Cypress Magazine 2024 - Mulgrave School

“We want to acknowledge that we are on the traditional and unceded territories of the Sḵwx wú7mesh Nation. This land has a rich history, cared for by the Squamish peoples for generations, and we are grateful to be here.

In many cultures, including those of Indigenous peoples, shared community responsibility is important and vital. At Mulgrave, we have a rich and diverse community, and each of us plays an important role.

We invite you to take a moment to think about how we can honour and consider the traditions of the Squamish peoples and other Indigenous communities. Reflect on the significance of community - here at Mulgrave, in our personal spaces, and our greater world.”

By Zayan and Lily, Grade 9

Message from Head of School Success as Peace of Mind The Authentic Individual is the Successful Individual Changing the Feeling of Never Being Enough

A Progressive Concept

in the Great Outdoors Inspiring Action

Small Steps, Big Impact

Changing Culture: Continuous Work

Robotics: Building a Passion Programme

Navigating the Marathon of Parenthood

Defining Success Through Meaningful Participation

Hello, Alumni!

Mulgrave Alumni by the Numbers

Just Some of the Perks of Being an Alum

Hear it from Alum with our New Podcast 2023-24 Recap

Class of 2013: Where are they now? Spotlights on Alumni

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

Personal Best - our focus on progress rather than attainment.

As part of our strategic planning process, the Mulgrave community has been examining our cherished concept of ‘personal best’. We often reference this term across the school in different contexts but we have not recently explored a definition that reflects our priorities and practices in 2024 and beyond.

What has emerged is a community desire to separate ‘progress’ from ‘attainment’ in our understanding of personal best and to frame the relentless pursuit of progress more clearly in the minds of students, teachers, and families. This also influences our community’s understanding of excellence, because the emphasis on progress, as opposed to attainment, better reflects our commitment to our mission of ‘inspiring excellence in education and life’.

This shift requires us to develop a much deeper, richer, and wider understanding of human achievement beyond the prize, the destination, or the reward. Research around intrinsic motivation and mental health points to the danger of focussing on narrow markers of external success alone. Jennifer Breheny Wallace rings this warning bell in the influential text Never Enough: When Achievement Culture Becomes Toxic (more on page 6). However, this consideration is not simply about protecting the wellbeing of our young people, it is also about best practice in education, sports, arts, and the science of human behaviour. If we only have an eye on the prize, the university name, or just the academic mark then ironically, the capacity for an individual to actually achieve lifelong success and satisfaction is undermined.

A great illustration comes from Canadian superstar Donovan Bailey, who presented to educators at the 2024 Canadian Accredited Independent Schools (CAIS) Conference. He espoused that highly effective coaching begins with meeting students exactly where they are and cultivating the lifelong habits of valuing gradual improvements, shielded from external drivers. So whether a Grade 8 student’s personal best is 17 seconds for the 100 metres or another’s PB is 12 seconds, in both situations the coach and student work on progressing that time, incrementally, step by step. Crucially, it is focus on the mechanics of progress, not the external prize or award, that ensures effective development. This avoids the ‘never enough’ toxicity that Breheny Wallace outlines in her book that emerges when external expectations or attainment prizes become the drivers rather than personal progress. This is also a key definition of inclusivity in education as we seek to improve all students from their own personalised baseline data points so that value can be added and tracked differently for every individual.

It is important to state that our expectations remain high using this coaching analogy; prizes, gold medals, top scores, and university places will inevitably emerge as

outcomes of focussing on progress. The difference in this model is that whilst an IB grade of 7 or Ivy League university target may well be an appropriate outcome for some students, the emphasis on personalised progress means that for others, a grade of 5 will also represent an excellent result and success criteria.

The graphic below demonstrates that when every student knows they are consistently making progress, self esteem also flourishes. We must remember that mental health, wellbeing, learning, and inclusivity are overlapping and interacting domains. Moving from belonging to self esteem to caring for others is built on the growth of learning confidence so that the

progress made in mathematics can be as important as community service in helping an individual become more compassionate and aware.

Knowing that we are improving and developing is key, regardless of where this occurs, so focussing on progress is crucial in helping our young people to flourish as good human beings.

Learner's Hierarchy of Needs

Craig Davis (he/him) Head of School

Mulgrave

Success as Peace of Mind

In the classroom across the hall from my office, there’s a poster with a quote from the legendary basketball coach John Wooden:

Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”

To be completely honest, I had never heard of John Wooden before I saw that poster. (I’m not much of a sports fan.) But Wooden’s words have resonated with me since the first time I read them, and I think of them often when discussing the purpose of a Mulgrave education with my colleagues and our students. I love the idea of defining success as peace of mind - not a particular outcome, not a grade or an accolade, but a feeling inside you. Success as an internal awareness, rather than an external achievement.

At Mulgrave, we have chosen to define the ‘excellence’ in our Mission (Inspiring Excellence in Education and Life) as ‘the continuous pursuit of personal best’.

I always understood this to mean what Wooden spells out: doing your best to become the best you are capable of becoming. But increasingly I find myself wondering whether the word ‘best’ is too easily misconstrued, too easily co-opted, to express what we really wish for our students.

Perhaps when we use words like ‘best’ we unintentionally feed into an understanding of success that divides the world into winners and losers - the best and the rest. But we don’t send our children to school to be sorted and labelled; we send them to grow into who they are meant to be, so that they can contribute their unique gifts and insights to the world.

So what if we focussed more on the process of becoming, rather than the outcome? What if our definition of excellence centred on students’ personal growth? What if every one of our children could experience the peace of mind that results from the self-satisfaction of knowing they are growing, day by day and challenge by challenge, into the wonderful people they are meant to become?

It would be success.

Lindsey Berns (she/her) Deputy Head of School, 2018-2024

The Authentic Individual is the Successful Individual

By Aman Dhillon

Class of 2023

Every year, Mulgrave graduates set out on their own paths, applying the lessons they’ve learned and pursuing their visions of fulfillment and success. Recognising that personal success is uniquely defined, Aman Dhillon, Class of 2023, offers insight into his own perspective:

Every morning, I walk through Stanford’s sandstone archways, with the steady bay breeze carrying the rustle of palm leaves to greet the day ahead. This, to me, is success. With each stride I take, I know there is a vast expanse of pathway ahead to keep me going. This, to me, is success. When I hold a beaker in the lab in the morning and a paintbrush in the evening, this is success. I’ve come to understand that success for me is the ability to ask yourself ‘why not?’, to never have to take ‘no’ for an answer, and to never settle.

Growing up, I observed many of my peers seeing success as a chase, which often meant living life as a means to this end. I believe that pursuing success in this way can be a futile endeavour, and that instead, the best thing we can do for ourselves is to pursue passion, to treat each choice, each moment, as an end in and of itself. If we do that, we can stop the chase, turn around, and realise that success has caught up to us. While it is often dismissed as a platitude, I can’t stress enough the importance of being yourself and ‘doing you’. The authentic individual is the successful individual.

For me, I found that my authenticity rested upon being able to pursue my interdisciplinary interests. Perhaps this is what drew me to the IB programme and is now what makes Stanford the best fit for me. Many people often say that one of the big changes about going to university is greater freedom. I would say that this is true, but in my experience, this freedom manifested itself by way of opportunity – the opportunity to study anything, the opportunity to be anything.

So if there is one thing I urge everyone to take away, it’s to be unapologetic, eccentric, and authentically you. Success is not in the height we tower, but in blooming with our own unique flower.

In the full spectrum of our truest hues, we descend to Heideggerian humus – a found success in paths we choose.

