Family Handbook 2024-25

A handbook for students and families to learn more about life at Havergal.

Table of Contents

Our Commitment

5 6 7 9

Havergal Values

Havergal’s Portrait of a Grad

Equity, Diversity, Inclusion and Belonging

The Anglican Affiliation

10 12 15 16 17 18 22 24 27 28 30 32 40 45 46 46 47 48 49 50 52 55 56 57 58 60 63 65 66 66 67 74


Our Community

School Leadership


House System

Communication with Families

Community Rights and Responsibilities

Student Health and Wellbeing

Havergal’s Commitment to Wellbeing

Health Centre Student Support

Health Policies and Procedures


Online Green & Gold Shop

Uniform Specifications and Requirements Junior Kindergarten/Senior Kindergarten Uniform Policy

Grades 1 to 4 Uniform Policy Grades 5 and 6 Uniform Policy Grades 7 to 12 Uniform Policy Daily Uniform Expectations

Academic Life


Report Cards and Parent-Teacher Conferences

Academic Honesty and Integrity

Extended Student Absences and Exchange Policies

Planned Extended Absences Through the Forum for Change Programming

Co-Curricular Opportunities The Co-Curricular Program



Art Co-Curriculars


Private Music Instruction JK to Grade 12

77 78 81 82 84 89 90

Student Leadership

Student-Led Events and Initiatives

Upper School Affinity Groups & Alliances

Upper School COSSOT Events

Forum for Change

About the Forum for Change Global Experience Program (GEP)

91 97

Global Partnerships

HC-X: Havergal’s Innovation Hub

101 102

What is HC-X?

Digital Micro-Credentials (Grades 9 to 12): An HC-X Learning Experience Opportunity

105 109 110 111 112 112 113 115 116 116 116 117 118 119 121 122 123 123 123 123 125 126 127 129 132 135 136


School Access

Student Drivers and Passengers

Student Parking

Swipe Cards

Valuables and Personal Items

Emergency Procedures


Hold and Secure Shelter in Place


Agreements, Policies and Procedures Accessing IT Support for Families JK to Grade 12

Junior School

Daily Schedule


Birthdays and Invitations

Cell Phones

Lost and Found

Upper School

School Day Schedule


Managing Personal Devices

Lost and Found

Glossary of Havergal Terms

Havergal Terminology





Our Commitment



Havergal Values


Honesty, dignity, responsibility and respect inform our actions.


Exploration, curiosity and discovery guide our learning.


Kindness, caring and inclusion underpin who we are.


Bravery, tenacity and boldness fuel our pursuit of excellence.



Havergal’s Portrait of a Grad

The Havergal graduate is a globally-minded, confident and resilient decision maker, able to adapt and thrive in complex and changing environments. Our graduates are self-directed, lifelong learners that are equipped to navigate a dynamic and uncertain world.

Globally Minded Havergal graduates seek to understand issues and perspectives beyond their own lived experience, languages and culture, and use this knowledge to broaden their perspectives globally.

Inspired to Action

Havergal graduates are equipped with the tools and mindsets to make decisions and act on issues, events, challenges and opportunities that they are passionate about, to help make the world a better place for all. Self-Directed, Lifelong Learners Havergal graduates possess the skills to embrace ambiguity and have experience solving real-world challenges using design thinking approaches. Sparked by curiosity, they are passionate lifelong learners who research effectively, read critically and apply rigorous thinking. Empathetic Havergal graduates practice empathy and understand that the views of others are vital to cultivating one’s own perspective and in taking action. They are able to use language effectively to identify and describe feelings to better themselves.



Flexible and Adaptable Havergal graduates are able to adopt new mindsets, hone skills and reflect upon their experiences, developing the resiliency to navigate challenges and thrive. Leaders with Integrity Havergal graduates possess the values and ethics to lead from integrity and with confidence. Their actions are guided by honesty, dignity, responsibility and respect for others. Future Ready Havergal graduates are prepared to work and play in a dynamic, uncertain world and understand the impact this can have on their own health, wellbeing, productivity and lifestyle. They have the knowledge and tools to be resilient and joyful. Digital Navigators Havergal graduates are experienced using digital tools in healthy, creative and innovative ways to cultivate their relationships, identity and sense of belonging. They are able to navigate challenges and pursue opportunities as active citizens in digital communities.



Equity, Diversity, Inclusion and Belonging

Equity, diversity, inclusion and belonging are essential components of living the Havergal mission and achieving excellence in all we do.

● Equity is the recognition of the existence of systemic social inequalities and the introduction of actions to proactively reduce, if not remove, institutional structural and cultural barriers to equal opportunity and inclusion. ● Diversity is the broad ‘mix’ and layers of differences in any community, with particular focus on representation and composition of historically under-represented and/or equity-deserving groups. ● Inclusion is the behaviours and practices to foster meaningful engagement, empowerment and equality of opportunity in any community that is made possible through intentional and ongoing action.

