our mission statement at the beginning of this school year.

Our mission statement is now a more fulsome description of the characteristics and attributes we aspire to instill in our students’ mindsets as they learn and grow in our community.

Moreover, the use of the words “commits” and “personal” is a clear indication that the school believes it is ultimately a student’s responsibility to embrace wellness on a personal level, and to broaden their understanding of the concept as they mature and develop over their time in our school.

Maintaining an optimal level of wellness is absolutely crucial to live a life full of potential. Wellness matters. Wellness matters because everything we do and every emotion we feel relates to our well-being. In turn, our well-being directly affects what we do and how we feel. It’s an ongoing cycle that significantly impacts our daily lives in many meaningful ways. It is important for all our students to achieve their best possible wellness to manage stress, engage in positive interactions, and reach their full potential.

Southridge is a spirited and lively place, and we have committed our energy and our resources to helping students reach their full potential with wellness being identified as a critical ingredient to living a joyful life. Certainly, it takes leadership, intention, and commitment, which our Board has exemplified in our school’s strategic plan, but it also takes the right kind of atmosphere; and our lighthearted place of serious purpose is an excellent cultural platform from which to build a comprehensive approach to wellness – one where our students’ potential is purposefully placed at the centre of what we do.

The Com�onen�s of �e�nes� As research about wellness has evolved over the past number of years and more and more educational institutions (in K to 12 schools and the postsecondary sector alike) have embedded wellness into their purviews, clarity around the components of wellness has emerged. In general terms, here is what people mean when they contextualize these eight dimensions of wellness in schools: emotional, intellectual, physical, social, environmental, spiritual, and occupational.

Emotional wellness relates to understanding feelings and coping effectively with stress. It is important to pay attention to self-care, relaxation, stress reduction, and the development of inner resources to learn and grow from experiences.

Physical wellness relates to maintaining a healthy body and seeking care when needed. Physical health is attained through exercise, eating well, getting enough sleep, and paying attention to the signs of illness.

Social wellness allows us to negotiate social roles effectively and comfortably, and to take action to create a supportive network. This dimension of wellness fosters encouraging relationships with peers.

Intellectual wellness involves having an open mind when encountering new ideas and continuing to expand knowledge. It encourages active participation in academic and co-curricular activities.

Environmental wellness inspires us to live a lifestyle that is respectful of our surroundings and to take action to protect the Earth. Environmental wellbeing promotes interaction with nature and our own personal environment, including the school environment.

Spiritual wellness means living by a set of values that help us seek meaning and purpose – values such as truth, tolerance, compassion, and respect. Being spiritually well means knowing which resources to use to cope with issues that come up in everyday life.

Occupational wellness in a school environment encourages personal satisfaction and enrichment in our lives through active engagement in the school community.

Financial wellness involves the process of learning how to successfully manage financial expenses.

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IN THE OUTDOORS,

FRIENDSHIP, SKILLS, AND KNOWLEDGE

ERIN LABBÉ DIRECTOR, COMMUNICATIONS AND MARKETING There’s definitely more laughter; the evening campfires are filled with conversation, jokes, and a lot of general happiness,” says Mr. Norman Dods, Lower Division Coordinator, as he recalls his many years attending the Grade 8 trip to Strathcona Park Lodge Outdoor Education Centre on Vancouver Island.

“In the outdoor setting – and with the absence of phones, social media, and other stress-inducing stimuli – students really relax; they have fun, make friends, and challenge themselves. It’s good for their overall sense of wellness.

While Mr. Dods is quick to share the many positive effects that come from getting students outside into nature and having wilderness adventures, he also acknowledges the uneasiness that outdoor education trips – particularly the Grade 8 Strathcona trip at Southridge – can cause for some students.

“There’s often a fair bit of worry and nervousness around this trip – I get that. It can be challenging, and some of the activities push kids outside of their comfort zones, which can feel scary; but over the years I have come to see that the positive outcomes typically outweigh the initial apprehensions, especially once everyone sees how safe Strathcona really is.”

In fact, Strathcona’s risk management policies are clear on the fact that there is a low likelihood of any real injury occurring. According to them, most of the risk that participants experience are perceived risks, not real risks.

That is, the student perceives there to be real risk – and real consequences – but the experience is actually controlled by the instructor. For example, students on a high ropes course often perceive the activity to be risky because it takes 10

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place a few meters above the ground where a fall would normally be dangerous. The real risk of falling, however, is safeguarded by using safety ropes and trained instructors.

Activities are carefully designed and facilitated to pose appropriate challenges for participants, to further learning outcomes, develop character, and to contribute to feelings of accomplishment.

“In my many years of attending Strathcona, I have never felt that our students were in any danger or have been unsafe. If this ever changed, we simply wouldn’t return. The safety of our students is too important,” says Mr. Dods. “I like to remind the kids (and their parents) that just because something feels uncomfortable, doesn’t mean it’s unsafe.”

Outdoor Education is an important part of a Southridge student’s experience, one that introduces another arena in which they learn about the privilege and responsibility they have, to influence their community and the world.

