YHS Woven 2025

Woven

STORIES TO ELEVATE THE MIND:

Forget Straight A’s–We’re Teaching Girls to Change the World

Sharing Differences in Dialogue: On a Path to a Pluralist School How Girls Learn

Potential knows no

Every student with the drive to lead and learn deserves a chance to be a Yorkie. Our Financial Aid Program opens doors for bright minds and bold dreamers. It's not just about providing access—it's about enriching our entire community with diverse perspectives and unique talents that make York House extraordinary. Visit yorkhouse.ca/ nancialaid to learn more

YHS CONTRIBUTORS

Kelly Walker Schobel

Director of Communications & Marketing

Karm Khunguray

Communications & Marketing Manager

Monica Cheng

Brand & Communications Manager

Thy Vu

Communications & Marketing Intern

Nik Williams-Walshe

Executive Director of Advancement

Ita Kane-Wilson

Associate Director, Alum Relations

Jacquelyn Dittrich

Annual Giving & Donor Relations Manager

COMMUNITY

CONTRIBUTORS

Kate Chandler, Writer chandlercommunications.ca

Lori Chalk, Photographer

Shutter Science Studio

Mathias Fast , Photographer, mathiasfastphotography.com

Jennifer Foden, Writer jdfoden.com

Alana Paterson, Photographer alanapaterson.com

Rachel Pick, Photographer rachelpick.ca

Marisa Procopio, Writer mcproco.wordpress.com

Shutter Science Studio

SWCA, Publication Design and Production swca.ca

Lillien Waller, Writer lillienwaller.com

Putting Spark into Action

To quote the youthful voice of our students, “We understood the assignment.”

Just one year ago, we launched the Spark Plan—a bold vision that will take York House School into the future and redefine education to ready students for a changing world. Visit YHS today and you’ll hear our students, faculty, staff, parents, guardians, and alums quoting our vision, mission, values, and life skills while putting them into action.

We have a Spark implementation plan and we’re laser-focused on our singular objective of creating future-ready leaders. In both small and large ways, we are fulfilling the promises made. For example, we’re realigning our curriculum to achieve a more expansive vision of academics to include creativity, character development, and life skills. School schedules are being updated to make time for more community building and interdisciplinary collaboration. We’ve transformed our facilities to include a Junior School Innovation Lab and Atelier, a Senior School Multimedia Lab, and an Engineering and Robotics Lab. This summer we’re excited to complete phase two of our Junior School transformation project.

Check out spark.yorkhouse.ca/progress to see more of what we’ve accomplished together so far.

In November we revealed our refreshed brand: a new expression of the YHS story to help communicate the joy in learning we see here every day. We’re proud of this revitalized face for our school based on our distinct identities, stories, and of course, ‘spark’—woven together to make us who we are.

In honour of our refreshed brand, we have renamed this magazine Woven. Each section of the magazine mirrors our mission statement and our motto: Elevates the Mind, Celebrates Uniqueness, Inspires Creativity, Encourages Discourse, and Not for Ourselves Alone. In this edition, please enjoy feature articles on the

MISSION

To create an environment that elevates the mind, celebrates uniqueness, inspires creativity, and encourages discourse.

VISION

Seeing the world as it is, and imagining what it could be, York House School aspires to create a transformational experience for students who are empowered to reshape the future.

LIFE SKILLS

VALUES

Our values are the core foundation of our genuine relationships with students, parents, alums, and with each other. Together, we seek to provide a safe, inclusive, and healthy learning environment that prepares Yorkies to become bold and ethical citizens of the world.

Excellence

An outstanding academic program, highly skilled faculty and leadership, and an innovative learning environment empower a lifechanging experience for students.

Diversity

YHS honours the individuality and uniqueness of each student and all who participate in our community. Treating each other with dignity, fairness, and kindness, building a learning environment that reflects the world, and advancing our quest to further diversify our community, deeply enrich our academic program.

Adventure

The freedom to be creative, embrace new ideas, and hone critical thinking skills are the cornerstones

of innovation. We make space for students to explore their passions and approach problem-solving with imagination.

Impact

YHS students share a mindset that places the betterment of others, our communities, and our planet as a top priority. Recognizing our privilege, we embrace the responsibility to be leaders of change.

Community

YHS has built a strong community that is meaningfully connected to the world beyond. It is an environment that engenders kinship with one another creating lifelong relationships. We actively seek connections with the diverse community beyond our doorstep that strengthen learning, build character, and foster empathy.

Sustainability

YHS promotes sustainability and environmental stewardship. Students, faculty, staff, and our community honour the land and take action to protect our planet.

YHS values the development of everyday skills and character traits that contribute to success, wellness, and happiness.

Collaboration

Harnessing the power of differing viewpoints, personalities and strengths working together to achieve goals, makes learning stick and reflects life beyond school.

Resilience

We celebrate courage and risk-taking while providing support for students to healthfully rebound from setbacks.

Self-Awareness

Holding ourselves accountable to others while honouring our own needs.

Agency

The autonomy to speak up allows students to build confidence and control of their own destinies.

Curiosity

Question conventional wisdom, explore the unknown, and approach life with a hunger to always be learning.

Empathy

We identify with and understand one another’s perspective and feelings.

York House School was founded by seven fearless women who envisioned a better, bolder future for girls’ education. They broke boundaries and thought bigger so that every young woman could be empowered to shape the future they wanted to see. Nearly a century later, their story, spark, and spirit are embedded in our DNA. And now our sights are set on writing the next chapter.

At York House, life and learning unfold in full colour. In a world where students are compelled to conform, we’re showing every Yorkie that their unique spark is their strength. This is the place where change-makers and risk-takers can proudly take up space.

Students come here in search of academic achievement, but the lessons that stay with you for life don’t come from tests or textbooks. We open the door to self-discovery, inspiring you to step boldly into your passion and purpose. As your story takes shape, you’ll be supported by your fellow Yorkies— and all the powerful women who paved the way.

The future can feel uncertain, overwhelming, and complex, but hope lives here. We see the world as it is, and boldly reimagine what it could be. We’re showing each Yorkie that there’s beauty in imperfection. Joy in the struggle. And courage in changing your mind. The greatest gift we can give our students isn’t one clear-cut path to success—but the tools they’ll need to confidently embrace what’s next, with grace and grit.

THE YORK HOUSE STORY

Editor’s Note

A COMMUNITY OF VOICES

Welcome to Woven, a renewed approach to the York House School magazine. As you will surely see in these colourful pages, the fervour, boldness, and opinions of our seven founding women have not dampened in the last 93 years, living on through today’s Yorkies.

Our vision for Woven is that it reflects the voices of this dynamic, diverse, and special place, both past and present. Yet it also invites new voices outside our tight-knit community to broaden and challenge our perspectives, helping us become the pluralist school we strive to be. You will therefore see familiar faces herein as well as a team of writers from across the world speaking to experts in their fields of work and study.

In short, Woven is an expression of our school’s identity and aspiration. I hope you enjoy reading these pages as much as we did creating them.

Onward, Kelly Walker Schobel Director of Communications & Marketing

This is the place where change-makers and risk-takers can proudly take up space.

A WOVEN IDENTITY

A REFRESHED BRAND FOR YORK HOUSE SCHOOL

Our special spark as a school is an intangible thing every Yorkie knows well. And yet people drive past our campus every day and many don’t know anything about us. In January 2024 we set out to change that fact.

How YHS looks and sounds needs to match the real, on-theground experience you have as a parent or guardian, alum, student, staff or faculty member. When we reach out to people we think should come to YHS, we want everything they see to match what it is really like to be a Yorkie.

The refreshed brand launched in November was created in partnership with Monday Creative, a women-founded and owned agency in Vancouver. The brand is based on York House’s distinct identities, stories, and spark—woven together to make us who we are. It includes a vibrant colour palette with energetic patterns. The visual identity and logo act as a signature of Yorkie spirit and a stamp of quality. The York Rose logo provides a simple, more modern expression of the school. We removed the canoes from our crest logo to reflect the changes from the old house names. Green and gold remain our school colours and are supplemented by the four house colours as well as a few fun hues to communicate the joy of learning at YHS.

For those who are at YHS today and those who helped shape our story in the past through your time here, we hope this refreshed brand “feels like us.” We also hope that it will attract new and diverse students, faculty, and staff who share our values and vision.

Together, we are living and learning in full colour.

Previous page centre: Writers Lillien Waller, Jennifer Foden, Kate Chandler, and Marisa Procopio.

Forget Straight A’s–We’re Teaching Girls to Change the World

by Kate Chandler

If you went to school in the '80s or '90s, you probably think you know what academic excellence looks like—long hours, good grades, piles of homework, and a straight path to a top university.

But what if that version of success is no longer enough?

The world has transformed in the last few decades, and education hasn’t. NAHEED BARDAI, Principal at UWC Atlantic College, which has its roots in experiential education, believes we must challenge our assumptions about education: “If education has hardly changed in the last 25 years while the world around us has changed dramatically, how can we be so confident that the education we’re giving today will be worth anything to a young person in 2060?”

Climate change, artificial intelligence, geopolitical uncertainty, and rapid technological shifts have made a static education obsolete. Today, schools must ask themselves: are we preparing students for where the world is going or for where it is right now?

“The work of a school is determined by the needs of society,” said FRANCIS PARKER, considered a pioneer of the progressive school movement in the United States in the late nineteenth century. Although the quote is more than 100 years old, its relevance today is clear. Author, ed-activist, speaker, and strategist IAN SYMMONDS references it as he examines the role of education in modern society: “The best schools take measure of that society every five years, and they systematically try to recalibrate their educational environment to meet that future.”

Today’s top schools aren’t just preparing students to ace their exams, they are preparing them to be future-ready. To navigate a world in flux that offers a moving target rather than a static point of arrival.

THE KNOWLEDGE ECONOMY IS OVER

Once, knowledge was power. Today, knowledge is everywhere. The democratization of information means that memorizing facts or completing math problems is no longer a marker of intelligence. AI can synthesize and analyze information at speeds no human can match. The ability to recall data has been eclipsed by something far more valuable: the ability to question, connect, adapt, and create.

The work of a school is determined by the needs of society.

FRANCIS PARKER

For those of you who attended school 20, 30, or 40 years ago, you probably equate academic excellence with time on task, mastering content, and proving one’s ability to retain and regurgitate information. The modern world no longer rewards that skill set alone. Instead, students need to be equipped with creativity, critical thinking, emotional intelligence, and the ability to interact with others and the world around them to solve complex, interdisciplinary problems.

Head of School DERYN LAVELL sees this in action at York House every day, “Step into our Junior School Atelier or Innovation Lab, and you’ll see our young Yorkies working together utilizing design thinking and their innate curiosity to tackle complex environmental, social, or engineering issues all while looking at problems from several perspectives. Their theories, ideas, observations, and sheer joy in learning shine like bright sparks and remind me why we are on the right track with our Spark Plan.”

THE TOOLS, THE BRAINS, THE SPIRIT, THE GUTS

At York House School, this evolution is more than just a pedagogical shift; it is a commitment to the community. Through the Spark Plan, York House is redefining academic excellence by embedding intellectual curiosity, real-world problem-solving, and meaningful impact into the very fabric of student learning.

“This fostering of questions and developing theories about the world and wonderings about how the world works–that is at the core,” said RACHEL HUGHES, Principal of Junior School. “School tends to kill some of those things which we’re really trying to counter.”

Instead of treating learning as a race to the highest GPA, York House encourages students to question conventional wisdom, navigate ethical complexity, and develop the resilience to thrive in an unpredictable

The best schools take measure of that society every five years, and they systematically try to recalibrate their educational environment to meet that future.

IAN SYMMONDS

world. The school is designing learning experiences that emphasize agency—to advocate for oneself, to engage deeply with societal challenges, and to take action that means something.

GENNY LEE, Principal of Senior School, commented, “There’s one theme that unites our community together, which is a common belief that all the work, all the sweat, all the homework, all the hours of study, is really to cultivate people who will make a positive difference in the world—beyond our own personal success.”

