Principal’s Message

Dr. Katrina Samson

For decades, mental health had been studied from a deficit model, something to be “fixed” to get people back to status quo, versus being considered on a continuum, where we can take actions that will weaken or strengthen our mental wellbeing. Research has illustrated, however, that just like our physical health, there are ways to teach and practise strategies that will strengthen our mental health. At Havergal, we are working to learn, teach and embed a host of practices that are scientifically proven to improve wellbeing and build resilience in students, resilience that will serve them well when they encounter challenging periods, such as a heavy academic workload or an unfamiliar social situation.

Just like eating well, getting enough sleep and being active are actions we can take to strengthen our bodies, we can engage in concrete practices to strengthen our mental health. Our faculty and staff are learning about and teaching strategies from positive psychology such as: cultivating gratitude, understanding negativity bias and how to interrupt it, along with identifying and developing strengths, mindfulness and best-self visualization. These positive psychology interventions are part of an education model that recognizes that we can teach, learn and practise those skills that enable us to do good and feel well. 

Focusing on health and wellbeing is paramount and necessary in order to realize our mission to inspire and equip young women to make a difference. Even if students study for a week and teachers prepare an  engaging lesson, if our girls come to class fixated on mistakes, feeling highly anxious or tired, their brains are not primed to optimize what they are learning and they are not able to perform at their best or extract the same meaning from the content as when they are thriving. 

Our approach to wellbeing education is intricately tied to students’ academic learning, and to cultivating an integrated, balanced school approach that emphasizes a liberal arts education to foster creativity, problem solving and rigour, while encouraging broad engagement. This approach helps us foster an appreciation for our strengths and the strengths of others. Our intentional approach to wellbeing is built into our timetables via weekly late starts, reflecting the unique neurological development in teens by building in flex blocks to prompt agency and autonomy, and to begin every morning with community time for connection and relationship building. Furthermore, when a student is struggling and needs direct support, we also have a team in place to respond, including grade-specific Guidance Counsellors, Social Workers, a nursing team, the school doctor, a Child and Youth Worker and Learning Support Specialists. This team of experts works alongside our team of teachers, advisors, the Heads of School and the Director of Wellbeing to support student wellbeing. 

As parents, you know your daughters best. Our school-parent partnership works best when we communicate with one another the successes and challenges that our girls are encountering. How can you tell if your daughter needs extra attention and when should you reach out to the school? Maybe she tells you she doesn’t feel connected with her peers or perhaps she has a strong emotional response to something that didn’t previously bother her. These signals tell us it’s time to sit down to talk about how we can build emotional reserves, whether it’s finding an outlet, spotting their strengths or helping them process feelings in a way that doesn’t allow feelings to dictate response.

Throughout this issue of Inside Havergal, you’ll see in more depth some of the programming designed to support student wellbeing. In November, parents will hear more from us about wellbeing, including a summary of key learning from our wellbeing surveys done last spring and plans to expand and strengthen our support for students to ensure that every student thrives at Havergal. 

Katrina

Message from the Board of Governors

Lexi Ensor 2013, Board Representative for HOGA

As an ex-officio member of the Board of Governors and Chair of the Havergal Old Girls Association Governance Committee, I am both proud and excited to represent the Old Girl/Alum community and help maintain the bond between our powerful, engaged and talented network of Old Girls/Alums to the school.

The mission of the Havergal Old Girls Association (HOGA) has remained the same since its inception decades ago: to keep Old Girls/Alums connected to the school and each other as we support the students who will one day become important members of our community. The goal has always been to build on the traditions from our strong history, while creating new and interesting ways to connect and engage. With over 9,500 graduates in more than 70 countries around the world, we are dedicated to creating programming that will sustain and support the lifelong associations between every Old Girl/Alum and the Havergal community. 

