It has been a busy few months since the start of the school year. Our Boarders arrived on Labour Day weekend and we were able to hold an outdoor Welcome Reception for their parents and families. Although we still have some pandemic measures in place (masking, cohorting, rapid testing) our students have been able to return to a more normal life experience. Both day and overnight leaves are allowed and we have had a number of off-campus excursions, including escape rooms, the Van Gogh Immersive Exhibit, Halloween Haunt at Canada’s Wonderland and the Winter Village in the Distillery District. Classes, extracurricular activities and weekend shopping, dining and outings are all back in person and in full swing. Our Boarders have picked up where they left off in March 2020 and are looking forward to what we hope will be a continued positive way forward through this pandemic.
Our Dons and Junior Don team continue to offer great weekend workshops on Sundays from 3:30 to 5 pm. From crafts, to baking and wellbeing, Boarders have experienced an array of interesting activities as they take a break from their studies to rejuvenate themselves, continue to build close friendships and have a moment to join the community for fun, learning and relaxation.
The focus of our Boarding Curriculum this year has been a course on Hope and Optimism. Boarders are learning how to develop hope and optimism in order to increase their wellbeing. We began by exploring resilience: the amazing human capacity to bounce back from adversity. Resilience is essentially our ‘self-righting’ tendency and also represents our most potent problem-solving ability. As we continue on in this program, our aim is to examine the potential for building the skills essential for hope, optimism and resilience in ourselves and others.
All the best,
Laura Franks Head of Boarding
Inside Boarding
Message from the Boarder Prefect
Jamie W., Grade 12
Hello everyone! I am Jamie and I am so honoured to be your Boarder Prefect for the 2021-22 school year. I come from Hong Kong and this is my third and final year at Havergal. As the Boarder Prefect, I represent my Boarding School friends in the wider school community. I lead an amazing Junior Don team that is composed of Boarders from Grades 9 to 12. Within the team, some Junior Dons are in charge of organizing cultural dinners, while others are responsible for publishing Boarding Newsletters every few months. During our weekly meetings, we come up with fun and engaging events and constantly try to make the Boarding community a comfortable second home for everyone. To further foster a positive and supportive environment, I strive to promote diversity and inclusion within both the Day and Boarding Schools.
Throughout these past three years, I’ve gotten to know the most supportive and loving people in Havergal and formed lifelong friendships with people I can now call my sisters. Thinking back, coming to the Boarding School at Havergal was an easy decision for me to make. I still remember my first visit during the summer of Grade 8. I was instantly drawn to the welcoming environment and knew that this was the place I wanted to grow up in. Coming to the school as a student in Grade 10 was definitely memorable. I wouldn’t say that it was completely easy to integrate myself into a place full of new faces, because like with any new environment, it is difficult to meet new people. Thankfully, the Dons and Junior Dons were really helpful and worked together to make my transition a lot easier. With weekly workshops and various cross-school events, I soon adapted and made new friends within the Boarding School.
My favourite thing about Havergal is definitely the support I receive in the community. Aside from Guidance Counsellors and Social Workers in the Day School, the Dons and Junior Dons work closely to provide the best support to Boarders. Due to COVID-19 restrictions, Boarders are separated into four grade cohorts to prevent the spread of infection. Not only does this ensure our physical wellbeing, but it also allows Boarders to form strong bonds within their own grades. Boarders from each grade come together at least once a week for cohort meetings. The Junior Don team also arranges events to encourage interaction between different grades. In addition to the weekly activities that take place on campus, off-campus school excursions are held once every month. Numerous Boarders, especially the new students, find these events helpful in building friendships outside their grades. These events also allow Boarders to experience the upbeat and bustling city culture of Toronto.
To learn and mature in such a loving environment is a privilege and Boarding at Havergal has taught me essential skills I would never have learned in class. I have learned to live with a roommate, prioritize my tasks and even how to use a washing machine. I am eternally grateful for my experience here and I would never trade it for anything.
Interview with a New Boarder
Chloe Y., Grade 10
Kelly: Thank you, Chloe, for coming to today’s interview. It’s our pleasure to feature you in the December newsletter and let others know more about new Boarders’ experiences this year.
Chloe: Thank you for inviting me too!
Kelly: Let’s start by talking about your first year as a Boarder at Havergal. In what way is Boarding different from what you expected?
Chloe: I thought that it would be hard for me to adjust to a new environment, but surprisingly, my transition was so smooth! All the Boarding staff, faculty and my fellow Boarders were so welcoming and I wasn’t homesick at all. I really enjoy my time at Boarding because I get to be with my friends all the time. I am the only child in my family, so it is interesting to have a roommate who shares a room with me and helps me when I’m in need.
Kelly: That sounds very true. Last year was also my first year at Boarding and I was uncertain about whether I would get used to living without my parents. But the fun activities helped a lot with getting rid of the worries! I had more opportunities to hang out with my friends, so my favourite aspect of Boarding is the activities! What’s your Boarding favourite activity so far?
Chloe: After two months into the year, my favorite activity so far is the Canada’s Wonderland trip with Upper Canada College (UCC). After a year of COVID-19 restrictions and remote learning, I have made friends with people on social media but haven’t had the chance to meet them in-person. I believe this is the situation of many other students as well.
Kelly: I agree! Why did you enjoy that activity the most?
Chloe: Wonderland was so much fun and I got to go on roller coasters with my fellow Boarders and new people from UCC. The Wonderland trip with UCC not only provided us the opportunity to meet friends from another school, but also allowed us to go to Wonderland for free!
Kelly: Absolutely, going to Wonderland for free does sound very attractive. So other than Boarding excursions, did you have the chance to hang out with friends on weekdays or weekends?
Chloe: Definitely; we can go and grab a drink from Starbucks after school which is super nice. We also go out on weekends to explore different restaurants nearby. For example, we went to Chat Bar and Meet Fresh on Yonge Street. The food there was incredible and I had lovely memories with my friends.
Kelly: That sounds great. What Boarding activities are you looking forward to in the future?
Chloe: I would prefer more off-campus activities such as the Wonderland trip and the escape rooms. They were both very thrilling and I think it’s fun for international Boarders to learn more about special activities in Toronto.
Kelly: I do think these activities are great choices for de-stressing after a long week of school. I am really glad to know that you are enjoying your life in Boarding so far. Thank you for this interview, Chloe!
Chloe: Thank you so much for having me!
Interview with a Returning Boarder
Kerry L., Grade 11
Daphne: Hi Kerry, thank you for coming to today’s interview. We are honoured to feature you as a returning Boarder in the December newsletter.
Kerry: I am happy to speak with you.
Daphne: I know that we are both food lovers, so what do you think of the food in Boarding?
Kerry: My favourite food from Boarding is the beef meatballs. They taste super good and I often ask for more after the chef gives me the standard amount she gives to others. I also like the variety of granola bars in Boarding. They are my favourite snacks.
Daphne: Same! The meatballs are new this year and they’ve also become my favourite food from Boarding. What’s also different this year is having a roommate. How do you feel about having a roommate this year?
Kerry: I love it, because I can have a buddy to talk to and vent about homework. We also have a lot in common which makes having a roommate more fun! We go to Starbucks during lunch and after school, go shopping and study together. She always says that I motivate her to study, while I often ask her homework questions while studying. My roommate and I complement each other and I enjoy it very much!
Daphne: I agree. My roommate and I have a lot of fun too. We often hang out outside campus and do Boarding activities together as well. Being in Boarding for the third year, what has been your favourite activity?
Kerry: My favourite Boarding activity has been building gingerbread houses with my cohort. It gives me a Christmas vibe, which makes me look forward to the Christmas break, where I can reunite with my family and take a break from the exhausting schoolwork. Doing the activities as a cohort is also nice, as I get to spend time with my friends on weekends.
Daphne: I am also looking forward to Christmas and watching the beautiful snowy scenery on the holiday. Overall, what do you like most about Boarding this year?
Kerry: The different off-campus activities that Boarding hosts, such as going to Wonderland and the Christmas Market. Because of COVID-19 restrictions last year, we were not allowed to go off-campus, but we had great activities on-campus. This year, it feels special to have the opportunity to go off-campus again and it is always nice to have a variety of activities in the city.
Daphne: That is also my favorite part. Thank you for your time, Kerry. I really appreciate your willingness to share your experience and perspective with us.
Kerry: Thank you for having me.
Boarding Program Activities
This year, Boarding is hosting a variety of activities both on and off campus. Throughout these activities, we have received positive feedback from our fellow Boarders. Because of COVID-19 restrictions, we have three cohorts: Grade 9s and 10s, Grade 11s and Grade 12s. Despite being in cohorts, we have still been able to establish a close rapport across grades and cultivate a more caring, united Boarding family.
Immersive Van Gogh Exhibit
Boarders went to the Immersive Van Gogh Exhibit. We wandered through 600,000 cubic feet of stunning giant projections that highlighted the artist’s mesmerizing brushstrokes, details and colours, animating the master’s oeuvre and illuminating the mind of the genius: Van Gogh.
Escape Rooms
Doing escape rooms was also an impressive experience for Boarders. We split up into groups and entered the chosen escape rooms, employing courage, logical thinking or imagination in a limited but highlighted moment.
Thanksgiving Dinner
The Thanksgiving Dinner consisted of juicy roast turkey, stuffing, smooth mashed potatoes, gravy, green beans, corn and pumpkin pie. The Thanksgiving feast by our wonderful kitchen staff was super festive and reminded Boarders to be grateful for everything.
Halloween Haunt
Halloween Haunt at Canada’s Wonderland turned the theme park into a scream park filled with Halloween attractions that offered unforgettable thrills and unspeakable horror for Boarders. We immersed ourselves in the nightmare of Halloween Haunt, an event where the streets were filled with terror, including hundreds of monsters, terrifying scare zones, ghoulish street performers, live music, thrilling night rides and electrifying live shows.