It’s also another expression of Southridge’s unique mix of lighthearted spirit and serious purpose.

Beginning in Junior School, Grade 4 and Grade 5 students visit camp Elphinstone where many have their first experiences with outdoor education. In Grade 6, students visit Camp Qwanoes and participate in their Adventure Program, and in Grade 7, students head to Camp Summit in Squamish to participate in their outdoor camp.

Upon entering the Senior School, Grade 8 and 9 students head out for five days to Strathcona Park, where they are immersed in the outdoors. Various outdoor trips are offered at Strathcona depending upon interest and ability, including hiking, canoeing, and ocean and river kayaking.

While the outdoor education program starts early at Southridge, and nearly all students have participated in the trips since Grade 4, the Grade 8 trip to Strathcona seems to elicit a different level of angst for many students and their parents.

“For some reason, Grade 8 seems to be the hard year. By Grade 9, they’ve sort of been there done that, and it’s less of a worry,” says Mr. Dods. “I think a lot of the nerves come from stories they’ve heard about some of the challenges they will be presented with at Strathcona. There is no cell service there, so phones are not allowed. That’s a harsh reality for many students – it’s even hard for parents, who are accustomed to being able to communicate with their children constantly. But without cell phones, the students truly have richer experiences; they connect with nature, they challenge themselves, and they develop positive relationships and deeper friendships, which is really the point. It’s good for kids at this stage of life to connect with each other, make friends, and build trust among their peer groups. The Grade 8 Strathcona trip really bonds the students, and we see those bonds continue to shape more constructive behaviours in school once the students have returned.”

Outdoor learning has substantial benefits for students of all ages. Outdoor environments provide opportunities for hands-on learning and experiences that they may not have in other areas of their lives. Rather than seeing the world through screens and digital images, they get the chance to see, touch, smell, and feel nature. Outdoor education experiences (like Strathcona) push students outside their comfort zones, presenting them with situations that expand their thinking, enhance their perspective, build confidence, autonomy, and resilience.

“Probably the hardest and most uncomfortable part of the Grade 8 Strathcona trip is the overnight excursion,” says Mr. Dods. “Everyone sleeps outside under tarps, and the weather is very unpredictable. There have been years where it has rained hard. And frankly, even without any inclement weather, it’s not a comfortable sleep. But, that’s ok. Life isn’t always comfortable – that’s an important message that our students learn through these types of experiences.”

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Strathcona isn’t intended to be a restful vacation – it’s an educational and experiential trip,” says Mr. Brad Smith, Senior School Principal. “When students and parents shift their mindsets to embrace the idea that the goal here is to challenge perspectives, to give students opportunities for adventures and experiences that they’ve never had before, to help them build friendships and confidence and a greater appreciation for the outdoors, they do have a much more positive experience.”

Research shows that outdoor education helps students develop a sense of self, build resilience and self-reliance, while also helping them learn to live and cooperate with others. In addition, connecting with nature can help improve psychological well-being, which is an increasingly important consideration. In fact, a growing body of evidence shows that outdoor activity not only improves mood and enhances well-being, but also relieves stress, promotes psychological, physical and spiritual heath, and stimulates overall happiness and feelings of connectedness to others, and to the world.

Southridge Alumna, Thalia Otamendi, class of 2007, looks back on her trips to Strathcona with fondness, even though they came with some challenges and discomfort.

Avery Laird, Class of 2015 acknowledges that the trips to Strathcona at Southridge are as good for building relationships with the outdoors as they are for enhancing feelings of overall wellness. “I'm grateful that Southridge provided a unique opportunity for outdoor experiences.

Strathcona strengthened my connection to the outdoors and sparked a continued interest in physical activity.

Wilderness experiences offer much more than physical exercise, and profoundly improve our well-being.”

“I loved Strathcona! Spending half of my childhood in Mexico City made me appreciate the access we have to the outdoors in Canada, and that feeling grew even more with my trips to Strathcona. That's not to say that I didn't have some challenging moments – like sleeping in a wet sleeping bag or having to start a fire without matches or a lighter to cook dinner! But some of my favourite high school memories are from those trips. It was a great opportunity to bond with friends, and to learn useful skills and knowledge that I still use today. I'm fairly certain that Strathcona is what inspired an annual kayaking trip that some friends and I went on during and after university.”

Alexandra Pintea, class of 2006 shares similar feelings.

“In Grade 9, I participated in the five-day sea kayaking trip at Strathcona and absolutely loved it! The opportunity to explore nature with a group to keep me safe, take care of food, and map out the route was truly a gift. Strathcona sparked my love for the outdoors, which I still have today.

The laminated map I kept from this trip still brings back many fond memories.”

Beyond building connections to the wilderness, an enhanced appreciation for nature, and more deeply embedded friendships, outdoor education provides significant mental health and wellness benefits that can resonate with students for years.

