How parents and educators can promote wellbeing and quell anxieties related to wearing a mask or face covering at school.
By Sue Easton, Director of Wellbeing & Learning
As we prepare to return to campus amidst the COVID-19 pandemic, questions about the impact of wearing non-medical masks or face coverings on student wellbeing have surfaced. While wearing a mask has been proven to lessen exposure and provides us with the ability to reintegrate into society, it can be a challenge for us to accept the changes the virus has imposed on our lives. For children, this can be an even more complicated transition to understand, which is why it is vital to speak to young children about their emotions surrounding the start of school and the changes it may bring—including mask-culture.
As a positive education school, Ridley uses the PERMA-V Model to define “flourishing,” and we have used this framework to address common social-emotional concerns and to share some tips and help prepare families for September.
provide positive reinforcement for appropriate use of masks, when you are out in the community
give children choice in relation to the comfort of thier mask (some children like elastic behind the ears, while others prefer a toggle at the back)
give children choice on the appearance of their masks (for younger students, a ‘superhero’ approach has been used for years in parts of Asia and may be effective)
Communicate clearly, considering tone, expression and body language – all of us at Ridley will, too!
for younger children, use imaginativeplay to demonstrate appropriate use (e.g. with stuffed animals) and familiarize them with how their teachers may look this fall
for older children, make masks together to ensure that appearance and comfort are personalized
Practice wearing a mask while doing a task kids enjoy (such as watching TV or playing on electronics) to help normalize the feeling
“Not everyone is able to wear a face mask and many disabilities are invisible. Assume positive intent and be kind and respectful to those who cannot wear a face mask.”
model appropriate mask use – children use social referencing to decide what they should do, meaning parents and teachers can lead by example.
communicate clearly, considering tone, expression and body language – all of us at Ridley will, too!
normalize the use of masks, giving young children the opportunity to watch and get used to seeing others in masks, as well as wearing them
acknowledge feelings of discomfort, rather than telling children that they shouldn’t have a big issue with wearing a mask or seeing someone in a mask.
help children understand why we are wearing masks, and the importance of doing our best to protect ourselves and others in our community (personalize it if you can, ie: grandparents)
share information with them to further their understanding, like in this Bill Nye video
support children in creating cloth masks for others in the community who do not have access
celebrate consistency and appropriate use of masks as a way to be kind to others
encourage self-advocacy when children do not hear or understand what someone says to them
Give children choice on the appearance of their masks.
remind children that it has been repeatedly proven that we can breathe effectively through masks
teach children how to put on and take off masks so that they are avoiding touching certain parts of the mask or storing it in a santitary location during lunch or outdoor play.
McMaster Children’s hospital coined the phrase “Play, practice, prepare, and be patient” in relation to the introduction of masks to children. We appreciate your support in helping our Ridley students with this adjustment. We know that their physical and emotional wellbeing are your top priorities as parents — and they are for Ridley, too. We are here to support you in your reintegration back to school and want to ensure you feel ‘Positively Prepared.’
Help children understand why we are wearing masks, and the importance of doing our best to protect ourselves and others in our community.
“If there’s anything our school’s history has taught us, it’s that these are the moments when fresh, new ideas are born, moments when we, together, rise to the occasion.”
As the world faces one of the largest global crises on record, one can’t help but reflect on our school’s history. From the Springbank House fire in 1903, to world wars, economic turmoil, and more, Ridley has, quite literally, risen from the ashes through more than 130 years of unexpected plight. Though it may feel as though the COVID-19 pandemic has dented our amour, we know our school will once again prove its resilience and persevere in the face of this significant event.
We’ve flipped through our anthologies to illustrate the major crises and challenges Ridleians have overcome.*
Springbank House Fire (1903)
It was a cold October morning when students were roused from their sleep by shouts of “Fire!” The boys jostled each other to get outside, grabbing a random assortment of belongings in their haste, as the fire-bell rang in their ears. They stood under the street gaslight, answering, one by one, as Headmaster J.O. Miller called the roll—thankfully, all were accounted for. By the time the firemen arrived, it was clear the building would be completely destroyed; spurred on by the wind, the fire had raced along the attic before turning its attention to the main school building. The firemen concentrated their efforts on protecting the adjacent houses, and what belongings could be saved were piled on the street and in the headmaster’s backyard. The Upper School students watched, helpless, as Ridley collapsed before their eyes.
But those who knew Miller, knew that he would not give up on his beloved school. The loss of the Springbank building, though devastating, only spurred on in him a determination to build the school he’d wanted all along. Boys were temporarily rehoused, and within a month of the fire, everything was relatively normal in the academic programme and general activities; there was even a gym of sorts. Miller got to work finding and securing funds to build a brand-new Upper School and chapel on the same land as the Lower School—finally bringing the schools together on the Western Hill in 1905.
“Those who knew Miller, knew that he would not give up on his beloved school. The loss of the Springbank building, though devastating, only spurred on in him a determination to build the school he’d wanted all along.”
The First World War (1914-1918)
When the Great War broke out, Old Ridleians immediately enlisted in military services, and the school was filled with the spirit of patriotism. But what started out as a feeling of adventure—the sound of marching infantry, bands playing martial music in the streets, and students filled with the rightness of the cause—by 1916 became grim, the realities of war all too real.
