Secondary Overview

  • two students using laptops
  • four brighton students learning together



Brighton School’s innovative High School program features three different modes: Credit, Pre-Credit, and Alternative (Non-Credit).



Brighton’s innovative Secondary program is designed to address the needs of students who would have difficulties meeting the demands of a typical high school program and social environment.  We offer Ontario Ministry of Education credit courses, as well as “alternative” pre-credit and non-credit courses.  Students may enroll in all credit, all non-credit, or a mixture of both credit and non-credit courses.

All students at Brighton have the option of following an Individual Education Plan (IEP), and all teachers are Ontario Certified Teachers (OCT) with additional Special Education qualifications.



  • For students who would benefit from the slower pace of extended “full year courses” rather than semestered courses
  • For students who may want or need a reduced workload of secondary credits
  • Smaller class sizes and fewer transitions
  • Supports challenges with social skills, self-regulation or work habits
  • Provides individualized programming, accommodations and learning strategies
  • Earn up to 14 credits at Brighton to graduate with an OSSC or prepare to transition to a mainstream high school to continue credits towards an Ontario Secondary School Diploma (OSSD)

Please click here for information on Diplomas and certificates.



  • For students working 2 or more years below grade level
  • Prepares for possible entry into credit courses in the future by working on upgrading academic skills
  • Small class sizes
  • Emphasis on practical, hands-on, experiential learning
  • Focus on continued development of social skills, self-regulation or self-advocacy skills



  • Emphasis on continuing development of functional academics (language, literacy, numeracy)
  • ‘K’ courses (Ontario Ministry of Education “Alternative” non-credit course codes start with “K’)
  • Focuses on continued development of social skills, self-regulation or self-advocacy skills
  • Small class sizes
  • Focuses on building independence, community skills and introduction to work, life skills
  • For students currently of secondary school age; and more than 3 years behind academically