Changing the Feeling of Never Being

Mulgrave’s Wellbeing Book Club (parents, guardians, and important adults to our students all welcome!) dove into New York Times best-seller, Never Enough: When Achievement Culture Becomes Toxic and What We Can Do About It by Jennifer Breheny Wallace.

Chosen by Melissa Moore, Director of Wellbeing, the book homes in on the unprecedented pressure students face to succeed and how parents and educators can shift to values of mattering. “This book reflects aspects of Mulgrave and our local context; some students feel pressure to hit benchmarks and families may strive to keep up with others in their measures of success,” explains Melissa.

The book offers research and anecdotes to show how important it is to, instead, aim for personal achievement and for families to support this by focussing on their children’s sense of belonging and resiliency.”

Parents Julianne Lee (Junior and Middle School) and Ellie Green (Middle School) found a lot of value in the book and discussions.

“The reference in the title to achievement culture drew me in,” says Julianne. “Since reading it, I’ve become more cognisant of what we perpetuate in our society as having value and what brings us security: competition, the next promotion, grades…it’s a rat race. Does that bring satisfaction and meaning? We value our children’s individual talents and support the things that bring them joy through a gravitational pull - that’s fulfillment.”

Ellie reflects on the value of our community shifting our mindset collectively in support of all students. “If a book like this touches even a few parents, it impacts all of our children. Bringing more meaning to the pathway, and not just the outcome or external expectations, will make a difference in the amount of pressure that our children feel. We should want our children to have strong peer relationships that are based in camaraderie and not competition.”

Melissa doesn’t shy away from the magnitude of that ask. “It can be very difficult to cut activities and dial down what our children pursue because we fear holding them back from opportunities. But, by spreading them too thin, we risk them not being able to cope. As adults, we need to still set boundaries for children - even at age 18, they’re still kids! It’s okay to say there’s too much on your plate and we need to reassess. And, we need to model that mindset ourselves.”

A Progressive Concept

Success is a term commonly used by adults (with many definitions!). With children, we tend to start out focussing on developmental milestones, but that evolves as they grow. How do we define and measure progress with our students, taking into account their unique qualities and stages of growth? Our divisional principals provide some answers...

Early Years l Morag Harris

How does an early childhood educator gauge success in fostering social-emotional development among preschoolers, recognising that each child progresses uniquely?

Regular observations of children’s behaviour, interactions, and emotional responses in various contexts such as free play, structured activities, and group settings provide valuable insights into children’s social-emotional development. Milestones include the ability to regulate emotions, show empathy, engage in cooperative play, and communicate with peers and adults. Parental observations and feedback can complement educators’ assessments. Teachers stay informed about best practices and evidence-based strategies for promoting healthy social-emotional skills. Each child’s unique progression and individual strengths are valued.

Junior School l Karyn Mitchell

What indicators signal success for a Junior School child in terms of their engagement with learning, curiosity, and intrinsic motivation to explore new concepts and ideas?

Success blossoms through active engagement in Junior School classrooms, a thirst for wondering about the world, and a zest for exploring new ideas through inquiry-based learning, as fostered by the IB Primary Years Programme (PYP). Their authentic curiosity shines in creative problem-solving and inquiry, often leveraging innovative technologies. Intrinsic motivation propels them to embrace challenges with resilience. A strong sense of belonging to a learning community enhances student-teacher and peer connections, fostering a deep connection to education. Enthusiasm for learning reflects healthy engagement, nurturing lifelong curiosity, wellbeing, and a love for learning.

Middle School l Melissa Moore

What role do positive peer interactions and collaboration play in shaping a Middle School adolescent’s sense of competence, confidence, and self-esteem, and how are these factors reflected in their academic performance and personal growth?

In Middle School, students often exhibit a pronounced inclination toward seeking peer connections and guidance, compared to other stages of their academic journey. Nurturing robust, supportive, and candid relationships among peers empowers students to foster self-assurance in their identities and pursue personal milestones with greater passion. By navigating these interpersonal bonds, students learn to embrace and celebrate the diverse interpretations of achievement. As bonds strengthen, students experience a deeper sense of identity and the contributions they offer to their relationships.

Senior School l Chiara Tabet

What strategies does Mulgrave implement to help Senior School students navigate the pressures of perfectionism and societal expectations while cultivating a balanced understanding of success that acknowledges individual differences and varied paths to post-secondary pursuits?

In the Senior School, we celebrate all our students’ passions and talents, wherever they may lie. Through our Friday celebrations of learning, Town Halls, CAS (creativity, activity, and service), outdoor education initiatives, spirit buses, art exhibitions, and more, we aim to foster a community in which each student feels that they are seen and valued. Our teachers promote authenticity by encouraging growth rather than attainment, and our University and Career Counsellors endorse a ‘best fit’ approach that allows each individual to find a path that is right for them.

By Lauren O’Neill White

(she/her) Dance Teacher & PK-G12 Dance Coordinator

In 2021, Dance Magazine featured an article that asked ten dance artists and leaders to weigh in on their definitions of success. The responses, along with their dance backgrounds, were quite diverse.

Aparna Ramaswamy, the co-artistic director of Ragamala Dance Company noted that, “As a dancer and choreographer of a form that is not widely known, sharing it with communities all over the country feels like a major success. I also feel success in the relationships I’ve maintained. I create with my mother and sister… My mentor in India, Alarmél Valli, has been my teacher for over three decades. Every day that I am accepted as her student I feel humbled.”

Another leader felt success through serving others and inspiring people to dance. For some, pride came from balance within their career facets, such as performing, teaching, and directing. Our commitment at Mulgrave is to the ongoing pursuit of excellence. While recognising that this journey looks different for each individual student, we encourage them to continue growing on their unique path. By gaining an understanding of each student’s definition of success, teachers are better equipped to support their endeavours and help them reach and re-invent their goals.

One thing I’ve learned since beginning at Mulgrave in 2021 is that students are passionate individuals with the skills to advocate for their interests. Their enthusiasm has been the inspiration behind the development of many of our flourishing dance courses. In Middle School, our K-Pop dancers rehearse weekly and jump at every opportunity to perform throughout the year. Created in response to requests for varied dance genres and foci, the Open Dance LEAP allows students to delve into their particular passions. This group now encompasses blooming young choreographers exploring acrobatics, contemporary, lyrical, and dance for musical theatre. Through Upper School co-curriculars, there is involvement in the annual Middle School and Senior School productions, as well as performances at whole school assemblies, accompanied by live music from our Senior School Band and professionally filmed music videos. Ballet BC’s Annex Project is now a returning guest, offering breathtaking performances and workshop opportunities.

In addition to becoming immersed in performances, my role also consists of an ever-engaging project to build the IB dance curriculum. Within the MYP Dance, Music, and Theatre rotation for Grades 7-9, we embed DEIJ principles by ensuring students learn from guest artists who authentically share Hip Hop, Capoeira, or Bhangra dance.

Next year, Mulgrave will offer Dance 10, further establishing a base for DP Dance the following year. Much like Open Dance, the course will encourage students to focus on genres of their choosing, while building skills in composition, performance, and investigation. At the same time, Junior School students can expect exciting new opportunities within their performing arts curriculum. We are preparing to welcome guest artists to teach a range of dance styles, including Bollywood, Classical Chinese, Traditional European, and Indigenous dances.

While looking holistically at the evolution of the programme over the past few years, and appreciating the already-established Goh Ballet co-curricular and Thaiyo’s incredible breakdancing programme, it is safe to say that dance at Mulgrave is taking shape and growing roots that will build a strong foundation for continued success.