The Acta Ridleianas of the era published obituaries of Ridley’s dead, their names and photographs raised on panels along Chapel walls. Tributes also went up celebrating those who were decorated for valour and leadership. Students donated pocket money to social appeals, war relief funds, and hospital wards; and the boys held a minstrel show to raise money for the cause.
They were told it was their duty to perform well at school, and the students took it to heart. They found solace in music; the Glee Club was restored, concerts held, and the gymnasium was, on occasion, converted into a motion-picture theatre, where it would be filled with laughter at the slapstick comedy of film stars like Charlie Chaplin. On the ice, the hockey team was filled with a formidable fierceness, finishing the season with 16 victories.
“By the end of the war, the school had won a high place in public regard, and the mood on campus was one of confidence—that of a firmly established institution ready to grow and expand.”
Canada lost 61,000 lives in that war, more than half of Ridley’s 800 graduates were in active service, and of them, 61 died. The Old Boys proposed a chapel in honour of the Ridleians who had lost their lives and raised nearly $50,000 by the spring of 1919. By the end of the war, the school had won a high place in public regard, and the mood on campus was one of confidence—that of a firmly established institution ready to grow and expand. Canada’s attitudes toward school and higher education grew with it; the number of applications for admittance to Ridley rose.
Recession (1922) in the midst of Spanish Flu Pandemic (1918-20) & Encephalitis Lethargica Pandemic (1915-26)
The war years, and those that followed, were plagued by worries for health, as the Encephalitis Lethargica pandemic—a curious brain-attacking disease which left its victims still as statues, in a zombie-like state, or dead—raged worldwide.
During those same years, the Spanish Flu pandemic swept the globe, killing millions. In an effort to prepare for what they worried would soon come to campus, Ridley’s governors approached architectural firm, Sproatt & Rolph to plan an isolation hospital. Construction began behind Dean’s House that September, and the new hospital was dubbed “The Pest House” by its first patients.
By October, as many as 60 boys had fallen ill. The most serious cases were reserved for The Pest House, the dorms converted to hospital bays for the overflow. Football season was disrupted, and a 10-day holiday decreed in late October to help reduce human contact. Though Ridley lost one member of its faculty and one nurse, no student died during the pandemic—a testimony to the skill and care of its medical staff. The Pest House continued to serve as an isolation hospital until the Schmon Hospital opened in 1947. With increased enrollment in the decades that followed, The Pest House was converted into a residence and renamed Governors House.
The Great Depression (1928-1932)
By 1931, as Canada’s industrial and trade situation became more desperate, it was soon evident that Ridley could face a serious crisis. By fall 1932, enrollment had plummeted, and many questioned the wisdom in building the new dormitory (which would become Merritt House). Old Boys attending the annual meeting that December were worried about the cost of the forthcoming build. Though they acted confident, Ridley’s principal and governors knew the only way they could justify the spend was to find new boys to fill its dormitories.
“We can only assume that a number of Ridley families made great sacrifices to keep their sons at the school.”
Old Boys were challenged to get to work as recruiters, and by the next fall, all heaved a sigh of relief when 27 new students started at Ridley. On campus, students became increasingly interested in current events, absorbed by questions of government, capitalism, and the various ‘isms of communism, pacifism, and fascism being debated around the world. Nevertheless, school spirit remained strong and, as early as 1933, enrollment began rising again.
Only one or two boys were withdrawn for economic reasons during the Depression, indicating that Canadians considered education important enough to be one of the last expenses to be eliminated. We can only assume that a number of Ridley families made great sacrifices to keep their sons at the school.
The Second World War(1939-45)
Still raw from the toll of The Great War, by the time the Second World War broke out, the hundreds of Old Ridleians who reported for active service did so with eyes wide open. Gone were the adventurous spirits of 1914; these men knew what it meant to be at war. Graduates of 1940 left the Prize Day presentation table went straight to the fighting forces. Many seniors didn’t even stay to graduate.
For Ridley, the war threatened to be an enormous burden; the school lost staff and students, had difficulty getting supplies, and there were problems of families divided. The mood amongst students was one of defiance, peppered by the occasional fierce display.
“During the span of the war, the administration recognized the great advances being made in industrial technology, and of the worldwide move toward science. Ridley got on board, creating the strongest physics and science staff they could assemble in order to adapt to the impending age.”
Though it was hard to concentrate—for both students and teachers alike—academic rigour was still upheld, and the boys were active in debate, public speaking, music, drama, and athletics. The new Iggulden Gymnasium revolutionized the school, the perfect site for performances and plays, and the state-of-the-art space made way for activities and sports beyond the traditional trio of football, hockey and cricket.
At the end of the war in 1945, a gesture to commemorate the dead, similar to the Memorial Chapel, was desired by all, and the Memorial Hall was planned. During the span of the war, the administration recognized the great advances being made in industrial technology, and of the worldwide move toward science. Ridley got on board, creating the strongest physics and science staff they could assemble in order to adapt to the impending age.
Recession (1950) and the Korean War (1950-53)
People had not yet recovered from the Second World War, when the Korean War broke out, and active service loomed yet again for Ridley’s seniors. The Cadets received new attention, now looked upon to train Canada’s soldiers of the future. A lavish provision of supplies filled the gymnasium’s armory with guns, rifles, drums, bugles, and signal radio equipment; the Cadet Bugle Band was upgraded with new artillery trumpets, cymbals and bell lyres. School time was spent on military training, able-bodied young men prepared to enlist for Korea or any other areas of conflict.