Transformations are taking place at schools all around the world. At UWC Atlantic, the pilot Systems Transformation Pathway: Leadership for Just Futures program challenges students to think beyond traditional disciplines. Integrated within the IB Diploma Program, students take two courses to explore four major impact areas: food, biodiversity, energy, and migration. They learn how systems function, where they fail, and how to create change. And they don’t just study solutions—they implement them, including applying them to their home context.

“It’s like a mini Master’s Degree in Social Policy,” said Bardai. Added Symmonds, “It’s no longer about what students know or what tests they pass. It’s about what’s inside them, what’s in their toolbox, and how

For many parents, this shift is unsettling. You want to ensure your children have a secure path to success. But clinging to outdated notions of academic excellence risks leaving students ill-equipped for the challenges of tomorrow.

they can deploy those tools in an unpredictable world.”

One student from Nepal discovered that rural hospitals had solar panels, but no one knew how to repair them, so she developed an accessible training manual, now used in 60 hospitals. Another student in Cardiff wondered why electrical vehicle uptake was slower there than in other parts of the country and found that because many houses don’t have driveways, there aren’t places to charge the cars. They lobbied the city to install EV charging points on street lamp posts, solving a real-world barrier to electric vehicle adoption.

This is the future of education. Schools like York House and UWC Atlantic aren’t just preparing students to succeed within existing systems; they are preparing them to build something better.

WANT YOUR CHILD TO BE FUTURE-READY? GET COMFORTABLE WITH UNCERTAINTY

For many parents, this shift is unsettling. You want to ensure your children have a secure path to success. But clinging to outdated notions of academic excellence risks leaving students ill-equipped for the challenges of tomorrow. The best schools know growth happens in discomfort. That’s where students discover resilience, problem-solving, and courage.

“The best schools are doing something that is not generationally very fun for parents,” education-futurist Symmonds observes. “They place students in environments where they are uncomfortable because it is in those spaces that we learn the most about ourselves.”

At York House, according to Lee, this means embracing experiential learning, engaging with community partners, organizations, and field experts to ensure that students recognize “what they are doing in the classroom is actionable now and has a direct relevance to what is happening in the world. It’s not just theory, and we’re not just raising a generation of armchair critics, but people who are actually engaged and being part of the solution to what’s happening in the world.”

Often, this work is anchored in the school’s motto, Not for

Ourselves Alone, with students working alongside community organizations such as Covenant House and the YWCA, understanding social issues not as abstract problems but as realities that demand their engagement. And as Lee sees it, students are the driving force. “A lot of the shift and the momentum we’ve had in this direction has been guided by student voices. They have said, ‘We must do this all the time.’ Just yesterday, three very passionate students came to me saying, ‘We see what’s happening in the world, and we need to learn about this and take action.”

Not for Ourselves Alone is a guiding principle that shapes how students approach their education and their place in the world. York House students aren’t just working towards their prosperity or success; they are preparing to make a

meaningful and positive impact on the world around them. And this first means understanding their place in that world and forging greater connections.

In the Junior School, service learning and community engagement go hand in hand, and at the core is giving students the opportunity to see what kind of impact they can make, rather than simply bringing in a can of tuna for the food drive.

“For younger ones, in order for them to really understand a cause and understand how they’re contributing to supporting that cause, it’s really more about awareness— learning about the different people who are affected by whatever issue it is, and then some kind of experiential, active engagement,” said Hughes.

Bardai expands on this, “It’s not just about teaching students to

do service—it’s about teaching them to challenge why a food bank needs to exist in the first place.”

BUT WHAT ABOUT THE GRADES?

Preparing students to be futureready also means rethinking assessment. At York House, this doesn’t mean that homework or essays don’t exist, but much of the focus has also shifted to hands-on projects that teach students how to research, analyze, and act. Ensuring that students are evaluated not just on what they know, but on how they think and what they do.

According to Lavell, “Marking a test or a quiz right or wrong is only part of assessment for meaningful learning. Our students must demonstrate their understanding and critical thinking in myriad ways. Recently, I listened to

a group of senior students dissecting complex ideas within a particular novel while one member of the group analyzed their discussion to determine their abilities to collaborate and build on individual contributions. Metacognition— the process of thinking, is a powerful and necessary part of assessment here at YHS.”

WHAT’S NEXT?

RETHINKING SCHOOL

AS WE KNOW IT

If the years since the pandemic have shown us anything, it’s that the pace of change is accelerating. If education doesn’t move alongside it, students are the ones who will be left behind. Schools like York House are ensuring that this doesn’t happen by preparing students not just to pass exams but to think critically, adapt to

change, and shape the future.

But this shift isn’t complete without schools rethinking their most sacred structures: the traditional school day, class groups, and timetable. As Lee points out, “There are some aspects of education, no matter how much the world changes, that haven’t changed in schools. The structure of the school day, age-based grouping, and the way we divide subjects—these are ripe for rethinking.”

At York House, the willingness to question and innovate is embedded into the Spark Plan. The school is exploring new ways to integrate learning experiences that reflect the complexities of the world beyond its walls. With its small, tight-knit community, it has the agility to experiment and adapt in ways that larger institutions cannot.

Lee questions what this could look like at York House. Should students spend more time outside of classrooms working on interdisciplinary, real-world projects that make an impact? Should flexible scheduling allow for deeper, sustained inquiry into complex problems? Should students of different ages collaborate more frequently, reflecting the diversity of perspectives they will encounter in the workforce? “We are looking at re-envisioning how we structure the day. That could mean changing the schedule, but it has to be done in a way that maintains the sense of community.

But Lee also acknowledges that innovation will need to be balanced with custom, “There’s a fear of breaking tradition. People worry that if we use less time for certain subjects, we are compromising learning. But we need to ask whether the current model is actually serving students for the world they will enter.”

The schools and educators with the courage to ask these questions are already starting to move beyond rigid structures to enable students to navigate uncertainty with confidence, resilience, and creativity.

The question for parents is no longer, Will my child get into a good university? but rather, Will my child be ready for a future that is not yet knowable?

At York House, the answer is yes.

ELEVATES THE MIND

A Legacy of Learning

A

lifelong educator’s lesson plan includes curiosity and fun

by Marisa Procopio

DR. GILLIAN (RICHMOND) KYDD '63 was awarded the 2024 York House Lifetime Achievement Award for her groundbreaking work in elementary school education. Her innovative “site school” model fosters critical thinking skills and extends across North America and beyond.

“There were eight of us students who just clicked,” says educator Dr. Gillian (Richmond) Kydd '63 of her York House classmates. “We wanted to take physics, but no girls’ school in British Columbia had ever offered it before. YHS scrambled and found Mrs. Young, who was trained as an engineer. There was no money for equipment, so she had us make our own.” When staging an experiment that included a ball rolling down a track and needed to be timed, Dr. Kydd remembers that one of her classmates was assigned to serve as a makeshift electric timer.

“She called out, ‘Tick, tick, tick,’” says Dr. Kydd. “It was hilarious. We had a really good time.”

A love for science and learning, coupled with playful improvisation, has been the throughline of Dr. Kydd’s career. She went on to study science at The University of British Columbia,

Right: Dr. Gillian Kydd accepts her flowers.

then worked in a laboratory. After the birth of her first child, she went back to school for education and later taught elementary school students. “I really enjoyed it because you can dabble. I’m a dabbler,” she grins. “I love to make connections and have fun.” Teaching was much like the culture at York House, “where things were open-ended and we could go in different directions and enjoy learning.”

Dr. Kydd next took a position as a science consultant, where she served all the elementary schools in the Calgary district. In 1993, the Calgary Zoo invited Dr. Kydd to a meeting to discuss fresh ways to connect with students. “They wanted to go the technology route,” she says, using computers to show classes what the zoo offers, from a distance. She had a better idea.

The experience “has to be firsthand; if it’s on a screen, it doesn’t work the same way,” she told them. “I suggested that we have a classroom at the zoo where teachers could bring their classes for an extended period.”

Classes commonly visited the zoo for day-long excursions, but that model doesn’t foster knowledge retention. “Research shows that very little learning happens on a normal field trip,” says Dr. Kydd. “My idea was to have the teacher pick up their classroom and move it to an interesting place. The site would be the classroom. She or he would tailor a weeklong experience to their curriculum.”

Her friend and fellow educator Angela Rokne helped flesh out the concept, and enthusiastic teachers quickly raised their hands to take part in the program. Sure enough, students flourished in the deeply immersive experience. One teacher measured and drew animals to scale while the students marvelled at their sizes. Another class met a live boa constrictor, then drew it.

Investors began to take notice. Calgary philanthropist Don Harvie “loved the idea” and provided the seed money to start the program’s first iteration: “Zoo School”. The following year, Dr. Kydd realized the model would work beyond the zoo grounds and extended it to Calgary’s Glenbow Museum, along with the Science Centre (now TELUS Spark Science Centre). Harvie tapped Chevron

Canada for more substantial financial support, and the company funded all three sites. Under Chevron’s steadfast, 30year partnership, the program has added at least one new site school annually.

Other successful locations include Calgary City Hall, where students meet the mayor, city planners, architects, and emergency response teams. The Edmonton Oilers hockey team’s new stadium is another, as well as The University of Alberta. The latter “focuses on highneeds schools,” says Dr. Kydd. “Students see what it’s like and it gives them a dream of what they can accomplish.”

Now under the umbrella term “Beyond the Classroom,” site schools dot the North American map and beyond. 20,000 students participate in the

program per year. “There’s a new generation of people running the program, and they’re so passionate about learning,” says Dr. Kydd. “They get support as they work with their students in ways that are often new to them: journalling, inquiry, group work, and giving students time and choice.”

The program, geared primarily toward students aged seven to twelve, sets them up for success by engaging them with the community and teaching them essential life skills.

“Our main goal is critical thinking,” says Dr. Kydd. “Today, people are fed information, but it’s in quick sound bites or images on social media.” When students journal at a site school, “there’s dead silence, and they will do that for an hour,” she says, “even those who have behavioral problems in the classroom. It’s because they can make choices about

They get support as they work with their students in ways that are often new to them: journalling, inquiry, group work, and giving students time and choice.

DR. GILLIAN KYDD

what to pay attention to, and now have the skills to be able to pay attention. They don’t get pushed into blind acceptance of what the world offers.”

A breast cancer survivor, Dr. Kydd co-founded Sunshine Coast Dragon Boat Club and coached the breast cancer team for 15 years. “It’s been a huge part of my life,” she says. Another huge part is her York

House friends; the women have stayed in touch since their school days, regularly gathering in person or on Zoom. “The atmosphere at the school helped create that feeling of friendship and depending on each other,” she says. In February 2024, Brenda (Agnew) Beckstrom, with whom Dr. Kydd became “fast friends since Grade 9, through thick and thin,” nominated her friend for the 2024 York House Lifetime Achievement Award.

“Presented to an alum who, through extraordinary dedication and lifelong commitment, has utilized their talent and passion for their profession to make outstanding contributions to their field and community,” the 2024 award celebrates Dr. Kydd’s groundbreaking work in education. She dedicated it to her YHS physics teacher, Mrs. Young, to whom she attributes her “drive to be curious and to look at the world carefully.”

Last Christmas, Dr. Kydd and her family visited a gallery show in Lyons, France, that included a piece by her artist son, Owen. The group also visited Paris and the newly renovated Notre Dame Cathedral, where Dr. Kydd witnessed something unexpected: “The first thing the grandchildren did was to get their journals out of their backpacks and start drawing and writing,” she says. “I thought, ‘Yes!’”

Class of 1963 members at the 2024 YHS Golden Alum Luncheon. Gillian Kydd in the centre first row and Brenda is the second on the left side beside Gillian.

These Beyond the Classroom Grade 3 students followed up their week at Bird School by adopting trees outside of their school.

Catching zzz’s

YORK HOUSE STUDENTS

AREN’T GETTING ENOUGH SLEEP. WE GET AN EXPERT OPINION ON HOW TO CHANGE THAT.

By Jennifer Foden

“I’m just going

to check my Apple Watch real quick,” says FIONA CHEN, an eleventh-grade student at York House School when I ask her about the average number of hours she sleeps each night. “Oh, my goodness! Oh wait—this looks horrible—my average sleep right now this week has been a little worse than usual. Three hours and 45 minutes.”

