Category: Newsletters and Publications
Dive Into Summer 2026 at Bayview Glen Camp
Bayview Glen News, Newsletters and Publications, The Glen
Written by
Daniel Garfinkel, Camp Director
Kayley Core, Assistant Camp Director
As the snow begins to melt and the days grow brighter, it’s hard not to think of the sunny summer days ahead. With summer quickly approaching, we want to know—have you finalized your plans for the upcoming season?
If not, we invite you to consider Bayview Glen Camp for your children.
This summer is shaping up to be an incredible one, filled with endless fun, new experiences, and lasting memories for our campers.
One of the most exciting additions to our programming is swimming. Campers will be among the first to enjoy our brand-new indoor pool. Our swim programme will be led by trained lifeguards and certified instructors, and campers will participate in a daily instructional swim to help develop their skills, build confidence, and achieve their personal swimming goals.
We’ve made some exciting updates for the upcoming season. This summer will be one week longer, allowing for even more time at camp to learn, grow, and experience new activities.
Our session format has also been updated. We are now offering two-week session blocks for Summer 2026. Our session options include:
- 2 weeks
- 4 weeks
- 6 weeks
- 8 weeks
We will continue to offer a wide variety of programmes, including science, cooking, sports, and the arts, giving campers the opportunity to explore new and innovative activities.
Perfectionism: Supporting Wellbeing Alongside Achievement
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Antoinette Morgan, MA, MSW, BSW, RSW,
Director of Student Wellbeing
In the independent school environment where performance expectations, academic rigor, and university preparation are emphasized, perfectionism can quietly become ingrained in students. Whether a child is in Grade 1 or Grade 12, perfectionism can sneak into their school life, leading them to believe that only perfect work is good enough. Recognizing perfectionist tendencies is key to helping students flourish and stay resilient over the long term.
There are many causes that lead to perfectionism in students, including a competitive school environment; trauma or fear of rejection; a child’s attempt to manage pressure and to maintain adults’ approval; cultural expectations around success and the image they or their parents want to project; the impact of social media; and social comparison. A child’s early experiences and the messaging they receive around success and self-worth influence perfectionism, as do adults who overpraise high marks or outcomes, or who dismiss a good mark by asking why the child did not score higher. Many students come to equate their self-worth with performance.
Research shows perfectionistic patterns can appear in the early years and interfere with a student’s learning and wellbeing. These students may display all-or-nothing thinking, strongly insisting on doing things “just right”. They often have an intense fear of making mistakes and may react with strong emotions or behaviours when things do not turn out as expected. They may constantly erase and re-do their work, tie their self-worth to minor setbacks, or avoid starting tasks they find challenging for fear of not getting them right. These responses are rooted in anxiety and are not related to defiance or lack of effort.
Perfectionism is not the same as healthy striving, which is built on motivation, flexibility, and a growth-mindset. In older students, perfectionism is often visible in rigid standards paired with harsh self-evaluation. This may include not allowing themselves to make mistakes; excessive checking and editing, difficulty asking for help or delegating tasks; excessive worry about grades and feedback; wanting to retake a test despite already achieving a high score, staying up late every night studying; and ultimately risking burnout.
Although perfectionists are detail-oriented, reliable, and high-achieving —qualities that can be beneficial in the short term — over time, they can bear significant emotional and psychological costs. Chronic perfectionism is associated with increased anxiety and stress, burnout, depression, low self-esteem, and avoidance behaviours such as procrastination or refusal to try. Over time, it can also limit creativity and resilience.
How can parents help:
- Set flexible and realistic goals and expectations
- Praise growth, persistence, and effort over outcomes
- Normalize mistakes as a part of growth and development
- Validate children’s stress before offering solutions
- Reinforce that self-worth is not based on achievement
- Teach children self-acceptance
- Model flexibility and self-compassion
By responding thoughtfully to perfectionism, the school and families can work together to support students in developing their resilience and flexibility, so they are grounded in learning and not fear. Please reach out to me at amorgan@bayviewglen.ca for support or referrals.
