Cypress Magazine 2023 - Mulgrave School

Table of Contents

We’d like to acknowledge that we learn, live, play, and work on the unceded traditional territory of the Squamish Nation. We will respect, cherish, and protect the land that was stolen from the Squamish People, for generations to come.”

By

Mr.

Skea’s Grade

3 Class - scan the QR code to learn more about their land acknowledgement

3 4 5 7 9 11 13 14 15 16 17 18

Message from John Wray Head of School, 2010-2023

Message from Craig Davis Head of School, 2023-

Mulgrave DEIJ Mission

Expanding on Equity and Inclusion

Meet Mulgrave’s DEIJ Team

Student Leadership

Student Experience: DEIJ Sub-Council

By Leya C, Grade 11

DEIJ At-A-Glance

Seeing the Invisible

Learning Support at Mulgrave

Our Board’s Commitment to DEIJ

The Value of Diversity

Cover Artwork

Identity Masks

Grade 7 Visual Arts

Masks have been used for centuries as a means to communicate personal and cultural identities. Masks can conceal things we don’t want the world to know or reveal our true nature. Grade 7 Visual Arts students (2023-24) created ceramic masks based on the following Statement of Inquiry: Masks can be used as a means to express personal and cultural identities by utilising symbolism and elements and principles of art.

Students engaged in a process of brainstorming using divergent and convergent ‘mind maps’, developing small sketches of different design possibilities and creating final drawings that they used to form their ceramic mask. Finally, they used ceramic underglazes and overglazes to create the works presented here.

Art &

by Nick Fabin

June:

We’re

Message from John Wray (he/him) Head of School, 2010-2023

As an international, multicultural, IB school, Mulgrave has always focussed on global citizenship and the development of students’ interpersonal and intercultural skills. It is critical that they understand and connect with those with different identities, life experiences, and perspectives.

The last few years have brought sharper focus and we have a new urgency as the world grapples with increasing injustices and inequities: further revelations about unmarked graves at Canadian residential schools, the death of George Floyd and the subsequent Black Lives Matter and antiracism movement, incidents of anti-Asian hate, and increasing examples of transphobia and homophobia. Coupled with alumni feedback about the inadequacy of their Mulgrave education in this area and an inability to always feel safe in being their true selves, we renewed our emphasis on diversity, equity, inclusion, and social justice. At the core is the need to include and support students as they develop a deep sense of their own identity and the understanding of the identities of others, including challenges and privileges. An emphasis on student wellbeing throughout the pandemic further spurred

the need for our students to understand their emerging identities and connections to social and emotional wellness.

We are all on a learning journey to understand the many facets of our identities.

I have dug into the many privileges afforded by my identity, my internal biases, and the history and struggles of people with different identities in Canada and elsewhere. It has been cathartic. It has motivated me not only to be a real ally and advocate but also to ensure that our students are educated at all ages, appropriately, so they may ultimately be wellinformed leaders of this work. They have the opportunity to live out our school’s values and ensure that everyone in our community and beyond can feel safe, seen, and have a sense of belonging, regardless of who they are.

As I near my time of departure from Mulgrave, I am pleased and excited that my successor, Craig Davis, shares a passion for this work and recognises the centrality of it in high-quality education. I look forward to following Mulgrave as the journey continues.

Scan the QR code for John’s video on Mulgrave’s approach to education about sexual orientation and gender identity.

Message from Craig Davis (he/him) Head of School, 2023-

My personal commitment to DEIJ has been shaped by my personal circumstances, educational journey, and professional career.

I am a beneficiary of socioeconomic equity initiatives, having received both scholarships and full financial aid for high school and university. As a first-generation university attendee in a family where both my parents could not complete high school for socio-economic reasons, my advocacy and commitment to this agenda are unwavering.

Learning my craft in London’s (UK) public high schools, with high refugee and marginalised student populations, highlighted the compounding intersectional issues facing young people. As students grappled with linguistic, racial, ethnic, and gender identity prejudice on top of acute socioeconomic realities, I reflected on my own privilege. This grounding experience has never left me and accounts for my interest in working in diverse, international school contexts through the International Baccalaureate curriculum that expects all of us to accept that “people and their differences can also be right”.

To uphold the mission-driven values of the IB, we must do explicit and intentional work. This means continually

reflecting on our privileges and context and addressing implicit biases and structural inequities. It means actively listening to our young people and their families, not simply by asking questions but also by cultivating a culture and strategy that elicits responses from those who may not normally speak or respond. Diversifying our view of diversity means we consider and accommodate introversion and neurodiversity in our feedback mechanisms to fully capture our community’s views.

As we move forward at Mulgrave, we need to create not only safe but courageous spaces.

One important component, learnt from our Coast Salish Elders and Director of Indigenous Engagement at Pearson College (where I have worked the last few years), is ‘critical self location’. Everyone has more complex narratives beyond surface appearances and this process opens up spaces to find meaningful connections rather than make simplistic judgements. By building on the great work already in place at Mulgrave, we can provide the best possible ‘courageous’ space for all of our students and community members.

Following the murder of George Floyd, Craig wrote a piece that captured his thinking on education and DEIJ. Scan the QR code to read.

Mulgrave’s DEIJ Mission

As an IB school committed to inspiring excellence - the continuous pursuit of personal best - in education and life with the goal of creating a better and more peaceful world, Mulgrave values and celebrates diverse individual identities in a community where we act with respect, humility, empathy, commitment and inclusion.

We have an unwavering commitment to cultivate a sense of belonging and mobilise all community members to engage in the process of influencing change. With dedication, we work to create a safe, brave space for our students where they feel comfortable using their voice and agency to advocate for themselves and injustices in their local and global communities.

We seek to make sure that the values of diversity, equity, inclusion, and justice inform our everyday interactions and our whole community’s approach to learning and interpersonal relationships.

Mulgrave has a comprehensive DEIJ strategic plan covering all aspects of our work in these areas and with different groups in our community. Many of these activities are described throughout this magazine.

Diversity

The ‘D’ in DEIJ stands for diversity. Diversity can be defined as the labelling of the range and spectrum of the vastness of identities that are inherited or self-identified. Diversity can also be understood as the multitude of thoughts, backgrounds, and experiences that inform our understanding of collective identities. At Mulgrave, this can be seen beyond age, race, gender, religion, family structure and more.

Equity

Equity is crucial as it addresses the individualistic, systemic, and collective needs of groups and their unique experiences. Equity emphasises access to resources and community that help us evaluate our positions in systems and structures, ensuring fairness and consideration of the unique set of needs of each division and student. Achieving equity requires understanding how we interact with the world differently based on our identities and how some of those identities might intersect to compound marginalisation.

Inclusion

Inclusion centres on belonging and safety for all members of our community: students, family members, faculty, staff, and those beyond our school. Inclusion enables us to prioritise the needs of our children and understand how they feel heard, seen, and safe, both academically and in terms of their social, cultural, physical, and psychological wellbeing. By prioritising all of these factors, we emphasise the importance of taking a holistic and well-rounded approach to ensure that everyone is welcome and well-cared for within our school community.

Justice

Justice can be defined as taking action to advocate for what is right. While the traditional definition is about fairness and impartiality, a deeper understanding involves restorative practices that consider the impact of our actions on ourselves and others, incorporate community care and healing, and acknowledge the harm and consequences of certain actions.

Equality Equity

Expanding on Equity and Inclusion

The Focus in Schools

Schools have been addressing issues of equity and inclusion for many years by making accommodations based on a variety of different needs related to aspects of a student’s identity. These include accommodating physical differences and neurodiversity of various kinds as well as additional language needs through a range of different forms of learning support. In independent schools, it can include financial assistance for students and families who are not able to meet the monetary commitments required for entry and continued education.

In addition, as further examples, schools have recognised the need to take additional action

to encourage more girls to pursue STEM-based subjects and to ensure that transgender students have appropriate access to washrooms and changing rooms.

The principle behind equity is to level the playing field to ensure that the additional challenges that people may have as a result of their identities are mitigated as much as possible. A key element of the approach is to ensure that teachers and leaders are aware of the privileges and challenges that people with different identity profiles face and are able to recognise the implicit bias that may exist in individuals and organisations.

The more differentiated voices that have stories to tell, the more we learn, and the more we learn, the better we are.”

Raquel Teibert Upper School Teacher

The Focus at Mulgrave

We have had a growing focus on equity and inclusion at Mulgrave, assessing systems and implementing measures to support students with varied dimensions of diversity. A few examples include:

• Expanding our Learning Support provision, including increasing the number of Learning Support teachers and appointing Literacy and Math Coordinators in the Junior School

• Providing Persian tutoring for our students from Afghanistan so they can take their DP language exam in their mother tongue

• Putting significant emphasis on building up our Financial Assistance funds so we can increase access to a Mulgrave education for local students whose families do not have the resources to meet our full fee levels

• Expanding access to gender-neutral washrooms

• Developing support/affinity groups for Upper School students with marginalised aspects of their identity, for example, mixed race students

• Focussing on equity in our hiring processes to remove bias and reflect broader diversity in our faculty and staff

In addition, we are increasingly adapting our education so that our students, at an age appropriate level, understand equity issues and the advantages/disadvantages that aspects of identity have presented to people in the past and in the present day. This includes looking at prejudice and discrimination related to Indigenous Peoples, racial groups, and religious and gender groups.

