School Name: Kwantlen Park Secondary School

School District: SD#36 Surrey

Inquiry Team Members: Brian Tait: tait_brian@surreyschools.ca
Christian Snead: snead_c@surreyschools.ca
Monique Prevost: prevost_m@surreyschools.ca
Mandy Gander: gander_m@surreyschools.ca

Inquiry Team Contact Email: tait_brian@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Mathematics / Numeracy, Science

Focus Addressed: Land, Nature or Place-based learning, Other: Transitions, Connection and Engagement

In one sentence, what is your focus for the 3-year cycle? While our initial focus for this three-year inquiry cycle was student transitions, our learning has led us to expand our focus to include connections, engagement, and belonging as key factors supporting Indigenous student success.

III. Spirals of Inquiry Details

Connections to Year 1: After further discussion with our Indigenous Education Team, and a careful review of the details of our primary scan in year one, we recognized that the limited information actually reinforced our current direction and focus, which is to “Initiate and Enrich Connections”. Thus, we did not feel that a rescan was necessary. Instead, we invested our time and energy into creating meaningful opportunities for students to connect with our school community. This included a strong focus on building relationships with the younger students across our Family of Schools, helping to foster a sense of belonging before they transition into Grade 8. We will be using the current grade 7s as baseline group and plan to do a progress scan at the end of their grade 8 year.

Additionally, in support of our transitions, connection and engagement focus, we created a math/science cohort to better connect and engage our senior students on their path to graduation.

To continue our scanning process, we reviewed student attendance data, academic progress, graduation status, course completion data, and anecdotal information gathered through ongoing student conversations and check-ins. We also reflected on feedback gathered through student voice opportunities and discussions with Indigenous support staff, teachers, counsellors, and families. These sources helped us identify recurring themes related to belonging, engagement, self-advocacy, and connection to school.

Our revised hunch was that while Indigenous students had access to supports and opportunities, some students were not consistently accessing them due to competing responsibilities, limited connections with trusted adults, or uncertainty regarding available resources. As a result, we shifted our focus toward increasing relationship-based supports and creating more opportunities for student voice and leadership.

New Educator Professional Learning: Building on our Year 1 learning, we recognized the need to think outside the box and create meaningful opportunities for Indigenous students to connect, feel a sense of belonging, and become enriched and engaged in their learning experiences. This required us to continue examining our practices and exploring ways to make learning more responsive to student strengths, interests, and cultural identities.

Our learning was supported through collaborative planning and reflection, professional development opportunities, collaboration with our Nations, Indigenous Education staff, district personnel, colleagues, and, most importantly, our students. Student voice played a significant role in helping us understand what was meaningful and engaging for learners and informed many of our decisions moving forward.

Through ongoing conversations and collaboration, we were able to share resources, strategies, and reflections with colleagues. This included discussing culturally responsive approaches, exploring opportunities to incorporate Indigenous perspectives into learning experiences, and working together to create engaging opportunities that supported Indigenous student success, belonging, and connection within the school community.

Taking Action: We hosted a number of events for students, including a Winter Solstice Gathering, a Beading Workshop for Grade 7 students, an afternoon of Bannock making, Indigenous art activity stations and Bingo for Grade 6 and 7 students, a Rattle Making Workshop for Grade 7 students, drumming collaborations, and our annual Community BBQ. All events and activities were supported by our Indigenous Student Leaders, who continue to be wonderful role models and mentors within our school community.

These opportunities provided students with meaningful ways to connect with one another, engage with Indigenous culture, and strengthen their sense of belonging within the school. We observed positive participation from students across grade levels and increased student engagement during Indigenous Education activities and events. The involvement of our Indigenous Student Leaders also helped foster leadership skills, confidence, and stronger connections between younger and older students.

We also created an Earth Science 11/Workplace Math 11 cohort to provide more opportunities for Indigenous students to engage with academic learning through a land-based approach. This course blends both curricula through an Indigenous lens and intentionally incorporates Indigenous ways of learning and knowing. By creating authentic, hands-on learning experiences, students will have opportunities to connect classroom learning to the land, community, and real-world applications.

Through this work, we have observed increased student engagement, stronger relationships between students and staff, and greater collaboration among educators supporting Indigenous learners. Colleagues have expressed enthusiasm for the opportunities being created and have continued to support the integration of Indigenous perspectives and land-based learning experiences throughout the school.

Reflections for Year 2: Through this inquiry cycle, we have learned that students thrive when they feel connected to their culture, community, peers, and school. The strong participation in cultural activities, leadership opportunities, and land-based learning experiences has reinforced the importance of creating authentic opportunities for engagement that honour Indigenous ways of knowing and being.

