Community

Supporting Well-being

We're committed to supporting the mental, social-emotional and physical well-being of our students.
Healthy minds, bodies and relationships are all critical to our well-being. Greenwood strives to help students understand how their mental, social-emotional and physical health contribute to their overall well-being, and to support them as they work to be the best versions of themselves every day.

We know that the journey to well-being brings both successes and challenges. We give students the tools they need to meet these new experiences. All students have opportunities to participate in a variety of exercises related to health and well-being, such as reflective practices, physical activity breaks, mindfulness exercises, and mental health awareness presentations and workshops. Students also have access to individual counselling sessions and can participate in grade-specific groups focusing on the development of interpersonal skills.

Learn more about how our whole-school programming prioritizes and supports well-being below.

List of 5 items.

  • Diversity, Equity, Inclusion & Belonging

    Inclusive communities that are rooted in embracing all identities are foundational concepts of equity and diversity. A sense of belonging and an opportunity to explore all aspects of individual identity are essential to one's well-being and mental health.

    Our community recognizes that these concepts are inextricably linked, and we strive to create systems and structures that support students in their own growth and development through this dual lens.
  • In the Classroom

    Well-being is fundamental to health, happiness and academic success. In the Greenwood classroom, teachers are intentional about planning for and supporting student well-being through community building, well-planned instruction, and personalization. 

    Community building: 
    Greenwood teachers make community building a priority because it lays the foundation for learning. Teachers build predictable classroom routines and structures, get to know student interests and aspirations, and facilitate opportunities for positive collaboration and interaction with peers. These practices help students to feel safe and included and to know that their unique experiences are valued. 

    Well-planned instruction:
    In a well-planned classroom, well-being practices are woven into instruction. Along with the community building referenced above, Greenwood teachers set clear learning goals and provide ongoing feedback and support for students' learning journeys. Teachers work to provide authentic learning experiences, including various forms of experiential and project-based learning, that help students develop resilient perspectives toward learning.

    Greenwood teachers believe that embracing challenges and finding purpose in school supports well-being. Teachers regularly coordinate student feedback, adjust instruction and work to include student voice in course planning and assignment parameters. In assessment, teachers offer opportunities for assignment choice based on student interest.

    Personalization:
    Greenwood teachers really know their students. This allows teachers to personalize instruction and assessment so students feel included, valued and inspired by their learning. Coaching conversations and directed feedback allow students to become more self-directed learners capable of self advocacy, resiliency and a growth mindset.

    Teachers work collaboratively with students to find, maintain and support a “sweet spot” of challenge in their learning. This will differ from student to student and change over time. By communicating regularly with Advisers and the Student Success Centre, teachers support students in various spheres as they work to achieve their academic goals.

    Moreover, recognizing that pursuing one's passions supports personalized growth and well-being, Greenwood’s academic program includes a wide range of elective courses representing a diverse set of student interests.
  • Outdoor Education

    Outdoor education has many important connections to student well-being. Getting outside of the typical classroom and connecting with peers in nature has been found to reduce anxiety and improve one’s feeling of general well-being. Outdoor education also provides students the opportunity to connect with their classmates and build stronger social-emotional relationships, which fosters a close-knit school community.

    Collaboration, teamwork, overcoming challenges, and building resiliency are only a few of the many benefits to spending time outdoors in these types of environments.
  • School Clubs & Committees

    Student leadership committees and co-curricular clubs support well-being at Greenwood by providing students an opportunity for connection within and across the grades. Student leadership opportunities and responsibility for event ideation, creation and execution is progressive and increases according to a student's age and stage in a supportive environment.

    All students in leadership work in partnership with an advising staff member, as well as their own Adviser, to reflect upon and determine next steps for growth. In this way, the student leadership model is personalized for students' well-being while teaching students essential skills like:
    • balancing co-curricular commitments with academic pursuits;
    • time management;
    • stress management;
    • prioritization; and
    • self-advocacy.
    When students have the opportunity to contribute to everyday life at their school, their well-being benefits. With this in mind, the student leadership model at Greenwood prioritizes student voice.
  • School Environment

    We endeavour to seek out opportunities for students to enhance their well-being in the various environments in which they learn. When behavioural or social challenges occur, our staff work in partnership with students, parents/guardians and fellow staff members to implement progressive discipline and restorative practices. This approach encourages student learning and growth and cultivates community.

    Student voice, individual needs and community dynamics are paramount at Greenwood, and each of these elements plays a role in helping us to continually improve the school environment and increase students' overall level of well-being.

Our Well-being Team

Each student is matched with an Adviser specializing in their stage of development; all Advisers have completed Mental Health First Aid training and are attuned to their advisees' well-being. Students also have access to support from our well-being team.

Shai Kohen
Social Worker
Email Shai
Kathryn Connelly
Director, Student Well-being
Email Kathryn

Greenwood College School

443 Mount Pleasant Road
Toronto, ON M4S 2L8
Tel: 416 482 9811
We acknowledge with gratitude the Ancestral lands upon which our main campus is situated. These lands are the Ancestral territories of the Haudenosaunee Confederacy, Mississaugas of the Credit First Nation, Anishinabek and the Wendake. The shared responsibility of this land is honoured in the Dish with One Spoon Treaty and as settlers, we strive to care for the land, the waters, and all creatures in the spirit of peace. We are responsible for respecting and supporting the enduring presence of all First Nations, Métis and Inuit peoples. When away from this campus we vow to be respectful to the land by protecting and honouring it. We will create relationships with the people and the land we may visit by understanding the territories we enter and the nations who inhabit them.
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