Change can be scary, and when news first emerged that Millbrook Grades 7 and 8 might be moving to a new, intermediate school housed at Crestwood Secondary School in the fall of 2019, there was considerable anxiety, but excitement, too. At the time, some of the students were concerned about missing a grade 8 graduation party because of the switch. How soon that concern evaporated as the pandemic took hold, eliminating all but virtual celebrations.
These early adolescent students face unique challenges as hormones rage and insecurities abound. At Crestwood, the intermediate students occupy the second floor, which they have all to themselves. This isolation allows them to focus on their own needs, both social and academic.
Among the thoughtful teachers and administrators helping create this new school is Vice Principal Rebecca Jones. She talks a mile a minute as she describes how staff and students have worked together to create a school that reflects the best of them. She was one of them, and by the sound of her voice that was not so long ago: she attended North Cavan Public School, James Strath and then Crestwood.
Vice Principal Jones’ enthusiasm is evident as she describes what the staff and students have achieved this year, despite the hurdles in their path. Students are encouraged to face the struggles and focus on building resilience. The message: students are strong- they can do hard things. Mental health themes are designed to build stronger students by empowering them with knowledge and skills to not just cope but to flourish.
While the students can’t meet and bond through shared experiences in a school-wide assemblies, they have found ways to build connection with technology. Live daily announcements allow students to see each class and each other at a time when their in-person contacts are limited. Weekly routines are built around daily themes broadcast through this technology, beginning with Mindful Monday, Trivia Tuesday, Wacky Wednesday, Thoughtful Thursdays and Fun Friday, where the entire school participates in a trivia game of their own design.
Being the first students in this school gives them license to influence some of the programs that matter to them. The lack of sports is giving students the opportunity to create other, unique school awards. Even if they have to be distributed virtually, they will reflect attributes and achievements that matter to the students. That kind of power fosters student engagement. KG