● Belonging is the sense of acceptance, security and support experienced by community members of all identities that results from consistent efforts of equity and inclusion.

At Havergal we: ● Seek to identify and remove systemic barriers in order to increase access to opportunities. ● Actively expand diversity to learn and grow through the knowledge and perspectives it brings. ● Collectively take responsibility to create an intentional culture of inclusion. ● Sustain an environment and experience that allows students to thrive, feel valued and experience a sense of belonging, as their authentic selves.

All members of the school community are asked to uphold Havergal’s core values along with this commitment to equity, diversity,inclusion, and belonging.



The Anglican Affiliation

As an expression of our Anglican faith affiliation, as a school, we:

● Observe spiritual and liturgical Anglican traditions and seek to understand and apply them in a contemporary way. ● Recognize the faith and creeds of others within our community, and build mutually appreciative and respectful relationships between people of diverse faiths and differing worldviews within our HC school community. ● Explore how diverse faith, religion and spirituality impact our individual and collective identity in an environment that welcomes everyone with a commitment to fostering belonging. ● Care for the development of the whole person (mind, body and spirit), while also leaning into a responsibility to, and modeling of, citizenship as members of our school and our local, national and international communities. ● Engage in scientific inquiry and intellectual and philosophical exploration to examine life’s challenging and complex questions. ● Live our Havergal values of inquiry, integrity, compassion and courage, alongside the spiritual values of kindness, generosity, love, justice, humility, truth, hospitality, service, compassion, forgiveness and redemption. Prayers Prayers is a gathering of students, faculty, staff and guests, structured in solemnity, where we observe spiritual and liturgical traditions in a contemporary way. We assemble as a community for Prayers two times a week in the Junior and Upper Schools to reflect and deepen the school’s purpose in the world. Prayers provides an opportunity for our community to have a shared experience, learn and celebrate together and experience our Anglican affiliation with openness, curiosity and reflection. We create opportunities for students from a variety of faiths to share their traditions, beliefs and cultures. During Prayers, we seek to prompt questions, deepen insights and celebrate our community, inviting each of us to reflect on these ideas and apply them to our own lives. Because we believe that everyone can learn from the values and teachings from these gatherings, Prayers is a compulsory part of our programming. Anglican School Activities



Seasonal Gatherings In addition to Prayers, we have special seasonal gatherings such as Harvest Festival in the Junior School and the Lessons and Carols Service in the Upper School to which family members are invited. We encourage families, regardless of their faith or religious affiliations, to attend these special services as a way of building community and supporting an inclusive school culture throughout school life and activities. Assemblies From time to time we host school assemblies that differ from Prayers in their tone, structure and content (e.g. a school spirit day gathering would be an assembly and would not have faith elements incorporated). Academics In the Junior School, religious teaching is incorporated into Prayers. It is story-based, focussed on relating to neighbours and developing personal character and values. Religious Education is a compulsory program for students in Grades 7 and 8. The Religious Education course seeks to examine the structures and paradigms of religions—using Christianity as our template—as an aspect of global capability. In the Upper School, faith-based learning takes place through Prayers and elective courses such as World Religions. Chaplaincy There is a Chaplain on staff at Havergal College whose role is to lead Prayers, provide pastoral care to community members and be an academic resource for the school community. Counselling and conversations with the school Chaplain are an additional wellbeing and support resource available for students, faculty, staff and families.

Learn more about Havergal's Anglican Affiliation and the Anglican Acknowledgement of Responsibility on the Student and Parent Portals.




Sustainability & Environmental Initiatives As a leader in education, Havergal College teaches students to be respectful of their environment and knowledgeable about sustainable practices and the value of being responsible community members. We demonstrate those values outside of the classroom with our commitment to the LEED® green building rating system—the pre-eminent program for the design, construction, maintenance and operation of high-performance green buildings—which will ensure that our enhancements create environmentally sustainable buildings for today and long into the future. Operational Optimization The Facilities Team is currently working on upgrading our Building Automation System (BAS), which will allow for optimization of the heating, ventilation and air conditioning (HVAC) systems. This will allow us to reduce our annual utility consumption and significantly decrease the emission of carbon dioxide into the air. Ultimately embracing an energy-efficient HVAC system slows down the use of finite fossil fuels. Car Charging Stations Havergal College has three car charging stations at both the Upper School and Junior School. Although the initiative was a municipal standard during our new construction build that wrapped up in 2020, Havergal College truly supports the use of electric vehicles, which is why there is no cost to employees to charge their vehicles at work. EV charging at Havergal College has helped eliminate 1,134 kg of greenhouse gas emissions—that is equivalent to planting 29 trees and letting them grow for 10 years. Living Wall (BioWall) For the best quality of life, the air we breathe must be clean and enriched with oxygen. Oxygen nourishes the lungs, the blood and, consequently, the rest of our organs. Fresh air is not always possible when students and staff are indoors, so with this in mind Havergal College included a living wall in the Student Commons of the newest addition to the Upper School. This addition will help improve air quality because of the natural process in which plants remove carbon dioxide, absorb and clean other pollutants, and then as a byproduct produces oxygen-rich air for students and staff.



