I. General Information
School Name: Brechin Elementary
School District: SD#68 Nanaimo-Ladysmith
Inquiry Team Members: Wendy Robertson (wendy.robertson@sd68.bc.ca); Anna Bedard (anna.bedard@sd68.bc.ca); Tannis Seredick (tannis.seredick@sd68.bc.ca); Tony Elliot (telliot@sd68.bc.ca)
Inquiry Team Contact Email: olga.poyner@sd68.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Case Study
Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)
Curricular Areas Addressed: Arts Education
Focus Addressed: Local Indigenous Knowledges
In one sentence, what was your focus for the year? Could creating art inspired by diverse styles, including Indigenous art, serve as a meaningful way for our most vulnerable students—and their families—to feel more connected to our school communities?
III. Spirals of Inquiry Details
Scanning: This was our last year’s reflection: “We would like to revisit the art project we originally planned to launch this year but postponed in favour of the cultural nights. We continue to believe this project would provide a meaningful opportunity for our Indigenous students to feel seen and to make a positive contribution to our school community.” We would like to carry on and expand it to include our other vulnerable students who are non-Indigenous.
Focus: Representation in art can strengthen a sense of belonging. When people see their identities, cultures, and experiences authentically reflected, they feel recognized, valued, and included.
We wanted our art to act as a mirror to our unique community and show our Indigenous and under-represented students and families that they are an important part of our community. The changes we were hoping to achieve were to increase feelings of inclusion, build a sense of community, and create a shared identity and connection. In addition, we hoped our authentic artistic narratives (which is a key way Indigenous tell their stories of who they are) would help break down stereotypes, foster empathy, and strengthen community engagement.
Hunch: Our hunch was that working collaboratively on meaningful art projects would help build a stronger sense of community and belonging within our school. We believed that creating opportunities for students, staff, families, and community members to work together would increase engagement and foster a greater desire to be at school. We also believed that Indigenous students would feel more connected to the school when they saw their cultures, histories, and identities authentically represented and celebrated. Additionally, we hoped that families would feel welcomed and valued as partners in our learning community. Central to this work was the creation of meaningful art that went beyond decoration, including the respectful reproduction and exploration of traditional designs and cultural practices that carry deep significance and tell important stories. Through this we sought to create spaces where all members of our school community could feel seen, connected, and included.
New Professional Learning: This year, because of our commitment to pursue this inquiry, we now have a part-time, Art Specialist working with all students in our school. She works collaboratively with our Indigenous Cultural Support Worker and supports classroom teachers in their pursuit of the creative process.
As part of this inquiry, we explored new areas of professional learning related to Indigenous perspectives in art, culturally responsive practices, and the role of the creative process in building community and belonging. A significant outcome of our commitment to this work was the addition of a part-time Art Specialist who now works with all students in our school. She collaborates closely with our Indigenous Cultural Support Worker and supports classroom teachers in integrating meaningful artistic experiences into their learning environments.
Some of our most valuable learning came from the expertise within our own community. We learned from our Indigenous Cultural Support Worker, our language teacher who is also a local artist, and our Art Specialist. Through ongoing collaboration, conversations, co-planning, and shared experiences, staff developed a deeper understanding of authentic cultural representation and the power of art as a tool for connection and storytelling. Professional learning was supported through collaborative inquiry, relationship-building, and hands-on participation in cultural and artistic practices. The enthusiasm and collective commitment of staff and community members to create positive change were key drivers of our learning and growth throughout this process.
Taking Action: Our primary strategy was to build strong, intentional collaboration between staff, students, and community members. We worked closely with our Indigenous Cultural Support Worker, our Art Specialist, and local artists and knowledge holders to ensure that learning was authentic, respectful, and grounded in community knowledge. Regular collaboration and discussion sessions helped guide planning and ensured that cultural protocols were followed appropriately throughout the process.
In addition, we implemented hands-on, experiential learning opportunities for students, including collaborative art projects such large-scale cultural artworks displayed throughout the school. These experiences allowed students to actively participate in the creative process while developing a sense of pride, ownership, and connection to their school community. Cultural Nights also served as a key strategy, bringing together art, food, and storytelling to create immersive experiences that celebrated identity, belonging, and community connection.
