When an Elmwood alumna returns to campus, she does not simply step back into a building. She steps back into a community that helped shape her voice, her confidence, and her sense of purpose. Now completing her placement in our Student Success department, Glenisha Austin-Clarke (‘23) reflects on how her years at Elmwood prepared her not only for university, but for a future dedicated to supporting children and youth. Her story is a testament to what happens when girls are given the space to think critically, speak boldly, and grow within a learning environment intentionally designed for them.
As an “Elmwood Old Girl,” Glenisha returned to the Junior School to bridge her past as a student with her future as an educator. Her placement as a Childhood and Youth Studies (minoring in Linguistics) student at Carleton University, focused on language and learning acquisition, marking her transition from former student to professional colleague under the mentorship of our Student Success Centre.
Moving to Ottawa from Barbados at 16 and beginning at Elmwood was more than a change of schools. It was a defining chapter.
“One of the biggest impacts Elmwood had on me was that it was one of the first places where I experienced the ‘Canadian dream.’ Moving to Ottawa and starting at Elmwood at 16 was a major transition, and the supportive classroom environment made that adjustment much easier.”
In those early days, what could have felt overwhelming instead became grounding. Small class sizes, strong relationships with teachers, and a discussion-driven academic culture created space for both belonging and growth.
“Reflecting on my time at Elmwood, I can honestly say that classes with teachers such as Ms. Marquis and Ms. Walsh, which encouraged discussion, writing, and critical thinking, helped me find my voice both academically and socially. The smaller class sizes and close relationships with teachers made it easier to adapt to a new country and school system. Those experiences helped me build confidence and develop a strong sense of belonging.”
That foundation, rooted in communication and connection, continues to shape her university experience today.
“One skill I developed at Elmwood that has helped me most in university is strong communication. Beyond time management and study habits, Elmwood encouraged me to confidently engage with different groups of people. This has benefited me in university by strengthening my networking skills and helping me build meaningful connections with peers, professors, and mentors. Being able to communicate effectively, even through brief conversations, has opened doors to new opportunities and made it easier to navigate university life. Those interpersonal skills have allowed me to build supportive academic and social networks that continue to enhance my overall experience.”
Elmwood’s intentionally designed academic approach also proved to be a powerful advantage in the transition to post-secondary learning.
“Elmwood helped prepare me for the transition to university because many of its courses are intentionally designed to prepare students for post-secondary learning. Although Elmwood does not always follow a strictly standardized curriculum like some other schools, this worked to my advantage. The learning environment placed a strong emphasis on critical thinking, curiosity, discussion, and independent analysis rather than rote memorization. As a result, I entered university with a higher level of academic curiosity and confidence in my ability to think critically about course material. This approach allowed me to engage more deeply in lectures, participate in discussions, and approach assignments with strong analytical skills. It ultimately gave me a solid foundation that has helped me excel in my university courses.”
University, however, brought its own surprises.
“One thing that may be a shock to most first-years is the amount of independence required. Also, professors will not chase you for missing assignments. I think one of the biggest surprises was walking into lecture halls with over 300 students. It was almost a culture shock for me, especially coming from the smaller class sizes at Elmwood. Another surprise was how much of the foundational work from Grade 12 continued to be relevant in my first-year courses. Many of the writing, research, and collaborative skills I developed in high school were directly applicable to university assignments. Hold on to notes and study strategies, as they can continue to be useful in the transition to university.”
Glenisha’s academic path has evolved throughout her time in university. What began as an interest in forensic psychology has deepened into a more focused calling.
“I initially chose my program based on my interest in forensic psychology. At the time, I was not entirely certain about what I wanted to study long term, and it was not until the end of my first year that I realized I needed to reflect more deeply on my strengths and core values. As I progressed through university, my interests became more focused on working with children and youth. My academic path has evolved as I gained greater exposure to research, coursework, and practicum experiences. While my original interests shaped my starting point, my studies are now more clearly rooted in supporting young people and understanding their experiences within educational and developmental settings.”