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While there are many students who simply will not be convinced of the benefits of Strathcona – particularly the Grade 8 trip – until they’ve had the chance to experience it personally, Mr. Dods hopes that everyone will remain openminded, despite the stories they may have heard about rain, physical challenges, or food at Strathcona (which he notes is very healthy, locally-grown, and not full of refined sugar… another hard thing for kids to give up for five days).

“The opportunity to experience something bigger than yourself through interacting with nature; to strengthen friendships, and connect with your teachers; to challenge yourself, overcome fears, or try something new; to laugh, joke around, and let go of some of the worries that get into your head at school or home, it’s all there at Strathcona. For some students, it can truly be a transformative experience.”

MAY I, YOU, WE be well in .

bo�� �n� s�iri� feel safe,co�nec�e�, and cared for.

be filled with .

loving-kin�nes�

The words of this metta are displayed on the screen at the front of the Junior School Great Hall, and Mrs. de Hoog leads the children in saying one or up to all three versions of the metta aloud (focusing on I, you, or we).

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�i�ing �o�ing kin�nes�

IN OUR JUNIOR SCHOOL

PARVEEN LOODU SPECIALIST, COMMUNICATIONS AND MARKETING

Everyone sit up with your spine nice and straight, legs crossed or feet flat on the floor, and either close your eyes or look down. Relax your whole body. Bring your awareness inward and get ready to take three deep breaths. Everyone take one deep breath in…and out… and another breath in…and out…and one more deep breath in…and out.

This is how our Junior School Principal, Mrs. Tanya de Hoog starts every weekly assembly. It’s an effective way to calm 320 students first thing in the morning, and have them focus on the “Three Be’s of Assemblies: Be Calm, Be Respectful, and Be Engaged.”

Taking centering deep breaths is an impactful way to bring one’s attention to being present in the moment. While engaged in this practice, it is common for the mind to often run off to other thoughts or worries, but people, including our Junior School students, who practice mindful breathing slowly learn to just focus on their breathing.

“Encouraging and practicing mindfulness with our students is an important skill that we hope they will practice throughout their lives. The breath is like a magic super power.

It has the capacity to calm us, focus us, and unite us,” says Mrs. de Hoog.

In addition to starting each assembly with mindful breathing, Mrs. de Hoog also closes each assembly with a lovingkindness metta that she started during the last school year. The metta is a method of developing compassion and empathy for yourself and for others.

The words of this metta are displayed on the screen in front, and Mrs. de Hoog leads the children in saying one or up to all three versions of the metta aloud (focusing on I, you, or we).

“At first, it was an exercise that I was trying out as a monthly talk, but I quickly noticed that it created a wonderful sense of unity. I also received great feedback from the children, faculty, and parents that it created a lovely feeling and shared important messages that everyone can relate to,” says Mrs. de Hoog.

While it may sound simple enough, concentrating on deep breathing to feel calm and focused, and reciting lovingkindness words proves to offer both physical and mental health benefits that can improve the quality of life for children and adults alike. “Imagine the impact it might have if everyone around the world took some time each day to do some mindful breathing and embrace a loving-kindness metta?

It doesn’t sound like much, but I am confident that it would make a difference like it does in our wonderful community!”

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PICTURE

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Picture perfect face, plucked and primped till it's raw As her mother’s long finger grazed her jaw She stared at herself with a curious look For she was as pretty as a princess from a children’s book Her hands traveled to her lips, newly pink and plump Looking almost sweeter than a sugar lump Her skin was as smooth as freshly spun silk Fair and shiny, like a bowl of cool milk Her lashes fluttered like an elegant bird in flight Wispy and long, the combination a sight But her eyes, they were the thing that would make you pause Because they seemed to be every color that there ever was This girl in the mirror, she couldn’t recognize Perhaps that was why she felt like no more than a prize Her mother gazed at her, with a disheartened sigh Because the princess wasn’t enough in her cruel eyes

- �o�a� �s��afi, G�a�e 7 16

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����ines�

No matter how many times I had tried, I was played by the game that was less than it claimed, My one and only joy was the tears that I cried, Hope crashed and burned and went up in flames.

My heart and my head and my soul were all hurting, Yet what lay in store for the fools who pretend?

Enjoyment belongs to who are deserving, But all that you need is to love and depend.

When you feel that your life is all coming undone, Just think of your future, the paths not yet taken, Dances not danced and songs each unsung, Go on forth, begin to awaken.

When the stars in the sky are the guards of our dreams, Leading our journey before it’s too late, Smile and laugh, don’t run a machine, Because happiness is the key to our fate.

-Sophie Choong, Grade 7 Southridge 2019

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����o��ing

MENTAL HEALTH AND WELLNESS AT SOUTHRIDGE

PARVEEN LOODU SPECIALIST, COMMUNICATIONS AND MARKETING Mental health and wellness is top of mind these days - and for good reason. Mental illness indirectly affects all Canadians at some time through a family member, friend, colleague, or directly.

According to the Canadian Mental Health Association based on a 2013 study, in any given year, 1 in 5 people in Canada will personally experience a mental health problem or illness. Mental illness affects people of all ages, education, income levels, and cultures.