Spring Book Club and Fireside Chat
Date
Wednesday, May 27, 2026
Book Club Detail
- Time: 5:00 – 6:30 p.m.
- Book: The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents by Lisa Damour, PhD.
Fireside Chat Detail
- Time: 6:30 – 8:00 p.m.
- Topics:
Parent-Child Relationships: Better Conversation and stronger Connections
Talking through tension, Conversations that Build, not Break
Building the parent-child gap - Speaker: Kausalya Vimal
Growing With Purpose: Looking Back, Reaching Out, and Moving Forward Together
Alumni, Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Ryan Rodrigues,
Executive Director, Advancement and External Relations
One of the great privileges of my role is the opportunity to listen closely to our community – students, parents, alumni, past parents, and partners – and to notice the patterns that emerge when people feel connected to something meaningful. Over the past year, and especially in recent months as I have represented Bayview Glen at chapter events across Canada and into the United States, I have been struck by how widely our community now stretches, and how strong those connections remain.
At each gathering, I hear familiar themes echoed back to me: a sense of purpose rooted in learning, gratitude for relationships formed here, and a desire to stay connected across generations. These conversations mirror research often shared in educational leadership spaces, including work from Harvard’s Student Purpose Initiative and innovation-focused institutions such as Future Design School. At their core, these frameworks ask a simple but powerful question: how do we help young people, and the communities that surround them, see themselves as part of something larger, something sustained over time?
At Bayview Glen, we are fortunate to see that answer unfolding every day.
Earlier this year, I had the honour of representing Bayview Glen at the Independent School Summit of the Canadian Council for Advancement of Education, where I shared reflections on how our students, parents, and alumni shape not only our present campus experience, but also the pathways that allow future generations to grow and thrive. Our Strategic Plan, Be Bold, speaks directly to this work. It calls us to act with intention, to recognise our responsibilities to one another, and to honour the original Nations of this land and their enduring presence.
That continuity feels especially meaningful as we begin planning for a significant milestone: Bayview Glen’s sixty-fifth anniversary. Over the next academic year and throughout 2027, we will mark this moment with opportunities for reflection and celebration. Anniversaries invite us to look back with care, not nostalgia, so that our past can inform who we are becoming.
In that spirit, we are strengthening our archival efforts at the School. Preserving Bayview Glen’s history allows us to tell a fuller, more inclusive story about our shared journey. Photographs, programmes, letters, uniforms, and personal recollections all play an important role. If you or someone in your family has materials or memories to share, we would be grateful to hear from you.
At the same time, we are looking ahead. Our New Build is nearing completion, and we look forward to celebrating this exciting addition to campus life with our community this spring and into the fall. Reunion Weekend and renewed engagement with Grade Twelve parents and past parents remain key moments of connection.
As we look ahead to our anniversary celebrations and beyond, I am reminded that institutions grow strongest when people see themselves as active participants in a shared story. Thank you for continuing to shape that story with us, wherever in the world you may be.
Meet Our Archivist
As Bayview Glen prepares for its sixty-fifth anniversary, we are pleased to welcome Andriana Gialiris, our new Archivist. Andriana is leading the School’s efforts to preserve and share Bayview Glen’s rich history, working closely with students, alumni, past parents, staff, faculty, volunteers, and current families. If you have photographs, memorabilia, or stories you would like to contribute to our archives, we encourage you to be in touch. Your memories help bring our shared history to life.
archives@bayviewglen.ca
bayviewglen.ca/about-us/history-and-archives/
Celebrating Student Innovation at the Toronto Science Fair 2026
Bayview Glen News, Lower School, Newsletters and Publications, The Glen, Upper School
Bayview Glen students proudly shared their passion for science and innovation at the 2026 Toronto Science Fair, one of Canada’s largest and most prestigious student science competitions. From gold medal–winning Upper School innovation to thoughtful and creative Grade 5 investigations, our students demonstrated curiosity, perseverance, and the power of scientific thinking.