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To me, this success is felt every day by being a part of the students’ journeys and helping to provide a safe space for their curiosity, risk-taking, and ongoing pursuit of personal best.”

It is my goal that students will continue to experience a rich dance education that allows them to build artistry and feel pride by sharing their special talents and gifts, within our community and beyond.

You You

Athletic pursuits are often defined by a win or loss…with a win deemed as success and a loss adding to only a tally of failures. Some graduating members of our Varsity Girls Basketball Team provide a bit of a different perspective…

How do you measure or define success for yourself, on and off the court?

Ava W: I am very competitive and I love to win. However, measuring success on the court is so much more than the outcome. For me, it is defined by working as hard as possible in every play, setting my teammates up for success, and responding effectively to mistakes on the go. This also translates to my life off the court, specifically in academics - sometimes you don’t get the grade you hoped for, but your growth in the process is what matters.

Are personal success and team success the same or different?

Ava W: Personal and team success depend on each other, but they are definitely not the same. To have team success, every player’s definition of personal success must align. When a team can find this balance, they can use each player’s personal success to drive collective achievement on the court.

What parallels exist between overcoming challenges on the court and the characteristics needed in other aspects of life?

Jenna T: There is so much overlap between basketball and life skills. Work ethic and being disciplined is so important. To be good at basketball, I must find the time to train, work hard, and push myself - many times when people aren’t watching. Similarly, for school, I have to put in the study time and work to achieve results.

What is your personal approach to overcoming or facing what some might see as failures?

Jenna T: I do not believe in failure. ‘Failure’ or making mistakes is the biggest piece of learning and is more valuable than success. Failure has allowed me to grow and learn as a person. Without failure, there wouldn’t be success.

What advice would you give someone who measures success by comparing themselves to others?

Eva R: Many people compare themselves to others in similar positions, whether in school or athletics, but it is important to remember that personal success is personal. Success is based on how far you push yourself, and if you are doing your best - it’s you vs you. Everyone is on a different journey and has different goals. Comparing yourself to others doesn’t change where you are on that journey, so focus on doing your best to reach your goal instead of distracting yourself with how far other people have gone.

What lessons about personal best and success will you take forward to your university team experiences?

Eva R: Being a rookie again in university means I will start at the bottom and need to build myself back up. I will face many challenges during the next four years but these moments will help me reach success in the long term, so I need to keep pushing my hardest in the moment and not pay too much attention to short-term results.

Gaining Independence in the Great

Outdoor and experiential learning has proven to be beneficial for children’s wellbeing by increasing focus and effective learning, reducing stress, developing connections with their peers and teachers, and much more. When they interact with nature, children not only gain the value of learning through exploration and experimentation, they also increase their vitality and improve their behaviour through movement and physical activity.

There are many studies that have documented the positive impact of cognitive, physical, psychological, and social aspects of outdoor learning.

Mulgrave offers a vibrant outdoor education programme that engages students in experiential learning opportunities, making links to classroom learning experiences. Outdoor skills are taught in a sequential manner so students gain a well-rounded set of capabilities that allows them to continue to pursue outdoor opportunities as part of their personal lives. Students also have access to the Squamish Outdoor Learning and Education Centre (SOLE), a 20-acre site where students across all grades enjoy single-day or overnight activities. The surrounding wilderness at the SOLE Centre also provides easy access to world-class outdoor rock climbing, mountain biking, hiking, skiing, and paddling. Our dynamic outdoor education programme offers fullday, grade-wide activities for students from PK3 to Grade 12 and overnight camps for students in Grades 3-12. The multi-day excursions enable students to enjoy nature and develop their self-management skills, adaptability, independence, and teamwork while fostering their friendships with their classroom peers and teachers.

Grade 3 camp is unique and represents an important stage in our students’ lives as it marks the beginning of their outdoor overnight adventure journey at Mulgrave. The two-day adventure is packed with activities like archery and camp-wide games, making friendship bracelets, digging up garlic from the garden, singing campfire songs, building structures in the forest, and free play on the basketball court.

Although the programme takes place towards the end of the school year, we see our students forming new relationships with classmates they don’t usually spend time with and strengthening existing friendships. Additionally, students step out of their comfort zones. Spending the night away from home is a new challenge for many Grade 3 students, and it is gratifying to see them overcome their apprehension, build independence, and embrace the new experience. Students return home proud to have made it through their first school overnight, exhausted and maybe a little dirty, and filled with joy and stories to share with their families. It is a milestone achievement that sets the stage for future outdoor and overnight adventures.

Making changes to our habits can be daunting, particularly when it comes to lifestyle choices. In a world that is accustomed to instant gratification, small sustainable actions may appear meaningless. However, for people like Senior School students Ihsan S and Carmen SA, who are heavily involved in environmental initiatives, it’s the small actions we take in our daily lives that add up to a significant difference and ensure a prosperous future.

Inspiring Action

By Ihsan S

Grade 12 student

As someone who cares about sustainability, I believe in taking individual steps to promote the cause in my community. For this purpose, I developed an application that monitors light usage in the school and encourages energy conservation by reporting those who have left their lights on and congratulating faculty and staff who have consistently turned off their lights. When individuals learn how to conserve energy by turning off lights and electronics when not in use, they can develop positive, life-long, environmental habits. It is important to note that these small actions can make a significant contribution to the global cause of sustainability; we should trust in our environmental actions and know that they are making a difference, regardless of their scale.

To achieve fulfilment and success in environmental sustainability, we must connect our actions with the goals of our community. An example for me was to help create our school goals around waste reduction. I led the creation of new waste stations and related signage, all while tying the efforts to my own goal of making a positive impact.

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When we combine community impact with personal purpose, we experience all-round gratification that motivates us to continue our efforts towards sustainability.

Small Steps, Big Impact

By Carmen SA Grade 11 student

As a member of the Environmental Council, I have been able to successfully execute several significant sustainability projects. For instance, I was part of a team that successfully pitched and saw through the installation of our school’s greenhouse and pollinator gardens that are being used for environmental education. By working on projects like these, I have learned that although the idea of making a complex project happen can seem daunting at first, it can be achieved through collective effort and commitment toward a common goal. I have also seen this effect in initiatives such as our waste management education programmes. Through simple teachings, they leave a lasting impact on individuals in and out of Mulgrave.

I have shared my knowledge of sustainability with my own community and realised that if we all put in a little more effort, we can collectively create a significant change.

Over the past year, I have seen sustainability become a central theme in the school, embedded in the school’s values and talked about daily. The Environmental Council has engaged younger Mulgravians through interactive educational activities that demonstrate that they can make significant changes on a small scale. A simple message can be spread from individual students to their friends, families, and the wider community, demonstrating the power that the micro has in influencing the macro.

As Senior School students, my peers and I will soon make significant life decisions, such as what job to take, who to vote for, and how to contribute to our community and society. The choices we make as individuals will be a measure of our success, and our goal should be to make them consciously and in support of positive collective change.