Unfortunately, almost half of those who feel they have suffered from depression or anxiety have never gone to see a doctor about this problem. Stigma or discrimination attached to mental illnesses presents a serious barrier, not only to diagnosis and treatment but also to acceptance in the community. And this is despite the fact that many mental illnesses can be treated effectively upon consultation with medical professionals.

HOW DOES MENTAL ILLNESS IMPACT YOUTH?

PEOPLE

Suicide is among the leading causes of death in 15-24 year old Canadians, second only to accidents; 4,000 people die prematurely each year by suicide.

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The total number of 12-19 year olds in Canada at risk for developing depression is a staggering 3.2 million.

Once depression is recognized, help can make a difference for 80% of people who are affected, allowing them to get back to their regular activities.

HIGHEST

Surpassed only by injuries, mental disorders in youth are ranked as the second highest hospital care expenditure in Canada.

1 in 100

In Canada, only 1 out of 5 children who need mental health services receives them.

MILLION

3.2

CHILDREN

2nd 80

4,000 1out of 5

* Stats from Canadian Mental Health Association

PEOPLE

Schizophrenia is youth’s greatest disabler as it strikes most often in the 16 to 30 year age group, affecting an estimated one person in 100.

Today, approximately 5% of male youth and 12% of female youth, age 12 to 19, have experienced a major depressive episode.

Recognizing the importance of mental health and wellness is an important first step in ensuring people have the tools and knowledge needed when and if mental problems or illnesses occur. Southridge is committed to developing students with strong minds and good hearts so both our Junior and Senior Schools have various resources and initiatives devoted to supporting and promoting mental health and wellness.

While mental illness is less common in children, there has been a spike in anxiety and stress related issues. And knowing that many of these issues are becoming more prevalent the older kids get, our Junior School has incorporated Second Step. Second Step is a program rooted in social-emotional learning (SEL) that helps foster a supportive, successful learning environment uniquely equipped to encourage children to thrive.

Second Step’s holistic approach helps create a more empathetic community by providing education professionals, families, and the larger community with tools to enable them to take an active role in the social-emotional growth and safety of our students. It provides a sense of safety and respect grounded in the social-emotional health and wellbeing of the entire school community.

Junior School students participate in Second Step program activities once per cycle (so about once every six days). The K-4 program is more structured, and it is used as a starting point to teach general concepts such as skills for learning, problem solving steps, empathy, how to calm down, and fair ways to play.

As students enter the Middle Years Program (MYP), areas of concentration for social emotional learning include mindset and goals; values and friendships; thoughts, emotions, and decisions; and serious peer conflict. The Junior School Counsellors, Graeme Swan and Wendy Turriff, lead and tailor the MYP curriculum so it addresses identified issues whether it be from teachers or faculty, parents, or the students themselves.

These days, students can be dealing with a variety of issues that lead to anxiety or stress. For example, family issues such as the loss of a loved one or a change in family structure; or social relationship challenges such as peer conflicts or feelings of loneliness or isolation; or performance stress brought on by overscheduling and perceived perfectionist pressures.

The Second Step program teaches the language and provides techniques for students to identify appropriate responses. It also sets the stage for students to be able to self-identify as needing emotional support.

“A big challenge for students today is the busyness they feel from being overscheduled,” says Counsellor Swan. “It is common for families today to be so busy and disconnected due to a false understanding of success and perfectionism. Our kids don’t need to be signed up for so many extracurricular activities after a full day of school, and they certainly shouldn’t think they have to be the very best at everything they do. It’s difficult to extract the joy of the activity if there’s an unattainable perception of needing to be the best, which undoubtedly causes stress, anxiety, and an unhealthy competitive nature in some children,” continues Counsellor Swan.

3rd

HIGHEST

Mental illness is increasingly threatening the lives of our children; with Canada’s youth suicide rate the third highest in the industrialized world.

It is estimated that 10-20% of Canadian youth are affected by a mental illness or disorder – the single most disabling group of disorders worldwide.

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The counsellors offer individual and group (peer/family) counselling services and use a variety of therapies including play and art therapy. Play is an expressive therapy that allows the children a natural way to express themselves without necessarily having to use language (e.g. with puppets, dolls, cars, playdough, sand tray). Play therapy is an effective way to observe children process issues and allows counsellors to be alongside students as they express themselves – this therapy enhances conversation, especially with younger children.

Art therapy provides students an opportunity to express themselves through their art. Through the creation of drawings or pictures, some students can better tell their stories and express themselves or share challenges they are feeling. The Junior School also has an artist trading card club, where once a week at lunchtime, students can listen to music, and create art cards to express themselves in the counsellors’ office.

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“As we can all recognize, times have certainly changed. I think society has become more and more disconnected from each other, ironically enough due to technology, the internet, and gaming,” says Counsellor Turriff. “Kids don’t often go outside to play with each other anymore in an unstructured setting – many are losing the ability to make those face-to-face connections and interactions that are so important to learn at a young age…and this carries on into adolescence due to social media. They really need to learn how to enjoy free time (away from tech/devices), build interpersonal relationships, and understand that it’s okay to be bored or have nothing to do.”