Three-Compartment Bins Havergal College has introduced three-compartment bins across the school and has removed individual waste bins in classrooms and offices. This step will ensure that our waste diversion numbers remain above Ministry standards as students and staff have the opportunity to sort waste at every waste receptacle. It also allows the College to significantly lower the use of plastic garbage bags that would be used if we continued to have individual waste receptacles for classrooms and offices. The compartments are:

● Bottles and Cans: plastic/metal bottles and cans only ● Mixed Paper: any type of non-soiled paper ● Waste: everything else (food and organic matter will break down in a landfill)

In the kitchens, dining halls and food container collection locations, we sort and collect organic waste to be composted. Interesting Facts ● New ventilation units are equipped with a heat recovery wheel that can precondition the air going into the space, which will reduce natural gas consumption in the winter season. ● Havergal has several green roofs to reduce energy consumption and help clean the air. ● Rooftop solar array panels produce an alternative source of energy for the school. ● Daylight sensors and occupancy controls ensure that lights are turned off after a room is vacated. ● Native and drought-resistant plants reduce the volume of water needed to maintain beautiful gardens.





Our Community



School Leadership

Senior Leadership Team (SLT)

Members of the Senior Leadership Team assume operational oversight for different aspects of the school. The SLT is comprised of the following members:


Dr. Katrina Samson Lindsay Norberg

Deputy Principal

Vice Principal: Teaching & Learning Vice Principal: Experiential Education and Innovation

Dr. Seonaid Davis

Garth Nichols

Vice Principal: Student Life & Wellbeing Krista Koekkoek

Head of Junior School Chief Operations Officer Chief Information Officer

KateWhite Laura Sims SamChan Annette Paul

Executive Director of Advancement Executive Director of Strategic Enrolment Management Executive Director of Communications & Marketing Executive Director of Human Resources Executive Director, Equity, Diversity, Inclusion & Belonging

Maggie Houston-White

Antonietta Mirabelli

Shirley Garcia

Nicole Cozier

Heads of Schools

Head of Middle School Head of Senior School Head of Boarding School

Cissy Goodridge Deirdre Timusk

Nicole Folkes

If you have a concern, please contact the person who you feel is closest to the concern.




The Havergal College Parent Association (HCPA) comprises over 50 committee members, from both the Junior School and the Upper School, all working together to maximize parent engagement, foster community spirit and support the school through social and fundraising initiatives. Throughout the year, HCPA members engage with other parent volunteers to run and support a number of fantastic events including Celebration Saturday, Ivy Market, Grade Breakfasts, Gator Gala, the JS A-mazing Race and Moms’ Night Out. In addition, they coordinate the school’s Pre-Loved Uniform program, the HCPA Marketplace and the Used Textbook/Book Exchange. Volunteering with the HCPA is a wonderful way to get to know other HC parents and model the values and benefits of participating in the life of the school. If you are interested in finding out more or would like to volunteer, please visit the HCPA tab of the Parent Portal to get started. If you have specific questions, please feel free to reach out to the HCPA Co-Chairs at

Welcome to the Havergal College community!



House System

About The House system forms the basis for cross-grade community building within the school. It fosters peer-to-peer mentoring and leadership development, as the program is primarily student-led. There are 10 Houses, each of which are named in honour of women who have contributed to the wellbeing of Havergal in different but meaningful ways. Some have been principals of the school, some have been much-loved staff members and others have influenced the growth of the school. Havergal’s House system is an integral part of the school’s organization with every JK to Grade 12 student, Old Girl/Alum, staff and faculty member belonging to one of the 10 Houses. Siblings and daughters of Old Girls/Alums join the Houses of their relatives. House spirit competitions throughout the year result in awarding the coveted House Banner to the winning House for the year.


Frances Ridley (FR)

Est. 1929 The founding members of the first Board of Havergal chose to name their new girls’ school after Frances Ridley Havergal, who had received her middle name as the goddaughter of a descendant of Bishop Ridley. Frances was born in 1836 and was known to be graceful, sensitive, vivacious and precocious. She was reading by the age of three, writing Bible verses by the age of four and teaching Sunday school at the age of 10. Frances is remembered for her lifelong thirst for knowledge, her poetry and her skill in music. She loved to write hymns and wrote “Take My Life” in 1874.

