How we see Loyola High School
There’s something to be said for schools with a long tradition, and Loyola, with a history extending back to the 1840s, is a good example of that. While it’s very much a modern school—the facilities are crisp, clean, up to the minute—students know that they are taking part in something much larger than themselves. (The school maintains an active archive, most of it digitized and searchable, that students at times use as source material for projects.) The experience of sitting in a place, at least conceptually, that has been occupied by generations, can be galvanizing. It’s part of a global community of Jesuit and Ignatian secondary and pre-secondary schools, which also informs the student experience—this is a place that looks outward as eagerly as it looks inward. The school has grown and adapted throughout its life in order to give students what they need, now, to succeed in their world. Classroom spaces are dynamic, very many with whiteboard walls and digital tools, allowing for a range of learning styles. The school is larger than the average, but not onerously so, allowing for a wide range of co-curriculars and a very successful athletics department. In all, students get the sense of joining an active, involved academic and social community, which, indeed, they are.
How Loyola High School sees itself
"Since our founding in 1896, we have nurtured the unique talents and passions of our students to help them become the leaders of tomorrow, forming them into individuals who are intellectually competent, compassionate, guided by conscience, and committed to a just global society. We have graduated students for generations from all faiths, beliefs and traditions who model the Jesuit ideal of being men and women for others."
"Our whole person approach stems from the Jesuit principle of cura personalis. In Jesuit education, the road to academic excellence extends far beyond the confines of the traditional classroom. Care for the “whole person” means ensuring students are not just intellectually competent, but that they are open to growth, loving, religious, and committed to doing justice. Our approach to student life reflects this approach and this goal."
"Our university-preparatory program offers a wide range of academic, athletic, artistic, spiritual and other life-formative activities that provide students the opportunity to develop their full potential to become enriched and well-rounded individuals."
"Our students experience a level of love and commitment that is unlike any other school. The care and expertise of our faculty and staff sets us apart as we help educate, guide, and develop the whole person."
This information is not available.
"Our faculty and staff is made up of 100 dedicated professionals.
18% of our students receive financial aid (full or partial bursary).
There are 40 different clubs and activities, and 30 intramural and extramural sports teams.
Our students give back to the local community each year with over 10,000 combined hours of Christian Service Program work.
While Loyola is a Jesuit, Catholic school, it welcomes applicants of other faiths."
Weight room facilities
Entrance to Eric Maclean S.J. Centre for the Performing Arts
How people from the school’s community see Loyola High School
Top-down influence on the school’s direction and tone
Dr. Mark Diachyshyn, Principal
It is with great pleasure that we announce that the Loyola Board of Governors and the Jesuit Board of Directors approved and ratified the appointment of Dr. Mark Diachyshyn as Principal of Loyola High School starting for the 2022-23 school year. Dr. Diachyshyn is a product of a Jesuit education, having graduated from this school in 1996. After receiving degrees in English literature, history, and education, he returned to Loyola and has been an essential part of the fabric of this school ever since. Dr. Diachyshyn has stayed true to the intellectual curiosity instilled in him by his Jesuit formation by completing a Ph.D. in English Literature.
He has made an invaluable impact on this school, having been Vice-Principal of Academics (Senior School) since 2016, and having previously served as Department Head of English Language Arts. He is unwavering in his faith in God and has an unquestionable devotion to ensuring that our Jesuit, Catholic way of proceeding permeates through all we do
Most big schools provide your extroverted child with plenty of social opportunities and the ability to interact with different peer groups with a wide range of personalities, interests, values, etc. A larger student population and more extracurriculars—including activities like team sports, arts programs, and debate—will give them a broader scope of opportunities to participate in events that scratch their interpersonal itch. “This may also give them the opportunity to hone certain skills,” say Ann and Karen Wolff of Wolff Educational Services. “For instance, they might run for student council to develop leadership and public speaking skills and learn to be a voice for other students.”
Make sure any prospective school, no matter what size, provides the right social environment to help your child feel at home, make friends, and develop confidence. This is especially important at big schools, which are sometimes more socially overwhelming and challenging for an introvert to find their bearings in. Of course, “Because larger schools usually have a more diverse student population, introverted kids are more likely to find a small group of people like them, a peer group they can relate to and find acceptance from,” says Dona Matthews, Toronto-based education consultant and co-author (with Joanne Foster) of Beyond Intelligence.
Bigger schools often have a broader scope of extracurricular activities, which is another way to help your child meet the right group of friends. “This may also give them the opportunity to develop certain skills,” say Ann and Karen Wolff of Wolff Educational Services. “For instance, they might run for student council to develop leadership and public speaking skills and learn to be a voice for other students. Remember, though, each child is different—so what works for one may not work for another.”
THE OUR KIDS REPORT: Loyola High School
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