Student-led initiatives led by Mulgrave’s Environmental Sustainability Council:

• Senior School Youth Climate Action Strike participation

• Junior School Climate Crew tree planting with the District of West Vancouver on campus

• Senior School park prep and tree planting with the District of West Vancouver off campus

• Creation of the Green Events student guide

• Whole School National Sweater Day

• Sustainable Christmas & Halloween activities for the Senior School & Middle School

• Waste sorting activities for Junior School

• Whole School World Vegetarian Day

• World Clean Up Day with Kindergarten students

• World Wildlife Day with Grade 1 students

• Lights off/screens off app creation

• Adopt a Park initiative with the District of West Vancouver

• Grade 5 invasive species education & campus pull during Earth Week

• Whole School Earth Week civvies day with proceeds to Canada Forest Trust

• Kindergarten to Grade 3 seed bomb making for Earth Week

• Preschool story & craft for Earth Week

Changing Culture: Continuous Work with Cynthia

Roberson (she/her) Director of Diversity, Equity and Inclusion

Cynthia has been Mulgrave’s Director of DEI for the past three years. She is integral to the implementation of DEI initiatives and a great resource for students, faculty, staff, and families. We sat down with her to discuss what ‘success’ means within the context of her role.

How do you define and measure success within the context of diversity, equity, and inclusion efforts?

Our ultimate goal is to reduce harm but DEI initiatives are difficult to measure quantitatively because you are changing culture and progress is often seen through observation. If we had some initial data, we could do a longitudinal study and determine if discriminatory incidents have lessened over time but that would only measure one element.

Our cultural competence has improved, conversations are increasing, language is improving, and people are much more cognisant of how they interact with one another, both inside and outside of Mulgrave. We still have work to do with our peer community and to ensure consistency in our curriculum across all grades. It’s a never-ending process since it involves unlearning the conditioning that has been passed down from generation to generation.

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How do you believe diversity and inclusion contribute to the overall success of our school?

If a school has a dominant culture and expects everyone to assimilate, it is likely to have a limited range of perspectives. To achieve true diversity, we need to bring in people from different cultures, races, sexual orientations, and backgrounds, and ensure that they are represented in the space. This means that we need to respect their voices, enable them to show up authentically without asking them to conform, and give them agency to thrive. When we achieve true inclusion, people with different identities can thrive in the space and contribute to the school’s success.

What is a challenge that you (your team) have faced that was unexpected?

We have faced challenges around SOGI (Sexual Orientation and Gender Identity) education. It doesn’t help that parent communities nationwide are protesting against what they call a ‘SOGI Agenda’, when in fact it is just education related to inclusion that is part of the standards for BC education. Difficult conversations have made some of our colleagues uncertain about approaching this subject in the classroom and it is damaging when families get information from others who may share inaccuracies. This makes it difficult for us to do our job effectively. As someone who is trained to engage in difficult conversations, I am always available to address concerns, doubts or questions, and to speak further about our DEI initiatives with our parents and guardians. Part of my job is to hold people accountable, even when it is uncomfortable. We need everyone to be comfortable with allowing us to do our job.

How does one persist in a position that involves shifting cultures, particularly in an international school where many cultures come into play?

I have difficult days where I may receive an email, have a challenging conversation, or encounter a new setback. However, there are many individuals within our community who are passionate about the work. We have dedicated students who visit my office, grateful parents who send thank-you emails, supportive board members who encourage progress, and committed faculty and staff who strive to help advance our initiatives. I focus on those who support our efforts and encourage me, and I am motivated by my passion for this work despite its challenges. 1

Building a Passion Programme

The 2023-24 academic year saw an evolution of Mulgrave’s robotics programme thanks to the passion and dedication of two Grade 10 students: Jason Z and Kai K. Having ‘grown out’ of the VEX competitions and wanting a bigger challenge, they approached school leaders and advocated for the creation of Mulgrave’s first FIRST Robotics Competition (FRC) team.

What makes it a bigger challenge?

From the FRC website: Under strict rules and limited time and resources, teams of high school students are challenged to build industrial-size robots to play a difficult field game in alliance with other teams, while also fundraising to meet their goals, designing a team brand, and advancing respect and appreciation for STEM within the local community.

Ambitious, ready to recruit, and keen on the multifaceted work, Jason and Kai dedicated themselves to this effort, bringing a large group of Upper School students along with them. Though the team did not make it to the Championship Round in Houston, Texas, they successfully built Mulgrave’s first robot and learned a lot about resilience along the way. They chatted with us about the experience.

How did you first get involved in robotics?

Jason: I started in Grade 5 and liked it because of the team aspect. Being part of a team is like being part of a family. In Grade 7, when I came to Mulgrave, I noticed that there weren’t a lot of engineering opportunities. I wanted to start something that would allow others to feel my passion for robotics. Now it is a movement and is something that supports other passions, too: film, art, business, and more.

Why FRC?

Jason: Mulgrave had a First Lego League, which we started in Grade 8, but it has a cap at Grade 9. After exploring the options, we decided to enter the FIRST Robotics Competition. It fits the Mulgrave model so well because it is a holistic programme that encourages students to learn about engineering and coding, but also entrepreneurship, marketing, finance, and more.

Kai: Unlike other competitions, you are not given a package and told to follow directions. They give you an idea of what will work and you have to figure out how to build it, including getting the funding. The better you get at networking, fundraising, and building, the better the product you create will be.

What did you learn from competing this year?

Kai: First of all, it was tons of fun. Working together with the team for months brought us closer simply

because of the shared experience. As we prepared for the competition, we struggled together and had to be resourceful, working until the very last minute. Being there to experience the community of teams with a similar passion for robotics was incredibly special. It was surreal to see the actual playing area/court and all of the people going for the same dream.

Jason: This was our rookie year, so our main goal was to understand the competitive environment. We were simply learning how to use the tools and what the event entailed. To be honest, we weren’t even sure if we were going to have a robot to enter. Everyone showed such dedication and put in so many extra hours to get the work done.

Kai: The experience of putting in the hours, competing, spending time fixing the robot, learning how to drive… it was a whirlwind that took us through an incredible learning journey.

You ended up missing a chance to move on to the international competition in Houston by just a few spots. How is it that this doesn’t feel like it was a failure?

Jason: The first couple of days, we were down, but we decided to take the lessons we learned and make a plan for improvement. The first round was always meant to be a learning experience. Now we know where to invest. The team structure was not clearly defined, and there was much that we didn’t know about engineering. Now we know where our gaps are and where we need to invest further.

Kai: This club didn’t exist before this year. And now there are so many people in the school who want to be part of this experience. They are passionate about robotics.

Jason: The future is bright. We know what we are capable of, and we know that we will take full advantage of this next year. Houston, get ready.

Navigating the Marathon of Parenthood

By Kelly Harris

(she/her) School Counsellor

Parenthood is often compared to running a marathon - a challenging journey that requires endurance, resilience, and an unwavering commitment to the long haul. Just like marathoners prepare for the race ahead, parents embark on their journey with dreams, hopes, and aspirations for their children.

At Mulgrave, we understand the importance of supporting parents and strive to provide resources and guidance to empower and support them every step of the way. One of the ways we do this is through our Parenting Education Series, designed to provide valuable insights, resources, and support to parents navigating the challenges of raising children and teens.

In our February 2024 seminar, renowned psychologist Lisa Damour reminded us how challenging the parental journey can be, even for herself at times:

“It’s critical to remember that by the time our teens tell us they are feeling anxious or angry or sad or any other emotion they choose to put into words; they’re already using an effective strategy to help themselves cope with it. As a psychologist, I know this through and through. As a parent though, I often forget it.”

Her comments highlight the importance of empathetic listening and responding with care during challenging moments.

Dr. Deborah MacNamara also engaged with our parent community and underscored the importance of connection through family mealtimes when discussing

the content of her latest book, Nourished. “As parents, we need our kids to be receptive to what we offer but the road to the stomach must go through the heart,” she reflected. “As relational and emotional creatures, our deepest hunger is one that food by itself cannot fill.” This perspective emphasises the importance of connecting with children through attachment to promote a nurturing and compassionate family environment.

