1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
Indirect Support:
1500 Royal Street, Regina, Saskatchewan, S4T 5A5, Canada
50 Poplar Plains Road, Toronto, Ontario, M4V 2M8, Canada
1913
1980
410
150
9 to 12
JK to 6
Coed
Coed
Day, Boarding
Day
English
English
Academic
Academic
Liberal Arts, International Baccalaureate
Progressive
23
20
Learning, Developmental, Behavioral
In-class adaptations
$9,960
$33,592
$15,980 to $42,910
Yes
Yes
10%
5%
9 to 12
JK to 6
$2,500
$5,000
103
17
20%
0%
90%
0%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes: grades JK - 6
No
No
information not available
“Mabin offers a safe and nurturing environment for students to learn and grow and is committed to diversity and inclusion.”
“At Mabin, core subjects like literacy and math are taught through a balance of rote learning and experiential education, which involves dynamic, engaging lessons.”
“Over and over again the following words are used when talking about Mabin: innovation and leadership, flexibility and empathy, positive change, community, and liberal thinking.”
Read The Our Kids Review of The Mabin School
Luther College High School was established in 1913 as a boys’ boarding school, and with just 32 students that inaugural year. Girls were first admitted in 1920, and over the years there have been other changes, too. Today the population is predominantly day students, though there is still a sizable boarding program. The High School campus completed a $18.3 million dollar expansion in 2014 which includes a new performance stage, three new classrooms (two of which are dedicated to fine arts), a gymnasium and student fitness training centre, a student commons, and upgrades to existing structures. The school also has fully renovated science laboratories and extensively upgraded on-campus dormitories. The motto “Quality Education in a Christian context” reflects an emphasis on the whole person—intellectually, emotionally, spiritually and physically—within a progressive Christian context. The values that provide a foundation for the program are rightly a draw. The ideal student is one who can thrive in an active, diverse school community, and who is intending to proceed to post-secondary studies after graduation.
When Geraldine Mabin founded the Mabin School in 1980 it was considered strikingly experimental. Children were taught in open environments, followed their curiosity, and learned more through guided experience than direct instruction. A teacher at the school once commented that "Our pattern is to have no pattern." Today, despite the changing educational landscape in Canada during the intervening decades, the school remains at the vanguard of alternative education. While Mabin left the school in the 1998, it still reflects the ideals on which it was based, and she remains involved with the school today. "Time in the classroom for actual learning as opposed to teaching is shrinking," Mabin said in 2011. "There's a very high expectation on academics and testing. A lot of time is spent on drumming in lessons and worrying about kids who haven't made it. Children should be given time to learn things, to not be pushed." The instruction is strong, and supported through extensive cross-curricular programming. Parental involvement in the life of the school is encouraged. The ideal student is one who will thrive within a rich, vibrant, and varied learning environment.
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"Our children have been very happy at Luther"
Terelyne Vadeboncoeur - Parent (Feb 23, 2018)
Our children have valued the sense of community, the friendships, and the range of opportunities ava...
View full review
"Luther is wonderful"
Mayson Sonntag - Student (Mar 12, 2018)
The student experience at Luther is wonderful. The staff is very supportive, and the teacher to stud...
View full review
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"Luther College High School is an independent boarding and day school with over 110 years of history in the beautiful prairie city of Regina. Our students can graduate with an IB diploma and a high school diploma that exceeds the provincial criteria. Our small classes, academic focus, and school spirit creates graduates who've attended prestigious universities such as Harvard, Oxford, Yale, U of T and UBC."
"The school you’re looking for does exist. An established school where children, teachers and parents work together to create something unique. The Mabin School is a home away from home, where children love to learn because they feel known, respected and capable. Mabin is an educational leader that develops confident and independent learners, who thrive upon graduation, through a rich, hands-on program centred around our belief in Integration, Inquiry & Reflection. Learn about our progressive approach at mabin.com."
"Our mission is to prepare students to be compassionate, creative, critical thinkers, through academic excellence and a community of care that is rooted in our call to love and serve our neighbours."
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"Parents tell us they choose Luther College for academic preparedness, close community and safety."
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I fell in love with Mabin over 20 years ago when I first came to visit as a young teacher; the school’s magic was evident, and the emphasis on student-centred learning along with the strong commitment to integrating the arts immediately appealed to me. The Mabin School seemed like an incubator of creativity, a warm community where the joy of learning and curiosity were actively nurtured. To me, it has always represented an educational oasis where children are permitted, even encouraged, to learn through play and experience the joy of exploring, imagining, and wondering. I have always hoped for an opportunity to join the Mabin community, and can see endless possibilities in terms of its potential as a centre of excellence for inquiry-based learning and holistic education. Mabin has much to contribute in a world that requires schools that teach children “how to think, not what to think.”
I have been a school leader for 18 years, both in the public and independent systems. For the past 10 years, I have been a principal in inner-city schools in the Toronto District School Board, and have just completed a two year secondment to the Ministry of Education where I worked with principals and teachers across the province to improve student achievement.
Previous to that, I spent 12 years in independent schools, first as a teacher at Branksome Hall, then as Academic Coordinator/Junior School Head at Royal St. George’s College, and finally as Assistant Principal (Academics) at Montcrest School. As a school leader, my focus has been on working collaboratively to provide rigorous and responsive programs for students, while at the same time establishing systems within the schools to support high quality learning for students, staff, and community members.
As you can see, I have worked in a variety of settings – public, private, all girls, all boys, co-educational, K-5, K-8, K-12 – with a plethora of excellent educators who have taught me so much. I must admit, though, that coming to The Mabin School feels like coming home. I knew from the beginning of my career that Mabin was a place I wanted to be, and I am glad to have finally arrived.