Upper School Gold Medal Innovations with Real-World Impact
Stefano E.,Grade 11 Student
Cooling the Future: Lattice Cold Plates for High-Performance Computing
Data centers spend up to 40% of their energy on cooling alone, a problem that’s accelerating with the rise of consumer AI. For my research project, I set out to find a more mathematically optimal alternative to the industry-standard CNC-milled cold plate.
The answer was a Triply Periodic Minimal Surface called a gyroid lattice. Unlike conventional straight-channel designs, a gyroid agitates fluid in all three dimensions simultaneously, continuously disrupting thermal boundary layers while maximizing surface area. I taught myself nTopology to design and simulate the plate geometry, then built a closed-loop hydraulic data logging circuit to run controlled experiments. The gyroid plate delivered a 36% higher cooling rate, 2.25°C lower sustained surface temperature, and 52% greater total surface area than the control.
The project earned Gold at the citywide Toronto Science Fair! I’m grateful to Professor Mihaela Vlasea and her Multi-Scale Additive Manufacturing Laboratory at the University of Waterloo for their advice, and I look forward to collaborating with them as I push this research further, and potentially toward a published research paper.
Riya V. and Shaan V.,Grade 11 and Grade 9 Student
BrAIllePath
We are Riya and Shaan, and we recently developed BraillePath, a wearable navigation aid designed for the deaf-blind community. Our project addresses a critical gap: while many tools exist for single-sensory loss, few provide real-time environmental awareness for those without both sight and sound.
BraillePath uses smart glasses with a camera to capture the user’s surroundings, which is then processed by AI models we fine-tuned to detect obstacles like cars and people. This data is converted into tactile braille cues on the user’s wrist. For example, if a car approaches from the left, BraillePath displays a braille character on the wrist indicating a vehicle approaching from that direction. Developing this required a multi-disciplinary approach, combining circuitry, mobile app development, and numerous iterations of 3D-printed prototypes.
A highlight of our journey was receiving feedback from Sven Topp, a deaf-blind researcher from Germany. His insights into daily navigation challenges helped us refine our design. Moving forward, we hope to actually develop our project further and test it with deaf-blind individuals! We are honored to share this innovation with the Bayview Glen community!
Grade 5 Scientists Embrace Experimentation and Innovation
Zoe,
Grade 5 Student
Since the start of the year, I have been looking forward to trying out for the Toronto Science Fair, and it has been a pleasure to be able to represent the school while learning about science. This year, Grade 5 students like me were able to have the opportunity to try out for the Toronto Science Fair with no guarantee of getting picked. Only two teams were selected to represent the school. It was truly competitive! Many students tried out with the choice of having a partner or going solo, and only two teams got to make it in. To be chosen among the many creative entries across Grade 5 to represent the school has been such a privilege, and on top of that, I got to learn all about the scientific method and challenge my brain outside the school curriculum.
My project was called “The Battle of The Germs: Mom VS. Zoe”. My idea was about a nasty pillow (according to my mom) and a grueling, disgusting, and just gross in general toilet seat. Now before I started, I needed a hypothesis, which honestly wasn’t that hard. My hypothesis was that by the end of the five-day swabbing period, the toilet seat would be dirtier than my pillowcase.
For my experiment, I swabbed both the toilet seat and my pillowcase and observed the germ growth on a petri dish for over five days. Each day, I checked to see how much and how fast germs (also known as “microbes”) were growing. It was cool (and a little disgusting!) to see how fast these microbes grew and how these germs changed over time in size, color, and appearance. I tried to be very careful in documenting my observations, ensuring everything was recorded daily and in detail, and that everything was accurate to the point in which I could draw an accurate conclusion.
One of the most exciting parts of this experience was seeing whether my hypothesis would be proven right or wrong. As the days went on, I noticed that both the toilet seat and the pillowcase showed signs of microbial growth, but not always in the way I expected. Some days had more noticeable changes than others, which made me realize that germs can grow differently under different conditions and are not always predictable. By the end of the five days, I carefully compared the results and analyzed which surface had more growth overall. This helped me understand the importance of observation, patience, and keeping detailed records in a scientific experiment.