There is immense value in having a supportive school community as we help families navigate the developmental ‘mile markers’ of parenthood. Our divisional Personal Counsellors are well-equipped to provide individualised guidance and resources when parents need them. We also encourage parents to get in touch with me (Parenting Education Coordinator, Kelly Harris), if they have a specific topic or speaker they would like to see featured in our Parent Education Series.

Parenting is undeniably a marathon - a challenging endeavour, yet a richly rewarding journey, filled with twists, turns, and moments of both triumph and challenge. Our commitment to being the support team for our marathoners extends beyond mere endurance; we strive to empower parents to flourish alongside their children under our care. While it is tempting to sprint toward the finish line (is there ever really a finish line for parents?), we hope to inspire you to slow down and enjoy the path as it unfolds.

Defining Through Meaningful Participation

As has been reflected in the preceding pages of this magazine, there are many definitions of success. From a community-building perspective, success transcends metrics - it’s about inspiring families, faculty and staff, and friends of Mulgrave to become involved in a manner that is meaningful to them, whether it be through the giving of volunteered time, expertise, or funds.

Becoming involved fosters a sense of belonging and engagement that builds a better Mulgrave for all of us; this active participation also helps us further the school’s vision and mission, which includes pursuing one’s personal best.

As a non-profit independent school, donations have enabled us to build incredible learning spaces as well as enhance new campus facilities such as the Athletics and Performing Arts Centre (APAC) and the Squamish Outdoor Leadership Education (SOLE) Centre. Additionally, the Momentum annual fund has become a critical vehicle in supporting new learning programmes and improving areas of the school which have the greatest need.

The roots of generosity established by past families have now blossomed into a flourishing culture of philanthropy thanks to the participation of our community members. Many families donate their family deposit during their time here at the school or as a legacy gift when their last child graduates from Mulgrave. Past parents enjoy volunteering as board members and participating in annual community events. Alumni also carve out time to give back to the community through fun initiatives like our alumni podcast and by visiting the school to speak to students. And current students love to give back too - in fact, several years ago, a young student donated all her birthday money to a building campaign - talk about a gift for the greater good!

Sydney Hill, Kindergarten teacher and Early Years Vice Principal, sees firsthand how parent participation and donations play a crucial role in nurturing the wellbeing of our Early Years students.

“We are immensely grateful to parents for generously offering both their time and donations. Nothing brings more joy to a child’s face than having family members visit to deliver lunch or assist during library time.”

She goes on to explain that Mulgrave recently acquired new diverse decodable readers, now being used in Kindergarten. These readers incorporate a wider variety of cultures and familial narratives into our guided literacy programme, and also have a greater focus on decoding skills (a way of using phonetics to help students sound out words and improve reading skills). “Witnessing a student light up with excitement because they found a character in a book that resembles them ignites a passion for reading. These books not only promote literacy but also foster a sense of belonging and representation. Together, we create an environment where every child feels seen, valued, and empowered to thrive.”

We continue to grow the bonds of our tight-knit community because of the students, families, faculty and staff, alumni, and friends of Mulgrave who have given of themselves in so many different ways.

“People give their personal best so that our students feel empowered to achieve their personal best,” says Director of Donor Engagement, Jin Ling Bai. “It’s not about how much they give, but how they contribute in a way that is meaningful to them. In this manner, we hope everyone feels encouraged to become involved using their own unique set of gifts, talents, and resources.”

Hello, Alumni!

Dear Mulgrave Community,

I am absolutely thrilled to step into the role of your Alumni Engagement Coordinator and extend my warmest greetings to our diverse and accomplished alumni community. My journey brings me from the scorching heat of Tabasco, Mexico (and no, regrettably, we didn’t invent Tabasco sauce there, though I wish we had), to the beautiful city of Vancouver, which I have proudly called home for over five years.

My path to this position has been a journey of discovery and growth. It all began when I ventured to study business management, with a major in marketing management, at Acsenda School of Management. Along this educational journey, I explored various professional roles in marketing, covering a variety of industries such as education, hospitality, and the automobile sector.

In that time, I discovered a profound joy in helping others and forging meaningful connections. This passion for making a positive impact on the lives of others is one of the driving forces behind my excitement for this role

at Mulgrave. The idea of contributing to a support system that extends far beyond your years in school - one that celebrates the richness of our diverse network and continues to nurture both current students seeking guidance and alumni who are now accomplished professionals - is truly priceless.

Our alumni community and networks like Mulgrave Connect possess the extraordinary power to forge and develop connections and celebrate the remarkable diversity and accomplishments of its people. I extend a warm welcome to all current students and alumni to share your insights and recommendations, to stay engaged and informed about your peers, and to actively participate as we expand our community.

I am genuinely excited to connect with each of you and collaborate in fortifying our Mulgrave alumni community. Please feel free to contact me anytime via Instagram @mulgravealum or by email at amondragon@mulgrave.com or alumni@mulgrave.com.

Warmly,

Aranxtza Mondragon (she/her) Alumni Engagement Coordinator

Mulgrave Alumni by the Numbers

Alumni Around the World

Our alumni are far-flung and engaged in a wide variety of professions and pursuits. Here’s a snapshot of our data:

US: 141

Total Alumni:

1264

Alumni Business Sectors:

• Healthcare: 4.98%

• Hospitality: 0.79%

• Human Resources: 1.18%

• Marketing & Communications: 8.07%

• Architecture & Design: 1.26%

• Finance: 4.40%

• Engineering: 4.11%

• Education: 2.68%

• Film: 1.64%

• Real Estate: 1.89%

• Environmental Services: 1.02%

• Government Services & Law: 2.6%

• Construction: 0.71%

• Current Students: 21%

• Unknown: 43.67%

*These statistics are self-reported, so the actual numbers of alum in these industries are likely. However, this data reflects our alumni’s areas of expertise and showcases the wide array of fields they are exploring.

Mulgrave Connect: Registered Users*: 1061

Resource Interactions: 221

Networking Connections: 317

Private Messages: 70

Job Applications Sent: 11

Jobs Posted: 52

*includes alumni, faculty, current students and alumni families

Alumni in Canada

Vancouver: 286

Toronto: 84

Montreal: 22

Edmonton: 6

Squamish: 3

Victoria: 12

Quebec: 3

Ontario: 22

London: 10

Calgary: 8

Mexico: 1

@Mulgravealum

Mulgrave School Alumni

Mulgrave Alumni Association

Switzerland: 2

Estonia: 1

Germany: 6

UK: 52

Netherlands: 6

Korea: 7

Japan: 2

Spain: 1

Morocco: 1

Turkey: 1

France: 1

China: 1

Jordan: 1

Zimbabwe: 1

Australia: 7

As you can see, we have opportunities to collect more data and round out our alum story further. Alumni, please register on Mulgrave Connect (mulgraveconnect.com) so we can celebrate your achievements and recognise the journey you have been on since your time at our school.

Just Some of the Perks of Being an Alum

We are excited to announce the launch of the Mulgrave Alumni Perks Programme, an initiative that supports and promotes businesses owned by our talented alumni and families while fostering a stronger sense of community amongst graduates.

The entrepreneurial spirit and dedication inspire us all, and we are thrilled to provide a platform to showcase exceptional services to our Mulgrave Community.