We began this term with the biggest Reunion event in Havergal history! After a two year hiatus it was wonderful to welcome more than 600 Old Girls/Alums back on campus. The weekend began with our Hava Java station at Celebration Saturday where Old Girls/Alums were able to meet with former classmates and teachers over hot coffee and snacks. We set a new record at the Reunion Cocktail party with nearly 500 Old Girls/Alums in attendance. It was heartwarming to witness all the reminiscing amongst classmates and friends (view event photos). Finally, we welcomed all Old Girls/Alums who graduated 50+ years ago at the Cinquantenaire & Stoneagers Luncheon. It was an important day for those from the classes of 1960, 1961 and 1962 who were recognized for marking their 60 year reunion milestone and for the classes of 1970, 1971 and 1972 who marked their 50 year reunion milestone (view event photos). This special luncheon is always a highlight on the events calendar as it is an important recognition of our Old Girls’/Alums’ long-standing connection to Havergal and to the relationships that were formed at this school.

A note to the students: when you leave Havergal, you will always maintain an association to a powerful network with benefits that will last a lifetime. We look forward to keeping you connected beyond the ivy!

Should you have any questions concerning the work of HOGA, please feel free to contact me at [email protected].

Warmly,

Lexi Ensor 2013

Thank You for Your Support at CelSat 2022!

Our school community is proud to announce the total funds raised at Celebration Saturday in support of our community partnerships. Thank you to all of our guests, volunteers, students, faculty, staff and vendors for helping to raise $39,837.66 at this year’s event! These funds will help to make a difference for our community partners, including Art City, Water First, Youth Without Shelter, New Circles, North York Harvest Food Bank, Resources for Youth in India and Grenoble Homework Club. We look forward to continuing to strengthen our relationships with these organizations in a variety of ways. Thank you to our House Captains for sharing this important message with the Havergal community!

Thrive Week at Havergal

November 21 to 25

Thrive Week at Havergal College is a week-long series of events building a culture of wellbeing by promoting mental health awareness. It is one of many mental health literacy initiatives this year, where we are developing the capacity of our community to support and promote positive mental health. Programming includes a keynote speaker at the Upper School, student-run feel good activities across all grades and a special breakfast for our faculty and staff. 

A highlight of Thrive Week will be visits from Sunshine Therapy Dogs on Monday, November 21 at the Junior School and Friday, November 25 at the Upper School. Pet therapy is a service that offers animal-assisted emotional support to people of all ages struggling with a variety of mental health challenges. “Comfort dogs” are great support for our wellbeing and our students will soon come to learn that their sweet demeanours will help them relax and replenish.

Self-Care: An Important Part of Supporting Academic Success

Caitlin Parsons, Senior School Social Worker

 I have no time for that, I have more important things to do, it just takes away from the things I “should” be doing…

These are just some of the endless reasons, often expressed by students when asked if they practise self-care. In the fast-paced world we live in, where not taking a sick day is praised as demonstrating commitment to one’s career, can we really blame our kids for not practising self-care or even seeing the value in it? Especially when we often push our own needs to the side, in response to other demands? As a result, it is not surprising that “self-care” has become more of a buzzword than an actual practice and why more and more individuals find themselves exhausted and struggling with their wellbeing.

What is self-care and why is it important for our students?

Self-care is anything done deliberately to maintain emotional, mental and physical wellbeing. This can include exercising, eating healthily, getting enough sleep and engaging in activities that encourage a healthy, balanced relationship with oneself. However, balanced self-care is more than treating ourselves to a bubble bath or binging on Netflix over the weekend. It involves looking at what we need as a whole person—body, mind and soul—to feel refreshed and recharged on a consistent basis. Put simply, self-care is an important and necessary practice for everyone. When it comes to our students, self-care translates into a more focused, attentive approach to their academics. Students cannot give to their work what they don’t have for themselves.

Because self-care is one of the best ways to help manage stress, studies have shown that the students who practise it consistently report having lower academic stress and tend to perform better in school, compared to those who do not practise self-care. Not only can it help support academic success, but self-care can also help students to be the best version of themselves and cope with the stress that comes with balancing their studies, social needs and general day-to-day lives.  

Role modeling self-care practices in our own lives and supporting students to incorporate practices that are “sustainable” in their own lives can be a great first step. So next time you are feeling overwhelmed, instead of trying to just plow through, try taking a pause and asking yourself: “what do I need right now?” 

You might be surprised by how big a difference just a few small changes can make in your overall wellbeing.  

