alternative high school celebrates 50 years of unique supports, student success
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alternative high school teachers jen almond, lori bergh, henna singh, kate bowden, janine thompson and principal tracy dalton pose in the school’s hallway in calgary on thursday, june 6, 2024.
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in the far corner of a sun-drenched high school field, overgrown with tall grass and blooming dandelions, a teacher sits on the ground with her students — not more than 10.
huddled close in a tight circle, clearly comfortable with one another, the teenagers lean in as the teacher gestures with a concentrated passion.
inside the aging building, formerly an elementary school, another teacher walks slowly with a student who’s visibly upset. an arm around his shoulder, the teacher whispers with patience and kindness before they disappear down the hall.
other rooms are filled with students learning in small groups, quietly focused on instruction. hidden corners and cubbyholes reveal other students reading alone, surrounded by the impressive murals and student art that cover the walls.
it’s a typical day at what could be the calgary board of education’s most atypical grades 10 to 12 setting — alternative high school, where “100 per cent of students” are dealing with a mental health challenge, says principal tracy dalton, noting many also face learning disabilities.
but thanks to a raft of empowering strategies, including strong psychological supports, calming rooms, small class sizes, unique course offerings and daily mentorship, the school of 140 kids consistently graduates about one-third of its students every year.
many only need three years to get their high school diploma, while others are welcome to take four or five years if necessary.
“we are very fortunate to have such a small school population,” dalton admits.
“but our teachers also work very hard to be trauma-informed and they get a lot of professional development around mental health literacy,” she added, estimating class sizes range from 10 to 25 students.
alti-high designs students’ learning with supports in mind
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celebrating its 50th anniversary this year, “alti-high” was started in 1973 by a group of parents who wanted to break hierarchies and power structures to create a “democratic” school environment for kids struggling in regular programs.
today, the school has a much larger focus on mental health, but democracy and equity are still a cornerstone.
“we make sure we are at eye level with our students,” dalton says, adding that students address all staff by their first names.
“we still have rules, we have deadlines, we want to make sure the work gets done.
“but in supporting the students in multiple ways, we also give them agency, the confidence and ability to make the right decisions for themselves.”
alternative high school in calgary on thursday, june 6, 2024.
brent calver/postmedia
if students are having issues around anxiety, depression, or just feeling overwhelmed after a tough math lesson, there is a school-based behaviour support worker who offers mental health resources in a unique setting, a sort of calming room, where students can go anytime to “get regulated” and then return to class.
the room is filled with calming activities — puzzles, doodle posters and fidget toys to keep hands busy, as well as tea, coffee and light snacks.
“we always want to be sure that students don’t get to a level of anxiety where they are just not able to learn,” dalton says.
“and sometimes all they need is some tea and some quiet.”
most importantly, dalton explains, students are discovering the strategies they need, as unique individuals, to feel better and refocus.
“we intentionally design learning for our students, with these kinds of supports. they are learning what they need to do to regulate and help themselves.”
artwork and murals adorn the walls and lockers at alternative high school in calgary on thursday, june 6, 2024.
brent calver/postmedia
daily mentorship allows teachers to get to know students
june toulon, a grade 11 student who arrived at alti-high this year after a myriad of bad experiences at another calgary high school, says her new school feels like a breath of fresh air.
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previously, “there were like 40 to 50 students in some of my classes. i couldn’t get my teachers’ attention for anything, let alone one-on-one help,” toulon says. “and i wasn’t able to develop any relationships with them.”
but at alti-high, toulon says, teachers want to learn about students as human beings first, and that makes them better able to teach them academically.
“the teaching styles are so different here. they take the time to make sure i can understand something, and they respect the pace at which i have to learn.”
at her previous school, “there was always so much drama, with students and with teachers. but here, it’s just kindness, respect for who we are, so we can focus on learning,” she said. “if i need to go and grab some tea, take a break, and regulate i can do that here. there’s just a lot of support, and i can really rely on my teachers.”
getting to know students on a human level, dalton explains, is tied to one of the school’s most critical learning strategies — daily mentorship.
each day begins and ends with mentoring, with every teacher assigned 10 to 12 students to meet with and mentor, to do daily “deep dives” into their lives, letting kids talk about school, home life and relationships.