Mascot: Penguin Characteristic: Honesty Colours: Black & White Motto: Waves of kindness bring a sea of love. Hymn: Take My Life, and Let it Be



Ellen Knox (EK) Est. 1929

During the summer of 1804, Ellen Knox—a young scholar who had recently earned her Cambridge University teaching diploma—was approached to become Havergal’s First Principal. She accepted with great enthusiasm and is remembered for posing one of the school’s resounding questions: What will you do? Ellen Knox was known for the special relationships she formed with young Boarders and for her love and respect for all Havergal students. She founded the Grandchildren’s Party, as she truly considered all children of Old Girls her “grandchildren.” Marian Wood (MW) Est. 1929 Marian Wood served as Havergal’s second Principal, arriving from England in 1898 and intending to stay for a year. She stayed for 39 years, succeeding Ellen Knox as Principal in 1924. She taught art and sculpture and is remembered for her slide shows of the works of the Old Masters and her leadership in developing good conversational skills at the dining table. She instituted the House system, the predecessor to Celebration Saturday, and the first candlelight ceremony for graduates. A shy person, some saw her as stern, while others saw her as warm and wise—the best teacher they ever had.

Mascot: Frog Characteristic: Friendship Colours: Green & White Motto: May God lighten our hearts. Hymn: Praise, My Soul

Mascot: Bumble Bee Characteristic: Love

Colours: Yellow & Black Motto: Truth conquers all. Hymn: Morning Has Broken

Kate Leonard (KL) Est. 1936

A new House was formed in 1936 and named in honour of Kate Leonard, who had passed away that year. Mrs. Leonard had taken a personal interest in the school, donating generously to Havergal College during her lifetime. Most notably, Mrs. Leonard presented the school with a generous gift in 1936, which enabled Havergal to make a financial turnaround at the end of the Depression. All debts were paid and the school’s facilities were expanded to include more classrooms, a domestic science wing, chemistry and physics labs and common rooms.

Mascot: Elephant Characteristic: Faith Colours: Light Blue & White Motto: We grow through knowledge and experience. Hymn: Dear God, Compassionate and Kind



Margaret Taylor (MT) Est. 1938

As enrolment increased at Havergal, another new House was formed in 1938 and named in memory of the wife of Rev. Dr. William Taylor, Chairman of the Board of Havergal from 1926 to 1951. A House Report from the 1940 Ludemus reports: “This is the second year of our existence as a House and it has been a very happy one. In addition to our afghan and baby’s garments, we are also knitting for the soldiers, and have been especially interested in dramatics this year… although we are the youngest of the five Houses, we feel that we are now quite grown up, and ready to take our place.”

Mascot: Butterfly Characteristic: Kindness Colours: Dark Blue & Orange Motto: May she who merits the prize receive it. Hymn: He Who Would Valiant Be

Edith Nainby (EN) Est. 1942

Edith Nainby arrived at Havergal from England in 1896 and stayed for 40 years, teaching Art and Health. She was a kind, motherly woman, with a twinkle in her eye and a sense of humour. It was she who checked that Boarders’ coats were buttoned and gloves and boots were on before the morning walk up Jarvis St. to Bloor St. before Prayers. Her photo and this caption were printed in the 1937 Ludemus : “Miss Nainby, beloved by all girls, past and present, left us this October for England, after nearly 40 years’ work for the school she loved.”

Mascot: Lion Characteristic: Loyalty Colours: Red&White Motto: Strength through friendship. Hymn: I Vow to Thee, My Country

Agnes Hansen (AH) Est. 1978

Agnes Hansen was a registered nurse who came to Havergal from Norway in 1930. Most of her years at Havergal were spent as the Senior House Mother in the Boarding School. She played a vital role in keeping Havergal students safe in 1937, when the school opened five weeks late due to a polio epidemic. While Miss Hansen gave the impression of being stern, she secretly enjoyed the antics of the students in the Boarding School.

Mascot: Panther Characteristic: Courage Colours: Pink & White Motto: Happiness through kindness and effort. Hymn: I Feel the Winds of God Today



Catherine Steele (CS) Est. 1978

Catherine Steele served as Havergal’s fourth principal. An Old Girl (Class of 1928), she taught at the school for a few years in the 1930s and came to the school as Principal in 1952, retiring in 1972. The 60s were tumultuous—a decade of change and rebellion. Miss Steele met the challenges head on, offering counselling and a safe haven for all girls. Miss Steele also had a great sense of humour. She was universally known as “Stainless Steele,” or “Stainless” for short, and she enjoyed the nickname!

Mascot: Unicorn Characteristic: Peace Colours: Purple & Grey Motto: Love, unity, truth. Hymn: Love Divine, All Loves Excelling

Mary Dennys (MD) Est. 1995

A young Mary Dennys looked at the newly constructed Havergal and told her parents: “I will certainly never go there.” Six years later she was enrolled in Grade 7! She graduated in 1940 and was a Prefect in Marian Wood House during her senior year. Miss Dennys taught English and French and served as Head of Guidance, Vice Principal in 1959 and then as Havergal’s sixth Principal in 1975. Miss Dennys—known for her combination of warmth, authority and compassion—launched the first exchange program with Australia and established Founders’ Day.

