WHOLE GIRL EDUCATION NURTURES EVERY STUDENT TO SHINE
Juliet Hunter-Walsh was full of nerves as she took the stage before a packed house. She had spent months in rehearsal with a cast of 56 preparing for this moment in the junior school’s musical, Through the Looking Glass. But under the intense spotlight, it was easy for her to doubt her abilities. Juliet thought of the support from her friends and teachers, and their advice to “just go for it.”
When the first note of music began, her nervousness evaporated. The lyrics began to flow and her voice filled the theatre.
Musical performances weren’t exactly top of mind when Juliet’s parents were looking at schools for their daughter. They were searching for a place where Juliet could find a strong circle of friends and a program that focused on girls. “We liked that it had an intentional structure — that it was designed for that age group and for girls,” says Nicole Hunter, Juliet’s mother.
While they had always thought of Crofton House for high school, Hunter was pleased to discover that Grade 6 was an intake year. Juliet jumped at the chance to apply.
The middle school program (Grades 6 and 7), specially created for girls at this transformative time, encourages students to embrace the many opportunities offered — allowing each girl to discover her individual strengths. This appealed to Juliet, whose diverse passions and skills went beyond academics. Not only did she develop a strong interest in math and science, but had a schedule filled with basketball and volleyball after school and during Lunch League, an unstructured and play-focused competition twice a week.
Crofton House’s middle school program has an interactive curriculum that combines outdoor education, in-depth projects and leadership opportunities designed to prepare girls for high school, which starts in Grade 8. “This time is a stepping stone,” says Kerry Harding, coordinator of the middle school program. “[Students] are more engaged and have choices but they are still very supported. This time prepares them for high school where there will be even more choice and the need to be more independent.”
Part of that support is access to additional learning resources as needed. When asked about what made a difference to her during Grades 6 and 7, Juliet was quick to respond that it was meeting with a teacher one-on-one, twice a week, to focus on strengthening areas such as typing, writing tests and staying organized between her classes and extracurricular activities.
On and off the court Juliet developed a team player reputation, always going the distance to congratulate others and being there for setup and cleanup, fully embracing the school ethos of not being afraid to try new things and taking responsibility. It’s a part of the educational-athletics approach that teaches more than the skills needed to excel at a particular sport. More important than performance, is instilling the students to be courageous, confident, and team players.
Though as supportive as the learning environment is, Juliet’s education and those of all students extends beyond the walls of the school. Learning through service in the wider community helps to build a sense of citizenship. In Grades 6 and 7, each girl participates in a service learning at Crofton House Manor, a retirement and long-term care facility. At the facility, they participate in singalongs and bingo, while learning from another generation.
“I have definitely grown more self-confident,” says Juliet, now in Grade 8 and eagerly preparing for her outdoor education trip to Camp Summit in Squamish. “I learned to accept myself and be who I want to be.”