12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
3295 Mamquam Road, Squamish, British Columbia, V8B 0T8, CanadaIndirect Support:
12480 Hutchinson Farm Lane, Caledon, Ontario, L7C 2B6, Canada
3295 Mamquam Road, Squamish, British Columbia, V8B 0T8, Canada
5,712.1 km
7,645.9 km
1977
2013
704
115
JK to 12
7 to 12
Coed
Coed
Day
Day
English
English
Academic
Academic
Traditional
Progressive
18 to 25
12 to 20
Learning, Developmental, Behavioral
Learning, Developmental
In-class adaptations
$11,780
$19,400 to $28,500
No
Yes
0%
11%
None
7 to 12
$0
$5,000
47
19
0%
0%
80%
100%
information not available
7, 8, 9, 10, 11, 12
information not available
information not available
Rolling
Mar 31, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
information not available
information not available
BCS was founded in 1977 by the Kennedy Road Tabernacle and was initially known as KRT Christian School. It’s grown since, and the name was changed to reflect the school’s non-denominational perspective, though the school is now, just as it has always been, a part of the KRT ministry. Bob Boshart became principal in 1982 and over the next 26 years he consistently lead the development of the programs, accreditation, and the expansion into the upper grades. That said, the development has been very much guided by the school community, and the involvement of the families who have enrolled past and present is a great source of strength for the school. A fairly recent and substantial capital campaign has brought the school to where it is today, with a renewed infrastructure and a full complement of up-to-date instructional resources. Families are drawn to the reputation that the school has gained over its life, as well as a program based in the values of the Christian faith.
View full reportAs the name of the school suggests, place is an important aspect of the life of CMA. Since its founding, CMA has aimed to be a school that reflects the community and environment of the region. Outdoor education is understandably a part of that, though so is the approach, one based on cross-curricular instruction, making connections between the arts, sciences, and the culture of the Sea-to-Sky Corridor. The founders have aimed high, and the school, though still young, has attracted students of a similar mindset. The ideal student is one who is looking for a different approach to learning and who will thrive in a creative, active, cooperative learning environment.
View full reportinformation not available
"I truly believe that the teachers are what make CMA such an amazing school."
Sarah Smart - Alumnus (Aug 27, 2025)
My 4 years at CMA were, in one word, inspiring. I think what stands out most from my time there are ... View full review
"They want us to develop real skills we can use in life, not just memorize information for tests."
Summer Atkinson - Student (Oct 21, 2025)
Coast Mountain Academy has been an amazing experience for me. One of the best parts about the school... View full review
"We expected a good education; what we’ve seen is a profound growth in confidence, self-awareness, and a true love of learning in both of our children."
Visnja Pavicic-Kaltenbrunner - Parent (Oct 21, 2025)
Coast Mountain Academy has been an exceptional experience for our family. Both of my children attend... View full review
"Kids learn best in a setting that is caring and structured. Our teachers are certified, innovative, and passionate about their students and learning. Our academic program is accountable and effective, refined over the past 40+ years and delivered in a Christ-centered environment. Our facilities are modern, well-designed, and inspiring, rising from the fields on 65 acres at the end of Hwy #410 on the edge of Caledon."
"Coast Mountain Academy is a post-secondary preparatory school that was founded with the goal of creating a culture of curiosity while providing a world class education. We offer not only a rigorous academic program, but a well-rounded arts, athletics, and outdoor education program. Our engaging courses take full advantage of the mountainous temperate rain forest that surrounds us, while fostering advanced academic skills in communication, critical thinking, creativity, and collaboration."
"Our Christian faith inspires and underlies our commitment to excellence.
We plan, teach, assess, communicate, and reflect with excellence because we are motivated to represent Christ well to our students.
Our teachers are our greatest strength; engaged, life-long learners themselves, they are positive, encouraging, and love their vocation! They collaborate excitedly with one another, dialogue incessantly about learning, and model collegial and inspiring relationship for our students."