Progressive
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Liberal Arts curricula share with traditional programs their emphasis on core knowledge-acquisition, but tend to borrow more best practices from the progressive approach. A Liberal Arts program might still feature group work and projects, for example, contrary to the more singular emphasis on tests and essays at a Traditional program.
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.
Some private schools offer International Baccalaureate (IB) programming. The "Diploma Programme" is offered to students in the final two years of high school, while the "Primary Years Programme" (ages 3 to 12) and "Middle Years Programme" (ages 11 to 16) serve as preparation for the diploma program.
Not applicable
The academic program emphasizes traditional core subjects while incorporating innovative approaches and modern programs. Luther College High School exceeds the curriculum established by the Government of Saskatchewan. In addition to the required courses, Luther students must take more math in Grade 9, a second English class in Grade 11 and a course in Christian Ethics for each year of enrollment. The Luther school year is made up of two semesters. Students are allowed to take a maximum of six courses per semester. At every grade level, there are certain compulsory courses students must pass. Students may also choose optional courses to fulfill the requirements for their Saskatchewan Grade 12 diploma. A dedicated teaching staff challenges students to excel and discover their gifts. Our well educated faculty only teaches in their major or minor disciplines, and most possess qualifications that far exceed standard requirements.
The Mabin School is an educational leader that develops confident and independent learners through a rich, hands-on program centred around Inquiry, Integration and Reflection. Mabin is an innovative and established school where children, teachers and parents work together to create something special and different. It is a home away from home, where children love to learn because they feel known, respected and capable. Children's interests and imaginations are at the centre of our academically enriched curriculum, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right- intimate and informal, full of colour and the spark of activity.
Equal Balance
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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Balanced Literacy
Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
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Equal balance
Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
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Inquiry
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.
Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
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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
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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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
Thematic
The Thematic approach organizes the curriculum around certain themes or cultural universals. Students might spend time focused on food. Then they might focus on transportation or government, and so on.
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These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Communicative
These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
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.
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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
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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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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
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Web design
Robotics
Computer science
Luther offers team & individual game skills,gymnastics personal fitness, weight training aerobics recreational games. The program enhances student understanding of how to lead a healthy lifestyle fitness,nutrition, movement patterns and anatomy.
Physical Education is taught to all students JK-Grade 6. Classes focus on skill building and competitive experiences are introduced gradually and deliberately. All students in Grades 4, 5, and 6 are invited to join Mabin School teams throughout the year. Practices occur twice a week during lunch recess . All students can participate and those who choose to join a team must commit to attending all practices. Teams have the opportunity to compete against other schools. Intramural Games, which are organized by a Committee of Grade 5 and 6 students and overseen by our Physical Education teacher, occur two times a week during morning recess for Grades 4, 5, and 6. Grades 1, 2 and 3 are also encouraged to participate in Intramural Games in the final term.
Play-based
Play-based programs are the most common type of preschool and Kindergarten, and are founded on the belief young children learn best through play. Largely open-ended and minimally structured, play-based programs aim to develop social skills and a love of attending school. “Pre-academic” skills are taught, but in a more indirect way than at, say, an Academic program: through children playing in different “stations” set up around the classroom, which children choose on their own volition. Stations often contain an indirect lesson or developmental goal. Play-based classrooms are highly social and active.
Mabin is an innovative and established school where children, teachers and parents work together every day to create something special and different.It is a home away from home, where children love to learn because they feel known, respected and capable. Children’s interests and imaginations are at the centre of our Kindergarten program, which challenges each student appropriately and cultivates a passion for learning. All of this happens in a structured environment that feels just right – intimate and informal, full of joy and the spark of activity.
Student-paced
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.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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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 intentionally avoid all forms of public distinction between students in terms of academic performance."
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."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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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| Forms of Support | Environments | Forms of Support | Environments | |
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. | ||||
| Learning disabilities | ||||
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. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
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. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
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. | ||||
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. | ||||
| Developmental | ||||
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). | ||||
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. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
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). | ||||
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. | ||||
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. | ||||
| Behavioral and Emotional | ||||
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. | ||||
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. | ||||
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. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
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. | ||||
| Physical | ||||
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. | ||||
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. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
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. | ||||
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. | ||||
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." | ||||
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). | ||||
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. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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Ours is a fully integrated program. We provide accommodations and learning supports to any students who may need them.
Information not available
Our Learning Strategies Teachers, trained in Special Education, support all of our learners. Ours is a fully integrated model.
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
9 - 12
JK - 6
10%
5%
$2,500
$5,000
90%
0%
9, 10, 11, 12
JK, SK, K, 1, 2, 3, 4, 5, 6
9, 10, 11, 12
Mar 01, 2021
Rolling
Mar 01, 2021
Not available
No
Yes: grades JK - 6
No
No
No
No
No
No
Yes
No
No
No
Luther College High School provides an intellectual, challenging and supportive environment where students gain a solid foundation for further education, life-long learning, and service to the community and world. Through the development of the “whole person” – social, emotional, intellectual, physical and spiritual - students are well-prepared to become leaders as caring, ethical, critically engaged citizens. Students will also be well prepared for post-secondary education. Luther College High School welcomes students from the local community, across the country, and around the world.
We have a wide range of students at The Mabin School. Connect with our Admissions Team to learn more about us!
1. Get to know us! Submit an online inquiry form here or call us at 416-964-9594 x247.
2. Attend an Open House for Prospective Families.
3. Submit an online application form.
4. Interviews begin in December/January for the upcoming school year.
5. When an offer of acceptance is made, the family has 1 week to complete an enrollment form and submit a non-refundable New Student Registration Fee to hold the spot.
