I. General Information
School Name: Bamfield Community School
School District: SD#70 Pacific Rim
Inquiry Team Members: rschmitt@sd70.bc.ca
lcheyne@sd70.bc.ca
aaltorf@sd70.bc.ca
dnickel@sd70.bc.ca
jbradley@sd70.bc.ca
Inquiry Team Contact Email: rschmitt@sd70.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7), Secondary (8-12)
Curricular Areas Addressed:
Focus Addressed: Other: Student Engagement
In one sentence, what was your focus for the year? To create trauma-sensitive, engaging learning environments that fostered safety, connection, and increased student participation.
III. Spirals of Inquiry Details
Scanning: During the scanning phase, our team explored the Spirals of Inquiry process together and used the key questions “What’s going on for our learners?” and “How do we know?” to guide observations, conversations, and an online student survey. We learned that many students felt disconnected from school, with high levels of stress and negative attitudes toward learning, often linked to trauma. Our approach was grounded in the OECD Principles of Learning, especially the importance of learner well-being, engagement, and the social nature of learning, as well as the First Peoples Principles of Learning, which emphasize relationality, emotional safety, and respect for the whole child.
Focus: We chose to focus on making school feel safer and more engaging because many of our students were showing signs of stress, disconnection, and negative attitudes toward learning. We hoped to create a learning environment where students felt emotionally and physically safe, supported in regulating themselves, and more willing to participate in meaningful learning experiences. Ultimately, we wanted to build a school culture that fosters belonging, confidence, and curiosity.
Hunch: Our hunch was that many of our students’ negative experiences with school were linked to past and ongoing trauma, which affected their ability to feel safe, regulated, and ready to learn. We also believed that some traditional school structures—such as rigid routines, individual online learning, and limited flexibility—were not meeting their emotional or learning needs, and may have been contributing to their disengagement.
New Professional Learning: We focused on trauma-sensitive practices, restorative approaches, Universal Design for Learning (UDL), and play-based instruction. Key resources included Open School BC’s Trauma-Sensitive Schools modules and Dr. Ross Greene’s Collaborative & Proactive Solutions. We supported colleagues through collaborative planning and sharing strategies to enhance whole-class engagement and inclusive learning.
Taking Action: Our team implemented trauma-sensitive strategies across the environment, instruction, and relationships. We created flexible seating and soft alternative learning areas, used softer lighting, reduced noise, and established predictable routines across classrooms. Daily outdoor activities—including gardening, multiple outdoor recesses (rain or shine), and Forest Fridays—helped students connect with nature and provided unstructured play opportunities. Accessible adult support was available throughout the day to assist learners.
Instructionally, we introduced common restorative practice routines school-wide and expanded play-based learning opportunities. Secondary students engaged in literature circles, and we partnered with North Island College for virtual reality (VR) learning. We also incorporated robotics and STEM learning experiences to further engage students. Our primary writing focus included consistent routines, structured scaffolds, and joyful writing activities to build foundational skills and boost confidence. We expanded whole-class, multigrade teaching experiences and collaboratively planned and installed an Indigenous Medicine Garden.
Relationally, we emphasized co-regulation and emotional safety by prioritizing student-teacher relationships. We regularly used restorative circles to build community and address conflict, implemented student-led check-ins and class circle meetings, and provided time and space for reflection and re-entry after conflict. Consistent language and scripts for repairing harm were used to support healing. Staff shared a common understanding and received training to align restorative approaches school-wide.
Checking: We have seen positive changes, including increased student participation, more consistent use of regulation strategies, and shifts in student language and attitudes toward school. Primary students are showing greater confidence and willingness to take risks in writing, while secondary students are more engaged in whole-class learning activities. These observations, along with ongoing reflections, serve as our evidence of progress. While we recognize there is still work to be done, we are satisfied with the positive momentum and the direction our efforts have taken so far.
Reflections/Advice: Through this inquiry, we learned the importance of creating trauma-sensitive and engaging learning environments that prioritize emotional safety, strong relationships, and inclusive practices. We saw that intentional changes to environment, instruction, and relationships can positively impact student engagement and well-being, but these shifts require ongoing commitment and collaboration.
Moving forward, we plan to continue refining trauma-informed and Universal Design for Learning practices, deepen restorative approaches, strengthen early writing instruction, expand whole-class teaching methods, and increase family and community involvement to build a truly connected school culture.
Our advice to other schools is to take time to listen deeply to students’ experiences, involve the entire school community in the process, and embrace flexibility in structures and teaching approaches. Building shared understanding among staff and fostering relationships are key foundations for lasting change.