K12 Digest – March 2024 – Most Recommended Boarding Schools in the USA & Canada – 2024

Managing Editor

Sarath Shyam

Consultant Editors

Dr. John Andrews

Emma James

Andrew Scott

Naomi Wilson

Stanly Lui

Joseph Alex

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MANAGING EDITOR’S NOTE

Exploring the Allure of Boarding Schools in the USA & Canada

Boarding schools hold a unique allure, offering students an immersive educational experience coupled with personal growth and independence. As we delve into 2024, the landscape of boarding schools in the USA and Canada continues to evolve, attracting students from around the globe seeking academic excellence, holistic development, and a supportive community. Let’s embark on a journey to uncover the essence of these institutions and their enduring appeal.

Welcome to the latest issue of K12 Digest magazine, where we embark on a journey to explore the transformative landscape of boarding schools in the USA & Canada for the year 2024. As the educational landscape continues to evolve, we are dedicated to providing our readers with comprehensive insights, thoughtful analyses, and inspiring stories to empower parents and students in making informed decisions about their educational journey.

Our cover story shines a spotlight on North Cedar Academy (NCA), situated in the picturesque town of Ladysmith. More than just a school, NCA embodies a philosophy of holistic education, fostering well-rounded individuals with a passion for learning and a sense of global responsibility. Through innovative teaching methodologies, experiential learning opportunities, and a supportive community environment, NCA transcends traditional classroom boundaries, preparing students for success in an ever-changing world.

In addition to NCA, this issue features a curated selection of the 10 Most Recommended Boarding Schools in the USA & Canada for 2024. Each institution showcased exemplifies excellence in academics, character development, and preparation for higher education and beyond. From coast to coast, these boarding schools offer a diverse array of educational experiences tailored to the unique needs and aspirations of students, ensuring that every individual can thrive and flourish.

Furthermore, we are proud to present insightful articles penned by industry leaders and academicians, providing expert perspectives on key issues shaping the landscape of education today. From innovative teaching methodologies to the role of technology in the classroom, these articles offer valuable insights and thought-provoking analyses to inform and inspire our readers.

At K12 Digest, we are committed to providing our readers with a comprehensive reading experience that goes beyond mere information dissemination. Our mission is to empower parents, students, and educators with the knowledge, resources, and inspiration needed to navigate the complex world of education and unlock the full potential of every learner. Enjoy Reading.

Sarath Shyam

BRIDGING THE OPPORTUNITY GAP: FIVE ESSENTIAL CONSIDERATIONS FOR EDUCATORS AND DISTRICT LEADERS

Dr. David Heiber, Founder & CEO, Concentric Educational Solutions

EMPOWERING PEOPLE & ORGANISATIONS TO SHAPE THEIR OWN FUTURE

John Short Ring, 28

HELPING STUDENTS, EDUCATORS, & THEIR INSTITUTIONS TO THRIVE, NOT JUST SURVIVE

Karen Gross, Trauma Educator, Author, & Senior Counsel, Finn Partners 68

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INDUSTRY PERSPECTIVE

BRIDGING THE SKILLS GAP: ENTREPRENEURSHIP EDUCATION FOR FUTURE-READY STUDENTS

Steve Mullen, Certified Kidpreneurs Educator, Allstarpreneurs Academy

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WHAT DOES IT MEAN TO BE HUMAN IN A GLOBAL AGE OF FAST-PACED TECHNOLOGY?

Yvette Larsson, IBMYP Educator and Co-Founder, AHA! 108

ACADEMIC VIEW

NURTURING EXCELLENCE, EMBRACING NATURE, AND SHAPING FUTURES

Located in the picturesque Flambeau River region of northwest Wisconsin, Ladysmith is a beautiful destination that is worth visiting throughout the year. North Cedar Academy (NCA), situated in the heart of Ladysmith, is not just a school but a transformative experience that transcends traditional classroom learning. NCA’s philosophy is centered on cultivating well-rounded individuals

who have a passion for learning and a sense of global responsibility.

NCA is guided by the principles of respect, integrity, and responsibility, which serve as the foundation for the educational journey. The objective of NCA is not only to prepare students for college but also to equip them with the skills they need to lead meaningful lives and make significant contributions to society.

What makes NCA even more special is its close-knit relationship with the Ladysmith community. It’s not a school separate from the town; it’s woven into the very fabric of local life. Students don’t just learn about the community; they actively participate, discovering the joy of making a difference through volunteer and service opportunities.

Now, picture the NCA campus—a vast 96acre canvas painted with greenery, hugged by

The objective of NCA is not only to prepare students for college but also to equip them with the skills they need to lead meaningful lives and make significant contributions to society

the gentle curves of the Flambeau River. It’s not just a setting; it’s an integral part of the learning experience. Nature isn’t just observed; it becomes the classroom. Science isn’t confined to labs; experiments unfold by the river. Biology isn’t just theory; it’s exploring the wildlife in the nearby woods. Physical education isn’t limited to indoor spaces; it takes advantage of the natural terrain.

NCA isn’t your typical school. It’s a blend of education and nature, seamlessly woven together. Every corner of the campus tells a story, and every lesson extends beyond the classroom. This is where education is a journey, and each step shapes not just knowledge but character.

Activities That Define the NCA Experience

As the vibrant leaves fall and autumn takes hold, NCA transforms into a bustling hub of outdoor activities. Sand volleyball, 3v3 basketball, kayaking, and ultimate frisbee paint the landscape with the hues of physical fitness, teamwork, and camaraderie. The Flambeau River, a gentle companion, offers a tranquil backdrop for kayaking adventures, while the competitive swimming program, in collaboration with the Flambeau Area Swim Team (FAST), unfolds at the indoor Ladysmith High School pool.

When winter blankets Ladysmith with snow, NCA doesn’t hibernate. Instead, it embraces the winter wonderland with crosscountry skiing, snowshoeing, and thrilling trips to Christie Mountain for downhill skiing and snowboarding. The 9-hole disc golf course remains a year-round challenge, a testament to the academy’s commitment to outdoor fun.

But winter at NCA isn’t just about cold adventures; it’s a time for cozy indoor pursuits. Hydroponic gardening, cooking, and art clubs provide creative outlets. Bands and choirs harmonize, and personal fitness, pickleball, badminton, weightlifting, and yoga sessions ensure a blend of physical and artistic engagement throughout the colder months.

As spring breathes life back into the world, NCA reintroduces outdoor activities reminiscent of the fall. Students delve into raised-bed gardening, connecting with nature and learning about sustainable food production. Memorial Park echoes the sounds of racquet and court sports, bringing vibrancy back to the sports facilities.

Regardless of the season, NCA offers a diverse suite of indoor activities. The High School Esports League, coding and gaming clubs, and the Eagles Makerspace provide spaces for students to unleash their creativity using textiles, 3-D printers, and robotics kits. The local pool opens its doors for training and recreation during open swim hours.

These activities aren’t just pastimes; they are threads intricately woven into the fabric of holistic development for NCA students. Physically, students build fitness, coordination, and resilience. Intellectually, creativity and critical thinking blossom through clubs and innovative spaces. Socially, friendships and teamwork flourish, while emotionally, a balanced lifestyle is cultivated, contributing to stress reduction and emotional well-being.

The seasonal ebb and flow ensure continuous engagement, preventing monotony and encouraging adaptability. Each activity, whether under the warm sun, amidst the winter’s chill, or within the welcoming walls of NCA, contributes to the rich tapestry of a well-rounded education—a journey where growth knows no bounds.

Nature as an Extension of the Classroom NCA leverages its picturesque natural setting to seamlessly integrate nature into the academic

NCA leverages its picturesque natural setting to seamlessly integrate nature into the academic curriculum, creating a learning experience that transcends traditional boundaries

curriculum, creating a learning experience that transcends traditional boundaries.

Science Beyond Walls: Science classes embrace the outdoors, conducting pH testing along the Flambeau River and studying plant life cycles in the campus gardens. Real-world applications bring environmental science and biology to life, making learning tangible and exciting.

Art and Physical Education Al Fresco: Art classes draw inspiration from the outdoor environment for lessons in painting and perspective. Simultaneously, physical education takes a dynamic turn with activities like crosscountry skiing and hiking, infusing energy into fitness routines.

Informal Learning Spaces: Bonfire nights and outdoor sessions for courses like Contemporary World Issues create informal learning spaces, blending academic rigor with the tranquility of nature. Discussions and lectures unfold against

the backdrop of the great outdoors, enhancing student engagement.

STEM in the Open Air: STEM subjects come alive with outdoor experiments. Physics classes launch rockets and conduct egg drops, bridging theoretical concepts with practical applications.

Mind and Body Wellness: Mental wellness takes center stage with Esports classes incorporating outdoor mental health journaling and yoga sessions, finding a serene backdrop in natural settings.

Recreation and Team Building: Recreational venues like the 9-hole disc golf course and sand volleyball court become more than just sports spaces. They serve as hubs for impromptu breaks and team-building exercises, fostering a strong sense of community.

Unique Expressions in Mathematics and Creative Writing: Even seemingly conventional

NCA is committed to providing an education that goes beyond conventional boundaries and meets the unique academic needs and aspirations of its student body

subjects like mathematics and creative writing find a unique expression outdoors. Geometry classes measure the campus area and perimeter, while creative writing sessions draw inspiration from the tranquil surroundings.

Empowering Academic Excellence

NCA is committed to providing an education that goes beyond conventional boundaries and meets the unique academic needs and aspirations of its student body. To achieve this goal, they offer a variety of programs that cater to different interests.

For students seeking intellectual challenges, NCA provides Advanced Placement (AP) courses that allow them to explore college-level classes. These courses prepare students for

AP exams, which can earn them college credit and potentially reduce future coursework and costs. Participation in AP courses demonstrates a student’s readiness for college-level work and fosters a deeper understanding and passion for learning.

NCA also celebrates diversity and promotes inclusivity through its ESL/EFL/ELL programs, which focus on improving students’ language skills in listening, reading, writing, and speaking. The aim is to ensure seamless integration, enabling students to actively participate in all aspects of academic and campus life.

NCA’s University Pathway Program (UPP) offers a unique learning experience beyond the

classroom. High school students, particularly in grades 11 and 12, can attend university courses and earn up to 60 university credits. They attend classes at the University of Wisconsin, Eau Claire: Barron County campus, gaining early exposure to the college experience and academic rigor. The credits earned through this program contribute to their university degree and significantly reduce the time and cost of higher education.

For some, the University Pathway Program serves as a stepping stone to graduation with an Associate of Arts and Science degree. NCA has partnerships with esteemed universities like the University of Wisconsin Eau Claire, University of Minnesota Duluth, and Middle Tennessee

NCA embraces a diverse range of extracurricular activities that not only sharpen specific skills but also foster critical life skills essential for personal and professional growth

State University to ensure a smooth transition for Pathway Program graduates into higher education.

Collectively, these programs demonstrate NCA’s commitment to providing a versatile, challenging, and empowering educational environment. From enhancing language proficiency to offering advanced academic challenges and facilitating a seamless transition into higher education, NCA’s curriculum is designed to help students excel in every facet of their academic journey.

Guiding Paths to Higher Education

NCA is dedicated to providing personalized college counseling to students. The school takes a student-centric approach that is tailored to individual needs and aspirations. The program offers customized guidance throughout the intricate process of college selection, application, and admission.

NCA’s college counseling approach is centered around one-on-one sessions with

dedicated counselors. The counselors work closely with students to understand their academic interests and career goals. This personalized attention allows for customized guidance and ensures that students receive the support they need to succeed.

NCA provides extensive support to students preparing for college applications. They offer workshops and seminars on crafting compelling essays, preparing for interviews, and understanding the nuances of applications and financial aid. The counselors also offer resources and strategies for standardized test preparation, including exams such as the SAT, ACT, and others.

Besides, the institution draws on the strength of its alumni network to provide invaluable insights to current students. These personal accounts offer real-world perspectives, guiding students through the intricacies of the college admissions process.

For students enrolled in the University Pathway Program, NCA takes the counseling

approach a step further. Through a partnership with the University of Wisconsin, Eau Claire Barron County campus, Pathway Program students receive additional guidance from a dedicated counselor. This specialized support extends to class selection, placement, and advice on future college and career goals beyond NCA. This dual counseling approach ensures that Pathway Program students are well-equipped not only for their current academic endeavors but also for the educational and career pathways that lie ahead.

Cultivating Skills Beyond the Classroom

At NCA, a holistic education extends beyond traditional academics. The academy embraces a diverse range of extracurricular activities that not only sharpen specific skills but also foster critical life skills essential for personal and professional growth.

The High School Esports League at NCA is a cutting-edge platform where students immerse themselves in the fast-growing world of competitive gaming. Beyond honing gaming skills, participation in HSEL cultivates critical life skills such as strategic thinking, teamwork, and effective communication. This league isn’t just about gaming; it provides a pathway to

Nestled amidst nature, NCA provides a peaceful and serene environment that serves as an integral part of the learning experience

explore potential careers in the esports industry, fosters a sense of community among gamers, and promotes a competitive yet collaborative environment.