Upcoming Events
2021
December 12: Sports Day Workshop
December 14: International Christmas Dinner
December 15: Last day of Classes & Carol Service
December 16: Boarding Closes at 12 pm
2022
January 3: Boarding Opens at 4 pm
January 21: Off-Campus Excursion: Skating at Nathan Phillips Square
January 26: Last day of Semester 1
January 27-31: Semester Flip (No Classes), Boarding Open
As the upcoming holidays approach, Havergal students, faculty and staff are looking forward to a season of joy and time spent with their loved ones. At this time of year, we also reflect on the generosity of our community and the importance of giving. This is especially true as we express gratitude for the past donors who have helped build the Havergal of today. From our facilities to our programming, the evolution of Havergal has been and continues to be made possible by people who invest in our future.
Philanthropic investments in Havergal have an ongoing impact and allow us to offer exceptional experiences that inspire our students to make a difference. The reality is, however, that when it comes to philanthropic support, giving to boys’ schools has historically outpaced that of girls’ schools. Some research even illustrates that the gifts to boys’ schools exceed those to girls’ schools by as much as $4 to $1. Providing equal opportunity to and making equal investments in our students plays an important role in the quest to achieve gender equity, and to show girls that we are prepared to invest in them equally. As we strive to shape the leaders of tomorrow, your philanthropic support of Havergal illustrates a commitment to educating and empowering young women, and I believe that with the generosity of our donors, Havergal can be a beacon for this commitment to the advancement of women and girls.
Recently, I came across this Facts and Figures: Economic Empowerment information sheet by the United Nations that outlines the benefits of closing the gender gap. Research repeatedly shows that educating girls and making opportunity for women across the globe to participate in the workforce contributes to economic growth and positively impacts health outcomes. At Havergal, we are committed to our mission of creating a more equitable world—not just for our students, but for all students. Your gifts support this vision and help us create and inspire the future ready leaders our world needs to in the quest to create this equity across the globe.
If you’d like to learn about the areas where your gifts can make a difference, visit our Guide to Giving. You can also champion exceptional students by supporting our Financial Aid program, which gives deserving students the opportunity to attend Havergal. As always, we are so grateful for the generosity of our past and present donors whose support of our community and of girl’s education make our commitment to excellence possible.
Katrina
Message from the Board of Governors
Debbie Simpson, Chair of the Board of Governors
On behalf of the Havergal College Board of Governors, I want to express our deepest gratitude to you, our community, for the success of the Limitless Campaign; the school’s largest fundraising endeavour to date. With a tremendous show of support, we not only achieved our goal of raising $21-million, but we surpassed it by raising an incredible $21.8-million.
Our students are benefitting daily from the beautiful new spaces that you helped make a reality. In the Upper School, the beautiful classrooms for art, social sciences and technology and the light-filled Learning Commons, featuring the Old Girls BioWall, are abuzz with activity every school day. Similarly, in the Junior School, the STEM, art and music classrooms along with the updated gym and beautiful Dining Hall are enhancing the learning experience for our youngest students.
As a not for profit, your donations, like those who came before you and those who will follow, show your continued belief in and relevance of our mission and help to sustain the level of excellence for which we have become known. Thank you again for your support of our wonderful school!
Debbie Simpson
Applications for the Havergal College Board of Governors
Alison Glober, Chair of the Governance Committee
I have the pleasure of writing to the Havergal community on behalf of the Governance Committee of the Board of Governors as this is our formal call for applications to serve on the Board or on a Board Committee.
The primary responsibility of the Governance Committee is to ensure that the Board is well-equipped to carry out its oversight role with respect to the College. Part of that responsibility is to continually evaluate how well the Board and its committees carry out their mandates and advance the College’s educational mission.
One of the most important things the Governance Committee works on is the identification and nomination of strong candidates for the Board and its committees. This is an ongoing effort as we try to maintain a roster of broadly qualified candidates. Using a competency-based model, the committee identifies skills and constituencies that need to be considered as we plan for the future.
In reviewing applications, the Governance Committee looks to constitute a Board that balances a mix of competencies and experience, established and newer Old Girls, current and past parents, as well as independent members who are neither Havergal alumnae nor parents. The Board is also committed to ensuring there is representation from members of the Black, Indigenous and People of Colour (BIPOC) community whose skills and experience align with our competency framework.
In assessing applications, the Governance Committee favours no particular professional background over another, but we frequently seek particular areas of experience and expertise. This year the committee is especially interested in identifying potential candidates with senior level experience in finance (CPA, CFO) and strategic change management as well as those with philanthropy/fundraising expertise. We are also very interested to hear from parents with students in the Junior School.
Governors are volunteers and must be willing to commit the substantial time, effort and energy necessary to fulfill the role and serve the school. It is also expected that a Board Governor will make Havergal a personal charitable priority, within their means.
If you are interested in being considered for the Board or a committee, please let us know by completing the Board of Governors Application Form by Friday, January 28, 2022. Additional details on the role and responsibilities of Board and committee members can be found here.
This Month
The Return of Carol Service
Join us on Wednesday, December 15 for our Christmas tradition that highlights Havergal’s incredible student choirs. To celebrate the holiday season, Carol Service returns with beautiful Christmas carols and festive lesson readings in the school’s historic Brenda Robson Hall in the Upper School.
The students have been preparing for weeks and the halls are alive with festive music and solos. Our students in Grades 7 to 10 will attend Carol Service during the school day at 2 pm; parents are welcome to experience this service virtually through an online streaming service. Students in Grades 11 and 12 will enjoy the service in person and their parents are welcome to attend.
We look forward to welcoming our Grade 11 and 12 parents back into the school. Visitor information, including the screening process, will be shared with all Grade 11 and 12 families in a message from Cissy Goodridge, Director of Performing Arts.
Junior School families are also invited to attend virtually, if they wish. Details to be shared with Junior School families on Monday, December 13.
Junior School Christmas Concert
The Junior School community is invited to this year’s Christmas Concert on Tuesday, December 14 at 7 pm, where we will celebrate the holiday season with music from our talented students.
The rehearsals have begun and the students are looking forward to sharing their work with their families.
This hybrid concert can be enjoyed virtually by our Junior Kindergarten to Grade 5 students and their families. Grade 6 parents are invited to the Brenda Robson Hall in the Upper School for a live performance by our Grade 6 students. The concert Zoom link was included in the Junior School College Blog in the December 3 message.
To ensure the health and safety of our community, Grade 6 parents who wish to attend the event in-person are required to show their vaccine passports, wear masks and complete health screenings. This in-person event is conditional on a stable COVID-19 situation in the city. Families of Grade 6 students will receive instructions for the evening directly from Ms. Goodridge, Director of Performing Arts. Please note that an Ontario-approved proof of vaccination and identification will be necessary for entry.
Holiday Break
Havergal College will be closed for students starting on Thursday, December 16. Classes resume on the morning of Tuesday, January 4. For more details on Junior School and Upper School return-to-class requirements, please refer to the College Blogs from the Heads of School:
We wish everyone a safe, happy and healthy Holiday Break and we look forward to reconnecting in the new year.
A Celebration of Our Donor Community
Havergal is fortunate to have a strong and dedicated community of friends and donors who believe in the value of our mission. With their support, we are able to provide our students with exceptional educational experiences. Important investments in our campus, financial assistance, faculty and programming have been possible through our community’s generous support.
As an expression of our gratitude, a beautiful, uniquely designed tribute has been created for Havergal donors to permanently honour and celebrate their generosity. Located in the main entrance of the Junior School and in the new Student Commons in the Upper School, our donor walls have been conceptualized to be immersive in the telling of donors’ stories, recognizing the legacy of donations, and to meaningfully express gratitude to those who support Havergal philanthropy, past, present and future.
These expressions of gratitude are in the process of being installed and we look forward to inviting you to celebrate with us in the new year. Paying tribute to Havergal donors is a privilege and we are thrilled to have these remarkable displays installed in their honour.
International Giving Through SnapPay
Beginning this fall, Havergal can now accept gifts via SnapPay, which is a safe, secure Canadian-based online payment gateway that accepts Chinese payment solutions. This provides Havergal families who wish to make donations from their Chinese bank accounts the opportunity to do so in a secure, easy and accessible way.
For those who would like to learn more about international donations, please reach out to Lisa Zanlugo at [email protected] or 416-483-3519 x6524.
HCPA: The Spirit of Giving
Since the start of the school year, the HCPA has launched a number of fundraising initiatives. In line with this month’s focus on giving, funds raised through these initiatives are put toward the HCPA’s prior commitment to the Limitless Campaign and parent engagement. Moreover, the most prevalent element of giving comes from the HCPA’s dedicated group of parent-volunteers. To continue along with this theme, we would like to bring attention to the volunteers that lead these successful initiatives.
The HCPA Online Marketplace hit the ground running at the start of the school year by launching Mabel’s Labels (year-long) and Colibri litterless lunch bags (for two weeks in September). More recently, there was the launch of holiday season fundraisers including FlipGive, which provides families to support the HCPA’s fundraising goals through the purchase of e-gift cards and/or everyday items from over 700 retail brands (including online holiday purchases from Indigo). Through FlipGive, a percentage of sales comes back to Havergal College. Thank you Anikka Foster for taking on the challenging task of launching these new initiatives this year, which will be available all year.
The HCPA Holiday Marketplace was launched on Monday, November 1 and wrapped up on Thursday, November 25. It included a wonderful selection of holiday gift items such as scented candles, snow globes, wreaths, blankets, hats and scarves, all attractively photographed and easy to purchase from the comfort of our own homes. All of the items were sourced from local retailers and suppliers and many are Canadian made. A number of items were sold out within a few days of launching the initiative. Items ordered will be beautifully wrapped and ready for pick up at a convenient location the second week of December. A big thank you to Lisa Assaf and Beth Foley for spearheading this initiative and for adding their creative and professional touch, ensuring that there was a variety of appealing gift items at various price points and attracting a wide audience. We are excited to share that more than 200 items were sold at this year’s marketplace!