The numbers of Ridleians who were serving were troubling: 14 Old Boys were in the Canadian Army; five in the Royal Canadian Air Force; seven in Korea serving with the U.S. Air Force; 12 in the Royal Canadian Navy; three in the Royal Navy; and eight serving in the U.S. Navy. Though the school’s atmosphere didn’t have the same tension that was present during the major wars before it, there was a deep anxiety about what the future would hold and where communist aggression could go. Student enrollment numbers declined as the recession tightened wallets around the country but recovered in step with the war’s ending in 1953.
A Decade of Transition: The Hong Kong Flu and the 1970s
By the time the devastating Hong Kong Flu finished in 1969, it had killed over one million people worldwide, and helped kick a recession into high gear. Like many boarding schools, Ridley saw a staggering 14 per cent drop in enrollment, brought about not only by financial woes, but by major changes the country was facing at the turn of the decade: the dismantling of the conventional family; drugs; student resistance; egalitarianism; a diversifying society, and the start of the computer revolution.
“The question of the day was on everyone’s mind: how could Ridley preserve its 80-year heritage while adapting to these new realities?“
Parents were complaining, faculty and students expressed dissatisfaction, Ridley’s policies and systems seemingly out of date. The school was caught between its conservative traditions and a society which had increasingly progressive aspirations. The question of the day was on everyone’s mind: how could Ridley preserve its 80-year heritage while adapting to these new realities?
Its answer lay with a new, young headmaster, Richard Alan Bradley, fresh from the U.K., with experience leading schools that had been through similar changes. Buoyed by a willing faculty, a loyal and dedicated group of senior Prefects, and a $5 million financial campaign, over the 1970s, Bradley made changes which would pay off in the decades to come.
Aware it could no longer solely depend on expanding its boarding population, Ridley welcomed day boys to the Upper School in 1972. By the early ‘70s, Ridley went co-ed—arguably the single most radical change in Ridley’s history. Bradley’s argument was not solely based on numbers; he saw it as a logical step in a world where equal opportunities between sexes were becoming a fact of life. The first girls attended the school in 1973; by 1978, 26 female boarders were welcomed to the school, along with 18 day girls. Ridley’s numbers were rising.
Post-Gulf War Economic Slowdown Leads to Recession: The Early 1990s
There was a general restlessness that occurred in the 1990s, brought in part by the economic recession. Parents were dissatisfied, students impatient. Many areas of the school were showing signs of wear, resources limited, and renovations were slower than some would have liked. Financial aid was stretched thin and, as the demand for information technology increased, concerns about what it might mean for the school increased with it. Co-ed programmes had been launched at Lakefield, Trinity and Appleby Colleges, and Ridley’s administration was uncertain what the competition would mean for its future.
“The Planning Committee assessed all aspects of Ridley life, revisited the school’s mission statement and vision, addressed school spirit, and created a blueprint that would move the school into the 21st century.
For students, things were becoming stricter. A dress coded was enforced and rules were tightening in response to a feeling amongst faculty that the honour system was being disregarded. Spirits declined as many students chafed at the new rules; seniors felt they were losing status and privilege, and everywhere on campus people seemed to complain—whether about lagging technology, long construction projects, a disappearing Old Boys system, or something else entirely.
Students needed to feel heard and Ridley needed an ongoing, focused plan—a review cycle which would examine the school’s nooks and crannies, and take into account changing environments, new technologies, competition, and new demands. The Planning Committee ensured a wide range of Ridleians were involved in the process. They assessed all aspects of Ridley life, revisited the school’s mission statement and vision, addressed school spirit and the perceived lack of student enfranchisement in Ridley’s affairs, and created a blueprint that would move the school into the 21st century.
Changes were soon made. Seniors were given more control, more time was spent on arts and activities, Chapel service was moved to a more-convenient Friday slot, academic programmes reviewed, and changes made to student schedules. And, as the calendar pages flipped toward the late 1990s, Ridley recovered its numbers. By 1998, the school population—along with its spirit—had bounced back.
Now, another moment in time, a moment when our world feels a little off kilter, our community just a little bit raw. But if there’s anything our school’s history has taught us, it’s that these are the moments when fresh, new ideas are born, moments when we, together, rise to the occasion. Each time we’ve been shaken, we’ve stood firmer, only inspired by another opportunity to grow.
Ridley welcomes new Director of Development, Shelley Huxley
Though we’d hoped to welcome her in person, the pandemic had other plans. So, we sat down for a virtual Q&A to learn more about the Niagara native—and get a sneak peek into what she has in store for our community. With her passion for education, strong local ties, and decades-long experience working at universities across Ontario, Shelley’s ready to hit the ground running.
Can you tell us a little bit about yourself? I was born and raised in Niagara (specifically, Fonthill), though I left for a period of time to attend university and launch my career. After my son was born, I realized there was no better place to raise a family, so we came home. It was really important to me that my kids understand the traditions of my family and grow up with their grandparents nearby — I grew up with mine and they taught me a lot. I wanted my own children to have that same experience. Now, I live in Fonthill with my partner, Iain, my two children: Evan, who’s 16, and Nathan, who’s soon to be 12. We also welcomed a new addition to the family, a now 10-month-old Labradoodle, named Coco! We’re a busy family; the kids are involved in a number of activities, so a lot of my free time is spent supporting them.