For those with a passion for physical sports, NCA offers participation in the Flambeau Area Swim Team (FAST). Students not only enhance their swimming skills but also learn the value of discipline and team spirit as they compete in

NCA emphasizes personal responsibility and accountability, teaching students to take ownership of their learning journey and actions

various events. Similarly, Ultimate Frisbee at NCA provides a blend of physical exercise, strategic gameplay, and team dynamics, all within the spirit of sportsmanship and fair play. On the other hand, the 9-hole disc golf course on campus serves as a perfect outdoor setting for students to engage in a fun and challenging sport while enjoying the natural beauty of the academy’s surroundings.

Complementing these athletic pursuits is the Eagles Makerspace, a hub of creativity and

innovation at NCA. This dynamic space provides students with access to tools and resources for a wide range of creative projects. From 3D printing to robotics kits, students delve into hands-on experiences that enhance their understanding of STEM concepts, foster problem-solving skills, and ignite a passion for innovation and design. Particularly beneficial for students interested in engineering, technology, and the arts, the Makerspace offers a collaborative environment to bring imaginative ideas to life.

Cultivating Holistic Development

Nestled amidst nature, NCA provides a peaceful and serene environment that serves as an integral part of the learning experience. The picturesque surroundings of the academy are utilized to maximize the development of the whole self through various initiatives. These initiatives include hands-on outdoor activities such as kayaking and exploring wooded trails that extend beyond traditional classrooms. The campus also offers activities like outdoor sports, yoga, and fitness clubs that promote physical and mental well-being. Additionally, the academy fosters creativity and reflection through art,

music, and writing clubs that benefit from the tranquil setting.

NCA also prioritizes core values that shape the character and mindset of its students. The academy encourages natural curiosity and a passion for continuous learning. Kindness and compassion are woven into the fabric of the academy, creating a community where empathy and inclusivity thrive. The values of goodness and integrity are instilled, promoting moral and ethical behavior. Thoughtfulness and reflection are integrated into the curriculum, fostering mindful individuals who consider the impact of their actions.

Furthermore, NCA emphasizes personal responsibility and accountability, teaching students to take ownership of their learning journey and actions. Resilience and perseverance are also cultivated, preparing students to face life’s challenges with determination. The emphasis on collaboration and teamwork ensures that students not only excel individually but also appreciate the collective strength of collaborative efforts.

Continuing Growth and Innovation

As the NCA (New Century Academy) continues to evolve, its commitment to excellence remains unwavering. The academy’s vision for growth encompasses several exciting initiatives, reflecting the dynamic nature of its approach to education. One notable expansion is the plan to add another 9-holes to the existing disc golf course. This time, it will wind through the wooded trails, enhancing recreational opportunities and integrating the natural surroundings to provide a unique and engaging experience for students. In the realm of athletics, there are plans to augment existing facilities, ensuring that students have access to state-of-the-art resources for physical wellbeing and sportsmanship.

Renovations are in the pipeline for the third floor of the dormitory to create additional space

for students. This initiative aligns with the academy’s dedication to fostering a supportive and inclusive residential community.

The Eagles Makerspace, a hub of creativity and innovation, is poised for upgrades. The addition of a Cricut machine and the establishment of a creation/multimedia lab/ streaming studio will empower students to explore and express their ideas across various mediums. Furthermore, the expansion of gaming stations in the Esports lab underscores NCA’s commitment to staying at the forefront of technological advancements.

A distinctive aspect of NCA’s growth strategy is its responsiveness to student interests and needs. The academy places a significant emphasis on involving students in the decisionmaking process, ensuring that campus offerings align with their aspirations and requirements.

As NCA continues to shape the future of education, these plans for expansion and enhancement reflect a commitment to providing an unparalleled learning experience. The academy remains not only a center for academic excellence but also a dynamic community that evolves in tandem with the aspirations and interests of its students. The journey of growth at NCA is not just a testament to its progress but also a promise of an even more enriching and innovative educational environment for the years to come.

Empowering People & Organisations to Shape their Own Future

John Short Ring, Founder and CEO, Support-Edu & Chair, Education Committee and Education Consultant for Dar al Marefa School, Dubai

John Short Ring is Founder and CEO of Support-Edu, an educational consultancy service that aims to make a difference to people by developing and supporting aspiring, new and experienced leaders. Before he founded Support-Edu, he was deputy head at one of the world’s most successful schools, King’s College School Wimbledon. His experience is wide ranging: he has been a governor at Ricards Lodge School in Merton, The Mall School in Twickenham and is currently Chair of the Education Committee, board member and consultant at Dar al Marefa School in Dubai, an all through bilingual IB school. He has spoken at a number of conferences, on topics ranging from “Teacher Retention and Wellbeing” to “EdTech in the classroom - friend or foe?”

John has supported schools across the world with quality assurance and school improvement, advised schools on senior leadership and headship appointments and developed professional learning systems for global organisations. John is also a Principal Examiner for OCR. Before working at King’s, he was Director of Learning and Innovation at Epsom College and Head of History and Politics at Trinity School, Croydon.

Recently, in an exclusive interview with K12 Digest, John shared his professional trajectory, insights on how the K12 education landscape has transformed over the last five years and its future, what sets Support-Edu apart from other market competitors, personal leadership style, significant career milestones, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.

John, could you please briefly introduce yourself and tell us about your journey, background, and areas of interest?

I’m a 41-year-old married father of two boys whose purpose in life is to empower people to shape their future. I started my journey in education as a History teacher at Trinity School,

Croydon. I quickly become head of department before, in 2015, becoming Director of Learning at Epsom College. Two years later I was then promoted to deputy head at one of the world’s most successful schools, King’s College School Wimbledon. I was predominantly responsible for staff development, leadership training and

I worked with over 150 aspiring, new and experienced leaders across the King’s family of schools and wanted to bring this experience and my skill set to schools across the world

digital transformation, but also ran admissions, co-curricular education, partnerships and the operational side of the school throughout my tenure. I’ve also been a governor at two schools in the UK and am a principal examiner for A Level History. Since 2020 I’ve also worked with Dar al Marefa Private School in Dubai, firstly as a board member but now as the chair of the Education committee and consultant.

I decided to launch my own business, SupportEdu, in September 2023. This was because I really enjoyed the elements of my role that enabled me to support schools in their leadership journeys. I worked with over 150 aspiring, new and experienced leaders across the King’s family of schools and wanted to bring this experience and my skill set to schools across the world.

How has the K12 education landscape transformed over the last five years and where is it heading now?

In my view the education landscape has altered greatly. This has been driven predominantly by the Covid-19 pandemic and the impact that this has had, not only on schools, but also on communities. This, in my mind, means that the landscape will be heading in the following directions. Firstly, there will always be a key focus on the teaching and learning that takes place in the classroom, but I believe that we will see a greater focus on the use of AI to drive personalization of learning. Secondly, the role (and expectations) of teachers will change. With the nature of a transient workforce, and the generational demands of Millennials, schools will need to develop strong value propositions to retain high quality staff. Thirdly, as technology becomes ubiquitous, we will need to consider its position in examinations (and also the relative

value of the number of traditional examinations). Finally, the need to reintegrate parents and the wider community into schools is vital. Schools will need to consider the best ways to be hubs of learning, providing support to not only their students but also the parents.

What are the challenges in the current field of education, and how and what can we do to improve?

There are two main challenges facing the current field of education. The first is the nature of wellbeing for both staff and students and the increase in mental health concerns amongst teachers and students. To improve this, we need to acknowledge that this is an issue and to stop the practice of “wellbeing washing” in schools. By this, I mean that rather than focusing on superfluous initiatives we should make our schools better places to learn and work, through developing environments of trust, empowering teachers but also making them safe places for students to express how they are feeling.

Secondly, we have a recruitment and retention crisis amongst teachers. The profession is becoming less and less attractive to younger generations. Again, the solutions are similar – develop schools that value their staff, trust them and want to develop them. We should look at pay and make it equitable with the most respected of jobs. Finally, we should empower middle leaders through time and trust, enabling them to lead their teams.

Please brief us about the mission and vision of Support-Edu. What sets it apart from other market competitors?

Support-Edu’s purpose is to empower people and organisations to shape their own future. Our

Whether this is through the construction of development plans, preparing for inspection or developing admissions and marketing pathways, we can help schools reimagine their future

vision is to be a sector leading consultancy service that enables individuals, teams and organisations to find strength in solutions.

What sets us apart is that we want to make a difference in three ways. Our main purpose is nurturing leadership in schools. We do this by offering bespoke leadership training, based on the individual needs of those we work with. Over recent years we have trained a global cohort in excess of 250 middle and senior leaders, of which over 50% have been promoted into more senior roles, including headships. We also support schools in transforming wellbeing. Through our coaching and mentoring programmes for staff, pupils and parents, we aim to support schools to become better places to work and learn. Finally, we also guide senior leaders in developing strategy. Whether this is through the construction of development plans, preparing for inspection or developing admissions and marketing pathways, we can help schools reimagine their future.

The key for us is that we provide unique solutions based on the challenges that people and organisations face. Get in touch on solutions@support-edu.com for further information!

You are also the Chair of the Education Committee and Education Consultant for Dar al Marefa School in Dubai. Can you please tell us about the school and your role in it?

Dar al Marefa Private School is the only all through IB bilingual school in Dubai. It’s owned by the Al Ghurair Investment group, one of the largest diversified family business groups in the Middle East. It strives to educate and empower young minds, creating a community of curious and confident lifelong learners. DMS has an incredible, award-winning campus and is one of the top IB schools in Dubai. It predominantly serves the Emirati community but is

open to all families. I currently act as the Chair of the Education Committee, driving academic standards forward, in conjunction with the senior leadership team. As a consultant I support this senior team, observing lessons, guiding strategy, advising on governance and focusing on the journey to high performance.

What are your thoughts on the role of AI in the K12 education system?

We should see AI as an opportunity for good. Whilst, however, there have been many recent comments on its role in learning, I would love to see a greater exploration as to the impact it could have on school leadership. For example, AI can lead to greater automation in organizational processes, freeing up time for teachers to teach and leaders to lead. In short, we should see it as another tool that will support the front facing nature of education.

How would you describe your leadership style?

One of the things that I am particularly interested in at present is cultural intelligence and the ability to lead people from different cultures and in different contexts. Support-Edu offers a unique cultural intelligence leadership training course for international schools, which explores, amongst other things, leadership styles. I would therefore say that my leadership style adapts depending on the context of the situation and team that I am leading.

Who is your role model in life and why?

I don’t have a particular role model, but it is worth noting that my two sons, Teddy and Abraham, are named after two of the greatest US Presidents. I am a particular adherent to

Theodore Roosevelt’s “man in the arena” speech as a way of living one’s life, as well as Abraham Lincoln’s inclusive leadership.

What are some of your greatest achievements in your career till date?

What makes them special?

This is a great question! I think it’s easiest to settle on one achievement that relates to a number of people. At King’s I completely changed the system of professional development. We moved from a very linear system whereby only ten members of staff could receive leadership training per year to a system, called the King’s Teaching and Leading Programme, that was open to all teaching and support staff. This meant that every member of staff could access face to face and online training that was directly related to their own goals and situation.

Where do you see yourself in the next 5 years?

I hope that, in five years’ time, I am still involved with Dar al Marefa Private School, supporting the leadership team in maintaining an outstanding KHDA rating that has been achieved. I also hope that Support-Edu continues to thrive, has expanded, and that we have nurtured another generation of leaders in schools.

What is the one thing you would recommend to someone who wishes to pursue a career in teaching?

Honestly, find a mentor. One of the most rewarding things that I do is support teachers at the beginning of their careers. Having an experienced mentor who can help in the journey is vital, and rewarding, for both people!

NICK JOHNSTONE

PRINCIPAL OF BISHOP DRUITT COLLEGE

Charting a Course for Excellence

Ni ck Johnstone’s journey in education spans over three decades, encompassing diverse experiences across multiple states and sectors, with a particular emphasis on regional and rural schools. As he reflects on his career path, Nick shares, “My motivation for pursuing a career in education leadership is deeply rooted in my faith, a passion for developing and implementing innovative and transformative strategic visions, and a commitment to the holistic development and wellbeing of students.”

In his early years, Nick’s focus was on science education, fueled by his love for sports and recreational learning. However, his career

trajectory evolved, leading him to significant leadership roles at institutions like St Luke’s Anglican School in Queensland and Geraldton Grammar School in Western Australia. Since 2018, Nick has embraced the role of Principal at Bishop Druitt College, situated amidst the serene landscapes of the Coffs Coast in Northern New South Wales.

“At Bishop Druitt College, I take pleasure in creating school cultures that are innovative, welcoming, and inclusive,” Nick affirms. “To me, school engagement, academic outcomes, and community wellbeing are interconnected. I firmly believe that both students and staff can enhance their capacities through a growth

In developing Bishop Druitt College’s educational vision, Nick draws from extensive experience and an educational philosophy centered on innovation, well-being, and experiential learning

mindset, embracing new experiences, sharing successes, learning from failures, and doing so with a generous spirit.”