"One thing that truly distinguishes CMA is how connected our community is and how much care our staff, faculty, parents, and alumni take to collectively support our student's success at school and beyond. As a small and tight-knit school community our students form lifelong connections with their peers, and a teacher's reach is beyond the courses that they teach: our teachers are mentors for the students of CMA. Year by year, we are graduating inspired leaders who come back to visit as Alumni and give back to the community that helped shape them."
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"At a very early juncture in the school's history, our Board of Directors decided that we would not become an AP or IB school. Although we recognize the rigour and international recognition that these programs can bring, we wanted to preserve our flexibility to teach 'best practice' as it inevitably evolves and we have seen the BC Curriculum do just that! CMA's programming thrives because of our small class sizes and our ability to match the BC Curriculum to local landscapes and the societal structures that surround us. We introduce academic rigour in a scaffolded manner and have the flexibility to conduct experiential programming at times of the year when it makes the most sense to do so."
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"In 2012, the key pillars of Coast Mountain Academy's vision were scribbled on a piece of paper by our founders. Daily Physical Education in the morning. Outdoor Education for all. Entrepreneurship and Inquiry. A creative STEM program. And Experiential Education woven into each course, to bring the curriculum to life and provide an education that students would remember.
Many years later these founding principles have been tested by the Covid-19 pandemic, climate change, and changing global politics. Our school survived and thrived as Quest University closed around us and what we learned through these key historical moments is that each challenge is an opportunity. We adapted our programming when we needed to which helped us to find new ways to provide the most robust and impactful education that we could. Our key pillars evolved and took new directions but they ultimately remain as cornerstone pieces to a CMA education."
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"Students who get the most out of a Coast Mountain Academy education are those who are open minded and curious about learning and enjoy doing new things in the classroom and in the outdoors. Our supportive community encourages students to embrace new challenges and cultivate their unique talents, making it a perfect fit for families who value growth and development."
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"We would advise a family against choosing CMA if they are looking for a highly traditional and conventional educational approach, as our school emphasizes experiential and inquiry-based learning. Our assessment methods are holistic, and generally speaking, CMA differs from highly traditional large school settings in our willingness to be flexible, to be patient, and to adjust if necessary.
Also of note, we do not currently offer boarding and our small support team can only offer moderate levels of individualized support outside of the classroom to students with extra needs."
"Families share that they choose our school for:
- a caring, Christian, environment;
- a high academic standard and track-record of success at the post-secondary level;
- a structured, safe, and encouraging atmosphere;
- an administration that is engaged and active in resolving discipline issues promptly and effectively;
- teachers that are committed to their child’s flourishing beyond just academics."
"In the middle school years families choose CMA over other local options because they know their student will not fall through the cracks. CMA keeps a close-eye on student behaviour in these years, teaches social-emotional skills and understandings, and brings students' core academic skills from elementary levels up to a robust high school standard.
In the senior school years families choose CMA over other local options because of the rigour of the classrooms. Families know that there is no wasted time in a senior school classroom and that students will be making academic progress each day, preparing themselves for post-secondary.
In both divisions CMA is a safe, welcoming school environment that pushes each child towards transformative growth and pursuing their own passions. CMA also offers an inspiring series of trips throughout our education that opens students' eyes to the world around them. These trips are a big draw for students and families alike."
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"CMA has quickly gained a positive reputation in the Sea to Sky corridor as a school who gets its students outside on transformative adventures as part of our LEAD program. In addition, we offer some unique and student-loved classes such as our Engineering, Entrepreneurship, and INQubator (an inquiry based, student-led class).
From the mud to the Makerspace, CMA recognizes and honours the fact that lasting learning is messy!"
"The fact that our teaching staff all share a fairly unified Christian worldview is sometimes undervalued, though it provides the foundation of our communal teaching practice. This worldview emphasizes the student as a thoroughly-loved child or God, capable of growth and change and development, and rich with God-given potential. This is the common lens through which each of our teachers see each student, and a truth to which they are held accountable in their decision-making."
