REVIEW OF Ashbury College BY Alum, Karl Hunger ('18)

(5) Overall Experience

Looking back, Ashbury was a place that taught me as much about people as it did about academics. The IB Bilingual Diploma pushed me hard, but it was the responsibilities as Prefect, Alexander House Captain, and rugby captain that really shaped me. Leading 100+ students in house competitions wasn’t about winning only, but it was also about building trust and spirit. On the rugby field, the lessons were similar; supporting your teammates off the pitch mattered just as much as scoring on it. What I liked best was how the school allowed students to step into leadership roles and truly own them. If I could change anything, I’d say more cross-house events could have made the community even tighter. Ashbury prepared me for university and life by teaching discipline, collaboration, and how to stay grounded under pressure.

(5) School Leadership

The leadership at Ashbury set the tone for everything. I always felt respected by the administration, even when discipline was involved. Mr. O’Grady, my House Master, had a way of balancing guidance with giving us the freedom to make our own decisions. As a Prefect, I saw firsthand how approachable the Head of School and senior staff were. Students knew their voices would be heard. The leadership didn’t just manage, they encouraged us to grow into our own as leaders. It created a culture where accountability and respect worked both ways.

(5) Teaching

Ashbury teachers were more than subject experts because they genuinely cared about their students. I still remember Mr. Blanchard taking time after class to help me prep for a particularly tough French oral exam, or Coach Martin reviewing plays with me late after rugby practice. The dynamic between teachers and students was formal when it needed to be, but in the best way, as it was rooted in mutual respect. They gave real, actionable feedback and challenged us to think beyond the obvious answers. One of the biggest lessons I took away was from Mr. O’Connor, who taught history with a focus on perspective. He encouraged us to question sources and see multiple sides to every event. That mindset has been invaluable both academically and personally. Ashbury’s teachers set high expectations but also gave us the tools and support to meet them.

(5) Academics

The Bilingual Diploma was no small challenge, but Ashbury’s approach made it manageable. The academic culture was busy but not killer; students pushed each other, but we also celebrated each other’s wins. My peers and I were competitive in the sense that we wanted to improve ourselves, not beat each other. Small class sizes meant teachers could tailor lessons to our needs, and there was a real focus on critical thinking rather than memorization. Coming from Beaconsfield, Quebec, being able to study in both English and French opened doors for me and made me more adaptable in university. The workload was significant, but the school gave us structure and resources to handle it through study periods, teacher availability, and peer tutoring. Ashbury prepared me for the demands of higher education while also teaching the value of balance.

(5) Extracurriculars

Extracurriculars at Ashbury were a huge part of my experience. Rugby was my main focus, but I also got involved in house events, leadership councils, and community service initiatives. Sports were competitive, but there was room for anyone willing to commit. Beyond the field, activities like band and school plays brought the community together. The variety of opportunities made it easy to be well-rounded and connect with people outside your usual circle.

(5) Students

Ashbury’s student body was diverse in background, interests, and ambitions. We had students from across Canada and around the world, which made for a rich mix of perspectives. What stood out to me was the sense of shared values such as respect, integrity, and a willingness to contribute. The “typical” Ashbury student doesn’t exist, but the most respected were those who led by example, whether in the classroom, on the stage, or in sports. As a House Captain, I saw how quickly students could rally together for a cause or event, setting aside differences to build something as a group. It wasn’t perfect always, like any school, there were cliques and groupies, but there was also a genuine effort to make the environment welcoming. Those relationships and lessons in teamwork have stayed with me long after graduation.

(4.5) School Life

Life at Ashbury was busy in the best way. Between academics, sports, and house activities, there was always something happening. I loved the balance, structured schedules, but enough freedom to make your own choices. Dorm life was lively, with late-night study sessions turning into conversations that lasted hours. Rugby practices and matches brought the team together, but so did small moments like shared meals or cheering on friends at other events. Stress was definitely part of the experience, especially during IB exam season, but there was a strong support system. Teachers, house staff, and peers all helped you keep perspective. Most students were genuinely happy to be there, and that energy made the days fly by. Ashbury gave me a sense of belonging that’s hard to replicate.

(5) Community

Ashbury’s community extended well beyond the campus. Parents were active participants in events, from sports matches to cultural nights. The alumni network was also strong. We would often have former students come back to speak or volunteer. After graduating, I’ve stayed in touch with teammates, housemates, and even teachers. Those connections have been helpful, but more than that, they’ve been meaningful on a personal level. The school instilled a sense of responsibility to give back, whether through mentoring current students or contributing to community projects. Even now, I keep in contact with my old House Master, who still checks in from time to time. That says a lot about the culture Ashbury builds. It shows it’s a place where meaningful relationships are made to last.

(5) School Location

Being in Ottawa gave us access to a vibrant, historic city without losing the feeling of a really close school community. We had chances to visit museums, attend events, and participate in city-wide sports competitions. Most of the time, the campus had everything we needed, but the occasional trip downtown was a great change of pace. The location also made it easy for boarding students to travel home during breaks.

(4.5) Admissions

My admissions process was straightforward and welcoming. The staff and coaches made an effort to get to know me beyond grades and stats. They asked about my interests, goals, and what I hoped to gain from Ashbury. The interview felt more like a conversation than a test. My advice to applicants is to be original and genuine. Show who you are, not just what you’ve accomplished. Ashbury is looking for students who will contribute to the community, so focus on how you’d fit into and add to the school culture.

(4.5) University placement and counselling

Ashbury’s university counselling program was a big help in my transition to post-secondary life. The counsellors knew our strengths and ambitions and worked with us to find the right fit. They helped with everything from application timelines to recommendation letters, and they were always willing to review essays. For me, applying to universities in both Canada and abroad, their guidance was invaluable. They encouraged me to think about the bigger picture and not just the next four years, but where I wanted to go after that. If I could suggest anything, it would be to introduce university prep earlier in Grade 11 so students can start exploring options sooner. Still, by the time I graduated, I felt fully prepared to make my next move.