Nick’s dedication to education has not gone unnoticed, garnering him prestigious awards such as Queensland’s Peter Doherty Award for Outstanding Science Teacher and the Australian Science Teachers Association National Ruth Dircks Scholarship. His impact on the field was further highlighted in 2022 when he received the Most Influential Educator Award at the Australian Educator Awards.

Beyond his professional endeavors, Nick’s commitment to service shines through his involvement in various local, state, and national boards and committees. From the Coalition of Regional Independent Schools Australia to the NSW Independent Schools Regional Principal Advisory Committee, Nick’s contributions extend far beyond the confines of his school. Additionally, he proudly serves as the President of the BDC Barracudas Sporting Club, exemplifying his dedication to nurturing youth development beyond academic boundaries.

Forging a Path to Educational Excellence

In developing Bishop Druitt College’s educational vision, Nick draws from extensive experience and an educational philosophy centered on innovation, wellbeing, and experiential learning. “For me, education should be an innovative, transformative, and holistic experience, fostering the growth of individuals in mind, body, and spirit,” Nick shares. Rooted in over 30 years of experience in Anglican schools, his philosophy emphasizes the principles of innovation, wellbeing, and experiential education.

Innovation, as Nick sees it, transcends mere technological advancements; it encompasses a culture of continuous improvement. At Bishop Druitt College, this ethos is evident in groundbreaking programs like BDC Investigations, the Kaizen Initiative, World Options, and Microcredentialing. These initiatives break the mould of traditional pedagogies, integrating evidence-based practices and real-world linkages to create a dynamic and engaging learning environment.

Wellbeing lies at the heart of Nick’s educational philosophy, reflected in the establishment of a comprehensive Wellbeing Hub. This hub integrates psychologists, counselors, and even a wellbeing dog, underscoring Nick’s commitment to nurturing the physical, emotional, and social wellbeing of both students and staff. Programs such as the Rites of Passage, Rainbow Group, and Human Rights Group further emphasize a holistic approach to wellbeing.

Experiential education forms the cornerstone of Nick’s philosophy, recognizing that real

Experiential education forms the cornerstone of Nick’s philosophy, recognizing that real learning occurs through hands-on experiences

learning occurs through hands-on experiences. Initiatives like BDC Investigations and the Kaizen Initiative promote active engagement and critical thinking, rooted in the 6Cs of Deep Learning and the Round Square Discovery Framework. These programs not only impart knowledge but also equip students with essential life skills for the future.

In Nick’s words, echoing the sentiments of educational pioneer Kurt Hahn, “There is more in us than we know if we could be made to see it; perhaps, for the rest of our lives, we will be unwilling

to settle for less.” This quote encapsulates Nick’s belief in unlocking the full potential of individuals through innovative, wellbeing-focused, and experiential education, preparing them to thrive in an ever-changing world.

As Principal of Bishop Druitt College, Nick’s role in fostering a positive learning environment is multi-faceted. He leads by example, embodying integrity, and emphasizing relational leadership principles. Through strategic planning and innovative programs, Nick promotes experiential learning and

wellbeing. By empowering staff and students and fostering community engagement, Nick cultivates a positive, dynamic, and growthoriented atmosphere conducive to learning and development.

Despite the challenges faced as Principal, including enrolment fluctuations and financial sustainability issues, Nick’s strategic approach

and commitment to innovation have yielded remarkable results. Balancing financial management with infrastructure growth and sustaining community engagement demanded meticulous planning. Moreover, navigating human resource challenges, particularly during the COVID-19 pandemic, underscored the importance of trust-building and evidence-based

practices in maintaining a thriving learning community at Bishop Druitt College. Through resilience and dedication, Nick continues to lead Bishop Druitt College toward excellence, inspiring students and staff alike to reach their full potential.

Driving Excellence and Growth

Throughout his tenure as Principal at Bishop Druitt College, Nick has overseen a series of notable achievements and success stories that reflect the institution’s commitment to excellence and innovation. “In the past five years, we’ve achieved significant financial success, maintaining the lowest debt-to-student ratio in the college’s history,” Nick remarks proudly. “This success has allowed us to reinvest in the college through extensive refurbishments and an innovative building plan.”

Under Nick’s leadership, Bishop Druitt College has experienced unprecedented growth in student enrolment, reaching a record high of 1291 students in 2024. “Our focus on providing quality education and fostering a vibrant learning community has been instrumental in attracting more students to our college,” he notes.

Nick has played a pivotal role in spearheading the construction of state-of-the-art facilities on campus. “From a Maths Centre and Adventure Playground to a Recording Studio and additional Primary Classrooms, our infrastructure development initiatives aim to enhance the learning environment for our students,” he explains. “We are currently working on the construction of the Innovation Centre, an Outdoor Education Centre, and new sporting facilities to further enrich our campus offerings.”

Innovative educational programs introduced under Nick’s leadership, such as BDC Investigations, the Kaizen Initiative, and Microcredentialing, underscore the college’s commitment to pushing the boundaries of educational excellence. “We believe in providing our students with dynamic and relevant educational experiences that prepare them for the future,” Nick emphasizes.

Community engagement is a cornerstone of Nick’s leadership approach. “Establishing initiatives like the BDC Barracudas Sporting Club and the Fathering Project has strengthened our ties with the community,” he states. “We are actively working on

Throughout his tenure as Principal at Bishop Druitt College, Nick has overseen a series of notable achievements and success stories that reflect the institution’s commitment to excellence and innovation

building ‘Friends of’ groups to further enhance collaboration and engagement.”

Recognizing the importance of global perspectives in education, Nick has fostered international partnerships and collaborations. “Transitioning to global membership in the Round Square program and establishing ties with schools in Japan and Cambodia have enriched the educational experiences of our students,” he says. “These partnerships also contribute to enhancing the college’s global presence.”

Strengthening Bonds, Fostering Collaboration

Bishop Druitt College demonstrates a strong commitment to engaging with the local community, recognizing the invaluable role of community involvement in enhancing the educational journey for students. Nick explains, “Community involvement is vital in enriching the educational experience for our students. By fostering strong connections with the local community, we create a supportive network that enhances learning outcomes and promotes holistic development.”

One of the college’s key initiatives to engage with the community is through the establishment of Friends of Groups. These post-COVID initiatives, launched in 2022, serve as platforms for fostering community connections and encouraging shared involvement in the school’s activities.

“The Friends of Performing Arts, Friends of Barracudas, and Friends of Goori Group have been particularly successful in strengthening community bonds,” Nick remarks.

Additionally, the Fathering Project, initiated in 2019, underscores the importance of paternal engagement in children’s lives.

By emphasizing the vital role of fathers and encouraging their active involvement in school activities, this initiative aims to strengthen family bonds and contribute to the overall wellbeing of students.

Furthermore, the Parent Ambassador Program, established in 2023, plays a crucial

role in enhancing community ties by appointing ambassadors to represent the school. These ambassadors foster positive relationships between the college and parents, facilitating open communication and collaboration.

In addition to community engagement initiatives, Bishop Druitt College has embarked on several collaborative projects and partnerships that positively impact both the college and the community.

One such project is the Waratah Project, spearheaded by AISNSW, aimed at enhancing academic outcomes for Aboriginal and Torres Strait Islander students. Through strategic measures such as targeted interventions and the establishment of post-schooling pathways, the project has led to a remarkable increase in graduation rates among Indigenous students.

Another notable collaboration is the Clarence Coffs Careers Hub, facilitated by Bishop Druitt College in partnership with other schools in the region and supported by AISNSW. This initiative provides students with exposure to post-schooling opportunities and facilitates seamless transitions into higher education and the workforce through internships, mentorship programs, and career exploration activities.

Finally, the Teaching Hub, a groundbreaking pilot project aimed at addressing the teacher shortage crisis, stands as a testament to collaborative efforts between Bishop Druitt College, AISNSW, and Southern Cross University. By pairing experienced teachers with student or trainee teachers, the hub fosters skill development and support for the next generation of educators, ensuring the retention of local talent in regional communities.

Through these initiatives and partnerships, Bishop Druitt College continues to prioritize community engagement and collaboration, enriching the educational experience for students and fostering a strong sense of belonging within the local community.

Tech-Integrated Education

At Bishop Druitt College, technology isn’t just a supplement to education; it’s woven into the fabric of teaching and learning, enriching the educational experience in innovative ways. Nick Johnstone, explains, “We’ve embraced a cuttingedge approach to education by seamlessly integrating technology into our teaching and learning processes. Our iHub’s Innovation Room, for instance, serves as a dynamic space where Virtual Reality (VR) integrated learning takes center stage. Through immersive experiences, students explore subjects in ways previously unimaginable, enhancing their understanding and engagement.”

The commitment to innovation extends to hands-on learning with educational tools like Bee-bots and Makey Makey. These interactive resources foster a creative and experiential environment, encouraging students to actively

Bishop Druitt College demonstrates a strong commitment to engaging with the local community, recognizing the invaluable role of community involvement in enhancing the educational journey for students

participate in their education. The incorporation of Lego Robotics further amplifies this commitment, allowing students to delve into the exciting realm of robotics and automation.

Complementing these initiatives are comprehensive STEM classes, providing students with a robust foundation in subjects like rocketry, software engineering, and robot wars. “These classes empower students with practical skills and knowledge, preparing them for the evolving landscape of science, technology, engineering, and mathematics,” Nick emphasizes.

Furthermore, Bishop Druitt College has established a Generative-AI committee, where staff and students collaborate to explore how AI can be ethically and innovatively integrated across the school and into the wider world.

“The holistic integration of technology at Bishop Druitt College reflects our dedication to preparing students for the challenges of the modern world,” Nick affirms.

However, with the increasing use of technology in education come both benefits and challenges. “We’ve identified opportunities to support student wellbeing by limiting access to mobile phones during key learning times,” Nick shares. “However, we also recognize the computing power of these devices and utilize them on field trips as data loggers.”

While technology enhances learning and engagement, the college acknowledges that if technology doesn’t add value to the learning experience, social learning can still be best practice. Nick brings a wealth of experience to this discussion, having a background with learning management systems and programming live synchronous bulletin boards in the late

At Bishop Druitt College, technology isn’t just a supplement to education; it’s woven into the fabric of teaching and learning, enriching the educational experience in innovative ways

1990s and early 2000s during his Masters in Education in Science and Technology.

Pioneering Innovation and Sustainability for the Future

Nick’s vision for the future of Bishop Druitt College is rooted in fostering a dynamic and forward-thinking educational environment, characterized by innovation, sustainability, and experiential learning. “I am dedicated to nurturing an innovative mindset within the college community,” Nick shares. “This involves staying abreast of emerging educational trends, integrating cutting-edge

Nick’s vision for the future of Bishop Druitt College is rooted in fostering a dynamic and forward-thinking educational environment, characterized by innovation, sustainability, and experiential learning

technologies, and continually refining pedagogical approaches to ensure Bishop Druitt College remains at the forefront of educational excellence.”

Key initiatives on the horizon include the development of Farnworth, the school farm, poised to evolve into a remarkable outdoor teaching and learning environment. “By capitalizing on its potential, we aim to create a space where students can engage with nature, learn sustainable practices, and develop a profound connection with the environment,” Nick explains.

Inspired by Kurt Hahn’s philosophy, the establishment of an Outdoor Education Centre is also in the works. “This initiative seeks to provide transformative experiences, instill resilience, and foster personal growth through outdoor education, not only for our students but also for other local schools,” Nick says.

Additionally, Nick envisions the creation of a Research Institute dedicated to sharing evidence-based educational research and innovative practices. “This institute will serve as a hub for collaboration, bringing together educators, researchers, and practitioners to explore and disseminate innovative approaches to teaching and learning,” he elaborates.

Looking ahead, Nick envisions Bishop Druitt College embracing a transformative evolution by strategically navigating the shift towards hybrid work and study environments. “We will introduce a dynamic employment model that accommodates part-time staff, fostering diversity in expertise,” Nick explains. “Leveraging technology, we will facilitate remote teaching and learning opportunities to ensure accessibility and promote global perspectives.”

Moreover, Bishop Druitt College will develop a curated collection of online classes to cater to various learning styles and preferences, maintaining high curriculum standards while providing flexibility and personalized learning experiences. “Pioneering the exploration of cutting-edge learning platforms and interactive technologies will create engaging and immersive online educational environments,” Nick adds. “We may also explore the possibility of an online school option to extend the reach of our exceptional education to a wider audience.”

Guiding Bishop Druitt College with Integrity and Innovation

Nick’s leadership at Bishop Druitt College is underpinned by a set of core principles and values that reflect his commitment to excellence, integrity, and collaboration. “My decision-making is guided by ethical conduct, ensuring actions align with moral and professional standards,” Nick shares. “Integrity is non-negotiable, and decisions are made with transparency and fairness.”

Furthermore, Nick believes in the power of collaboration, emphasizing the importance of

Nick’s commitment to continuous improvement is evident in his leadership style, where feedback loops, reflective practices, and data-driven insights play integral roles in refining strategies and programs

input from diverse perspectives in decisionmaking processes. “Shared decision-making enhances ownership and commitment among team members, staff, and stakeholders,” he notes.

With a student-centered focus, Nick prioritizes decisions that benefit the wellbeing and growth of students. “Providing the best possible learning experiences, support systems, and opportunities for students to thrive is paramount,” he affirms.

