For most Antigonish families, Dr. John Hugh Gillis Regional High School is simply “the regional”—the place where virtually every teenager in the area spends their formative years. But for those without direct connections to the school, or newcomers to the community, what actually happens inside that large building on the edge of town can remain something of a mystery.

Justin and Anuj invited Principal Cory Austen to pull back the curtain on the region’s largest school, exploring everything from the September 2024 cell phone ban to the robust trades programs, from International Baccalaureate offerings to the challenges of serving 800 students with vastly different needs.

Austen brings an unusual perspective to the role. An Antigonish native who attended the regional himself, he spent 10 years working in private international schools in Mexico, South Korea, and Kuwait before returning home. That global experience gives him a unique lens on what makes public education in rural Nova Scotia special—and what challenges remain.

The School by the Numbers

Dr. John Hugh Gillis Regional High School serves grades 9-12 and is the largest school in the Strait Regional Centre for Education, which covers territory from parts of Cape Breton to Pictou County. As of the interview date, enrollment sat at around 800 students with 59.5 teachers (the “.5” representing part-time positions) and a total staff of about 100 when including teaching assistants, Nova Scotia Health personnel, and custodians.

The population is stable to slightly growing, reflecting broader demographic trends in Antigonish. The school operates with a budget and resources that Austen describes as privileged compared to more remote rural schools.

The Cell Phone Ban That Isn’t Quite a Ban

When Nova Scotia implemented a province-wide “cell phone ban” in September 2024, Dr. John Hugh Gillis took a measured approach that Austen believes is working well.

“I’d start with it’s overall very positive,” Austen said. “And I think maybe ‘cell phone ban’ is not the best way to put it.”

The actual policy: no cell phones during instructional time, but students can use them during transitions, lunch, and recess. Individual teachers have discretion about whether phones must go in designated holders or simply stay out of sight in backpacks.

“We’ve been battling, like since I’ve been in high school, battling that issue with the distraction of the cell phone,” Austen explained. “So we’re finding students more focused, more engaged with that little change.”

The benefits extend beyond academic focus. Austen noted a significant reduction in “inappropriate communication” among students via social media apps during class time—the kind of messaging that can escalate into conflicts disrupting school operations. With phones away during instruction, these incidents have declined markedly.

While Austen doesn’t have hard test score data yet, the qualitative improvements from teachers and the reduction in behavior incidents speak volumes. Some schools have implemented stricter policies (no phones at all), but the regional’s approach appears to strike a workable balance.

A Reflection of Community Diversity

One of Austen’s recurring themes was that “most schools are like a reflection of the community they’re in”—and Antigonish’s diversity makes the regional particularly rich.

The school serves children of healthcare workers at St. Martha’s Regional Hospital, professors and staff from St. FX and the Coady Institute, tradespeople, farmers, fishers—the full spectrum of the local economy. This diversity extends to cultural backgrounds, with Syrian and Ukrainian refugee students, international families, and long-established local families all sharing hallways.

“We’re very privileged to have the high school that we have in Antigonish,” Austen emphasized. “We’re a mirror of our own community.”

His international experience gives him perspective on how special this is. After working 10 years in private schools abroad, Austen moved home specifically wanting his own children to have a public school experience.

“What I love about Canada is public school is as good as most of the private school that I have ever worked at,” he said. “I can tell you that what we have here is as good as any. And, you know, I say that with confidence and it’s true.”

Key Insights from Principal Corey Austen:

* Staffing Advantage: Unlike remote rural schools that struggle to fill substitute teacher positions, Antigonish has a healthy pool of available teachers. “Here in Antigonish, there seems to be more of a pool of teachers... We’ve been very lucky.”

* Programming Diversity: The school offers International Baccalaureate (full diploma and certificate programs), skilled trades, Options & Opportunity (trades pathway with guaranteed NSCC seats), French immersion, Gaelic, robust arts and music, and comprehensive sports—something for virtually every interest and career path.

* Skilled Trades Excellence: Students can progress from Skilled Trades 10 (experiencing electrical, plumbing, carpentry through projects like building complete hotel rooms with wiring, plumbing, drywall) to Construction Trades 11/12 to co-op placements with actual tradespeople. Classes are capped for safety. Transportation trades offers a full automotive shop.

* IB Program Strong: About 30 students pursue full IB diplomas across grades 11-12, with another 30-35 taking the IB certificate programs. “Almost 100% university prep,” though some students choose different paths. The program is well-established and internationally recognized.

* Arts and Music Punch Above Weight: The band program, led by the “Bannerman Empire” (as Justin described it) has produced numerous professional musicians. Students can enter grade 9 barely knowing an instrument and perform at StFX graduation by grade 12. Theater arts with Jenn Priddle prepares students to “leave our high school here and go directly into a theater program.”

* COVID’s Lingering Shadow: Austen acknowledged COVID had “a drastic effect on some of our students” socially and academically, though he struggles to articulate exactly how. “It’s noticeable, but I don’t know how…it’s difficult to prove.” The good news: “We’re coming out of it.”

* Food Access Priority: While not yet part of the provincial lunch program (expected next year), the school operates eight “grab and go” carts throughout the building with free food. “Don’t be a gatekeeper to food.” Students in the Success in the Community class help prep and distribute food. The cafeteria is run by Chartwells under provincial nutritional guidelines.

* Success in the Community Program: This program (also called community living) serves students with various challenges or medical conditions, providing life skills and independence training. Many students transition to CACL (Canadian Association for Community Living). Austen sees this as a reflection of Antigonish’s leadership in disability services.

* Updated Code of Conduct Working: The province-wide standardized code of conduct provides consistency in addressing behavioral issues and clear consequences. “Our incidences are down. Our parents and community, our guardians have been very supportive.”

* No Rise in Violence Locally: Despite news reports of increasing violence in schools, Austen doesn’t see this trend at the regional. “I don’t get a sense that there is. I truly don’t.”

* Poverty and Complex Needs: The school’s biggest challenge is meeting diverse needs under one roof. “Everything filters through our high school... trying to make sure that everyone’s getting what they need and getting ready for what’s next.” The region provides school materials for families in financial difficulty and ensures no student goes hungry.

One particularly revealing exchange came when co-host Anuj—a newcomer to Canada—asked about perceived rigor, noting that families from the Global South sometimes worry Canadian schools lack sufficient challenge or content.

Austen’s response was confident: “I am confident that that is being well addressed within our school... in our IB programs, but it’s in most of our courses.”

He expanded the definition of rigor beyond academics, and include many of the student-led fundraising efforts: “The critical thinking skills and some of the things that’s not always taught right there in the classroom. Like when you put a kid in a situation, the efforts it takes to raise $10,000, there’s some skills that are being involved in that endeavor, especially when it’s led by students.”

Fundraising, trades projects, arts performances—these build capacities that standardized testing might miss but that prepare students for real-world challenges.

Austen Reflects On His Tenure As Principal

“Never in my life did I dream like oh I want to be the principal of this school,” he admitted. “That was never a thought in my mind.”

But he takes the responsibility seriously: “You’ve got 800 students, you’ve got staff and you got to make sure people are enjoying where they want to come... that’s part of my job in making a safe, welcoming work environment or school environment.”

He closed by thanking staff, students, and community partners—particularly noting the substantial scholarship money provided by community members and organizations for graduates. “We feel well supported by the community.”

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