Last but not least, huge thanks to Amy Cheung and Mahnaz Hamidzadeh for facilitating and coordinating sales of beautifully designed Custom Havergal Frames and the ever popular Havergal branded Lazypants.
The HCPA would like to acknowledge all our amazing parent volunteers. In particular, we extend our appreciation to the team of 50 plus committee members who epitomize the true spirit of giving.
Reminder: Tax Year-End is Approaching. Donate Today!
Make your gift to the Annual Fund today to receive your 2021 charitable tax receipt! Your donation must be postmarked or completed online by Friday, December 31 to receive a 2021 tax receipt.
Your donation allows students to develop the confidence, independence and resilience needed to take on new challenges, pursue their passions and make an impact in their communities.
Mail: The Havergal College Foundation, 1451 Avenue Rd., Toronto, ON M5N 2H9
Thank you !
Coming Soon: Havergal’s Annual Impact Report
We are pleased to announce that the 2020-21 Impact Report will soon be available to our community. The report provides a snapshot of the school’s past fiscal year, shares stories from our donors and celebrates the completion of the Limitless Campaign, which exceeded our fundraising goal, thanks to the generous support from our donors.
In keeping with Havergal’s sustainability initiatives, the report will be available exclusively online as a digital Flipbook. A full listing of our donors will also accompany the report.
By Tony diCosmo, Executive Director of Advancement & Community Relations
In the fundraising world, we will often speak of the impact that a donor’s contribution will have on organizations and the communities we serve. At Havergal, this thought is at the forefront of all our efforts. It is critical that we inspire individuals who share our values, believe in our purpose to deem us worthy of support and wish to have a lasting impact on future leaders.
However, less is discussed about what motivates donors to give. Why do we choose to give funds, regardless of amount, to the charities that make an appeal to us in one way or another? The cynical will say it is simply for the tax write-off; while this is certainly a benefit that comes from making a charitable contribution, time and time again, it has been proven that it is not the prime motivator for most donors. People give to organizations and causes they value and often have touched them in some way: the hospital that cared for them or a loved one, the arts organization that brings them joy and intellectual stimulation, the school that helped them or a loved one grow to become successful in their lives, whatever that might look like. Donors are compelled to give because it feels good to do so.
The pandemic has brought the importance of personal wellbeing and paying it forward into greater focus. We know that people who are prone to altruism, to doing good for others and for their community are healthier, happier and live longer. In a recently published article in Psychological Bulletin, Bryant P.H. Hui, PhD. at the University of Hong Kong states “Prosocial behavior—altruism, cooperation, trust and compassion—are all necessary ingredients of a harmonious and well-functioning society… It is part of the shared culture of humankind, and our analysis shows that it also contributes to mental and physical health.”
So while philanthropy can be transformative for a not for profit like our school, it also can bring joy and a greater sense of wellbeing for each and every donor.
Meet Our Faculty & Staff
Emily Anderson
Prospect Management & Research
As a member of the Advancement & Community Relations team, Ms. Anderson is responsible for conducting high quality research, identifying key connections and providing strategic recommendations to support the College in maximizing philanthropic support. Her previous work experience includes Program Assistant at OCAD University, Campaign Assistant at Havergal College and Assistant Buyer at J. Michaels. She has a Fashion & Textile Design degree from the University of Southampton and an Art Foundation diploma from the University of Gloucestershire. Her creative, positive and collaborative nature is an asset to the Advancement & Community Relations team.
Ms. Anderson enjoys exploring Toronto and the area and the great outdoors. Her favourite place in the city is sitting at the beach on Toronto Island and trying out new activities such as paddle boarding.
It would be an understatement to say it was a very exciting return to competitive sports this past fall at Havergal. Students took to the fields, the running trails, the gym, the pool, the tennis courts, the boat house, the Fitness Centre and even the disc golf course. It was wonderful to see all 22-acres of this campus in full use! New to Havergal this fall are the Disc Golf Team and the Tennis Instructional Program. The Disc Golf Team competed in tournaments against neighbouring St. Clement’s School and even travelled to E.T. Seton Golf Disc Park to experience a more challenging course.
Although the CISAA did not give out medals this term, we had four of our teams earn the right to call themselves “league champions”—congratulations to the U14 Soccer, U20 Soccer, U14 Field Hockey and U20 Field Hockey Teams! We are also very proud of our Cross Country Teams, who finished top three at the CISAA final meet and earned the right to represent Havergal and the CISAA at the provincial OFSAA Championships. Our senior team at this prestigious race finished an impressive fifth place! Although these results are something to be proud of, it was the pure joy of sport (and everything that it brings) that was the most rewarding part of these experiences. The cheers from the sidelines, the effort at practices and games, the mistakes and the growth in skill, the courage to try something new, the interactions with peers, the humility in losing and the celebration of winning are all a part of the athletic experience. This is why we play and why sport is so very special.
On Thursday, November 18 we celebrated the accomplishment of this past season at our Fall Athletics Awards Assembly. It was here that each team announced their Most Valuable Player (MVP) and Coach Awards for the term. As well, two major awards were given out: The Friedland Cup (awarded to a senior soccer player who has shown a long-term commitment to the Havergal Soccer Program and a demonstrated love and competitiveness for the game) and The Doritty Trophy (awarded to a field hockey player who has shown a long-term commitment to field hockey, excelled in the sport and been an inspiration to their teammates). You can see the full list of award recipients here.
I look forward to the winter season!
Ms. Di Filippo
Message from the JS Athletic Director
Ms. Anna Bartlett
It was a one-of-a-kind fall season at the Junior School. Despite the continuing pandemic, we had more than 160 students participating in before and after school athletics. On top of that, students also participate in athletics co-curricular activities scheduled during the school day.
This season, we were able to utilize Havergal’s vast campus to continue being separated into cohorts while participating in athletics. A highlight for the season was the virtual cross country race completed by our Grade 4, 5 and 6 Cross Country Team members. Congratulations to Charlotte Freeman who placed fourth and to Lucy Falconer who placed fifth out of 80 runners. It has been a joy watching the members of all of the teams develop a wide range of movement skills while increasing their confidence and desire to participate in sports.
Winter athletics has kicked off and the Volleyball, Swim, Badminton and Multi-sport Teams are in full action. Our special guest for athletics co-curricular activities this month is Master Trieu, who is teaching our students in Grades 3 to 5 the fundamentals of Taekwondo.
Congratulations and good luck to all of our student athletes on an upcoming season!
Ms. Bartlett
Student Sports Corner
A Message from the Sports Prefects
Kennedy Johnstone and Sarah Forestell
Gators! This past term has been absolutely unreal in terms of sports here at Havergal! After a long 18 months (four whole terms) without athletics, it was so awesome to see its return this fall and for Havergal students to participate in inter-school competitions. There was more energy from our athletes going into this season than we’ve ever seen in the past, and it was so fantastic to see all of our facilities being put to good use again. Our teams had an amazing fall season and we would like to congratulate the U14 and U20 Soccer Teams and the U14 and U20 Field Hockey Teams on becoming league champions this term, plus a major shoutout goes to our Cross Country athletes who represented Havergal at OFSAA this year!
As Sports Prefects, we were beyond excited to see the return of athletics this year and are still so pumped to see how the rest of the year plays out. We have plans to bring a ton of energy and host some events for Havergal students this year. In the fall, we hosted the second annual Havergal Spikeball Tournament and it was a massive success! The tournament took place over three weeks—teams of students from Grades 7 to 12 showed up ready to play. Through a round robin and some tough elimination rounds, one champion from each grade was announced. Congrats to the winners of each grade! We’re hoping to be able to host an intergrade Spikeball Tournament a little later in the year to crown an ultimate champion.
This term, we also hosted the first Gator Day in almost two years! The Upper School community showed up to support the U20 Soccer Team in their championship match against rival Bishop Strachan School. The green and gold spirit was outstanding and it was so cool to see the excitement in the crowd. We hope it was as awesome for all of you as it was for us!
We would like to extend congratulations to every athlete who participated in sports in some way this term and made the return of sports so awesome. We absolutely cannot wait to see what the winter term brings!
Kennedy & Sarah
A Message from the Student Editor
Victoria Stanley
Hey Havergal! With the re-opening of fall CISAA Sports, the Gator Zone team is pleased to introduce to you the 2021-22 Return-to-Sport edition. In this issue, you can find staff and student-athlete highlights, sports team recognition, women in sports awareness, gender equity articles and many more well-written pieces on athletics in and out of Havergal.
As the fall season is now over, we would like to formally commend all athletes who participated in sports these past few months, whether that be within or outside Havergal’s ivy walls. On behalf of myself and the entire Gator Zone team, it has been a pleasure to be able to showcase Havergal’s athletes and their incredible accomplishments. It has been a privilege to write about such talented and outstanding student-athletes, while also bringing light to some very important topics in the world of athletics.
With the commencement of a modified in-person experience at Havergal, students have overcome the adversity of reacquainting themselves with the ‘new’ day-to-day life at school. However, they managed to come out on top, as is demonstrated by the multitude of both academic and athletic achievements this season. Special praise goes out to the writers who contributed to this edition while navigating their respective busy back-to-school schedules.
Finally, thanks to Ms. D, Ms. Pink and Ms. Bartlett for contributing to this issue. We cannot wait to see what the winter season has in store. We hope you enjoy the first edition of Gator Zone for the 2021-22 school year!
Victoria
Excitement of Return to Sport (In and Out of Havergal)
By Fiona Shen
The COVID-19 pandemic postponed Havergal’s Athletic Program in the 2020-21 school year. However, in 2021-22 with the vaccine rollout, Havergal sports are back and HC’s athletes have never been more excited! The Havergal community has been eager to offer a wide variety of sports such as soccer, basketball, rowing, disc golf, tennis and cross country. The school has been very mindful of maintaining social distancing measures, wearing masks and sanitizing players’ hands frequently. The buzz of excitement whenever there is a sporting event is unmistakably present in students’ day-to-day lives. The sounds of cleats making contact with the floor in the hallways and lockers shutting, along with the thrilled faces of students, fill the halls of the school.
