2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
Indirect Support:
2619 Niagara Parkway, Fort Erie, Ontario, L2A 5M4, Canada
20561 Logan Ave., Langley & Burnaby, British Columbia, V3A 7R3, Canada
1932
1993
110
78
6 to 12
8 to 12
Coed
Coed
Boarding, Day
Day
English
English
Academic
Academic
Traditional
Progressive
13 to 20
3 to 6
Learning, Developmental, Behavioral
Learning, Developmental, Behavioral
In-class adaptations
Dedicated gifted school
$13,315
$8,900 to $19,500
$50,395 to $59,395
No
Yes
0%
25%
None
8 to 12
$0
$5,000
16
16
72%
0%
85%
0%
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades 8 - 12
No
No
“The breadth of geographic and cultural diversity among students makes for lively discussion in the cafeteria and classroom alike, yet there’s a tangible sense of unity among students.”
“Parents of prospective students will be interested to know that most recently, NCC graduates received offers from 34 post-secondary institutions worldwide, of which more than 85 percent were in Canada.”
“Small class sizes and a close-knit community naturally foster strong teacher-student relationships at NCC, but teachers work hard to strengthen and sustain those ties.”
Read The Our Kids Review of Niagara Christian Collegiate
“Whytecliff is different, something the youth and families who attend seem to deeply appreciate. … For students with diverse learning needs, especially those who have struggled with anxiety or depression, Whytecliff is a refuge—an island of stability in a turbulent world.”
“The hallmark of the Whytecliff program is that it’s community-based and anchored in real relationships.”
“Whytecliff is a hidden gem and an academic setting like no other.”
Read The Our Kids Review of Whytecliff Agile Learning Centres
Niagara Christian Collegiate can be a bit deceiving, at least at first glance. The setting is rural, with the nearest community of size being Niagara Falls to the north. The Niagara Parkway—the route through which NCC is accessed—is a sleepy, scenic drive along the eastern edge of the Niagara peninsula. The campus, for anyone driving by, can seem sympathetically sleepy, a world away from the hustle of urban life. Which, to some extent, it is. What you don’t see—and perhaps what even locals don’t accurately grasp—is the breadth and the diversity of the academic programs as well as the school’s student population. Half are international students, arriving from as close as the US to as far afield as Japan and Tunisia. The curriculum has a similar breadth, and the goal of the school is to deliver a comprehensive, international education through the lens of Christian values. The ideal student is one who is interested in all of that: growing within their faith and gaining a sense of their place in the world alongside peers of a like mind.
View full reportThe school began operations in 1993, though is an expression of a larger program of activity that dates back to 1975 with the creation of the Focus Foundation, a non-profit intending to provide social and educational support for youth aged 13-19. Since the beginning, the force of the programs was in working with assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. The school extends that mandate, providing a positive, understanding environment for students who, for a range of reasons, haven’t been able to thrive in prior academic settings. The proof, as they say, is in the pudding, and that’s demonstrated through high rates of attendance, course and degree completion, and academic success. Students arrive with a range of challenges, though also with a shared experience of finding themselves on the periphery of their various social circles. In that sense, while they may be different from each other, here they are different in the same way. The school, for many, is the first truly positive, inclusive community they’ve been a part of. That forms the basis of the work of the school, as does a faculty that brings a wealth of professional and therapeutic accreditation and experience.
View full report
"The strength of NCC is definitely in the academic courses."
Trish Sutherland - Alumnus (May 04, 2022)
I loved my time as a 5 day boarding student at NCC. The teachers actually cared about their students...
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Valerie Ng - Student (May 17, 2022)
My experience at Niagara Christian Collegiate has been extremely rewarding. I started studying at NC...
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"I have great respect for the teachers, guidance counsellors and principals."
Adriana Isilein - Student (Jun 09, 2022)
I have been at Niagara Christian Collegiate for a year who is also a dorm student and I love it here...