Mascot: Dragon Characteristic: Hope Colours: Gold& Teal Motto: Lift up your hearts and seize the day. Hymn: For the Beauty of the Earth

Marcelle De Freitas (MDF) Est. 1995

Mascot: Dolphin Characteristic: Joy Colours: Silver & Royal Blue Motto: May our earth and our country prosper through our own love and care Hymn: Joyful, Joyful We Adore Thee

Marcelle De Freitas taught Sewing and Spanish at Havergal from 1944 to 1984. Her sewing classes inspired a lifetime of sewing and crafts in many students, who still think of her every time they pick up a needle. Her Spanish classes were more than just language lessons; they were life lessons in which she taught girls to think critically and challenge their assumptions. Marcelle De Freitas was also the originator of the House hats. She started knitting them in 1960 and they are still a part of Havergal today.



Communication with Families

Parent Communication with the School Havergal is committed to openly communicating with every parent and/or guardian who is legally entitled to receive information from the school. Custodial changes that restrict and/or prevent information sharing by the school with parents and guardians in this way must be supported by legal documentation, which the school keeps confidentially on file. Ms. Lindsay Norberg, Deputy Principal, oversees students JK to 12. The Head of Junior School, Head of Middle School, Head of Senior School and Head of Boarding School report to her and ensure there is an effective management of information regarding student wellbeing. Should an issue arise, you are encouraged to connect first with your daughter’s Homeroom (Junior School), Form Teacher (Middle School) or Teacher Advisor (Senior School). Should you require greater support, contact the appropriate Head of School. In the Upper School, if a specific academic issue arises, contact the Course teacher. If the issue is not resolved, it should be raised with the appropriate Head of Department. If it is still not resolved, please contact Dr. Seonaid Davis, Vice Principal, Teaching and Learning. Guidance Counsellors can be helpful in supporting students developing their own voice and agency when challenges arise. They can be a helpful resource for students and their families when looking to navigate the natural ups and downs of adolescence. They can also support looking at overall academic pathways, course selection and post-secondary applications and scholarships. If you have further questions about these topics, reach out to the Director Guidance, Student Support & Wellbeing or Director Guidance, Academic and University Counselling. Krista Koekkoek, Vice Principal, Student Life & Wellbeing can be contacted if issues are not resolved. Additionally, there are numerous roles within Havergal that comprise the wellbeing network of adults with the expertise and care to support your child and you: Homeroom, Form teachers, Teacher Advisors, Assistant Head of Junior School, learning support specialists, guidance counsellors, school nurses, the school-based Upper School social workers and vice principals. Please feel welcome to contact members within this group at any time throughout the year to share behind-the-scenes information you feel is important for the school to know about your daughter.



Veracross Veracross is Havergal’s school information system that connects parents with the school and the school with parents. Havergal uses Veracross to send emails—and, in rare urgent cases, short messaging service (SMS) texts—to you, so it is imperative that you keep your phone number and email contact information up-to-date. Parents access Veracross through the Parent Portal using this link: The Parent Portal provides your family with student, grade and school-specific information about your child’s academic, athletic, performing arts and co-curricular life. It is through the Veracross Parent Portal that you will be able to access your child’s report cards, reach out to her teachers by email, update your household profile, access class schedules and review messages.

Learning Management Systems at Havergal

Students in JK to Grade 3 are enrolled in SeeSaw. Teachers use SeeSaw to send information to parents and to share student work.

Students in Grades 4 to 12 use Canvas as their learning management system. Students use Canvas to access their class resources and the Gradebook. Parents do not have access to Canvas, but can ask their child to log in and show them the course materials.

School Publications

In addition to the Parent Portal on Veracross, report cards and parent-teacher conferences, Havergal College also produces:

● The Weekly: A central resource of communication with parents is TheWeekly , an email sent to all parents/guardians on the last day of the week from either the Head of Junior School or the Heads of Middle and Senior Schools. TheWeekly includes essential information about school operations and upcoming programs. ● Inside Havergal : This whole-school focused monthly e-newsletter is sent to all parents/guardians, faculty, staff and Senior School students on the last Tuesday of each month as a way to highlight a variety of school programs, initiatives and other school-wide news. ● Torch : The school’s annual digital magazine, Torch , is shared with all parents, Old Girls/Alums, faculty, staff and donors in early spring. ● Impact Report: Havergal’s digital annual report is shared with all donors each fall.



● Chronicle : An Old Girl/Alum magazine produced annually by HOGA volunteers and the Office of Advancement is distributed to Old Girls/Alums, parents and friends of Havergal.

Student Publications ● Behind the Ivy (BTI): the student-run school newspaper. ● The Bluestocking : a literary magazine, published annually. ● Ludemus : the student yearbook, published annually. ● Gator Zone : an electronic athletics newsletter that is sent to athletes, parents of athletes, coaches, faculty and staff at the end of each athletic term.