Mulgrave’s Financial Assistance Programme offers tuition relief for incoming students in Grades 7 and up whose families would otherwise not be able to access our school. It also provides short-term support for current Mulgrave families who face unexpected hardship. The programme is funded by the generosity of our community and we are working to grow our related endowment fund to provide sustainable and predictable support for this important programme.

In a largely socio-economically privileged community like Mulgrave, it can be easy to forget that ‘access’ to our school goes beyond tuition relief. For students from varied socioeconomic backgrounds to feel belonging, we must provide additional support. As such, we have recently updated our Financial Assistance Programme to include additional items such as uniforms, computers, trips, bus service, and more - all of which are scalable depending on the amount of tuition relief offered to a family.

Meet Mulgrave’s DEIJ Team

To support Mulgrave’s DEIJ mission, our school has a team of dedicated professionals, each with a unique focus. Led by Cynthia Roberson, five coordinators work to create safer spaces for students, implement our DEIJ Scope and Sequence (more on page 18), support colleagues in their teaching practices, and lead efforts to decolonise the curriculum. We are delighted to introduce them:

Cynthia Roberson, Director of DEI (she/her)

Cynthia is a DEI scholar and researcher interrogating the reproduction of racism in international schools. Throughout her fifteen years in education, she has engaged in DEI advocacy and work in the United States and abroad, including presenting at national and local conferences on equity and inclusion, as well as best practices and strategies for decolonising the English language arts curriculum. She holds Master’s degrees from Temple University and Saint Leo University and is a Doctor of Education candidate at the University of Illinois-Urbana Champaign.

Dean Skea, Equity and Inclusion Coordinator for EY and JS (he/him)

Dean is a Grade 3 teacher and supports EY and JS teachers on their journey through the school’s Anti Bias, Anti Racism course. He also works with grade-level teams to further implement the DEIJ Scope and Sequence and helps teachers develop resources that allow for more diversity, equity, and inclusion within classes. Outside of school, Dean enjoys spending time with his family and being outdoors. You will find him cooking, camping, hiking and taking walks with his dog on trails across the North Shore.

Noah Clark, Equity and Inclusion Coordinator for US (he/him)

Noah is an Upper School math and science teacher and serves as a resource to his colleagues on equity and inclusion matters as they work through the journey of decolonising the curriculum. Outside of school, Noah can be found on the volleyball court, camping, hiking, or marking lab reports at the local coffee shop while eating a delicious cinnamon roll.

Maia Wallace, DEI Coordinator (she/her)

Maia is a recent graduate from UBC. Her priority has been on the review and facilitation of the Anti Bias, Anti Racism course in which the entire faculty and staff engaged throughout the 2022-23 school year. Maia’s expertise centres on political and sociological theory with a strong passion for inter-personal connections. Maia spends her time travelling to visit family, enjoying quality moments with friends, and eating good food.

Raquel Teibert, Indigenous Education Coordinator (she/her)

Raquel is an Upper School social studies and English teacher. Her primary focus has been aligning the school’s journey toward Truth and Reconciliation with the National Centre for Truth and Reconciliation’s 94 Calls to Action. She believes that education can be a force for positive social change and encourages this through many initiatives in the school. Off campus, you can find Raquel lost in the shelves of used bookstores or enjoying poetry and painting at the beach.

Rebecca Brunswick-Werner, Sexual Orientation and Gender Identity Coordinator (she/her)

Rebecca is an Upper School teacher covering subjects ranging from chemistry and mathematics to Theory of Knowledge. She has engaged the Mulgrave community to deepen our knowledge of SOGI’s role in understanding our identities and supporting others’ by educating teachers through workshops, supporting students to organise speakers and events, and connecting with families at evening Q&A sessions. Outside of school, Rebecca enjoys reading science fiction novels, playing hockey, and spending time with her family (including two new ‘niblings’!).

Mulgrave’s DEIJ Strategic Council

The Council’s purpose is to identify and address barriers to equitable opportunities and outcomes for students, regardless of their background, ethnicity, gender, race, religion, or socioeconomic status. The group collaborates with teachers, families, and administrators on key activities, including:

• Reviewing and revising school policies and practices to ensure they create a safe and inclusive environment where all students can thrive academically, socially, and emotionally

• Identifying and addressing issues of bias and discrimination in the school community

• Promoting cultural competence and understanding among all members of the school community

• Encouraging student engagement and leadership in promoting DEIJ values and initiatives

• Collecting and analysing data to measure the effectiveness of DEIJ initiatives and identify areas for improvement

Student Engagement and Leadership

When students actively participate in DEIJ initiatives, they become integral contributors to inclusive policies, practices, and curriculum. With a voice in decision-making, they develop ownership and agency, fostering a strong commitment to creating an inclusive and equitable school environment. Moreover, student engagement promotes empathy, understanding, and respect; they learn from one another, challenge stereotypes, and build meaningful relationships across differences. The following are examples of student DEIJ leadership groups at Mulgrave:

DEIJ Student Sub-Council

This student-led organisation fosters an environment where all students feel empowered, heard, and supported, and where diversity and inclusion are celebrated and valued. Members represent different backgrounds, experiences, and identities and work to address systemic barriers, biases, and discrimination within the school community, aiming to eliminate any form of inequality or injustice.

In addition to organising events, workshops, and discussions, the council collaborates with faculty and staff to develop and implement policies and practices that promote equity and social justice. The council is also a platform for students to voice DEIJ-related concerns and suggestions through surveys, town halls, or individual consultations, and the team works to address issues through dialogue, education, and advocacy.

Read more from a council member on the following page.

Gender Sexuality Alliance

Our Middle School and Senior School GSAs are open to anyone who is a supporter of the LGBTQ+ community, wants to learn more, or identifies as a member of the community. No one is turned away and no disclosure of identity is required. Both groups promote acceptance and awareness of LGBTQ+ issues through events like Pink Day and National Coming Out Day, movie nights, and guest speakers.

In 2022-23, the Middle School GSA led The Binosaur Hunt to raise awareness of Bisexual Visibility Day and organised Affinity Circles for Upper School students. Progress

Flags were distributed by the group to more than 70 school staff who elected to visibly show their LGBTQ+ allyship by hanging them on their doors. And lastly, members shared emotional testimonials about their Mulgrave experiences as a gender non-conforming or gay person with the Board of Directors.

A Senior School GSA event highlight was a visit from Orene Askew, also known as DJ O Show. As described by Sara S, G11, “From DJ-ing at Canucks and Whitecaps games to being on the Council of the Squamish Nation, O Show follows the ethos: diversity makes beautiful music.”

Rainbow Club

This club for Grades 4 and 5 students is an opportunity for meaningful and ageappropriate conversations about diversity, allyship, and social justice.

They celebrate students’ identities, talk about important dates such as the Transgender Day of Visibility, and explore activities involving research, arts, writing and more.

In 2022-2023, club members worked on a newsletter on queer issues. These included a poll on gender-neutral washrooms, students’ artwork showcasing their allyship, and interviews with teachers on LGBTQ+ topics. Students also created a kindness board in the hallway where anyone can take or leave a compliment as needed, and an informational bulletin board defining each letter of the LGBTQ+ acronym. For Pride Month, the group created pins and posters to foster a sense of community and support among our club students and the whole school.

Student Experience: DEIJ Sub-Council

By Leya C, Grade 11

As a relatively new member of the DEIJ subcouncil, I have had a highly positive experience this year. Our subcouncil has successfully organised numerous meaningful events that were crucial for our student body. Notable examples include Nadaya Okomoto’s seminar and Jeff Martin’s talk. Throughout the year, our council has placed a strong emphasis on amplifying diverse voices and allowing a space to allow them to share their stories.

One aspect that has been particularly significant to me is the close-knit nature of our council. Although we encountered some initial challenges in communication and planning, we have grown into our roles and developed a more dedicated approach to running the council and organising events. This increased cohesion and commitment have been evident as the year progressed.

Moreover, I have observed remarkable progress within the student body, especially when comparing the beginning of the year to the present. While there is room for improvement, a significant portion of the student body has made great strides in fostering a more inclusive, welcoming, and open-minded community.

This positive shift has been especially noticeable to me and has contributed to a sense of optimism and fulfillment in my involvement with the subcouncil.

I hold a strong belief in the positive trajectory of our council’s future. We have already begun strategising and organising events that we believe will have a profound and beneficial impact on our community for the fall/winter term. Alongside the planning for these events, we are actively preparing for the integration of new members into our council. I know that these individuals will have a similarly positive experience as I did when I first joined.

As a soon-to-be graduating member of the council, I am committed to ensuring a smooth transition and continuity for the upcoming years. My aim is to leave the council in capable hands, so that Mulgrave can continue to flourish and prosper as a safe and inclusive space for all students and faculty within our community.

It is essential to me that the values of growth, acceptance, and wellbeing are upheld and prioritised, fostering an environment where everyone feels supported and valued.

