In 2025, Émilien-Frenette Secondary School in Saint-Jérôme emerged as the top public high school in Quebec, recognized for its open enrollment policy. The school’s principal, Pauline Cyr, expressed immense pride in this achievement, noting the school’s commitment to a diverse learning environment without a selection process.
School Overview
Located at 109 Marie-Victorin Street in Saint-Jérôme, this francophone public institution currently serves 974 students. Key performance statistics for 2024 include:
- 16.9% of students are categorized as delayed.
- 20.7% of students are registered under the EHDAA (students with special needs).
- Success rates in various subjects:
- Language of instruction: 73.7%
- Second language: 79.6%
- Science and technology: 76.5%
- Mathematics: 87.9%
- 8.1% failure rate overall.
Innovative Teaching Strategies
Under Cyr’s leadership, the school’s approach to discipline and student support has undergone significant transformation. Four years ago, the school eliminated its removal room, previously used for students who disrupted classes. Instead, a new model of support was introduced.
When students misbehave, they now meet individually with a specialized educator, providing them the space to reflect before deciding how to proceed. If they choose not to return to class, they must inform their parents about the situation with the educator’s presence. They are then directed to a different class to continue their studies.
Positive Outcomes
This innovative method has led to notable improvements. The number of classroom exits has dramatically decreased from approximately 5,000 to around 800 annually. Cyr emphasized that this keeps students engaged in their classes and has a direct positive impact on their academic journeys.
Strengthening Relationships
The school’s approach also emphasizes building strong relationships with students rather than relying on punitive measures. Staff members, including special educators like Sabrina Desbiens, prioritize greeting students daily to foster a positive environment.
This shift has also benefited parent relationships, enhancing their sense of support. Cyr noted that collaborative efforts among the school staff have been crucial for these advancements.
Support for Struggling Students
Another key element of Émilien-Frenette’s success is collaborative teaching methods. Teachers Cécile Marchand and Mélanie Sisla co-teach French and Mathematics to support students facing challenges. This co-teaching model allows for more personalized support.
Students in these supportive groups often include those who have struggled academically in primary school but can still successfully complete their ministerial assessments. Cyr proudly remarked that this model has a marked positive effect on student performance.
Continuity in Education
The teaching duo also employs a “looping” strategy, following the same students for multiple years. This continuity fosters deeper connections, making it easier to involve parents in their children’s education. Educators believe this method is significantly more effective than traditional resource teacher models.
Conclusion
Émilien-Frenette Secondary School exemplifies the success that can come from innovative educational practices and a strong community focus. Looking ahead, the school is committed to introducing additional initiatives to enhance student success, including a study period at the end of each day to encourage academic engagement.