Mental Health Literacy through Professional Development

Dr. Meagan Yarmey, Director of Wellbeing

Mental health literacy refers to the skills, understanding and knowledge that promote mental health and wellbeing and is a key competency we continue to develop in our community. In September, faculty engaged in mental health training on the 3Rs: “Recognize, Respond and Refer” to help increase our knowledge and skill set to better support student mental health. Our goal was twofold: to ensure our students receive timely, comprehensive support and that our entire community is comfortable recognizing signs of distress, responding with empathy and referring students to the appropriate resources. 

A second area of professional development we’ve been focusing on this fall are interpersonal skills. The teaching-learning process in K to 12 classrooms is inherently interpersonal, encompassing teacher-student and peer connections. Given their social nature, classrooms can be an ideal context for teaching social skills such as active listening, collaboration and respect for others. Active listening involves listening, reacting and responding to another individual. It is a way of indicating that you understand what was said and that you’re genuinely interested in the speakers ideas, concerns and opinions. It involves giving them your undivided attention, withholding judgment and being mindful of your facial expressions and body language. 

An interpersonal skill that can help us achieve this is the “GIVE” skill. Give is an acronym that stands for the following components:

G: (Be) Gentle—It is essential to be kind and respectful with your child; notice your tone of voice.

I: (Appear) Interested—Be sure to listen and appear interested in your child’s point of view, even if it differs from your point of view.

V: Validate—Validation is one of the most essential tools you can bring to your parenting. Words and actions show that you understand your child’s feelings and thoughts about a situation. 

E: Have an Easy Manner—Smile and be light-hearted. Reflect on what you’re hearing in a kindhearted way and show compassion. 

Intentionally using active listening and interpersonal effectiveness skills like GIVE helps to increase our students’ sense of psychological safety, creating environments where they are more willing and able to express concerns, ask questions and reach for help. We all want to be seen, valued and heard; these skills may help increase our ability to achieve this.

Learning Support at Havergal

Learning Support Team

At Havergal College, we recognize that everyone learns in different ways. Working in tandem with students, we aim to develop their self-knowledge as a learner, encourage confidence and nurture their agency. Students are encouraged to be their own person, challenge themselves and learn from experiences, making efforts to learn from mistakes and celebrate successes. 

In conjunction with the school’s Guidance Counsellors, Social Workers, faculty and administrators, the Learning Support Team works to support a student’s identified areas of need—specifically working with students who have psycho-educational assessments and are experiencing academic challenges—to help them learn to understand and use their accommodations. 

The Learning Support Specialists:

In the Junior School, there are four Learning Support Specialists and one Child and Youth Worker who supports the social/emotional needs of students. This team is supervised by the Head of Junior School Learning Support. 

There are two Middle School Guidance and Learning Support Specialists for students in Grades 7 to 8 and there is one Senior School Learning Support Specialist in Grades 9 to 12.

The goal at Havergal is to create a positive and nurturing school culture whereby students become self-advocates for themselves, with the support of a team of professionals to nurture and guide them as they navigate life. 

Emotions, Self-Regulation and Wellbeing at the Junior School

Junior School Educators Katie Tranter, Larissa McIntyre and Megan Robar

Now that the school year is well underway, wellbeing is taking many forms in the Junior School. Students engage in opportunities to name and notice feelings and emotions, develop strategies for self-regulation, attend to their health and wellbeing and much more. The three of us work in partnership with the Director of Wellbeing, Dr. Meagan Yarmey, and the Head of the Junior School, Ms. Kate White, on learning how to implement the renowned Yale University RULER approach. This program aims to help students understand the value of emotions, build the skills of emotional intelligence and create and maintain positive emotional climates. The goal of the training is to understand and implement this framework to support the Junior School Wellbeing Program at Havergal College in the coming months and years.

We’re looking forward to Thrive Week at the Junior School (November 21 to 25), which will include activities and conversations around the “Thrive Five”: physical activity, getting a good night’s sleep, eating well, giving back and connecting with others.