You’re coming to us from Brock University, where you were their Director of Alumni Engagement. Can you speak a bit about your professional background? It’s usually a circuitous route that gets you to Development. [laughs] Originally, I went to Wilfrid Laurier University to study Business—I wanted to be a floor trader. But a year into school, I realized I could spend all my time studying, or I could invest in the fulsome student experience that Laurier had to offer. I switched my major to English and Sociology and spent a lot of time doing various activities on campus and working in student government.
That’s what really set me up for my career path, because it introduced me to senior administrators, and those relationships ultimately led me to return to support my alma mater professionally—initially through communications, speech writing and working for the President—and that then led to working in alumni relations.
From there, I went on to work at Queen’s University. Queen’s was embarking on a $250 million capital campaign at the time, and I was responsible for setting up their Toronto office, working with campaign cabinet members and developing campaign strategy. I next had the opportunity to work at McMaster University—which is a big research-intensive school—where I was able to blend both alumni relations and development in my role. Five years later, I had my first child and it was then that I decided to move home. By happenstance, a job came up at Brock University and I was the successful candidate. Over the past 15 years, I’ve worked in all areas of development at Brock: I started as their event planner, then as their advancement strategist, which later morphed into responsibility for donor relations and stewardship and most recently alumni relations. I’ve spent the past six years as their Director of Alumni Engagement.
What led you to Ridley—and what are you most looking forward to as you embark on this new journey? I’ve been lucky enough to work for some great institutions, so when you decide to make a move it has to be the right one, and there were a number of factors at play. The top of my list was that I would be going to a place where I felt I could make a difference, and at the same time felt that Ridley really believes in what they’re doing and how they’re doing it.
What I love about Ridley is its level of tradition, its strong reputation and collegiality, its dedication to education and commitment to innovation. Take the recent pivot to online learning: for any school to have done this so quickly would have been a challenge, but Ridley made the transition beautifully. These are all really appealing to me and working in development will allow me to use my skills to connect with alumni and engage donors in philanthropic opportunities. I’m really just hoping to help Ridley grow and prosper.
“Together, alumni and donors provide support, foster strong reputations, contribute to our admissions, and are an essential part of the student experience. They’re a core part of the school’s mission and values—and that network is important for the health and well-being of any institution.”
You obviously have some close ties to the local community. What are your thoughts about the changes taking place in the Niagara Region—and what is your approach to fostering relationships between school and community? The Niagara Region has been steadily growing both in sophistication and opportunity—particularly over the last ten years. We had a fair amount of big business exit our region, but Niagara’s response to that has been good: both Brock and Niagara College have developed programming and outreach strategies in terms of innovation, entrepreneurship and growth. For example, their makerspaces and the programmes they’re putting in place to help businesses develop within the community have been incredibly beneficial for us as a region.
The result is that there’s a lot of opportunity for students to participate in this innovation. I find myself thinking about cultivating the student experience, about potential experiential opportunities, and finding partners for mutual benefit. How can we engage our community partners to allow students these opportunities? How can we leverage our alumni connections both within our local community and beyond?
We’re here to build the student experience, and if we’re talking about preparing them for university—particularly our upper school students—there is a lot happening in this region from which they can learn, whether in business, tourism, or through partnerships with Brock’s Performing Arts Centre, or applied opportunities at Niagara College. There are plenty of ways we can offer experiential learning.
Your experience with events, alumni and development in the education sector is certainly impressive. What is it about this work that you find so rewarding? I find it a lot of fun. Every day is different and brings with it its own challenges. I’m proud of the work we support in alumni relations and development, and in working to educate minds. And that’s what brings me back day after day: I feel I’m making a difference and contributing to the fabric of society. That’s a pretty special thing to be a part of.
Can you speak to the importance of Development and Advancement when it comes to educational institutions? Any good school works hard to build and sustain a strong reputation—and alumni and donor engagement supports that. We think about how alumni contribute: with a sense of pride, loyalty and tradition, and a deep understanding of their alma mater. They share this not only with each other but with those around them who may want to attend or support the school philanthropically.
We think about alumni, who return to the school to engage with student life; they can be really beneficial in judging where an institution might be or needs to be. They can contribute in terms of time, talent and treasure. We think about donors, who invest in our future. Donors support an institution that knows where it is headed and the work that’s taking place now—this support is what allows faculty, students and staff to aim higher and dream bigger. Together, alumni and donors provide necessary support for our success, they help us foster a strong reputation, and are an essential part of the student experience. They’re a core part of the school’s mission and values—and that network is important for the health and well-being of any institution. For me, it’s all tied together: what’s happening on campus and what investments are taking place as well.
You’ve worked at a number of Ontario’s universities. In what ways do the approaches taken in higher education—in relation to development, events, community outreach, and alumni engagement—transfer nicely to an independent school setting? The strongest similarities, I think, will be in the student experience. Some students live on campus and others off, but together they contribute to the fabric of the school. Dedicated faculty are working hard to educate, staff are supporting students and the school at large—and when an institution is collegial and respectful of its faculty and staff, students pick up on it. A strong student experience is made up of more than what is learned in the classroom; everybody plays a role, and this creates a tight-knit community. This feeling of belonging, of family, ultimately contributes to student success, because when there’s belonging, the pride and respect come along with it. And those are wonderful nurturers for life.