Overall, participating in the Toronto Science Fair was an unforgettable experience that taught me a lot about science and about myself. I learned how to think like a scientist by asking questions, making predictions, and testing ideas through experiments. It also showed me that while science experiments are very serious, they can also be fun, surprising, and even a little gross at times.
Neel R.,
Grade 5 Student
This year, I had the chance to take part in the Toronto Science Fair, representing Bayview Glen at the regional competition. It was a pleasure to participate in the Science Fair while educating myself about the world of science. In late January, I competed at the Bayview Glen Lower School fair with my fellow Grade 5 peers. I was fortunate to have my project selected as one of two submissions to advance to the regional fair.
Unlike traditional science fair projects, I chose to do an innovation project. I decided to create an innovation project because I like building, iterating, and solving problems. Another reason for this decision was that when you work on this type of project, you apply what you learn from your research to the real world. While thinking about project ideas, I came across the problem of food wastage. I realized that worldwide food waste is a serious and growing problem. According to the United Nations Environment Programme Food Waste Index Report 2021, an estimated 931 million tons of food are wasted globally each year. I set out to build a solution that would reduce household food waste.
I built FoodTech, an AI enhanced kitchen technology that helps families turn existing food into new recipes. By using the existing food items and suggesting recipes, FoodTech reduces food wastage, saves money, and makes meal planning easier. I believe FoodTech can meaningfully reduce household food wastage and promote smarter, more sustainable meal habits.
Here is how FoodTech works: The user selects food items from their fridge and/or pantry to use for meal planning. These items are placed under a compact camera. The image captured by the camera is then analyzed. Once the food items have been identified, FoodTech will display recipes using the ingredients.
Some benefits of FoodTech are:
- New Recipe Ideas: Families will have new recipes to add to their collection.
- Family bonding: FoodTech can help families make meals together. This gets kids away from screens and working together as a family.
- Child Development: FoodTech assists children in learning how to cook with easy-to-understand recipes using foods in their kitchen
- Cost Saving: This innovation can save money that is spent when going out for meals.
- Protecting the Environment: Food waste that breaks down in landfill releases methane. This gas is a big player in climate change. FoodTech will reduce household food wastage, which can help control climate change.
In conclusion, I really enjoyed participating in the Toronto Science Fair and representing Bayview Glen. While competing in this competition, I learned about the steps to innovation and about the life of a scientist. I hope to continue to partake in science fairs and to discover how science can shape our world.
Transformative Learning Through Global Experiences
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Dr. Angela Mantie,
Director of Global Education and Strategic Partnerships
Global Education at Bayview Glen reimagines how students engage with the world—blending transformative, real-world experiences with a commitment to pluralism, global citizenship, and environmental sustainability. Students participate as thoughtful global travellers, learning with curiosity, compassion, courage, and humility while contributing in meaningful and respectful ways.
Through our programming, students grow as global citizen leaders—building connections across communities and developing the confidence, empathy, and adaptability needed to navigate an ever-changing world.
Upper School: Costa Rica
Our student cohort explored how history, sustainability, and community collaboration shape national identity and lived experience in Costa Rica. Through meaningful engagement with a local farming family and children, support for a women’s collective, and firsthand experiences of the deep connection between people and the environment, students developed lasting memories while strengthening their compassion, empathy, and global awareness.
Student reflections captured the impact of the experience: “nice to help people out,” “fun to interact with locals,” and “amazing and unforgettable.”
Prep School: the Yukon
Our first student cohort since pre-COVID travelled to the Yukon on an immersive journey through Canada’s North, beginning in Whitehorse and continuing through Champagne and Aishihik First Nations traditional territory, Dawson City, and Tombstone Territorial Park. Along the way, students explored the region’s layered history—from pre–Gold Rush Indigenous life to the legacy of the Klondike Gold Rush—while engaging directly with local guides, knowledge keepers, and artisans.