"One underappreciated aspect of our school is our focus on University Preparation. At times the slow, methodical, long-term work we do with students in the academic domain can be overshadowed by the adventurous learning experiences and projects that our students engage in.
Course-design aspects like year-long portfolios, essay prompts that are revisited year after year, and tours of prominent Canadian universities help to inspire and give students the skillset to not only gain acceptance to university, but thrive once they're there."
"Families will be pleased to discover the value of having a cross-divisional school that goes from JK all the way up to Grade 12. Although separated into different wings of the school, students in various divisions will share the same frame of reference and there is a sense of security in that. Curricular and extra-curricular cross-divisional activities create a wonderful familial rapport among students, staff, parents, and even grandparents."
"Families might be surprised by the extensive range of opportunities available for student leadership and engagement at our school. While many are drawn to our innovative academic and experiential programs, the vibrant student life at CMA offers numerous avenues for students to explore their interests and develop leadership skills. From participating in house teams and student council to joining various clubs and athletic teams, students are encouraged to take initiative and contribute to our dynamic community."
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"The main improvements and changes that were made heading into the 25/26 school year include:
- a hot lunch program that takes place in the university cafeteria
- an optimized school timetable that allows for our Outdoor Connections classes to go on full-day Friday field trips and adventures without disruption to the rest of the schedule
- the creation of a Resource Room to better equip our students and teachers with learning materials, and to provide spaces for students requiring extra support
As a young school, there is no such thing as "this is the way it's always been done" We are constantly seeking improvement and refinement of our systems and programs."
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"CMA's vision for the next 5 years is to acquire land and build a new campus. Our vision for these new school buildings is to create spaces that deeply inspire student learning and motivation. Our goal is to match our progressive curriculum with world-class purpose-built facilities, and be able to increase enrolment, reaching more students and families, as a result."
For those who don’t know him already, here are some things you should know about our Principal, Andy Cabral.
Firstly, you should know he’s got all that ‘academic’ stuff you’d expect! He completed his first degree and teacher-training program at McGill University (Montreal). His Master’s Degree from Middlebury College (USA) also included graduate courses taken on site at Lincoln College, Oxford University (UK). He is a member of the Ontario College of Teachers and did his Principal’s Qualification Program at York University (Toronto).
Secondly, he’s got experience! He’s been teaching since 1996 and has experience in public and private schools, both near and as far away as Seoul, South Korea! He’s been a teacher at BCS since 2001 and led the High School division as the Vice-Principal prior to becoming our Principal.
Thirdly, he’s thoroughly invested in BCS! With his wife Annette, a long-time teacher in the Junior High, and 4 kids enrolled at BCS this year from SK up to grade 10, Mr. Cabral is a major stakeholder in this place!
Finally, you should know he has a heart for God and for helping kids of all ages develop a relationship with Him through Christ. His favourite verse is Matthew 5:16— “Let your light so shine before others, that they may see your good works and glorify the Father in heaven.”
Make sure to take the chance to introduce yourself, any time you see him around the school. You may find him in the office, coaching a sports team, leading a Mission trip, directing traffic, or simply chatting with our students!
The effects of an impactful education are released slowly, like a slow drip of perspective and wisdom positively shaping our actions for years to come. It should come as no surprise then that an authentic, impactful education is slow to obtain. It’s not something that can be rushed, or treated like a transaction. Meaningful, experiential education, rich with positive relationships, is difficult to translate onto a report card, it’s difficult to put into a box, and in some cases, it is difficult to even describe its impact orally or in writing, even when we know that it’s happening all around us.
Impactful learning happens when students get a voice as to what they are learning about. It happens when students are carefully guided outside of their comfort zones. Impactful learning happens when a school structures itself in a way that benefits deep learning, even if it takes more time and effort to organize and orchestrate. Providing an impactful education is precisely what we seek to achieve at CMA, knowing full well that the learning will take years to be fully realized.