We have also deepened our understanding of the importance of student voice and leadership. Our Indigenous Student Leaders have demonstrated how powerful peer mentorship and leadership opportunities can be in fostering confidence, belonging, and community. Additionally, this work has reinforced the value of collaboration with Indigenous communities, colleagues, district staff, and students themselves in creating meaningful learning experiences.

Overall, this inquiry has reaffirmed that building relationships and creating culturally responsive opportunities are ongoing commitments that require reflection, collaboration, and a willingness to adapt to meet the evolving needs of our students.

Plans for Year 3: Year 3 will focus on strengthening connections with our elementary school students to continue building a sense of belonging, community, and confidence as they transition to Kwantlen Park Secondary. We will also focus on the implementation and evaluation of our Land-Based Cohort pilot program.

We will conduct a scan of our current Grade 8 students to assess how these community-building opportunities impacted their transition into the Kwantlen Park community. This will include gathering student voice, observations, and participation data to better understand students’ sense of belonging, engagement, and connection to school. We will also monitor participation and engagement throughout the year to determine the impact these initiatives have had on Indigenous learners.

A collaborative review of the Land-Based Cohort will also take place and will include student voice, educator reflections, and an examination of students’ learning experiences and connections to the curriculum. This information will help guide future planning and determine how the cohort can continue to support student engagement and success.

We will continue to increase the frequency of individual student check-ins, work collaboratively with counsellors and classroom teachers to monitor student progress, and strengthen connections with families. We will also continue to intentionally invite students to participate in leadership opportunities, cultural activities, school events, and decision-making processes related to Indigenous programming.

Through these efforts, we hope to gain a deeper understanding of both the short-term and long-term impacts of our inquiry while continuing to strengthen student belonging, engagement, leadership, and academic success.

School Name: Southern Okanagan Secondary School

School District: SD#53 Okanagan Similkameen

Inquiry Team Members: Cam Adam: cadam@sd53.bc.ca
Naryn Searcy: nsearcy@sd53.bc.ca
Brad Burns: bburns@sd53.bc.ca
Susan Beyer: sbeyer@sd53.bc.ca

Inquiry Team Contact Email: cadam@sd53.bc.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Local Indigenous Knowledges, Land, Nature or Place-based learning, Other: LEA, Welcoming Indigenous Students

In one sentence, what is your focus for the 3-year cycle? How to support success for Indigenous students at SOSS through belonging, by addressing staff bias and working with the band on a new LEA.

III. Spirals of Inquiry Details

Connections to Year 1: We had a refocus onto the new LEA we are writing with OIB. This is due to the scanning in year 1, where both SOSS and OIB surveyed OIB students on school attendance.

New Educator Professional Learning: This year was less new professional learning than it was working with OIB directly. Staff learning centered around a district focus on Indigenous pedagogy in professional development opportunities. Staff are participating in a District Pro-D Day in September that has come from this work focused on connecting schools staff to local place through guided visits to OIB.

Taking Action:
– Co-writing the LEA with OIB
– Revising processes for all school processes around communication, learning, discipline, attendance, and course changes
– Biggest change has been an improvement in communication between OIB and SOSS and greater collaboration with regard to student success
– Another strategy has been SOSS staff attending many education dinners and events in OIB community
– SOSS staff hosted family conferences in community

Reflections for Year 2:
– Connection and relationships are key
– Relationships and trust take time and intentionality to build
– Sometimes we have to hear hard truths and perspectives
– Approach with an open mind and an open heart
– Shared goals
– Showing up matters
– Families and communities care

Plans for Year 3:
– Staff education around the LEA, bias and privilege
– Education for staff in community
– Planning grade-wide cultural learning opportunities for all students in the school

School Name: Prince Rupert Middle School

School District: SD#52 Prince Rupert

Inquiry Team Members: Kerri Levelton: kerri.levelton@sd52.bc.ca
Lori Leighton: lori.leighton@sd52.bc.ca
Salomon Garcia: salomon.garcia@sd52.bc.ca
Missy Trimble: missy.trimble@sd52.bc.ca
Natasha Brown: natasha.brown@sd52.bc.ca
Leslie Barton: Leslie.barton@sd52.bc.ca

Inquiry Team Contact Email: kerri.levelton@sd52.bc.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Intermediate (4-7), Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Local Indigenous Knowledges, Land, Nature or Place-based learning

In one sentence, what is your focus for the 3-year cycle? To continue to build relationships so students love being at school and this will improve their attendance.

