Why a Boys' School?



At Selwyn House, we are proud of our strong and enriched academic program. We challenge students to learn, to study, to read well, to write well, and to think well. We do this in an environment targeted to boys’ education through hands-on and action-oriented activities.

We understand boys and how they learn best. As a small, student-centered school, the opportunities to participate at Selwyn House are great, creating an inclusive atmosphere, developing positive attitudes to participation, personal performance, teamwork, and fair play.
Our small school is divided into three smaller schools: the Elementary School (Maternelle through Grade 6) which encompasses the foundation years that include early immersion in French; the Middle School (Grades 7 and 8) which guides boys through the transition years from childhood to adolescence; and Senior School (Grades 9, 10 and 11) where students are taught to work both collaboratively and independently in preparation for post-secondary education. All of Selwyn’s graduates go on to post-secondary education, whether it is CEGEP, Grade 12 programs, or prep schools.

In all years, students study the French language in addition to another subject in French. The faculty values and encourages learning and experiences in French.

In short, we provide an excellent academic program that is supplemented with exceptional athletic, artistic, and experiential education.

Given a Selwyn House education, students will learn to think critically and to express themselves clearly in written and oral form in English and French. They will conduct and analyze experiments, solve math problems, learn to make mathematical conjectures, read contemporary and classic novels, write critical essays, discuss current events, and debate political and social issues.


Selwyn House School maintains a strong commitment to physical education and athletics as part of the student’s overall educational development.

The Athletics Department provides each student with a variety of athletic opportunities that serve the needs, interests and desires of the student body. The fact that each boy chooses his activity each semester increases satisfaction.
Students may choose to compete inter-scholastically or opt for recreational and instructional programs. Both ensure that our students are physically active and challenged.

To accommodate our programs, the school rents 16 outside facilities and benefits from the leadership of 28 full- and part-time staff members. This extraordinary level of adult participation helps students understand that a complete education involves both body and mind.

The school’s objectives are ambitious. We strive to foster healthy attitudes toward play and to encourage a robust belief in hard work. Students are taught that athletics involves more than just physical activity. It is an experience that can provide lifelong lessons about effort, teamwork and fairness.

experiential learning

Experiential education seeks to increase student motivation through active hands-on engagement that is relevant to the student, personally challenging and self-guided, includes a vision of responsibility for one’s self and others, and provides opportunities for reflection on what is learned.

This could mean theme-based outdoor education in which each student becomes an expert on a chosen topic of natural science. Or it could be community service projects designed to connect students to their social group, their community, and their world.

For Senior School students, this could include building projects in the developing world or visits to local seniors’ homes. For Elementary School students, it could consist of field trips to learn more about their city.

The goal should be service learning, rather than simply community service. The program aims to not only teach civic responsibility and promote a sense of community but to enrich a student’s learning experience. Service needs to be an exchange, a reciprocal relationship, and engagement in service allows students to learn about themselves and develop real-life skills.

Furthermore, these activities have to be undertaken for their own reward, and not merely to fill an academic requirement. Students start by building their CVs and, ultimately, find their passion.

Leadership activities are also a type of experiential learning. At Selwyn House, Senior School students are increasingly asked to take responsibilities for planning events like their Winter Carnival. Errors are part of the process and allow for welcome teaching opportunities.

Outdoor Ed