Founded in 1906, St. Michaels University School (SMUS) is a distinguished, not-for profit independent school nestled in Victoria, British Columbia. Serving students from Junior Kindergarten through Grade 12 (with boarding for Grades 9–12), SMUS brings together around 1,000 students representing dozens of countries, offering a truly global, multicultural learning environment.
Rooted in a commitment to “preparation for life,” SMUS combines academic excellence with holistic development. Alongside rigorous academics, including one of Canada’s largest and longest-running Advanced Placement (AP) programs, students have abundant opportunities to excel in the arts, athletics, leadership, service, and outdoor education. From a nurturing, creativity-focused early years program to a senior school designed to prepare students for top universities worldwide, SMUS supports each learner’s journey.
Balancing High Growth with Student Well-Being
Excellence is important, but it must be paired with balance and humanity,” says Dr. Jeff Aitken, Head of School, who joined the school in August 2025. “I believe students achieve at their highest level when they feel safe, supported, and engaged. Academic challenge should stretch them in positive ways.”
SMUS is known for creating a culture where achievement and well-being go hand in hand. Teachers know their students deeply; understanding when to push, when to pause, and when to help them reflect. They intentionally create space for the arts, athletics, service, and unstructured time, recognizing that personal growth comes from a full, well rounded experience, not solely from academic success.
Ultimately, Dr. Aitken hopes students leave SMUS not only with strong habits of mind but also with confidence, resilience, and a genuine joy for learning; qualities that will sustain them well long after their school years.
Cultivating Future Leaders
Dr. Aitken and his team at SMUS want their students to pursue excellence with passion and compassion to seek truth and goodness and to prepare for life in a way that is meaningful.
At SMUS, leadership is defined not by titles, but by character, service, and the courage to act for the good of others. When students learn to listen deeply, reflect thoughtfully, stand up for what is right, and approach the world with curiosity and humility, they begin to build the foundation of responsible citizenship.
Dr. Aitken envisions SMUS graduates as thoughtful leaders who understand the impact they can make, whether in their local community or on a global scale. The school’s mission reinforces this vision by reminding everyone that education is not only about what students know, but about who they become.
Encouraging Intellectual Curiosity
SMUS is deeply committed to cultivating a genuine love of learning, which extends far beyond standardized tests and grades. At SMUS, teachers design engaging learning experiences that encourage students to explore, question, and create. Additionally, inquiry-driven lessons are paired with hands-on, real-world opportunities that allow students to apply their knowledge in meaningful and authentic contexts.
SMUS’s experiential programs work as a powerful extension of the classroom. Whether students are conducting field research on the coastline, collaborating with local organizations through service initiatives, or engaging in global travel programs, SMUS’s students are challenged to think critically and act with purpose. In return, these experiences nurture confidence, cultural awareness, and adaptability, skills that no test can measure.
Service and leadership are also woven into the fabric of SMUS education. Students lead clubs, initiatives, and community projects; they mentor younger peers; and they regularly partner with community groups to address real needs. Through these experiences, they learn to take responsibility, work collaboratively, and see themselves as contributors to something larger than their own success.
Integrating AI and Digital Tools
“We believe AI and digital tools are not just inevitable; they are an opportunity,” says Dr. Aitken. “At SMUS, we’re approaching this shift thoughtfully, integrating AI in ways that amplify human-centred learning rather than replace it.”
SMUS considers AI as a powerful cognitive partner. The SMUS community believes that a range of tools makes it possible for students to ask probing, open-ended questions, explore advanced topics, and receive guidance 24/7. This also gives students the freedom to dive deeply into subjects according to their curiosity, whether that’s quantum mechanics, ethics, history, or creative writing.
To support this monumental shift, SMUS is rethinking its curriculum and assessment. Instead of banning AI tools, educators at SMUS are now experimenting with purposeful, structured integration. In the process, they are also asking some pertinent questions: If students have access to AI that can simulate an expert tutor, which skills become even more valuable? How can they redesign assignments that require originality, critical analysis, and thoughtful reflection, qualities that AI cannot truly replicate?
As SMUS integrates AI, it remains very mindful of the risks. The school also acknowledges that students could misuse generative AI as a crutch, or worse, pass off AI generated work as their own. To safeguard integrity, SMUS emphasizes AI literacy and teaches its students how to use AI responsibly, how to check its outputs, and how to reflect on when and why they are using it.
Digital Literacy is the Need of the Hour
Digital literacy and ethical awareness play an extremely important role in a student’s education at SMUS. It teaches students not only how to use technology effectively, but also how to think critically about its impact on themselves, their communities, and the broader world.
SMUS approaches this through a multi-layered model. In the classroom, students learn to evaluate information, identify bias, and communicate responsibly in digital spaces. Throughout the curriculum, they engage in discussions about privacy, intellectual property, and the social and ethical implications of technology. Real-world contexts in lessons show students how technology can be used thoughtfully to solve problems and create a positive impact.
The school also emphasizes reflection and mentorship. Staff and faculty guide students to consider the consequences of their digital choices, encouraging mindfulness and accountability. Combined with opportunities to collaborate, lead, and innovate, this ensures that SMUS graduates are not only digitally fluent but also ethically grounded, capable of navigating a connected world with intelligence, integrity, and empathy.
Fostering a Truly Inclusive Community
SMUS’s community is enriched by students from over 30 countries. Its programs are intentionally designed to build intercultural competence. Through collaborative projects, service initiatives, leadership opportunities, and the mix of learners in day and boarding environments, students at SMUS work alongside peers from different backgrounds, learning to navigate diverse ideas, approaches, and worldviews. Language support for English Language Learners ensures that all students can fully access the curriculum, while dedicated House Parents provide mentorship and guidance for the international community living on campus, helping students feel supported, connected, and truly at home.
At SMUS, celebrating cultural diversity isn’t just about events. Instead, it’s embedded in the institution’s DNA through a formal Equity, Diversity & Inclusion (EDI) Plan that was developed across all three divisions. This plan not just reflects SMUS’s values of respect, courage, honesty, and service, but also a concrete roadmap for action.
SMUS actively works to remove systemic barriers and make meaningful participation possible for all students. Through the EDI Advisory Committee, the school has made policy changes, enhanced professional development for faculty, and implemented practices to promote accessibility and belonging.
SMUS also honours the Indigenous history and culture of the land. By recognizing the Esquimalt, Songhees, and W̱ SÁNEĆ peoples, and by maintaining ongoing relationships with local Indigenous Elders, SMUS ensures that reconciliation and cultural education are not symbolic, but lived.
Looking at the Future
Looking ahead, Dr. Jeff Aitken hopes the next era of education at SMUS is defined by deeper connection, greater curiosity, and a commitment to helping every student grow with confidence. Education is changing quickly, but the heart of great learning remains the same. Students need to feel known, valued, and challenged in ways that help them understand who they are and what they can contribute.
“I want SMUS to continue leading with strong academics, but also with humanity,” he explains. “That means creating more opportunities for students to explore authentic questions, work across disciplines, engage with the world around them, and develop the habits of mind needed to navigate complexity. If we can build a culture where students are excited to learn, eager to collaborate, and willing to take healthy risks, then we will be preparing them for a future none of us can fully predict.