Ivy Market: Tickets on Sale Now

The countdown is on for the HCPA’s Ivy Market on Tuesday, November 22! This brand new event will feature daytime shopping for parents and students, with products from external vendors and HC alike—and will see the return of our always popular bake sale! Tickets for Ivy Market’s evening cocktail party, during which parents can shop and mingle, will go on sale soon. Don’t miss out, buy your tickets early!

Bake Sale: Call for Volunteers

We’re pleased to announce that the HCPA’s sweetest fundraiser is back! The Bake Sale, popular with both students and parents, will take place on November 22 as part of Ivy Market. There will be sales at both the Junior School (during the day, for JS students only) and the Upper School (during the day and into the evening for US students and HC’s parent community). 

More details will be shared soon—but in the meantime, we’re looking for volunteers for the following:

If you’re able to help, please sign up at:

Message from the Wellbeing Prefect

Hi Havergal! I’m Maddy and I’m this year’s Wellbeing Prefect.

When I first started at Havergal in Grade 9, mental health was one of the greatest obstacles I faced. Although we have excellent wellbeing resources in place at the school, such as our social workers, Ms. Parsons and Ms. Waisglass, and Dr. Yarmey, our Director of Wellbeing, I found it difficult to come forward and connect for help until much later in my Havergal journey. 

For me, it was a combination of stigma, timidity and a lack of awareness regarding the support available to me that prolonged my struggle.

As Wellbeing Prefect, my main goal is to encourage conversations on mental health issues throughout the student body, with a particular emphasis on students who might not feel as comfortable coming forward or as familiar with Havergal’s wellbeing resources. As we come out of the pandemic—a period which presented a myriad of challenges for all of us—it’s vital that we raise awareness of how we can best improve our wellbeing as individuals and as a community.

The first big wellbeing event this year is Thrive Week in late November, where we’ll hear from guest speakers, and students will facilitate important conversations on mental health and wellbeing at Havergal. Our theme this year is social connection, which presents an opportunity for students and faculty to reflect on how they can work to improve their wellbeing by taking advantage of the community support that surrounds them.

Additionally this year, we’ve assembled the Wellbeing Council, which consists of 10 students from Grades 7 to 12 who are working to integrate student voice into wellbeing programming at Havergal. Whether that’s helping to plan activities for Thrive Week, or gathering input from the student body, the Wellbeing Council will be an asset to encouraging important conversations on mental health and wellbeing at our school.

Moving forward, the Wellbeing Team (consisting of our social workers, Dr. Yarmey, the Wellbeing Council and myself), will work to break the stigma and raise awareness on mental health and wellbeing—but we can’t do it without the support of our community. From connecting someone close to you to wellbeing resources or simply starting a conversation, any small step will help make Havergal a place where everyone can thrive. 

Introducing Our Newest Wellbeing Team Members

Nicole Waisglass, Middle School Social Worker, and Holly Fournier, Junior School Child and Youth Worker

Both new to the Wellbeing Team at Havergal are Holly Fournier, Junior School Child and Youth Worker, and Nicole Waisglass, Middle School Social Worker. 

Ms. Waisglass joined Havergal College as the new Middle School Social Worker after specializing in adolescent mental health at Youthdale Treatment Centre. At Havergal, her role is to provide short-term counselling to optimize the social and emotional wellbeing of students in Grades 7 and 8. When most people think of a school social worker, they often think of someone who provides one-on-one counselling support to students who may be struggling. While this is certainly true and a large part of her role, Ms. Waisglass is a part of a team that provides support in other areas of school life. For example, she helps support and facilitate Middle School Form wellbeing programming and events, such as Thrive Week, Pink Shirt Day and Bell Let’s Talk Day, as well as the Wellbeing Club. As the dedicated Middle School Social Worker, her role consists of both frontline work and Wellbeing Program development pieces to help support and encourage positive mental health and wellbeing for our students. Ms. Waisglass holds a Master of Social Work degree from Wurzweiler School of Social Work (2019) in Manhattan, New York City. She is registered in good standing with the Ontario College of Social Workers and Social Service Workers and the Ontario Association of Social Worker.