Innovation and adaptability are also key principles guiding Nick’s leadership approach. “Embracing new ideas, technologies, and pedagogical approaches ensures the college remains at the forefront of educational excellence,” he explains.

Nick’s commitment to continuous improvement is evident in his leadership style, where feedback loops, reflective practices, and data-driven insights play integral roles in refining strategies and programs. Moreover, Nick values empowerment within the college community, believing in providing autonomy,

recognizing achievements, and supporting professional development to foster a culture of empowerment and personal growth.

When asked about advice for individuals aspiring to pursue leadership roles in education, Nick’s guidance is rooted in the belief that teaching is a noble and transformative profession. “Embrace the noble mission of education and understand its transformative power,” Nick advises. “Be a lifelong learner, cultivate empathy and compassion, inspire and mentor others, embrace innovation, build collaborative partnerships, and celebrate successes while learning from challenges.”

In summarizing specific qualities or skills crucial for success in educational leadership, Nick emphasizes empathy, compassion, and commitment. “If you don’t care, they won’t care,” he states, highlighting the importance of personal investment in the educational journey. “Being a school principal or an educator of any type is a social responsibility, but you must give of yourself and give your best effort every day.”

MOST RECOMMENDED BOARDING SCHOOLS IN THE USA & CANADA 2024

Brentwood College School

Location: British Columbia, Canada

Website:

https://www.brentwood.ca/

Key person: Bud Patel, Head of School

About the School: Nestled on the shores of Vancouver Island, Brentwood offers a unique blend of academic excellence and outdoor adventure. With a focus on holistic education and personalized learning, Brentwood empowers students to pursue their passions and become well-rounded individuals.

Choate Rosemary Hall

Location: Connecticut, USA

Website:

https://www.choate.edu/

Key person: Alex Curtis, Head of School

About the School: Choate’s rigorous academic program is complemented by its vibrant community and extensive extracurricular offerings. With a focus on fostering leadership skills and character development, Choate prepares students not just for college but for a lifetime of meaningful contributions.

Deerfield Academy

Location: Massachusetts, USA

Website:

https://deerfield.edu/

Key person: John P.N. Austin, Head of School

About the School: Deerfield’s strong sense of community and tradition fosters lifelong connections among its students and alumni. Its challenging academic program, combined with a commitment to character development and service, prepares students to make a positive impact on the world.

North Cedar Academy

Location: Wisconsin, USA

Website:

https://northcedar.net/

Key person: Mike Lovorn, Ph.D., Headmaster & Executive Director

About the School: North Cedar Academy is a college-preparatory boarding school located in Ladysmith, Wisconsin, USA. Dedicated to providing a challenging and nurturing environment, North Cedar offers a rigorous academic program, small class sizes, and personalized attention from experienced faculty. With a focus on developing critical thinking skills, leadership qualities, and global awareness, North Cedar prepares students for success in college and beyond.

IMG Academy

Location: Florida, USA

Website:

https://www.imgacademy.com/

Key person: Brent Richard, CEO

About the School: IMG Academy is a prestigious sports boarding school located in Bradenton, Florida, USA. Renowned for its worldclass athletic training facilities and elite coaching staff, IMG Academy attracts top athletes from around the globe who are seeking to develop their skills and pursue their athletic dreams. In addition to its comprehensive sports programs, IMG Academy offers a challenging academic curriculum and personalized support to help student-athletes excel both on and off the field.

Phillips Exeter Academy

Location: New Hampshire, USA

Website:

https://www.exeter.edu/

Key person: William K. Rawson, Principal

About the School: Renowned for its Harkness teaching method, Exeter offers a dynamic and collaborative learning environment where students engage deeply with their studies and with each other. Its commitment to academic excellence and emphasis on student-driven inquiry make it an excellent choice for intellectually curious students.

Sacred Heart School of Montreal

Location: Montreal, Canada

Website:

https://www.sacredheart.qc.ca/

Key person: Patricia Briand, Head of School

About the School: Sacred Heart School of Montreal is a prestigious all-girls private school located in downtown Montreal, Quebec. Founded in 1861, it has a long-standing tradition of academic excellence and a strong commitment to the holistic development of its students. With a rigorous academic curriculum, vibrant arts programs, and a supportive community, Sacred Heart prepares young women to excel academically, socially, and personally.

The Lawrenceville School

Location: New Jersey, USA

Website:

https://www.lawrenceville.org/

Key person: Stephen S. Murray, Head of School

About the School: Lawrenceville’s innovative curriculum and commitment to intellectual exploration set it apart as a leader in boarding education. With a diverse and inclusive community, state-of-the-art facilities, and a rich tradition of academic excellence, Lawrenceville provides students with the resources and support they need to thrive in college and beyond.

St. George School Vancouver

Location: Vancouver, Canada

Website:

https://www.stgeorges.bc.ca/

Key person: David Young, Head of School

About the School: St. George’s School is an all-boys independent day and boarding school located in Vancouver, British Columbia, Canada. Founded in 1930, St. George’s has a reputation for academic excellence, innovative teaching methods, and a strong sense of community. With a diverse and inclusive student body, state-of-the-art facilities, and a wide range of extracurricular activities, St. George’s provides students with a well-rounded education that prepares them for future success.

Rothesay Netherwood School

Location: New Brunswick, Canada

Website:

https://www.rns.cc/

Key person: Paul McLellan, Head of School

About the School: Set on a picturesque campus overlooking the Kennebecasis River, Rothesay Netherwood offers a supportive and inclusive environment where students thrive academically, socially, and athletically. Its focus on experiential learning and global citizenship prepares students for success in an increasingly interconnected world.

IMG ACADEMY

Forging Futures at the Pinnacle of Sports Education

Established in 1978 by renowned tennis coach Nick Bollettieri, IMG Academy traces its roots back to humble beginnings as a tennis-focused institution in Bradenton, Fla. Bollettieri’s vision was clear: to provide a platform for young tennis hopefuls to hone their skills and pursue excellence in the sport.

Over the years, IMG Academy has transitioned from being a sports-only elite tennis training program, into a powerful multi-sport, holistic education institution, incorporating strong academic and personal development curriculum. Today, IMG Academy stands alone in its unique and holistic approach to student-athlete development.

BRENT RICHARD, CHIEF EXECUTIVE OFFICER, IMG ACADEMY ABOUT

Brent Richard is passionate about the value of holistic education through the lens of sport and improving and growing IMG Academy’s heartbeat boarding school experience while simultaneously creating new student-athlete experiences online and internationally. IMG Academy has developed over recent years from a campus-only brand and experience serving 1,000 boarding school studentathletes into a global brand with a suite of connected education experiences, ranging from boarding school to camps to online coaching and recruiting. Today, IMG Academy is serving over 150,000 studentathletes and 40,000 coaches each year, and its boarding school in Bradenton is stronger than ever, adding new sports and facilities and improving outcomes for its families.

Before joining IMG Academy, Richard was the Chief Corporate Development Officer at Endeavor. In his role, he led strategy and investing activities. Prior to Endeavor, Richard co-founded and helped develop The Raine Group, now a leading sports and entertainment merchant bank. Richard began his career at Goldman Sachs after attending Vanderbilt University, where he majored in Engineering and Economics and played for the men’s soccer team.

“We support student-athletes through their entire developmental journey, as athletes, as students, and most importantly, as people,” shares Brent Richard, CEO of IMG Academy.

IMG Academy has a variety of studentathlete offerings, both on-campus and online. IMG Academy delivers boarding

school and camps at its state-of-the-art campus in Bradenton, Fla., and it delivers online coaching and recruiting via its online products IMG Academy+ and NCSA College Recruiting. Through these offerings, students anywhere in the world can access IMG Academy’s education. “Our campus

With nine sports programs, including soccer, golf, basketball, baseball, volleyball, football, track & field, lacrosse, and its flagship sport, tennis, IMG Academy offers a diverse range of opportunities for aspiring athletes

is our heartbeat with an unmatched learning environment and powerful student-athlete outcomes. Online coaching and college recruiting allows us to expand access to IMG Academy’s impactful education. We are now serving 150,000 student-athletes, both online and on-campus. The vision is for IMG Academy to be the world’s most impactful education brand, with life-changing experiences available to any student-athlete who believes in the power of sport as a platform for life,” adds Richard.

Balancing Academics, Athletics and Personal Development.

At its boarding school in Florida, IMG Academy prioritizes academic excellence alongside athletic and personal development. With expert and dedicated staff in each area of

IMG Academy’s delivery – over 75 specialists focus specifically on intentional personal development in the areas of leadership, mental performance, nutrition, communication, and sports science and the curriculum is tailored to the needs and goals of each individual. IMG Academy’s regimented academic, athletic, and personal development programs foster skill enhancement, holistic growth, and a competitive mindset, setting student-athletes up for success in college and beyond.

IMG Academy’s education is a platform where student-athletes strive to be their personal best and families define “best” as more than wins and losses. Core to all of IMG Academy’s on-campus and online offerings is pedagogy around the many critical lifeskills that sport can help develop. IMG Academy believes that life skills can be

At IMG Academy, a shared vision drives both its oncampus and online offerings: to provide life-changing educational experiences to student-athletes who recognize the transformative power of sports

Building upon four decades of success in Bradenton, Florida, IMG Academy has expanded its reach through IMG Academy+, an online extension that brings its proven methodology to student-athletes anywhere in the world

concretely developed like any other skill taught in classrooms around the world, and it has doubled down on this approach with experts teaching and coaching life skills –confidence, commitment, resilience, focus and handling pressure – in both classroom and on-field settings. Life skills, or personal development, at IMG Academy is both intentional and foundational to its brand and education offerings.

Beyond its curriculum design and expert teaching and coaching, IMG Academy’s boarding school environment is special.

With 1,500 student-athletes from over 40 countries, IMG Academy is simultaneously twice the size of the largest college athletics programs and one of the most geographically diverse middle/ high schools in the world. While sport skill levels vary widely across the campus, the common ground is that each student-athlete is striving to be their personal best, with a shared love of sport and personal improvement. Interacting with a competitive and diverse student-athlete body from around the world further enriches IMG Academy’s holistic education.

Forging New Paths, Reaching More Student-Athletes

At IMG Academy, a shared purpose drives its on-campus and online offerings: to empower student-athletes to win their future.

The leadership at IMG Academy team is working tirelessly to constantly improve upon its boarding school offering, while simultaneously innovating to create even more accessible products that naturally extend from the expertise developed in the boarding school.

In addition to its boarding school, sports camps, online coaching, and recruiting (operating under IMG

Academy+ and NCSA) are the products IMG Academy offers today.

These education experiences allow IMG Academy to reach 150,000+ student athletes on-campus and online today, and the team at IMG Academy are hoping to positively impact millions of lives soon.

In its push for wider impact, IMG Academy has a new partner in Nord Anglia Education. Nord Anglia is one of the world’s leading school providers, providing education to over 80,000 students in over 80 schools around the

NCSA has helped over 250,000 studentathletes find their right college fit, and it regularly helps place close to 30,000 student-athletes commit to a college each year

world. Nord Anglia and IMG Academy are currently testing IMG Academy+ for infused online curriculum at Nord Anglia’s schools. The pair is also collaborating on bringing IMG Academy summer sports camps to Nord Anglia campuses around the world. IMG Academy and Nord Anglia intend to bring world-class sports education to Nord Anglia’s students, and then extend that model to more campuses and students globally.

By adding new sports and innovating at its heartbeat campus in Florida, developing globally accessible online products, and forming unique worldclass education partnerships like Nord Anglia Education, IMG Academy is forging new paths, ensuring that more and more student-athletes can access its unique and transformation education experiences.

Inspirational Success Stories from IMG Academy

There are many inspiring success stories of student-athletes who attended IMG Academy. A few examples:

Flora Zhang, who came to IMG Academy as an eighth grader, struggled with English and little golf experience. With incredible discipline, hard work on the course, and taking advantage of IMG Academy’s AP track academic offerings, Flora thrived at IMG Academy, and signed her letter of intent and is playing golf at Princeton University.

Michelle Cooper joined IMG Academy as a junior in 2020. After IMG Academy, she earned a soccer scholarship to Duke University and subsequently was drafted as the second overall pick in the NWSL Draft. Michelle became the highest professional draft selection in IMG Academy’s history.

Zach Edey, one of the tallest young basketball players in the world, came to IMG Academy in 2019 from Canada. After embracing IMG Academy’s approach to personal development, athletics, and

academics, Zach earned a basketball scholarship to Purdue University and won the NCAA Player of the Year award for Men’s Basketball in 2023.

Finally, JJ McCarthy, the quarterback for the University of Michigan Football team, who graduated from IMG Academy in 2020, won the 2023 National Football Championship. Throughout the season, he was often seen meditating before important moments and games, a practice honed at IMG Academy via its personal development and mental performance curriculum.