Our Senior School also offers full-time counselling services (one-on-one or group), which students can use voluntarily or can be referred to by a teacher, advisor, or parent. Much like the Junior School, the counsellors are available to help students work through any stress or anxiety due to family or friendship challenges, depression, self image issues, or conflicts with teachers or peers.

It is not uncommon to find students taking advantage of counselling services’ calming space at lunchtime while they take a ‘therapeutic break’ to colour or create art in a quieter space or play with the sand tray which provides a relaxing positive sensory experience. During Leadership Experience Week, counselling services also coordinates mindful activities for students such as yoga, self defense classes, or art therapy.

The Senior School also has a few clubs which promote mental health and wellness. About five years ago, the Senior School introduced a Mental Health and Wellness Club with the purposes of: 1) generating awareness; 2) providing people with strategies to deal with stress or anxiety; and 3) reminding us about the importance of looking after our mental health.

Over the years, the club has spearheaded various initiatives like bringing in guest speakers, offering fun reminders (i.e. free hot chocolate/lemonade with inspirational quotes written on each cup), and leading art projects like the smile campaign (i.e. writing on a piece of paper something that makes you smile).

The Senior School’s Sexual Orientation and Gender Identity (SOGI) Club also meets monthly and provides a place for students and faculty to connect. This year, SOGI worked with the support of our counsellors and the faculty and staff to ensure that all our students feel safe, accepted, respected, and welcomed regardless of their sexual orientation, gender identity, race, religion, or background.

Together, they developed official signage that recognizes and reminds everyone that both the Junior and Senior Schools are ‘safe spaces’ that are caring and inclusive for all. The goal of this initiative was to make a visible statement about the fact that our community recognizes the importance of creating an environment that is safe and free of discrimination, with the hope that students who may have felt isolated in the past will feel accepted, safe, and respected.

Mental health and wellness are essential components to living a full life. As a school whose mission is ultimately to support students to reach their full potential, it is our goal to provide students with the tools and knowledge they need to support their mental health and wellness, so that they can go out into the world and make a difference in their families, workplaces, communities, and on the world stage.

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�AKE UP CALL

ERIN LABBÉ DIRECTOR, COMMUNICATIONS AND MARKETING

LACK OF SLEEP

IS AN 'EPIDEMIC' AMONG CANADIAN TEENS. HERE'S WHY IT HAS DOCTORS WORRIED: This was the headline of a CBC news story by Duncan McCue, posted January 19, 2019. The story went on to state, that “in 20 years a whole generation of adults will be “functioning sub-optimally”. Around that same time, Southridge received its most recent results from the 2018 Student Survey, which among many other things, asked students to reveal how many hours of sleep they get, on average, every night. In the analysis of the survey results, cross-references were also made between the data on sleep habits, and students’ overall satisfaction and happiness at school.

The results? Well, let’s just say they got our attention.

The survey, conducted by Lookout Management Inc. (LMI) who specialize in constituent surveys for independent schools across North America, asked more than 400 Southridge students in Grades 5-12 to select whether they get less than six hours of sleep per night, between 6-8 hours, or more than eight hours. The results showed that 290 students are sleeping eight hours or less, on average, on school nights, with only 115 reporting they get more than eight hours of sleep nightly. Not surprisingly, the survey also showed that the older the student, the less sleep they get – hence, our Senior School students are most likely to be sleeping less than eight hours each night, and in some cases, less than six hours.

The recommended amount of sleep for 13 to 18-year-olds is eight to 10 hours per night, according to the Canadian Paediatric Society, who also state that a good night's sleep is as important as what you eat and whether you exercise, with benefits that include improved attention, behavior, memory, and overall mental and physical health. However, as reported by the CBC, studies suggest that more than half of Canadian teens get much less, about 6.5 to 7.5 hours per night, which can lead to significant negative outcomes including obesity, diabetes, depression, and substance abuse.

“I’m troubled that our survey results show that so many of our students are getting less than the recommended amount of sleep every night,” said Mr. Drew Stephens, Head of School. “I worry about the health and well-being of our kids.

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Sleep is an important component of wellness, and the fact that many of our students are not getting enough of it does concern me.”

Also troubling was the clear correlation between student overall satisfaction and hours of sleep, as well as the connection between poor sleep and the consumption of digital media.

“Lesser satisfied students are more likely to regularly watch TV or monitor social media while doing homework. They are also more likely to indicate that they sleep less than six hours on school nights,” stated Kevin Graham, President of LMI, in the survey findings.

In fact, in virtually every category of crosstabs (71 of them), students who reported sleeping less than eight hours on school nights – and particularly those getting fewer than six hours – feel less prepared to manage other areas of their lives. The survey showed that students sleeping fewer than eight hours each night report feeling less capable of dealing with stress, less prepared to have quality and meaningful conversations with teachers and parents, less connected to their teachers and peers, less capable of handling the dayto-day academic workload, and less likely to look forward to coming to school each day. Further, they are less likely to feel they belong at Southridge, less likely to feel valued as a member of our school community, less likely to feel they leave something positive behind every day, less likely to participate in co-curriculars, and they tend to feel less safe emotionally at school.