Ms. Fournier is a passionate and caring Child and Youth Worker who completed her diploma at Centennial College in 2015 and developed her skills in a variety of academic settings. She began her career working as an Educational Assistant for the public school board before becoming a Child and Youth Counsellor, which enabled her to continue to support diverse groups of students at the public school board. Holly excels at crisis intervention, conflict resolution and student wellbeing. She has a strong ability to observe, identify and proactively address issues of social/emotional development and learning. Her strong communication skills have allowed her to work effectively with students, staff and family members to address concerns and provide helpful strategies. Ms. Fournier’s number one goal is to make sure every student who walks through her door has the opportunity to speak their truth and feel heard. During her first year at Havergal, she is excited to get to know the students and staff as she becomes a familiar face. She strives to gain the trust and respect of everyone in the community and she hopes that over time she will become a valuable resource that staff and students don’t have to think twice before reaching out to her.

Principal’s Message

Katrina Samson

Welcome back to the promise of a fresh start that each September brings. I’m particularly excited because it’s a year to reconnect and build back stronger after a long period of restrictions. This past weekend was a great example of reconnecting as we came together for Celebration Saturday, a day of fun where we raise awareness and support for our Community Partners and we come together united in service to others. We are carrying forward the energy from this weekend and bringing with us a sense of joy and optimism into this year.

I’m energized when I contemplate the future we’re building together at Havergal. We have a year of planning ahead and I hope our community of students, employees, parents and alumni will share their ideas as we look to build on our rich history and invest in future opportunities for our girls. As a school situated in the heart of progress, in a city brimming with creativity and ingenuity, we are always considering the capabilities and competencies our students need to succeed. This includes actively developing the right attitudes around making positive change as we prepare our girls to take on the leadership challenges they will face in whichever industry or career they choose. Relaunching the Forum for Change, for example, highlights global citizenship, which helps our students understand what it means to be strong, ethical, global leaders who can work cross-culturally, across languages and geographies. 

As we consider what shape the next strategic direction Havergal will take, I challenge us all to think about progress not as a dismantling of the past, but as building on our track record of successes and on those traditions that bind our past with our present. Havergal is known for our traditions, which create bonds in the community; I’ve seen alumni across the world find connections by reminiscing about their Havergal experiences and finding common ground. This past weekend also marked Reunion Weekend, where hundreds of Old Girls/Alums returned to Havergal to reconnect, reflect and reminisce. The sentiment I heard repeated throughout Reunion Weekend was how the values learned at Havergal—inquiry, integrity, compassion and courage—have shaped the lives of Havergalians, enabling them to make a positive difference in the world moving forward. 

As we look to shape our program, with our girls exploring everything from artificial intelligence and contemporary finance through our HC-X Micro-Credential Program, to learning life lessons on leadership, and friendship through the study of Shakespeare in our Theatre Program, I encourage you to join us in considering the experiences, opportunities and learning our girls need to graduate as young women who will lead progress and innovation for future generations. 

Katrina

Message from the Board of Governors

Debbie Simpson, Chair of the Board of Governors

Hello to everyone—the Board wishes you all a huge welcome back! I hope that you and your family are well and have enjoyed some special moments together over the summer. Whether this is your first year as a part of the Havergal community or you are a returning family, I am sure you share my excitement in having all of our wonderful students back on campus. 

This year kicks-off with the return of in-person co-curricular and athletic activities and events and I am particularly delighted that we started the year off with the “People and Program” information sessions in the building! Equally fabulous was the successful re-start of Celebration Saturday, which took place on our amazing campus on Saturday, September 24. Celebration Saturday takes its roots from Ellen Knox’s famous question, What will you do? It was that question that spurred the community to create an event whose purpose was twofold—to raise funds and awareness for partners across the GTA while building school and community spirit. It is a time of celebrating our school’s mission, vision and values by bringing together our past, present and future.

The level of activity remained high throughout the summer at the school as faculty and staff worked on some very exciting updates around campus, including the updating of the Boarding School with new furniture and décor; a refresh of Brenda Robson Hall with new paint, blinds and baffling; as well as the opening of the new Grad Lounge for our Grade 12 students to enjoy. The Senior Leadership Team has been working hard to ensure that safety remains our top priority and we thank you for your ongoing support of our health protocols. Now that we have the opportunity of being back inside the buildings and walking the halls, you will be able to see and appreciate these new and updated spaces that the students are already enjoying. 