Havergal athletes have shown great perseverance, sportsmanship and dedication toward their sports. From as early as 5 am, rowers started training with several practices a week. Due to COVID-19, many athletes had stopped playing sports for an extended period. Their ability to still perform at an outstanding level in such rigorous sports should truly be commended. Alongside Havergal’s Athletic Program, many other athletic opportunities outside of the school are also available. Many swimmers who are part of Havergal’s Swim Team are now also swimming competitively outside of school. Similarly, athletes who play basketball strive to play competitively on other teams.
Athletes aren’t the only ones involved in the excitement—fans also get together to cheer for their favourite players. On November 4, a big crowd of Upper School students and faculty gathered around Ratcliffe Field in green and gold to support the U20 Soccer Team in their championship match against Bishop Strachan School. The Art teachers even supplied students with materials for signs. Multiple face painting stations were set up throughout the school. Dozens of our students brought their emblazoned HC gear and their unmatched spirit out. There was cheering, loud sounds of cowbells and grass flying as the U20 Soccer Team ran to receive the soccer ball.
Havergal is proud of our fall athletes and we cannot wait to see what the winter sports season brings!
The Renewal of Havergal Spirit in Support of the U20 Soccer Team
By Taylor Johnson
They kick, they shoot, they score! Thursday, November 4 marked the first Gator Day of 2021, which allowed the school to come together to celebrate the U20 Soccer Team’s championship match against Bishop Strachan School. From the green and gold outfits to signs made in the Art Space celebrating the students on the team, the spirit was contagious.
The U20 (Varsity) Soccer Team is made up of 20 students from Grades 10 to 12. The team was able to complete an undefeated season, even when faced with certain challenges. Despite the freezing cold November weather and COVID-19 restrictions, the team came together on and off the field. As a returning player, I was incredibly proud to represent a team that was so close and composed of amazing individuals. This sport fosters a unique space for bridges between grades to be built and allows the team to play to the best of their ability.
These principles of comraderie were eloquently demonstrated through grit and strength in the championship. With a heightened competitive spirit from facing Havergal’s largest competitor (BSS), the cheers from the crowd and the team’s desire to take home the OFSAA championship after a shootout loss in 2019 made it a fierce game. Immediately, it was clear that both Havergal and BSS came to play. The game was physical and rooted in a deep desire for victory, not only for the team but also for the whole school. Havergal was able to come out victorious, winning 4-0! From fast Forestell scoring two goals, clever Chapman connecting passes in the middle, Flood’s footwork, Beattie’s ball control and Lobb’s launches of throw-ins, the team played their best game in this competitive environment.
Beyond the fantastic game that the Havergal team played, this event marked the renewal of school spirit from the return of in-person sports. November 4 was the first time since the beginning of the pandemic that the school community joined together to celebrate a sports team. The spirit and energy were magical and spread wide to all students, parents, teachers and staff. A sense of community was built among all from a common desire: to support Havergal Athletics. This spirit is a pivotal part of the Havergal community and it is so special that this game marked its renewal. It illustrates the beginning of a new sense of normality for in-person sports. This moment was also so special for the team’s Grads, as it may be their last time playing soccer at Havergal. The renewed strength of the green and gold spirit will carry on to all other in-person sporting events.
The Fall Rowing Program
By McKenna Reardon
This year was the first that Havergal has offered a fall Rowing Program for their returning rowers. Typically, the Rowing Program runs from November through June and is made up of three components. These components include winter training at school in the Fitness Centre on the ergometers and in the tanks; spring training on the water; and the spring racing season. Since the COVID-19 pandemic has impacted the past two rowing seasons, Head Coach Manny Azarcon decided to offer a fall program for returning athletes.
In the fall program, athletes were able to bring all three of the components of the regular season into one. They trained on Tuesday and Friday mornings before school in the Fitness Centre and the pool, and on Saturdays and Sundays they were able to go out on the lake. They did this from the first week of school until the beginning of October, when the weather makes it more difficult for boating.
They also had the opportunity to compete in a regatta. Eight rowers and one coxswain headed out to Peterborough to compete in the Head of the Trent Regatta on October 2. The Havergal boat was composed of athletes who had not rowed together for an extended period, and they walked away from the race with success. For all of the athletes, this was their first “head” race, which is a four kilometre race (twice the length of a typical race). Completing this race was a success for our team. They had not been able to train on the water for two years and some of the athletes had never rowed competitively on the water before. But after three hard weeks of training, they knocked this race out of the park.
The Rowing Team started their early morning winter training five days a week on Tuesday, November 16. They hope not to be affected by any COVID-19 restrictions and have an entire season this year for the first time in a while. Fingers crossed this will be yet another successful season for our rowers!
The Fitness Club
By Dara Akodu
The Fitness Club is one of the Senior School’s new co-curricular activities this year. The focus of this club is developing physical fitness and mental health. It doesn’t matter if you’re very experienced or new to exercise, this club is an opportunity for students in Grades 9 to 12 to try new things and develop new skills. It’s a great way to improve athleticism, especially for anyone who isn’t involved in competitive sports and wants another way to get exercise.
This club takes place in the Upper School Fitness Center. There is a multitude of equipment provided, including treadmills, bikes, dumbbells and other equipment. It is organized by Strength & Conditioning Coach Mike Haddock and Club Co-Heads Victoria Stanley and Ally Panos.
One message the Club Co-Heads want to share with students is not to be afraid to come out on Tuesdays at 8:40 am or Thursdays at lunch. The Fitness Club is a safe and comfortable environment to improve physical and mental health. It’s not about being the best among your peers, it’s about challenging yourself to take risks, explore new territories and find your full potential. Sports and fitness aren’t always about competing with others, it’s about having fun, setting goals and improving yourself. We aren’t all born being skilled at fitness, but we can improve. Come to The Fitness Club to improve your health and make new friends along the way.
New Girls and New Sports Opportunities at Havergal
By Shreya Gupta and Ella Xu
Shreya Gupta:
As a new Havergal student, so far it has been amazing and there have been many opportunities to get involved. In my old school, the co-curricular options were very limited and there wasn’t as much variety. Although there is so much that students at Havergal can do, I think a key activity is sports. Whether you like to participate in soccer or disc golf, there are many different activities to choose from. This fall, I was involved in tennis lessons and cross country, which were both amazing experiences. In tennis, I learned so much about the game and had a lot of fun. In cross country, I met so many new people and it made me more physically active. This was especially great because I wasn’t very active during the pandemic’s lockdowns.
Grade 7 student Myra Jaggi is also new to Havergal. I had the chance to talk to her about the sports she has joined. “So far, I’ve been involved in basketball. It recently just ended, but it was really fun. I will probably join a winter sport, too,” Myra said.
We are very excited for the winter season as there are so many options to choose from, whether it’s joining a team or joining in on an athletic co-curricular activity, like intramurals. These opportunities give students at Havergal a chance to meet and learn together while enjoying sports and fitness activities.
Ella Xu:
A lot of new students at Havergal, including myself, are exploring the sports and athletic co-curricular opportunities. I am enjoying the activities and loving being around a positive, encouraging and supportive community. Being involved in athletics at school is an amazing opportunity to learn and meet other students. I’m looking forward to trying out for Volleyball and Badminton Teams in the winter term.
Piper Swartz in Grade 8 is another new student at Havergal who shared her journey with school athletics this year with me, specifically her experience on the Middle School Field Hockey Team. She said that she was nervous meeting her teammates, even though they are all very positive and friendly, but that Coach Macer is amazing and supportive.
Piper has never played field hockey (or even ice hockey), so she was very nervous that she wouldn’t be good at the game. She said, “I’m not going to lie, I definitely wasn’t the best on the team, but at least I had the opportunity to learn how to play.”
We hope that sharing our experiences will encourage other new to Havergal students to get involved with athletics—there are many ways to get active.
Student Highlight: Marlowe Andrew
By Lexi Lute and Rachel Paton
Marlowe Andrew, now a Grade 7 student, first arrived at Havergal in Grade 3. She is an accomplished athlete who excels at sports such as alpine skiing and ice hockey outside of school. This year she joined the Havergal Middle School Field Hockey Team and has discovered a new favourite sport.
Marlowe has a lot of experience with ice hockey and discovered for herself how different field hockey is. For instance, the player positioning in field hockey is more similar to soccer than ice hockey. Another challenge with adapting to this different form of hockey is the stick shape. Field hockey sticks are short and curved at the blade and you can only hit the ball on the flat side of the stick, so moving the ball down the field can take some getting used to. However, Marlowe quickly adapted and she and her teammates had an amazing first season.
Their first game against Appleby College was particularly memorable to the team. Marlowe described this game as “fun because we all were able to work together.” The game was very exciting, and in the end, Havergal went on to achieve gold. Marlowe scored three goals, which aided Havergal with the win. Her skills from ice hockey benefitted her understanding of the field sport.
As a younger student participating in a sport with older students who have the advantage of size and experience, Marlowe truly demonstrates impressive perseverance and a drive to succeed.
Havergal is proud to celebrate our students’ achievement both behind and beyond the ivy walls. We congratulate Marlowe and her teammates on an outstanding field hockey season and we cannot wait to see what comes next from this amazing Gator!
Staff Highlight: The Magic of Ms. Macer
By Lauren LaCalamita
On the field, in the gym or in her office, Ms. Macer is always around the Athletic Department to help out. A lot of you may know her as Coach Macer, but what you may not know is that on top of coaching the Field Hockey Team, she once was a player herself.