III. Spirals of Inquiry Details

Connections to Year 1: We had our learners at the center of our scanning process. We noticed that some students need to gain more confidence in themselves, some students don’t want to be at school because they struggle with academics and/or social connections, and some students are allowed to stay home from school. We focused on attendance data (that still needs improvement), as well as one-on-one communication with each student, phone calls, home visits and letters to their family. We learned that having small group activities that focus on culture and connection gave students a space to be themselves outside of their classrooms.

New Educator Professional Learning: We have Indigenous Implementation Day that is for all staff. The resources that have been most helpful are our Indigenous Family Resource workers. We used our student leadership that are responsible for school decisions and activities. We encourage and support new ideas, activities and collaboration.

Taking Action: Our school has many fun activities happening on a daily basis. We have noticed that students are attending and enjoying these activities, such as the drumming group, leadership club, intramurals, spirit days, special lunches, etc. Each grade group has whole group activities such as Wellness Day, Medieval Faire, Ancient Civilizations and whole group activities to celebrate culture and students.

Reflections for Year 2: In year 1 and 2, we learned that having small groups with different activities has given students an opportunity to find themselves. We have quiet non-engaged students join in for activities such as drumming, and a big leadership group who plan activities for our whole school (spirit days, dance, etc).

Plans for Year 3: We have learned that we have been successful with many of our students, but there are still some who we are not reaching. We need to focus on the students who come to school but are not attending their classes, as well as the ones who are not participating. We will need to plan for regular attendance meetings, connections with their guardians, continue with our school activities, more student surveys asking students what they want, and continue one-on-one connection with one or more adults in the school with students who don’t attend regularly.

School Name: Ecole Salish Secondary School

School District: SD#36 Surrey

Inquiry Team Members: Jasmin Dhillon: dhillon_jasmink@surreyschools.ca
Lorne Scott: scott_lorne@surreyschools.ca
Michael Haffner: haffner_m@surreyschools.ca

Inquiry Team Contact Email: dhillon_jasmink@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Literacy, Core competencies (for example, thinking, communication, personal and social), Land, Nature or Place-based learning, Other: Decolonized Learning Opportunities

In one sentence, what is your focus for the 3-year cycle? Our inquiry centers on identifying strategies that cultivate a safe and supportive classroom community, emphasizing teacher collaboration, continuous learning growth, and the implementation of decolonized learning opportunities, through the LEAP program.

III. Spirals of Inquiry Details

Connections to Year 1: Student engagement in learning is on the decline. With instant access to information at their fingertips, students are becoming less inclined to engage deeply with traditional instructional methods. As a result, teachers face increasing pressure to make lessons more dynamic and relevant. Today’s students are natural multitaskers who thrive when given opportunities for hands-on, experiential learning. These interactive approaches not only pull students away from their devices, but also promote deeper involvement with the material and stronger skill development.

New Educator Professional Learning: With a new team this year, there was a lot of rescanning and getting comfortable with resources we used last year. There was a lot of reflecting and collaborating with different departments and teachers (English, Socials, Science, PHE, ADST, Careers). There was community building.

Taking Action: We held LEAP cafes every month. The goal of this was for students to catchup socially, emotionally, and academically. The students and teachers really appreciated these moments of pause and reflection. We noticed that there was a lot more student engagement and attendance when the date for LEAP cafe was announced each month. It was something they looked forward to every year.

Reflections for Year 2: This year, we’ve discovered that students are eager for meaningful and engaging learning experiences. They respond enthusiastically to place-based learning and often welcome the chance to step outside the traditional classroom setting. Many of the hands-on, place-based opportunities offered through LEAP challenge conventional educational models and reflect more decolonized approaches to learning. When students are able to demonstrate growth through these experiences, it reinforces the value of continuing to create and expand such opportunities. We’ve also seen that strong relationships—between students and their peers, as well as with their teachers—are the foundation of a positive and thriving learning environment.

Plans for Year 3: Next year, we will continue to follow the students who remain in the LEAP program, while welcoming two new Grade 8 students to replace the graduating Grade 12s. Our data collection will span a two-year period and include attendance records from both LEAP and other classes, survey results, academic reports, and anecdotal insights gathered from student interviews and conversations. The LEAP team will also continue to offer engaging, place-based learning experiences to explore how these opportunities contribute to increased student success.