DEIJ At-A-Glance

The Mulgrave community is committed to truly transformative work within the DEIJ space. Some indicators that support this commitment include:

• A DEIJ team representing our community of staff, students, parents/families, Board members

• Clear plans around retaining and sustaining BIPOC employees

• A DEIJ budget that includes annual events, staff training, parent workshops, and guest speakers

• Prioritisation of Mulgave-specific DEIJ training

• Completion of our Anti-Bias, Anti-Racism course by our Board and leadership, and all faculty and staff

• Regularly-collected DEIJ feedback (ABAR Reflections, Annual Engagement & DEI Survey; CIS Survey) to initiate change HR-focussed DEIJ training and initiatives

Staff and Leadership Diversity Goals

By 2024

33%

of full time, permanent staff are Black, Indigenous, or People of Colour (BIPOC)

In accordance with Canada’s 50/30 Challenge, at least 50% of the school leadership team and Board are women and

2022 Hiring Stats

are BIPOC

Community Survey Results 2023

Each year, we survey our students, staff and parents/guardians to gather their views about the quality of the Mulgrave education and to get input into a variety of aspects of school life. The following charts reflect survey results about aspects of our work on DEIJ.

Students

565 responses from G4-11

I support the ways my school is addressing issues of diversity, equity and inclusion

I support the approach my school is taking to raise awareness of gender identity and sexual orientation

Parents/Guardians

298 responses

I support the strategies that my child’s school is implementing to address diversity, equity and inclusion at an age appropiate-level

I support the approach my child’s school is taking to raise awareness of gender identity and sexual orientation in an age appropriate way

131

I support the strategies our school is implementing to address diversity, equity and inclusion at an age appropiate-level

Our School is making positive moves to promote an inclusive community

While these results are very encouraging, they also show that we have more work to do to build stronger understanding and support of the work so that all community members feel safe, seen, and have a positive sense of inclusion and belonging.

Seeing the Invisible

Samantha and Faye are two moms who are incredibly passionate about their kids. Their greatest wish is for them to be safe, understood, and loved for who they are.

Most parents would want the same, but for these two families (and many others), there is an added dimension of diversity that is not always well understood and that can lead to feelings of displacement and worry.

explains Faye. “It can include most visible signs such as with those with Down Syndrome, but for many, it’s learning differences, autism, ADHD, anxiety, and even trauma or depression. It’s simply a consistent way where someone’s brain perceives and processes things differently.”

As Samantha candidly journeys back, she recalls her own reticence to have her children tested for neurodivergence. “It took four recommendations before I was ready to hear that testing should extend to autism. As parents, we see and accept our children for who they are, and there is fear behind a potential diagnosis. I had to be ready to see it and even then, there are a lot of scary words that get thrown at you - gifted, ADHD, ASD, dyslexia. Your mind goes to the impact of those labels on your children and how it might affect how they are treated. We’re so conditioned as a society with unconscious bias - it’s hard to feel like you are ‘outing’ your children and

putting them in a place of vulnerability. But, now that we better understand what support is needed, and that he can absolutely be successful despite the diagnosis, we can focus on that. I’ve learned things like asking my child to look me in the eye when we are talking is not helpful. He can focus best when he is busy with something else. But that might not be behaviour that is considered widely acceptable.”

Building understanding is what both moms see as key.

The language families use at home to describe difference needs to be thought about and practised.”

In terms of school, both moms applaud Mulgrave’s inclusive approach to date, but express worry about what the future might hold. Will there continue to be a fit? Will their children continue to thrive in the IB and the environments of the Middle and Senior School? They recognise the unknowns as their children grow and develop and are hopeful that the deep family-school partnership that has been established will continue.

“A teacher at Mulgrave discovered that running our son’s hands under cold water quickly calmed him,” shares Faye. “I’m his mom and I had no idea. That sort of caring is phenomenal.” She adds another anecdote about the Junior School Assembly and her child’s hesitance to speak in public. “He asked for a nonspeaking part, but his teacher actually recommended he take on the MC role! She reached out to us to explain and ask us to help encourage him as being MC offers structure and predictability while boosting his confidence. He’s going to do it.” (and we’ll all be rooting him on from the audience!)

adds Samantha. “It helps to shape empathy, prioritise kindness, and normalise difference.

Neurodivergence is mostly invisible,”

For families to have early conversations about different behaviours and including children who are not the same as them is really important,”

Learning Support at Mulgrave

Mulgrave strives to be an inclusive environment where students with a range of identities and profiles can thrive and achieve their personal best.

Our classroom structures (such as small class sizes and Associate Teachers in EY and JS) offer a lot of flexibility for personalised and differentiated teaching, learning, and care. Additionally, Mulgrave has a dedicated team of learning strategists who work with students with identified learning needs, build strong foundations in executive functioning skills, and even

just provide a space and place for students to explore how they best learn. Middle and Senior School students can also receive support through our elective ‘Launch Your Learning’ and ‘Skills for Success’ courses. However, there is a recognition that our school cannot always meet the needs of all students with significant diverse learning needs. Some students require more specialised or

intensive support than Mulgrave can provide, or academic programmes that allow for more curriculum flexibility. Ultimately, we want every Mulgravian to thrive in our environment, being authentic to their true self. If you have questions about support that your children may need, reach out first to their classroom or advisor teacher.

Our Board’s Commitment to DEIJ

Mulgrave’s Board of Directors has responsibility for setting the mission, vision, values and long-term strategic direction of the school.

In committing to equip students to thrive in a culturally diverse world and to the values of inclusion, respect, empathy, and humility, the Board has worked with school leadership to develop a comprehensive strategy for DEIJ.

As a Board, both individually and collectively, we have fully embraced - unequivocally and unwaveringly - all aspects of our school’s approach. We have embraced training in key areas of DEIJ, including deepening our understanding of Indigenous Truth and Reconciliation. Our learning has involved workshops with external facilitators, working alongside DEIJ leaders in school, and listening to our students. We recognise that everyone has to undergo a journey of learning about our own identities, privilege, and bias and our Board has done this openly and courageously so that we are better prepared to be allies and advocates in this work.

A DEIJ focus is challenging, difficult, and at times controversial and even political.

Our goal as a Board is only to ensure that every student and family is fully included in our school regardless of their identity profiles.

This involves both formal education as well as systemic improvements to ensure we have a culture where everyone can bring their whole selves to school each day - a place where everyone can feel safe, seen, and have a sense of belongingin pursuit of their own personal best.

As a Board, we ask that everyone in our community commits to a journey of learning about DEIJ with the goal of everyone being not only allies but genuine advocates for a more inclusive, equitable, and just world.

Gopi Chande (she/her) Board Chair

Q&A With Beier Cai Mulgrave Board Member

As a Board Member, what has been your involvement in advancing Mulgrave’s DEIJ mission?

I have actively participated in and benefitted from Board training and workshops to develop the necessary understanding and sensitivity around DEIJ issues. This has allowed all of us to better serve our school community and effectively address challenges that arise.

The Board had a retreat at the SOLE Centre, which included some student presentations. What were your takeaways?

Beier Cai Board Member

I also regularly engage with our family/parent community by promoting and advocating for Mulgrave’s DEIJ mission. Through school events, workshops, and other initiatives, I have had deep and sometimes even uncomfortable conversations with fellow parents to understand their perspectives, exchange ideas, and share Mulgrave’s achievements & challenges.

I’m also actively involved in Mulgrave’s DEIJ Strategic Council, bringing my unique Board Member and parent perspectives into the strategic planning process.

It was such a unique experience to spend time at our distinguished SOLE Centre on the beautiful Squamish Nation’s land. Now, in our second consecutive year dedicating our retreat to DEIJ education and deliberation, I am continuously amazed and inspired by the unyielding commitment exhibited by Mulgrave’s Board and leadership team. I realised that everyone is going through their personal journey on learning DEIJ, but the ability for us to lean on one another for support and inspiration underscores the strength of our community that I’m proud to be part of!

The student presentations on their experiences at Mulgrave were definitely my highlight of the retreat. I was quite struck by the passion and thoughtfulness of our students in addressing the critical issues of inclusivity and belonging in our school community. My other takeaway is the importance of amplifying student voices and empowering them to be active agents of change. The insights they offered will serve as a powerful reminder that we must continually work to make our school an inclusive and welcoming space for all.

Inviting Parents to Join Mulgrave’s DEI Journey

In the introductory letters from John Wray and Craig Davis in this magazine, they discuss the role that our students have in making their community one that is safe and inclusive for all individuals, regardless of their identities. This is essential work, but it is not only our students who must shoulder the load. As parents, guardians, and supportive adults, we are also responsible for providing our children with spaces where they can engage in respectful dialogue and ask difficult questions.

To support them, we have to educate ourselves, examine our biases, and challenge ourselves to get uncomfortable.

We recognise that it is not always easy to find and access the resources you need, so we have endeavoured to provide you with opportunities to learn from our Mulgrave faculty, experts in their areas of responsibility.