“being connected is part of being well,” dalton says. “and when students receive generosity, and empathy, they too become generous and empathetic themselves.”
‘if you don’t feel safe and cared for, how can you perform academically?’
grade 12 student pippa hunt says mentoring is the best part of her day, building relationships not just with her mentoring teacher, but also with the 11 other students in her group.
“it’s just really nice. we’ve all been coming to school really early, sometimes 40 minutes before class starts, just so we can all hang out and talk.
“it’s been great just getting to really know a teacher too, not just on an academic level, and to know that teacher is always there to look out for us.”
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hunt’s mentor, kate bowden, who teaches biology and a foods option, says that mentors can often fill a gap between parents and their children, where those relationships have at times struggled.
“kiddos come to this school with a whole host of things that have not gone well for them beyond just school,” bowden says.
“as mentors, we will always advocate for them, in good and bad. so even if something goes badly, or if they’ve done something wrong, they’re not afraid to come to us.
“we’ll talk about it, support them, but also tell them, ‘yeah you were wrong, but here is how we can fix it together.’
“so they learn those skills, and we build trust.”
alternative high school student pippa hunt and teacher kate bowden pose in the calgary school’s hall on thursday, june 6, 2024.
brent calver/postmedia
bowden says more than anything, alti-high is about “building a community,” a support system that’s very much like a family.
often mentorship groups schedule special events, like christmas dinners, birthday celebrations, or dodgeball games, to get to know each other better.
“spending time together, doing things that aren’t just academics is so important. it allows the kids to have positive interactions with adults, and to have that safe space,” bowden says.
“because if you don’t feel safe and cared for, how can you perform academically?”
mental health supports offered
but even regular class time, whether it’s a core course or an option, provides students with mental health supports so they’re ready to learn.
“so much of helping students is just validating where they’re at,” says henna singh, who teaches english.
“if a student is scared or anxious before a test, they just need to know they can talk about it, and that it’s completely normal to feel that way. all of us get nervous before a test.
“but we also offer them different ways to learn, and to express their knowledge,” singh adds, describing the vivid dioramas around her classroom illustrating how students analyzed certain shakespeare texts.
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if students are having a hard day with anxiety, depression or other mental health challenges, singh says the school allows them to push forward assignment dates or work remotely from home if needed.
a large elaborate mural adorns the computer lab in alternative high school in calgary on thursday, june 6, 2024.
brent calver/postmedia
but singh says teachers also balance that with encouraging students to step outside of their comfort zone, to make sure that work gets done and deadlines are met.
that too is about their mental health, she says, “because if i say to a student ‘this is your last opportunity to hand this in,’ i’m also telling them it will allow them to start something new with a fresh and open mind.
“it’s about giving them confidence, study skills, and the things they’ll need after they graduate.”
alti-high gives students ‘sense of belonging’, opportunities
in addition to core subjects and a variety of options from textile arts to cosmetology, the school also offers a “learning strategies” class — “it’s like a ‘how to be a student 101’ type of class,” dalton says, helping students reduce stress and anxiety by learning organization skills, goal setting and even financial literacy.
as well, alti-high offers two mental health classes for full credit, geared towards students who are facing personal barriers accessing mental health counselling outside of school.
for students interested in advanced math or science courses, alti-high partners with central memorial high school just one block away, allowing students to take courses in a more structured setting if they feel ready.
and for students interested in getting ready for careers beyond high school, cbe’s career and technology centre is also a quick walk away, located directly behind central memorial.
a bulletin board bears art and ideas from students orbiting a courage wheel and the holistic lifelong learning framework at alternative high school in calgary on thursday, june 6, 2024.
brent calver/postmedia
“we really are lucky, because we are a small school. but at the same time we’re in a prime location for students to access other programs if they want as well,” dalton says.
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as its 50th academic season winds down this month, alternative high school is celebrating the graduation of 40 students, marking the occasion in their old, tiny gymnasium, brightened with bouquets of flowers and strings of lights.
“kids just need that sense of belonging, to be seen, to be heard, to have someone that really knows them,” dalton says.
“and i think we really give them that here, and i think it’s what gives us our success.”
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