Helping Students, Educators, & their Institutions to Thrive, Not Just Survive

Karen Gross, Trauma Educator, Author, & Senior Counsel, Finn Partners

Karen Gross is an educator, author and artist. She specializes in trauma and its impact on student success and psychosocial wellness across the PreK – adult pipeline. Her work is grounded in trauma theory, the in-the-trenches voices and experiences of students and educators, her own experiences teaching students and leading an institution as well as her personal experiences addressing trauma in work and personal settings. She uses her art to further her trauma work, including doing art as a way of ameliorating trauma symptomology. When not working, she enjoys family and friends, being in and on the water, playing pickleball, skiing and reading.

Recently, in an exclusive interview with K12 Digest, Karen shared her professional background, the first steps school-based personnel can take to better support students who have experienced trauma, the inspiration behind her highly acclaimed book series, ‘Lady Lucy Series’, the evolution and future of the K12 education landscape, future plans, pearls of wisdom, and much more. The following excerpts are taken from the interview.

Karen, please tell us about your background and areas of interest.

I have had what some might term an “episodic” career, largely moving within different quarters within the field of education (broadly defined). I student and substitute taught and was a teaching assistant while in college (grades 5 and 12, respectively and

College level Spanish); I was a tenured law professor in NYC for 2 decades (specializing in insolvency, asset building in low income communities and consumer finance); I became a college president in for 8 years at a small, career launching institution filled with first generation college students; I served as a Senior Policy Advisor to the US Department

I think the most important initial step is for educators to put on what I term “a trauma lens,” a perspective to seeing and naming what is occurring in the lives of their students within and outside of school

of Education (Obama Administration); I currently write (adult and children’s) books, and teach and consult with school systems, colleges/universities and nonprofit organizations on trauma and its impact on student/youth/adult success and psycho-social development; and I teach in the Continuing Education Division of the Rutgers School of Social Work (trauma certification program). In addition to trauma amelioration, my areas of interest include creativity, installation and participatory art initiatives and leadership (most particularly in troubled times).

How would you define traumainformed teaching and how did this framework emerge?

Let me change the nomenclature if you don’t mind. I prefer the term “trauma responsive” teaching as it suggests action as opposed to being “informed about” or

For me, creativity is not a talent possessed only by some; we all have creativity housed in us; we just need to find it and tap into it

“sensitive to” trauma and traumatic events. Trauma-responsiveness is not a new concept and dates back to at least the Viet Nam era and the experiences of Veterans.

I would define trauma responsive pedagogy as teaching that enables educators to understand and respond to the experiences and symptomology of their students who have been traumatized and the accompanying awareness that trauma is affecting student learning and psycho-social development (as well as classroom engagement and management). As a precursor to providing trauma responsive pedagogy, educators need to be able to see/ identify trauma and understand its impact on how we function (both our minds and our bodies). Then, these educators need to get a set of real usable strategies to ameliorate trauma symptomology, a tool box of skills to deploy in their classrooms and engagement with students.

In a world as complex and difficult as ours (often called a VUCA world in the business sector – volatile uncertain, complex and ambiguous), trauma abounds. It is not a trendy thought or approach; it is an actual descriptor of the experiences of children, youth and adults of all ages, genders, races, ethnicities, religions and social economic classes.

What are some important first steps school-based personnel can take to better support students who have experienced trauma?

I think the most important initial step is for educators to put on what I term “a trauma lens,” a perspective to seeing and naming what is occurring in the lives of their students within and outside of school. The best way to do this – and to see the import of this step – is to

look at a book titled Poemotion by Takahiro Kurashima. (There are several volumes and it is easily acquired.)

Within the book, there are amazing drawings and a separate sheet of plastic paper, which when placed over the illustrations, makes them take different shapes and gives them added dimension and movement. For me, this act of seeing the illustrations with the plastic screen is what happens when we start to see the world from a trauma perspective. It looks, moves and feels differently.

Once one has a trauma perspective, it allows one to perceive students’ actions and inactions differently. And since trauma never goes away and does, sadly, get reactivated as we encounter new traumas, the trauma lens is an invaluable tool for promoting an understanding of and ways to engage with all of our students more effectively.

You are a best-selling author, writing books for both children (earlychildhood through Grade 6) and adults. Moreover, your Lady Lucy Series is well-known and has been read by over 3000 children across the globe. What inspired you to write this book series and what is the most difficult part of your artistic process, if any?

Let me answer this excellent question in parts. I wrote the Lady Lucy series to inspire children to believe in the power of the possible. All of these stories are trauma-sensitive, recognizing issues with which children deal on a regular basis – discrimination, unsupportive families and communities, challenges, scary situations, friendships, relationships, and attachment/separation. Through problem

solving and teamwork and creativity, Lady Lucy and her team take on situations and find pathways forward.

The inspiration for the series is a real woman named Lady Lucy Duff-Gordon who was a well-known fashion designer in the US and UK in in the late 19th and early 20th centuries and she was the first woman to advertise in a catalogue (the Sears Roebuck catalogue to be precise). She and her husband survived the Titanic catastrophe. She was sued and lost a legal case involving her agent and the famous judge, Benjamin Cardozo, presaged his decision against her with these acid and sarcastic laced opening words: “The defendant styles herself “a creator of fashions.” For years, I shared with students the actual story of Lady Lucy (about which I had written) to humanize her and better understand the court’s decision and distain. Lady Lucy was forgotten by history, and when I read my books to children, I often dress as she did, including wearing faux jewelry she had on the Titanic.

For me, writing and other creative art forms are not hurdles, and they are not fraught with difficulty. Generally, I do not struggle with creating stories or visual art. I attach some of my art here and I often engage with students in art projects keyed to the stories I am reading to them. For me, creativity is not a talent possessed only by some; we all have creativity housed in us; we just need to find it and tap into it.

What does literary success look like to you?

I have different definitions of success for my adult and children’s books, all of which have

garnered remarkable attention and recognition. In terms of my children’s books, success is writing books students want to read again and again and again. There is an evergreen quality to the stories. In addition, success for me is enabling children to see themselves in the characters and experience feelings they might not have expressed before reading or hearing the books. And, for me, there is importance in children being read to and reading with adults as well as reading on their own. We forget to read with kids once they can read themselves by the by. Bottom line: Enjoying books is a gift we can bestow on children.

I have different definitions of success for my adult and children’s books, all of which have garnered remarkable attention and recognition

As to my adult books, I am completing a trilogy published by Teachers College Press at Columbia University. These three books (the newest of which is releasing in Summer 2024 and is co-authored with Dr. Ed Wang of Harvard Medical School) are designed to improve the lives of students – those who are traumatized. The new book has an added focus: demonstrating how a pandemic produced educational positives despite all the destruction it wrought. This third book in the trilogy, Mending Education, together with Trauma Doesn’t Stop at the School Door (2020) and Breakaway Learners (2017), are decidedly grounded on the experiences and voices of educators; the books are filled

with strategies educators can actually use in classrooms. Success for me is the use of these strategies to enable educators to be their best selves for their students.

In your opinion, how has the K12 education landscape transformed over the last five years and where is it heading now?

Certainly, the Pandemic has transformed education. While most people think the changes have been negative (and there are most assuredly negatives like lower enrollment; lower test scores; increased student misbehavior; teacher exodus; delayed social and emotional growth; absenteeism; increased mental illness), I see positives and I have hope for the future of education if we are willing to see, understand, implement, replicate and scale many of the positives that occurred within education during the Pandemic. Yet, we do not see these positives and we discard them with regularity. In doing so, we fail to capture the hope and creativity that the Pandemic engendered.

We have seen the import of schools—yes schools -- for starters; we have witnessed firsthand how schools do vastly more than provide content learning. For some students, they provide stability and continuity. For some students, they provide food and medical care. For some students, they provide role models that can stay with them into the future. A second positive is that we have seen how difficult it is to be an educator and the challenges they face daily. This has engendered a newfound respect for our educators and the work they need to do to enable our students to process. A third positive is that we have come to understand the lack of homogeneity among our students and the need to understand who they are and from whence they hail and how to enable them to feel safe and secure in a learning environment. These are just some of the positives I see if we can wear our trauma lenses.

If we fail to see the positives and then use them, we will be on an impossible quest to restore the status quo ante. But, we cannot actually go back to what was – it doesn’t exist and it wasn’t perfect back when. So, if we don’t use

If we fail to see the positives and then use them, we will be on an impossible quest to restore the status quo ante

a crisis to create educational opportunity and advancement, I worry that change in education will remain perilously slow, students will struggle both academically and psych-socially and we will see a decline in educational enrollment and success – something that has lifelong individual and societal consequences.

How important are teacher- student relationships when it comes to students who have experienced trauma?

The simple answer is: VERY. Student-teacher relationships are key to student success. We

know this for a variety of reasons. Students show that teacher departures lead to lower school achievement in students. We know trauma truncates neural pathways, which thankfully can be rebuilt due to our brain’s plasticity; that is why connect between students and teachers is so important. It restores what trauma takes away.

There are many many ways to build strong student-teacher relationships and surprisingly to many, a Pandemic can make this easier because there is shared experience. The data from Katrina involving therapy relationships demonstrate this.

How does the effect of trauma manifest differently for elementary, middle, and high school students?

I actually have written whole books and plentiful blog posts on this very question. Despite differences, behavior is the language of trauma. So, we see behavioral effects from trauma. Like child and adolescent development, these behaviors and their riskiness differ based on age (in addition to gender among other factors). Young children can hit; so can teenagers. But the intensity of the harm differs. Young students can shout and stomp and throw things; older students can do the same but with more force. Students of all ages can take risks with drugs and alcohol but the older the student, the more likely they will turn to substance abuse. And, the risk of suicide increases with age across the pre-K – 12 landscape although there are instances of suicide attempts (some unfortunately successful) among children. For children ages 5 –11, it is estimated that suicide is the 8th leading cause of death. Bottom line:

There are many many ways to build strong student-teacher relationships and surprisingly to many, a Pandemic can make this easier because there is shared experience

the symptoms are similar across all ages but the manifestation of the symptoms is different.

How should teachers respond to a student with childhood traumatic stress if they are disruptive in the classroom? This is a topic that I discuss at length with teachers, administrators and parents. Our first instincts are not right oft-times as we seek to separate the disruptive student from the classroom. We often do this because we want the other students to continue to learn and disruption by one student makes that hard. We punish badly behaving students by isolation, suspension and expulsion and a host of other negative actions. Some schools are even punishing by forcing online learning for misbehaving students.

Instead, we need to use a rehabilitation mindset, focusing on the why question: why did a student act disruptively? And we need to pay attention to the individual and provide support to that student as it is the behavior that was negative, not the person. I could go on and on about doing discipline differently, and there are many approaches but educators need to want to change how they deal with disruption. Some of the different approaches take time and training – well worth it in my view.

Let me just say this: consider behavior contracts BEFORE the fact. Ask students what should be done when another student (or they themselves) is/are disruptive. Encourage support not punishment; that is my suggestion and that does NOT mean a student “gets away” with everything. Far from it. The misbehaviors need to be understood and managed and addressed for sure; consequences yes but punishment is not the right approach in most instances.

Let me just add that if there is a risk of danger based on student behavior – risk to other students, the student themselves or to educators – then the approach differs. Separating violent students to prevent harm to others is sometimes the only viable approach in the immediate term.

Where do you see yourself in the next 5 years?

Another good question. I will still be writing and doing art. I have been asked (including by my co-author) if I will write another book. I think so. I suspect I have one more adult book in me and at least one more

children’s book. And while this may sound terribly Quixotic, I hope to work even harder to improve the lives of those around me and enable others (and me) to become our best selves. I want to leave this earth better than I found it.

Are there insights or recommendations that you would share with school leaders who want to promote traumainformed learning in a proactive way?

That’s a perfect last question because if I had to do the last four years again, I would spend more time helping school leaders and add leadership as a key focal point of my work. To date, I have largely focused on students and teachers/professors and families. I think that it is hard to lead generally and even harder in times of trauma. And I’ve personally done both. In fact, as I write this, I am preparing to do a program for school administrators in Boston, MA. It is true that some people are born leaders and there is no one style or approach to leadership. But we can help leaders become better and we need to do that – for their own sake and for the sake of those they serve. But this is only possible if leaders see the need to learn and grow and are not fully satisfied with the way things are now. Unfortunately, some leaders are either un-self-aware or so focused on tasks and problems at hand that they do not embrace change and growth. But since change and growth and problem solving are exactly what we want in our students, we should want this for our leaders too. And, we need to cultivate new leaders who are diverse so students can experience a wide range of role models.

THE SACRED HEART SCHOOL OF MONTREAL

Empowering the Women Leaders of Tomorrow

The Sacred Heart School of Montreal is a private Catholic all-girls high school located in the heart of the city of Montreal, Quebec, Canada. It is a member of the worldwide network of Sacred Heart Schools. Like all Sacred Heart schools around the world, The Sacred Heart School of Montreal is committed to the legacy of its foundress, Saint Madeleine Sophie Barat. The school’s mission is to nurture the mind, body, and spirit of each student in a supportive and caring environment.

“At The Sacred Heart School of Montreal, we believe that girls possess incredible potential and are capable of achieving remarkable things,” shares Ms. Patricia Briand, Head of

Patricia Briand, Head of School

School. “Since the inauguration in 1861, we have been dedicated to providing a nurturing and inclusive environment where students can flourish academically, grow personally, and develop the skills necessary to navigate an everchanging world.”