We have a very diverse alumni population, comprised of different generations, who may come from or be living in different geographic locations, and who represent a range of political opinions and interests. How can we reach and keep our community strong as a whole, while also ensuring that we’re meeting the different needs of the groups within it? A diverse population contributes to a healthy environment; we learn from each other and learn to respect each other’s values and principles—and these various perspectives that students learn about at Ridley will help them to navigate life. We need to encourage open dialogue and use our vast network to reach out to each other both locally and globally. We all have stories to tell, we all have perspectives to share.
But everyone’s experience is different, and we have to approach those experiences differently. I will reach out to someone who graduated three years ago quite differently than I would someone who graduated 50 years ago; we use different platforms, we respond differently because they’re looking for different things. Each alumni is important to engage and value, to listen to, and provide with opportunity to be involved. And when we do this effectively, our alumni come forward to support us, to provide meaningful input that affects change. It’s mutually beneficial.
Welcome to Ridley, Shelley! We look forward to getting to know you over the coming months and are so pleased to have you join us—we’re sure there will be a number of exciting changes and opportunities ahead! As we introduce you to Ridley faculty, staff, parents, and alumni, is there anything in particular you’d like them to know? I am really thrilled and honoured to be joining this community and can’t tell you how much I look forward to hearing from each of you about what makes Ridley so special. For now, I will say that the Development team is here to support our student experience, to provide resources for faculty to thrive in the classrooms, and to connect alumni to one another and alumni to Ridley. We’re here to support Ridley—and you—today and in the future.
We’re wishing a fond farewell to one of our most valued colleagues, Director of Development, Susan Hazell, who will be retiring from Ridley this summer. Susan first came to our school in 1979 to teach French and Spanish; returned in 1984 as a teacher and swimming coach, becoming the official Housemaster of Arthur Bishop East the following year; and, in later years, made an enormous impact as Ridley’s Director of Development. For decades, Susan has been an integral part of our community, and we couldn’t be more grateful for her experience, leadership, vivacity, and warmth.
We asked Susan’s close friend and former colleague, Vera Wilcox—another long-time member of our community—to reflect on Susan’s career in Canada’s independent school system—and to give us a peek into what’s next. But if you’ve met Susan, you’ll know that wherever this next stretch of the journey takes her, it’s almost certain she’ll be smiling.
Sue and I first crossed paths in January 1980 when, at the suggestion of her tennis-playing fiancé Mike Hazell ’73, she came to take lessons at White Oaks Tennis and Racquet Club, where I was the tennis pro. I had met Mike a few years earlier, when my husband and I played tennis with him in Stratford.
“My first impressions include how Sue’s smile lit up her entire face, making me feel great just being around her; her eagerness to try something new—and how hard she worked to learn the skills; and her strong determination to excel.”
My first impressions from those lessons include how Sue’s smile lit up her entire face, making me feel great just being around her; her eagerness to try something new—and how hard she worked to learn the skills; and her strong determination to excel. I soon realized these were not just impressions, but Sue’s inherent essence, the enthusiasm which she brought to everyone and everything in her life. In 1984, Mike was hired to run Sports Ridley, and the couple returned as teachers and housemasters of Arthur Bishop East. The move rekindled what came to be a lifelong friendship and, for me, started a period of mentorship, as we worked together in independent schools for more than 35 years.
“Teacher, coach, housemaster, parent, administrator, mentor, friend – through her warmth, enthusiasm and her strong sense of doing what is right, Susan Hazell’s contribution, not only to Ridley but to independent schools across Canada, is immeasurable.”
— Trish Loat
As Sue moved through her career—at Ridley, The Bishop Strachan School, and later at Lakefield College School—she held a variety of leadership roles, ranging from Head of Residence, to Dean of Students, to Assistant Head of School Life—always dealing with staff, students and their families. In each role, she brought with her a curiosity and love of learning (Sue is a voracious reader and researcher), sincere listening skills, and a passion for helping others to improve and get the most out of their experience in their environment.
Sue provided opportunities for people to voice their ideas, concerns and dreams, and she would always listen intently. She made them feel validated when she integrated this information into a vision, presented the group with a plan to evaluate, and then looked to each member for ownership—not only during the plan’s implementation, but its success. A consummate team player and leader, Sue always stood in front of, beside, and behind her team, whether it was made up of students, families or staff. Her passion for teaching continued with her involvement in the Independent School Management (ISM) Summer Institute, where she worked as a workshop leader alongside Ellie Griffin, presenting sessions such as “Balance Your Contrasting Roles as Dean of Students” and “Power and Influence: Women and Leadership”.
“Thinking about my relationship over many, many years with Susan, reaching back to when I was a student at Ridley, babysitting the boys, housesitting the pets, working for her at Bishop Strachan School, working in the Hazell family business, connecting with Susan in a variety of professional roles, and recently in her capacity as head of Development, simply brings a smile to my face.