Chen’s sleep habits that week might be an anomaly, but York House students still aren’t getting enough rest. According to data collected by the school in February 2025 from students in grades 6 through 12, the average amount of sleep is just under seven hours per night. The reality: high school age kids need an average of nine hours of sleep and middleschoolers need 10, says DR. LISA DAMOUR, clinical psychologist, author of three New York Times bestsellers and an expert on adolescent mental health.

She adds that girls can have a harder time falling asleep than boys. “Especially around puberty, teenagers go through what we call sleep-phase delay where their body wants to stay up later and sleep in later,” she says. “And given that this is driven by puberty, it actually hits girls earlier than it hits boys.”

Of course, not getting enough sleep can have some disastrous consequences. Tiredness, of course, but lack of sleep makes us more prone to sickness, accidents, emotional reactivity, and worsening mental health.

Chen says her lack of sleep has caused “the craziest brain fog,” where she can’t remember things and she recently experienced vivid nightmares in which she couldn’t tell the difference between her dream and reality.

Teenagers go through what we call sleep-phase delay where their body wants to stay up later and sleep in later.

DR. LISA DAMOUR

Dr. Damour says there are many different things that can interfere with a kid’s sleep.

First and foremost, looking at screens before bed. “The number-one player in a lot of homes is where their digital technology is at night and how recently they were on it,” Dr. Damour shares. “What we consistently find is that it’s best for kids—and adults—to step away from their tech an hour or

Left: Dr Lisa Damour; above: Fiona Chen '26

Supporting Student Sleep

EXHAUSTION ISN’T A PREREQUISITE FOR SUCCESS

By Kelly Walker Schobel

The challenge of sleepy students is not new nor is it unique to York House School. In fact, students in Grades 6 through 12 across 15,000 student responses from 29 independent and private schools surveyed are getting an average of 7.2 hours of sleep a night, just a little more than the average Yorkie.

“Sleep deprivation has been a topic of much discussion in school administration and counselling offices for decades, so while our survey data seems concerning, it is not surprising,” says Hayley Jacobs, York House’s Senior School Vice Principal of Student Life and Belonging.

“There isn’t a quick fix but there are actions we can take—students, parents, guardians, and as a school—to support student rest and recovery.”

Here are some ways YHS is supporting students to get the rest they need:

• Late start at 9:15 a.m. on Wednesdays for Grades 8-12

• Intentionally minimizing homework in the Junior School to ensure students have ample time in the evening to relax, connect with family, and maintain consistent bedtime routines

• We are tracking the extracurricular activities students do while also advising them not to overload their schedule

• Balancing the amount of before and after school co-curricular activities in the Junior School for different age groups

• University Admissions Counsellors work with Senior School students to identify the optimal course load for their unique needs

• Wellness, sleep hygiene, the importance of sleep, limiting screen time, and how sleep impacts learning and emotions are taught in socioemotional learning sessions

• Wellness activities are built into the Senior School schedule to promote downtime, slowing down, and peer connections

• Instrumental band in Senior School has been moved from 7:15 a.m. to promote an 8:35 a.m. start time.

• Starting in the 2025/26 school year, Senior School will hold AP and other classes outside of their usual lunch time schedule, ensuring lunch is focused on nourishing bodies, minds, and spirits

“In a world that tells us to hustle, keep moving, and do it all, we need to help these young people slow down and listen to what their bodies need,” says Jacobs. “That starts with all of us modelling what healthy rest and recovery looks like ourselves, and having an open dialogue about the changes we need to make for our own overall wellness.”

so before sleep if they want to sleep well and best not to have it in their bedroom.”

More than 70% of York House students in grades 6 through 12 keep their phones in their bedroom at night.

Secondly, caffeine. Chen drinks matcha on occasion, for example. “Today’s teenagers really enjoy coffee drinks or energy drinks and sometimes they’re drinking them late into the day and that interferes with their sleep,” Dr. Damour says. She says teenagers that are having any form of caffeine should stop doing so at least eight hours before bed.

Lack of physical activity is also a factor. “We consistently see that if kids get their heart rate up, if they move around, if they get themselves out into natural light, they can significantly improve their quality of sleep,” Dr. Damour says. Chen has ultimate frisbee practice twice weekly and AVA SCHACH, a York House School 5th grade student, swims four times a week and gets over 10 hours of sleep each night. “When I go to bed after swimming, I feel tired,” she says.

Sometimes, anxiety is the reason for lack of sleep. Dr. Damour says that in addition to mental health coping strategies—like meditation and deep breathing practices—if an adolescent is anxious, she’d want to evaluate what’s going on in

their life. “If they have too much work or they have too many activities, there’s too much on their plate, so they’re staying up late just trying to get everything done. And they may need to have some things come off of their plate so they can get the sleep they deserve.”

Dr. Damour also adds that there can be “real factors” that disrupt one’s sleep, like having a place to sleep that is quiet, dark, comfortable and cold enough. “We actually need it to be cool enough in order for people to sleep well,” she says. Having a routine before bed helps, too. “Maybe take a shower, brush your teeth, put on lotion, listen to music. Our bodies get accustomed to those patterns and that helps with sleep readiness and easing one’s way toward falling asleep.”

It’s always best if the kid or teen takes the lead with their bedtime—both Chen and Schach

presentation—she’ll have trouble doing so. In those cases, she knows what to do: she’ll talk to her parents, listen to sleepcasts on her mom or dad’s phone, turn on her white noise machine, take magnesium if she hasn’t already or practice cognitive shuffling. “I pick a word like ‘plant,” she explains of the technique. “And I go through each letter of the word and name as many words for that letter.”

What about catching up on “sleep debt” on the weekend?

Sleep is the glue that holds all human beings together especially when there’s so much happening for kids and teenagers.

DR. LISA DAMOUR

do—but Dr. Damour says it’s always helpful when good sleep habits are modelled by parents and caregivers. She says when an adolescent is struggling with sleep it can be a “really nice opening” for the parent to say, for example: “You know what?

We’re all taking our phones out of our bedrooms. Like, let’s just make it a universal family rule. It’s not good for any of us.”

Schach says it usually takes her 20 or so minutes to fall asleep, but sometimes, if she has a lot on her mind—like a school

Above: Ava Schach '32

“During the school week, they can’t get as much sleep as they need, but they’ll sleep in later on the weekend to make up some of that time,” Dr. Damour says.

“In strictest terms, it’s not ideal. We really like to see kids go to bed and wake up at the same time all week, so they don’t run into what we would call a jet lag problem on Monday, where they suddenly have to shift their schedule back to regular time.”

However, she adds, that if that’s where kids can make up some sleep, she’d rather they get extra sleep than not.

“Sleep is the glue that holds all human beings together,” Dr. Damour says. “And especially during periods of development, when there’s so much happening for kids and teenagers, they really need their rest in order to recover from the demands of their day and also to support all of the growth they are doing.”

Threads

KHALIYA

PUBLISHES AWARD-WINNING SHORT STORY AT THE WALRUS

Khaliya Rajan '25 is the winner of the 2024 Amazon Canada First Novel Award in the Youth Short Story category. In her story titled “Waves,” Khaliya brings readers beyond the five senses and invites us to dive into the feelings of vulnerability, all in less than two pages of powerful storytelling about what may seem an ordinary snapshot into the teenage life. Check out her winning story “Waves” at thewalrus.ca. Her story was also published in the January/February 2025 print edition of The Walrus magazine.

STORIES OF OUR TRANSFORMATIONAL PROGRAM IN ACTION, FEATURING STUDENT’S VOICE AND CHOICE IN THEIR LEARNING PATHWAYS.

ADST - SK X GRADE 6 MONSTER PROJECT

Our Grade 6 students teamed up with the Senior Kindergarteners for an Applied Design, Skills and Technologies (ADST) project that explores the process of design and prototyping. Students in Senior Kindergarten provided monster design concepts in drawings, and the Grade 6 students took these drawings and specifications into development. The result of this creative collaboration was individually crafted, one-of-a-kind monster prototypes. One of the project milestones certainly was when the Grade 6s proudly delivered these monster stuffies back to the SK designers.

YORKIES SHINE AT GVRSF

Our Yorkies did very well at the recent Greater Vancouver Regional Science Fair. Grace '27 received a Gold Medal Overall and an Invitation to Canada Wide Science Fair (CWSF). Hayley '28 received the Silver Medal in Health Sciences, Chloe '27 and Naaz '27 received the Bronze Medal in Health Sciences, and Aimee '29 received an Honourable Mention in Computer sciences. Veronica '25 has been selected to represent Team Canada at the International Science and Engineering Fair in Ohio. Congratulations everyone!

PARI WINS SCHULICH LEADER SCHOLARSHIP

A huge congratulations to Pari Markanday from our Class of 2024 on receiving the prestigious Schulich Leader Scholarship for students entering STEM programs in universities. This is an exceptional recognition for a high school graduate; only 100 graduates across Canada are selected as Schulich Leaders each year. In this highly selective process, thousands of graduates whom their schools nominated need to submit a scholarship application, qualify for admission to the post-secondary program they have applied for, and be the one student chosen by the university as the scholarship recipient.

Pari was selected as the Schulich Leader by two Canadian universities and has decided to attend McMaster University to study Chemical and Physical Sciences.

The York House School community is delighted to share this proud moment with Pari and her family. We wish Pari a fulfilling journey in her post-secondary education.

IGNITING INSPIRATION ON SPARK DAY

Spark Day, an innovative new program aimed at motivating and involving students in experiential learning outside of the classroom, was launched this year with great success. Through panel discussions, career spotlights, and speed networking, students in grades 10 and 11 had an amazing opportunity to network with more than 50 professionals, including parents and alums, and learn about a variety of career options. Meanwhile, Grades 8s and 9s went out into the community, taking on real-world learning challenges that drove them to make important relationships and apply their talents in a tangible way. The Grade 12s took charge and were crucial in mentoring and helping younger students during the day. Spark Day was more than simply a gathering; it was a life-changing event that sparked interest, community involvement, and mentoring, while providing the foundation for further education and research.

How Girls Learn

Girls’ schools are well equipped to nurture future leaders, especially when we deepen our understanding of the ways leadership expresses itself.

by Lillien Waller

Turns out, several decades of social science research aligns with what teachers experience in the classroom: boys and girls are hardwired to learn differently. While girls thrive on verbal problem-solving and generally develop those skills early, boys’ brains excel at hands-on, spatialmechanical tasks. Girls can, in general, focus for long periods of time while boys need more physical activity and their brains benefit from small breaks— which coheres with what we know about boys’ skill at single tasks and girls’ agility moving from one task to another.

What’s more, the differences between how boys and girls learn are not only neurological but also cultural and behavioral, that is, some distinctions are acquired and emerge over time. Without any intervention as they grow older, for example, girls tend to shy away from STEM subjects, experience more anxiety, and lose confidence in themselves and their abilities.

But how do these differences translate to learning

environments? Can all-girl schools offer educational and social benefits that co-ed schools do not? And can they nurture future leaders?

According to recent data from the Programme for

What girls’ schools do so well is create a sense of belonging for girls that is absent, a lot of times, in co-ed schools.

MEGHAN MURPHY President of the International Coalition of Girls Schools

International Student Assessment (PISA), which surveyed more than 60,000 fifteen-year-old girls in twelve countries, students at girls’ schools report a greater sense of wellbeing and belonging than girls attending co-ed schools.

These students also report a greater sense of purpose and meaning in their lives. They tend to view their teachers as being more encouraging and more enthusiastic about their jobs. PISA, and a preponderance of other data, confirms what we already know about the benefits of girl-centred educational environments: that they develop academically and emotionally strong girls who are poised to become future leaders.

MEGHAN MURPHY, global executive director of the International Coalition of Girls Schools (ICGS), concurs. “What girls’ schools do so well is create a sense of belonging for girls that is absent, a lot of times, in co-ed schools,” Murphy says, noting that representation matters. “So, I think really making sure at a co-ed school that girls are running for office, that they’re not just running to be secretary of the student government, but they’re running to be President. And if you’re not seeing that in a co-ed school, then I think you need to

ask yourself why. What is in the culture or what is in the process? And how can the adults in the community be mentors or sponsors or simply tap girls on the shoulder to say, ‘I think you would be really good in this particular leadership role, and here’s why.’