Foundation History

From its inception, the Society of the Sacred Heart opened its doors to any girl, regardless of circumstance, who desired a Sacred Heart education. Moreover, unlike most advocates of girls’ education in the early nineteenth century, Sophie did not see her mission solely in terms of preparing young women either to be good wives and mothers or to enter a religious congregation. Her schools were rooted in a much broader vision: to deliver an education that would inspire young women to be agents of social transformation in their own times. Today, the Sacred Heart School prides itself on its commitment to social justice and empowering young women to embrace their potential and shape a brighter future.

Five Guiding Principles

At The Sacred Heart School of Montreal, there are five key goals that shape the curriculum, extracurricular activities, and the overall culture

From its inception, the Society of the Sacred Heart opened its doors to any girl, regardless of circumstance, who desired a Sacred Heart education

of the school. The educational philosophy is deeply rooted in the principles set by Saint Madeleine Sophie Barat and the Society of the Sacred Heart, aiming to provide a holistic education that addresses the intellectual, spiritual, social, and personal dimensions of each student’s life. The following mentioned goals serve as a compass, directing the school’s

mission to form individuals who are not only academically competent but also morally responsible and socially aware.

1. Educate to a Personal and Active Faith. This goal emphasizes the importance of fostering a personal and active faith in each student. It guides the school in providing

The Sacred Heart School of Montreal’s commitment to educational excellence can be demonstrated through various projects and goals that focus on enhancing student learning, fostering a positive learning environment, and promoting continuous improvement

opportunities for spiritual development, encouraging prayer and reflection, and promoting a deep connection to one’s faith.

2. Educate to a Deep Respect for Intellectual Values. The goal underscores the commitment to academic excellence and the development of intellectual values. It guides the school in creating a challenging and supportive academic environment, encouraging critical thinking, curiosity, and a love for learning.

3. Educate to a Social Awareness which Impels to Action. This goal focuses on instilling a sense of social responsibility and awareness in students. It guides the school in promoting a deep understanding of social issues, encouraging empathy, and inspiring students to take action for positive change in their communities and the world.

4. Educate on the Building of Community as a Christian Value. The goal emphasizes the importance of community building and the development of a supportive and inclusive school community. It guides the school in fostering a sense of belonging, mutual respect, and collaboration among students, faculty, and staff.

5. Educate to Personal Growth in an Atmosphere of Wise Freedom. This goal highlights the importance of personal development within a framework of responsible freedom. It guides the school in creating an environment that nurtures individual growth, self-discipline, and the freedom to explore one’s unique talents and interests.

Continued Commitment to Educational Excellence

The Sacred Heart School of Montreal’s commitment to educational excellence can be demonstrated through various projects and goals that focus on enhancing student learning, fostering a positive learning environment, and promoting continuous improvement. The Leadership Team encourages and supports teachers in adopting innovative and effective teaching methods, such as project-based learning, experiential learning, and technology integration. It provides professional development opportunities for educators to stay current with best practices in teaching and learning.

Ms. Patricia Briand, Head of the School, while commenting on the school’s commitment to educational excellence, shares, “Through innovative teaching methods and personalized attention, we foster a love for learning and equip our students with the tools they need to excel in college, careers, and beyond.”

Likewise, The Sacred Heart School of Montreal continually invests in technology infrastructure and resources to enhance the learning experience, including providing access to educational software, online resources, and interactive learning tools. Its commitment to improvement of its infrastructure to optimize the educational landscape can be demonstrated by the recent opening of a state-of-the-art Auditorium in 2020 and the Julia Cianci Wellness Centre in 2022.

Embracing Inclusivity

The Sacred Heart School of Montreal embraces inclusivity and opens its doors to girls from diverse backgrounds. With the

aim of achieving this goal, the school has financial assistance programs in place to ensure that girls from various socioeconomic backgrounds can access quality education. At regular intervals, the school also organizes events, workshops, and activities that promote cultural awareness and foster a sense of belonging for all students.

Likewise, students are encouraged to cultivate virtues such as kindness, empathy, and respect for others. This focus on character development contributes to a positive and welcoming school culture where girls feel accepted for who they are. The school also implements programs to support students with diverse learning needs, providing resources, accommodations, and individualized support to ensure that each girl has the opportunity to thrive academically and personally.

Striking a Balance Between Traditions & Modernity

The balance between tradition and modernity in Sacred Heart education has been achieved through the thoughtful integration of innovative practices while preserving the core values and principles that have defined the educational mission since its inception. This dynamic equilibrium ensures that the school remains relevant and effective in preparing students for the complexities of the contemporary world.

Some of the ways in which this balance is achieved include keeping the foundational values constant, incorporating innovative teaching methods, maintaining a flexible curriculum design, providing professional development for educators, emphasizing global and interconnected perspectives of the broader world, creating an inclusive community, responsiveness to evolving needs of students and society, and celebrating important milestones and traditions.

Implementing Unique Educational Approaches & Programs to Empower Young Women

The Sacred Heart School of Montreal has employed multiple unique educational approaches and programs to empower young women. The leadership development program involves leadership training, mentorship programs, and opportunities for girls to take on leadership roles within the school community. To empower young women in fields traditionally underrepresented by women, the school offers three levels of

Mathematics along with its Science stream, which includes Honours Biology. Through this initiative, the school aims to foster interest and proficiency in STEM subjects through its curriculum and extracurricular activities.

Furthermore, The Sacred Heart School of Montreal emphasizes a global perspective and a commitment to social responsibility by conducting programs involving international exchange, global awareness, and servicelearning projects to provide opportunities for young women to broaden their horizons

The Sacred Heart School of Montreal has employed multiple unique educational approaches and programs to empower young women

and develop a sense of social consciousness. The school also offers a special course that encourages entrepreneurship and innovation, thereby providing young women with the skills and mindset needed to navigate the dynamic and entrepreneurial aspects of the modern world.

Apart from these, The Sacred Heart School of Montreal has developed programs

focused on holistic wellness, which include mindfulness practices, stress management workshops, and programs that promote a healthy work-life balance. The school has also established programs in fine arts, music, and drama, offering young women opportunities to explore and express themselves in various forms. The Sacred Heart School of Montreal

also prioritizes creating inclusive environments through programs aimed at empowering young women by fostering a sense of belonging and celebrating the richness of diverse perspectives and backgrounds.

Instilling the Value & Importance of Community Service in Students

The Sacred Heart School of Montreal fosters an environment that encourages students to become agents of social change through numerous strategies. Here, the service-learning program is integrated with academic study, allowing students to apply classroom learning to real-world issues as demonstrated by the

grade 10 participation in Youth Philanthropy Initiative (YPI), an inclusive, multi-awardwinning approach to grant-making that grows compassionate communities by connecting high school students to social issues, local charities, and philanthropy at a pivotal stage in their adolescence. Another instance is supporting St. Mary’s Hospital Foundation’s Girls for the Cure since its inception. The Sacred Heart School of Montreal’s students participate in the annual walk and raise funds for womenrelated cancer research and treatments. Sacred Heart education often includes a focus on social justice by incorporating social justice themes into the curriculum, providing students with

The Sacred Heart School of Montreal fosters an environment that encourages students to become agents of social change through numerous strategies

a deeper understanding of systemic issues, inequality, and advocacy. This education empowers students to critically analyze societal challenges and motivates them to work toward positive change.

Similarly, The Sacred Heart School of Montreal has established partnerships with community groups and NGOs to provide students with firsthand experiences addressing social issues and contributing to community development. Students in grade 10 must do a minimum of 40 hours of community service work, and those in Grade 12 must complete 10 hours. In addition to required Community Service hours, all students participate in an annual Community Service Day. This event was launched in 2011 at the initiative of Sarah Murphy, Class of 2012. The entire

day is dedicated to volunteering at various local organizations.

Additionally, The Sacred Heart School of Montreal supports and facilitates studentled projects and clubs focused on specific social issues, allowing students to identify problems, propose solutions, and implement meaningful changes within the school or community. The Sacred Heart School of Montreal also commits itself to educating social awareness, which impels action. This includes working to eradicate practices that perpetuate racism and other injustices, practicing stewardship of the Earth’s resources, promoting civic responsibility, and developing in students a lifelong commitment to service.

Alumni Success Stories & Alumni Network

Over the years, Sacred Heart has produced many successful alumni who have made significant contributions to various fields. These success stories often showcase the diversity of paths that graduates can take, inspiring current students and highlighting that the school is a place where girls from different backgrounds can achieve their goals. Some of the notable alumni of The Sacred Heart School of Montreal include Senator Therese Casgrain, Michèle Thibodeau-Deguire, Sylvia Martin La Forge, Harriet Stairs, C.M., Alberta Cefis, Jennifer Finnigan, Meaghan Rath to name a few.

With the desire to keep in touch with the former students, The Sacred Heart School of Montreal has a vibrant alumnae network. The Alumnae Association meets monthly, and the President of the Alumnae Association sits on

the Board of Directors. She works closely with the Alumnae Relations Coordinator in planning events, Homecoming and sending out “Heart Beat”, the bi-annual newsletter.

Nurturing Strong Partnerships

The Sacred Heart School of Montreal has built many partnerships that align with and support the school’s values, such as The Montreal St. Patrick’s Foundation, the St. Patrick’s Society, and United Irish Societies, as demonstrated by its participation in the Montreal St. Patrick Parade. The school also supports the Youth Ministry of the Archdiocese of Montreal, N.D.G. food depot, Bread and Beyond (serving food to shelters), and shelters such as Resilience Montreal, Chez Doris, and Welcome Hall Mission, amongst many others.

Staying Relevant & Effective in Today’s Evolving World

The Sacred Heart School of Montreal has adopted various ways in its educational mission to stay relevant and effective to the demands of the ever-changing world. The school updates and revises its curriculum to align with the current educational standards, incorporate new technologies, and address emerging topics or trends. It also embraces technology in education, such as incorporating digital tools, online resources, and interactive learning platforms that enhance the learning experience and prepare students for a techdriven world.

Moreover, The Sacred Heart School of Montreal provides ongoing professional development opportunities for teachers to

Over the years, Sacred Heart has produced many successful alumni who have made significant contributions to various fields

ensure that they stay informed about the latest educational practices, teaching methodologies, and advancements in their subject areas. The school also recognizes the importance of 21st-century skills such as critical thinking, creativity, collaboration, and communication and may integrate these skills into their teaching methodologies and extracurricular activities. The school also addresses the holistic development of students by providing wellness programs, counseling services, and resources

to support students’ mental, emotional, and physical well-being.

Vision for Tomorrow

For over 160 years, Sacred Heart has been shaping the paths of young women, infusing them with unwavering confidence and igniting the flames of leadership within their hearts. Going forward, The Sacred Heart School of Montreal is committed to continue its mission of offering educational excellence and boundless opportunities.

Bridging the Skills Gap: Entrepreneurship Education for Future-Ready Students

Steve Mullen, Certified Kidpreneurs Educator, Allstarpreneurs Academy

Let’s begin with a hypothetical scenario: imagine a world where, overnight, nearly onethird of all jobs across various industries have vanished. This change is attributed to the advancement and integration of Artificial Intelligence, which, in turn, has led to the creation of tens of millions of new positions. These roles are characterised by

their requirement for distinct skills that are not widely possessed by the current workforce.

This isn’t a sci-fi movie plot; it’s the real world, and already unfolding. AI , automation, and machine learning have catapulted us into the 4th Industrial Revolution (4IR). The technology is already so pervasive and scalable that a skills gap is

In the world of entrepreneurship, the concept of ‘pivot or persevere’ is a key part of navigating unpredictable markets and often determines success or failure

Steve Mullen is a digital marketing specialist, with over 20 years of experience designing campaigns. Holding a first-class BA (Hons) in Media Management and esteemed for his roles as a founding member of Certified Kidpreneurs Educators and program director at Allstarpreneurs Online Academy, he instills a mindset of resilience and possibility in young entrepreneurs, embodied by his motto, ‘I can, I will.’ Steve’s work focuses on empowering the next generation with essential skills for the future, blending business fundamentals with creativity and technology. His doors are always open for those who wish to connect and collaborate on innovative discussions around young enterprise & entrepreneurship education.

not just likely, it’s inevitable. This leads us to a critical question: How must our education systems adapt to prepare students for a future that’s already upon us?

The gap between what our educational institutions provide and what the future job market will continue to demand is widening at an alarming rate. The need for an answer is pressing.

Pivot or Persevere: A Crossroads for Education

In the world of entrepreneurship, the concept of ‘pivot or persevere’ is a key part of navigating unpredictable markets and often determines success or failure.

Thus, the education system as we know it has reached a crossroads that presents two viable options. One option is to pivot and

actively seek out innovative methods that align with the rapidly changing landscape. The other option is to persevere with traditional approaches, continuing to prioritise rote learning and standardised testing.

Think about this decision in your own context: would you pivot or persevere?

By 2025, the World Economic Forum (2020) predicts significant changes in the workforce due to automation and the emerging division of labour between humans and machines. This shift is anticipated to disrupt approximately 85 million jobs worldwide. However, amidst these challenges, there is also potential for growth. As it’s also projected that around 97 million new job roles will emerge. The jobs created by AI suggest not only a rise in numbers but also indicate a seismic shift in the types of skills and roles that will hold value in the future workforce.