In the past year, we ran multiple sessions that covered topics around Diversity, Equity, Inclusion, and Justice (DEIJ), Indigenous Learning and Perspectives, and LGBTQ+ Inclusion at Mulgrave. These topics are not always easy to engage in, so we are grateful for those who participated and the curiosity and openmindedness that our guests brought with them.

We look forward to offering more opportunities for members of our community to come together in the coming year. Together, we can support our children in building a world where they and the people they love can live authentically, safe in the knowledge that they are cared for in a way that is equitable and just.

What I love most about Mulgrave is the passion our teachers share not only with the students, but with parents as well.

The passion for sharing knowledge was evident at the Indigenous Education parent session. Raquel Tiebert took the time to make sure we understood the background behind Truth and Reconciliation, resources for further investigation and encouraged questions and discussions in a safe, open environment.”

Azim Suleman, SS Parent

I attended the LGBTQ+ Parent Education session with Ms. Rebecca Brunswick-Werner. I was truly moved by this informative and educational session. Ms. BrunswickWerner discussed the topic of LGBTQ+ issues with sensitivity, openness, and care. I came away not only with some new information I didn’t know I needed on this topic but also with the overwhelming gratitude that my children attend a school that makes it a mission to have such an inclusive, safe and welcoming environment for its students, staff and parents.”

Erin Griffiths US Parent

The DEIJ parent education session by Cynthia Roberson was more engaging than anticipated. It helped all of us explore the different aspects of our identities through interactive exercises and come to new realisations about ourselves. It was light, fun, and thought-provoking.”

Hailey Lai EY parent

Progress on our DEIJ Scope and Sequence

At Mulgrave, we have created a DEIJ Scope and Sequence to help guide the teaching of specific outcomes and competencies which focus on diversity, inclusion, equity and social justice.

The term ‘scope and sequence’ refers to the breadth and depth of content taught and the order in which it is covered throughout grades and divisions to ensure an appropriate building of understanding and skill development. This continuum is particularly important for us as a school that spans from preschool to Grade 12.

The goal of our DEIJ Scope and Sequence document is to support the integration of these topics into our curriculum to help students gain a better understanding of their identities

and the related privileges they enjoy and the challenges they may face. In addition, we focus on developing cultural competence and skills to address social justice and equity.

Over the course of the 202223 school year, we started incorporating the Scope and Sequence into our teaching and learning. In the Early Years and Junior School divisions, we have embedded the competencies into our units of inquiry. In Middle School, teachers and students have engaged in various discussions regarding

diversity, inclusion and social justice during advisory group sessions and life skill lessons. The Senior School has taken part in Character Education lessons, as well as discussions during their advisory group sessions. Examples of this work are shared on the following pages.

As we continue to implement the DEIJ Scope and Sequence into teaching and learning in the classroom and beyond, a key effort will be on the development of a repository of resources for teachers.

Stages

Developing

Developing

Developing my skills to connect with others with different identities (cultural competence)

Developing my understanding and skills in addressing justice and equity

my understanding and appreciation of my own identity and the privileges and challenges I may face

my understanding and appreciation of the identity of others and the privileges and challenges they may face

Scope and Sequence in Action

As we prepare students for the world around them and help develop the skills for them to be strong global citizens and critical thinkers, it is important that we continually review and update our course content and teaching practices. We’re doing that very systematically through our ‘Scope and Sequence’, which you can read more about on the preceding page. Here are a few examples of this work:

Early Years and Junior School Programme of Inquiry

In our Primary Years Programme (PYP), we focus on six transdisciplinary themes, which are covered yearly throughout the Programme of Inquiry. This year, Early Years and Junior School faculty teams came together to identify areas where we can incorporate topics and competencies related to our DEIJ Scope and Sequence. As part of this review, we focussed on identity

from the perspectives of race, culture, ethnicity, and religion, and examined where we can introduce and learn about sexual orientation and gender identity, physical disabilities, and neurodiversity in age appropriate ways. Furthermore, grade level teams worked to make authentic connections to implement the First People’s Principles of Learning into their Units of Inquiry to help decolonise our curriculum by bringing Indigenous perspectives into our teaching and learning.

From as early as preschool, students begin to explore their own identities. They make connections and explore the similarities and differences with others in their classes. As students progress through the PYP, they are exposed to more complex concepts, such as culture, traditions, and Indigenous history, building upon their previous learning.

As they reach the end of their time in the Junior School, students take part in the PYP Exhibition, which enables students to carry out inquiries into areas they are passionate about.

Over the last school year, groups focussed on themes such as equity in sports, racial equality and how Indigenous Peoples are impacted by nonIndigenous choices.

Life Skills and Character Education

In Grades 6 to 12, students focus on various elements of identity over three lessons throughout the year. They explore the topics of race, culture, ethnicity, gender identity, sexual orientation, age, and ability in a developmentally appropriate way to better understand themselves and others. We examine how the interconnectedness of various identities interacts to make each of us unique and shape our lived experiences of privilege and oppression. Students examine the connection between understanding one’s identity and its impact on our overall wellbeing in promoting self-acceptance, a sense of belonging which enables us to make decisions that are in line with our values and beliefs when presented with challenges and adversity.

Global Citizenship

This Grade 10 course was revamped to enable students to become responsible and active citizens within their diverse communities. The focus is on instilling the importance of being critically thoughtful, empathetic, and informed citizens who value an inclusive, diverse, and equitable society.

Students are encouraged to reflect upon their role as either ally, advocate, and/or activist as they engage with the values of diversity, equity and inclusion in their communities.

Global Citizenship 10 explores historical, social, economic, and political developments and how they impact the lives of individuals, groups, and communities in Canada,

including First Nations, Métis, and Inuit People, and globally since 1900. Diversity, equity, and inclusion are examined through five key areas: social injustice, policies that apply to human rights, causes and consequences of conflict, and environmental injustice and the impacts on low income people of colour around the world. As an example, one of the course units includes analysis of the Iranian revolution of 1979 and the consequences and connections to current events such as the protests over Mahsa Amini’s death and Islamophobia.

See pages 29 and 30 for more examples of how we are embedding Indigenous Education into many areas of our teaching and learning, across grade levels.

Arts Education Through a DEIJ Lens

Making art is courageous. The bravery of a first stroke on a blank page, a first step onto an open stage, a first note when you don’t know how it will sound… Our Arts classrooms can be places where everyone can be brave. But how do we make sure that everyone belongs?

Alina Ianovskaia, Upper School teacher, reinforces that the goal is to have students in the driver’s seats of their journeys, echoing our priority in putting who they are, and their identities, at the heart of the process. Meaningful art is often created when it stems from ideas that are personal, so we must create a safe space for vulnerability. Priming any class with this rule is vital.

Whether it’s structured or student-led, the artistic process always begins with inspiration and brainstorming.

explains Nick Fabin, Middle School teacher. Students at Mulgrave are encouraged to look beyond what they see and to think critically about symbolism and what it may imply beyond the norms and constructs of our society.

Moving away from the most common perspective to teach through and lifting underrepresented voices is the root of anti-oppression education.

Music, dance, and theatre are literacies that are often rooted in tradition and ritual. They have origin stories from all around the world, not just in Western cultures. Therefore, it is important that when we teach performing arts, we explore all of its histories.

Amanda N, G10

Medium: Acrylic and graphite on wooden panel Size: 36”x26”

This work challenges the audience’s emotions and reactions to controversial topics presented through social meda. A combination of contrast, values, and colour accentuate the importance of realisation and the ongoing issues. The artist recognises the impact of social meda presence on her own worldviews and values as well on millions of people with different views.

Western music, theatre, and dance education are based heavily on the creations of white males - think Bach, Shakespeare, and Balanchine. This was a strong impetus for decolonising the performing arts curriculum, even before I arrived at Mulgrave,” shares Sarah Bernstein, Director of Performing Arts. “With Cynthia’s support and through our faculty anti-bias, antiracism course this year, our team has a stronger foundation of understanding to continue moving forward in this process.”

We always choose examples of artists who work with the ideas we want to inspire and aim to have diverse perspectives when it comes to representation,”

A focal point has been highlighting multiple perspectives and voices within performing arts, from inviting guest teachers who are experts within a music, dance, or theatre tradition from different parts of the world to building relationships with Indigenous creators who can guide our students in learning and creating Indigenous-inspired works.

Maia R, G11 Relevance

Medium: Acrylic on canvas

Size: 122 x122cm

This piece explores the relevance that people have to one another. It explores the human convention of favoritism and neglect for differing people with different relevance and was initially inspired by governments differing responses to exterior issues. This piece was created with acrylic on canvas. It was first made with a base painting and then an outline. There was a lot of consideration that went into the symmetry of the piece to convey a theme of cohesiveness within the centre piece. The painting was then layered with shading and highlights until complete.

adds Sarah. Part of the work is recognising that the line of cultural appropriation is very present. “We continuously educate ourselves on what is appropriate and what is not.”

The team has also incorporated more opportunities for student-led performances.

The Senior School Cabaret, which included a series of performances artistically directed by students, as well as the Senior School production of The IT, which gave students the chance to approach and grapple with material that was relatable to them, are great examples of this from the 2022-23 school year.