I will close by wishing everyone continued good health and encourage you all, new and old, to be active members of our vibrant community. There are many ways for you to participate in school life, including the Havergal College Parents Association, Havergal Old Girls Association, the Foundation, the Board of Governors or its committees. We appreciate the time you devote to our community.

Warm regards,

Debbie

Thank You for Joining Us for Celebration Saturday! 

CelSat—Community Partnerships—House Stalls—Cookiegrams—Cotton Candy—Wristbands—Pet Rocks—Haunted House—Bake Sale—Silent Auction—Shifts—Musical Performances—Beading. This has been the language of Havergal for the past couple of weeks. On Saturday, September 24, Havergal hosted its first Celebration Saturday in three years! For many students, parents, faculty and staff who have joined our community recently, this was a new event, and for many it was the return of a time honoured tradition.

Celebration Saturday is a community event where faculty, staff, students, parents, Old Girls/Alums work together to celebrate our community and raise awareness and money for other communities—namely our community partnerships. We work together in Houses, led by our House Captains to plan stalls and activities for others to participate in. 

Celebration Saturday may be a day of cotton candy and face paint, but it is also about living our mission and values as a community. As we prepare young women to make a difference, we work collectively to make a difference for others. We take time to come together as a community, build relationships with each other and care for others.

This year’s Celebration Saturday is in support of the following community partnerships:

The total amount raised for our partners will be announced at Upper School Prayers later this fall.

We would like to thank all of the students, parent volunteers, faculty and staff who worked together to build back this wonderful community event and make it a tremendous success.

Discover HC-X, Havergal’s Centre for Innovation

The letter “X” has long evoked a sense of wonder, exploring the unknown and intersecting ideas. For Havergal, the “X” represents the mindsets, strategies and learning experiences that will be a differentiator for Havergal students and faculty.

Guided by research from within and beyond the educational sector, HC-X designs and experiments with learning experiences and programs that promote, provoke and allow our girls to practise these future-ready skills. Digital Wisdom, our first major project, is now in its third year, engaging students from Grade 5 to 8 in examining, questioning and critically thinking about their identity and relationships in a digitally mediated world. HC-X continues to lead the development of Havergal’s distinguished Blended Learning Model that prioritizes student agency. In this model, faculty intentionally use digital tools to present developmentally appropriate choices to our students in how, when and where they learn. Students make these choices, learn to take responsibility for their learning and reflect deeply on who they are developing as a learner.

Most recently, we launched our Digital Micro-Credentialing Program. This is a distinctive, unique-to-Havergal offering for students in the Upper School to pursue a new learning pathway in areas outside of traditional offerings. Partnering with Old Girls/Alums, current parents, Harvard Student Agencies and Inspire AI, we are offering 20-hour courses on Contemporary Finance, Pre-Med studies and Artificial Intelligence, respectively. Each of these courses have “sold out” for this first term and the feedback has been overwhelmingly positive, both from our students and from our partners.

For more information you can visit:

HC-X Introduction
Digital Micro-Credentials

OISE/U of T Digital Wisdom Course Evaluation

When HC-X launched Digital Wisdom, we knew it was uncharted territory for JK to 12 education. It’s a course that isn’t entirely about internet safety, nor entirely about technology skills; rather, Digital Wisdom is focused on equipping students with the skills, mindsets and experience to critically question their relationship with all things digital while trying to develop their identity, friendships and personal goals. Given the unique nature of this course, we felt it vital to partner with a program evaluation to ensure fidelity with the purpose of the course and the strategic direction.

In 2020, HC-X partnered with OISE/UT to conduct a four-year program evaluation. The Program Evaluation of the Digital Wisdom course examines not only the content of the course and the student feedback, but also the pedagogy and assessments we have designed.

Digital Wisdom for students in Grades 5 to 8 is now in its third year running and in year two of program evaluation. The feedback we have been receiving has been so valuable in ensuring the course grows and is responsive to the needs of our girls. Read more about the Program Evaluation here.