The challenge for global education systems lies in the fact that contemporary education often lacks a strong emphasis on digital literacy, critical thinking, and adaptability

There is no straightforward answer, yet given the extensive disruption, education stakeholders around the world must askisn’t it time to pivot?

Soft Skills Are The Future of Work

In 2022, McKinsey & Company published an article that echoed these concerns, highlighting that the 4IR will fundamentally transform every industry. The pace of change will continue to accelerate and to survive in this rapidly evolving landscape, businesses will require a workforce equipped with specific, soft skills.

The Future of Jobs Report (2023) identified the following top ten skills of 2025. We must consider that these are all soft skills.

1. Analytical thinking

2. Creative thinking

3. Resilience, flexibility and agility

4. Motivation and self-awareness

5. Curiosity and lifelong learning

6. Technological literacy

7. Dependability and attention to detail

8. Empathy and active listening

9. Leadership and social influence

10. Quality control

The challenge for global education systems lies in the fact that contemporary education often lacks a strong emphasis on digital literacy, critical thinking, and adaptability (CSIS 2022). Yet, these are the skills students need to thrive in the 4IR.

Therefore, bridging this gap is not just beneficial; it’s imperative in preparing young learners for an increasingly complex world (World Economic Forum, 2023).

Cultivating Future-Ready Skills through Entrepreneurship

In K12 education, entrepreneurship combines different aspects of learning to prepare students for challenges and opportunities. It goes much further than learning how to start a business, it focuses on soft skills and cognitive abilities, such as communication, teamwork, and problem-solving.

These skills are taught as part of a larger narrative about navigating and shaping the modern world. The learning environment is engaging and dynamic, with hands-on projects that allow students to apply their schooling knowledge in real-life contexts. The experience reinforces their cognitive understanding and retention of knowledge.

Here are the top five soft skills students often learn from entrepreneurship education:

1. Creativity and Innovation: Entrepreneurship education encourages thinking outside the box and coming up with innovative solutions to problems.

2. Problem-Solving and Critical Thinking: Students learn to identify issues, analyse situations, and develop effective solutions.

3. Resilience and Adaptability: Students develop resilience, learning to bounce back from setbacks, and adaptability, adjusting to new challenges and changing environments.

4. Teamwork and Collaboration: Students learn how to work effectively in teams, value diverse perspectives, communicate effectively, and manage conflicts.

5. Leadership and Management Skills: Entrepreneurship education fosters leadership skills like decision-making, motivating others, and taking responsibility.

Through entrepreneurship education, students develop a sense of self-agency and lay the foundations for a growth mindset as they turn ideas into action through projectled learning. Students grow in confidence as they understand they have the agency to become creators of their future rather than bystanders & consumers.

The Young Entrepreneurship Movement

There are too many examples of successful young entrepreneurs to cover in this article, we should though highlight:

Moziah Bridges, who started Mo’s Bows, a handcrafted bowtie business, at the age of nine and appeared on “Shark Tank.”

Alina Morse, who invented Zollipops, a healthy alternative to traditional lollipops, when she was just seven years old.

Mikaila Ulmer, who invented Me & the Bees, when she was just four years old. Inspired by her family’s recipe and a desire to help save the bees

Driving this wave of youthful entrepreneurship are not just individual talents but also supportive networks and organisations. Groups like the Network for Teaching Entrepreneurship and Junior Achievement Worldwide have been instrumental in nurturing young entrepreneurial talents. Educational institutions are also playing a critical role. For instance, the Young Entrepreneurs Academy transforms middle and high school students into real, confident entrepreneurs.

Through innovative programs such as these, students receive the training and mentorship needed to turn their

ideas into fully operational businesses or social movements.

Overcoming Challenges in Educational Transformation

While the integration of entrepreneurship education in K12 curricula presents a compelling solution, it is not without its challenges. For instance, budget constraints in many schools could make the implementation of such dynamic and resource-intensive programs difficult.

There may be resistance from educators who are accustomed to traditional teaching methods and may feel unprepared or reluctant to adopt this new approach. There is also the concern of ensuring equal access, as schools in underprivileged areas might struggle more with adopting these advanced, technologyfocused curricula, potentially widening the educational divide.

Furthermore, some critics argue that an overemphasis on 4IR skills might lead to a neglect of basic academic knowledge and skills, which are also crucial for holistic student development. Addressing these challenges requires a collaborative effort from entrepreneurship programs, educators, policymakers, and community stakeholders, ensuring that the shift toward a new educational paradigm is both inclusive and balanced.

Towards a Collaborative Educational Future

In conclusion, it is evident that our education systems face a pivotal moment. The integration of entrepreneurship education

The integration of entrepreneurship education into K12 curricula emerges as a promising approach to bridge the growing skills gap

into K12 curricula emerges as a promising approach to bridge the growing skills gap. This approach, focusing on vital soft skills such as creativity, problem-solving, and adaptability, aims to equip the next generation with the tools necessary to not only adapt but also shape the future.

However, the path to integrating these changes is not without its hurdles. Budget constraints, resistance to change in teaching methodologies, and the risk of educational inequality are significant challenges that must be addressed. Moreover, balancing the need for new 4IR skills with

the importance of foundational academic knowledge is crucial to ensure a well-rounded educational experience.

As we navigate this transition, a collaborative effort involving educators, policymakers, and community stakeholders is essential. It is through this collective endeavour that will foster a generation of innovators, thinkers, and leaders equipped to thrive in an ever-changing world. The decision to pivot or persevere is not just about choosing a path for education reform but about shaping the future of our technologically driven global society.

ST. GEORGE’S SCHOOL, VANCOUVER

Shaping Future Leaders for a Rapidly Changing World

Located in Vancouver, Canada, St. George’s School is a place where the focus isn’t solely on textbooks and grades but on sculpting resilient, compassionate, and responsible individuals primed for success. At this institution, education transcends rote learning—it’s about nurturing holistic beings who excel academically while embodying empathy and integrity.

St. George’s School is an all-boys program that offers several benefits. Parents choose this setting for their children because it provides a focused environment that caters to the unique learning styles and needs of male students. The school places a great emphasis on developing positive role MOST

models and provides a space where boys can form positive peer relationships and support networks. Moreover, the curriculum is tailored towards boys’ interests, offering a wide range of academic, athletic, and artistic options.

Imagine a dynamic atmosphere pulsating with lively discussions, community service endeavours, and collaborative ventures. Here, students don’t just absorb knowledge; they actively engage with diverse viewpoints and embrace the beauty of inclusivity. Whether

With nearly 30 AP courses, 40 athletic options, and 50 clubs to choose from, students here aren’t just scholars—they’re multi-talented, multi-passionate individuals

they’re debating in class, volunteering for local causes, or teaming up on projects, every interaction fuels personal and intellectual growth.

Yet, what truly distinguishes St. George’s is its unwavering commitment to character development. Recognising that education extends beyond the confines of textbooks, the school infuses values like empathy, integrity, and resilience into the very fabric of daily life, from academic pursuits to extracurricular pursuits.

Consider the advisor program, a cornerstone of the school’s ethos. Each student is paired with a mentor who becomes their trusted guide throughout their academic journey, offering support, encouragement, and a compassionate ear. It’s akin to having a personal champion cheering them on as they navigate the highs and lows of adolescence.

And when it comes to facing challenges, St. George’s encourages students to embrace risk and glean wisdom from setbacks. Whether on the sports field or in the classroom, they’re urged to step outside their comfort zones, take calculated risks, and emerge stronger and more resilient. After all, life’s journey is rife with hurdles, and St. George’s equips its students with the fortitude to surmount them with grace and determination.

Shaping Multi-Talented Leaders

When it comes to preparing students for the fast-paced world we live in, St. George’s School in Canada stands out from the crowd. First off, let’s talk about options—St. George’s offers a smorgasbord of academic courses and extracurricular activities, ensuring every student finds their niche. With nearly 30 AP courses, 40 athletic options, and 50 clubs to choose from, students here aren’t just

scholars—they’re multi-talented, multipassionate individuals. Whether they’re hitting the books or hitting the field, there’s something for everyone at St. George’s.

But it’s not just what happens inside the classroom that sets St. George’s apart—it’s what happens outdoors too. Nestled in the breath-taking landscape of Vancouver, the school takes full advantage of its natural surroundings with an extensive outdoor education program. From mountain hikes to coastal kayaking, students here don’t just learn about nature—they experience it firsthand, fostering a deeper connection to the world around them.

And let’s not forget about history—St. George’s has been shaping young minds for over 90 years, with a legacy of excellence and community engagement that runs deep. Alumni from all walks of life—CEOs, artists, athletes, and even politicians—have passed through these halls, leaving their mark on the world and inspiring future generations to do the same.

Looking at the business sector, St. George’s spirit of entrepreneurship is evident in the many CEOs and leading corporate executives that we have produced over the years, including Jake Kerr ‘61 and Bill Thomas ‘85, both who led Canadian Fortune 500 companies. However, the wide range of careers of St. George’s alumni speaks to the well-rounded nature of its students, including graduates who have gone on to become Supreme Court justices and nationally recognized artists, or awardwinning rock stars and elected members of government. Finally, the school’s athletics performance is demonstrated by the many Olympians the school has produced over the years - a dozen in the past 20 years alone.

The Harkness Method and Dragons’ Lair

To contribute to the overall learning experience of the students, St. George’s School employs secret weapon: the Harkness method. Picture this: instead of the typical teacher-at-the-

St. George’s School’s global perspective is not just about learning within the four walls of a classroom—it’s about understanding our place in the world and making a difference in our communities, near and far

front-of-the-classroom scenario, students gather around a table for a lively, collaborative discussion. Here, the teacher isn’t the sage on the stage but a guide on the side, encouraging students to lead the way. It’s all about fostering critical thinking, communication skills, and a sense of accountability.

Now, here’s where it gets interesting—this method is particularly effective in an all-boys environment like St. George’s. Why? Because boys thrive when they’re actively involved in their learning. The competitive spirit kicks in, and suddenly, they’re eager to share their thoughts and learn from each other. It’s like turning learning into a team sport—everyone wins when they collaborate and compete in a healthy way.

But wait, there’s more! The Dragons’ Lair program—a highlight of the St. George’s experience. This annual business pitch competition isn’t just about presenting ideas; it’s about turning dreams into reality. Students get the chance to develop products or services that could change the world, then pitch them to a panel of alumni with industry expertise. The best pitches receive not only investment funds but also invaluable mentorship to bring their ideas to life.

The ideas that come out of Dragons’ Lair are mind-blowing. From cutting-edge sports training tools to innovative home security systems, these students aren’t just thinking outside the box—they’re redefining it. Who

knows, the next big thing in technology or innovation could very well come from the halls of St. George’s School.

Global Citizenship and Innovation

St. George’s School’s global perspective is not just about learning within the four walls of a classroom—it’s about understanding our place in the world and making a difference in our communities, near and far. Enter the Global Stewardship program—a cornerstone of the St. George’s experience. Every student, from the youngest to the oldest, gets involved in activities that go beyond textbooks and tests. It’s all about becoming active participants in our communities, whether through mentoring, environmental initiatives, or volunteering throughout the city of Vancouver.

Take, for example, the mentorship programs in community schools or the annual beach clean-ups. These aren’t just one-off events—they’re opportunities for students to forge meaningful connections and make a real impact in the world around them.

At St. George’s, global perspectives aren’t just sprinkled here and there—they’re woven into the very fabric of the curriculum. Teachers don’t just teach—they inspire, using real-life examples and case studies to broaden students’ understanding of the world. And with a diverse and multicultural community representing over 18 countries in the boarding program alone, learning isn’t just about textbooks—it’s about learning from each other.

On the other hand, critical thinking and problem-solving are more important than ever

in today’s rapidly changing world. That’s why St. George’s places a strong emphasis on developing these skills across all subjects. Whether it’s through inquiry-based learning or project-based assignments, students are challenged to think creatively and devise innovative solutions to complex problems.

And let’s not forget about technology. In a world where AI is king, St. George’s is ahead of the curve, integrating tech seamlessly into the curriculum. From online learning platforms to media arts and computer programming courses, students here aren’t just users of technology—they’re creators, shaping the future with their ingenuity and innovation.

Thriving in the Urban Hub

St. George’s School’s urban boarding program, catering to students from Grades 8 to 12, plays a pivotal role in fostering holistic growth and development. Unlike traditional rural boarding programs, the urban setting in Vancouver opens up a world of possibilities. From thrilling evenings at laser tag and performances at the Vancouver Symphony to outdoor adventures like skiing and kayaking, there’s never a dull moment for the boarders. Whether it’s sports, arts, or student organizations, there’s something for everyone to explore and lead.

But it’s not just about the activities— it’s about the community. The boarding program fosters a tight-knit environment where students from diverse backgrounds come together to live and learn. Here, independence isn’t just encouraged—it’s embraced. Boarders learn to manage their

daily routines, make responsible decisions, and navigate the complexities of university life, all while developing a strong sense of self-reliance and discipline.