“When you design a school for girls, not just with girls, every curricular decision, every hiring decision, every facility that is built is designed with a girl at the centre. It’s ongoing work. We’re always trying to build on our understanding of how girls learn best.”

This thinking jives with what DR. ALEXANDRA LESK , English and Ethics Teacher and Instructional Lead at York House School, has discovered in her own classroom. A former York House student who found that a co-ed environment worked better for her own personal development, Dr. Lesk nevertheless explains that our expectations of allgirls schools as well as the approaches and goals of the schools themselves have changed dramatically in the last few decades.

“The world has changed. It’s not the 80s anymore,” Dr. Lesk says. “And we’re not being asked to keep our knees together and be polite. We are encouraging girls to take up space in the world.” Dr. Lesk also notes the need to counteract harmful behaviors as they grow into adulthood, including the tendencies toward perfectionism that appear in teenage girls who are grappling with issues of confidence and social expectations.

Top to Bottom: Meghan Murphy (President of the International Coalition of Girls Schools), Dr. Charlotte Jacobs (Director of the Independent School Teaching Residency Program at the University of Pennsylvania), and Simone Marean (Co-Founder and Co-CEO of Girls Leadership).

“I explain to them how to counteract that and not be perfectionist, to use a rubric and do what you need to do to get to the level that you want to get to, and then you move on with your life rather than polishing and protecting or perfecting things,” she explains. “I talk directly to my students about this. Don’t waste your

time polishing an apple. If it’s not going to benefit you, it’s going to taste the same. Go out and be. Have a wide range of experiences.”

Different girls experience different challenges, whether in an all-girls or co-ed environment, especially girls of colour who may encounter racism or bias. The adults these girls encounter at school—teachers, counselors, coaches—may not even see them as leaders, especially as society often disagrees about what leadership looks like.

SIMONE MAREAN, co-founder and co-CEO of Girls Leadership, works with both public and independent schools and girlserving organizations to help girls find their voice and inspire them to lead. Her definition of leadership is based on a quote attributed to Sheryl Sandberg: “Leadership is about making others better as a result of your presence and making sure the impact lasts in your absence.” It’s a perspective that Marean not only believes in but also teaches.

And, it is fundamentally relational—that is, based on relationships—a key way that girls learn.

“The ways that girls show up, the world doesn’t always see them as leaders,” Marean explains, noting that society’s typical view of leadership is based on a model that is transactional and hierarchical. “So, when girls make sure that somebody has a place to sit at lunch, they’re making the

The world has changed. It’s not the 80s anymore... we’re not being asked to keep our knees together and be polite. We are encouraging girls to take up space in the world.

DR. ALEXANDRA LESK

world a better place. Or, they ask the question in class that their peers are afraid to ask. The world looks at what girls do and calls it kindness. When a company is growing or a government leader is doing a good job, those are big ways of making things better for other people and having that impact last in your absence. But there are little ways that girls do this every day that are not always valued or seen as leadership.”

Girls Leadership conducted a study on the intersectional factors that impact the leadership skill development and aspirations of Black and Latina girls from 12 to 18 years old. Authored by DR. CHARLOTTE JACOBS , the report of the study’s findings, Ready to Lead, found that our narrow frame of leadership as “transactional and onedirectional, rather than participatory” strikes at the heart of the misperception that girls of colour aren’t or can’t be leaders—even as these girls both test and self-identify as leaders at significantly higher

rates than their white peers.

Dr. Jacobs, who is director of the Independent School Teaching Residency Program at University of Pennsylvania Graduate School of Education, co-led a pilot study in 2021 for ICGS, Supporting the Strengths and Needs of BIPOC Girls in Independent Schools. Similar to the Ready to Lead study, Dr. Jacobs found that teacher bias played a significant role in whether girls of color were deemed to have the capacity to lead.

“What we found is that girls of colour, particularly Black and Latina girls, tend to see themselves as leaders early on,” says Dr. Jacobs. “Particularly in predominantly white schools, they see themselves as needing to advocate for themselves and for others. They feel as if they’re being treated unfairly, or that one of their classmates is being treated unfairly, and that they have to say something about it.

So, getting comfortable with standing up for themselves and speaking out and speaking up translates into the traditional

leadership roles that they may pursue later on.

“[The key is] how these skills are viewed by teachers, particularly white teachers in school. Instead of seeing these skills as ones to support, as ones to praise, [teachers] often see [the behaviors] as deficits. So, seeing Black girls as ‘loud’ or ‘angry’ or ‘disruptive’ rather than seeing that this is coming from a place of activism and advocacy and feeling as if they need to stand up for themselves.”

But leadership development isn’t necessarily baked into the DNA of girls’ schools, as Marean, Dr. Jacobs and Dr. Lesk all point out.

Less than 100 years ago, all-girl school environments were designed primarily to perpetuate circumscribed social roles. Girls’ schools were mostly so-called finishing schools where attractiveness and refined manners were more important than leadership skills. Today’s independent schools must be intentional about being a liberatory space that opens up possibilities for all girls.

Dr. Alexandra Lesk (YHS Senior School English and Ethics Teacher and Instructional Lead).

CELEBRATES UNIQUENESS

Threads

COUNTING AT KITS BEACH WITH OLIVER MCDONALD '16

Oliver Moss Warawa McDonald graduated from York House in 2016. He has lived his entire life by the west coast, is Peguis Nation, and identifies as a 2-spirit person. Counting at Kits Beach (2024, Kegedonce Press) is his first children’s book. As well as being an author, Oliver is also an artist under the name West Coast Cree Creations, the name of which represents a complicated identity.

Oliver is a Cree person, yet was raised on the coast. Seas and mountains are his home. He strives to learn about his ancestors back in Manitoba, and to connect with his elders. His art celebrates the balance between residing on the west coast, and his cultural roots of Cree heritage.

STORIES THAT HONOUR, VALUE, AND SUPPORT THE IDENTITY AND UNIQUENESS OF EACH STUDENT, STAFF, AND ALUM SO EVERYONE BELONGS AND FEELS INCLUDED.

SWEET SUCCESS: MAPLE MAN WORKSHOPS BRING FRENCH-CANADIAN

CULTURE TO LIFE AT YHS

Last spring, French 12 student Peyton Clarke '26 had an idea: what if York House students could experience Quebec culture firsthand, not just read about it in class? That idea turned into a two-day event with The Maple Man, who brought the sugar shack experience to life on our campus. Over 200 students rolled maple taffy in fresh snow, learned about Indigenous and Québecois maple syrup traditions, and danced to live fiddle music— all exclusively in French. This experience was made possible due to the support of teacher Alexis Lum and funds from the Annual Giving Campaign. Donations make experiences like this possible: hands-on, student-led learning to spark curiosity and build confidence. Peyton’s project isn’t just creative. It is curriculum-connected, immersive, and unforgettable.

I am committed to supporting CAIS in navigating and leading transformative change for Pluralism during this pivotal time.

GENNY LEE

GENNY LEE APPOINTED CHAIR OF THE CAIS PLURALISM COMMITTEE

Genny Lee, York House’s Senior School Principal, has been appointed Chair of the CAIS (Canadian Association of Independent Schools) Pluralism Advisory Committee. Genny has made a life-long commitment to studying, practicing and inspiring others about diversity, equity, inclusion, and belonging. After serving on the committee since its inception in 2019 and designing and leading the CAIS’ Pluralism course since 2020, Genny is an ideal candidate for this role.

Genny is a Korean-Canadian and second-generation settler, born and raised in Toronto. Genny is currently a PhD student in Education Policy and Leadership at the Ontario Institute of Studies in Education at the University of Toronto. With over 23 years of experience in education, she is passionate about the confluence of neuroscience, implicit bias, and equity. Genny leads Pluralism workshops in BC and across Canada.

Congratulations Genny!

TANYA BOTEJU’S LATEST WORK HITS THE SHELVES

Our very own teacher and honorary alum Tanya Boteju has written two new works: a Young Adult novel, Messy Perfect, and a middle grade nonfiction book, Allyship as Action. In both her teaching and writing, Tanya hopes she’s bending the universe even the tiniest bit toward justice.

Messy Perfect follows a rule-following, perfectionist teen who starts an underground GSA club at her conservative Catholic high school. In Allyship as Action, young readers work through realistic scenarios that show allyship in action and develop tools to become the best allies they can be.

2024/25 Poet Laureate: Angel Wang '25

Each year a student is chosen to be the Poet Laureate. The YHS community has been lucky this year to experience the work of ANGEL WANG , class of 2025. Shared at assemblies and events and scattered on school walls, Angel’s artful and emotive work has given us a moment of pause and broadened our mind to see the world differently.

OPENING CEREMONY

after Ada Limón

Wandering under the morning sky awoken

In the cradle of autumn, we enter These halls we know, we

Pin wishes onto bulletins and blazers. Like a film, We climb the staircase engraved with our names

As if to bookmark history.

Yet, our sojourn here is brief and fleeting. And the time will be ours before we know it

Unmarked and uncertain

Still, as maple keys press their wings

To an ash-laced ground

And we learn to carve rivulets with words

Remember that even the smallest and softest things

Create change

Spoken at the first Senior School assembly of 2024/25

GLASS

AVIARY

after Ava Ye

The ceiling is netted like a dream-catcher. In a daze, I sing to the birds’ suffocated chime. Here, our syllables cling to rain and echo until what’s left is a dull, damp thing.

You keep showing me the rooftop— the glass, like a dome, an open sky. No matter how I look, I don’t see it, and you tell me

I should be satisfied. Instead, I see a caged surface where the sky can only call me for wanting, and we are made to forget that we breathe by letting wind rise.

Living is chasing the ashen dusk, where rules are swallowed by the skyline, and the greenwood will tell you what it heard so that we can be reminded that we were always meant for flight

Shared at International Women’s Day assembly

LULLABIES OF DISTANT GARDENS

the slant shape of pagoda tiles weathering the rain the leaves, a yellowed past, fall & wake in a distant century

the half-moon entryway welcomes me into its circular cradle & leads me astray through the courtyards & corridors & the pitter-patter of tea ceremonies

remembering one chinese summer when the peony leaves washed the world to a gentle beat, & the pond overflowed in a grandmother’s embrace

but here, the walls are a wilted white & the graffiti will tell you a different story than the plaques on the inside— a split world where i have known both parts

here, the red lampposts are disappearing & the grocer on the street corner will tell you how they’re tired

& here, the garden’s pagodas are gated, & the cold seeps into the bones of the empty benches & the pond is an empty, jaded green

but elsewhere, a grandmother sings under the tingzi & warms the seat for her children miles away

& someday, home will be but a walk in the garden & the incense will lull you to sleep

but for now, i settle in the garden, remembering the city i left behind

For the Sun Yat-Sen Classical Chinese Garden & Asian Heritage Month

Threads

CREATIVE STORIES THAT EMOTE, EXPRESS, PROVOKE, QUESTION, EXPLORE, AND SPEAK.

TEEN TINY MEMOIRS: STUDENT WINS NYT CONTEST

The New York Times invited teenagers to write miniature memoirs about meaningful moments in their lives. York House’s very own Naaz Dhinsda '27 wrote one such tiny memoir about what the Times calls a “Grade 4 slime empire.” Naaz’s submission was one of 20 winners, out of more than 12,000 teens who participated. We invite you to enjoy Naaz’s submission here:

Slime and Punishment by Naaz Dhinsda

In fourth grade, I ran an underground slime empire. Armed with hot pink glitter glue, shaving cream, contact solution and laundry detergent, I crafted slimes of all kinds — cloud, clear, rainbow. Each masterpiece had its price tag.

I’d whisper, “Two bucks for cloud, three for glitter,” slipping bags of gooey magic into eager hands during recess. My clientele? Everyone. My competition? Nonexistent.

Until one fateful day, the principal summoned me. My empire had toppled. The evidence? A sticky trail leading straight to my desk. Busted.

My career as a successful tycoon was over, but my legacy? Iconic.

SHELBY THE SUGARBUG: NAJIA BHIMJI-BRUSH '04

Dr. Bhimji-Brush has always called Vancouver home. After graduating from York House in 2004, she completed her dental degree at the University of British Columbia and pursued further education at the University of Connecticut for a program in Advanced Education in Dentistry.