Participating in the Alumni Perks Programme offers numerous benefits for both business owners and customers. (Any business can participate in the programme, however, there is no cost for any Mulgrave community member.) For businesses, it provides an opportunity to connect with a wider audience and offer unique discounts to our community. Additionally, participating companies enjoy free social media exposure and receive insight metrics. Furthermore, they will have the opportunity at alumni events to promote their business. Whether it’s a restaurant, boutique, or any other type of venture, we invite everyone to participate and showcase their businesses to a broader audience.

For our community members, the programme offers access to exclusive discounts and promotions from locally owned businesses. Whether it’s professional services, a new place to dine, or unique gifts that are being sought out, the Alumni Perks Programme provides an opportunity to support our community while enjoying exclusive advantages.

We look forward to growing this initiative and celebrating the success of Mulgrave community members’ businesses.

Frequently Asked Questions:

1. How can I apply as a business owner?

Applying is simple…just scan the QR code below and fill out the form. It’s that easy!

2. How do alumni customers access the perks offered by participating businesses?

It’s a piece of cake! Just log into Mulgrave Connect and head to the Business Directory. There, you’ll find all the offers and instructions on how to claim your alumni discounts.

3. Are there specific criteria or requirements for businesses to join the Alumni Perks Programme?

Not at all. There’s no fee charged as long as you are a member of the Mulgrave Community.

4. Are there plans to expand the programme in the future?

Absolutely! We’ll promote the programme to local business owners who are not a part of the Mulgrave community. However, there will be a fee involved for them to join, which will contribute to an alumni fund for upcoming events and initiatives.

5. What kind of support does Mulgrave offer to businesses participating in the programme?

In addition to the listing in the Business Directory on Mulgrave Connect, we will also provide social media exposure to help boost your visibility and reach within our alumni community.

Featured Businesses

The earliest adopters of the Alumni Perks programme have been instrumental in getting us rolling. Be sure to log into Mulgrave Connect (mulgraveconnect.com) to access these great discounts and more!

By Beam Beam Sosothikul Mulgrave Alumni Class of 2021

ByBeam creates handcrafted, ethically-created, fashion luxury pieces focussed on sustainability and inclusivity. Enjoy a 15% discount.

@bybeamnyc bybeamnyc.com

F45 Training

Kristin Awde

Current Mulgrave Parent

Functional Fitness Training facility that offers group classes run by certified personal trainers. Get energised with 10% off a 1-week trial, 3-month unlimited membership, or 10-class pass.

@f45_training_amblesidebeach f45training.com

Garvin Mortgage Group

Samantha Garvin

Current Mulgrave Parent

Specialising in providing personalised guidance to individuals and businesses seeking the ideal mortgage solutions; get your complimentary mortgage review.

@garvinmortgagegroup garvinmortgage.ca

Maximise your Business Exposure Benefits:

• Social Media Exposure

• Detailed Insight Metrics

• No Fees

• No Long-Term Commitment

We simply request a small perk for our Alumni Community Members

To participate in the Alumni Perks Programme or learn more about the benefits, please reach out to our Alumni Coordinator at amondragon@mulgrave.com or scan the QR code below to access the request form. We are happy to tailor the collaboration to best suit your business.

Hear it from Alum with our New Podcast

Objective

The Mulgrave Alumni Podcast offers an inclusive space where Mulgrave Alumni engage in authentic, conversational storytelling, sharing insights and wisdom in a way that inspires, educates, and connects with others.

Format:

Informal Conversations: The podcast’s informal and conversational format captures the friendly and relaxed interactions among alumni. While each episode will have a central theme, the conversation’s natural flow will guide the discussion, allowing for spontaneous and engaging topics.

Topics: The podcast will cover a wide range of topics, from personal anecdotes and career journeys to subjects aimed at raising awareness and general interest. Our goal is to showcase various paths and experiences of our alumni community, highlighting their stories through their perspectives. We aim to illustrate that success looks different for everybody and that there are many ways to measure and reflect on the ideas of excellence and personal best.

Duration: Episodes range in length, starting at about 30 minutes, ensuring flexibility to adapt to the conversation’s flow. This dynamic approach creates an authentic and enjoyable experience for both the guest and host, as well as the audience.

Why a Podcast?

The power of storytelling transcends time and distance. The podcast serves as a medium for alumni to share their unique journeys, insights, and tips, contributing to the collective wisdom of the Mulgrave community.

Open Invitation: We warmly welcome all members of the Mulgrave Alumni Community who would like to share a bit of themselves, an anecdote, or an experience that led to new learnings. For those who are able to return to Mulgrave for the episode, it offers a wonderful opportunity to reconnect with the school and our community. To express interest in joining us, please email alumni@ mulgrave.com or reach out via Instagram at mulgravealum.

Listening: You can tune in to our podcast on popular platforms such as Spotify and Apple Podcast. Simply search for “Mulgrave Alumni Podcast” to access our episodes and enjoy delightful conversations with fellow alumni or scan the QR code below.

Episodes Include:

Shin (Shirley) Wang (Class of 2011) From Passion to Paycheck: A content creator & founder’s journey

Yang Ge (Class of 2012)

Electrophysiology’s Impact on Cognitive Drug Development

Ashleigh Kearns (Class of 2014) Celebrating Individuality:

Emphasising the importance of embracing individuality and uniqueness in dance, regardless of body size or shape

Saba Taghiakbari (Class of 2016) From Silence to Symphony

Matthew Durrans (Class of 2016)

Chasing Dreams: The road to professional soccer

Sayeed Mavani (Class of 2019) Squash, Strategy, and Success

Sebastian Marin (Class of 2018)

Cinematic Vision: Exploring the talent and journey of a young Director of Photography

2023-24 Recap

2023 Convocation Ceremony

Convocation 2023 marked a significant milestone as we bid farewell to our graduating class and welcomed them into the esteemed ranks of Mulgrave’s alumni. It was an inspiring occasion filled with pride and anticipation for the journeys ahead.

Class of 2013 • 10 Year Reunion

The 10-year reunion for the Class of 2013 was a nostalgic evening held right where it all began at Mulgrave. Our former students enjoyed high school trivia games, videos from past Semi-Formals and Grad Balls, and loads of reminiscing. Overall, the night was a celebration of cherished connections and shared stories from the last decade. Alumni were delighted to reunite, reliving old memories and creating new ones. The event was made even more special with the presence of beloved teachers like Ms. Anson, Ms. Soper, Ms. Chee, and Mr. Moore, who joined in and caught up with former students.

Alumni BBQ and Rugby Game

The 2023 Alumni Summer BBQ and Rugby Game was a day filled with camaraderie, despite the rain. It was heartwarming to see old friends and classmates come together to celebrate our Mulgrave community and have fun. During this event, we welcomed John Wray (Head of School, 2010-2023) into the ranks of alumni; his contributions have left a lasting impact on our school and community. As he always said, “Once a Mulgravian, always a Mulgravian.”

London Reunion

Winter Homecoming

In a heartwarming conclusion to the year, approximately 100 alumni, parents, faculty, and staff gathered for our Winter Homecoming in December 2023. The event featured spirited basketball games, showcasing the enduring unity amongst Mulgrave’s diverse community. While the event was hosted in our fabulous Championship Gym, it also reminded us that the success of our school is a product of a collective effort involving students, alumni, teachers, staff, and families. Together, we shape and enrich the Mulgrave experience.

The Mulgrave alumni gathering in London, England was a dynamic event with graduates from various classes reconnecting, reminiscing, and sharing stories. As the evening progressed, guests enjoyed reading thoughtful cards from their teachers, which brought back nostalgic memories. The atmosphere was so lively that the group was the last table to leave the venue!

