In the heart of Elboya, tucked among tree-lined streets and stately homes, St. Anthony School operates unlike most in Calgary. With just 40 students enrolled, the southwest Calgary school has carved out a unique mission: providing a safe, controlled learning environment for children with severe and complex support needs.
While the Calgary Catholic School District's other schools overflow with students, St. Anthony maintains deliberately small classes. The approach reflects a growing strategy across major Alberta school districts to address a mounting crisis in classrooms—one that teachers say has become increasingly difficult to manage.
Meeting Students Where They Are
Principal Nicole Lavallee explained the reality facing St. Anthony's students during a recent tour of the facility. "A few of them can't even live at home because they are so complex that the families can't care for them on their own," she said.
Many students arrive with significant behavioural and developmental challenges. Running away, aggression—both outward and self-directed—and emotional dysregulation are common struggles. Some students engage in harmful behaviours including hitting, kicking, and charging at others.
"We have two kids right now that come in, and they drop on the floor," Lavallee noted. "We can just stand back and give them the time."
This patience and space—something nearly impossible to provide in crowded mainstream classrooms—forms the backbone of St. Anthony's educational philosophy.
Specialized Tools for Specialized Needs
The school's gymnasium is equipped with equipment designed specifically to help students regulate their nervous systems. Squeaking stepping stones, soft rolling slides, and an adult-sized bouncy chair serve therapeutic purposes alongside recreational value. The bouncy chair was custom-ordered because the motion stimulates the inner ear, helping students maintain calm and refocus.
Beyond the gym, St. Anthony features a sensory room with light strings, marble boards, and bubble towers—tools proven to help students achieve emotional regulation. The school also operates a life skills room where students learn practical tasks like laundry folding, preparing them for supported living arrangements they'll likely need as adults.
For these students, learning self-regulation isn't supplementary—it's the curriculum's core goal.
The Bigger Picture: A System Under Strain
Classroom complexity emerged as a central issue during Alberta's teacher strike last fall. Educators across the province cited skyrocketing class sizes combined with rising numbers of students with learning disabilities, English language learner needs, and dangerous behaviours as factors making it impossible to teach all children effectively.
In response, the provincial government committed significant resources. The 2026 Alberta Budget allocated an additional $300 million to address classroom complexity, alongside promises to fund hundreds of new teaching teams in the province's hardest-hit schools.
At Calgary Catholic, budget constraints have forced difficult trade-offs. The district eliminated some specialized support for students with mild complexities, including gifted programs. Simultaneously, it's expanding unique settings for students with severe support needs, and plans to open a second school modelled on St. Anthony's approach this fall.
Preparing for Life Beyond School
Lavallee described the school's ultimate goal simply: preparing students for the supported living environments they'll transition into as adults. Three primary challenges drive the curriculum—what staff call "the big three": aggression, elopement (running away), and toileting.
Addressing these foundational issues requires the kind of individualized attention and specialized environment that St. Anthony provides. For 40 students, that's becoming possible. The question remains: how will Alberta's education system scale this model across the province?
This article is based on reporting from CBC Calgary. Visit CBC News for more.