We don’t tackle elements or concepts we can’t speak to or don’t understand without the support of cultural leaders who do,”

The IT, SS Production

The IT, SS Production

A Place for Everyone: Athletics at Mulgrave

Character, Commitment, Confidence, Communication, Heart. These are the values that underpin the athletics programme at Mulgrave. Students who choose to be Titans are challenged and supported in their pursuit of personal best and have opportunities to develop core skills of leadership, discipline, strategy, and resilience. Whether it’s on the pitch, on the court, or on a difficult course, Mulgrave’s student-athletes experience a journey of selfdiscovery that is shared with their teammates and cultivated by their coaches.

Over the past two decades, our Titans have been led by Athletics Director Claude Leduc. When he started in 2004,

Mulgrave had a handful of teams but only a few sports had more than one team. Though interest was high, students were over-committed, so consistent attendance, and therefore the development of athletic excellence, was challenging. At the time, the school’s facilities were limited to the Wallster Gym, a covered outdoor field house ‘gym’, and the playing field. Humble beginnings, indeed. With a consistent goal of growing student participation and increasing opportunities for athletes of all skill levels, Coach Leduc built a programme from scratch that is now characterised by its breadth and depth and its inclusion of myriad sports and athletic abilities.

Build it and they will come. One might think we are referring to the stunningly beautiful and well-outfitted Athletics and Performing Arts Centre with this phrase, but in reality, it is less about facilities and more about passion for sport and its innate benefits. Through creative scheduling, partnering with talented coaches, and a zillion hours on campus (barely

an exaggeration!), Coach Leduc and his team have created a culture of inclusion and unity forged from competition, heartbreak, elation, and friendship. Today’s Titansbeginners to a sport, elite-level athletes, and everything in between - have opportunities to compete whether they are G12 B team students who delight in celebrating their teammate’s first ever ace or members of the Varsity Girls Basketball team who gave blood, sweat, and tears in pursuit of Mulgrave’s first-ever first place finish at Provincials.

No matter their experience, there is a Titans jersey for every student and a school full of teammates waiting to cheer them on.

15 50 54 7 62.6% Sports Teams Coaches (all Mulgrave Staff)

B Teams (1 Soccer, 1 Badminton, 1 Volleyball & 4 Basketball)

Overall School Sport Participation Rate (on at least 1 team)

The Importance of Personalisation in Outdoor Education

One of the main challenges that faces our Outdoor Education team at Mulgrave is the misconception that only rugged, fit, and ‘outdoorsy’ individuals are the types that enjoy intrepid adventures when, in fact, careful planning goes into outings that are personalised to every level of experience, fitness, and confidence. They reflect on each of our programmes and continuously ask themselves,

Can everyone feel like this is a programme for them?”

And they keep adjusting and adapting until the answer is, “Yes.”

of nature all contribute to wellbeing and build resiliency. And don’t we want our children to engage in healthy, non-online experiences that bolster health and physical activity?

The purpose of our school’s investment of time and resources in outdoor pursuits is centred on the research-based knowledge that disconnecting from technology, focussing on social engagement, and being surrounded by the beauty

As just one example of our efforts to make experiences more welcoming and inclusive, this past winter, our Grade 10 students were presented with a tailored camp programme that invited them to choose their own adventure. With black, blue, and green pathways (a nod to ski slope ratings), students could choose their level of challenge - from multinight outdoor winter tenting at the top of a mountain to warm cabins and skating, snowshoeing, and skiing - and embrace the experience of a real winter wonderland with friends and teachers.

“I was in blue camp with many of my friends, and we went to Manning Park,” says Grade W, G10. “I’ll admit, the first night was challenging. It was very cold and that made simple tasks more difficult. However,

I loved the experience! My friends and I still talk about it all the time, plus the next two nights in cabins were amazing. Everyone loved it.”

As we reflect on the past year’s successes and challenges, we recognise that a personalised approach to providing diverse, high-quality OE activities is the best way to be inclusive. We want to meet our students where they are and inspire them to find joy in these shared adventures.

See the QR code for the camp brochure.

The Value of Diversity Focussing on Faculty & Staff

Mulgrave’s faculty and staff are our school’s greatest strength. The depth of expertise, passion for teaching and learning, and caring nature of this team are extraordinary. However, when we look to make change in systems, we have to also assess the systems themselves. We’ve challenged ourselves to look inward for opportunities to learn, grow, and improve our school to make it a safe and welcoming place for all. A few key initiatives of the 2022-23 school year include:

Increasing Diversity Amongst Faculty & Staff

After receiving valuable feedback from Mulgrave alumni, one of our strategic goals became to increase the diversity among faculty and staff. There are several reasons why this is important for our community:

• Representation: When students see people who look like them in positions of authority and leadership, they are more likely to feel valued and empowered.

• Cultural understanding: A variety of cultural perspectives and experiences helps students learn about different cultures and ways of life, as well as different epistemologies, or ways of knowing. This increases their cultural awareness and intercultural competence.

• Role models: When students see people who have overcome similar challenges and achieved success, they are more likely to believe they can do the same. This is particularly important for students from underrepresented backgrounds.

• Improved teaching and learning: A range of teaching styles and approaches to the classroom benefits all students. It can also create a more dynamic learning environment where students are exposed to different ideas and perspectives.

• Preparation for the real world: In today’s increasingly diverse society, it is important for students to learn how to work with people from different backgrounds and with a variety of communication styles. A diverse school faculty and staff provide opportunities for students to interact with people who hold cultural, racial, or ethnic identities other than their own.

Anti-Bias, Anti-Racism (ABAR) Training

This 21 lesson, four module course has been designed to raise awareness and understanding of bias and racism, and to develop skills and strategies for combating these issues, both personally and systemically. The training aims to promote diversity, equity, and inclusion in all aspects of the school community, focussing on Mulgrave’s most vulnerable community members.

Over the 2021-22 school year, our school leadership team took the course and now our entire faculty and staff have embarked on the year-long virtual course which was punctuated with face to face sessions to provide support and to help deepen the discussion.

Course content is available on our website in the Diversity, Equity, Inclusion, and Justice section.

Listening Circles

Listening Circles, also known as restorative circles, are a powerful tool used to foster communication, empathy, and understanding among students and staff. At Mulgrave, Listening Circles were used to create a safe and respectful environment for vulnerable community members to share their thoughts and feelings without fear of judgment or interruption. Segmented into events for students and faculty/staff, these events were scheduled thematically to focus on various topics such as gender and racial identity. Everyone interested in the theme was welcome to attend.

Leadership Book Studies

In addition to completing the ABAR course, members of Mulgrave’s leadership team have engaged in book studies using the following books:

• Inclusive Conversations by Mary-Frances Winters

• Culture, Class and Race by Brenda Campbell Jones, Shannon Keeny, and Franklin Campbell Jones

• We Are Not Here to Be Bystanders by Linda Sarsour

• Biased by Jennifer L. Eberhardt

• Diversity, Equity and Inclusion for Trainers: Fostering DEI in the Workplace by Maria Morukian

Indigenous Education In Action

Mulgrave’s Indigenous Education programme is central to our commitment to Truth and Reconciliation (Canada’s official attempts to reckon with the shameful legacy and ongoing intergenerational impacts of residential schools).

A school-wide Indigenous Education Coordinator guides our teaching and learning in this area, working with students, faculty and staff, families, our Board, and school leaders to advance our efforts towards Truth and Reconciliation, promote First People’s Principles of Learning, decolonise the curriculum, develop an appreciation for the richness of Canadian Indigenous cultures and worldviews, and cultivate mutually beneficial and authentic connections with local Indigenous communities. Here are a few examples of our efforts in action:

Early YearsOutdoor Education

In the Early Years, students love our school trail and getting outside, and recognise how fortunate we all are to learn and play on the land of the Squamish Peoples. Ms. Georgia from the Outdoor Education team often joins classes to incorporate Indigenous knowledge into explorations. A favourite lesson was when she took Kindergarten classes out to look for cedar. Students learned that cedar is incredibly important in local Indigenous

cultures and is sometimes called the ‘Tree of Life’ as it is used for so many things, such as ceremonies, celebrations, and medicine. To tell if a tree is a cedar, Ms. Georgia says you need to think of a snake and cedar boughs have a texture that looks just like snake scales. They also have two little points on the end like a teeny-tiny snake tongue.

Junior SchoolGrade 4 Acts of Reconciliation

During their How We Organise Ourselves unit of inquiry, students inquired into the changing relationships between settlers and Indigenous Peoples throughout our history and the impacts of colonisation and assimilation on Indigenous Peoples’ rights and ways of living. After learning more about the experiences of Indigenous Peoples across Canada, students also looked into the roles and responsibilities of institutions and organisations in the reconciliation process. They decided that, as individuals, we can all take action to reconcile as well. Our students hope you are also inspired to make your own commitments!

Middle School - Grade 8 Interdisciplinary Unit

Students in Grade 8 participate in an Interdisciplinary Unit (IDU) that focusses on Indigenous storytelling, the formation of Earth, and conversation. In sciences, they learn about Two-Eyed Seeing - gaining knowledge from Indigenous and Western perspectives. Students are challenged to reflect on how they gain knowledge and how different perspectives can strengthen their understanding of the world. Their final assessment looks at salmon conservation and how best practices from Indigenous and Western technology can be utilised.