Community Rights and Responsibilities

All members of the school community are expected to follow the Havergal Code of Conduct and Rights and Responsibilities (linked at the end of this section). As a school, we are guided by our values of courage, compassion, integrity and inquiry. Junior School Expectations: ● Arrive at school on time and be present in their Homeroom by 8:25 am. ● Practise the “Junior School Norms” (greet one another by name; invite and include others in work and play; wear the uniform with pride; open doors for others). ● Only leave campus when signed out. ● Cell phones are to remain in student lockers throughout the day. ● Follow recess and lunchtime expectations, as outlined by faculty and staff. Middle School Expectations: ● Arrive at school on time and be present in Form by 8:30 am (Monday to Thursday) and in Period 1 by 9:30 am (Friday). ● Wear proper uniform at all times. ● If a student has a class and needs to leave for an appointment, their parent or guardian must sign them out with the DSO (using the Veracross Student Logistics Module). Students are to sign back in at the DSO when they return to campus. ● Cell phones should be locked away in their lockers during the day. They are permitted before and after school and at lunch time. At all other times, they should be in their lockers. ● Middle School students are not permitted to leave campus during the day (at breaks or during lunch time).



Senior School Expectations: ● Arrive at school on time and be present in Advisory by 8:30 am (Monday to Thursday). ● Wear proper uniform at all times during the school day. ● If a student has a class and needs to leave for an appointment, their parent or guardian must sign them out at the DSO (using the Veracross Student Logistics Module). Students are to sign back in at the DSO when they return to campus. ● If a Grade 11 or 12 student has a spare, they may leave school during their spare time, but must sign out at the DSO (binders outside the office) before leaving. Students are to sign back in at the DSO when they return to campus. ● If leaving school property at lunch, be respectful to our neighbours and embody our school values when visiting local shops and restaurants. Students do not need to sign out at lunch. ● There is no student parking on campus. Students should not park on campus and must follow the posted signs for parking in our neighbourhood.

Code of Conduct

Havergal Code of Conduct Harassment Policy Acceptable Use of Technology Agreement: Student Student Rights and Responsibilities Junior School Student Rights and Responsibilities Upper School Student Rights and Responsibilities

You can find a comprehensive list of our Policies and Procedures in the Parent Portal.





Student Health and Wellbeing



Havergal’s Commitment to Wellbeing

Havergal’s Commitment to wellbeing refers to our individual and collective responsibilities as it pertains to taking care of ourselves, each other and the community. Our commitments are rooted in wellbeing science and aligned with the mission and values as a school. We know that “preparing young women to make a difference” includes the lifelong pursuit of appreciating strengths and growth, nurturing compassion, developing self-awareness and pursuing a values-aligned life.





Health Centre

The Health Centre operates Monday to Friday, on all school days. There is a nurse on duty in the Junior School Health Centre between 9:30 am and 2:30 pm, and in the Upper School Health Centre between 8 am and 4:00 pm. Whenever possible, students are encouraged to visit the Health Centre before classes start for the day, at breaks and at lunch to reduce interference with their academic schedule.

If a Day student is not well and unable to attend classes, their parents will be called and asked to make arrangements for their child to be picked up and taken home.

The Nursing Team The Health Centre Nursing Team supports the physical and related social emotional needs of Boarding and Day students alike. The Health Centre Nursing Team is composed of a Manager, Health Centre/Lead Nurse and several Registered Nurses. The Health Centre also employs a consulting Physician who sees Boarding students once/week or as needed.

Medication at School

Medication administration of prescription and non-prescription medication by a Health Centre nurse may arise in the following scenarios:

● The student lives in Boarding and medication dispensation is supported by the Health Centre. ● The medication is essential for a Day student to continue to attend school and/or it is necessary that the medication must be taken during school hours. ● It is not appropriate for the Day student to self-administer the medication.The medication is administered in the case of a health emergency. The Health Centre keeps a stock of common over-the-counter (OTC) medications, which may be administered after a nursing assessment. Prior to the beginning of the school year, parents have an option to consent for common over-the-counter medications (Tylenol, Advil, Aleve, Gravol, Reactine, Benadryl, TUMS, Pepto Bismol). If parents have consented for these medications, the nurse can give these to the student if assessed that they require them. In the Junior School, the nurse will call the parent if medication is required. In the Upper School, if parents have not consented via Magnus for any OTC medication, the nurse will call the parent first for consent to administer. In an emergency circumstance, the nurse may administer any medication that is assessed to be needed. If you do not



want your child to receive any over-the-counter medication, please ensure this is updated on your child’s Vital Health Record in the Magnus Health Portal. A link to Magnus is also available on the Parent Portal under My Household > Update My Child’s Health Information. If a student brings medication to be administered at school, the medication must be in the original dispensing container from the pharmacy and should be given to a Health Centre nurse to be secured in a locked cupboard, along with administration instructions (reason, frequency and dose). Additionally, the CPR, First Aid and Safety Policy outlines the distribution of medication by non-medical staff and faculty for both non-prescription and prescription medication. Health Records at Havergal The Health Centre ensures that the health records of students in Junior Kindergarten to Grade 12 are accurately and confidentially stored. Accurate record-keeping helps keep students safe on- and off-site, and it relies on parents being diligent about updating their children’s health information and sharing it with the school. Please complete your child’s Vital Health Record in the Magnus Health Portal to ensure the following information is accurate and updated: health history and conditions, allergies, history of concussions, dietary restrictions and administration of medications from Health Centre nurses. Parents are responsible for updating the school on any changes in your child’s health status throughout the year by updating information in the Magnus Health Portal. Parents are required to provide their child’s routine immunization records with Toronto Public Health, which can be done through the Toronto Public Health Immunization Connect webpage. Immunization records are not kept by Havergal; parents are able to get these records through Toronto Public Health. The Health Centre will assist Boarding students in updating their immunizations. All health-related policies can be found in the Policies, Procedures and Agreements page on the Parent Portal.