Overall, our approach was grounded in collaboration, respect, and relationship-building, with a strong emphasis on learning from community expertise and creating inclusive spaces where all voices and cultures were valued.
Checking: We believe this inquiry has made a meaningful difference within our school community, and in many ways the impact exceeded our expectations. One of the most significant pieces of evidence is that 100% of our students now report that there are at least two adults at our school who believe in them, care for them, and make them feel like they belong. Evidence of this change can also be seen in the increased participation and engagement at our Cultural Nights, now in their second year, as well as in the feedback we have received from students, families, and community members. Comments such as, “That is our community,” “I see my family and culture in this school,” and “I feel seen and cared for,” along with observations of students and families seeing their cultures and experiences reflected in our school, demonstrate the positive impact of creating inclusive and welcoming spaces.
Perhaps the most powerful evidence came from our students. Some shared that the opportunity to participate in cultural art projects was the main reason they came to school on certain days. Through these experiences, students developed a strong sense of pride, ownership, and belonging. We also noticed increased respect for the artwork displayed throughout the school, with less vandalism and destruction of art on the walls. Students saw the artwork as something that represented them and their community rather than simply decorations in the building.
The impact extended beyond Indigenous students. Non-Indigenous students who participated in creating the artwork developed a greater understanding of Indigenous cultures and traditions while also feeling pride in contributing to something meaningful. Many students expressed a sense of leaving a legacy behind for future learners and took ownership of creating spaces that reflected the values and diversity of our school community. All students learned about the many diverse cultures within our school (Indigenous and non-Indigenous), increasing their understanding, appreciation, and respect for differences.
By combining art, food, storytelling, and cultural practices, we moved beyond presenting culture as performances or displays. Instead, we created opportunities for authentic cultural immersion, learning, and connection. Activities such as cedar weaving, cultural art experiences, and the sharing of food helped model cultural traditions, generosity, and community values. Through this work, we gained a deeper understanding of our students, their families, and the diverse backgrounds they bring to our school.
While we knew this work was important, we did not fully anticipate the depth of its impact. The creation of these cultural spaces has strengthened a sense of belonging and helped people feel welcomed, represented, and valued. Although we are proud of the progress we have made, we recognize that this work is ongoing and that there are many more opportunities to deepen learning, strengthen relationships, and continue building a community where everyone feels they belong.
We were very satisfied.
Reflections/Advice: Through this inquiry, we learned the importance of building strong relationships, creating inclusive opportunities for participation, and ensuring that Indigenous perspectives are meaningfully represented in school events. We also learned the importance of honouring and celebrating the diverse cultures, backgrounds, and experiences represented within our school community.
This work reinforced our belief that art is much more than the creation of beautiful objects. Art builds community, fosters a sense of belonging, and creates opportunities to authentically learn about people, cultures, and histories. Art serves as a powerful form of storytelling, helping us connect with one another and deepen our understanding of the world around us.
Moving forward, we would like to continue strengthening our community connections and expanding opportunities for students to learn about and create Indigenous art inspired by diverse regions across Canada.
At the same time, we want our art projects and cultural initiatives to continue reflecting the rich diversity of our school community. By celebrating the many cultures, ethnicities, and countries represented among our students and families, we can create opportunities for everyone to see themselves reflected in our learning spaces. Our next step is to further foster a sense of belonging, respect, and inclusion for all members of our school community. We feel that we have only just begun this powerful and meaningful journey.
Advice for Other Schools
- Start small and build gradually
- Invest time in thoughtful planning and relationship-building
- Use all available resources, including community partners, staff expertise, and local knowledge
- Access to specialists and cultural experts has helped ensure that our art projects are authentic and respectful
- Identify a dedicated team of staff members who are committed to the vision and willing to support the work over time
- Seek strong administrative support. Effective leadership goes beyond endorsing the initiative—it involves actively contributing to its growth and helping strengthen the overall vision
- Focus on authenticity, collaboration, and ongoing engagement with Indigenous communities while also celebrating the diversity of the broader school community