The Middle School years are a time of rapid change. Students in Grade 6–8 are developing not only academically, but also learning how to navigate relationships, challenges and a growing sense of self. At St. Michaels University School, Cara Lee, Assistant Director of Student Life—Middle School, plays a key role in guiding students through this important stage, helping to ensure they feel supported, respected and connected every step of the way.
For Cara, the work starts and ends with relationships.
Through her presence in teaching and across daily school life, she builds connections with students before challenges arise, creating a foundation of trust that allows her to support them when it matters most. In a role purpose-built for SMUS, she bridges both proactive guidance and responsive care, working closely with students and families through a wide range of experiences, always with a focus on ensuring each student feels a strong sense of belonging.
"My biggest impact is working closely with those children and their families, ensuring that they are still thriving and feeling a sense of belonging and inclusion," described Cara.
That sense of trust matters most, Cara said, precisely because of the terrain students are navigating at this age.
"There's no other time in human development where it is so condensed and so intense."
Her approach is grounded in reflection, responsibility and growth and helping students understand themselves and their impact on others, particularly when navigating conflict or challenge.
"There's no such thing as a bad kid," she said. "We really prioritize the repair process, shifting away from intent to the impact that you have on the people around you."
Working alongside counsellors, teachers and coaches, her role is to guide students through conversations about what happened, how others were affected and what they might do differently next time, helping them build the skills to move forward with greater awareness and confidence. It is an approach that not only addresses the moment, but strengthens relationships and contributes to a positive, supportive school culture.
Underpinning this work is a simple but powerful belief: that every student benefits from having at least one trusted adult in their life.
"A trusted adult, one anchor, can be profound in a child's experience."
It is a belief shaped, in part, by Cara's own experience growing up. It took her time to figure out how she learned best. Things began to shift in high school, with a history teacher who had first crossed her path years earlier as a student teacher in her Grade 5 classroom. This teacher became one of the most influential figures in Cara's academic life, pushing her to think critically, seek out primary sources and trust her own ideas.
That connection never faded. Today, the same teacher remains a mentor, and it was her encouragement that led Cara to pursue a doctorate in education, beginning this September, focused on student support systems. It is a reminder, she said, that the relationship between a student and a trusted adult can extend far beyond the classroom.