Student Support

Student support is made up of a diverse group of Havergal faculty and staff from the Junior and Upper Schools who are responsible for overseeing the umbrella of student support services that place students at the centre of their care. Students are supported by the Deputy Principal; Vice Principal of Student Life & Wellbeing; Heads of Schools; directors of Guidance; guidance counsellors; social workers/child & youth worker; school nurses; the school physician; learning support specialists; and the chaplain. This team is ultimately responsible to the Principal for management of student wellbeing within the school. These staff are available to guide students through their school experience and, in particular, assist them in managing academic, psychosocial, physical and spiritual needs. Student support members work closely with students to help them navigate adversity and embrace successes as they progress through their academic journeys. This approach is student-centric and case-specific, whereby the composition of individuals supporting a student is uniquely established. Commitment to Inclusive Excellence—Student Support Services Student Support Services at Havergal College is committed to providing affirming and culturally sensitive services to our students. We strive to offer services and programs that are inclusive and give voice to the varied experiences specific to the racial, ethnic and cultural background/ experience, gender identity, sexual orientation, socio-economic experience, religious affiliation, nationality and/or disability status of our students. We engage students with respect, affirmation, acceptance, understanding and an appreciation of our differences and similarities, and we are open to learning when there is a lack of familiarity with a student’s experience. Our team of social workers, guidance counsellors and learning support specialists have extensive experience and specialized training in providing support services to individuals of diverse social identities and backgrounds. We understand that only through an awareness of ourselves as cultural beings can we hope to understand and help others.



Guidance Upper School guidance counsellors work closely with Upper School students to help them navigate academic and social emotional changes and issues that define adolescence. Philosophically, the Guidance Department believes that in order to provide the best support and advice, it is essential to know our students both from an intellectual and an emotional dimension and work directly with them to build their capacity for growth and advocacy. Guidance counsellors work with students one-on-one, in small groups and with grade-specific groups. Students will have one designated counsellor for Grades 7 through 9, then will transition to a senior grades counsellor for Grades 10 through 12. Counsellors guide from academic, inclusive and social emotional lenses, providing students with exceptional support and individualized school strategies.

Academic counselling support with: ● Course selection ● Enrichment opportunities ● Summer programs ● Goal setting (personal, academic and career development) ● Post-secondary and scholarship applications

Personal coaching support with: ● Self-esteem ● Stress

● Emotion management/regulation ● Motivation, perfectionism ● Relationships ● Identity

While at Havergal, students will also have the opportunity to participate in: ● University fairs (over 50 post-secondary institutions are hosted each year) ● University visits (a variety of campus tours are organized yearly) ● A comprehensive Grade 10 Career Studies course ● Grade 11 and 12 Guidance sessions that focus on post-secondary research, applications, informed decision-making and transition

Students and parents are encouraged to contact the Guidance Department for information or assistance at any time.



Learning Support The Learning Support Team is responsible for supporting students, families and faculty in a collaborative model when learning difficulties arise. When teachers or parents identify a student struggling to learn, the team collectively monitors student progress and makes recommendations to support learning. For identified students, the team manages student accommodations and will work with outside service providers to help students build on their strengths and support their areas of challenge. There are four Junior School learning support specialists for students in Junior Kindergarten to Grade 6 and one child and youth worker who supports the social/emotional needs of Junior School students. There are three learning support/guidance specialists for Grades 7 to 8 and one learning support specialist for Grades 9 to 12. In the Junior School, early and intensive interventions are provided to students who may require additional support to meet grade level learning objectives. When students transition into the Middle School, the focus shifts to proactively supporting students through strategies designed to build their executive functioning, study and self-advocacy skills. As students move into the Senior School and prepare for post secondary education, they build their self-advocacy skills, develop an individualized toolkit of assistive technology and refine their executive functioning skills. The learning support specialists review all psycho-educational assessments and create Individual Education Plans (IEP), which identify annual program goals and describe the support that is available for that student. The accommodations are aligned to those of universities, colleges, provincial assessments and other standardized tests. Accommodations include instructional, assessment and environmental strategies and supports. Accommodations are determined based on the recommendations of a psycho-educational assessment and in consultation with the student, parents and teachers. To ensure accommodations meet the specific needs of the student, a psycho-educational assessment completed within the last four to five years should be on file. Generally, student assessments are completed in Grades 3, 8 and 12. Students going to university will be counselled to seek a current psycho-educational assessment. An IEP based on the recommendations of an occupational therapist will be retired in June of the second academic year after the recommendations have been put in place. Students who continue to require accommodations will need to provide an updated occupational therapy report. An IEP based on the recommendations of a mental health professional or doctor’s note will be retired in June of that academic year. Students who continue to require accommodations will need to provide an updated recommendation letter.