“I was a bit shocked at how obvious the survey results were,” said Mr. Brad Smith, Senior School Principal. “We have this group of students who are over-using (or mis-using) digital media, which then affects their sleep habits. This in turn affects their ability to cope every day, enjoy school, and manage expectations, which then creates stress and anxiety and affects their friendships, connections to teachers, and their overall engagement in the school community.”

“The results of the survey were crystal clear,” said Mrs. Tanya de Hoog, Junior School Principal. “Our kids need more sleep, and less screen time. Establishing clear boundaries and routines around sleep and screen time is very important to begin at a young age. That said, as a mom of teenagers myself, I’m aware that this is easier said than done.”

THE BIOLOGY

OF ADOLESCENT SLEEP When teens reach puberty, the timing of their biological clocks begin a shift toward a preference for evenings. This shift lasts throughout adolescence, as teen bodies start producing the sleep hormone melatonin later in the evenings—usually around 11pm – and these melatonin levels stay elevated later in the mornings, which is why they can be difficult to wake up. So, biologically, teens are programmed to be alert later at night and less awake in the morning. Add to this, the reams of research showing the connection between poor sleep and the use of screens at night, and you could find yourself with one very sleepdeprived child.

SO, WHAT CAN BE DONE?

IDEAS FOR PROMOTING BETTER SLEEP HABITS: • Prioritize sleep over late-night studying. Parents and students may think it’s worth sacrificing a bit of sleep for the sake of homework or studying. Southridge teachers and administrators think otherwise! Homework should be done at least an hour before bed. If you or your child feel they are spending too many late nights on school work, speak with an Advisor or Homeroom teacher.

The school is here to help.

• Talk about the importance of sleep. Southridge students are keen to learn new things and interested in how things work. Talk about how prolonged periods of insufficient sleep can affect mental and physical health.

• Make bedrooms tech free or try and limit screen time before bed. You’ve likely heard this one before and admittedly, it’s a challenge to implement. But, it is the easiest and most effective way to improve sleep – for kids and adults.

ULTIMATELY, WE ALL WANT OUR

STUDENTS TO BE HEALTHY – IN BODY AND IN MIND As the Head of School – and as a parent of a Grade 12 student myself – I certainly appreciate the challenge this issue poses. It's complex, and there is no simple solution," says Mr. Stephens. "I hope that in sharing this information, by bringing it to our collective awareness, we will be able to work together towards solutions to support the needs of our students so that they can thrive and be well."

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�e�eb�a�ing

25 YEARS OF SOUTHRIDGE

NEXT YEAR, OUR COMMUNITY WILL CELEBRATE THE 25TH ANNIVERSARY OF SOUTHRIDGE, MARKING A 25-YEAR-LONG TRADITION OF DEVELOPING STUDENTS WITH STRONG MINDS AND GOOD HEARTS WHO MAKE A DIFFERENCE IN THE WORLD. Since we first opened our doors in 1995, Southridge has stayed true to the original goal of our founders: to create a school community that would develop people who would help to make the world a better place.

It was a simple idea, rooted in strong values and vision – but bringing it to life would require more determination, perseverance, and work than any of the founders could have initially envisioned. Without their commitment, and the ongoing dedication of our entire community to keep that original vision alive, Southridge (as we know it) would not exist today.

Just as we did in 1995, we’re still charting a course in education that no other school has ever drawn. From the original group of 181 students, we now have more than 1,000 alumni: compassionate leaders, dedicated volunteers, and caring individuals who make a difference in their families, workplaces, communities, and on the world stage.

From the original group of committed parents, we now have a legacy of strong community support, as Southridge families continue to come together to forge friendships, support the school, and accomplish great things as a community.

From the original dream of Alan Brown and the founding families – which had no buildings, no teachers, no students or staff – we now have 17 acres of land, thriving Junior and Senior Schools, 684 students, 120 faculty and staff, and a school with a solid foundation of academic excellence, fiscal stability, strong governance, and a committed community.

As Alan Brown said upon his retirement in 1999, “May Southridge continue to prosper. Of course it will.”

Please stay tuned for announcements about special events, 25 Years of Southridge merchandise, and opportunities to join our school community during the 2019-2020 school year to celebrate this special time in our school’s history.

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NOMINATE

NAME NAME, TITLE TITLE TITLE

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In celebration of our 25th anniversary, we are recognizing the remarkable achievements of our alumni. From their contributions as volunteers and community leaders, to their academic and professional successes, we are so proud that our graduates are out there finding their joy and making a difference in the world!

We are calling for nominations, of which 25 alumni will be selected and recognized at a special anniversary event during the 20192020 school year. We are looking for any and all nominations that illustrate leadership, creativity, distinction, or achievement in the arts, athletics, academics, business, teaching, research, or basically any other field or discipline.