Exploring Global Learning Through the Forum for Change

The Forum for Change (F4C) is the global heartbeat of Havergal College. It serves as the hub of global learning, community partnership programming and social innovation work. The F4C supports students in learning different service approaches to making a difference in their world locally and globally.

This dynamic department builds bridges and networks to support incredible opportunities for our girls to learn new perspectives, meet people and discover their cultures. This sense of exploration is reflected in our new branding. One of our newest partnerships to highlight is with Round Square. Round Square values are captured in their IDEALS (Internationalism, Democracy, Environmental stewardship, Adventure, Leadership and Service); this alignment means more opportunities for our students to engage in global projects, conferences and connections beyond our ivy walls.

The F4C stretches and challenges our students in ways that support their academic learning, development of identity and sense of self, with a disposition to action. Global Exchanges, International Learning Service Trips, our Community Partnership Program and the Global Learning & Leading Diploma (GLLD), equip students to make a positive difference in the world with a focus on global mindedness; these programs provoke students to broaden their cultural fluency, and make an impact through deep and meaningful learning experiences.

Personal Development Beyond Academics Through the Junior School Co-Curricular Program

The Junior School’s passion for learning goes far beyond the walls of our classrooms. Students in Grades 1 to 6 are encouraged to explore new interests through the Junior School Co-Curricular Program as a way to develop skills in a variety of fields, make friends outside of the classroom and build confidence in a supportive environment.

Designed to meet the interests of every student in Grades 1 to 6, the Junior School Co-Curricular Program aims to enrich the Havergal experience and provide students with new activities and pursuits they may not have considered otherwise. Our students are encouraged to explore, investigate and develop new passions through a variety of clubs, athletics and the performing arts. “A robust co-curricular program is a fundamental component of a liberal arts education,” says Head of Junior School Kate White. “These opportunities are carefully designed to complement what students are learning in class while providing a plethora of opportunities to further enhance their intellectual, social, moral, creative and physical development.”

Co-curriculars are run after school by Havergal faculty and staff, as well as by outside coaches for athletics and instructors for clubs. We encourage all students to get involved in something outside of their academics, whether it be dance, cooking, discovery lab, soccer, strings, chess or choir; there’s something for everyone! It’s just another way the Junior School faculty and staff instill and encourage lifelong learning as a part of personal development.

Upper School Fall Used Textbook Return

Tuesday, October 18, 7:30 to 11:30 am

Did you miss the spring Used Textbook Return? Or perhaps you have new textbooks you wish to return because of a class change? If so, the HCPA has arranged for the Canadian School Book Exchange (CSBE) to be at Havergal on Tuesday, October 18, to accept your donations and to facilitate your returns.

Students and parents will be able to drop off their new or used textbooks in the Ellen Knox Library. 

When your book is sold through the CSBE, a percentage of the sale will go back to you and a percentage will go toward the HCPA’s fundraising efforts. It’s a win-win!

For those planning to return a new textbook due to a course change, please follow these instructions:

You may also call CSBE to obtain a Return Authorization Number and instructions at 1-800-335-5043. These textbook returns should be brought in a separate sealed box from used textbooks with the Return Authorization Number inside.  

For those who wish to sell gently used textbooks, please follow these instructions:

Please ensure your books are placed in a sealed box with the Return Authorization Number and/or QR code slips inside. For multiple boxes, please place a printed copy of the QR code in each box.

Ivy Market: Save The Date

Mark your calendars: you’re not going to want to miss the fun at the HCPA’s Ivy Market on Tuesday, November 22! This brand new event will feature daytime shopping for parents and students, with products from external vendors and HC alike—and will see the return of our always popular bake sale! Ivy Market will end with an evening cocktail party where parents can shop and mingle.

Tickets for the parent cocktail party will go on sale next month. Stay tuned for more information! 

Go Green with Colibri

Colibri Canada is offering the Havergal College community an exclusive opportunity to order reusable and washable bags in different sizes and patterns. The bags are tested and certified, ensuring they meet both FDA and Health Canada standards for food safety.

Colibri bags are great for snacks of all sizes, lunches, pet treats and even wet swim gear and gym clothes. They also offer terrific reusable straws. The HCPA’s Colibri fundraiser runs until Monday, October 3. Select “Havergal College” when checking out. 