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"Niagara Christian Collegiate is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario. NCC has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. Come and experience the peaceful, friendly and nurturing environment where students thrive, and the process of life-long learning begins."
"Whytecliff Centres in Langley & Burnaby offer a highly successful Gr. 8-12 curriculum tailored for youth with diverse learning/personal challenges. Our caring and competent staff gently weave the academics with a positive strengths-based therapeutic program, paving the way for whole-life success. Despite struggling in other schools, attendance here soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path! "
"Niagara Christian Collegiate (NCC) is an independent, non-denominational Christian school located on the beautiful Niagara River near Niagara Falls, Ontario, Canada. NCC is rich in heritage and tradition and has been educating students with excellence since 1932. Based on Biblical Truth, we prepare students for life success by shaping character, building intellect, instilling self-discipline and developing leadership skills. When you arrive on campus, you will experience the peaceful, friendly a"
"We reach kids on an emotional level. We’re not bound by a lot of the same rules and structures that some schools are. Everything that we do here, in the end, comes down to relationships. And the program that we’ve created here is a family. What we do here is create a warm, caring environment. It’s like a home."
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"Families choose to send their children to Niagara Christian Collegiate, because they feel confident that NCC will provide their children with an excellent education based on Biblical truth and will prepare them for life success in a safe, family-like environment."
"Most students are at Whytecliff because things didn't go well at other schools. Students chose us because they're looking for a fresh start, a new approach; a school that might have success where others hadn’t. And once here, both parents and students find it life altering."
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"Since the beginning, the force of the programs was in working with student assets, rather than deficits: finding talents and passions, and using those as the means of developing skills and engagement. It’s unlike any school in the region or, for that matter, the country."
"Many are amazed by Niagara Christian Collegiate's spacious, university-like campus which is located along the Niagara River. They are also surprised by the excellent academic support that their children receive from NCC's dedicated staff and faculty."
"Parents are always surprised with the changes they see in their child and how quickly thrive at Whytecliff. Despite struggling in other schools, student attendance at Whytecliff soars, and course completion increases 4 to 8 times. 95% of students entering grade 12 graduate, and later self-report as 9.3 out of 10 for being on a solid life path."
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At Niagara Christian Collegiate (NCC), you will experience a rigorous academic program in an environment that is based on models of community and family. Within this caring environment, our mission is to Educate, Equip, and Empower each student.
Our small class sizes and dedicated staff allow each student to experience success intellectually, emotionally, and spiritually as we provide an exceptional education designed to prepare students for success in University and life.
As a Christian community, we believe that each student is uniquely gifted and our staff seek opportunities within our programs to let these gifts shine while also equipping students with the understanding that each of these gifts can, and should be, used to continue the Christian works of healing and restoration in a hurting and broken world.
Upon departure from NCC, whether here for one year or seven, each student will be empowered with the knowledge that they are able to make a difference in the world, to embrace the role they play in ensuring that our communities, local and global, are better off for them having been a member.
I am excited that you are considering our community as your next school. Feel free to connect with us about coming for a visit so you can meet our passionate staff, experience our beautiful 130 acre campus nestled on the banks of the Niagara River, and meet some of our incredible students.
I look forward to meeting you!
Chris Baird
At Focus Foundation of BC we work from a strength based approach with a focus on students' strengths and abilities. Each student has an IEP that helps them set and meet their educational, social, emotional and physical goals. This approach has a proven track record; this year we had a 95% graduation success rate with our grade 12 students.
Teaching Philosophy:
I want to create an exciting leaning environment that is challenging, interactive and respectful. I believe students learn best by being engaged and knowing it is okay to make mistakes. When students leave my classroom I want them to feel confident and have a passion for life long learning.
Why I work at Whytecliff
I work as a Teacher and Principal for the Focus Foundation of BC. I work here because I can’t imagine another job existing that has the perfect combination of challenges and successes. Whytecliff School has become a part of what defines me as a professional and as a person, and it is a part of me that I am extremely proud of.