Every experience has felt like its own little adventure full of friendship, optimism, energy, laughter and purpose. Susan lifts up everyone and everything she touches with humility and heart. I am one of many women who have benefitted from her mentorship and friendship over the years.”
— Georgina H. Black ’85
Sue’s role changed in the early 2000s, when she became the Executive Director of CAIS, working with heads of schools from across Canada. Three years later, her career took another turn when she was invited to become the first Executive Director of Advancement at Collingwood School in Vancouver. Both moves were built on a solid foundation of knowledge and deep understanding of the independent school system—along with her valuable hands-on experience working with staff, students, families, and alumni. And, along the way, Sue took courses in fundraising and strategic planning, earning her IAP-S and CFRE certifications. Because she was such an effective and inspirational teacher, Sue continued to teach at ISM—now as a member of the Advancement Academy, where she worked with mentees developing action plans for capital campaigns and strategic planning.
“For over forty years, Susan has devoted her professional life to advancing independent schools, especially Ridley. I’m personally grateful for her guidance and the ways she has bolstered our school’s fundraising over the past six years. Susan’s ties to our community run deep and her daily presence on campus will be missed. I have no doubt she will remain connected to the RCA as she enters into a much-deserved retirement.”
— Ed Kidd, Headmaster
This period led Sue full circle back to Ridley College in 2014, when she became the school’s Director of Development. During her time at Ridley, Sue has not only worked in Development, but has shared decades of experience in helping to develop a number of the school’s areas, such as residential life, student leadership and more.
Not one to sit still, in addition to tennis, walking, hiking, biking, spinning, and golf, Sue has now added curling and rowing to her ever-growing list of activities. With her retirement, not only will Sue now have plenty of time for these active pursuits, but she’s looking forward to spending time with family and her boys; connecting with friends near and far; planting, working and harvesting her garden; travelling; and any other new adventures that come her way. Sadly, Ridley’s loss is everyone else’s gain!
I’m sure I speak for many when I say, thank you, Sue, for sharing your passion, your wisdom, your joy in mentoring others, and your life’s journey with all of us.
— Vera Wilcox
This article was printed in the latest issue of Tiger magazine. Learn about our alumni, get community updates and find out where Ridley is heading next! Read more from our summer issue.
We all heard the announcement this week from Premier Doug Ford, that Ontario schools would not reopen for the rest of the 2019-20 school year. Though it wasn’t a total surprise, it definitely evoked many emotions in the adults and children of our Ridley community.
Some felt elated at the opportunity to spend more time with family, to continue exploring interests and passions, sleep more and have more choice and flexibility in planning each day.
Some felt neutral. They have developed a daily routine—including school or work, time with family, communicating with friends, exercising, and doing things that interest them—and are comfortable with the continuation of this schedule for the next four weeks.
Some felt distressed at the thought of four more weeks within the same four walls, with few opportunities to see friends or participate in the activities that they love.
Many of us will fluctuate between these different feelings in a day, a week, or throughout the next few weeks. Each of these feelings is normal, and part of being human. In past blog posts, I have shared many research-based strategies and practices to use on a regular basis to support us when our feelings or emotions seem stuck in the negative: focusing on relationships, using our strengths, understanding our feelings to help us navigate them, sleeping well, moving more, and eating healthy.
But what about the moments when our anger, sadness or fear seem to overwhelm us?
Research into somatopsychic (relating to the effects of the body on the mind) actions suggests that movements like the following can be helpful during these moments:
Square breathing: Picture a square in your mind. As you “draw” across the top, take a breath in to the count of four. As you “draw” down the side, hold the breath to the count of four. As you “draw” up, breathe out to the count of four. As you close the square, hold the breath to the count of four. Repeat at least three times, or as long as needed. Discover other breathing exercises for kids.
Yoga Poses:Practice these poses with your child regularly for improved wellbeing, and so that when they are feeling overwhelmed, they know just the right movement to make them feel better.
Exercise: Physical activity has been proven to reduce stress and fatigue, and to improve alertness and well-being. Thirty minutes a day, done together or in smaller time intervals, have been found to be effective. Determine what physical exercise you or your kids enjoy and take action daily. This will support daily well-being, and provide an outlet for overwhelming negative emotions.
Please remember, all emotions are normal. During this challenging time, it is important that we allow children to sit with their feelings, to notice, name and determine how to navigate them. If we see them getting stuck in negativity, however, hopefully at least one of the strategies shared here will help them move forward.
REMINDER: Hanna Kidd and I hope to see you Tuesday, May 26th at 8a.m. or 2p.m. EST—wherever you are in the world—for our Tuesday Tips chat on ZOOM! Next week’s topic will be Savouring Daily Joys.
“If you eat, sleep and move well today, you will have more energy tomorrow. You will treat your friends and family better. You will achieve more at work [or school] and give more to your community.” — Tom Rath, from Eat Move Sleep
This powerful advice is even more important today than when it was written—and more challenging when much of our day is spent inside, sitting and often in front of a screen.
Be sure each member of your household gets up and moves at least once per hour. It’s a great opportunity to get a glass of water (another important aspect of well-being!), check in with others (remember, relationships are important!), and reduce the risk of many long term health concerns. Here are some simple stretches to try during your day.