When it comes to academics, the boarding environment provides the perfect balance of structure and support. With dedicated study spaces, supervised study sessions, and faculty serving as House-Parents to offer additional assistance, students have everything they need to excel academically.

But perhaps most importantly, St. George’s School is committed to preparing students not just for success, but for significance. The vision for the future, outlined in the strategic plan “Ready and Relevant,” is rooted in the belief that education should empower students to make a positive impact on the world around them. Whether it’s through ambitious action, new thinking, or simply striving to do good, the graduates are equipped to shape the future and make a difference wherever they go.

As the Head of School eloquently puts it, “There are many ways to be a man and many places where our graduates may choose to make an impact. Many different ways to positively support, partner, nurture, inspire and lead the communities that they choose to be in.” At St. George’s, the focus is on nurturing students who are not only academically proficient but also socially responsible and ready to lead with compassion and integrity.

So, for those ready to embark on a journey of growth, discovery, and making a difference, the St. George’s School’s urban boarding program is the place to be. Join the community, and let’s redefine what it means to be an impact maker in the world.

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What Does It Mean to be Human in a Global Age of Fast-paced Technology?

Yvette Larsson, IBMYP Educator and Co-Founder, AHA!

“Will we continue to write poetry?” a colleague asked me last week, as we delved into the labyrinth of challenges and possibilities posed by AI. It was a question that struck a chord in me, resonating deeply with the key question about which I am highly passionate and doing research:

What does it mean to be human in a global age of technology? This article aims to join the ongoing discourse, urging educators and schools to nurture a more human and planetcentered learning experience for learners in the era of AI.

In this ever-shifting landscape, it is crucial that we reflect on the role that schools play in shaping our understanding of this context.

People fall in love with you because of attraction, and it may be because of your humor, your curiosity, the way you truly listen to someone, your kindness, your wit, your charm, the way you make eye contact, the words you choose to say and how you say them and so forth

Yvette Larsson is an IB Educator and the Co-Founder of the Learning and Innovation concept AHA. She is an international Swede, who is passionate about applied neuroscience to enable societies to foster healthy relationships focusing on our joint human potential. Her work comprises the key question: What does it mean to be human in a global age of technology? Yvette developed a sense of creativity and entrepreneurial mindset from growing up in Lapland, a UNESCO-protected area with omnipresent nature at her doorstep. She organizes global youth hackathons based on design thinking and projectbased learning, to enhance youth voice and agency. Yvette has developed well-being programs and advocates outdoor education and physical activity.

Our humanity is interwoven with our ability to, for example, learn through our senses, to nurture creativity, and empathy, and, most importantly, to foster meaningful relationships to self, others, and earth, which empowers us to work collaboratively and build thriving communities.

This article delves into the place where humanity and technology meet, highlighting how an intensified focus on the arts and humanities within our educational systems can elevate well-being and ignite innovation in these times. It explores the profound significance of essential skills in the age of AI, emphasizing the pivotal roles of communication, collaboration, critical thinking, and problemsolving in navigating the challenges before us. Moreover, it looks into the possibility of reimagining assessments, making them more relevant and purposeful for students. In this transformed landscape, formative assessment, a process that emphasizes ongoing feedback and improvement, shares the stage with summative assessments, which represent the culmination of demonstrated learning. In this article, you will not get suggestions on which antiplagiarism programs to use. Those discussions are in abundance at schools already.

Why advocating for such a shift? It’s about liberating precious time to allow us to be more human and to concentrate our efforts on making a positive impact in our world, with the help of AI.

Being human

The qualities that make someone fall in love with you is an essential part of what makes you human. People fall in love with you because of attraction, and it may be because of your humor, your curiosity, the way you

In the age of fast-paced technology, there is a growing urgency to enrich school curricula with the arts and humanities

truly listen to someone, your kindness, your wit, your charm, the way you make eye contact, the words you choose to say and how you say them and so forth. It’s the core of what defines you, and it’s why others develop a strong appreciation for who you are. One part of the essence of being human resides in our ability to perceive, interpret, and interact with the world through our senses.

Let’s embark on a cinematic journey, a collection of life’s poignant moments connected to our senses, our humanity, and our need for creative expression, let’s look at some scenes from the grand story of ‘Life’ that plays before us:

A birthday celebration, where you craft a personalized card that mirrors the person it’s meant for, resulting in a radiant smile as they read words tailored to their unique self. Such a gesture requires a deep sense of connection to the other, writing skills, reflection, and the courage to authentically express yourself.

Teenagers immerse themselves in music for hours, losing themselves in a world of emotions evoked by the power of sound and lyrics. This experience is rooted in connections to sound, lyrics, dreams, and memories, stirring emotions deep within the old part of the brain.

The allure of galleries and museums during autumn, where we explore exceptional art and unravel the symbolism within. Art possesses the unique ability to move our souls, bridging gaps in our understanding of the world. Two weeks ago I went to The Dali Cybernetics Experience in Copenhagen and experienced Dali art through VR glasses and I was taken beyond my imagination into a Dali world that felt real! As the rain continued outside the gallery, Dali’s surrealist art woke me up and it had me thinking of diversity and a lust to learn, as Dali seemed to be a lifelong learner open-mindedly exploring

Looking at the world today I see societal instability and two wars going on in the European geographical area, climate change, polarisation, and well-being challenges

many styles of expressions throughout his life. It also had my daughter wanting to take up portrait drawing again. Symbolism can be very powerful as we humans are geared toward visuals when it comes to learning and understanding the world.

In the comfort of our homes, someone might prepare a delightful meal, possibly inspired by the creations of a Michelinstarred chef showcased on Instagram, or a meal that you had during your holidays this summer. The preparations demand inspiration from someone or something, a taste memory, buying the produce, taking time to prepare, setting the table, and sharing a meal together with loved ones.

At night, diving into a novel by a newly discovered author, losing yourself in a world crafted with vivid metaphors and similes. An author arranges words in a way that fuels our

curiosity and captivates our imagination. We humans have been storytellers since early history. We also learn facts better if put into a storyline.

Walking barefoot on the beach on a summer’s day, listening to the waves crashing to shore, smelling the sea, feeling the urge to swim in the sea. We are nature and nature is a healer, so the sea is boosting our well-being.

These uniquely human experiences, integral to our well-being and learning, are parts of the essence of our existence. They serve as examples of what makes us human. Let’s bring more of it into human and planetcentered learning spaces, in schools.

The role of arts and humanities

In the age of fast-paced technology, there is a growing urgency to enrich school curricula with the arts and humanities. We must ensure

that these subjects are not just confined to early years but are given a substantial place in upper secondary education as well. While more theoretical subjects are vital, the later years of education should not forsake the creative disciplines. It’s time for a revaluation of priorities. It seems to me, that the older the students grow, the less creative subjects the school offers and prioritizes. My daughter is 16 and my son is 19. At the moment, none of them has art, drama, or music as part of their school programs. My daughter attends a highly academic national curriculum and my son takes IBDP2.

The arts and humanities offer students a place-holder to explore their creativity, emotions, and their own identity. A comprehensive education that encompasses art, music, drama, philosophy, and literature nurtures creativity and instills a profound sense of cultural awareness. These qualities are irreplaceable, even in the age of AI. While AI may mimic linguistic expression, it can never experience emotions embedded within the arts, the feelings that are provoked. Thus, the arts nurture creativity, and creativity fuels innovation. Innovative ideas, in turn, have the potential to create a brighter and more promising world.

Reimagining assessment

Now, let’s reimagine the way we assess knowledge and skills. Assessments should be meaningful, relevant, and purposeful. At the heart of this transformation is the “what” of what we are assessing.

For every educational unit I create, I run it through, what I refer to as an internal “relevance scanner.” The key question is, “Will this be relevant to my students?” If they

fail to see the relevance, their engagement evaporates, leading to limited learning. In contrast, when students find the material relevant and purposeful, they become engaged, taking charge of their learning journey.

Now, looking at the reality of teachers. I, for one, have a total of 100 students divided into 5 classes. Imagine if I could boost the learning of each student, making the learning more individualized. I do believe student engagement would elevate. AI can play a significant role in this process, providing insights into students’ progress and learning needs. This approach allows educators to tailor their teaching to individual students and fosters a deeper understanding of the material and enhances motivation.

Essential skills in the AI era

Looking at the state of the earth we need to become excellent communicators to solve challenges one conversation at a time, we need to be driven collaborators who harness the collective power of diverse perspectives to solve societal and planetary challenges together, and we need to develop our courage and critical thinking skills to empower us to challenge the status quo, adapt to shifting landscapes, and take ethical stands in an everevolving world. AI can manage repetitive tasks, but it is humanity’s ingenuity that brings creativity and emotional intelligence to the table.

Making a difference

When we advocate for these changes, we envision an education that fosters innovation and encourages students to tackle substantial challenges through care, conversations, and

collaboration. With AI lightening the load of routine tasks, we gain the precious gift of time. With this gift, we can embrace our roles as solution-finders, innovators, and devoted members of our communities. We can redirect our energies toward addressing the pressing societal and planetary issues of our time.

Humans possess an innate desire to express themselves, and storytelling has been part of our nature since time immemorial

Looking at the world today I see societal instability and two wars going on in the European geographical area, climate change, polarisation, and wellbeing challenges. When addressing the ¨what¨ in education, I am geared towards thinking about how important it is to be a solution-finder, an innovator, an excellent communicator, and a well-developed team player. Humans are good at working together in small groups, ref. Hare and Woods’s “The Survival of the Friendliest” and Rutger Bregman’s “Humankind”. If we want to add real purpose, meaning, and relevance to the lives of students, then what we teach must have relevance in their lives. It is important to instill hope and a problemsolving approach. In addition to literacy and numeracy, we need to add problem-solving as a highly prioritized skill. Let us embrace the opportunity to create a future where our schools are incubators of relevance, meaning, and purpose.

Humans possess an innate desire to express themselves, and storytelling has been part of our nature since time immemorial. Therefore - and to answer my colleague’s question - we shall continue to write poetry and express our uniquely human experiences, emotions, and perspectives, through the AI era too.

Bridging the Opportunity Gap: Five Essential Considerations for Educators and District Leaders

Dr. David Heiber, Founder & CEO, Concentric Educational Solutions

Each morning, I awaken with gratitude, appreciating my past journey, anticipating the path ahead, and cherishing the meaningful work I engage in. My profession originated from an unfulfilled necessity I sought to address—an essential need for helping unsupported children. Throughout the nation, schools are grappling with chronic absenteeism. A recent report unveiled that a staggering two-thirds of the country’s schools experienced significant instances of chronic absenteeism during the 2021-2022 academic year.

We are all working hard to make sure students are going to school on a regular basis and learning. I know that in the pursuit of narrowing the opportunity gap, particularly for underserved populations,

Dr. David Heiber is the founder and Chief Executive Officer of Concentric Educational Solutions (CES). Under Dr. Heiber’s leadership, CES has been recognized for its innovative approach that places support of the whole student at the center of the educational experience. Dr. Heiber and his team have partnered with over 100 schools in 20 states.

district leaders and administrators have an important responsibility. It’s imperative for them to adopt evidence-based best practices that address the diverse needs of students.

When I started Concentric Educational Solutions, it was to fill a need I saw when I was growing up - the lack of adults in supporting roles. I vowed that the work I did would center on the student and how to meet each one where they are. Working with schools and school districts is unique. You always have to bear in mind what is best for the student. The work the Concentric team does focuses on five fundamental approaches to ensure an impactful and holistic approach.

Authenticity trumps ethnicity: In working with educators and school leaders, I’ve learned that genuine connections are built on authenticity. When educators engage with students, irrespective of their background, bringing an authentic self to the table creates stronger connections. As a Black man working in urban school districts, I’ve realized that authenticity resonates profoundly with students—earning respect not just due to shared ethnicity but because of a genuine, relatable connection.

Transparency in support: Open and honest communication with students and their families is pivotal. Transparency about the support available, both academically and emotionally, establishes trust. It’s about ensuring that families are aware of the resources and aid accessible to them, creating a collaborative environment to foster student success.

Consistency in support and messaging: Consistency in support is paramount.

Personal experiences have taught me that unwavering support and consistent messaging can positively impact a student’s life. I recall my mentor, Dr. Freeman Hrabowski, who didn’t give up on me despite personal struggles. His consistent support, even during my lowest moments, made a significant difference.

Empathy over sympathy: It’s essential to be empathetic while holding individuals accountable. Differentiating between sympathy and empathy is crucial. Empathy fosters a supportive environment while ensuring accountability. It’s about being brutally honest while understanding and empathizing with the challenges students face.

Personalized approach - one size does not fit all: Recognizing that each student is unique is vital. Embracing diverse learning styles, experiences, and needs allows educators to tailor their approach. It’s about acknowledging that a singular educational method may not effectively meet the needs of every student.

Drawing from personal experiences and insights, I can attest to the transformational power of these approaches. By embracing authenticity, transparency, consistency, empathy, and a personalized approach, educators and district leaders can significantly impact students and effectively bridge the opportunity gap.

As we navigate the complexities of education, it’s crucial to continually evolve, adapting to the needs of students while fostering an environment that champions equity, growth, and success for all.