Senior SchoolGrade 10 English

Scan the QR code to learn more about Grade 4’s acts of reconciliation

Through a social studies lens, students examine how cultural practices reflect environmental conditions and can be guideposts for sustainable development and living. By bringing in creation stories from local Indigenous communities, students are encouraged to consider the role of perspective and voice. To better understand the world, this IDU challenges students’ ideas of where information comes from. They deconstruct and decolonise the ways they learn by using oral stories and Indigenous perspectives to foster diverse ways of thinking and learning.

2022-23 was the first year of our new Grade 10 English course, Indigenous Literary Studies. Students have explored a range of themes and concepts, such as the interconnectedness between identity and language, the loss and appropriation of Indigenous cultures, the legacy of residential schools, intergenerational trauma and resilience, oral storytelling, Indigenous perspectives and ways of knowing, and our relationship to the land. A variety of text types examined these themes, including nonfiction essays, novels, a play, poetry, and graphic novels. Non-literary texts such as posters, photography, opinion articles and political cartoons have also been introduced.

Together, classes have come to understand the power of Indigenous literature and texts in decolonisation and the process of Truth and Reconciliation. The English Department is keen to continuously evaluate and improve how we respectfully bring in Indigenous voices whilst preparing our students to engage with confidence in our collective journey of Truth, Reconciliation, and ReconciliAction.

Learning Through Experience

In February 2023, 10 members of our faculty and staff ventured to Winnipeg, Kenora, and Shoal Lake for an immersive Indigenous Education experience grounded in Truth, Reconciliation, and ReconciliAction. Why there and why then? Winnipeg is home to Canada’s largest Indigenous population and, from an eastwest perspective, is in the centre of the country. As such, it’s where the National Centre for Truth and Reconciliation has been purposefully placed. The surrounding area also provides many opportunities for broader perspectives and insight. Going in February allowed the team to experience some of the harshness of the region’s winter months and the challenges for remote communities.

Day 1: Kenora, Cecilia Jeffery Indian Residential School Memorial, Iskatewizaagegan Independent

First Nation #39

“This was devastating. The Cecilia Jeffrey Memorial was a multi-layered experience that echoed deep. It was just one site of over 139 residential schools in Canada; one site with lost children, lost stories, lost history, and lost culture; one site where children suffered. It closed the year I was born and the legacy of suffering that was all around me because I grew up near the location. But as a white Canadian, I never knew because I was never directly affected.”

“Connecting and learning with the elementary school and community of Iskatewizaagegan is an example of reconciliaction. Connecting in a humble way with community, exploring the trap lines and embracing new ways of knowing is another step forward.”

Day 2: National Centre for Truth and Reconciliation

“Our visit to the NCTR was of course rooted in truth, but we made commitments there. These commitments were personal, professional, and on behalf of our school. The orange bows with children’s names that never returned from residential schools were our symbolic gesture of continued reconciliation.” (The string of bows gifted to the NCTR was from our Orange Shirt Day project; read more on page 34.)

The itinerary of the trip was as follows, along with some brief reflections from participants.

“While I thought I would leave the NCTR feeling distressed and very heavy-hearted, I was surprisingly inspired. We learned many truths about residential schools, but also that each and every act of learning, sharing, advocacy, and support counts towards reconciliation; nothing is too small.”

Our deepest gratitude to Raquel Teibert, Indigenous Education Coordinator and Upper School Teacher, and Drew Vodrey, Upper School Teacher, for guiding this learning experience with such commitment and heart.

Going on this trip with this group of people changed me. The learning was invaluable. Having the time and space to share and connect with each other was so valuable.”

Day 3: Winnipeg Museum, Museum of Human Rights

“The Winnipeg Museum tied together so many of the things we had seen and experienced over the previous few days while introducing so much more context around treaties, history, and culture.”

“Our visit to the Museum of Human Rights was another aspect of reconciliation, learning forgotten perspectives and ways of moving forward. Senator Murray Sinclair stated that education got us into this mess, and education will get us out of it.”

Day 5: North End - Setting of The Break by Katherena Vermette

“Our Grade 10s read this book now, and we all did so as well prior to the trip. Seeing the actual place where it is set, brought everything into sharper focus. The contrast between the beautiful, tourist face of Winnipeg and the bleakness of the North End was so evident. The divide is very real and left us all motivated to help find ways to close the gaps created by our systems and societal norms.”

The Impact of Our Learning

Building A Strong Foundation

This is the second time this professional development trip has been offered to Mulgrave faculty and staff. Kathryn Clark, Senior School Teacher and Science Curriculum Coordinator, attended a few years ago and continually makes connections with her learnings.

Day 4: Winnipeg Art Gallery, Festival du Voyageur

“Story-telling through art was a profound way to learn more about Indigenous experiences. Following Robert Houle’s (Saulteaux Anishinaabe, Sandy Bay First Nation) journey from the pain of residential school and memories of abuse through to his incredible work as an advocate for First Nations artistic representation and sovereignty was very impactful.”

“Learning, enjoying, and celebrating Indigenous culture is a form of reconcili-action. The time we had at Festival du Voyageur and celebrating Metis culture shows another way forward with respect.”

“When I think about reconciliation, I think about the team of educators on this trip and the energy they brought back to our school. Their ‘mini missions’ to further our journey with Truth and Reconciliation are true testaments to their commitment to this work. Education can be a force for social change, and educators can be the guiding light for our future generations. As Indigenous Education Coordinator, I am emboldened by the passion of this team and the dedication they bring every day to bettering our school community.”

“Due to this trip and the people on it, I have committed to reconciliation. The connections to the land, people, and stories will forever give me the strength to continue on this journey. I am proud of all that we have done in the JS to educate our children and to take action to build trust amongst Indigenous communities.”

“The trip deepened my ability to feel more confident in my understanding of Indigenous Peoples in Canada; I wasn’t born here, so it accelerated my journey of understanding. I’ve been able to make deep connections such as linking the importance and vulnerability of my first smudging ceremony to a newfound mindfulness of cleansing our thoughts and spaces, and the parallels between colonialism in this country and the impact of missionaries on Indigenous Peoples in Fiji and their ways of knowing and doing (while on a GEx trip with students).”

As we build on the foundation of discovery and commitment from the first team with the second, we build even more momentum within our school community toward authentic and meaningful uncovering of Truth and acts of Reconciliation.

A New Approach to Our House Structure

Mulgrave has had a house structure for many years, with competitions and events designed with an emphasis on participation and enjoyment. In 2022, students initiated a process to change our house names. They were particularly concerned that while Winston Churchill is an important historical figure, some of his views did not align with the values of our school and the focus of our DEIJ work and so, his name should not hold such a prominent position in our school.

Following an extensive consultative process, students decided that instead of having houses named after people, we should adopt the theme of ‘local’ animals instead. Junior School students researched options, practised persuasive communication, and ultimately voted on their favourites.

We partnered with members of Sḵwxwú7mesh Úxwumixw (Squamish Nation) to design new house graphics and learn the stories and symbolism of our animals. The beautiful images and their meanings were shared with our community as part of our National Indigenous History Month celebrations. We extend our deep gratitude to Ryan Johnston for his gorgeous artwork and Sxwálhkin (Pete Natrall) for his wisdom and guidance.

Nsxíp’im is known for its speed, energy, and ability to fly effortlessly. They are considered a protector of the sky who provides personal insight and is a messenger of a higher state of consciousness and observation.

Sp’a’ḵw’us is considered to be a messenger of our thoughts and prayers to the creator and it is believed to have the ability to fly between the physical and spiritual world to carry these messages. The feather is very sacred and is used in various cultural ceremonies and regalia for many First Nations.

Yèyews | Orca

Yèyews are highly social, intelligent, and familyoriented and will spend a lifetime with their pod. They are considered to be guardians of the sea and are well respected for their strong family ties and social group behaviour.

Our House Stories

Takaya symbolises loyalty, family and community. They are social, communicative creatures, hunt in packs. Being very family-oriented, they watch over their young and protect their elders. They are fierce, strong, social, and loyal animals.

The exercise of changing our house names was useful in helping us understand that we have work to do to fully understand the often obscure messages we give our students and the need to provide resources from cultures beyond Western colonial traditions.

Sp’a’ḵw’us | Eagle

Takaya | Wolf

Nsxíp’im | Hawk

Shared with us by Sxwálhkin (Pete Natrall), Sḵwxwú7mesh Úxwumixw (Squamish Nation)

Remembering the Children

For our community, wearing orange on September 30th is one way to uphold survivors of the residential school system, honour their families and their healing journeys, as well as commemorate those who did not return home.

Throughout our school, learning was age-appropriate with content, discussions, and reflections being sensitive to the difficult subject matter.