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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As a school community, NCC supports students as they pursue academic growth and achievement in preparation for post secondary education. This preparation begins in our middle school program which offers a unique combination of discovery and inquiry-based learning alongside more traditional approaches in mathematics and language. This combination prepares students exceptionally well to transition into NCC's more traditional secondary school. NCC is focussed on providing our students with every opportunity for success and this success-centric approach is integral to our program. High expectations for learning are placed upon students and this is accompanied by a high level of support by our caring, dedicated, and enthusiastic faculty.
Whytecliff Agile Learning Centres are the only schools in the Province of BC also certified as 'Positive Youth Development' programs by CARF (the gold standard for therapeutic accreditation). Our positive, strengths-based program focuses on fostering overall social/emotional well-being, while cultivating confidence, competence, creativity, future career readiness, and connection to the wider community. Each student at Whytecliff works from an individualized education plan (IEP) tailored to their unique strengths, interests, and abilities. The goals is to match each student to a personalized curriculum that's fun, engaging, and personally meaningful to them. At Whytecliff, a student’s favourite comic book might serve as a source of inspiration for examining plot or character development in English. Or football or hockey passing strategies might spark their curiosity in physics or mathematics. Our person-centered, inquiry-based approach is particularly effective for students who've had negative experiences in school and are turned off traditional learning. In all we do, we strive to be flexible, empathetic, and sensitive to the needs of each individual student, doing everything we can to support their success.
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These math programs feature an equal balance of “Traditional” and “Discovery” methods.
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We endeavour to inspire a love for mathematics and to prepare students for university studies in Math.
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\"Foundations of Mathematics\"\n\"Functions and Applications\"\n\"Functions\"\n\"Calculus and Vectors\"\n\"Data Management\"\n\"Advanced Functions\"\n
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Graphing calculators and technological tools are encouraged and utilized in class.
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The process approach to teaching beginner writing aims to get students writing “real things” as much as possible and as soon as possible. The goal is to create the right environmental conditions to encourage a love of writing and a motivation to write well. With children invested in the writing process -- through assignments children find meaningful -- students are then given feedback on how they can improve.
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"Education is the key to success for young students. As an educator, we motivate students by ascertaining their educational strengths and abilities and discovering what truly inspires them. We intend to create a stimulating learning environment that encourages a community of learners, while fostering individual confidence in each student in order for all students to reach their full potential. Students learn best when actively engaged in lessons and provided with multiple instructional modalities. When students make connections to past experiences they will not only retain information longer, but they will also master material and become more confident with their own abilities. Anthony Haughton, NCC Middle School Lead Teacher
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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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It is the goal of the science department here at NCC to engage every student through inquiry and problem-based learning. There is no better way for a student to become passionate about science than to engage in hands-on trial and error. In our science curriculum, we employ a healthy mix of written problem solving and practical investigations.
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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
Physiology
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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.
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Literature students are encouraged to engage with texts using active reading and listening strategies and to respond to texts critically and reflectively. Students are taught to use the terminology of various genres to consider how a text's formal features are used to communicate meaning. When communicating in writing, students consider rhetorical situation to write for specific purposes and audiences. Students develop their oral communication and presentation skills through small-group and seminar-style discussions. An important emphasis on critical thinking and analysis means that students learn to trust their own thinking and consider texts from multiple perspectives to develop and defend their arguments.
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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
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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).
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Our PBL program is a hybrid of all three approaches combined. With a focus on 21st-century learning skills communication, collaboration and critical thinking students engage in authentic learning projects where they take on the roles of historians, geographers, and scientists working to solve real-world problems. Students in our program are challenged to take on leadership roles and creatively present curricular content through authentic learning exercises.
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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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The humanities help us understand others through their languages, histories, and cultures. They foster social justice and equality. And they reveal how people have tried to make moral, spiritual, and intellectual sense of the world. The humanities teach empathy. And finally, the humanities encourage us to think creatively. They teach us to reason about being human and to ask the important questions about our world.