Attendees (photographed below):

1. Michaela Huges (Class of 2012)

2. Jolee Tung (Class of 2015)

3. Andrew Lee (Class of 2015)

4. Jessica Su (Class of 2016)

5. Spencer Giles (Class of 2016)

6. Rachael Herz (Class of 2016)

7. Isabella Edmonds (Class of 2017)

8. Judson Stanton (Class of 2017)

9. Ranna Mehr (Class of 2017)

10. Lara Washington (Class of 2018)

11. Matthew Zhang (Class of 2018)

12. Max William Koll (Class of 2022)

13. Karina Edmonds (Class of 2022)

Class of 2013: Where are they now?

Mark Bakhet l Vancouver, CA Associate Lawyer at Dumoulin Black LLP

Noojan Martin Mazaheri Vancouver, CA Project Engineer and Business Development at Ausenco

Yannis Willi l London, UK Head of Investment Promotion & Deputy Head of Swiss Business Hub UK

Margaret Berton l Ontario, CA Learning and Development Specialist at Life Canada

Nicholas Durrans l Barcelona, Spain Senior Data Product Manager at Stuart

Chris French l Vancouver, CA Planner, Area Transporting Planning at Translink

Joey Thompson l Vancouver, CA

Project Manager, North America Brand Marketing at Lululemon

We caught up with a few members of the Class of 2013 at their 10-year reunion…here’s a snapshot of what they are up to now:

Christian Frost l Vancouver, CA Business Development Geologist at Ivanhoe Electric

Aryan Maghsoud Vancouver, CA Systems Lead at Rigid Robotics

Adam Chandani l Vancouver, CA Senior Vice President of Sales at Carbon60

Barbara Mainoli Vancouver, CA Resident Doctor at UBC

Justin Chan l San Francisco, US Senior Software Engineer at Lift

Devon Yip l Vancouver, CA Manager, Facilities & Workplace Experience at Arc’teryx Equipment

on Alumni

Welcome to our spotlights, where we catch up with some of our incredible alumni. In these profiles, we’re all about celebrating our alum – the varied journeys they’ve been on and the awesome things they’ve achieved since leaving Mulgrave. We thank them for sharing so much… here’s to the adventures, lessons learned, and amazing things yet to come!

Carrie & Aileen Zhou

(Class of 2019)

Aileen’s journey in pediatric healthcare began with a genuine love for working with children and a commitment to making their adjustments to unforeseen circumstances as positive as possible.

After graduating from Mulgrave, Aileen moved to New York City, where she completed her Bachelor’s in Applied Psychology at New York University. She specialised in child and adolescent mental health studies and oversaw the COPE (COVID-19 Perinatal Experiences) Study in the ISLAND Lab, focussing on how families with newborn infants coped with pandemic-related stressors. Aileen co-authored a research study examining how Asian mothers adjusted to postnatal maternal life and how the lack of maternity leave policies in the United States influence parentchild interactions. She presented her findings at the University of Virginia L. Starling Reid Psychology Research Conference and the NYU Applied Psychology Undergraduate Research Conference.

Determined to support her community, Aileen volunteered for a year as an elementary enrichment teacher at an immigrant school in Chinatown, NYC. She worked in a diverse institutional setting, providing strength-based play sessions and facilitating coping strategies for immigrant children and families facing challenging life adjustments.

Meanwhile, on the other side of the world, Carrie was pursuing her business degree in Hong Kong. She knew adapting to a new place would mean facing unique challenges, and on her own which was different for a twin! The first few years were particularly tumultuous with political unrest and the COVID pandemic, but Carrie found comfort in being closer to home and being accepted in the diverse environment around her.

Carrie became a major representative and ambassador for HKU’s Business School. She also continued with many of her interests from Mulgrave, becoming the speaker coach for TEDxHKU, jamming with a local dance crew, and organising an association that helped rural children gain access to educational resources. Carrie has been actively learning in the corporate world since her freshman year, landing four internships across different industries. Her most memorable internship was at PwC, where she helped the in-house recruiting team hire over 20 positions across various departments.

Sanesh lyer

(Class of 2013)

Sanesh’s Mulgrave journey began in Kindergarten and extended through Grade 7, creating a foundation for significant milestones in his academic and professional life. Having graduated with a Bachelor’s in Engineering from BCIT followed by a Master’s degree from McGill University, Sanesh manages to find a balance between thrilling adventures and devoting his time to the critical field of carbon capture.

A memorable adventure in Sanesh’s life unfolded against the backdrop of the stunning LeConte Glacier in Alaska. The day marked number 67 on a 140-day kayak trip from Victoria, BC. Despite a restless night, courtesy of an incessant mosquito serenade, Sanesh and his high school friend Nathan embarked on a kayaking journey at dawn to catch the high tide. Ensconced in trusty dry suits, the pair navigated the treacherous Stikine River mudflats and floated amidst icebergs. They paddled to witness the awe-inspiring glacier, whose creaks and groans resonated on the warming day.

Nathan and Sanesh’s friendship dates back to their high school days; they have been buds ever since, and it was their shared passion for kayaking that inspired this incredible trip. Kayaks provided them with a unique perspective of the coastline, allowing them to explore secluded beaches, connect with the

ocean, and embrace a simpler way of life. Amidst their adventures, they still managed to enjoy comforts like pancakes for breakfast and savoury curries for dinner.

Beyond the breathtaking landscapes and encounters with wildlife, they had the privilege of connecting with diverse communities along their route. They celebrated the removal of fish farms in the Broughton Archipelago with the Mamalilikulla, ‘Namgis, and Kwikwasutinuxw Haxma’mis Nations. Witnessing the passing of knowledge from generation to generation in these communities left an indelible mark on Sanesh and Nathan.

For Sanesh, the journey was a humbling revelation of what he doesn’t know. Immersed in different cultures and ways of life, he had much to reflect upon. These aren’t cultures any museum can do justice to; the best way to learn, in his view, is to travel the slow way, engage with people, and ask questions.

Daisy Harris and Poppy Shaw

(Class of 2017)

Poppy and Daisy met at Mulgrave when they were 13 years old. They quickly became friends, bonding over a shared love of art, theatre, and music. Interestingly, they, along with Poppy’s twin Martha, were all born in the same London hospital in 1999! These shared experiences laid the foundation for a strong friendship that would see the girls collaborating on a music video in Los Angeles almost ten years later.

When Daisy decided to create a music video for her thesis project at Berklee, she knew she wanted to work with her best friend Poppy, who was a talented and skilled filmmaker. Collaborating on a creative project can unearth vulnerabilities, but Daisy believed that Poppy was the only person who would care as much about doing her song justice as she did. After Daisy sent Poppy a demo of her song Straight A’s, Poppy enthusiastically agreed to the project.

At first, Daisy was hesitant about Poppy’s ambitious ideas, thinking they were too costly and extravagant. However, Poppy assured her that they could do it on a budget and started assembling a team willing to work on the project as a favour, on a volunteer basis. Daisy was amazed at how many people were willing to

contribute to gain experience, build their portfolios, and spark new professional relationships.

On the day of the shoot, Daisy went from the airport to the Electric Pony Studios in LA, where she found Poppy and the production designers building a house as a set. Poppy confidently commanded the production and the friends stood outside the studio, feeling triumphant and realising that this was just the beginning of their creative collaborations. They joked about how they had manifested their dreams from Middle School and how their paths in film and music reunited them. They were ready to take on the world with new, complementary skill sets…it had never been about if it would happen, just a matter of when.

