Interview with Greenwood College School Alum, Cameron Khalili
Cameron, an alumnus of Greenwood College School, shared his perspective on the school’s inclusive culture, flexible learning, strong teacher support, and how trying new experiences shaped his personal growth.
Highlights from the interview
Greenwood College School’s flexible learning system was one of the most important aspects of my experience. I was able to take Grade 7 and 8 math in one year and pursue advanced math through high school. The school allowed me to tailor my learning to my interests, while also providing strong support when I faced challenges. I always felt encouraged to take risks, try something new, and explore different opportunities.
I joined a sports team every term, participated in Model UN without prior debate experience, competed in business case competitions, and even started a math club and a coding club. Greenwood made it easy to try new things by offering a wide range of programs, and when something wasn’t available, it was easy to start it myself because of how approachable the teachers were.
The school’s small size and supportive learning atmosphere made a lasting impression. Greenwood has fewer than 500 students from Grades 7 to 12, which gives it a close-knit community feel. Despite its size, the school offered a surprising number of options, both academic and extracurricular. I appreciated that you didn’t have to be the best to participate in sports or clubs; you just had to show interest and put in the effort. Unlike schools where making a team can be highly competitive, Greenwood created an inclusive space where trying something new was always encouraged.
The collaborative nature of the school was another defining feature. We did many group projects and presentations, and there was constant interaction among students. This emphasis on teamwork helped me develop communication and collaboration skills that stood out when I transitioned to university. Greenwood’s environment prepared me well to present myself, meet new people, and work effectively in groups—skills that many peers from other schools seemed to lack.
- Inclusivity was deeply woven into the school culture. Greenwood made space for everyone, regardless of where they were on the spectrum of interests or personalities. I was the student with my head in a book and a backpack full of math textbooks, but I always felt accepted. Inclusivity wasn’t just talked about; it was felt throughout the community. Teachers demonstrated genuine care and passion for student success, taking time outside of class to help us learn and grow.
To me, Greenwood is personified by one of its co-founders, David Latimer, known by his camp name “Love.” He was a larger-than-life presence, full of energy and encouragement. He supported every student and gave his all to ensure we had a great start in life. His spirit of positivity and support reflected Greenwood’s ethos perfectly.
The physical environment also made an impression. I still remember walking into the atrium and seeing the rock-climbing wall that spanned all three floors. In Grade 7, I would be sitting in class and watching someone climb while others cheered them on. That spirit of support wasn’t just symbolic—it was embedded in the school culture, and I felt it more deeply the longer I was there.
Reflecting on my early days at Greenwood, I wish I had jumped in faster. I came from a school where I had been since JK, so starting fresh in Grade 7 with all new people was overwhelming. Although I joined sports teams, I kept to myself at first. In hindsight, I wish I had started trying clubs and meeting people earlier, because the Grade 12s were incredibly welcoming and willing to mentor younger students. It took me time to recognize just how deep Greenwood’s culture of inclusion went.
One of my favourite memories is from a Grade 9 trip. I was having a tough time and keeping to myself, but one student noticed and made it his mission to include me. Those people are still some of my closest friends. That moment really encapsulates Greenwood—students looking out for one another and building meaningful connections. As I grew older, I tried to be that person for others, contributing to the atmosphere of encouragement and support.
Greenwood helped shape me in many ways. I became more social, more collaborative, and more comfortable taking risks. The school is designed to foster these qualities through its co-ed structure, the layout of its lodge, and the way classrooms encourage interaction. I also developed a greater love for learning because classes were tailored to our individual interests. I had these tendencies within me, but Greenwood helped me grow and deepen them.
The academic flexibility was matched by robust support. In the areas where I excelled, like math and science, I could push further, asking extra questions in physics or diving deep into economics. In areas where I struggled, like art, I received genuine encouragement from both teachers and classmates. Greenwood’s commitment to supporting students wherever they were made a big difference, and it was made even more effective through cutting-edge learning techniques and passionate teachers who embraced new approaches.
Looking back, Greenwood gave me a base set of skills, especially soft skills, that are surprisingly rare. As someone pursuing a technical and engineering-focused path, I’m grateful that I learned how to present myself, engage in small talk, and collaborate across gender lines. Greenwood’s focus on developing well-rounded individuals has become more valuable to me over time.