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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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All students can become successful language learners who appreciate the value of learning a second or additional language. Students can use the international language to communicate and interact in a variety of social settings. Students learn to appreciate and acknowledge the interconnectedness and interdependence of foreign languages in the global community. Students will understand the importance of valuing language diversity and of learning another language for personal, professional, and social reasons. All language learners will develop the skills that will enable them to engage in lifelong language learning and cultural exploration for personal growth and for active participation in society.
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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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These programs have an equal emphasis on receptive and creative learning.
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At Niagara Christian Collegiate the visual arts and music programs play an integral role on campus. The visual arts program focuses on the refinement of students artistic skills and knowledge in the visual arts. At NCC we try to encourage students to work through the creative process while exploring different media and giving students several creative opportunities. We have our own arts council which has been involved in several competitions, juried art shows, and National Youth Arts Week. The music program focuses on developing well-rounded musicians who can sight-read, improvise and compose. The program offers instruction in winds, brass, percussion, piano and vocal. Annually, we present two showcase concerts and compete in local competitions. Our new facility offers four soundproof practise rooms where students can practise their own music and collaborate with friends.
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
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A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
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In Computer Science, students are able to explore how computers play a major part in 21st Century life. They begin in Grade 10 with understanding and "building" computers as well as learning the societal impacts of using computers for various activities. Our Grade 11 curriculum focuses on programming Robots while gaining experience programming in "C". The Grade 12 curriculum integrates what they have learned in the past and moves forward to understanding a new programming language, "C#".
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Web design
Robotics
Computer science
The physical education department at Niagara Christian Collegiate equips you as a student to embrace and articulate a Christian perspective of physical activity and stewardship of the body that enables lifelong service to God. At NCC, physical education is based on the vision that the knowledge and skills students acquire in the program will benefit them throughout their lives and enable them to thrive by helping them develop physical and health literacy. Physical Education allows a student to acknowledge God's amazing creation of the human body and encourages continuous development and a commitment to lead healthy, active lives that glorify God.
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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.
An individual education plan is developed and tailored for each student. Emphasis is on each child's strengths with sensitivity to their particular challenges and increasing capacity for attentional focus, emotional balance, and learning growth. Students may take time for initial progress and accelerate as they achieve balance and become comfortable.
Supportive
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 “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
NCC's rigorous academic program is designed to prepare students for success at the post-secondary level. Each year, graduates of our program are not only admitted into competitive university programs but are highly successful within them. While our culture is one of rigour, it is also marked by personal care and attention as each student is supported by faculty to achieve at the highest level possible. Our goal is to ensure that NCC students achieve high standards while cultivating a life-long love of learning and intellectual exploration.
In our supportive academic environment, each child has the time and latitude to study each subject according to their skills and abilities (with either slower-paced or accelerated learning). Our low student to educator ratio of 6:1 permits tailoring of the curriculum to each child’s learning capacity and interests, and for teaching to accommodate diverse needs. Our educational approach and curriculum emphasizes hands-on classroom activities and high-growth community learning opportunities. There is also one to one teaching, or students may choose to work in pairs or in small groups. Students may focus on one course at a time or do projects that integrate several courses. Students have access to out of school tutoring before or after regular hours.
"We honour and distinguish our brightest students, using them as examples for other students to follow."
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Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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."
Emotional
The goal is to cultivate "emotionally intelligent and confident individuals, capable of leading both themselves and others."
NCC seeks to develop young men and women who are prepared to excel academically, equipped to live a life of service to others, and empowered with the knowledge and skills to make a difference in the world.
We all want to see kids grow up to be happy, healthy, and lead fulfilling lives. At Whytecliff, we recognize that students today are graduating into a world of immense complexity and change. In addition to helping children overcome any personal, academic, or emotional challenges, we also want to help them discover and develop the key traits and skills that will help them thrive, even in uncertain times. Within the Whytecliff community, children experience a range of opportunities to develop new skills and discover their talents. These experiences encourage personal growth and a strengthened relationship to family and the wider community. Whytecliff inspires hope and leads to promising futures rich with dignity, purpose, and options.