When she was a young athlete, Ms. Macer was a competitive figure skater. In her Grade 9 year, she wanted to compete in a competitive sport, so she tried out for field hockey. Although she is now very skilled in field hockey, that particular year she was not selected for the team. Instead, she decided to join the 9 and 10 Cheerleading Squad. However, the summer before going into Grade 11, she improved her fitness by running with her sister. She also practised her ball-handling skills with a friend. When the next tryouts came around, she ended up making the field hockey team. This goes to show that to improve or succeed you must work hard for it.
Ms. Macer continued to play field hockey until Grade 13. In university, she joined a recreational women’s masters team and would play for them in the summers. Since then, she has coached high school-level field hockey for 20 years! She loves to watch young athletes learn and grow and join more competitive teams. Ms. Macer’s story is just one of the many fascinating stories of the Havergal faculty. It’s clear that she really cares about her students and their growth in Health & Physical Education. We at Havergal are very fortunate to have such amazing teachers and staff like Ms. Macer.
Gender Equity In Sports
By Eshal Shakir
Sports are universal activities that anyone and everyone can participate in. Unfortunately, male sports teams are almost always favoured, while female sports teams are often overlooked. Girls tend to be sidelined when it comes to sports, as is shown in the major leagues like the NBA or the NHL where the primary focus is all-male teams. There are many female sports teams at Havergal, including basketball, soccer, hockey, field hockey, swimming and more. Here, girls can express themselves and prove that they are just as entertaining and skilled as the guys.
One of Havergal’s hockey players—Grade 10 student Neve Padulo—has played on both boys and all-girls teams and expressed a similar sentiment of feeling sidelined and overlooked because of her gender. She felt more encouraged and supported on the all-girls hockey team than on the male team and she felt as though she had to prove herself constantly when playing with boys. She explained that it was only after she started playing games with the boys and proved herself to be of equal skill that she was treated equally.
Havergal allows all of its students to play various sports to develop and hone their skills. Being on a school team means that you are respected and valued for the athlete you are. Team coaches continue to strive for excellence and promote gender equity by giving its students the opportunities to play on an array of sports teams.
March Madness Branding for Women’s NCAA Division I Basketball Championship and What It Means for Sports Gender Equity
By Kiki Craig
On September 29, the NCAA released a statement saying that commencing with the 2022 tournament, the NCAA Division I Women’s Basketball Championship will begin using the trademarked March Madness brand and marketing.
If you aren’t familiar with the term “March Madness,” it was previously the trademarked brand of the NCAA Division I Men’s Championship tournament. In the past, the women’s equivalent tournament stood separately as a stand-alone property. In addition to using the March Madness branding, the NCAA national office has implemented a zero-based budgeting method for the two championships. Instead of adjusting past budgets, the men’s and women’s basketball championship staff will “start from scratch” when determining budgeting expenses.
These changes come after an external gender equity report on basketball championships was released on August 3. In this review, the organization was found to have prioritized men’s basketball in ways that create, normalize and perpetuate gender inequities.
Hopefully, with the new changes implemented by large organizations like the NCAA, women’s sports representation in the media will increase and attract more attention, which will provide more opportunities for women in sports. Changes like these are necessary in order to create a world where anyone can have equal opportunities to pursue professional careers in sports.
Here at Havergal, we are proud to recognize and encourage all the students who commit themselves to competitive sports despite enduring the subtle, yet present biases, stereotypes and inequalities of being a non-male-identifying athlete. We continue to see incredible strength, grit, determination and character as students stand up for gender equity on the court, in the rink, on the field, in the pool or within the general community.
Quinn: History Maker
By Annie Wu
Not every Olympic athlete can claim to have made history, but 25 year old Quinn (Class of 2013) undoubtedly did at the 2020 Olympic Games this past summer. On August 6, 2021, Quinn became the first openly transgender and non-binary athlete to compete and win an olympic gold medal (or any medal for that matter).
Quinn came out as transgender and non-binary in 2020 and goes by the pronouns they/them. They now use their former last name, Quinn, as their only name.
They posted on Instagram about their thoughts on making history after their opening match:
“First openly trans Olympian to compete. I don’t know how to feel. I feel proud seeing ‘Quinn’ up on the lineup and on my accreditation. I feel sad knowing there were Olympians before me unable to live their truth because of the world. I feel optimistic for change. Change in legislature. Changes in rules, structures and mindsets.”
While there have likely been other transgender athletes that were not out, Quinn’s victory remains impactful by providing visibility and bringing attention to trans athletes. They serve as an inspiration and role model to many youth and other athletes around the world. However, they are also poignantly aware that their victory does not mean the fight is over. There is still much that can be done against transphobia in sports. In some countries and for the athletes representing them, publicly coming out as transgender is not even legal.
“Mostly, I feel aware of the realities. Trans girls being banned from sports. Trans women facing discrimination and bias while trying to pursue their Olympic dreams. The fight isn’t close to over… and I’ll celebrate when we’re all here,” Quinn said.
As a Havergal alum, they have already answered Ellen Knox’s famous question “What are going to do?” through persistence and a lot of courage. They have made a tremendously positive stride in the sports industry for the transgender community and the queer community as a whole. We are so proud!
Health & Wellness
How Physical Activity Can Help Your Mental Health
By Natalie See
We often hear that exercise can improve our mental health, but does it really? The short answer is, yes! People who exercise regularly tend to do so because it gives them an enormous sense of wellbeing. Exercise can help you feel more relaxed and have a more positive mindset. Moving around promotes all kinds of changes in the brain. It also helps release endorphins, powerful chemicals in your brain that energize your spirits and make you feel good.
Endorphins are what cause the “runner’s high” as well as the feelings of relaxation and optimism that happen during physical activity. Moving around can help people be more energetic throughout the day, sleep better at night and have sharper memories.
That’s not all: exercise has many more benefits, such as distracting yourself from intrusive thoughts and regaining a sense of control. By setting goals to exercise, it could boost your self-confidence. Research done by Cleveland Clinic Center shows that exercise is a worthwhile treatment for mild to moderate depression. Exercising outside can also boost vitamin D levels and your mood.
Even though we know about these benefits, it can still sometimes be difficult to get yourself to get up and move around. Some tips to get moving include:
Start small! If you aren’t a big fan of exercise, just a small walk around the block or do a five-minute yoga session.
Schedule workouts when your energy is highest. If you find that you have more energy during the afternoon, set aside a block of time to do some physical activity.
Focus on activities you enjoy. Don’t force yourself to do things you don’t want to or exercise would feel like a chore! Find a sport/activity that you enjoy.
Make exercise a social activity. Join a class/activity or take a hike in nature with a friend or multiple people.
Sneak in activity at school or on the go. Walk or bike to school if you can or maybe go for a walk around the school during lunch. If you’re busy, find a way to incorporate a little movement into your day.
Getting outside and doing some exercise could benefit everyone, especially during stressful times. Exercise can have a positive effect on mental health. Whether it be a 10 kilometre run or even a walk around the block with a friend, give your body some fresh air!
Maggie Houston-White, Executive Director of Strategic Enrolment Management
Thank you to all of the families who joined us for our Campus Visit Day on Friday, October 22. It was fantastic to welcome over 200 families and watch them explore our campus in the sunshine while they spoke with our Grads. It was particularly nice for the Admission Team to be able to connect with families in-person, hear about your experiences and answer your questions. It was a wonderful opportunity to share the joy that we experience being a part of the Havergal community.
As you read through this edition of Havergal Highlights, you may notice a sense of optimism that comes through. This is not a feeling that just happens; it is a part of our deliberate, thoughtful, data-based approach to wellbeing that wraps around our academic program and all that we do as a school. We are a school that is driven by our mission—preparing young women to make a difference—and our values of integrity, inquiry, compassion and courage. We consistently put the students at the centre of our decision-making so a focus on wellbeing, in conjunction with our rigorous academic program, allows us to continue to educate women who are prepared to make a difference, to live with compassion, integrity and courage and who have an inquiry mindset as they discover their own skills, passions and talents and use them for good in the world.
I hope you continue to enjoy our virtual events as much as we are enjoying connecting with you. Our Admission Prefects, Hannah and Paris, are really looking forward to their student event In Their Own Words on Tuesday, November 16, where they and their classmates will discuss their Havergal journeys, the highlights and lessons learned and why they are proud to be members of the Class of 2022. Registration is now open on our Virtual Admission Centre.
Maggie
Inside Havergal
A Focus on Wellbeing
Meagan Yarmey, Director of Wellbeing
Although much has been written about wellbeing there is no single, agreed-upon definition. Many definitions refer to the presence of positive emotions (e.g. happy) and the absence of negative emotions (e.g. sad), as well as a sense of satisfaction with one’s life. Other interpretations suggest that the fulfillment of three psychological needs (autonomy, competence and relatedness) are the foundation of individual wellbeing. Flourishing, a term often used interchangeably with wellbeing, means to live within an optimal range of human functioning, encompassing qualities such as goodness, generosity, growth and resilience. As you can see, there are many different definitions to wellbeing and thus different approaches.
What all the researchers agree on is that there is growing evidence that children’s wellbeing and achievement are positively associated. Student wellbeing, engagement and academic success are intertwined with gains in one area dramatically benefiting the other two. Our strategic approach to student wellbeing at Havergal College unites the development of both academic achievement and wellbeing into one comprehensive complementary pursuit. We have been designing and implementing a whole-school approach to wellbeing where we focus on wellness connected to academics in our day-to-day academic curriculum and co-curricular programming. Across grade levels, learning is happening within caring, empathetic and responsive environments with the overarching goal of developing cognitive and emotional resources for our students so they can be flexible and efficient learners. At the same time, they are gaining personal insight and awareness, honing lifelong social skills and building their resiliency mindsets by gaining greater self-confidence and agency to make positive life choices.