Through experiences such as wildlife conservation at the Yukon Wildlife Preserve, dog mushing, glassblowing, and a traditional Indigenous workshop, students deepened their understanding of northern ecosystems, cultural resilience, and sustainable land stewardship. The program invited students to reflect on critical questions of identity, land rights, and environmental responsibility, while fostering curiosity, respect, and a sense of interconnectedness between people, place, and history.
Student reflections included: “it was an incredible experience,” “great time talking to the locals and hearing about their journeys,” and “one of the most eye-opening, unique, and community-building experiences of my life.”
Lower School: Round Square Virtual Experiences
Our Lower School students launched Bayview Glen’s first-ever Round Square virtual experiences this year by participating in Round Square Show and Tells, connecting in real time with students from around the world and building meaningful global connections. On January 27, Grade 5 students showcased “Genius Inventions from Our Region,” presenting their Artifacto Buddy robotics invention, followed on February 3 by L3B sharing “What We Do on Our Breaktime/Recess,” featuring Marble Runs, loose parts play, and LEGO builds.
Athletic Updates: CISAA & OFSAA Fall Championships
Athletics, Bayview Glen News, Newsletters and Publications, The Glen, Upper School
Written by Kevin Neville,
Director of Athletics, Upper School
What an amazing fall term for our Gryphon athletes!
Congratulations to all the teams and individuals who won medals, and thank you to the coaches for making these experiences possible.
CISAA Sr Boys DII Soccer
GOLD
CISAA Jr Boys DII Soccer
GOLD
CISAA Jr Boys DII Volleyball
GOLD
CISAA Sr Girls XC 5K – Brianna L.
GOLD
CISAA Novice Boys XC 3K – Kyle L.
SILVER
OFSAA Sr Tennis Open Mixed Doubles – Isabella W. & Luke B.
SILVER
Growing Compassion in the Prep School
Bayview Glen News, Newsletters and Publications, Prep School, The Glen
The Impact of Philanthropy for Prepsters
Written by Emilie I., and Bianca M., Co-Heads of Community Outreach, Prep School Student Council
Making a Difference Has Made All the Difference
Written by Lizzie L., Tamira M., Claire M., and Bianca P., Members of the Campaign of Compassion Delivery Team
The Impact of Philanthropy for Prepsters
Written by Emilie I., and Bianca M.,
Co-Heads of Community Outreach, Prep School Student Council
Why is philanthropy important? It can help provide a sense of reality for many people, especially children and people around our age. Giving and seeing the impact you make on people’s lives can completely change your world view. It is a meaningful, and necessary part of life. Doing so without a thank you is much better than receiving acknowledgement. If you don’t receive a thank you, it allows you to truly give without doing it for a reward.
Why is this important for young people? In learning the importance of service, the next generation will become a more inclusive, respectful, and compassionate group who truly have the opportunity to make a difference. Service during youth builds confidence and character and can lead to stronger communities in the future. It can also create many life skills that will help people significantly in the future, including teamwork, leadership, collaboration, and empathy.
In our recent experience at the Lumenus Community Centre and the North York Harvest Food Bank, we found the joy of giving without acknowledgment or thanks. We also learned truly just how lucky we are, and how meaningful true giving really is. Service is something that everyone should take part in. Giving back to your community can bring you one of the best kinds of feelings. It inspires you to make a difference in people’s lives and requires so little. Whether you are donating your time, your food, your money or anything else, it all makes a huge difference, in so many people’s lives.
Even if your donations seem small, the impact they make on people’s lives is greater than you can possibly imagine. As the school year continues, please keep donating and engaging in service, as every donation and act of kindness, no matter how small, can change a life.
Making a Difference Has Made All the Difference
Written by Lizzie L., Tamira M., Claire M., and Bianca P.,
Members of the Campaign of Compassion Delivery Team
Hello everyone! We are the team that took part in the Better Beginnings donation drop off. On this trip, our mission was to help other people, give back to the community, and bring some warmth to their holiday season.