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
Modifications
Extra support
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Information not available
Children at Whytecliff discover a safe, warm, and friendly community, sensitive to their unique needs and challenges, and supportive of their strengths and talents. Whytecliff’s physical environments are thoughtfully designed to accommodate children with diverse learning needs, with a mix of cozy individual study rooms and bright, inviting spaces (more conducive to group gatherings). Our compassionate, attuned, and well-educated staff both love children as well as their particular subject matter. Therapeutic support is tailored to fit the specific needs of each child attending our programs, addressing behavioural, emotional, mental health, addictions, and learning challenges in an integrated way, while building confidence and encouraging hope. Children can experience a wide range of physical activities and community enrichment opportunities, adapted to ensure the safety of each child while fostering developmental maturity and growth. We consider families and caregivers as active partners, and welcome appropriate involvement in their child’s curriculum, learning, and growth.
NCC is committed to providing an exceptional educational experience to any student regardless of his or her unique circumstances and abilities. The school has a staffed resource department able to offer a full package of accommodations and modifications to a very select number of students per school year. To determine our ability to support your child, please contact our Enrollment office.
Whytecliff’s two sites are recognized by the BC Ministry of Education (2 of only 15 schools in the Province of BC) as specialized independent schools dedicated to meeting the needs of students with diverse learning needs and personal/life challenges. Whytecliff focuses on each individual child and can adapt our approach to meet a variety of needs. This makes us especially well-suited for children with co-occurring challenges. Children also develop the inner skills & resources and grow their personal confidence & competence, so they’re better positioned to deal with any other life/learning challenges as they proceed to graduation and beyond.
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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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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
6 - 12
8 - 12
0%
25%
$0
$5,000
85%
0%
6, 7, 8, 9, 10, 11, 12
7, 8, 9, 10, 11, 12
6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Rolling
Not available
Yes: grades 6 - 12
Yes: grades 8 - 12
No
No
No
No
No
No
Yes: grades 6 - 12
No
No
No
NCC is looking for: - motivated students who have a desire to succeed in the classroom - students who are interested in experiencing the richness of cultural diversity that our campus offers - athletes, artists, and musicians who want to develop and showcase their talents
Whytecliff considers applications of any child in the Lower Mainland or Fraser Valley, age 13-18, who is not being successful or engaged in school. The majority of children we accept have challenges with anxiety & depression and are seeking an environment where they can feel safe ⎯ a real school offering Dogwood and Evergreen graduation that doesn’t seem remedial or like an ‘alternative school’, and a place where they can begin to relax, feel normal, and develop their personal abilities and self-esteem. Many of the children who are successful and qualify for acceptance at Whytecliff have been labelled within a diagnosed category such as: –ADHD –FASD –Dyslexia –Dyscalculia –Dysgraphia –Language Processing Disorder –Nonverbal Learning Disorders –Visual Perceptual/Visual Motor Deficit –Chronic Health Impairment –Gifted –High Functioning Autism –Asperger’s Syndrome –Behavioral and Emotional Challenges –Troubled Behavior –Clinical Depression –Clinical Anxiety –Suicidal Thoughts –Drug and Alcohol Abuse –Oppositional Defiant Disorder If you don’t see your child’s challenge listed above, that doesn’t mean they won’t qualify; we have a policy of actively considering all applications to the program.
5 Easy Steps to Apply
To apply for a place in one of our programs, contact us, ideally by email.
Most of our intake occurs in August or early September, for the full school year, and in January and before February 10th for the Spring session.
We’re also happy to call you and get further details if you would prefer to apply that way. As we’re seeking to build a real community, we like to make sure the program is a good fit for each student.
We also have several Open Houses during the year. To find out our next open house date or arrange a private tour, please contact us.
