Roundtable Q&A Discussion About The Sterling Hall School (2021)

When I visited Sterling Hall School, I was very impressed with the confidence of the teachers, the administration, and the passion they had for educating boys. Even though we lived quite far, in Mississauga at the time, I visited a couple of schools and remembered an old colleague mentioning Sterling Hall, being very happy with the school. I called and went for a visit, knowing it was quite a distance, and I was very impressed with the hands-on learning, the guided reading program, and Singapore math groups. They also described lots of physical activity, which both my boys needed. It checked off all the things I was looking for in a school. We made the trip from Mississauga to Toronto for the first year, and eventually, we moved here permanently.

The school has adapted incredibly well to the different needs of my two boys, who have very different strengths and areas where they need support. When they have needed extension and extra enrichment, Sterling Hall has provided it. When they have needed support, the school has been there, meeting all their needs, even through the pandemic, adapting to the changing requirements of parents and students. They’ve truly exceeded our expectations in every way. I wish they had a high school; that would be the next step for them to work on!

The Sterling Star program has been amazing for my youngest, who started in JK and went through the whole program for several years. His desire to earn stars, which are based on character strengths like perseverance and joy of learning, was incredible. These types of skills are what determine long-term success. For my youngest, earning a certain number of stars and having lunch with Mr. Parsons was a highlight. For my eldest, it was about the supportive community of teachers and parents that naturally built confidence. The program's emphasis on character-building has been central to their growth.

I remember an incident years ago when my son, who is not very athletically inclined, was starting out in basketball. He hadn’t made many scores, but during one game, I left the room, and when I returned, he had scored. The parent community was up, screaming and so happy for him. That kind of support builds confidence like nothing else. It’s amazing to see how a whole community can root for a child.

In my eight years at Sterling Hall, I have found that the teachers are incredible, forming amazing bonds with the students. The school recruits, develops, and retains excellent teachers, and this is largely due to strong leadership and administration. My son has loved his teachers, and the friendships he has formed with other boys have been equally important. The extracurricular activities and clubs are also a big part of his experience, enriching his time at school.

Sterling Hall fosters a culture of kindness, respect, inclusivity, and diversity, which makes the children feel like they belong. Unfortunately, some of the hands-on learning and overnight experiences have been on hold for the last couple of years, but those are experiences my children loved. They enjoyed the overnight trips and hands-on projects, and the school community always ensures the kids feel comfortable and accepted.

The school leads with values, emphasizing character and community. Positive, kind, and curious are three words that come to mind when describing Sterling Hall. The staff, especially Rick Parsons, fosters a sense of curiosity, always seeking ways to improve and do things differently. They encourage children to be curious, open to different learning strategies, and to appreciate diverse cultures. The school celebrates various faiths and cultures during assemblies, which helps to develop this curiosity in the children.

The parent community at Sterling Hall is remarkable. I remember early on when my son had a bad altercation with another child. The mother of the other child, who had been at the school for some time, called and said, “We’re going to have a playdate; these kids need to figure it out.” She drove all the way to Mississauga for that playdate, which speaks volumes about the supportive, collaborative nature of the parent community. It’s not about blaming each other’s children but raising them together.

Sterling Hall does not coddle the students. Both my boys have needed firmness at times, and the school has provided that, but they always start by building a relationship with the child, making sure they feel comfortable and that they belong. Once that bond is established, the school challenges them academically. My eldest, for example, is strong in math and has always been placed in groups where he can be pushed further. The curriculum is rigorous, particularly in math, science, and language, where I’ve seen my boys work at least one or two grades ahead.

At Sterling Hall, the culture of mentorship between the older and younger students is amazing. As my boys have grown older, they’ve loved mentoring the younger ones, and when they were younger, they looked up to the older boys. Even at a young age, they’re given responsibilities, like my son being told he was now the oldest in his recess group and had to look after the younger boys. That sense of responsibility is built into the culture and curriculum. The house system also plays a big part in their experience, fostering camaraderie and excitement through events like the Terry Fox run.

If you’re considering a school for your son, I don’t think there’s a better school in Toronto than Sterling Hall. I’ve done extensive research, and the school truly meets each child where they are and helps them reach their full potential. I can be very critical, but Sterling Hall has exceeded my expectations. If you have specific questions, there is a whole community of parents who would be more than willing to speak with you.

One of the things that really stood out to me during the interview process was the principal himself actually taking time that day to meet with us, which is different. That really left an impression on us that the school was very caring of the kids. I wasn't expecting the community-centric vibe of the school because, as a public school person, you have an opinion of what a private school might be, especially a boys' school, as opposed to my daughter's school. But I didn't get that at all. The teachers seemed genuinely excited to be there to teach our children. It felt very welcoming, which was a big draw for us.

The Sterling Star program is a great way for kids to recognize achievement in different areas, so they’re not pigeonholed into being one type of person. As a four- or five-year-old, it’s important to get reinforcement that what you’re doing is good. Wade has become confident and enjoys going to school. He even surprises me by saying, “I got a star for leadership.” This shows the school’s impact on his growth. Wade was a shy kid when he started, but now he’s much more outgoing and eager to participate. The program fosters different aspects of their personality and helps them grow into well-rounded individuals.