Over many years of working, Dr. Najia Bhimji-Brush began to realize that many people do not understand the true process by which teeth decay. Combining her passion for drawing and educating her patients, she was inspired to create a storybook, entitled Shelby the Sugarbug’s Slimy Adventure (Friesen Press). Her hope is that by reading this book, kids will understand the roles that food choices and oral hygiene play in the formation of cavities, and be motivated to take great care of their teeth.

STUDENTS SHARE ORIGINAL ART

Walk through the halls of York House and you will see many pieces of artwork created by students. The response by any onlooker is usually sheer amazement.

In September, two such talented art students asked if they could curate a show of their drawings and paintings in the Concourse Art Gallery connecting the Junior and Senior schools. The result was a six week exhibition of the combined artworks of Anita Pan '25 and Cammy Feng '25.

Anita and Cammy did a terrific job of matting, framing, and hanging a wide variety of pictures that enabled the York House community to enjoy the full body of work these two young artists have produced over the past two years.

The contrast between Anita’s classical style and Cammy’s contemporary and conceptual aesthetic provided an effective visual relationship where each picture provided a thought provoking context for those surrounding it.

TIGER TALES PODCAST

In Term 2 of this school year, Grade 6 students started a podcast unit as part of their learning in ADST (Applied Design, Skills, and Technologies). The students worked together to produce their very own episodes for a YHS podcast series titled “Tiger Tales.” David Campbell of True Media Solutions joined the classes virtually to offer our students his best advice and tips on podcasting. This project challenges our Grade 6s in multiple areas of learning, including planning episode topics, drafting scripts and interview questions, and tackling the technical side of production such as conducting and recording interviews.

Top: Artwork by Cammy Feng '25; Bottom: Artwork by Anita Pan '25

More Than Just a Hobby

THE ARTISTIC JOURNEY OF DELPHINE LU '26

The artistic work of Delphine Lu has as many meanings as the myriad of materials she uses to express herself. For Delphine, art is a healthy obsession and a way to stop time, focus, and process personal challenges.

By: Thy Vu

DELPHINE is a student artist whose passion for creativity has been present since childhood. Inspired by YouTube crafting videos, she experimented with various art supplies, eventually discovering her love for polymer clay. Over time, her artistic interests expanded, and by Grade 7, she was designing yearbook covers and posters for school events. While she took standard art classes in earlier years at YHS Senior School, it wasn’t until grade 10 or 11 that she fully immersed herself in art, dedicating countless hours to honing her craft.

“I spent 10 hours non-stop on this piece,” Delphine says while describing her work. “I sort of chase a high of creating things

and seeing things in my mind become beautiful things—I think that’s really rewarding.”

Delphine enjoys combining different materials to create unique textures and dimensions in her work. Recently, she has been particularly drawn to copper wire, fascinated by its flexibility and the way it changes color over time. She also works with resin, beads, and wood, often layering materials to create intricate and immersive pieces.

One of Delphine’s most meaningful works is a resin sculpture, entitled “Rebirth” symbolizing healing, influenced by her personal journey through mental health struggles. “Some of my pieces are really intense

because I experienced a really deep depression with anxiety and constant stress,” she says. “But then I was able to shift direction and so I also use art to express healing and peace, so those pieces are a break from all that.” Through detailed carvings and layers of resin, she creates depth, allowing light to pass through and reveal hidden imagery, such as stars and silhouettes.

“When Delphine is conceptualizing new artwork, she approaches the creative challenge with the technical curiosity of an engineer and the precision of a mathematician,” says

CLINT ROBERTSON, York House Senior School Fine Arts Teacher.

“She thinks very deeply about what she wants to achieve,

Top left: One of Delphine’s most recent works; top right: Delphine in the Senior School art room, entirely absorbed in her work.

Above: “Rebirth” shown front lit on the left and backlit on the right.

Thanks to your generosity, we raised $475,000 on one day in support of the Annual Giving Campaign.

YHS

MAY 22, 2025

One Day. Every Yorkie. In nite Impact.

considering multiple options and conducting a variety of experiments to ensure just the right creative outcome.”

For Delphine, art is more than just a hobby; it is an obsession, a form of self-expression, and a way to enter a state of deep focus where time ceases to exist. “I like to think of my art as a separate world you can step into,” she says. “I want to create worlds that, when people see it, they feel an emotional reaction.” She describes creating art as an almost addictive experience, where she becomes entirely absorbed in her work, sometimes hours on end on a single piece. This dedication is evident in the intricate details of her sculptures, which she often works on outside of school projects, purely for personal exploration.

Looking ahead, Delphine is considering pursuing fine arts in university, though she remains open to exploring different mediums and artistic disciplines. Travel also plays a significant role in her creative process, as she draws inspiration from nature, architecture, and cultural landscapes, often sketching scenes from her travels. Ultimately, Delphine’s art is a reflection of her personal experiences, emotions, and endless curiosity about the world around her.

Robertson shares: “Delphine has taken to heart the idea that

... she approaches creative challenges with the technical curiosity of an engineer and the precision of a mathematician.

the YHS Art room is her art studio, not just her classroom. This distinction allows her the space to make art of personal significance, rather than just complete assigned coursework. The distinction is important because it has enabled her to transcend the expectations of a high school curriculum, and approach the challenge of art making with the freedom and sophistication of a mature artist.”

Beyond technique and materials, her art is deeply philosophical. Her work often invites viewers into a different world, evoking curiosity and emotional responses. Whether through mixed-media sculptures, paintings, or digital design, she strives to create spaces where people can immerse themselves in her vision. “Some people think art is useless, saying you can’t really make money practically from it,” she says.

“I think of art as the reason we live, and how a culture expresses itself, just like how movies, theatre, and art can unite a country, community, or a likeminded group of people—that’s the power of art.”

CLINT ROBERTSON York House Senior School Fine Arts Teacher

Top left: Delphine’s artwork “Shell”; bottom left: Delphine Lu '26

Sharing Differences in Dialogue

ON A PATH TO A PLURALIST SCHOOL

By Monica Cheng

“ Pluralism requires action.” These words from Meredith Preston McGhie, Secretary General of the Global Centre for Pluralism, at TEDxCalgary 2024, echo the very heart of York House School’s mission.

Pluralism is not simply an abstract ideal; it is an actionable lesson. Pluralism is recognizing and accepting diversity in society as a source of strength. In a pluralist community, we thrive through meaningful dialogue, flourish in understanding, and grow stronger as different viewpoints converge. While disagreement is natural for people with different values and identities, belonging is essential.

At York House, our community is our strength. We believe diversity and discourse are the cornerstones of impactful learning. Our community is a vibrant tapestry where every voice matters, every perspective enriches, and every individual belongs. Here, different perspectives don’t divide us; they are woven together to deepen empathy and fuel innovation.

This feature brings together various threads and voices of the York House community to honour diversity, community, and belonging—a first genuine snapshot into our commitment to building a pluralist school.

AÑULI AND CHIMARAOKE: We are a Nigerian family of six, born in different parts of the world including England, Switzerland, and Canada. Our ancestral community is Igbo. Our family’s migration corresponded to Anuli’s academic career in postgraduate studies. Nigeria is a diverse country with over 500 spoken languages and a rich culture in storytelling. Canada has been our home since 2017. We experience diversity at a different level here, with people coming from different parts of the world representing different cultures.

Of the YHS values, we view Community as the starting point; all other values will follow if work is done on promoting collective wellbeing and support. When reflecting on the school motto Not for Ourselves Alone, it’s a nudge to look inward and to remind oneself, “not for myself alone.”

Community and Diversity can co-exist and may not need to be combined if they are fully understood and embraced. Through the lens of Biology [Anuli’s field], “Community” is defined as “an interactant group of various species in a common location.”

“Various” means diverse, different, and unique, whereas “common” means being together. Much in the same way, a community can consist of different individuals representing a mix of ages, abilities, backgrounds etc., where all can belong with no prejudice or discrimination.

AÑULI AND CHIMARAOKE UZOZIE Parents of Chioma '29

“Not for Ourselves Alone ... a nudge to look inward and to remind oneself, ‘not for myself alone.’”

RAHMA Enrollment Management & Student Records Officer

“Our curiosity about each other’s cultures drives us to educate ourselves and apply this understanding...”

I was born and raised in Bangladesh, a country deeply rooted in its history and culture. A significant part of my life is shaped by Islamic beliefs. I grew up observing the five daily prayers (Salah) and fasting during Ramadan, which are core to my faith. The values of kindness, respect for elders, and the importance of family have always been central to my upbringing. My family placed a high value on education because growing up in a society where women had limited opportunities, education has been a gateway to empowerment and independence for me.

I deeply cherish the strong sense of community at YHS, which mirrors my own culture; its vibrant festivals, delicious food, and warm hospitality. Gathering with colleagues reminds me of the shared values that unite us, helping us grow in love and support.

Through open dialogue, cultural events, religious accommodations, and professional development on inclusive topics, YHS fosters a sense of belonging as a lived experience for all. Our curiosity about each other’s cultures drives us to educate ourselves and apply this understanding through differentiated, culturally responsive teaching. These approaches help create an environment where everyone feels seen, heard, and valued, moving beyond uniformity.

ALEXANDRA SIMSILEVICH

Junior School French Teacher

ALEXANDRA: I grew up in Southern Alberta as the daughter of European immigrants, my mom, a Swiss-German, and my dad, a Jewish Hungarian Holocaust survivor who arrived in Canada as a refugee in 1956. I grew up with both Christian and and Jewish traditions. In my late twenties, I decided to convert to Judaism, and a couple of years later met and married a South American, also of a mixed religious (Jewish/Catholic) and ethnic background (Eastern European/ Hispanic/Indigenous). We raise our children and strive to live according to Liberal Jewish religion and values. Judaism’s emphasis on building a meaningful, purposeful life, and tikun olam (repairing the world), is a source of inspiration, strength, and hope.

“When we feel safe, welcomed, and valued... we can do our best to collaborate, suport one another...”

The YHS value of Community is the most important to me, and the one on which I believe the other ones can grow out of. When we feel safe, welcomed, and valued for who we are, no matter who we are, we—students, staff, families—can do our best to collaborate, support one another, and do our best to further the other values we hold dear, such as Sustainability, Impact, and Excellence. In my experience here over the last three and a half years, I’ve personally felt a strong sense of community at YHS. We have areas where we can improve, but I think we’re on a good path.

and

JOANNE: My parents moved to Vancouver a few years after I was born near Lethbridge, Alberta. I grew up in a household that spoke Cantonese and another Chinese dialect, Hakka. My paternal grandfather moved from near Hong Kong to Jamaica in the 1930s, and my Dad and his siblings were born there. There are many layers of migrating to new places, building a life, and then returning, only to set off once more. Through all of this, each generation added to a blend of Chinese, Jamaican, and British ways of doing things and seeing the world that was my Canadian upbringing.

There is a long-standing tradition at YHS of a community that sees itself as respecting, celebrating, and holding different perspectives together. The school can see this pluralism and ensure it is supported in our curriculum and practices. We can also look to staff, faculty, students, and families being personally and intellectually curious about each other’s history, experiences, and convictions as they build relationships during their shared time at the school and beyond. This is the heart of creating community and belonging.

CHLOE: My name is Chloe Zhang. I’m in eighth grade, and I go by she/her. I’m Chinese and was born in Shanghai, while my parents are from Nanyang and Chongqing, China. Every year, my family and I celebrate a special holiday called Chinese New Year. On this day, we often eat freshly made dumplings and sweet dumplings with rice wine. There’s a tradition that says you must eat an even number of sweet dumplings—if you don’t, it’s believed to bring bad luck over the next year!

“All the people in this building are my family, and will always be.”

Out of the six YHS values, Community is most important to me. For me, community means friendship, love, and connecting with not only peers and teachers, but also the planet. Without the loving, tight-knit community here at YHS, I definitely wouldn’t feel at home. All the people in this building are my family, and will always be.

Whether it’s sharing lunch with friends in The Caf or learning together in class, this school makes sure everyone feels like they belong. There’s always a place for everyone, and as a Yorkie, I’m proud to say that no one is ever left out.