With guidance from the National Centre for Truth and Reconciliation and aligned with their 2022 theme Remembering the Children, this year’s full school activity was particularly symbolic. Students used the NCTR database to learn about children at residential schools in specific locations. They then inked the names of children who did not return home on orange ribbons and tied them on strings to create a collaborative art installation that continues to be displayed at the top of our atrium staircase. “There was a somber disposition during the activity, but it was a good opportunity for students to better connect to the realities of colonisation in Canada and build on their previous Indigenous learning,” shares Drew Vodrey, Upper School teacher and DP TOK Curriculum Coordinator.

In Grades 3-6, students connected Truth and Reconciliation to their Units of Inquiry. “We talked about how norms can influence how we present ourselves, and how children in residential schools lost their sense of identity and self,” explains Megan Pakulak, Grade 4 teacher.

For our youngest learners in preschool to Grade 2, teachers guided conversations about land acknowledgments and Orange Shirt Day history through reading materials. After looking at the books Amik Loves School: A Story of Wisdom by Katherena Vermette and Learning My Rights with Mousewoman by Morgan Asoyuf, Ts’msyen, students in Kindergarten decorated paper orange shirts with drawings and writing about what every child deserves to have growing up.

During our National Day for Truth and Reconciliation, and every day, we urge all members of our community to take time to learn more about the important topics related to our country’s history and the ongoing intergenerational impacts of the residential school system.

My students were surprised and angry that this was allowed to happen and reflected on their ability to speak their language and celebrate their culture at Mulgrave. Many wanted to know what action to take to make things better.”

Celebrating Black History Month

February at Mulgrave was filled with diverse offerings of activities in recognition and appreciation for the history and contributions of people of the African Diaspora in recognition of Black History Month.

and professor at Emily Carr led our Upper School students in creative writing exercises that encouraged them to explore their creative brains and disconnect from the idea of perfection.

We kicked off the month with motivational speaker, Jeff Martin from Toronto, who shared his stories as an Ontario police officer and how that experience inspired him to give talks about bias perpetuated by the media, society, and even sometimes our own families.

We then hosted Ameilee Laboucan, a Black and Indigenous (Cree & Métis) woman, grad student, and journalist who discusses representations of Indigenous women in legacy newspapers across Canada. She shared

her experience growing up in BC with three marginalised identities and how they have influenced her to advocate for herself and her community while educating others on how to be better allies.

We also explored creative arts with two incredible individuals. Naomi Owobowale, a charismatic storyteller from Surrey, shared West African stories with our preschool and Kindergarten students that celebrated the beauty of differences and culture. Cecily Nicholson, a published poet

As a grand finale, we enjoyed Caribbean fusion fare provided by The Loft Lounge located in the West End of Vancouver. Faculty, staff, and students sampled their signature jerk chicken along with curry chicken, beef, veggie, and chicken patties, as well as jollof rice and rice and peas.

Art & Soul by Nick Fabin

Over the 28 days of February, visual arts and film teacher, Nick Fabin, displayed 28 mixed media portraits of Black musical artists. A piece was added each day to a display in our theatre foyer. The celebration of these artists raised awareness of their work, with QR codes linking to some of their musical repertoire.

June: National Indigenous History and Pride Month

Across Canada, and in most local schools, June is celebrated as both Pride Month and National Indigenous History Month. In reflection of our values and our aspirations for a more inclusive and understanding society, we recognise both at Mulgrave with a range of age appropriate activities.

National Indigenous History Month

Across Canada, we honour the rich history, heritage, resilience, and diverse cultures, as well as the outstanding contributions of First Nations, Inuit, and Métis Peoples.

In 2023, we celebrated by introducing our beautiful new House graphics, which were created by members of the Squamish Nation (see page 33 for more detail), and updating our approach to our land acknowledgements to be more meaningful. These important statements should

never be performative and to demonstrate our ongoing commitment to learning, we will update our land acknowledgement throughout the year to share those that have been created by students.

Pride Month

This global celebration is rooted in recognition of the historic Stonewall Riots in New York in the 1960s, which are widely regarded as the birth of the LGBTQ+ human rights movement. To ensure future generations understand and honour these rights, we work to raise our community’s

awareness and understanding of differences in gender expression, gender identity, and (for older students) sexual orientation. For our youngest students, our goal is simply that they acknowledge and value differences in people.

As students develop, we want them to also understand the identities of others and how these can lead to both opportunities and challenges of prejudice and discrimination.

Events during Pride Month included a charity bake sale and full-school Rainbow Civvies Day with proceeds going to Qmunity and The Foundry, local associations that support queer youth. Middle School students also read books about inclusion to Junior School grades, and for Upper School students, there were events such as sharing circles and a make-up tutorial.

We’re All In This Together

As they sang in High School Musical, “We’re all in this together. Once we know that we are, we’re all stars and we see that we’re all in this together. And it shows when we stand hand in hand. Make our dreams come true.” Nothing could have been more true at our Best of Prom Gala in May 2023.

As aptly put by Hunter S-T, Class of 2023, helping people that don’t necessarily have the opportunities, that can go a long way…they have no idea what they can be until they see those opportunities laid out in front of them.”

Dubbed a prom to honour John Wray, who is ‘graduating’ from Mulgrave after 13 years of incredible leadership and service, the event’s purpose was to celebrate our school’s wonderful community while raising funds for our Financial Assistance Programme (see more on page 8) - two things that are near and dear to John’s heart.

More than 400 members of the Mulgrave family gathered for the cause and disco balls and glimmering lights dazzled the crowd (some of whom even showed up in their actual prom dresses!). There were many highlights of the evening, including the energy of our Grade 11 student MC, Jaiden A; incredible live and silent auctions; and student performances by the ever-

popular Rock Band, Kiana P (G10), Stage Band, and K-Pop Dancers. But a true standout moment was when the entire room’s attention was focussed on a video featuring students, parents, and faculty that explained the need and impact of our Financial Assistance Programme.

The event was an enormous success, raising $728,000 for the newly created John A. Wray Legacy Fund, within our endowment. We thank our dedicated parent co-chairsNatasha Bak, Elnaz Ghandchi, and Echo Liu - as well as our many volunteers, generous sponsors, and caring donors, for giving so willingly to support this cause. It is, as John says at the conclusion of the video, “the most important investment you can make.”

Scan the QR code to view the video.

Sharing Our Cultures

We are fortunate to have students in our communities whose families hail from almost 40 countries around the world. Creating cross-cultural understanding and intercultural competencies is important not only to support the individual identities of our students, but also to prepare them to thrive in an interconnected global society.

foods such as pomegranates, cinnamon, and lemons), and Grade 3 parents and loved ones visited classrooms to share their culture’s food, traditional clothing, traditions, celebrations, and beliefs and practices.

In early 2023, we were also delighted to reintroduce our community Lunar New Year celebration. More than 800 members of our community welcomed the Year of the Rabbit with a grand weekend event that featured student performances, art activities and games, and of course, tasty treats.

By learning about and celebrating the traditions that members of our community practise and cherish, we help foster an appreciation for the world around us, both near and far. Through our acknowledgement and honouring of special events - be that in classrooms with parent volunteers or through large-scale community events - we aim to promote understanding and empathy while also empowering students to embrace their heritage and cultural identity with pride.

Our Primary Years Programme learners explore cultural traditions and expressions through their Who We Are and How We Express Ourselves Units of Inquiry. Some examples are preschoolers who embraced the IB Learner profile attribute of risk-taking by trying delicious snacks from around the world, Kindergarten students who share their own experiences with celebrations such as Yalda (an Iranian winter solstice festival, which as per Emma M, involves singing and dancing and special

This event comes together with the incredible effort of a huge team of parent volunteers and we extend our gratitude for their energy and commitment.

Another traditional Mulgrave event, our celebration of Norouz and Navroz, Persian and Ismaili New Year, took on a different tone in respect of global events.

While parent volunteers still infused our spaces with the symbolic displays of these celebrations, we did not host a community gathering in reflection of the difficult circumstances in Iran.

As Head of School, John Wray, wrote to our community, “I know this new year milestone may bring mixed emotions. While this is often a time to look forward with hope and optimism, that is difficult this year as human rights allies and advocates continue to face persecution, violence, and death. In respect of these circumstances, we are not hosting a party at school, and instead, ask that all members of our community take a bit of time to learn or reflect on what is happening in this part of the world as well as other places

where people do not enjoy the freedom of thought and identity that many of us do.” The Haft Sin displays around our campus, however, reminded us of the positivity of this celebration of renewal.

The beautiful presentations are symbolic in the inclusion and arrangement of seven items beginning with the letter ‘S’ to welcome the first day of spring. For example, Seeb (apples) represent health and Serkeh (vinegar) symbolises patience and age.

So whether we learn through classroom explorations of cultural traditions through music, storytelling, and research, or revel in the joy of culinary experiences and community gatherings, these activities all help us build connectedness and understanding of one another.

Find Your Fit Choosing Your Next Step

Finding the right fit for post-secondary study and adventures is a deeply personal experience for our graduates.

Through self-reflection and joint exploration with their university counsellor and loved ones, they are able to uncover the things that are most important. That might be a particular programme of study, extra-curricular passions, or personal connections that they hold dear.

