THE OUR KIDS REPORT:
Whytecliff Agile Learning Centres

REPORT CONTENTS

School Overview

Reviews

Analysis

Student Body

Whytecliff Agile Learning Centres has a smaller student body than most Canadian private schools and is co-educational. A small portion of the students are international, and the proportion of students receiving financial aid is higher than many other schools. Families and alumni describe the school’s supportive environment and focus on individualized learning and therapeutic-educational experiences.

Facts and analysis

Total enrollment

91 students attend Whytecliff Agile Learning Centres.

Whytecliff Agile Learning Centres (Whytecliff) has a smaller student body than 77% of all schools we cover.

Breakdown by grade

Grade	Enrollment
Grade	Whytecliff Agile Learning Centres	Median of all other schools
Gr. 8	N/A	25
Gr. 9	N/A	40
Gr. 10	N/A	40
Gr. 11	N/A	43
Gr. 12	N/A	43

Why it matters

While some researchers have looked to uncover the "ideal" school size, these studies often generalize student preferences and behaviours. Your real goal is to find what best suits your child’s needs. Smaller schools can offer a school-wide sense of connection, while larger schools often provide broader programming and opportunities. Also, note that per-grade enrollment often tells a more meaningful story than total enrollment alone (read topic guide).

Gender

Both girls and boys attend.

This makes Whytecliff Agile Learning Centres (Whytecliff) like 91% of other schools we cover.

Why it matters

A school’s gender composition influences its social, academic, and extracurricular experiences. Coed schools often encourage collaboration across genders, while single-gender schools (all-boys or all-girls) may focus on specialized learning approaches (read topic guide).

International Students

2% of students come from outside Canada.

See how this ranks Whytecliff Agile Learning Centres (Whytecliff) below.

Why it matters

A diverse international student body offers opportunities for cultural exchange and a global perspective. These experiences can enhance your child’s understanding of different cultures and prepare them for a globalized world (read topic guide).

STUDENTS ON FINANCIAL AID

25% of students at Whytecliff Agile Learning Centres receive financial aid.

The percentage of students on financial aid at Whytecliff Agile Learning Centres (Whytecliff) is higher than 91% of all schools we cover.

Breakdown by grade

Grade	Percentage of students on financial aid
Gr. 8	N/A
Gr. 9	N/A
Gr. 10	N/A
Gr. 11	N/A
Gr. 12	N/A

Why it matters

Financial aid reflects a school’s commitment to accessibility and socioeconomic diversity. These programs aim to create a richer community by bringing together students from varied backgrounds and experiences (read topic guide).

Qualitative insights

These insights are based on conversations with parents, alumni, and school leadership. Handpicked and curated by our editor, they offer a close look at how the school is experienced and perceived by those who know it best.

There is a shared appreciation for individualized support.

Students, parents, and faculty underscore the school's commitment to understanding and addressing diverse learning and emotional needs, ensuring that every student receives tailored support for their unique challenges and strengths.

They want to know what his strengths are, his interests, working through potential issues that might come up. They don’t panic and call me if something happens at school, which has rarely occurred. Because of my son’s age, the fact that he's a teenager, they go to him first with questions, concerns.

—Erica Williams, parent (see full interview)

For him to finally have a place where he can show his strengths and be appreciated has been really important for him and for us. We've always known that my son has strengths. He's incredibly intelligent, he's got an amazing sense of humor, he's so articulate, he's incredibly creative.

—Erica Williams, parent (see full interview)

When we were looking for a school that met my son’s needs, none really addressed that social emotional piece as much as Whytecliff did. My son struggled from kindergarten until the beginning of Grade 9 with a lot of anxiety, and that anxiety stemmed from undiagnosed learning disorders. We looked at everything from homeschooling to just having tutors to having to pay the bill for other private schools. At Whytecliff there was just a lot of support, and it just, at the end of the day, seemed like the best fit for him.

—Jill Craven, parent (beginning in Gr. 8) (see full interview)

Everyone learns to actively participate in a therapeutic-educational environment.

Insight from administrators and alumni stresses the importance of a therapeutic educational environment, highlighting the school's dual-accreditation and rigorous standards in nurturing both academic and emotional well-being.

Prior to Whytecliff, our life was just completely wrapped up in the mental health struggles that our son was going through. It was a struggle, because his previous school kept wanting to pathologize him and was sure he had psychosis.We weren't able to properly support our daughter, who is also neurodiverse. I had to go on leave. Because of Whytecliff, we were all able to breathe again and focus on things going on for me and for my husband, and our daughter, whereas previously everything had really been centered on my son.

—Erica Williams, parent (see full interview)

The biggest thing we both felt, when we visited the school, was that it was very open and relaxed, and not rigid, very welcoming, accepting, no pushing to talk if you didn't want to. We went and interviewed. And I'd had a couple of preliminary discussions with the staff on the phone. We knew there were youth workers, we knew there were educators there who had a lot of experience with kids who were neurodiverse, had mental health issues. It was just amazing, when my son and I both went; it was a completely different feeling.

—Erica Williams, parent (see full interview)

I've seen a whole new demeanor with my child. A sense of confidence has returned to him. He still has work to do. But at this point, the school has been a lifesaver for us. He is finding his path, and he is able to know that there are going to be moments of laughter and connection with both the students and the teachers. He's able to accept that he's not going to know everything, and that's okay, and he can ask questions.

—Jill Craven, parent (beginning in Gr. 8) (see full interview)

Students find their unique paths to success.

Reflections from alumni and parents indicate the positive outcomes students achieve at the school, from high graduation rates to meaningful personal growth, revealing a pathway to future success in higher education and community leadership.

It was life-changing instantly, and I wasn't anticipating that at all. From day one on, he went and he stayed. And he only missed school if he was sick. We were just amazed that within that first week, he had made social connections too, with brand new kids. In general, his mental health has been significantly better. So, we've just been really grateful that we were able to find a space where he could learn, because I had really been at the point where I thought he was going to have to drop out of school.

—Erica Williams, parent (see full interview)

I feel I'm able to connect with the staff at Whytecliff, whether it be through text or a quick phone call. I never feel like I'm interrupting or that there isn't enough time for me and my child. They have a very small population. I think that's helpful. All the staff know the kids really well, and with my experience, connecting with the family is equally important. I really do appreciate that they know my son and us, and that's so very important.

—Jill Craven, parent (beginning in Gr. 8) (see full interview)

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