What’s different from when I was in school is the complexity of what my son is learning, not just academically but also from a character perspective. Social and emotional learning is something that wasn’t around when I was in school, but it’s now a core part of the curriculum. I see the positive effects on Wade, who talks about overcoming things in a way that is surprising for a five-year-old. He knows how to address certain situations that even adults struggle with today. It’s impressive that he can talk about these experiences as part of his everyday school life.

The school fosters a confident, character-driven leader in a caring way. This is seen across the school, not just in students but also in teachers and administration. Most of the teachers and the principal know who you are and know your child, which doesn’t happen in public schools. There’s an extra level of community that makes you feel your kids are being raised in a nurturing environment. Whether Wade becomes a leader or not isn’t as important as the fact that he has the tools and has been taught how to deal with various challenges. That gives me confidence in his future.

The buddy program was a highlight for Wade, and I thought it was neat that he could say, “I have this friend in grade eight.” There’s usually an apprehension about older kids noticing younger ones in a negative way, but at Sterling, the inclusion is strong. All grades and ages feel like one big family. Older kids help the younger ones, especially in before and after school programs, where they look out for each other. The house system also strengthens bonds between kids in different grades, making them part of a larger supportive community.

From a family perspective, we’ve seen great connections form, even during difficult times. Families, especially those with multiple kids, reached out to us, offering playdates and virtual meet-ups for Wade. This shows how invested they are in the school and that they know what it’s like to be new. They make sure both parents and kids feel included. This strong community support has been a key aspect of our experience with Sterling, helping both Wade and our family feel like we belong.

Sterling Hall provided me with good collaboration skills and leadership skills so I could go into an activity with people I had never met before and bond with them right away. Even if I didn't bond with them, I had the capability to lead a group or follow along. Now when I get put into a group at UCC, like last year, I was put into groups with people I'd never met before, but I was able to work with them effectively.

When I look back on my time at Sterling, I really appreciate how the teachers went out of their way to make sure my experience was the best. When I first came to Sterling, my academics weren’t there; I felt very behind because I came from public school. The teachers told me to come in early in the morning for extra help, sat down with me, and explained everything to me. They always provided detailed feedback, especially in writing and math, which helped me understand exactly where I went wrong and how I could improve. This feedback was key in taking my work to the next level.

The student-teacher connections at Sterling were probably the highlight of my time there. Teachers genuinely cared about ensuring every student, including me, had a great experience. They worked hard to make sure my peers and I had the support we needed, whether it was academic or emotional. The bonds I built with my teachers are something I’ll remember for the rest of my life.

Another thing that differentiates Sterling from other schools is the trips that push kids out of their comfort zones. For example, I went on an eight-day canoe trip to Tamagami in grade eight, which was completely out of my comfort zone. I had never been camping before, and it wasn’t something I was looking forward to. However, with the support of Mr. Allen, who retired recently, I got through the trip and bonded with him. That experience will stick with me forever.

At Sterling Hall, they really focused on building my confidence by encouraging me to take on challenges. They ensured that at the end, I’d look back and be proud of myself, and that’s exactly what happened. That sense of accomplishment and knowing I’d overcome something difficult is something that will stay with me for the rest of my life. This feeling of achievement is a huge motivator for many boys at Sterling Hall.

Families would likely find most surprising how welcoming Sterling is. It’s not like the stereotypical boys’ school you’d think of in public school. When I first arrived, I was really nervous, thinking everyone had already bonded. But every student and teacher made sure I felt welcome. They made me fit in, and I was making friends from all sides almost immediately, even though I started off feeling so nervous.

New Boys Day was an amazing introduction to Sterling Hall. It allowed me to experience a day in the life of the school before my first year started. It was a great opportunity to get to know some of the other boys and get a feel for the school. That preparation was really helpful and made my transition into the school much smoother.

Without a doubt, I’d say take any opportunity that comes your way at Sterling. Don’t hesitate, because so much can come out of it. For example, there was a trip to Ecuador where we helped build schools and experienced a different culture. That was life-changing, and it helped me realize how fortunate I am. These opportunities will help you grow into someone you never thought you’d become.

I tried a lot of language and subject clubs to improve my academics, and even though it wasn’t necessarily my thing, I found it very helpful. I’d go with friends, have fun, and ultimately improve. It was a good experience to work on my academics while enjoying time with my peers.

One of the biggest changes I noticed in myself after Sterling was my level of independence. Pushing myself out of my comfort zone, with the right amount of guidance, helped me grow. I learned so much more once I was outside my comfort zone, and that was a big part of my personal development.

A big thing for me was being part of the student council as a grade five and again as head boy in Grade 8. It was amazing to see younger students, even in JK and SK, running meetings seriously. This cross-grade interaction helped create a sense of community. It was really nice to see younger students bonding with older ones, saying hi in the hallways, and feeling like they were part of the school.

At Sterling Hall, older students are paired with younger ones in a buddy system, like grade eights with JKs and SKs. This system helps the younger boys feel recognized by the older students, which is really important for them. I know I felt the same way when I was that age, and it made me feel included.

We did a lot of activities with our buddies, from reading to helping them with their schoolwork, and playing with them outside before school started. This was another way Sterling built connections between older and younger students, making everyone feel like they were part of the community.