Speak with your child(ren) about screen time. Its forms are definitely not all created equal. We’re now using screens in so many different ways: to communicate, create, work, and explore. It’s still important to have a balance of screen and unplugged time. Keep in mind, however, given how important relationships are for well-being, screen time spent communicating with others needs to be considered. Talk to your child(ren) to better understand how they’re using their screens, and determine together a reasonable amount of daily screen time.
And please remember, parents, eating, sleeping and moving is not just for children. Look after yourselves, too!
REMINDER: Hanna Kidd and I hope to see you Tuesday, May 12th at 8a.m. or 2p.m. EST—wherever you are in the world—for our Tuesday Tips chat on ZOOM! Next week’s topic will be Cultivating Optimism.
Having redeveloped Portland neighbourhoods for two decades while creating living and work spaces for artists, alumnus Brian Wannamaker ’82 can be most fittingly described as a passionate ‘artpreneur.’
Oakville, Ontario native, Brian relocated to Oregon in 1986 following his
studies at Ridley and York University. He recalls not being entirely certain
where his path would lead, but began saving his earnings in order to acquire
property. With a strong creative compass and solutions-oriented mindset, he
soon found himself working in real estate redevelopment. Brian recalls that in
the early 1990s, his then business partner exposed him to art collecting, which
served to reignite an appreciation he had always had for artistic expression.
”There seemed to be a wrong in the world where artists could work on their craft so hard and barely make ends meet. I just wanted to do a little bit to help these people.”
years that followed, Brian was drawn to reimagining properties of cultural and
architectural significance around the west coast city, and eventually discovered
Falcon Apartments, a diamond-in-the-rough for which he saw immense potential.
Brian bought the property in Portland’s north end in 1997, it was a languishing,
partially inhabited apartment building with low- and fixed-income tenants.
However, he was able to envision how it could evolve into a hub for working
artists without displacing the existing tenants. Brian felt compelled to
breathe new life into the neglected building and to support the struggling tenants
Soon, his plan to transform Falcon Apartments shifted from a
business opportunity into a vision to build and empower an arts community.
Brian came up with a value strategy to blend the higher renovated apartments
rent with the existing tenants rent and the midpoint being profitable without
rental increases to fixed income residents. The “cost average “ approach allowed
judicious rent to existing resident and artists, while directing a portion of
the market rent to support a 14,000-square-foot multi studio space in the lower
level. This way, creators (painters, sculptors, musicians, writers and more)
could work in dedicated studios and feel connected to a broader creative
community. The building and guild of artists are now aptly named Falcon Arts
“My insight for Falcon Art Community came from spending so much time living at Ridley. It’s that basic concept that you want to be around people who you enjoy being around and who you find inspiring.”
that his care for the community comes in large part from his seven years at
Ridley. “It’s a compassion piece that happened at Ridley; it’s about having a
big enough perspective to want others to succeed,” he explains. ”There seemed
to be a wrong in the world where artists could work on their craft so hard and
barely make ends meet. I just wanted to do a little bit to help these people,”
Brian adds, demonstrating his embodiment of our school motto.
his career, Brian has found countless innovative ways to integrate urban
renewal with his passion for artistic creativity—whether he’s beautifying a
stretch of Portland’s North Mississippi Avenue, leasing converted cold storage
unit spaces to a general arts college, conceptualizing an inspiring venue for musicians,
or as owner of the stunning Wannamaker Estate Vineyard in Washington.
asked what advice he has for current Ridleians and youth exploring careers in
the arts, Brian imparts, “I think it’s critical to learn how to be inventive…If
you learn how to be a creative problem solver, that will help take you further
in whichever endeavour you follow through with.”
How Ridleians Are Embodying Our Motto During COVID-19
During these uncertain and challenging times, it can be hard to find the points of light, those moments when the sun spills in through the cracks. However, since the onset of this global pandemic, we’ve heard countless light-filled stories of our own alumni working on the frontlines fighting COVID-19. Their contributions are sure to fill you with pride and hope.
Check back in for updates as we bring you the stories from alumni who are working to make our world a better place, at a time when things may seem a bit dark.
As the pandemic threatens the health of people all over the world, our frontline workers are responding with care and working on a solution.
Sir John Bell ’71, one of the U.K.’s leading immunologists and life science champions, has been named to Britain’s COVID-19 vaccine task force. The Canadian-born Oxford professor and physician has been making headlines for his leadership in improving testing practices and for his cutting-edge immunization research. Knighted in 2008, Bell also continues to be a key parliamentary advisor.
New York State has been hit particularly hard during this pandemic and its healthcare workers are working around the clock to care for their patients. One of those workers is Joshua Miller ’04, an E.R. nurse at Kenmore Mercy Hospital in Buffalo, NY — the embodiment of our school motto, Terar Dum Prosim.
Local alumna, Ellen Stevens (Went) ’07 is stepping up to support our community. The Public Health Nurse is serving the Niagara Region as part of its COVID-19 response team. Prior to government recommendations that healthcare providers should only work at one facility during the pandemic, Ellen spent her days off working at the local hospital NICU.
Sisters NurNisa (Nuri) ’21 and MehrNisa (Mehri) ’25 couldn’t be prouder of their father, Dr. Mamoon Bokhari who’s working bravely on the frontlines in both Canada and the US.
A warm thank you on behalf of our community goes out to anesthesiologist, Jordan Meyers ’12. Jordan is busy caring for patients in the Intensive Care Unit and Emergency Room at Vancouver’s St. Paul Hospital.