JOANNE LEEYOUNG '90 Board Chair, Alum & Past Parent

CHLOE ZHANG '29 Grade 8 Student

“There is a long-standing tradition at YHS of a community that sees itself as respecting, celebrating,

holding different perspectives together.”

DRISTY

DRISTY:

“Building a diverse community starts with creating a safe space for open discussions without fear of judgment or defensiveness. This allows students to be themselves and prepares them for a world where ‘agreeing to disagree’ is a valuable skill...”

ZOYA: I’m a Grade 11 student with a deep passion for feminism, racial justice, and the empowerment of women through representation. I believe that when women uplift each other, true change happens. In my free time, I enjoy Peloton workouts, dystopian TV shows, creating social media content, and listening to alternative rap music. My ethnic background is a key aspect of my identity. My mother was born in Trinidad and Tobago, a country rich in flavourful cuisine, vibrant music, and stunning beaches. I’m especially drawn to the culture’s energy and love the accent! I also have Mauritian heritage, from a small island off the east coast of Africa. Mauritian culture is a fusion of French, Creole, Indian, and Chinese influences, offering a diverse mix of food and customs. A key value in my life is seeing myself as a lifelong learner. I embrace self-love and self-care in all aspects of my life, recognizing that every experience is either a lesson or a blessing. This mindset of appreciation and openness to growth keeps me grounded as I navigate both adversities and opportunities.

Each of YHS’s values is powerful, but Diversity stands out to me. We often surround ourselves with those who share our opinions, backgrounds, and identities, creating a bubble that limits our perspectives. Diversity breaks these barriers, fostering connection and understanding across communities. Embracing differences as strengths, rather than divisions, allows us to learn, grow, and navigate conflicts with greater empathy and insight!

Building a diverse community starts with creating a safe space for open discussions without fear of judgment or defensiveness. This allows students to be themselves and prepares them for a world where “agreeing to disagree” is a valuable skill. Our world is increasingly more separated and close minded so being able to respectfully disagree is important. York House is actively fostering this environment, especially in its classrooms. In Social Justice 12, we discuss topics like bodily autonomy and white privilege with respect and openness. Similarly, in English, our Harkness discussion on gender-based violence and The Handmaid’s Tale felt de-stigmatized and thoughtful. York House is making great strides in creating a space where everyone feels confident expressing their authentic opinions, and I’m excited to see what new initiatives will continue this progress!

MONA: I am an only child. My dad is Japanese and my mom is Chinese, and I am Canadian, so we have a mix of cultures. I speak Mandarin to my mom, and Japanese to my dad, and they communicate with each other in English. I speak French and English at school. I celebrate Japanese and Chinese New Year. In Japan, we eat mochi, seafood, and noodles, and an array of food in a bento box on the first day of the new year. For Chinese New Year, I celebrated with my mom and her friends, eating hotpot. I really like physical activities like track and field and running. I also do competitive freestyle skiing. I have been skiing since I was two.

“... it’s OK to go beyond expectations. Even if you think it’s good, there may be room for improvement.”

There are actually two YHS values that are most important to me now. Excellence—it’s okay to go beyond expectations. Even if you think it’s good, there may be room for improvement. Just try your best in everything. Diversity—York House is a diverse school with many different cultures.

It’s important to build a community with diversity. It will show that you are welcoming and including other people. And it will be cool to bond and learn about different cultures.

“I just find people to talk to, especially if they are alone, to get to know them.”

• We are a family of four with my older brother, and my mom and dad. We like camping.

• I mainly talk in English, but I am also learning to speak Hindi from my parents. My brother and I also speak French for fun.

• I love dancing and I know different types of dances: ballet, jazz, modern, bollywood, and Bharatanatyam, a classical Indian dance.

• I like Math, PHE, and Music. My favourite is Math.

• My friends are similar because they also like PHE and Music, but they don’t like Math like I do.

• On being friends with different Yorkies: I just find people to talk to, especially if they are alone, to get to know them.

MYRA:

MONA KATO '31

Grade 6 Student

ZOYA REEBYE '26

Grade 11 Student

MYRA BHUSHAN '34

Grade 3 Student

CELESTE

TO-MILES '37

Senior Kindergarten Student

“Special thing about me? I don’t know, I am just Celeste!”

• I have five people in my family. An older brother, a younger brother, mom, and dad.

• We like to take walks, go to the playground, and ride our scooters. We talk in English at home.

• Special thing about me? I don’t know, I am just Celeste!

• I like having fun and doing play centres at school: kinetic sand, colouring, magnetic tiles, dollhouse, and dress up with friends.

• My friends have different skin and hair styles. And we like different activities and do different things on the weekend.

DOTTIE ULMER

'37

Senior Kindergarten Student

“I like to talk ‘care language’.”

• I like to go to the fitness studio on the weekends to hang out with my mom.

• I can speak English, Spanish, French, and Mandarin.

• One special thing about me is I like to talk “care language.” It means being nice, confident, and helping my friends when they’re sad.

• I play with lots of friends. They are different. Some have curly hair, some straight. I love the monkey bars, like all of my friends.

ALISA

BRESSLER '20 Alum

ALISA: I’m Jewish with both Ashkenazi and Sephardic heritage, meaning my ancestors come from Poland, Russia, Iraq, and Israel. My Jewish identity is central to who I am, shaping my values of community, resilience, and lifelong learning. My heritage has instilled in me a deep appreciation for storytelling, a commitment to justice, and a strong sense of belonging. These values guide me in both my personal and professional life, shaping how I connect with others and navigate the world.

“My time at YHS taught me not only the importance of advocacy but also how to engage with differing perspectives while staying true to my beliefs.”

Community is my anchor, especially as I navigate my Master’s in Journalism at Boston University and my move from Vancouver to Boston. I’m deeply grateful for the strong communities I’ve built back home, including at YHS. Their support has given me the strength, courage, and confidence to pursue my goals and make a meaningful impact.

YHS fosters a diverse community by embracing different backgrounds while uniting us through our shared values. It encourages dialogue, understanding, and mutual respect. My time at YHS taught me not only the importance of advocacy but also how to engage with differing perspectives while staying true to my beliefs.

Did you know York House now has a

MATHEW CHYZYK will implement the strategic vision and champion the importance of a diverse and inclusive school community and environment.

CELESTE:

DOTTIE:

Pluralism and Discourse Lead in the Senior School?

Threads

STORIES OF THOUGHTFUL CONVERSATIONS GROUNDED IN CURIOSITY, RESPECT, AND COURAGE.

At Issue

AT ISSUE: A COURAGEOUS CONVERSATION ABOUT WOMEN’S RIGHTS

How do we talk about the hardest topics — and really listen?

On May 21st, our Senior School students demonstrated how to do just that. Inspired by CBC’s At Issue panel, four Grade 11 and 12 students created a student-led forum to explore the complex threat to women’s rights, including reproductive rights, through honest, rigorous dialogue.

Adapting the model for York House, our students created their own forum to tackle complex topics, share diverse viewpoints, and practice the art of dialogue — all through a lens that reflects the voices of their generation.

Joining the panel are two external experts offering different perspectives: Dr. Sherry Chan, a physician engaged in life advocacy who currently serves as the clinical instructor in the Department of Family Practice at the University of British Columbia, and Angela Marie McDougall, a leader in feminist and social justice work, and the Executive Director of Battered Women’s Support Services in Vancouver.

Angela Tan '25 and Fiona Qian '26 were student panelists, with Situ Li '26 and Annie Liu '26 facilitating the conversation.

At a time when civil discourse is more important than ever, this assembly gives students the chance to practice listening, questioning, and engaging with real-world themes that impact women around the globe.

It’s an important step in preparing to lead with empathy, critical thinking, and courage.

MASTERING THE ART OF PERSUASION

The Debate Club meets weekly to hone in their debate techniques and strategies. Yorkies aren’t just building arguments—they’re building confidence and critical thinking. When asked to describe Debate Club in one word, students said “Motivational”, “Invigorating”, “Articulate”, “Supportive”, “Communication”, and “Stimulating.”

On March 5th at our International Women’s Day assembly, Elise Nguyen '28 and Aalihah Cabiles '25 had the opportunity to do a live debate. The belief they debated was, “That the feminist movement should actively oppose the use of make-up.” It was a rousing debate that included clear definitions, arguments, and rebuttals. Not only was it a great opportunity to see a debate in action to encourage more students to join the club, it was also topically relevant to Senior School students and invited them to consider new ways of thinking.

CELEBRATING DIVERSITY

At York House School, we honour, value and support the identity and uniqueness of each student. It is those differences which strengthen our community and bring the variety of viewpoints and perspectives that spark learning and innovation.

One way we do this is by recognizing and celebrating dates of significance to members of the York House community. Days like International Holocaust Remembrance Day, Action Against Islamophobia, Black History Month, Asian Heritage Month, Diwali, Red Dress Day, and International Day Against Homophobia, Transphobia, and Biophobia. These days not only welcome in and celebrate the diversity in our student community, but they also provide clear teaching and learning opportunities to expand our worldview and our understanding of one another.

Top left Elise Nguyen '28 at SS assembly; Top Right (L-R) Chioma Uzozi '29 and Aimee Tyler '29 in Debate Club.

Top: A jacket on loan from the Vancouver Holocaust Education Centre depicting the Star of David badge implemented by Nazi officials between 1939-1945 to identify Jews during the Holocaust; Bottom: Student messages of remembrance for murdered and missing Indigenous women and girls on Red Dress Day 2024.

A Good Challenge

CATHERINE

SHIN '90: A PEACEMAKER GROUNDS HER STRATEGY WITH INNER STRENGTH.

by Marisa Procopio

UN Senior Political Affairs

Officer and mother of twins

CATHERINE SHIN '90 is a specialist in peace and security, human rights, and development issues. She brings her experience at York House School with her—both across the world and into her home.

“I faced one of my first security incidents when I was working in a refugee camp and was passed a note,” says senior UN diplomat Catherine Shin '90. “It said, ‘You’re in danger.’” Shin learned that a group of hostile men had her in their sights, and she conferred with her interpreter and clerk to decide their next steps.

“I said to them, ‘We could get in the car and leave, or we could speak to them. But there’s 40 of them and three of us.’ The team took a deep breath and decided to meet with the angry group. Then something unexpected happened.

“As I was approaching the line of men, I was extremely frightened, though I don’t think I showed it,” says Shin. “But the melody to ‘Onwards and Upwards’, the YHS school song, came into my head, and it gave me strength.”

All her life, Shin has been drawing on the strength she gained from her teachers and peers at York House School.

“I even appreciated it at the time,” she says. “I thought, ‘These women are all so strong!’”

Growing up in a family that placed a high value on the sciences, she always thought she would follow the same path. But at YHS, so much more was available to her. Exploring the possibilities was exciting, and she embraced them all.

“My first political analysis was honed at York House, under Mrs. Wells. I didn’t even know that was something I would be interested in,” says Shin.

“It broadened my horizons, and the joy of seeing everyone

experiencing that together stays with you. I treasure it. It grounds you, and allows you to reach new heights. You come out quite strong. No one’s carrying around that extra weight of, ‘Am I pretty enough? Am I this or that enough?’ No. I’m enough.”

The German poet Goethe said, “There are two gifts we should give our children: one is roots, and the other is wings.” This quote inspires Shin, a new mother of twins. “You want to give your kids strong roots, grounded in confidence,” she says. “And that’s something York House does.”

After graduation, Shin studied intellectual history

in the United States at the University of Pennsylvania, then received her JD at Queen’s University in Ontario. Her work in conflict prevention, mediation, and peacebuilding has spanned two decades and four continents, though being a woman who works in geopolitics has presented some unique challenges.

“It’s something I’ve grappled with my whole career,” she says.

“I can think of so many stories of just being erased from the room, just for being a woman.”

In one particularly tense instance, she was conducting shuttle diplomacy with the UN envoy to Yemen while three

My first political analysis was honed at York House under Mrs. Wells. It broadened my horizons, and the joy of seeing everyone experiencing that together stays with you. I treasure it.

CATHERINE SHIN

Research shows that when women are engaged in peace processes, the agreements that are reached are more likely to be successful and sustainable.

separate armed forces occupied the capital city. Her group had been granted a meeting with the leader of the Houthis, Abdel Malik Al-Houthi, when they received a message from him: No women.