Our emphasis on supporting wellbeing extends beyond the dedicated time in the Junior School and Form Advisory in the Upper School through special speakers, programs and activities. One such activity is the upcoming Thrive Week (November 22 to 26). Working alongside the Wellbeing Prefects and student leaders, the Wellbeing department has planned keynote speakers on resilience and positive mental health. Over the week, students will be exploring “five golden rules” of helping a friend in distress as they learn more about mental health and wellbeing. The five golden rules are as follows: Say What You See; Show You Care; Hear Them Out; Know Your Role; and Connect to Help. As we continue to develop our understanding of the relationship between wellbeing and academic success, we will adjust our programming to support our students as they move through the grades. Our end goal is to have students who are academically successful and flourishing in all aspects of their lives.
Athletics Return to Havergal
US Athletic Director Carla DiFilippo and JS Athletic Director Anna Bartlett
Athletics at Havergal are keeping our students active this term. Junior School students have a wide range of athletic co-curricular opportunities scheduled during the school day and there are many before and after school athletic programs for students in Grades 3 to 6. In the fall, teams include Soccer, Basketball, Cross Country and Jump Rope. These teams are developing lifelong physical skills and are enjoying being competitive amongst each other.
In the Upper School there has been a smooth transition back to competitive sports through the Conference of Independent Schools Athletic Association (CISAA). On top of our traditional sports, we’ve added a few new offerings such as tennis instruction and disc golf. This fall, our Rowing team participated in the Head of the Trent and we had more than 80 students participate in our fall Learn to Row Program. It’s been a gift to watch our athletes take to the fields again!
Encouraging Confidence and Nurturing Agency
The Learning Support Team
The Learning Support Team recognizes the individuality of each student and knows that every student learns in different ways. We aim to develop self-knowledge in students as learners as we encourage confidence and nurture their agency. We support every student to be their own person, challenge themselves and celebrate successes.
The Learning Support Team works in collaboration with faculty, families and clinical service providers to monitor student growth and provide interventions and accommodations that target specific learning and social/emotional needs. They consult with teachers to effectively differentiate their instruction for all students, provide individualized interventions for some students and support the implementation of accommodations for students with Individualized Education Plans (IEPs).
In the Junior School, early and intensive interventions are provided to students who may require additional support to meet grade level learning objectives. When students transition into the Middle School, the focus shifts to proactively supporting students through strategies designed to build their executive functioning skills, study skills and self-advocacy skills. As students move into the Senior School and prepare for post-secondary education, they build self-advocacy skills, develop an individualized toolkit of assistive technology and refine their executive functioning skills.
Creative Engagement Through The Performing Arts
Cissy Goodridge, Director of Performing Arts
The Performing Arts are alive and well at HC! This fall, the Junior School is running several arts programs including: Drama, Learn to Play Band, Steelpan Drumming and Dance. Students have enjoyed returning to their private music lessons, which are being held in our new music practice rooms. This multipurpose room has given the students a wonderful space to practise with their ensembles. In the coming weeks, we look forward to giving you a virtual glimpse of what they have been learning.
In the Upper School, we have welcomed new and returning students to all Performing Arts Programs. Whether it’s singing in the choir, playing an instrument or learning a dance or a new character, you will find students rehearsing before and after school each day. They are enjoying engaging in their passions while connecting with their fellow performers. In-person private music instruction is available to students who are interested in learning new skills or improving their current skills.
The Upper School Guidance Program
Heather Johnstone, Head of Guidance
We are fortunate at Havergal College to have a team of six skilled and experienced Guidance Counsellors who work with other members of the Wellbeing Team to support our students’ needs within the Upper School. The Guidance Program is typically delivered through the Wednesday Form and Advisor Time in the morning and includes age and stage appropriate content on key topics relevant to students around course planning, university planning, managing relationships, social/emotional learning, executive function skills and transition skills.
Alongside the group sessions, counsellors often meet one-on-one with students to address specific needs and questions they may have. In Grades 7, 8 and 9, counsellors arrange meetings throughout the year in addition to students always being able to book their own time by emailing their counsellor or stopping by the office. In Grades 10 and 11, we push students to be self-starters and to seek these meetings when they have questions. For students who do not come in on their own, we invite them for a check-in.
We really want to create a sense of self-advocacy in our students as some require a lot of support while others are very content and capable of navigating the school landscape and do not wish to come in often. Our hope is that, by Grade 12, students are working with the resources that are put in front of them, working alongside their Guidance Counsellor and navigating their final year feeling confident in their own capacity and ability to seek answers to questions they may have of their counsellors. This will prove to be a very necessary skill for them as they transition to university the following year. Each grade has a Guidance class page on their Veracross Portal. This class is visible to parents and contains the information that was covered that week as well as any other relevant, guidance-related information (for example, the Grade 11 and 12 portal has a calendar of university admissions information sessions designed for senior students; the Grade 9 and 10 page provides some downloadable organizational resources and planners).
Guidance Counsellors are always available to the students in this building to help with everything from the day-to-day problems common to all teenagers to the navigation of specific, individual problems or questions students have. It is important for students to reach out and, likewise, if parents have a concern or question, the Guidance Team is always happy to answer those queries directly on the phone, over email or (hopefully someday soon) in person.
Relational, Social and Emotional Support
By Katelyn Kitson, MSW RSW (she/her), Upper School Social Worker
As the Upper School Social Worker, I have the privilege of getting to work alongside, learn from and support students in the Havergal community. My role includes providing students with short-term counselling to support them with any relational, social and/or emotional concerns that may be affecting their wellbeing and mental health and/or impacting their ability to learn and excel at school. For example, I might support young people in developing their coping skills to better manage stressful day-to-day circumstances, which can manifest as anxiety and/or depression symptoms.
Alongside this targeted work, I work with students to help them gain insight into and strengthen peer and family relationships. I have the unique privilege of learning about the strengths, narratives, insights and knowledge of our students on a daily basis. Students often come to see me when they feel they need a safe and confidential space to explore their emotions, in addition to learning new strategies and tools to support them in navigating various experiences. When appropriate, I help direct students to community resources and/or referrals to counselling/clinical professionals within the GTA for ongoing and longer-term support.
In my social work practice, I draw upon attachment-centred, narrative therapy, trauma-focused and cognitive behavioural modalities. I deeply value prioritizing relationship-building while supporting young people in finding their worth and recognizing their strengths. Overall, I am incredibly passionate about fostering safe, secure and empowering relationships with students and am grateful to be a part of the Havergal community.
Learning and Growing Through DEI
“The strength and beauty of Havergal lies in our ability to authentically value and systemically serve the pluralistic identities of our students and staff,” explained Diversity, Equity and Inclusion (DEI) Manager Ms. Raagini Appadurai at Upper School Prayers on Monday, October 4.
Highlighting that pursuing DEI and social justice at Havergal means that the school community commits to being constant “learners and unlearners every day,” Ms. Appadurai has worked with faculty to create spaces for dialogue and action through Affinity Groups, Alliance Groups and Brave Spaces designed for Upper School students. “For these groups to be impactful and serve their intended need, the learning around identity, intersectionality and discrimination for everyone in the community (not just those who are racialized or marginalized) must be ongoing.”
Affinity Groups are safe spaces for individuals who share a common identity or an aspect of their identity (usually one that is marginalized or non-dominant) to gather and talk about issues and experiences related to that identity.
Affinity Groups include:
Black Students Affinity Group (BSA)
Asian Students Affinity Group (ASA)
Black, Indigenous and People of Colour (BIPOC) Students Affinity Group
Muslim Students Affinity Group (MSA)
Jewish Students Affinity Group (JSA)
Alliance Groups are spaces where people who share a common commitment to those who hold marginalized identities can gather to learn, engage in dialogue and mobilize action toward addressing the issues that impact them. These groups are for everyone.
Alliance Groups include:
Diversity Committee (DC)
Gender & Sexuality Alliance (GSA)
Brave Spaces are educational opportunities that encourage dialogue and learning. They recognize difference and intersectionality, and hold each person present accountable to do the work of listening, sharing experiences and coming to new understandings together. Brave Spaces are for everyone, and usually organized by those engaged in Affinity and Alliance group conversations who want to extend the dialogue to the larger HC community.
Ms. Appadurai encourages everyone to be a part of these opportunities. “We hope that the Havergal community is proud and excited to be a part of a school that is committed to learning how to better care for all its students in the ways they need so that we can thrive together,” she says.
HCPA Fundraising—How and Why
In a spring edition of Inside Havergal, we shared some of the reasons behind our support of the school’s mission and Strategic Direction through our fundraising initiatives.
Our multi-year pledge in support of the Limitless Campaign is a continuation of our partnership, helping the school to foster an environment in which our daughters develop the skills needed to thrive in the future and keep pace in a rapidly-changing world. We have designated part of our gift toward student financial assistance as a way to help make a Havergal education more accessible.
We would like to share some of the ways that we will be fulfilling our mandate this year. In addition to traditional fundraisers such as the Used Textbook Return and sales of Havergal branded items on our Marketplace (including the much loved Havergal Lazypants), we are pleased to introduce new online fundraisers to complement our efforts.
FlipGive
With FlipGive, the HCPA offers Havergal “Friends and Family” the opportunity to buy e-gift cards and/or and purchase everyday items from over 700 retail brands. Popular brands include: Starbucks, Best Buy, Esso, Sportchek, Sephora and Apple.
FlipGive will give a percentage of every purchase you make to the HCPA. Use this link to raise funds for HCPA FlipGive. Please note: you do not have to sign up with FlipGive to purchase gift cards or shop online.
Indigo FUNraiser
We are pleased to introduce the HCPA Indigo FUNraiser. This is the perfect way to shop for the book lover on your list as well as to stock up on specialty items that make great host/hostess gifts. In case you need some inspiration, Havergal’s Librarians have shared their recommended reading lists with us!
Kick-off your holiday shopping at Indigo by using this link to shop for books, toys, gifts and games for the whole family. A percentage of purchases made using this link will go towards the HCPA fundraising goals.
HCPA Holiday Marketplace—Coming Soon!