Food banks, health care workers and underserved communities are needing help more than ever, and our savvy alumni are stepping up in generous—and ingenious—ways.
When Christopher Edwards ’87, along with co-owners of their newly expanded Dallas clothing company, was forced to lay off workers, he knew they had the means to help. The trio soon re-tooled the manufacturing side of their 13,000 square-foot store and got to work producing face masks. What started as one or two soon turned to 100 face masks a day. “We still can’t keep up with the demand,” he reports.
Clean Works co-founder Paul Moyer ’84 is using a machine built to safely and effectively sanitize fruits and vegetables to sanitize the personal protective equipment (PPE) worn by health-care workers on the frontlines of the pandemic. The company’s Clean Flow machine can sanitize as many as 1,200 masks—including N95—an hour, destroying up to 99.99 per cent of pathogens on surfaces. Learn more.
The Giffin family, which includes Alison ’98 and Doug ’07, are working hard to support the COVID-19 effort. Their solutions-based business has teamed up with the Ford Motor Company to help convert Ford’s Michigan-based components plant, so that its employees can safely work to produce 7,200 ventilators per week. Doug has proudly joined his father, CEO and Founder, Don Giffin in the family business. Learn more.
Rally and Rise
It’s easy to feel helpless during times such as these, but these motivated alumni are raising funds and finding ways to ensure communities have the resources they need.
Megalomaniac winery owners, John Howard and daughter, Erin Mitchell ’90 are helping us raise a glass to our brave frontline workers. Proceeds from their new wine, Much Obliged will be going to Food Banks Canada—but they aren’t stopping there. The Beamsville-based duo will soon be out delivering 720 bottles of their best to workers at hospitals and care facilities across Ontario. Learn more.
Kelsey Peters ’10 has written and illustrated a children’s book, Where Has the World Gone? to help explain the pandemic to little ones. All proceeds raised through Amazon sales will be donated to charitable organizations requiring an extra boost during COVID-19.
A conversation on dwindling PPE compelled community member Ryan Dorland, (son of Scott ’73), to get involved. Ryan set up a Go Fund Me page to help purchase 3D printers which can, in turn, produce the bands used to hold the plastic shields for protective masks in place. He’s raised more than $5,000 so far, has donated hundreds to Toronto East General and Milton Hospital, and currently has eight machines running. Future funding will go to pay for the plastic rolls the machines require. Learn more.
“Life is amazing. And then it’s awful. And then it’s amazing again. And in between the amazing and the awful, it’s ordinary and mundane and routine. Breathe in the amazing, hold on through the awful, and relax and exhale during the ordinary. That’s just living heartbreaking, soul-healing, amazing, awful, ordinary life. And it’s breathtakingly beautiful.” — L.R. Knost
This quote is a reminder to us all that we will get through the “awful” and that life will be “amazing” again. One way we’re encouraging students to get through life’s challenges—in addition to its more “ordinary…mundane…and routine” parts—is to use their strengths. Beginning in Grade 3, each and every Ridley student learns about the VIA Character Strengths. Classes talk about identifying both character and performance strengths, and how to use them, not only to succeed, but to flourish.
Ridley College became a Visible Wellbeing School after spending two years working closely with Dr. Lea Waters. Her research-based book, The Strength Switch, focuses on the need for parents and educators to focus on children’s strengths in order to build resilience, optimism, and achievement. There is no more important time than now to focus on our strengths.
So, what can you do?
Discuss your child’s strengths with them. Reference the VIA Character strengths survey (for more information, check out these videos), and also discuss the strengths you see in them every day. Remind them how important it is that they know and use them.
Reference their strengths every day. One great activity that can be done around the dinner table is “Three Good Things,” which helps children reflect on what went well that day, why it went well and which strengths they or others used.
Choose a daily activity to do together. (Here are 101 from which to choose.) Talk about the strengths you used to complete these activities, and discuss how knowing and using their own strengths will help them during this challenging time.
And please remember, parents, you are using your own strengths to navigate these challenging times! Recognize all that you are doing—and please be kind to yourself.
REMINDER: Hanna Kidd and I hope to see you next Tuesday, April 28th at 8a.m. or 2p.m. EST—wherever you are in the world—for our Tuesday Tips chat on ZOOM! Next week’s topic will be Nurturing Social Relationships.
This is a short week at Ridley, but another week of adjustments — and enhancements — for us all. To support our important work of ensuring students feel connected to the Ridley community, we’ve incorporated division-wide Assembly in Upper School, weekly Advisory times, class meetings in Lower School, and school-wide opportunities for student check-ins with teachers and Heads of House. Ridley, at its core, is built on relationships. We want to continue to maintain and grow these, knowing that they are a vital part of flourishing lives.
With relationships in mind, I share my current top five resources to support parents and introduce opportunities for them to build relationships and learn remotely with Ridley.
In addition, we look forward to launching our Flourishing for Parents virtual connections next week. Please join us for learning and community!
Opportunities for Parents for the week of April 13th
Tuesday Tips with Hanna Kidd & Sue Easton: 8:00a.m. & 2:00p.m. This week’s topic is Time Management. How can you support your child in achieving during this challenging time? Let us share some tips to support our Ridley family!