Leadership interview with Ed Kidd, Ridley College

Ridley has long demonstrated educational courage—being among the first all-boys schools in Canada to go co-ed in 1973, for example. This pioneering spirit continues to define us, guided now by our mission “to inspire flourishing lives.” This vision draws directly from Dr. J. Miller, our founding headmaster, who emphasized the education of the whole child—body, mind, and spirit. That principle remains central today.

The concept of flourishing is deeply embedded in every part of our program. We believe the primary purpose of education is to teach young people how to lead flourishing lives and help others do the same. As a boarding school, and even for our day students who live a boarding-style life, we are uniquely positioned to support balance: the pursuit of academic excellence alongside the pursuit of goodness and well-being. Our academic supports include a full learning center, peer and external tutoring, and evening study hours. At the same time, we emphasize personal development, emotional resilience, meaning, and purpose—skills rooted in the science of positive psychology.

We are fully staffed to support student well-being across all levels. We have a Director of Well-Being overseeing health and social-emotional support from JK to Grade 12. Our Schone Health Center includes registered nurses and doctors. We also have a dedicated social-emotional counsellor in the Lower, Middle, and Upper Schools. These professionals, alongside teachers and tutors, help students build emotional regulation, resilience, and other skills necessary for navigating challenges, from academic pressure to personal struggles.

A major turning point in Ridley’s recent history was our adoption of the International Baccalaureate (IB) programme. We began with the Diploma Programme (Grades 11–12) in 2012 and later added the Primary Years Programme (JK–Grade 6) and the Middle Years Programme (Grades 7–10). Transitioning from little IB experience to becoming a world-class IB school has been a transformative accomplishment. Our most recent reaccreditation reaffirmed the quality of our program, which now defines the academic and cultural life of the school.

Another key milestone was the launch of our 2013 strategic plan, which brought clarity to our mission and vision. ‘To inspire flourishing lives to transform our globe’ became our guiding North Star. It galvanized our efforts across academics, co-curriculars, and boarding life. While these ideas have long been part of Ridley’s DNA, this was the first time we articulated them so clearly and acted on them with full institutional alignment. The strategic plan now shapes every aspect of how we live and learn together.

In the last seven years, Ridley undertook its largest fundraising initiative to date, raising $51 million through a capital campaign. This campaign supported scholarships and bursaries through our endowment but also led to transformative infrastructure projects. We reimagined the Iggulden Gymnasium into a modern learning commons and converted the former swimming pool space into a creative commons housing ceramics, film, and digital animation studios. Our historic squash courts were transformed into the Manx Music Centre, with music classrooms and a recording studio. We also built the Jack Ault Squash Centre and the Suzanne Court Fitness Facility. These changes have significantly influenced student behaviour and culture—spaces are now active well into the evening, filled with collaboration, creativity, and physical activity.

I’ve been in education for nearly 30 years. My journey began in a public high school in the Ottawa area, followed by international teaching experiences in Seoul and Shanghai. My wife, also a teacher, and I spent 14 years overseas, witnessing the growth of international schools and serving in leadership roles. At the Shanghai American School, I was the high school principal overseeing the IB and AP programs. Eventually, we returned to Canada with our three children and joined Ridley College, where I’ve proudly served as the 10th Headmaster now for 13 years.

For prospective families, my strongest advice is to visit the campus in person. You learn a great deal by observing how people interact and what the school feels like. Speak with current students and parents, or even recent graduates, to get an authentic view of school life. Finally, ask directly about the school’s mission and vision—what it is, and how it is lived daily. Those three steps will offer invaluable insight into whether a school is the right fit for your child.

Our families are incredibly diverse, and they value the full spectrum of the Ridley experience. They are serious about providing their children with an outstanding education, but not exclusively in academics. They recognize the value of learning that happens through sports, arts, clubs, travel, and living in community. They support their children’s independence and understand the importance of allowing space to fail and grow. That alignment with our educational philosophy—of learning through challenges and missteps—is a defining strength of our parent-school partnership.

This year, we have 62 nationalities represented at our school, which makes Ridley, as far as nationalities are concerned, truly one of the most diverse schools in the world. We are somewhat unique in that we are a large boarding school—one of Canada’s largest—with 380 students living on campus. They come from all over Canada and all over the world. We have intentionally sought the best and brightest students from a variety of nations, bringing a rich diversity to our campus. Even within our day population, which makes up nearly 50%, we see immense diversity. In the Niagara region, many families have moved from the GTA or other parts of the world and are seeking a world-class education. This brings a wonderful texture to our community.