On December 15, we took a trip to the Lumenus Community Centre and the North York Harvest Food Bank to donate all your thoughtful items to the families each class was assigned. We got to see behind the scenes of how the donations are delivered. We will share our experiences with you and how we connected with the community.
We started the day by loading vans and buses with donation boxes from the Lower, Prep, and Upper Schools. Then, we took a bus to the Lumenus Community Centre to begin handing off the boxes to individuals and their families. We got to see the genuine and very heart-warming reactions of each person. Before we left, we got an in-depth tour of the community centre. We got to see their early-on program, the autism learning centres, and we learned about the residential program. We then took another bus to the North York Harvest Food Bank, where we met with staff who showed us how the sorting works. We learned some fascinating statistics helped by unloading all the Bayview Glen food donations, which was a lot! Great job everyone!
Here are some first-hand experiences that were reflected on after the trip:
“We met some of the families and staff there, and it was amazing to see the difference that community support makes in people’s lives.”
“Being there helped us understand that donating isn’t only about giving food. it’s about giving people comfort, stability, and hope.”
“When we visited North Harvest Food Bank, seeing the shelves filled with food donated by our school was such a proud moment. We learned how the donations are sorted and distributed, and just how many families rely on that food every day. It really opened our eyes to how important these drives are.”
We are so grateful to everyone who helped make this happen. Your generosity shows how powerful it is when our school comes together to care for others. Thank you for making a difference.
Spotlight on Performance: From Improv to Concert Stage
Bayview Glen News, Lower School, Newsletters and Publications, The Glen, Upper School
The Art of Improv at Upper School
Written by Liam E., Grade 9 Rep
Lower School Winter Concert Recap
Written by Ea-Ling Seun, Lower School Music Teacher
The Art of Improv at Upper School
Written by Liam E.,
Grade 9 Rep
Hi! I’m Liam, the founder of the Upper School’s Improv Club! My interest in improv started when I went downtown to watch a show at Second City. Fascinated by the complex back and forth and precise timing that the actors had mastered, I knew this mix of laughs and acting was the thing for me. Soon after, I signed up for a weeklong course at Second City. There, I learned the skills and techniques that lay underneath the craziness on the surface.
For improv to be successful, you need to be spontaneous and not afraid to go for it. Many can be reluctant to step in and really get involved, but in my experience, those who give more to improv get more out of it. There is a powerful joy that comes from going off script and sharing a laugh with your friends. This is why I started Improv Club, to let others enjoy this art as I do.
After talking to Mr. Clark, my mentor, during the Grade 9 trip to Camp Onondaga, I realized I could start an improv club. I started it early in the year, unsure whether anyone would sign up, and was delighted to see the eager faces that came into the room for our first meeting. During our meetings, we play improv games and experiment with different scenes. Improv Club now meets every week, and together we explore all that improv has to offer.
Lower School Winter Concert Recap
Created by Ea-Ling Seun,
Lower School Music Teacher
Collaborating for Student Wellbeing: The Importance of Open Communication about Diagnoses
Bayview Glen News, Lower School, Newsletters and Publications, Prep School, The Glen, Upper School
Written by Antoinette Morgan, MA, MSW, BSW, RSW,
Director of Student Wellbeing
Families play an important role in helping schools understand students’ unique learning and health needs. When diagnostic information is shared with the school, it allows educators to create consistent, well-coordinated support across home and school settings. This collaboration helps staff anticipate challenges, build on strengths, and ensure that, from the onset, students receive the right strategies and accommodations. Open, respectful communication strengthens the partnership between families and the school, ultimately helping every child feel understood and supported.
An important aspect of home-school partnership is the sharing of pertinent information related to a child’s learning, medical, and mental health diagnosis. Though some parents may be reluctant to share this sensitive information, doing so will greatly enhance their children’s experience at school. To support the whole child, there must be an understanding of any diagnosis to allow staff to see the full picture of their strengths, needs, and learning profile. This awareness creates a more positive outcome for children, enabling staff to respond with empathy and flexibility.