Given the success of our Holiday Marketplace last year, we have decided to reprise the Holiday Giving Made Simple sale. Watch for further details in upcoming communications—you won’t want to miss this opportunity to purchase specially-curated gift items for everyone on your holiday list.
Highlights
Bringing New Tools and Resources to Student Wellbeing
Erin and Hillary, Wellbeing Prefects
Hey Havergal! We’re Erin and Hillary, this year’s Wellbeing Prefects. Wellbeing is not only a key part of our school experience, but also part of our everyday lives. Coming off a year that posed so many new challenges for students, now is the perfect time to reflect on how we address wellbeing as a school. We are so excited to work with our amazing Wellbeing Team to bring new tools and resources to help everyone on their journey of learning so that we can thrive as individuals and as a community. With inclusion in mind, we are hoping to reach every student, staff and faculty member.
We are so grateful to see an overwhelming amount of support for our initiatives by the community thus far. Our mission this year is to build upon raising awareness, which will lead us to take real action—bringing forth assistance and solutions to support everyone’s mental health. By working with both staff and students, our plan is to find a balance between a challenging and thought-provoking curriculum and enjoyable learning experiences. We hope that this self-inspired approach will allow people to learn what works best for them as individuals when it comes to their personal wellbeing. Hopefully we can all leave Havergal with lifelong tools and coping mechanisms to take a proactive approach to any challenges we may face. Mental health is important for everyone!
Meet Our Faculty & Staff
Dr. Meagan Yarmey
Director of Wellbeing
Dr. Yarmey is an insightful clinician, researcher and educator with more than 20 years of experience in higher education and the private sector. Her background includes research and evaluation, health promotion and clinical treatment, and various leadership capacities within the mental and behavioural health and wellbeing sector. In addition to a PhD in Social Psychology from York University, her academic credentials include a Master’s of Social Work in Clinical Social Work from Wilfrid Laurier, a Master’s degree in Community Psychology from the University of Toronto (OISE) and a Bachelor of Arts in Psychology from the University of Guelph.
In her most recent role as Lead, Content Development, Mental Health Literacy Certificate at the University of Waterloo, Dr. Yarmey led the content development, implementation, monitoring and evaluation framework for the campus-wide Mental Health Literacy Certificate. She was also a Counsellor at the University of Waterloo providing crisis, single session, individual and group psychotherapy to undergraduate and graduate students. Her exemplary research background, combined with extensive subject matter expertise and experience, positions her to integrate wellbeing research and practice within our school setting.
After the excitement of back to school, we have settled into routines again, which is a welcome change after the last year. While our campus is still full of energy and optimism, we’re aware that increasing workloads and shorter days are on the horizon and we want to ensure that wellbeing remains a priority at Havergal.
Wellbeing is essential to learning, and there is scientific support for Positive Education—a model that marries the science of positive psychology with the best practices in teaching and learning. If you’re new to wellbeing science, start with this article on Martin Seligman’s PERMA model and the key factors that promote flourishing. Inspired by the research on the importance of wellbeing, I have spent the last five years deeply invested in understanding and applying the science of wellbeing to schools. This year, I am excited to join Havergal on this journey.
With the same focus we approach the teaching of mathematics and literacy, schools can—and should—commit to teaching practices that improve wellbeing. At Havergal, we’re dedicated to bringing intentional, researched-backed focus to wellbeing for our students, staff and faculty.
Over the coming months, you’ll hear more about Havergal’s wellbeing framework and our multi-pronged approach. November 22 to 26 is Thrive Week—a week focused on the education and promotion of wellbeing. On Monday, November 22, Upper School Prayers guest speaker and alum Kendra Fisher (Class of 1998) will share her personal journey on mental health as she brings this topic to the forefront.
We look forward to engaging with our community to help you learn, ask questions and understand how we are supporting your child’s wellbeing.
Katrina
Message from the Board of Governors
Diane Jeffreys, Chair of the Financial Sustainability Committee
The Financial Sustainability Committee is a committee of the Board of Governors. Our primary mandate is to safeguard the long-term financial sustainability of Havergal College. As incoming Chair of the Financial Sustainability Committee, I have the pleasure of working in partnership with an engaged group of volunteers, as well as Havergal’s Chief Operations Officer Laura Sims and Executive Director of Finance Johann McCormack.
Our committee members include current and past parents, Old Girls and senior leaders in the community. We look to involve a mix of individuals with a wide range of backgrounds and financial experience. This provides the opportunity to bring a diverse perspective to discussions and broad insights in support of the financial decisions the school makes.
This past year has brought with it the need to be agile, and the Committee has supported the school in responding to the changes that had to be made throughout the pandemic. I am proud of our faculty, staff and Senior Leadership Team for their dedication to delivering a Havergal education amid ever-changing circumstances.
As students are coming back to what feels like a closer return to normal—enjoying the additional space that the new builds have provided and a return to many co-curricular and athletic activities—the Financial Sustainability Committee is working with the Campus Management and Resource Development Committee, and the Leadership of Havergal, to ensure that the financial plans are in place to support the long-term strategic direction of the school.
Working with the school’s Chief Operating Officer, Executive Director of Finance and other senior leaders, we continue to focus on overseeing and monitoring Havergal’s financial plan, both short and long-term. This involves balancing the interests of multiple stakeholders including students, parents, staff and faculty, and—like all good financial plans—is a balancing act requiring careful consideration of a series of trade-offs. The topics that we regularly discuss include:
Tuition fees and the balance between staying competitive with our peer schools and meeting the financial needs of the school to deliver quality education and programs.
Capital spending that invests in the campus to maintain and enhance our facilities in support of our strategy and programs.
Short and long-term financial plans and the funding required to support the wide variety of programs that are fundamental to the student experience at Havergal.
I am happy to report, as the Chair of the Financial Sustainability Committee, that Havergal continues to be financially strong, benefiting from a disciplined, responsible and thoughtful approach to fiscal responsibility.
Diane
This Month
A Focus on Wellbeing
Meagan Yarmey, Director of Wellbeing
Although much has been written about wellbeing there is no single, agreed-upon definition. Many definitions refer to the presence of positive emotions (e.g. happy) and the absence of negative emotions (e.g. sad), as well as a sense of satisfaction with one’s life. Other interpretations suggest that the fulfillment of three psychological needs (autonomy, competence and relatedness) are the foundation of individual wellbeing. Flourishing, a term often used interchangeably with wellbeing, means to live within an optimal range of human functioning, encompassing qualities such as goodness, generosity, growth and resilience. As you can see, there are many different definitions to wellbeing and thus different approaches.
What all the researchers agree on is that there is growing evidence that children’s wellbeing and achievement are positively associated. Student wellbeing, engagement and academic success are intertwined with gains in one area dramatically benefiting the other two. Our strategic approach to student wellbeing at Havergal College unites the development of both academic achievement and wellbeing into one comprehensive complementary pursuit. We have been designing and implementing a whole-school approach to wellbeing where we focus on wellness connected to academics in our day-to-day academic curriculum and co-curricular programming. Across grade levels, learning is happening within caring, empathetic and responsive environments with the overarching goal of developing cognitive and emotional resources for our students so they can be flexible and efficient learners. At the same time, they are gaining personal insight and awareness, honing lifelong social skills and building their resiliency mindsets by gaining greater self-confidence and agency to make positive life choices.
Our emphasis on supporting wellbeing extends beyond the dedicated time in the Junior School and Form Advisory in the Upper School through special speakers, programs and activities. One such activity is the upcoming Thrive Week (November 22 to 26). Working alongside the Wellbeing Prefects and student leaders, the Wellbeing department has planned keynote speakers on resilience and positive mental health. Over the week, students will be exploring “five golden rules” of helping a friend in distress as they learn more about mental health and wellbeing. The five golden rules are as follows: Say What You See; Show You Care; Hear Them Out; Know Your Role; and Connect to Help. As we continue to develop our understanding of the relationship between wellbeing and academic success, we will adjust our programming to support our students as they move through the grades. Our end goal is to have students who are academically successful and flourishing in all aspects of their lives.
Athletics Return to Havergal
US Athletic Director Carla DiFilippo and JS Athletic Director Anna Bartlett
Athletics at Havergal are keeping our students active this term. Junior School students have a wide range of athletic co-curricular opportunities scheduled during the school day and there are many before and after school athletic programs for students in Grades 3 to 6. In the fall, teams include Soccer, Basketball, Cross Country and Jump Rope. These teams are developing lifelong physical skills and are enjoying being competitive amongst each other.
In the Upper School there has been a smooth transition back to competitive sports through the Conference of Independent Schools Athletic Association (CISAA). On top of our traditional sports, we’ve added a few new offerings such as tennis instruction and disc golf. This fall, our Rowing team participated in the Head of the Trent and we had more than 80 students participate in our fall Learn to Row Program. It’s been a gift to watch our athletes take to the fields again!
Encouraging Confidence and Nurturing Agency
The Learning Support Team
The Learning Support Team recognizes the individuality of each student and knows that every student learns in different ways. We aim to develop self-knowledge in students as learners as we encourage confidence and nurture their agency. We support every student to be their own person, challenge themselves and celebrate successes.
The Learning Support Team works in collaboration with faculty, families and clinical service providers to monitor student growth and provide interventions and accommodations that target specific learning and social/emotional needs. They consult with teachers to effectively differentiate their instruction for all students, provide individualized interventions for some students and support the implementation of accommodations for students with Individualized Education Plans (IEPs).
In the Junior School, early and intensive interventions are provided to students who may require additional support to meet grade level learning objectives. When students transition into the Middle School, the focus shifts to proactively supporting students through strategies designed to build their executive functioning skills, study skills and self-advocacy skills. As students move into the Senior School and prepare for post-secondary education, they build self-advocacy skills, develop an individualized toolkit of assistive technology and refine their executive functioning skills.
