REVIEW OF Pickering College BY Alum, Heather Golding

(5) Overall Experience

When I look back on my time at Pickering, what sticks with me is how straightforward the days felt. Things at the school moved at a steady pace. Nothing felt rushed, but it also never felt like people were wasting time. I got used to the routine, and after a while, the routine felt comfortable. I remember walking into classes where the teachers already knew what kind of morning I was having just by how I sat down. That sort of attention surprised me at first, but I got used to it quickly. I liked the way the school encouraged us to try things without making a big deal out of it. I joined a couple of clubs, not because anyone pushed me or something, but because it felt natural to be involved. People showed up, participated, and then just went back to their regular day. It made involvement feel easy, not stressful. If I could change something, it might have been the way information was sometimes passed around. You heard things from friends long before you heard them from staff. It was not harmful, just a bit confusing at times. Still, the environment itself felt solid. I never felt unsafe or ignored.

Looking Back

The clearest memories are the easy ones. Late study nights that turned into talking, laughing in the common room and feeling like people genuinely cared if you were doing alright that day.

Current Perspective

By the end of Grade 12, I had a clearer sense of myself. Pickering helped with that in a quiet way. It gave me space to grow without making the process uncomfortable.

Your Advice

If someone asked me what to expect, I would say that Pickering is a place where you can take your time. You find your path at your own pace, which is something I did not appreciate until I was gone.

(5) School Leadership

The school leadership at Pickering always felt steady. I would not say students talked about the administration much, but when something needed to be handled, it usually was. I never had a moment where I felt brushed off. When issues came up, even small ones, the staff listened and tried to sort them out without making it dramatic. Most students respected the leadership, even if they did not always agree with every rule. What mattered most was that the adults treated us like we had a voice, and that stayed with me.

(4.5) Teaching

The teaching at Pickering was consistent. Some teachers were strict, some were softer, but most of them genuinely cared. I noticed early on that teachers paid attention to how each student learned. They did not treat us the same, which made classes feel more personal. The communication was clear, and the feedback was honest. If I struggled in a class, the teacher usually caught it before I had to say anything. I appreciated that because I was not always the type to ask for help right away. There were a few teachers who shaped how I look at things now. Ms. Hall, in English, had a calm way of explaining things that made difficult work feel manageable. She talked to us without putting on a “teacher voice,” and that made learning easier. The overall dynamic between students and teachers felt respectful without being stiff. Pickering made school feel like a shared effort rather than a battle between students and adults.

(4) Academics

The academic program at Pickering was clear and organized. You always knew what was expected, even when the workload felt heavier than usual. The strength of the program, in my opinion, was the structure. Every class had a purpose, and you could see how it fit into the larger picture. Students worked hard, but the atmosphere was not overly competitive. People helped each other a lot, especially before tests or big assignments. I felt supported whenever I did not fully understand something. Teachers stayed after class, and other students often offered help without making it awkward. That mix of support and independence prepared me well for university. I learned how to manage my time and how to ask questions when I needed to. If a family is considering Pickering, I would say the academics push you, but not in a way that feels harsh.

(4) Extracurriculars

There were plenty of extracurriculars at Pickering, enough that everyone could find something that felt comfortable. Some activities had a more serious tone, like debate or certain sports teams, but many allowed students to join just to enjoy being involved. I liked that there was no pressure to be exceptional. Joining a club felt easy. The atmosphere around activities helped students try new things without worrying about judgment.

(4) Students

The student body at Pickering felt mixed in a good way. There were outgoing students who seemed to know everyone and quieter students who kept to smaller groups. Both types fit in fine. The spirit of the student body shifted depending on the time of year. During events, everyone showed up. During exam months, the halls felt quieter. One thing I noticed is that students respected people who were steady and reliable, not just the loudest voices. The backgrounds of students were varied. Some came from far away, and some grew up nearby. It never felt divided. People interacted naturally, and friendships crossed those differences. The overall feeling was that most students wanted to do well and still have a normal school experience. I look back and remember the student body as balanced. Nobody had to pretend to be anything they were not.

(4) School Life

School life at Pickering was predictable in a comforting way. I did not wake up every day excited, but I never dreaded going either. The routine of classes, meals, clubs, and small conversations made the days feel full. What helped my quality of life the most was the way the school kept things organized. There was not much confusion about schedules or expectations. Most students seemed generally content, with stress showing up mostly around deadlines or big events. I rarely saw students completely disengaged. People participated at their own pace. If Pickering could improve something, it might be creating more casual spaces for students to unwind. Some days felt packed, and having more open areas to relax would have helped. Still, overall, the environment felt stable and manageable.

(4) Community

The broader community around Pickering had a welcoming feel. Parents were involved when needed, but they were not hovering. I saw them during events and meetings, and they seemed comfortable with how things were run. As for alumni, I am still in touch with a couple of people from my year. Staying connected feels natural, not forced. Some graduates check in with younger students, which gives a sense of continuity. What stood out to me most was how easy it was to ask for help from older students when I first arrived. People were willing to point you in the right direction without making you feel like you were bothering them. That attitude carried into the larger community after graduation, too. There is a sense that once you went to Pickering, you shared a common starting point.

(3.5) School Location

Pickering’s location felt calm. The area around the school was quiet but still close enough to places students needed. We did not leave campus constantly, but when we did, it was an easy trip. The neighbourhood felt safe and familiar. It was not an isolated campus, but it also was not busy or distracting. Families should expect a comfortable and steady environment.

(4.5) Admissions

I was too young to remember my actual admissions experience, but my parents still talk about how kind everyone was during those first meetings. They said the process surprised them because it did not feel like an interview, more like a conversation. If you are applying, my advice would be to pay attention to how your family feels walking out of the visit. My parents said they felt at ease, which mattered more than anything else. The school really does try to understand the whole child.

(4) University placement and counselling

The university counselling at Pickering was straightforward and very, very helpful. The counsellors shared information early enough that I never felt confused about deadlines or requirements. They met with us individually and checked our progress without hovering, but instead with genuine concern, and most of the time would go way past school time just to ensure everything was in order. I appreciated that they did not pressure students into one path. They asked what we were hoping for and helped us build a plan around that. I did most of the applications myself, but the counsellors were there whenever I needed someone to look over something or answer a question. There were moments when I wished for more updates, but overall, the support was solid. The process felt manageable, and I left feeling confident in the choices I made.