Progressive
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Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Progressive (sometimes called "in- quiry-based") curricula attempt to place children's interests and ideas at the heart of the learning experience. Instead of lessons being driven by predetermined pathways, progressive curricula are often "emergent", with learning activities shaped by students' questions about the world. Instead of starting with academic concepts and then tying it to everyday experience, progressive methods begin with everyday experience and work back to an academic lesson. Teachers provide materials, experiences, tools and resources to help students investigate a topic or issue. Students are encouraged to explore, reflect on their findings, and discuss answers or solutions.
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In our Elementary Division, our teachers use an effective balance between traditional, pre-structured, learning activities and an inquiry-based approach. Our integration of technology is purposeful and effective, not token. We supplement the Ontario curriculum with additional material. The entire curriculum is taught through the lense of a Christian Worldview: that the laws of the finite universe and world in which they live are governed by a God who loves each student infinitely. Our Ministry-inspected Secondary program is built on Advanced (9 & 10) and University-stream (11 & 12) courses with special emphasis on lab-work in our science program.
Simply stated, at Coast Mountain Academy we endeavour to graduate inspired leaders with the exceptional academic, social, and emotional preparedness common to conscientious and successful global citizens.
Equal Balance
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Students use school-provided calculators - the TI-30X - across all grades.
Not applicable
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
Not applicable
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The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
Not applicable
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Information not available
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Not applicable
In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
Not applicable
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Not applicable
Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
Not applicable
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Perennialism
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
Perennialism in the humanities and social sciences emphasizes the idea of education being a kind of “conversation” between generations, and so frequently turns to “Great Works” and “Big Ideas” for teaching-content. Perennialist programs approach past works on their own terms; as if they might actually help students understand “today” better. Past works are not viewed as mere historical artifacts, but as gateways to a deeper understanding of the human condition. History (and, by extension, the humanities in general) therefore plays a large role in perennialist curriculums, though social sciences like economics, psychology, and sociology can still be taught. There is a strong Liberal Arts bent to perennialist programs. The key goals are to develop critical thinking, a strong foundation of core knowledge (or “cultural literacy”), and persuasion skills through informed debate and extensive practice in essay writing.
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As the BC Curriculum itself is organized by "Big Ideas," it's hard not to lean towards Perennialism in the Humanities. CMA offers Humanities - a double-credit blend of English Language Arts and Social Studies - across all our grades.
Equal Balance
The communicative method of language acquisition emphasizes the use of the target language in authentic contexts. The approach commonly features interactive group work, games, authentic texts, and opportunities to learn about the cultural background of the language. Drills and quizzes may still be used, but less frequently than with the audio-lingual method.
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
Our French program in Grades 6-8 follows the AIM (Accelerate, Integrate, Motivate) program with AIM certified teachers.
We offer French and Latin as second-language options. The goal within the French program is practical use of the language; the goal with the Latin program is historical and cultural understanding, and is brought to life by a school cultural trip to Italy that takes place over spring break every second year.
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Information not available
Creative
These programs have an equal emphasis on receptive and creative learning.
Creative arts programs are studio-driven. While historical works and movements may still be taught to add context to the program, students mainly engage in making art (visual, musical, theatrical, etc). The goal is use the actual practice of art to help educate students’ emotions, cognition, and ethos.
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There is no "both" option for our philosophy behind our visual studio program, but if there was we would have selected it. Our Fina Arts program leans in heavily to direct instruction throughout the middle school years to build basic knowledge, skills, and attitudes, before opening up to more student-led creative projects including entering Art Shows in the upper years.
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Our program attempts to integrate technology where it is efficient and effective. We have computers, data projectors, document cameras, tablets, chrome books, and several devoted computer labs, but we seek to inculcate a sense of discernment in our students, teaching them to evaluate a technology before embracing it just for technology's sake.
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Web design
Robotics
Computer science
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This is a core value of the school. We offer daily Physical Education, to all students, in the morning. The purpose is to "ignite the spark" and prime their minds for increased academic success. There is a mountain of research indicating that teenagers perform better academically after physical exercise and fresh air.