When families inform the school of their children’s diagnosis, they are better positioned to receive appropriate accommodation, learning strategies, and wellness supports. This purposeful support helps to build children’s confidence and foster resilience, equipping them for a meaningful and engaging life beyond the classroom.
A strong home-school connection creates a cohesive support system for student success. Children will thrive academically and socially when home and school function as a team. Open communication requires transparency between home and school that strengthens the continuity of support students receive. Sharing relevant information allows the school and families to align expectations to foster better outcomes and create a supportive environment that reduces unnecessary stress and anxiety and fosters growth.
Families are encouraged to share information about children’s medical and mental health needs. An informed staff will be better prepared to recognize signs of distress and offer timely intervention and/or support.
Sharing a diagnosis helps place a child’s behavior and learning differences in proper context, allowing staff to respond with understanding and care. Behaviors and responses are less likely to be misunderstood or misinterpreted, leading the child to feel seen, understood, and emotionally safe at school. This shared understanding fosters a more inclusive and compassionate school community that models respect, empathy, and belonging, and prepares students to contribute thoughtfully to a better world.
When parents share a child’s mental health or neurodivergent diagnosis with the school, it can significantly strengthen the child’s emotional wellbeing and sense of security. This open communication allows the school and family to work together in ways that support the whole child. A good partnership between home and school makes children feel protected and supported. This collaborative approach supports emotional well-being, builds resilience, and helps children thrive academically, socially, and emotionally.
Importantly, our school respects privacy and confidentiality. Diagnostic information will only be shared with appropriate staff and used solely to support the student in alignment with best practices and confidentiality standards.
If you have questions about how the school can best support your child or if you would like to share information about a mental health diagnosis or neurodevelopmental disorder, I warmly encourage you to connect with me directly at amorgan@bayviewglen.ca. As the Director of Student Wellbeing, my role is to partner with families, listen carefully, and help ensure that every student feels understood, supported, and set up for success. You may also reach out to our School Nurse, Annie Davies-Irvine, RN, BScN, and learn more about our school’s Health Centre.
Please reach out at any time. Together, we can create the strong, coordinated support system your child deserves.
To continue these important conversations, families are warmly invited to join our Parent Book Club this March. We will be reading The Crucial Years: The Essential Guide to Mental Health and Modern Puberty in Middle Childhood (Ages 6–12) by Dr. Sheryl Gonzalez Ziegler.
More details and registration information will be shared soon and will be posted here.
We hope you will join us for this meaningful discussion and opportunity to connect with fellow parents.
Leading the Charge: Prep Athletics in Action
Athletics, Bayview Glen News, Newsletters and Publications, Prep School, The Glen
Written by Sofia F. and Ethan F.,
Heads of Athletics, Prep School Student Council
This year has been one of the most exciting for Athletics at the Prep, and as Heads of the Athletics Committee, we have been proud to help shape it. Sports have always meant a lot to both of us. They’ve taught us teamwork, perseverance, leadership, and how to bring energy to the people around us. Becoming Heads felt like the perfect opportunity to give that same experience back to the Prep community.
This year, our biggest focus has been strengthening the House programme and making sure it plays a meaningful, year-long role in the Prep. We’ve introduced monthly House competitions, giving every student the chance to try new things. From classic sports to new activities students haven’t tried before, our goal is to make participation fun, inclusive, and something the whole school looks forward to.
We have also increased the number of spirit-focussed events, encouraging students not just to compete, but to cheer each other on. Houses are earning points consistently throughout the year, and the race to the House Cup is more alive than it has been in a long time.
Another important part of our work has been improving communication around Athletics. With help from our committee members, we are making sure that every Gryphon is updated on scores, upcoming events, and more. Our newest addition, Gryphons of the Week, celebrates athletes from all three grades who demonstrate sportsmanship, dedication, and spirit, both on and off the field.
Overall, we hope the work we’re doing inspires more students to play, support each other, and take pride in being Gryphons. Whether you’re competing, coaching, managing, or cheering, you are part of what makes the Prep community so strong.