Article – As the first group of students filed through the doors of Cornerstone Elementary in Etobicoke this September, they weren’t just starting another school year. They were part of a growing educational experiment reshaping public education across the Greater Toronto Area.
“Most parents don’t realize they have choices beyond their designated school,” explains Sonia Mathur, who recently enrolled her daughter in one of Toronto District School Board’s 40+ alternative schools. “We wanted a different approach to learning that matched our child’s needs.”
Alternative schools—public institutions with specialized teaching philosophies or subject focus—have quietly expanded their footprint across the GTA. Once considered niche options for families dissatisfied with conventional education, these schools now represent one of the fastest-growing segments of public education in the region.
The TDSB alone operates dozens of alternative elementary and secondary schools, each with distinct approaches ranging from arts-immersion to social justice frameworks. In York Region, similar programs have doubled in the past five years, according to Ministry of Education enrollment data.
Walking through Alpha II, a student-directed alternative secondary school near Dufferin and Bloor, the difference is immediately apparent. Students and teachers address each other by first names. The day’s schedule features collaborative project blocks rather than traditional subject periods.
“We’re showing there’s not just one way to educate a child,” says Dina Gonzalez, who has taught at Alpha II for eight years. “Many students thrive here who struggled in conventional settings.”
The alternatives movement traces back to the 1970s when several experimental schools opened in Toronto, inspired by progressive education theories. What began as counter-cultural has gradually earned mainstream acceptance.
At Horizon Alternative Senior School, morning circles replace traditional attendance. Students discuss current events and set intentions for their learning day. The school’s philosophy emphasizes community building alongside academics.
“My son was drowning in a regular classroom with 32 students,” says Markham parent Devon Williams. “At his alternative school, with smaller classes and a focus on different learning styles, he’s rediscovered his love of learning.”
Not everyone views the expansion of alternative schools positively. Critics point to potential inequities in access, as many programs have limited spots awarded through lotteries or applications.
A 2021 People for Education report found alternative school populations often have higher percentages of students from higher-income households compared to neighborhood schools. The report highlighted potential concerns about creating a two-tier system within public education.
“We need to ensure alternative options are truly accessible to all families across the GTA,” says education policy researcher Maya Singh from Ryerson University. “Right now, families with more resources and information have better access.”
Transportation presents another barrier. Unlike regular schools, alternative programs rarely offer busing, effectively limiting attendance to families who can manage drop-offs or have children old enough to navigate public transit independently.
The Peel District School Board has addressed some equity concerns by establishing alternative programs within existing schools rather than separate locations. Their “schools-within-schools” model allows specialized teaching approaches while maintaining community connections.
“We’re trying to bring alternative methods to more students by integrating these approaches throughout our system,” explains Peel District School Board Superintendent Raj Dhillon.
The pandemic unexpectedly accelerated interest in alternative education models. When schools pivoted to remote learning, many families discovered their children thrived with more flexible schedules and self-directed learning—hallmarks of many alternative programs.
Applications to Toronto’s Equinox Holistic Alternative School jumped 47% for the 2022-23 school year compared to pre-pandemic levels, according to TDSB enrollment data.
“COVID forced us all to reimagine education,” says Andrea Carson, principal at Equinox. “Families realized there could be different ways to approach learning that work better for their children.”
The growth has strained these programs. Several GTA alternative schools now have waitlists stretching years, with some families applying for kindergarten spots when children are still toddlers.
Mississauga’s newly opened Compass Community School received over 200 applications for just 45 spots in its inaugural year, illustrating the gap between demand and availability.
For TDSB parent Amira Nasser, the two-year wait for a spot at Grove Community School was worth it. “The community-focused learning environment addresses the whole child. My daughter isn’t just memorizing facts—she’s developing as a thoughtful person.”
As demand grows, school boards face decisions about resource allocation. Should they expand alternative options or focus on incorporating successful alternative approaches into mainstream classrooms?
York Region District School Board has chosen a hybrid approach, gradually introducing elements of project-based and experiential learning throughout the system while maintaining specialized alternative schools.
“We’re learning from these educational laboratories,” says YRDSB Trustee Elizabeth Chen. “The goal isn’t necessarily more alternative schools but rather taking what works and applying it more broadly.”
For families navigating school choices across the GTA, the expanding landscape offers both opportunity and challenges. Information sessions for alternative programs now regularly attract hundreds of parents, many discovering these options exist for the first time.
As seven-year-old Zach unpacks his backpack at downtown Toronto’s City View Alternative School, his father reflects on their decision to enroll him in an alternative program.
“Every child deserves an education that sees them for who they are,” he says. “Sometimes that means looking beyond your neighborhood school. The challenge is making sure all families know they have that choice.”