�ou�h�i�ge �ission:

to develop well-rounded students with the love of learning, character, and confidence to realize their full potential and make a difference in the world.

We recognize that many of our graduates can be humble and not even recognize that they are making a difference, so we hope that employers, parents, staff, faculty, and fellow alumni consider submitting nominations.

We are looking so forward to connecting with our alumni and sharing their great stories with our community as we celebrate 25 years.

More information is available at www.southridge.bc.ca/alumni/25 and the deadline to submit nominations is May 31, 2019.

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� e � e � o � ��ung

Mrs. Raber during the Southridge Great Trek in October 1995, marching with 181 students to the opening of our new school at our current location.

Working at Southridge has truly been a lighthearted place with serious purpose says Mrs. Rowena Raber, as she looks ahead to retirement from Southridge in June 2019. “I feel so fortunate to have had the opportunity to work with students and parents who are committed to learning. It makes teaching very rewarding. I also appreciate working with colleagues who are collaborative and who care for each other, and all members of the community."

ERIN LABBÉ DIRECTOR, COMMUNICATIONS AND MARKETING

Mrs. Raber began her career at Southridge in September 1995, making her a Southridge lifer. She is, in fact, the first lifer to retire from Southridge! She began her career as Director of the Primary Division, combined with the duties of teaching a Grade 2 classroom. Over the years, Mrs. Raber taught a variety of primary grades, most recently Grade 1.

In 2011, she took on the role of PYP Division Leader, in addition to her classroom teaching responsibilities, and was responsible for providing support to the Junior School Principal, faculty, and students in certain academic and student-life aspects of the PYP Division. She played an instrumental role in establishing a solid foundation for the Junior School by developing and designing the Primary Division’s initial programs and traditions, including supporting 30

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the implementation of the IB Primary Years Program, the PYP Feast, PYP Speech Day, and PYP Beach Day. “Rowena really was the 'super glue' that held the primary team together in those early years when we were a small team,” recalls Mrs. Samara Ridley-Thomas, Kindergarten Teacher, who has taught alongside Mrs. Raber since 1995.

“She was instrumental in emphasizing and co-ordinating activities that involved all of the primary students, and always valued the importance of teamwork.”

“I think Rowena was the most 'experienced' of the teachers who started at Southridge that first year, definitely more than me and others, in our first year of teaching!” says Mr. Steve Burrage, Curriculum Leader for Senior School Music and a founding teacher at Southridge. “Her experience,

combined with her 'never afraid to speak her mind attitude', meant that she sometimes even stood up to the intimidating Alan Brown, something that most of the rest of us dared not do! However, she always had the students' or teachers' interests at heart. As hard working and intelligent (or brilliant) as Alan was, he was not very experienced with primary children. Well, Rowena always enlightened him, again for the sake of the kids, of course! In fact, I think that every decision she ever made at Southridge was made with in the best interest of the students under her care.”

“The best way to describe Rowena is dedicated, hardworking, and loyal,” says Mr. Steve Anderson, Junior School VicePrincipal of Student Life. “She has the ability to challenge you to push your teaching to the next level. She is one of the most passionate teachers I have ever worked with and to be honest, I can't believe she is retiring.”

Having spent nearly 25 years at Southridge, it’s easy to imagine the incredible changes Mrs. Raber has experienced over the years. From our tiny farmhouse school and the Great Trek in 1995, to the growth from single to double grade classes, to the transformation of learning with inquiry and technology, to the expansion of our buildings and grounds, Mrs. Raber has participated as a passionate and contributing member of our community through it all.

“She is a model for a true life-long learner," says Mrs. RidleyThomas. “Most recently, she has inspired us to pursue things like design thinking and the concept of documentation to further enhance the learning for our students.”

“Rowena is passionate, energetic and strong,” says Mrs. Cindy Khangura, Grade 3 Teacher. “She willingly takes risks and tries new things, is always learning, and happy to teach others.

She never tires out, and easily keeps up with the kids. She challenges ideas, shares opinions, and is eager for change.”

“She has more energy than teachers half her age!” says Mr. Anderson. “She loves teaching and loves seeing students grow, develop and learn. That is truly what makes her special.”

Indeed, in her years at Southridge, Mrs. Raber has demonstrated time and time again that she is a passionate educator and life-long learner, who dedicated her life’s work to being a champion for her students. She has been a coach and mentor to many, and to say that she will be deeply missed by her colleagues, students, and families is an understatement.

“I encourage everyone to continue to embrace change, as it is change that keeps things exciting," says Mrs. Raber.

“More importantly, keep taking risks; be willing to fail and remember to play! It keeps us young and ensures that life is an adventure.”

On behalf of the entire Southridge community, whose

lives and minds have been inspired and changed by your contributions, thank you Mrs. Raber! Thank you for your dedication, your passion, your energetic spirit, and the legacies you are leaving in our community. We wish you wonderment, excitement, happiness and lots of playtime as you embark on your next big adventure!