Her advice to current Elmwood students reflects both confidence and self-awareness.
“Keep an open mind about your interests and be willing to explore different subjects. Speak with teachers, guidance counsellors, and current university students to understand your options; they have your best interest at heart even when it does not feel that way. Keep the core values that Elmwood instils in us; be disciplined. It is also important to choose a path that aligns with your strengths and values rather than what you think you are expected to pursue by adults or friends. It is YOUR life.”
Returning to Elmwood for her placement felt both natural and deeply meaningful.
“Returning to Elmwood for my placement felt especially meaningful because of the role the Student Success department played in my own transition and academic development. The department played a key role in helping me adjust to Elmwood and stay focused on my academic goals, and it closely aligns with my current studies and future career goals of supporting children and youth in educational settings.
“Ms. Fraser was one of the most motivating factors in my decision to return. I have always admired her commitment to lifelong learning and her extensive experience in education. During my time as a student, she became a role model by constantly reminding me that nothing is too far to reach and that anything is possible with hard work and dedication. That encouragement stayed with me and influenced my desire to give back to the same environment that supported me.
“I also believe that Elmwood has one of the strongest senses of community. The relationships between staff, students, and alumni remain meaningful long after graduation, and no one is ever too far out of reach. Elmwood continues to feel like a home for its alumni, which made returning in a professional and academic capacity feel both natural and rewarding.”
During her practicum, Glenisha gained hands-on experience across multiple areas of student learning and development. She researched Language-Based Learning Disabilities (LBLD) and led one-on-one literacy intervention sessions using evidence-based treatment protocols. She also explored enrichment strategies for precocious learners, developing a deeper understanding of the complex nature of young, high-potential students and how to design programming that prioritizes critical thinking.
Her work extended beyond academics. Through classroom observation and collaboration, she developed a heightened awareness of how behaviour regulation impacts a child’s ability to learn, focusing on the tools students use to manage their developing thoughts, emotions, and feelings. Training alongside literacy specialists and classroom teachers allowed her to see how research-backed pedagogy is applied in real time, strengthening the connection between theory and practice.
Now, working directly with students, she sees the school through a new lens.
“It is honestly so hard to succinctly describe what I have learned so far. I have learned the importance of patience, adaptability, and building trusting relationships with students. Each student has diverse learning needs and emotional experiences, so providing support requires flexibility and empathy. I have also gained practical experience in academic support and student engagement.”
That experience has deepened her appreciation for her own time as a student.
“Returning has given me a deeper appreciation for the level of care and support provided by staff. As a student, I have undoubtedly benefited from many resources that I did not fully recognize at the time. Now, I can see how intentionally the school works to support student wellbeing and academic growth.”
One of the most impactful moments of Glenisha’s placement came through her reflection on what she calls the “Elmwood difference.” She recently shared that, compared to her experiences “back home,” teachers often taught in only one way and questioned whether they had access to the research and science behind different pedagogical approaches. She noted that there is much that can be learned from Elmwood’s commitment to evidence-based practice, flexibility, and individualized support for learners.
Looking ahead, her path feels clear and purpose-driven.
“I hope to use what I am studying and learning now to continue working in roles similar to my placement at Elmwood. Through my coursework and my experience from my practicum, I have developed a deeper understanding of how to support diverse learners, particularly neurodiverse students, in ways that promote both academic success and emotional well-being.
“In my future career, I hope to apply these skills in youth-centred environments where I can provide meaningful academic and behavioural support. My goal is to work in roles that allow me to support student development, lead small-group programming, and contribute to inclusive learning environments. Experiences such as assisting with classroom routines, supporting transitions, and preparing to lead structured activities have helped me connect theory with practice, and I plan to continue building on this foundation as I move forward in the field of child and youth development.”
Glenisha’s journey reflects what we know to be true at Elmwood: when girls are given the space to find their voices, to think deeply, and to belong fully, they carry that confidence forward. They return not only as graduates, but as leaders who are ready to give back, strengthened by purpose and guided by possibility.