The Study Academy School Leadership

Sioned Taylor, Principal of The Study Academy, shared her perspective on the school’s relationship-based approach, inclusive learning environment, strong academics, open communication, and emphasis on individuality and self-advocacy. She reflected on how small classes allow educators to understand and support each student while developing both academic and interpersonal skills, creating an environment where students feel comfortable asking for support, advocating for themselves, and pursuing their goals with confidence.

• Highlights from the interview

  • So I started my professional career in the UK. My first job was working with young adults who had left education and had been in youth offending. They were in the prison system, and they were looking for education and training and looking to go on another path.

  • The goal was to become an educational psychologist, but I ended up loving being in the classroom. So I ended up being a high school teacher for eight years, and I decided, from what I was seeing in education, I could see how education had worked for many kids and how it hadn't worked for a lot of students either.

  • I was an inclusive learning advisor for students with autism. So I worked in a large college, and we looked at the systems in place and kind of, how do we support students in the classroom who have got additional learning needs?

  • I started as a teacher, and then I became the vice principal, and last year I was promoted to the principal position.

  • I was working with people who had had a really difficult time with education, and it made me realize that not everybody has a great education experience. Everybody goes through education in some way or another, but school isn't always set up for everybody.

  • I really like the fact that the school gives time for students. We get to really know students. We have the opportunity to really build relationships. And that is the most important thing in education: that relationship, that teacher-student relationship, leadership relationship.

  • I really like how everybody is able to embrace their individual selves here at the school, and that's something that we encourage.

  • Our students are successful. They go to U of T, they go to Waterloo, they go to these places, and they know exactly who they are, and they can continue to embrace that individuality.

  • I certainly wasn't someone who advocated for myself as much as these students do. And I think that culture is really important. We don't shoot that down. It's like, you are allowed to question, and you are allowed to ask for support and I think that's a great culture for that.

  • Academics are very important for us, and we do have a robust academic curriculum, and students are able to pursue goals. But because we are a small school and our classes are small, there is a lot more opportunity in a small environment to focus on those softer skills too.

  • Because communication is really important to me, I value the fact that parents have entrusted their child to us… So every Thursday I do virtual coffee mornings. A parent can just book a meeting and ask questions. So if they want to just check in on something, I don't ever want to be a distant principal. I want parents to be able to connect with me.

  • We have regular parent-teacher conferences. Our teachers are very, very happy to communicate.

  • If they're happy and thriving, the academics just come. I always think it's like a trickle-down. If your child is happy and has the support, it's kind of like Maslow's hierarchy of needs. 

  • So, the social piece, I actually would recommend: What opportunities are there for a student to be involved in their education and an advocate for themselves?