“I would have said, ‘I’m out,’” says Shin. “You think you have to be culturally sensitive. But my male boss said, ‘No—we’re the UN. There’s no hiding women or treating women differently. We’re going all together.’” Her group replied to Al-Houthi, saying they would meet him with the UN’s staff women or not at all. “And he agreed,” she says. “I was respectful and covered my head,” and they all went. “I carry that with me now, especially when guiding younger women leaders. It almost makes you stronger: How fortunate am I to have been brought up in a multicultural environment and to have gone to a school with so many strong women?” she says.

While in Yemen, Shin was pleasantly surprised to have some of her own biases dispelled: The UN had made a point to include Yemeni women at meetings with the head of all the traditional, all-men political parties, and “to their credit, the men weren’t dismissive and we had excellent discussions,” she says. Then, when she asked a woman who had spoken at one of the meetings where she gained such courage and eloquence, the woman replied, “‘We may not always be in the room officially, but in the house—maybe because it’s divided—we are extremely strong. Every woman I know is articulate.’ I learned a lot from the women and girls that I

Spark Tomorrow’s Leaders

When you include YHS in your will, you are creating future-ready leaders for generations to come.

To learn more about planned giving go to:

yorkhouse.ca/legacy or contact

ikane-wilson@yorkhouse.ca

thought were so repressed.” She adds, “Research shows that when women are engaged in peace processes, the agreementsthat are reached are more likely to be successful and sustainable.”

Shin still carries the legacy of Korean culture, in which women typically stay in the background, as “a good challenge” for her—one that fuels action for the good of a cause. “You have to learn to take a seat at the table,” she says. “Because at the end of the day, it’s not about you.”

It’s crucial to keep in mind the people you’re serving, who need you “to get those issues raised.”

In today’s often antagonistic climate, raising important issues within the context of civil discourse presents its own challenges, and social media in particular throws sand in the

gears. But Shin urges people to make the effort.

“There are many more silos now than I remember when I was young—bubbles of people who think the same and are not intersecting with each other,” says Shin. “And so issues become more divisive, with more misinformation and disinformation.

“If you’re faced with all these silos and cannot dialogue, I don’t see solutions coming to the fore,” she continues.

“We need to galvanize toward solutions because the stakes are so high—and they’re getting higher and higher.”

Shin’s expertise in diplomacy and rolling with the punches comes in handy as mom to Alexander and Mia, who turned 1 in March. “It’s the

most beautiful thing I’ve ever done,” she smiles. Though she no longer telecommutes and being away from the children is difficult, she’s heartened by thoughts of her own working mother. “I was proud of her,” she says. “I’m sure I’ll find my centre of gravity.”

The lessons Shin learned at YHS also help, and so does the school song, which reliably gives her “a feeling of beauty with strength, courage, and motivation.”

“Whenever I’m in a stressful situation, these lyrics come to me: ‘Onwards and upwards/Not for ourselves alone/Onwards and upwards/Marching right along,’” she says. “With that song comes all the memories—especially of the teachers, who shaped me. I wouldn’t be doing what I’m doing without York House.”

Above left: Catherine speaking at Founders’ Day as recipient of the 2024 Alum Special Achievers Award; Above right: 1990 Alums Sarah Boatman, Sara Lai, Catherine Shin, and Chrissy Wakabayashi.

Nurturing Dreams: The Gift of Opportunity

MANDY WANG AND LENNY LI

by Jacquelyn Dittrich

“It felt like coming home,” says Mandy, reflecting on her family’s deep connection to York House School. Together with her husband Lenny, they embody the school’s motto of Not for Ourselves Alone through their dedicated involvement in the Annual Giving Campaign. “Being part of Annual Giving isn’t just about donations; it’s about investing in our children’s futures and the future of our community.”

Mandy, a dedicated member of the Annual Giving Committee, explains that the drive behind her family’s support is deeply personal. Their daughter, Grace '27, whose aspiration is to study science and eventually launch her own business, embodies the spirit of curiosity and ambition that the school strives to nurture. “When you see your daughter chasing her dreams, you want to create an environment where those dreams can flourish,” she says. “That’s why we believe in giving back to the community that has shown so much care to our family.”

Their journey began with a

For Mandy, the committee has also become a space for community building. “Every time I volunteer, I meet other families who share the same passion for supporting our students. There’s a beautiful sense of togetherness here, a feeling that we’re all learning from each other and working towards a common goal.” This sentiment echoes throughout the campaign, inspiring many to join in and help foster a supportive and forward thinking environment.

Mandy and Lenny believe that the true power of the Annual Giving Campaign lies in its ability to create opportunities for the next generation.

for the first time, we witnessed not just state-of-the-art equipment, but the incredible generosity of the York House community,” Mandy recalls.

The Annual Giving Campaign is a vibrant community effort to provide students with the very best opportunities, both inside and outside of the classroom.

For Mandy and Lenny, the benefits of the campaign are clear, “It’s about creating a lasting impact,” Lenny remarks.

“Having the most up to date equipment, resources, and innovative programming opens doors that might otherwise remain closed. It gives our children a chance to explore

initiatives that directly benefit the students. “Volunteering my time here has been incredibly rewarding,” she shared.

“Although English isn’t my first language, I want to encourage other families to step forward. You don’t have to be a native speaker or an expert to make a difference. What matters is your willingness to contribute and be a part of this caring network.”

“Supporting our children now means paving the way for their future,” Lenny says.

Their message to other families is both simple and heartfelt, “Get involved. Donate if you can, volunteer your time, and join us in this rewarding journey.” Mandy emphasizes that every act of giving, whether big or small, has a ripple effect that benefits the entire school community. “It’s a beautiful cycle,” she adds. “The care we give comes back to us in so many ways, from enhancing learning environments to the shared joy of watching our children thrive.”

With hearts full of hope and a commitment to excellence, Mandy and Lenny lead by example, inspiring not just with words, but actions that make a real difference in the lives of our students, and in the future of our community.

YHS feels like home. The care and support our daughter has received has gone far beyond what we ever imagined.

Grace '27, Lenny and Mandy

MANDY WANG

Building Community through Parents’ Association

With Privilege Comes Responsibility The Goodwyn Family Scholarship Fund

School as a place where students can explore their passions and develop their academic and life skills to help them thrive far beyond graduation. The family joined the school in 2001 when Harold’s daughter and Leanne’s step-daughter Randall entered Kindergarten, followed by their niece Jenna and their younger daughters Annika and Olivia.

Leanne remarked on the many dear friendships made as a result of being part of the York House community. It was through their years of volunteering that connections were made, starting in the early years with the school’s fall market. Harold also served as a member of the Facilities Committee of the Board of Governors while Leanne went on to volunteer as class parent. She worked on the Parents’ Association Executive as well as the Advancement and Annual Giving Campaign committees. Her favourite role, however, was touring prospective families through the school and connecting with teachers, staff, and the girls.

Creating Possibilities through The Senft Family

by Nik Williams-Walshe & Jacquelyn Dittrich

Derek and Patricia Senft, parents of Isabela '34 and Sofia '36, became members of the York House community in 2021 when Isabela joined the Junior School. Having both been involved with a variety of charities and local organizations throughout their lives, York House School’s motto for Ourselves Alone resonated strong. The value of service was instilled in both Derek and Patricia throughout their own education, which helped with

sharing the school’s vision of

“The size of the school allowed

you to know so many of the girls and their families and, as a parent volunteer, it always struck me how confident the students were,” explains Leanne. “There was a sense of joy and enthusiasm that was palpable.”

As Leanne and Harold watched their girls exit the school one by one, post-graduation, they could see the strong confidence in their daughters. Randall went to university in 2014 and is now living in New Zealand. Annika and Olivia are attending university in California and they can see their confidence shining not just through their academics, but also through

their participation on the varsity rowing team.

After 23 years of being York House parents, it was a natural progression for them to reflect on their daughters’ experiences at the school and how they could make a lasting impact for future students. In 2024, they created the Goodwyn Family Scholarship Fund.

“We believe that our daughter’s and Jenna’s education at YHS has had a significant positive impact on each of them,” says Leanne. “We feel honoured to be a part in helping other girls have that same opportunity. It is truly a great privilege.”

We feel fortunate to have had the opportunity that has a meaningful daily impact in the girls’

through Annual Giving for a new Junior School play structure—an addition that has quickly become

The Senft family (L-R): Sofia '36, Derek, Patricia, and Isabela '34

The Goodwyn family (L-R): Randall '14, Jack, Leanne, Annika '22, Harold, and Olivia '24

and drippings as it was not as

While in Florence I took a leather making class, which I loved. I thought it would be a good idea to round out my education and master all accessories so went to Polimoda, for a Masters in Fashion Footwear and Design, where I learned to make shoes

After I graduated, I moved to London, UK and designed for a few different jewellery brands. My visa was expiring so I was thinking about heading home to Vancouver. While home for Christmas I fell in love, which made it a lot easier for me to move back!

QWhat is Bulletproof and how did you get involved?

The letters and loves of two ladies. It was so much fun and such a great creative experience that when I started looking into universities.

I liked the sound of Concordia’s creative writing program. When I got in, I decided to follow that path. At Concordia, I kept acting and doing a few student films.

After university I moved back to Vancouver and I always had sketch books and scrapbooks that I would work on through the years. Jewellery was another thing I was always interested in but I never imagined it could be an actual career. I started to think more and more about jewellery and I took some beading classes. I started to

of the Canadian Gemmological Association) as well.

After graduating I started to hand-make jewellery, creating collections, and doing craft shows and hosting events. I loved the process so much. At this stage I was only working with silver, then people wanted to commission fine jewellery.

I wanted to expand my own skills, so I moved to Florence, Italy, and studied advanced metal smithing. I ended up injuring myself while practicing bead setting techniques and had to take a chunk of time off. At that point I decided to focus and improve my design skills. I also experimented with wax carving

that had a lipstick inside of it. We wanted the lipstick to be able to click in and out so the packaging would use less plastic packaging than a traditional lipstick. Also, we are creating a beautiful piece of jewellry that has an extra function, beauty and jewellery in one.

ABack in Vancouver, my husband Cale and I were at a Christmas party and that’s where I met Elly. We became fast friends. During the spring of 2020, Elly and I were taking a walk along the seawall and she told me about when she was a teenager she was in a physically abusive relationship for years. The hardest part for her was navigating the legal system to find help to get her out of that situation.

Elly is now a lawyer, and we started brainstorming ways to help educate women on their legal substantive rights are in the face of harm. Throughout our brainstorming, we came up with the idea to create a necklace

We decided to create a brand, Bulletproof Cosmetics to help fund a Foundation, Bulletproof Foundation. At the Foundation we are creating a database of critical resources that include lawyers with pro bono hours, shelters, helplines etc. There are so many amazing resources out there—just no simple clear way to find them. And when you are in an abusive situation looking to escape, you need something that will make your transition easier. Women will fill out an intake form and we then connect them to the appropriate resources.

The goal of Bulletproof Cosmetics is to become a covetable brand that women will fall in love with, and then hear our message.

QJuggling motherhood and entrepreneurship must be demanding. How do you tackle both responsibilities?

AElly and I are both mothers. I have two girls, Everleigh and Charlotte. We both are still working our jobs - Elly as a lawyer and me in jewellery design. Bulletproof is our passion project that we have self-funded so far, and juggling it all is

definitely difficult. We have two amazing interns that are helping us build the database for our Foundation, and social media is a huge part of helping us get the word out about our brand and what we do.

To try and make things manageable, Elly and I try to divide and conquer as best as we can, leaning on our husbands a lot for their help. I try to put a little time aside everyday to work on social media and on the business itself. I grab time where I can get it. It’s not easy but I am so passionate about what we are building, and I have met so many incredible women who are turning their traumas into finding ways to help other women. It’s a beautiful thing and working with so many different women has been such a privilege. It encourages me to keep up with our goals. I have a strong vision of what we believe Bulletproof can do. We want it to be a game changer for women, a place where you don’t even need to think twice, and you know where you need to go if you need help.

Left clockwise from top: Cera Neima '99, Bulletproof lipstick case, ring by Cera; this page: Cera and daughter at Alum Day, 2024.