Havergal College upholds the principles of respect for human rights as enshrined in the Ontario Human Rights Code , R.S.O. 1990, c. H.19, (the “Code”). Havergal commits to provide reasonable academic accommodations for needs related to the grounds of the Ontario Human Rights Code , unless to do so would cause undue hardship.

Social Work (Upper School)

School social work is a part of broader student support at Havergal College and available to students in the Upper School(Grades 7 to 12).

The social workers provide:

● Support for student psychoeducation in small groups and grade settings. ● Short-term individual strengths-based counselling to students in Grades 7 to 12. ● Referral services to community agencies and other external professional support. ● Parent and staff educational presentations. As members of the Student Support Team, the social workers contribute thematically to the trends and issues being monitored and managed and, with a student’s consent, may consult with relevant members of the Student Support Team. For more information about the Ontario College of Social Workers and Social Service Workers (OCSWSSW), visit their website at or call 1-877-828-9380. Confidentiality Confidentiality is a legal obligation not to disclose information obtained in confidence without a student’s consent. When working individually with students, the aim is to work with parents to support their child’s progress. However, when a capable student discloses personal information to the social worker and specifically requests that the conversation and its details remain confidential, it is important for parents to understand that, with the exception of imminent risk and/or health and safety circumstances, the student’s request will be honoured. For more information about understanding the legal rights of children, youth and their parents in mental health care, please refer to the Canadian Mental Health Association website. Informed Consent Informed consent requires that a student be capable of providing such consent. This means that the student must be cognitively capable (i.e. able to understand the information provided) and appreciate the reasonable risks and benefits of such services in order to give consent.



There is no general age of consent for counselling services. Instead, the issue of capacity requires the social worker to consider factors such as the child’s age, maturity and general level of understanding. An individual’s capacity may also vary over time. A young person may be capable of making certain decisions but not others. That is why it is essential that informed consent be an ongoing conversation. It is also important to note that no information shared by the student with the social worker will be disclosed to a third party without the expressed written consent from the student. At any time, consent can be withdrawn or conditions placed on the disclosure of information, as directed by the student. Informed consent to social work services and confidentiality will be discussed in the first meeting with the social worker. Students can provide verbal consent, which will be documented by the social worker in their case notes after the session. Risks and Benefits Before the counselling process begins with any student, the risks and benefits are discussed. Counselling may involve the risk of remembering unpleasant events and may arouse strong and/or unanticipated feelings. Benefits of counselling may be personal growth, where goals are achieved and new coping strategies are developed. When to Involve a School Social Worker One of our school social workers may become involved when any of the following issues are impeding a student’s progress:

● anger management ● anxiety ● bullying ● depression ● eating disorders ● family conflict ● grief/loss

● parenting support ● peer relationships ● self-esteem ● self-harm ● sexuality and sexual health ● stress management

● substance abuse ● suicidal behaviour ● trauma



This is not an exhaustive list; any topic that impacts one’s social emotional learning can be seen by the social worker.

How to Access Social Work If a Guidance Counsellor believes that a student could benefit from the support of a social worker, they will contact the social worker for a confidential consultation. This allows the social worker to determine if they are the best professional to support the student. Students wishing to connect with social work can also do so through self-referral or by reaching out to their guidance counsellor first. The guidance counsellor can support the student and discuss what their needs or concerns are in order to help them determine if it is appropriate to involve school social work. Parents/guardians may also recognize if their child is in need of additional support to make adequate progress in school. In this case, parents/guardians may contact their child’s guidance counsellor to discuss the possibility of one of our social workers becoming involved. Legal Duty to Report Section 125 of the Child, Youth and Family Services Act (CYFSA) imposes a duty to report on any person, including those who perform professional or official duties with respect to children (including social workers) if they have reasonable grounds to suspect that a child is in need of protection. The CYFSA provides that a child is in need of protection if they have suffered or are at risk of suffering from physical abuse, sexual abuse, emotional abuse or neglect. All suspicions of child abuse or neglect must be reported directly to a Children’s Aid Society (CAS) promptly. CAS has the exclusive mandate, under the Child and Family Services Act, to investigate allegations of child abuse or neglect and to deliver child protection services. Because social workers engage frequently (both directly and indirectly) with children who may be at risk of harm or in need of protection, they are in a unique position to recognize possible signs of child abuse and neglect; it is therefore imperative that they be well informed with respect to their duty to report under the Section 125 of the Child, Youth and Family Services Act (CYFSA).

For more information about Child Protection Services and the Duty to Report, please visit their website at Ontario Association of Children's Aid Societies.


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