The Strength of Crescent’s Alumni
Each December, just as the first snow falls in Toronto, I typically embark on travel overseas to the United Kingdom and Asia to visit with alumni. This year was no different, but with one exception: we travelled more extensively and listened more deeply. In recent trips to major city centers around the world, where our alumni live and work, we have convened one-on-one meetings, focus groups, and large social events to seek their advice and stay connected. These fine men, spanning those in the early stages of their careers and others well advanced in their professional years, have been especially helpful in validating some important findings from our recent alumni survey and new strategic plan, Breakthrough 2030.
Last year, we conducted a global survey of Crescent alumni, the first of its kind in over a decade. Overwhelmingly, we heard from alumni who completed the survey that they felt a strong sense of belonging while at the school, that Crescent played a significant role in developing their character and values, and that they were very well-prepared and supported for life at university and in the larger world.
What was most affirming to us was a secondary finding, which is implicitly intuitive but not always explicitly heard. Alumni did not feel that a stronger academic or co-curricular program should be a strategic priority, as those are largely in good hands. Instead, they suggested that the school should place the highest priority on leadership skill development, programs to support student health and well-being, and faculty-student mentoring. Finally, a key insight from the survey found that the more a student is involved in co-curricular activities, such as athletics, arts, business, robotics, and outreach, the stronger their engagement with Crescent is as an alumnus.
In conference rooms and at dinner tables around the world, these findings were highlighted through storytelling, sometimes with great emotion. I heard vivid descriptions of teachers who went the extra mile, often through relational gestures, to help identify and foster student promise. Often, these were stories of personal struggle, rather than tales of prolific success. The world’s leading research on the importance of teacher relationships for boys was clearly reinforced in these conversations, particularly when it came to holding them to high standards, expressing vulnerability to teach social-emotional skills, and using humour to foster connection. In fact, I did not hear one recollection of a mark or assignment; rather, there were countless descriptions of teachers’ character, charisma, and commitment to students.
I was struck anew by the memories of alumni that student engagement and teacher relationships are a powerful lever. When we get it right and prioritize student voice, health, well-being, and learning, we not only prepare them for success at university and beyond, but we also foster a lifetime of engagement with the school. And the reverse is true.
Over breakfast the other day, I asked one alumnus, “What can Crescent do for you, to keep you better connected to the school?” After a brief pause, he replied, “I’m here to help. The school has already done so much for me. It’s my time to give back.”