After meeting confident and driven Yorkies at a local track and field club when she was in Grade 4, Finny Butler '22 made going to YHS her goal. “For three years I worked toward that goal with everything I had—academically, athletically, personally.” Thanks to Finny’s determination and Financial Aid provided in part by the YHS Foundation’s PA Tiger Scholarship, Finny’s dream of becoming a Yorkie came true.

While at YHS, Finny fell in love with basketball. It was there that she found the confidence to dream for an even bigger goal: playing in the NCAA. But in the summer of 2021, Finny tore her ACL and her dream was no longer a possibility. “Instead of spiraling, I leaned into other parts of YHS, including being Vice Head Student, AP classes, and the tightknit community that reminded me, every single day, that I had so much to look forward to in life outside basketball.” That injury broke Finny’s heart, but YHS helped her build it back.

AFGHAN STUDENTS TO JOIN YHS IN 2025/26

Women Leaders of Tomorrow (WLOT) is a non-political nonprofit based in British Columbia that connects high-achieving Afghan women and girls with scholarship and bursary opportunities. York House is among six schools working with WLOT to provide these educational opportunities for the 2025/26 school year.

“A scholarship gave me access. But the real gift was everything that followed—friendships that I know will last a lifetime, habits that have shaped how I learn and lead, and a deep, unshakable gratitude that I will carry with me for the rest of my life. Now, as I step into the next chapter of my life, I carry with me not only gratitude, but a deep commitment—to build a future of abundance so that one day, I can pay it forward and open the same life-changing door for someone else— not for myself alone, but for the next girl who knows that she is Yorkie at heart!”

“Our mission is to create an environment that elevates the mind, celebrates uniqueness, inspires creativity, and encourages discourse,” says Deryn Lavell, YHS Head of School. “Thanks to the generous support of the school community, we are honoured to be able to welcome two young women from Afghanistan for what we believe will be a transformational educational experience for them and for us.” If all of the hard work by WLOT and YHS to secure visas and other logistics pays off, the two students will join the school this fall.

“This is more than a scholarship program,” says Friba Rezayee, Founder and Executive Director of WLOT.

“Through the generosity of these BC schools, our students are reclaiming their right to dream, to lead, and to build a better future—not only for themselves but for their communities. In a world where girls in Afghanistan are banned from school and international students face growing restrictions, British Columbia is proving what true leadership and humanity look like.”

York House’s commitment to diversity, pluralism and our motto Not for Ourselves Alone makes this partnership self-evident. “We may be providing these young people with an exceptional educational opportunity, but I am sure they will enrich our community at York House far more through sharing their own experiences and perspectives,” says Lavell.

Afghan Students from Women Leaders of Tomorrow’s programs.

HEART FOR THE HOUSE: YORKIE ALUMS GIVE BACK

On February 6th, the YHS Alum Association brought Yorkies present and past together to bring a little extra love to children at local hospices.

In the spirit of Valentine’s Day, alums and students created cheerful Valentine’s bags filled with small surprises, heartfelt cards, and decorations to brighten the days of people at Canuck Place Children’s Hospice, Ronald McDonald House, and the BC Children’s Hospital.

“Bringing together alums, parents, and students to support three institutional care providers has been empowering because we united for a greater good outside our walls in the spirit of NotforOurselvesAlone . We also forged new bonds between us proving that YHS strong is the core of what makes each of us so grateful to be here.”

ANNA BAIRD '03, VICE PRESIDENT OF THE YHS ALUM ASSOCIATION

“Alum have been asking for more activities that give back to the greater community. Thank you to Anna and Prathna for leading this initiative to support Alum in actioning the York House value of community.”

CONNIE CHAN '95, PRESIDENT, YHS ALUM ASSOCIATION

Finny playing basketball in Grade 9 on Alum Day in 2018.

Remembering

KEAYTON BIJOU JUROVICH '24

Keayton, known as her family’s little “jewel”, was a daughter, sister, granddaughter, cousin, niece, girlfriend, and loving friend. She left this earth far too soon on September 26, 2024, in Montreal, Quebec, at the young age of 18 due to an unforeseen embolism which led to a cardiac arrest.

Keayton was a bright light, bringing joy, love, care, and laughter to everyone who knew her. Born in Vancouver, she was a treasured part of her family and a loyal friend to so many. Through hard work and unwavering dedication, she took on every challenge with unbridled commitment. While her kindness, selflessness, and generosity left a lasting impression, it was her infectious smile and witty sense of humour that filled the room with warmth and laughter.

Keayton is survived by her loving parents, Kari and Vern, her sister Addi, her brother Dawson, her loving extended family, her amazing circle of friends, and her boyfriend, Graeme—all of whom she cherished deeply. Her memory will continue to live on in the stories they share and the love they carry for her.

ALIX L. ( GORDON ) FREDRICKSON '50

Alix passed away on February 20, 2024, in Vancouver, B.C. Predeceased by husband Dr. John M. (Bud) Fredrickson, survived by children Kristin, Lisa and Erik Fredrickson, and dear relations including the Banfield, Gordon, and Livingston family cousins. An only child, born to Rae Becton Gordon and Laura Bell Timmins, Alix’s early years were spent with her parents and beloved grandfather, Alexander W. Gordon on two working cattle ranches in Alberta and B.C. Her time balanced by stays at the Orson and Beatrice Banfield family home in Vancouver, in the company of beloved cousins, Jane and John. Alix attended Naramata School for Girls as a boarder, and later came to York House School, where she was to meet wonderful lifelong friends. Thereafter, she attended classes in Agriculture at UBC, before entering the University of Washington, Seattle, where she earned a B.F.A. in Visual Art. Post-graduation, Alix was employed by Inland Natural Gas where she worked with a team on the B.C. Atlas of Natural Resources. Alix and John married in 1956, and as Bud’s career grew, the family would move multiple times over a number of years, including to: Chicago, IL; Freiburg, Germany; Los Altos, CA.; Toronto, Ont.; Linkoping, Sweden; St. Louis, MO, and Albuquerque, NM., before returning ‘home’ postretirement in 2000 to Vancouver. Alix was adept at curling, played platform tennis, and enjoyed downhill skiing with the family.

DOREEN JOHNSON '50

Known as “Dean” to her oldest and longest friends, Doreen passed away suddenly on Sept 22, 2024 in Vancouver after battling Alzheimer’s and dementia in her final years. She is survived by her children Neil, Ian, and Susan; grandchildren Aron, Brett, Cole, and Cara and great grandchildren Emma, Melvin, Damian, and Valentina.

Doreen, although born in Calgary, always considered Vancouver home. Moving around the city, she attended York House and UBC, where she graduated with a Bachelor’s of Education in Home Economics. She was a strong-willed woman who always had a sense of fairness, as a teacher, a wife, a mother, and a friend.

Doreen was always busy in her community, fully immersing herself into all that she dedicated her time to. Supporting her children in a local stamp group, scouting, DeMolay, Girl Guides, and giving her time to her community centre, and her church. St. Helen’s was the centre of her attention for so many years including church bazaars, plant sales, seniors group, and coffee making—all done her way or not at all.

BELOVED MEMEBERS OF OUR YORK HOUSE SCHOOL COMMUNITY IN MEMORIAM

JOAN MCINTOSH '54

With profound sadness, we announce the sudden passing of Joan McIntosh on March 23, 2025. Joan was predeceased by her beloved husband, Don, who passed away on the very same day 10 years ago. She is deeply missed and lovingly remembered by her sons Mike and Gord, daughter-in-law Pam, her cherished grandchildren Emily, Sydney, and Ella, her great-granddaughter Quinn, and her close circle of friends who meant the world to her.

Born and raised in Vancouver and West Vancouver by her devoted parents Peggy and Sydney McEwen, Joan attended York House School and later the University of British Columbia. She had a fulfilling career as a flight attendant with CP Air (later Air Canada), where she forged lifelong friendships and traveled the world. It was also during this time that she met and married Don, the love of her life, with whom she spent 53 years of marriage.

JOAN MARTA ( JACOBSEN ) LEHMAN '55

Joan died peacefully in Vancouver in her 88th year. Born and raised in Squamish, she cherished friendships from her days as a boarder at York House. UBC followed, then teaching in Fruitvale and Duncan before leaving education. She met her future husband, Clayton Lehman, “over the filing cabinets” at work in Vancouver, married in 1963, and enjoyed a long, devoted life together. Retirement took them from West Vancouver to Parksville, Kelowna, and Oak Bay, providing opportunities for enthusiastic support of local symphonies and minor league hockey alike. Clayton predeceased her in 2020, and she returned to Vancouver this year. Joan valued learning and civic engagement and had a passion for genealogy, B.C. history, her Norwegian heritage, and needlework. She is survived by daughter Sarah, grandchildren Nathaniel and Eden, nieces and nephews, and her three sisters: Ruth, Betty, and Mary Ann.

GRETCHEN ( HORIE ) DIESVELT '57

Gretchen passed away on August 2, 2024. She was born at Vancouver General Hospital to Gordon and Florence Horie. Gretchen was the eldest of three children and predeceased by both her younger brother Bill Horie and her little sister Sandra Rabnett. She is survived by her husband Rudi; her step-children Mark (Luz) and Alison; her niece, Kristin (Neil); and her nephews, Stefan (Kaitlin), Eric (Anna) and Evan (Holly). She is also

survived by many “grandchildren”, god-children, cousins, long-time friends, and extended family who will miss her dearly. Gretchen attended Queen Mary Elementary School before York House, and then University Hill School where she graduated in 1957. She attended UBC and graduated with a BA in English Literature in 1961. During her time at school she developed many life-long friendships and always thoroughly enjoyed reconnecting with her friends. Gretchen was an extraordinary woman with a strong intellect, a big heart, and a brilliant sense of humour. She was articulate in conversation and particular in her tastes with a wonderful flare for relaxed elegance. Friends and family were of the upmost importance to her and she never missed an opportunity to write warmly worded cards for any occasion.

PAM ( CLARK ) ROBINSON '69

Pam crossed over the Rainbow Bridge on November 28, 2024, reuniting with her beloved animals. Cherished wife of Ken Robinson, devoted mother to Lynda Vanden Elzen, and loving stepmother to Wendy Weller and Amanda Slaney, Pam leaves behind a legacy of love, including five dear grandchildren, her brothers Ian and Paul Clark, as well as nieces, nephews, and cousins spread across Canada and the North. Known affectionately as the “Dog Lady,” Pam’s passion for animals, especially her beloved dogs and cats, touched the hearts of her friends and clients at Cardinal Kennel. Her vibrant spirit also shone through her love of music and diverse art forms.

ROSEMARY ( MCCONNELL ) CUNNINGHAM '73

Born with a restless nature in pursuit of cultivating beauty in her world, Rosie adored meaningful connection with her many and treasured friends and family, always seeing the essential goodness in anyone who was lucky enough to know her. She was a world traveller and an itinerant adventurer, ready to go at a moment’s notice, bringing a friend or her kids along for the ride. She was tremendously loving, kind, spontaneous, and giving to a fault. It was very much part of her ethos to lend a helping hand to someone needing assistance. Rosie also had a great sense of humour. Her and our collective laughter sustained all of us, especially during her final few weeks.

Rosie loved nothing better than a beautiful, candlelit celebration table with family, friends, and strangers alike. Recently, she strapped on her safety goggles, bought some power tools and, completed many woodworking projects at her house by the beach. She created a lovely garden too, including a large edible garden that was so successful under her tender loving care that fewer seeds were sown this year. There is still a bounty from it. She loved her routines, and started her days as early as 3 a.m., sometimes with a swim, a walk, cleaning her house, working on her knitting, or all of the above. Suffice it to say, Rosie accomplished more in those early morning hours than most would get to in a day.

Her biggest, open-hearted love was reserved for her beloved children, Anna-Lee and Benjamin. Rosie’s love for them was boundless. She was so very proud of both of them. Joy and expansive love oozed from her when she spoke about them or if Anna-Lee and Benj were with her. Her tenderest moment of regret was having to leave her children. She also adored her brother-in-law Clarke McKeen, (the husband of her late sister Debbie), and her five nephews: Stanley, Fraser, Thomas, George, David, and their families. She was utterly devoted to them, and loved them wholeheartedly.

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