�ue McNei�,

Gr. 7 Teacher, 5-7 Division Leader I have had the opportunity to see many sides of Rowena: she was my child’s teacher for two years, I worked with her as a colleague, and I also got to work even more closely with her in our roles as division leaders. I think the qualities that have most impressed me with Rowena are her unfailing enthusiasm, her desire to continue learning, and her ‘think outside the box’ approach. In fact, it is the latter quality that I most admire. I have frequently said to Rowena that if the world ends as we know it, I want her on my survival team because I know she will figure out creative ways to get civilization up and running again!

Ke�in Bes���ug,

T�i�h� ��ay,

Thank you, Rowena, for your amazing energy and passion for learning! I have enjoyed our conversations immensely, and I have appreciated the way that you have challenged me to see things from new perspectives. I have learned so much from you, as have so many!

Rowena has always been available to listen and share. She is supportive and a sounding board. I will always remember her advice reminding me to have a voice and ask questions!

Music and English Teacher

Grade 2 Teacher

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2017 2018

ANNUAL REPORT SUMMARY

HE FOLLOWING IS A SUMMARY OF OUR FULL T ANNUAL REPORT FOR THE 2017-2018 SCHOOL YEAR (published November 2018)

CHRISTIANE HODSON, DIRECTOR OF ADVANCEMENT The 2017/2018 school year – our 23rd – showcased yet again the amazing support of our remarkable community.

Through the generosity of our donors and with the support of hundreds of volunteers, our three major events and two fundraising campaigns were all great successes, raising more than $1.15 million for the school.

�hank �ou a�!

As we prepare to celebrate 25 years of Southridge, and reflect on our schools’ past, present, and future, there’s one thing about our community that will never change:

Our unique culture of philanthropy and volunteerism, which has helped us accomplish so much in 25 short years. One can only imagine where it will take us in the next 25.

Indeed, thtoecboemste! is yet

SOUTHRIDGE

2017

THE POWER OF COMMUNITY

Our “Power of Community Gala," which was organized by an amazing committee of parent volunteers, raised $280,000 for a number of projects around the school, including new carpeting in the Senior School, additional robots for Grade 9, and new classroom furniture for Grades 5 and 6.

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Our 23rd Annual Country Fair was a great success, raising nearly $60,000, which allowed us to replace our projector and screen in the Junior School Great Hall, as well as purchase new furniture for the Junior School Design Lab. As always, friends, neighbours, and guests were greeted by our warm and welcoming parent and student volunteers.

The Golf Tournament raised $65,000 – making it one of our most successful tournaments in the history of the school. This is an amazing achievement by our golf committee and is due to their hard work and commitment. Funds raised allowed us to purchase all new furniture for our Junior School library and athletics uniforms.

Funds Raised Through Legacy and Annual Giving Program $743,244

Endowment Fund Growth The Alan Brown Memorial Endowment Fund is now over $1,300,000 and generates enough interest revenue to fund a partial bursary for a Senior School student. Our General Endowment Fund currently sits at $567,000. The Carol E. Levy Memorial Bursary Endowment Fund is invested with the Vancouver Foundation and supports a full bursary for a new Grade 10 student each year. The Gibson Family Memorial Scholarship Fund and the Matthew Elder Memorial Scholarship Fund are endowed and are also invested with the Vancouver Foundation. Each support a graduating student with a $1,000 scholarship each year. *market value as of June 30, 2018

Fiscal Year 2017 - 2018 Where the money went from Donation Programs 2017-2018 Individual donors designated more than $100,000 to our Greatest Need Fund this year. This fund is used for extraordinary capital purchases and facilities upgrades. This year, the Greatest Need Fund allowed us to replace carpeting in the Senior School, purchase AV items for the Junior and Senior tech teams, upgrade our IT data centre, and install a new Junior School Digital PA system.

Legacy Giving Campaign donations are allocated towards debt repayment.

From a peak of $18 million, our debt was down to $1 million in 2018 (and officially paid off in early 2019) thanks to the generosity of our new families. $600,000 was raised from our Legacy Campaign supporters this year.

Our arts fund received enough support from Annual Campaign donors to purchase a new piano for the Junior School and a French horn for the Senior School.

Annual donors also supported our athletics fund, allowing us to purchase new branded wall pads for the Senior School gym.

$1,205,153

$1,587,691

2013*

2014*

$1,909,078

$2,109,743

2015*

2016*

$2,320,545

$2,511,080

2017*

2018* Southridge 2019

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MISSION Southridge develops well-rounded students with a deep sense of personal integrity who have the moral character, love of learning and self-confidence to realize their full potential.

Each student is encouraged and challenged to be someone who: Is a life-long learner Has study, critical thinking and communication skills Is a creative and independent thinker Has a positive attitude Seeks their passion Believes in the values of truth, tolerance, compassion and respect Understands the sacrifice and rewards of community service Has an appreciation of, and a desire for, life-long physical activity and fitness Commits to personal wellness Appreciates the arts and their contribution to a richer life Can work effectively as part of a team

IN SUMMARY

Someone who

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m�ke� a ����e�ence in the world.