Markus Marosits

(Class of 2020)

IRONMAN

Becoming an IRONMAN before graduating university wasn’t on Markus’ radar. When he arrived at McGill, he didn’t even know what triathlon was and he hadn’t ridden a bike in over eight years. While he played basketball and ran cross-country for Mulgrave, Markus wasn’t the strongest athlete, but then he discovered triathlon.

Since the summer of 2021, he’s tackled two IRONMAN 70.3s, faced mental hardship, and endured stress fractures, a torn ACL, and a broken foot. His first IRONMAN was under extreme circumstances and undoubtedly the most challenging endeavour he’s ever pursued. Nine months of training and six months of sobriety paved the way for this race, and it all paid off. At IRONMAN California, he was the youngest racer out of 2,080 competitors. Despite sustaining a minor stress fracture in his left foot five weeks before the race, he pushed through.

Racing with a stress fracture and in the midst of a torrential rainstorm was far from ideal. It was around 10 degrees and he was shivering mid-race during the biking portion; hitting any sort of pothole or roughage while in his aero-position could’ve led to a serious crash. The run was also super cold and seeing fellow racers leave the course in ambulances was a scary sight. But, Markus kept going, one foot at a time. The race was entirely a mental battle and allowed him to understand that the mind is so much stronger than the body. Any electronics, including

music and headphones are banned during any IRONMAN triathlon, so being with his thoughts for 12+ hours while consistently racing without stopping was a humbling experience.

Balancing upwards of 11 training sessions per week with classwork at McGill was no easy feat. Managing anxiety and fatigue after each session made it even more challenging. Committing to training, studying, maintaining a strict diet, and a social life was demanding, but Markus persevered.

He raced on behalf of McGill Triathlon and in memory of his late grandmother, raising $1200 for the BC Alzheimer’s Society. Crossing the finish line was the highlight of his life so far. Markus gives a special shoutout to Mr. Moore for introducing him to the joy of running.

IRONMAN California

Swim: 4km (50:22)

Bike: 180km (7:17:10)

Run: 42.2km (6:23:15)

Alumni Milestones

On these pages, we celebrate the diverse achievements and significant moments of our alumni around the world in 2023 and 2024. Join us in celebrating the remarkable journeys, personal triumphs, and milestones which showcase their successes and contributions to various aspects of life. Whether it’s crossing the finish line of a marathon, securing a new position, releasing a song, or reaching personal goals, we cheer on each accomplishment!

Thomas Lynch ‘15

Won the 2024 Gemini Boat Race against Oxford, representing Cambridge’s team

Michaela Hughes ‘12

Announced her engagement to fiance, Justin Hayto

Thea Udwadia ‘16

Started a new position as a Juridical Law Clerk at the Supreme Court of British Columbia

Daniel Qin ‘20

Accepted to the Master Music in Piano at Yale

Hannah Rahim ‘16

Completed the Carmel Marathon, making her second full marathon accomplishment

Andrew Lee & Jolee Tung ‘15

Recently engaged…they attended Mulgrave’s prom as friends almost a decade ago!

Lauren Wierenga’09

Announced her engagement to fiance, Gabe Lamb

Lauren Mounzer ‘18

Started a new position as Assistant Global Merchant at Lululemon

Matthew Huehne ‘20

Started a new position as a Vacationer Intern at Deloitte

Spencer Giles ‘16

Started a new position as a Consultant at Alix Partners in London

Luna Wang ‘20

Graduated from Oxford with a first-class degree in psychology and philosophy

Jack Wray ‘21

Concluded his term as VP of Operations in the Society of Arts, Social Sciences & Humanities at TMU

Aryan Firouzbakht ‘08

Celebrated his marriage to Jessica Firouzbakht

David Cross ‘14

Returned from a trip to India where he studied Indic traditions

Matthew Durrans ‘16

Signed with SK Austria Klagenfurt, who play in the Austrian Bundesliga (1st division Austria)

Mac Walsh ‘19

New ambassador for Easter Seals Alberta 2023-2024

Safeeya Pirani ‘08

Started a new position as Community Reporter at Global News

Allsun Campbell ‘05

Recently started a new position as Assistant Planner at City of Toronto

Bianca Verjee ‘14

Recipient of Canada Graduate ScholarshipMaster’s offered by the SSHRC

Jenni Bowles ‘10

Recently welcomed her beautiful little Avery

Azad Dharamsi ‘20

Appointed Premium Hospitality and Catering Supervisor at Canucks Sports & Entertainment

Lailah Mavani ‘23

Became one of the seven ambassadors of the McGill 24 Squash Team

Danielle Wierenga ‘16

Ranked 10th best oralist and winner of First Place School and Factum at the 2023 Laskin Moot

Dominique Hart ‘12

Recently got engaged

Carlos Martin ‘14

Started at Google as Student Researcher on model-free preference elicitation algorithms

Marla Rinck ‘19

Participated in a 42 km BMW Marathon in Berlin on behalf of Team For Kids

Markus Marosits ‘20

Completed an IRONMAN in California for the BC Alzheimer’s Society

Joel Nicholl ‘23

Released his song WESTSIDE on Spotify

Our Class of 2024 reflected on their transformative educational journeys, tracing back to their Mulgrave beginnings and looking forward to the exciting opportunities that await in their various post-secondary endeavours. Their narratives illustrate the power of a holistic education to shape futures and ignite aspirations.

Departing Faculty

At the end of the 2023-24 school year, we bid farewell to a few members of staff. We appreciate their dedication and contributions over the years; their efforts have had such a positive impact on our school, community, and students. We’d like to highlight a few individuals who are retiring and moving on to exciting new roles!

Lindsey Berns, Deputy Head of School

Well known as a Jeopardy celebrity, amongst her many other talents, Lindsey came to Mulgrave in 2018. She has been a remarkable leader with a particular passion for mentoring female colleagues. Lindsey, her husband (English teacher Nick Sautin), and daughter Heloise, will continue their international school adventures in Japan, where Lindsey is taking on a headship.

Louise Chen, Upper School Mandarin Teacher

After more than a dozen years at Mulgrave, Louise will retire. Her calm presence has been a gift to students who often choose her classroom as a place to hang out and explore Chinese culture. Louise has been instrumental in strengthening Mulgrave’s well-regarded Mandarin programme by spearheading initiatives like the Shanghai exchange programme.

Janet Hicks, Junior School Vice Principal

Janet has been at Mulgrave for five years with oversight of Grades 4-5 and the IB PYP. She has been a passionate advocate for Indigenous Education, leading Truth and Reconciliation efforts with heartfelt reflection and unwavering energy. Janet’s deep knowledge of the IB has been an asset to Mulgrave as we continually seek to refine our continuum approach.

Beth Littlejohn, Learning Strategies Coordinator

Beth (along with her pup, Fayden!) is well known for creating a collaborative and welcoming atmosphere for all students. With a huge heart, she has nurtured students to build their learning confidence and create connections. Beth has been instrumental in the evolution of Mulgrave’s approach to inclusion since she joined the school in 2016. We wish her well in her retirement in Scotland!

Dr. Chiara Tabet, Senior School Principal

Chiara has led the Senior School team since 2017 and has left her mark as a caring and empathetic principal who inspires and motivates students. Her philosophy classes are legendary, and she’s known as a deep thinker. Chiara and her husband (philosophy and math teacher Dr. Darren McDonald) will resettle in Italy, where they will continue to spur mind-bending discussions and offer incredible mentorship to students.