Scan to learn more about the Class of 2023

Vanda Vaziri Kashani Gap Year | International Relations & Human Rights Barnard College

With engagement in speech and debate throughout her time at Mulgrave, coupled with an interest in law, Vanda has a strong foundation upon which to fulfill her ambitions to speak up for the voiceless. When deciding to pursue social justice in post-secondary studies, Vanda targeted universities in metro areas with liberal arts programmes. She is most appreciative of the personalised advice her counsellor gave to her as she conducted her research. Before attending Barnard

College, Vanda is taking a gap year to travel to her home country of Iran. She aims to connect more deeply with her culture, while also taking time to learn from those fighting for change. “The word cause is so fitting, although I cannot pick just one; I am passionate about all of them! Mulgrave has taught me how important it is to engage in service and use my privilege for the betterment of society. I am committed to making an impact.”

Joyce Qi | Molecular Biology Massachusetts Institute of Technology

Parker Taylor | English University of Southern California

Max Zhang | Computer Science Boston College

Mia Ruse | Kinesiology & Psychology University of New Brunswick

Amrita Dhillon | Veterinary Medicine University of Alberta

Sebastian Calderon | Gap Year

Hunter Stefani-Thompson | Health Sciences Western University

Karina Gulamani | Business Undecided

The Power of Community

Dear Mulgrave Community,

I hope this letter finds you in good health and high spirits, surrounded by the vibrant energy that permeates our remarkable community. As I reflect on the profound impacts of our alumni in advancing diversity, equity, inclusion, and justice initiatives within their immediate circles and far beyond, I see them as the torchbearers of our school’s vision and values. They draw upon their diverse experiences and backgrounds to propel change and foster a culture of inclusivity that is instrumental in shaping a more equitable and compassionate society.

It is truly remarkable to witness the transformative power of their contributions. Engaged in grassroots movements, community-based organisations, and advocacy groups, our alumni are addressing systemic inequities and injustices that persist in our world.

That said, our alumni are committed to creating a better future for others and pushing through barriers and uncomfortable conversations, even if it is an arduous and complicated process.

I invite you to delve into the stories shared by Kian Abghari ‘08, Ashleigh Kearns ‘14, and Mac Walsh ‘19 on the following pages. These narratives encapsulate the essence of their journeys and offer a glimpse into the transformative power of unity, empathy, and unwavering dedication. As we navigate the ever-changing landscape of our society, let us remember that the strength of our community lies in the collective commitment of our alumni, students, families, faculty, and staff.

With deep appreciation,

Rachel Johnston (she/her) Alumni Relations Coordinator Class of ‘14

Actively engaging in social justice movements and advocacy is not only a challenging process, but is also one that can also be very emotional.

Shake It Up By Ashleigh Kearns

Mulgrave Class of 2014

I became heavily involved in the dance community in August of 2021 when I joined the Front Desk team at iDance Vancouver. I have been dancing most of my life and it would often be my favourite pastime, my favourite place to be…

until I was bullied for my size. I hadn’t experienced anything quite like the belittlement I felt when I walked into the dance studio. The space I loved so much quickly became tainted. I told myself that my dreams of becoming a dancer had to be put on the back burner until I lost weight. But dance always had a place in my heart. In 2018, I saw a performance by Luminesque Dance where I witnessed such a diverse range of bodies, levels, and ages, absolutely killing it on the stage. I told myself I would be a part of that. And I did, I’ve danced with Luminesque ever since. This company relit my flame and nurtured my foundation in heels dance (performed in high heels).

One day, while working at iDance, someone needed a sub for their heels class. My boss asked me if I wanted to do it

and at first I thought she had the wrong number; I’d never taught a dance class before. I was nervous but also extremely excited. The class went off without a hitch and I instantly felt the calling to do it over and over again. Soon, I was teaching my own weekly classes! I was so grateful, and I was learning each step of the way. Dance became so important to me again, which also led to past body image trauma resurfacing. After watching Lizzo’s Big Grrrls, something in my soul changed forever. I knew I could

shameful environment. Point blank, fat people can dance just as well as skinny people. We just needed to give them a chance.

I have successfully hosted more than half a dozen Plus Size Dance Parties and they have been fantastic. Everyone feels a great sense of community and shared fun; we can look in the mirror and celebrate our bodies just as they are. Because of the success of these workshops, I have recently launched weekly fat-only

be a dancer, and a great one, and I knew I could change the dance community here in Vancouver. I wanted to create a space where size never matters, to the point where people don’t even need to think about it. In June 2022, I launched my first Plus Size Dance Party, a dance space exclusive for folks in a larger body. So many other dance spaces are exclusively for people of a much smaller, much more specific size and that can be a very hazardous and

classes so folks can dance with me on a more consistent basis. I honour the diversity of the dancers I get to work with and it’s important to me that these spaces are inclusive. I want to take comparison out of the game and I want to take away any thoughts of not being good enough, but most importantly, I want to reclaim the dance space. It’s not just for skinny people anymore; me and my fat friends are here to shake it up.

Unity Through Revolution

By Kian Abghari Mulgrave Class of 2008

I’ve always been proud of being an Iranian Canadian. I’ve been blessed to come from the ancestral Persian roots that were the basis of a constitution and a civilised society and in 1996 I was given the opportunity to be raised in Canada, where I got to live ‘free’.

My years at Mulgrave helped me understand the importance of inclusion through projects, social clubs, and annual trips to countries around the world. I was exposed to a variety of cultures and got to meet people who made me value my life so much more and appreciate the differences we all share.

Being Iranian has always given me a sense of pride but there has also always been the negativity posed by the Iranian government that has caused

me to refer to myself as Persian instead. Since the start of the first modern-day, womenled revolution that started in Iran in September 2022, I’ve never been prouder to call myself an Iranian. These past seven months I’ve witnessed relentless bravery from so many young women and men in Iran. Their drive to protest despite the consequences they face is inspiring. What I’ve enjoyed most though is the unity that has been brought about within Iranians in the diaspora.

Our Newest Alumni

Whether attending protests, sharing issues on social media, or calling on elected officials throughout the world, I’ve never felt more involved in who I am.

For those of you wondering if this revolution is still taking place, the answer is yes. Thankfully though due to the efforts of so many thousands of people on social media and more importantly on the ground in Iran, it is now being covered by actual media. There is a clear group of leaders forming an opposition and in time, hopefully, the world will unite in supporting the Iranian people to have a fair and true referendum that will let them choose the future of their country.

This year, we say farewell to two long-serving members of the Mulgrave team and welcome them to our alumni family.

Nicola Read Teacher - 28 Years

Nicola has been with Mulgrave almost since the beginning and her heartfelt teaching style has left an indelible mark on many students who are more passionate about the arts and writing, better critical thinkers, and fiercely independent. She’s had an incredible impact

through her teaching, leadership in the development and design of our new PYP Makerspace, and mentorship of colleagues in their pursuit to honour student work through visual displays. Nicola will be remembered for her wonderful sense of humour and abilities as a great storyteller (with so many stories to tell after chaperoning years of Eastern Canada trips!).

The Impact of Advocacy

By Mac Walsh

Mulgrave Class of 2019

As someone who is autistic and queer, I grew up in a world not meant for me. I frequently found myself having to advocate for myself both in school and out.

Throughout my time at Mulgrave, I witnessed both the good and the bad and within that, saw a lot of growth. There were shifts both in policy, as well as day to day experiences. Policies included things such as dress code changes and pronouns in emails. Day to day, changes in language use and attitudes were noticeable. I witnessed a lot of derogatory language among students, which did change after being addressed by either myself or by staff. To me, the level of acceptance I felt in the school shifted dramatically. Amongst the student body, I could see shifts in inclusivity both in attitude and through language.

I also saw a shift in the types of guests invited to the school to speak, as well as in school activities. For instance, one of my favourite memories was going to see Fun Home at the Arts Club on Granville Island.

I had numerous opportunities to strengthen my advocacy skills, such as through the Gender and Sexuality Alliance Club, as well as opportunities to speak directly to staff about my experiences. Outside of school, I also developed these skills through various activities, for example by being part of a youth advocacy board.

I have shared my story online many times, and this year, I was even chosen as the Easter Seals Alberta 2023-2024 Ambassador. Through this role, I will represent people with disabilities in Alberta and share

my experiences with Easter Seals programming and at Camp Horizon with sponsors and others. I think this is a cool connection given Mulgrave’s relationship with Easter Seals BC through the SOLE Centre.

John Wray Head of School - 13 Years

John has served as our school’s leader and guiding light for many years, in fact, starting with this year’s graduating class when they were in Kindergarten. Over that incredible span of time, he has steered our community with dedication, heart, strategic forethought, and always a smile. The number of performances and exhibitions, athletic

competitions, alumni events, parent socials, and more that John has attended over the years is likely in the thousands as he never would miss an opportunity to support our students as they accomplished and celebrated their personal bests.

In addition to being remembered for his everpresent nature, John is leaving many tangible and intangible legacies. From spearheading

campus expansions and embracing innovative ideas to wholeheartedly supporting the growth of our hallmark Mandarin language programmes and strengthening our approach to diversity and inclusion in countless ways, the benefits of John’s leadership will continue to surface in our young Mulgravians as they go out in the world to make exponential positive change.