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Academic-based preschools and Kindergartens are the most structured of the different types, and have a strong emphasis on math and reading readiness skills. These programs aim to expose children to what early-elementary school is like. While time is still allotted to free play, much of the day is built around explicit lessons guided by the teacher. Classrooms often resemble play-based ones (with different stations set up around the room), but at an Academic program the teacher leads students through the stations directly, and ties these activities to a whole-class lesson or theme.
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BCS 's full-day Junior and Senior Kindergarten programs have been developed over the 43 years we've been running them! Our academic-based program focuses on math and reading development. Our program benefits from both ECE and OCT certified teachers and small teacher-student ratios.
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Standard-enriched
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.
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Rigorous
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.
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"We honour and distinguish our brightest students, using them as examples for other students to follow."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Social
The goal is to cultivate "socially aware and active citizens, motivated to change the world (or their community) for the better."
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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ADHD (moderate to severe)
This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life.
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Dyslexia (Language-Based Learning Disability)
This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment.
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Auditory Processing Disorder (APD)
This is a sound differentiation disorder involving problems with reading, comprehension, and language.
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Dyscalculia
This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money.
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Dysgraphia
This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas.
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Language Processing Disorder
This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD)
These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills.
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Visual Perceptual/Visual Motor Deficit
A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination.
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Autism
Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome).
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Asperger's Syndrome
On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour.
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Down syndrome
his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics.
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Intellectual disability
This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation).
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Williams syndrome
This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems.
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Fetal Alcohol Spectrum Disorder (FASD)
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems.
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Troubled behaviour / troubled teens
roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety.
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Clinical Depression
This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life.
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Clinical anxiety
This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror.
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Suicidal thoughts
This involves persistent thoughts about ending one's life.
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Drug and alcohol abuse
This involves the excessive use of drug and/or alcohol, which interferes with daily functioning.
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Oppositional Defiant Disorder (ODD)
This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning.
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Multiple sclerosis
This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties.
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Cerebral palsy
his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture.
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Muscular dystrophy
Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals.
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Spina Bifida
This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine.
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Dyspraxia (Developmental Coordination Disorder)
This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech.
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Blindness
Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness."
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Deafness
Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds).
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Cystic Fibrosis
Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults.
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Multiple physical
Accommodating a wide range of physical conditions and disabilities.
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Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Accommodations
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Information not available
It has been increasingly common over the past 10 years for students to develop learning diversities (or finally receive a diagnosis) during their time at CMA. When universities started providing learning accommodations within their own classes, this was another trigger that led to more students seeking psych ed evaluations and subsequent IEPs later in the high school years. CMA fully supports this process and is happy to introduce new learning accommodations for students as they arise.
CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
7 - 12
0%
11%
$0
$5,000
80%
100%
7, 8, 9, 10, 11, 12
Rolling
Mar 31, 2026
Not available
Not available
Yes: grades JK - 12
Yes: grades 7 - 12
No
No
No
No
Yes: grades 3 - 9
No
No
Yes: grades 7 - 12
No
No
Our student body is engaged, curious, and active. Our admissions team is looking to admit applicants who are willing to participate in a good conversation, ask questions of peers and adults, take chances, fail sometimes, respect the opinions of others, and most importantly have a strong desire to learn and try new things in the classroom and in the outdoors.
Interview / Tour Completed Application / Student Questionnaire Report Cards - Current Year & Previous Year Transcript (Grades 9-12) Birth Certificate / Passport (International Student) Health Card / Proof of Insurance (International Student) Immunization Record
The application process at Coast Mountain. Academy is intended to be fun for the applicants and designed to provide staff with the information needed to make an informed decision in regard to the suitability of the applicant for CMA. The first step is to complete a New Student Application form online within the MyCMA portal. Once completed and reviewed by the admissions team, suitable applicants will be asked to campus for an admissions interview as well as some fun group activities. After those two steps, applicants will either be declined or offered a spot at CMA. It is then up to the successful applicants and their families to decide whether they choose to accept the spot at CMA and join our growing community.
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