Creative Engagement Through The Performing Arts
Cissy Goodridge, Director of Performing Arts
The Performing Arts are alive and well at HC! This fall, the Junior School is running several arts programs including: Drama, Learn to Play Band, Steelpan Drumming and Dance. Students have enjoyed returning to their private music lessons, which are being held in our new music practice rooms. This multipurpose room has given the students a wonderful space to practise with their ensembles. In the coming weeks, we look forward to giving you a virtual glimpse of what they have been learning.
In the Upper School, we have welcomed new and returning students to all Performing Arts Programs. Whether it’s singing in the choir, playing an instrument or learning a dance or a new character, you will find students rehearsing before and after school each day. They are enjoying engaging in their passions while connecting with their fellow performers. In-person private music instruction is available to students who are interested in learning new skills or improving their current skills.
The Upper School Guidance Program
Heather Johnstone, Head of Guidance
We are fortunate at Havergal College to have a team of six skilled and experienced Guidance Counsellors who work with other members of the Wellbeing Team to support our students’ needs within the Upper School. The Guidance Program is typically delivered through the Wednesday Form and Advisor Time in the morning and includes age and stage appropriate content on key topics relevant to students around course planning, university planning, managing relationships, social/emotional learning, executive function skills and transition skills.
Alongside the group sessions, counsellors often meet one-on-one with students to address specific needs and questions they may have. In Grades 7, 8 and 9, counsellors arrange meetings throughout the year in addition to students always being able to book their own time by emailing their counsellor or stopping by the office. In Grades 10 and 11, we push students to be self-starters and to seek these meetings when they have questions. For students who do not come in on their own, we invite them for a check-in.
We really want to create a sense of self-advocacy in our students as some require a lot of support while others are very content and capable of navigating the school landscape and do not wish to come in often. Our hope is that, by Grade 12, students are working with the resources that are put in front of them, working alongside their Guidance Counsellor and navigating their final year feeling confident in their own capacity and ability to seek answers to questions they may have of their counsellors. This will prove to be a very necessary skill for them as they transition to university the following year. Each grade has a Guidance class page on their Veracross Portal. This class is visible to parents and contains the information that was covered that week as well as any other relevant, guidance-related information (for example, the Grade 11 and 12 portal has a calendar of university admissions information sessions designed for senior students; the Grade 9 and 10 page provides some downloadable organizational resources and planners).
Guidance Counsellors are always available to the students in this building to help with everything from the day-to-day problems common to all teenagers to the navigation of specific, individual problems or questions students have. It is important for students to reach out and, likewise, if parents have a concern or question, the Guidance Team is always happy to answer those queries directly on the phone, over email or (hopefully someday soon) in person.
Relational, Social and Emotional Support
By Katelyn Kitson, MSW RSW (she/her), Upper School Social Worker
As the Upper School Social Worker, I have the privilege of getting to work alongside, learn from and support students in the Havergal community. My role includes providing students with short-term counselling to support them with any relational, social and/or emotional concerns that may be affecting their wellbeing and mental health and/or impacting their ability to learn and excel at school. For example, I might support young people in developing their coping skills to better manage stressful day-to-day circumstances, which can manifest as anxiety and/or depression symptoms.
Alongside this targeted work, I work with students to help them gain insight into and strengthen peer and family relationships. I have the unique privilege of learning about the strengths, narratives, insights and knowledge of our students on a daily basis. Students often come to see me when they feel they need a safe and confidential space to explore their emotions, in addition to learning new strategies and tools to support them in navigating various experiences. When appropriate, I help direct students to community resources and/or referrals to counselling/clinical professionals within the GTA for ongoing and longer-term support.
In my social work practice, I draw upon attachment-centred, narrative therapy, trauma-focused and cognitive behavioural modalities. I deeply value prioritizing relationship-building while supporting young people in finding their worth and recognizing their strengths. Overall, I am incredibly passionate about fostering safe, secure and empowering relationships with students and am grateful to be a part of the Havergal community.
Learning and Growing Through DEI
“The strength and beauty of Havergal lies in our ability to authentically value and systemically serve the pluralistic identities of our students and staff,” explained Diversity, Equity and Inclusion (DEI) Manager Ms. Raagini Appadurai at Upper School Prayers on Monday, October 4.
Highlighting that pursuing DEI and social justice at Havergal means that the school community commits to being constant “learners and unlearners every day,” Ms. Appadurai has worked with faculty to create spaces for dialogue and action through Affinity Groups, Alliance Groups and Brave Spaces designed for Upper School students. “For these groups to be impactful and serve their intended need, the learning around identity, intersectionality and discrimination for everyone in the community (not just those who are racialized or marginalized) must be ongoing.”
Affinity Groups are safe spaces for individuals who share a common identity or an aspect of their identity (usually one that is marginalized or non-dominant) to gather and talk about issues and experiences related to that identity.
Affinity Groups include:
Black Students Affinity Group (BSA)
Asian Students Affinity Group (ASA)
Black, Indigenous and People of Colour (BIPOC) Students Affinity Group
Muslim Students Affinity Group (MSA)
Jewish Students Affinity Group (JSA)
Alliance Groups are spaces where people who share a common commitment to those who hold marginalized identities can gather to learn, engage in dialogue and mobilize action toward addressing the issues that impact them. These groups are for everyone.
Alliance Groups include:
Diversity Committee (DC)
Gender & Sexuality Alliance (GSA)
Brave Spaces are educational opportunities that encourage dialogue and learning. They recognize difference and intersectionality, and hold each person present accountable to do the work of listening, sharing experiences and coming to new understandings together. Brave Spaces are for everyone, and usually organized by those engaged in Affinity and Alliance group conversations who want to extend the dialogue to the larger HC community.
Ms. Appadurai encourages everyone to be a part of these opportunities. “We hope that the Havergal community is proud and excited to be a part of a school that is committed to learning how to better care for all its students in the ways they need so that we can thrive together,” she says.
HCPA Fundraising—How and Why
In a spring edition of Inside Havergal, we shared some of the reasons behind our support of the school’s mission and Strategic Direction through our fundraising initiatives.
Our multi-year pledge in support of the Limitless Campaign is a continuation of our partnership, helping the school to foster an environment in which our daughters develop the skills needed to thrive in the future and keep pace in a rapidly-changing world. We have designated part of our gift toward student financial assistance as a way to help make a Havergal education more accessible.
We would like to share some of the ways that we will be fulfilling our mandate this year. In addition to traditional fundraisers such as the Used Textbook Return and sales of Havergal branded items on our Marketplace (including the much loved Havergal Lazypants), we are pleased to introduce new online fundraisers to complement our efforts.
FlipGive
With FlipGive, the HCPA offers Havergal “Friends and Family” the opportunity to buy e-gift cards and/or and purchase everyday items from over 700 retail brands. Popular brands include: Starbucks, Best Buy, Esso, Sportchek, Sephora and Apple.
FlipGive will give a percentage of every purchase you make to the HCPA. Use this link to raise funds for HCPA FlipGive. Please note: you do not have to sign up with FlipGive to purchase gift cards or shop online.
Indigo FUNraiser
We are pleased to introduce the HCPA Indigo FUNraiser. This is the perfect way to shop for the book lover on your list as well as to stock up on specialty items that make great host/hostess gifts. In case you need some inspiration, Havergal’s Librarians have shared their recommended reading lists with us!
Kick-off your holiday shopping at Indigo by using this link to shop for books, toys, gifts and games for the whole family. A percentage of purchases made using this link will go towards the HCPA fundraising goals.
HCPA Holiday Marketplace—Coming Soon!
Given the success of our Holiday Marketplace last year, we have decided to reprise the Holiday Giving Made Simple sale. Watch for further details in upcoming communications—you won’t want to miss this opportunity to purchase specially-curated gift items for everyone on your holiday list.
Inside Focus
Bringing New Tools and Resources to Student Wellbeing
Erin and Hillary, Wellbeing Prefects
Hey Havergal! We’re Erin and Hillary, this year’s Wellbeing Prefects. Wellbeing is not only a key part of our school experience, but also part of our everyday lives. Coming off a year that posed so many new challenges for students, now is the perfect time to reflect on how we address wellbeing as a school. We are so excited to work with our amazing Wellbeing Team to bring new tools and resources to help everyone on their journey of learning so that we can thrive as individuals and as a community. With inclusion in mind, we are hoping to reach every student, staff and faculty member.
We are so grateful to see an overwhelming amount of support for our initiatives by the community thus far. Our mission this year is to build upon raising awareness, which will lead us to take real action—bringing forth assistance and solutions to support everyone’s mental health. By working with both staff and students, our plan is to find a balance between a challenging and thought-provoking curriculum and enjoyable learning experiences. We hope that this self-inspired approach will allow people to learn what works best for them as individuals when it comes to their personal wellbeing. Hopefully we can all leave Havergal with lifelong tools and coping mechanisms to take a proactive approach to any challenges we may face. Mental health is important for everyone!
Meet Our Faculty & Staff
Dr. Meagan Yarmey
Director of Wellbeing
Dr. Yarmey is an insightful clinician, researcher and educator with more than 20 years of experience in higher education and the private sector. Her background includes research and evaluation, health promotion and clinical treatment, and various leadership capacities within the mental and behavioural health and wellbeing sector. In addition to a PhD in Social Psychology from York University, her academic credentials include a Master’s of Social Work in Clinical Social Work from Wilfrid Laurier, a Master’s degree in Community Psychology from the University of Toronto (OISE) and a Bachelor of Arts in Psychology from the University of Guelph.
In her most recent role as Lead, Content Development, Mental Health Literacy Certificate at the University of Waterloo, Dr. Yarmey led the content development, implementation, monitoring and evaluation framework for the campus-wide Mental Health Literacy Certificate. She was also a Counsellor at the University of Waterloo providing crisis, single session, individual and group psychotherapy to undergraduate and graduate students. Her exemplary research background, combined with extensive subject matter expertise and experience, positions her to integrate wellbeing research and practice within our school setting.