Keep Track with Mabel’s Labels

Help avoid confusion and keep lost and found visits to a minimum by affixing labels to everything from uniform items to lunch bags. Mabel’s Labels has personalized label options for the whole family, from cute and cuddly to sophisticated. Shop Mabel’s Labels and type “Havergal College” in the search field or select “Havergal College” as the fundraising partner at checkout. This fundraiser is ongoing through the year. 

HCPA Puffer Jackets and Vests

The HCPA is thrilled to announce that Havergal puffer jackets and puffer vests will be available on the HCPA Marketplace, but for a limited time only. We know how much everyone loves to layer up and stay cozy! We are delighted that these versatile black jackets (child and adult sizes) and vests (adult sizes only) will be available with the Havergal crest embroidered in white on the chest. 

Jackets and vests are available for purchase from September 24 to October 15. You can order yours online here. What a wonderful way to show your HC Spirit!

Give Back with FlipGive

FlipGive is an easy-to-use fundraising app that supports the HCPA’s annual fundraising commitment. You can buy e-gift cards at your favorite retailers while earning fundraising dollars for the HCPA. Or you can fundraise like a pro by purchasing everyday items from over 700 brands, including Starbucks, Indigo, Athleta, Esso, Sephora, Sport Chek, Lululemon and Apple. 

Here’s how it works:

You do not need to sign up with FlipGive to purchase gift cards or shop online. 

Havergal Launches New Advertising Campaign

Working in partnership with the school’s Agency of Record, Angry Butterfly, Havergal’s Communications & Marketing Department launched a new advertising campaign this fall with the goal of motivating bright students to apply to join the school community in September 2023.

Inspired by the school’s modernized renovated spaces, the ads strengthen Havergal’s position as the leading girls’ independent school in Canada while promoting our outstanding teaching practices and confidence-building programming. “It’s about highlighting what progress looks like in a caring community and how Havergal students use their values to help guide their goals and aspirations,” explains Angry Butterfly CSO, Graham Candy. 

“There is a boldness with this new creative that differentiates us from our competitors,” says Antonietta Mirabelli, Havergal’s Executive Director of Marketing & Communications. “It’s less about being edgy; rather, the ads underscore the conviction our students have in themselves, their abilities and their dreams. This new campaign honours them for who they are, and that feels good.”

You can find Havergal’s newest advertising assets in the October issues of Toronto Life, The Walrus and Post City Magazine; in the Toronto Star (September 23) and Globe and Mail (October 7) Private School Guides; throughout Billy Bishop Airport (from October 3 to November 30); on bus shelters north of Highway 401 (from October 3 to November 30); and on a variety of digital and social media sources as a part of our digital campaign (September 12 to November 30).

In mid-August, a handful of students participated in photoshoots for this series of four advertisements; we cannot thank them enough for returning to campus in their uniforms during the summer break! We would also like to extend our gratitude to their parents/guardians for their assistance in bringing these ads to life. Thank you to all of our Havergal Ambassadors for their green and gold pride!

Fatima Kaba

Manager, Learning Experiences

Fatima works in the Forum for Change (F4C) office, particularly overseeing the Global Learning and Leading Diploma (GLLD) program. The F4C serves as a hub of global learning, community partnership programming and social justice work in efforts to support students develop outlooks and approaches that make a difference in their world.

Fatima graduated from York University’s Concurrent Education program with a double major in English and Psychology. After teaching English and Physical Education in the public system for three years she travelled to London, UK to complete a double masters program from the University of London, UK. Fatima has been in the field of education for over 15 years, both in the public and religious education systems. Her roles have varied from classroom teacher, curriculum design to ethics based research analyst and global mentor. Fatima’s keen interest in leadership and personal growth prompted her to complete a certificate in School Management and Leadership from Harvard Business School.

Fatima is committed to serving her community and is an active volunteer within the Shia Ismaili Muslim community, where she continues to support the religious education system. She enjoys spending her free time outdoors with family and friends and just recently picked up the game of golf. Fatima is an avid traveler and looks forward to her next international adventure.