School Name: Charles Hays Secondary School

School District: SD#52 Prince Rupert

Inquiry Team Members: Raegan Sawka: raegan.sawka@sd52.bc.ca
Carla Rourke: carla.rourke@sd52.bc.ca
Jeremy Janz: jeremy.janz@sd52.bc.ca
Cora Barak: cora.barak@sd52.bc.ca

Inquiry Team Contact Email: Raegan.sawka@sd52.bc.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Career Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Physical & Health Education, Social Studies

Focus Addressed: Local Indigenous Knowledges, Core competencies (for example, thinking, communication, personal and social), Land, Nature or Place-based learning, Other: Connection, Confidence, Leadership, Identity, Student Voice, Engagement, and Attendance

In one sentence, what is your focus for the 3-year cycle? How are we facilitating student confidence, sense of belonging, leadership, voice, and positive personal identity at CHSS?

III. Spirals of Inquiry Details

Connections to Year 1: We engaged in a process of broadening our focus to rescan with a wider lens. Our hunch based on the Year 1 scanning phase was that the processes by which we were engaging CHSS learners in growing confidence, leadership, voice, and positive personal identity, was more complex and multifaceted than we’d originally realized. We developed a new approach to interviewing students, through trusted peers and established staff connections, to generate a deeper understanding of student perspectives. Were we making a difference in these areas? If so, how? If not, why not?

New Educator Professional Learning: After the May 2025 NOIIE symposium, and through follow up discussions with our inquiry coach and the NOIIE leadership team, we developed a broader framework for taking action on our question. We received valuable guidance and insights on how we could more meaningfully craft our interview process. We invited a focus group of 25% of our educational team at CHSS to refine our questions and approach. The professional discussions and reflections yielded new insights and additional questions. We realized that the process of conducting in-depth empathy interviews itself was an action towards helping students feel heard and seen. The process communicated a sincere interest in their perspectives and suggestions for positive change in our school community.

Taking Action: In the fall, after our team met a few times, we realized we wanted to engage student leadership through our peer-tutoring program to be active participants in the inquiry process this year. The core inquiry group had expanded to about 25% of our educational staff taking a hands-on role. We presented at a staff meeting to give a status update of the project and share overall goals for the year. We shared the 5-min video CHSS created during the previous transitions inquiry on the cohort model as a jumping off point to explore how we are building these types of high-expectation relationships across clubs, teams, curricular and extra-curricular opportunities. From January to March, the core inquiry group and our peer tutor student leaders conducted 200+ in-depth interviews with learners grades 9-12. We paid specific attention to gathering the most diverse viewpoints as possible. These interviews represented feedback from 33% of our student population. In the spring, two of the inquiry leaders, Carla and Raegan, shared the analyzed results with all of the CHSS staff. Educators were invited to review the raw data (recording sheets) as well. Together we generated key themes and reflected on what those results mean for next steps. Staff generated questions, wonders, and potential action steps for Year 3. Overall, there was celebration of the aspects that validated some of our current efforts and a genuine curiosity about what could be improved upon.

Reflections for Year 2: We’ve reiterated a key insight from our two previous 3-year inquiry projects – student voice matters. In the process of building relationships, connection, and a sense of belonging, we need to understand how our school-community is being experienced from diverse perspectives of our learners. We are identifying where needs are being met and the range of opportunities to allow for that. We have a better grasp on the gaps for students to feel they belong and have purpose within our environment. Trusted adult relationships are integral, as well as different kinds of supportive spaces and genuine opportunities to see their interests and backgrounds reflected in the school activities (in-class, school-wide, extracurricular) are needed.

Plans for Year 3: Based on the comprehensive feedback and analysis the following goals were set by staff for next steps to explore:

• More direct/focused opportunities for grade/cohort in-school events. Grade level community building.
• Building even more culturally/interest-based credit courses (make more explicit connections within existing courses).
• Looking at food programs in classes in addition to invitations for breakfast in the common area / more food consistency throughout the day.
• Further develop our local Indigenous harvesting and processing opportunities (e.g. cedar, berries, seaweed, salmon, halibut, shellfish, and more).

Next questions: Student focus groups to target “What interest-based activities would you like to see?”

School Name: Similkameen Elementary Secondary School

School District: SD#53 Okanagan Similkameen

Inquiry Team Members: Katie Anderson: kanderso@sd53.bc.ca; Stacey Smith: ssmith@sd53.bc.ca; Jessica Stelkia: jstelkia@sd53.bc.ca; Nicole Thom: nthom@sd53.bc.ca; Brianna Whitney: bwhitney@sd53.bc.ca; Stacy Zakall: szakall@sd53.bc.ca; Kelly Brunton: kbrunton@sd53.bc.ca

Inquiry Team Contact Email: ssmith@sd53.bc.ca

II. Inquiry Project Information

Type of Inquiry: Indigenous Education Impact Initiative

Grade Levels Addressed Through Inquiry: Intermediate (4-7), Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Other: Student wellbeing

In one sentence, what is your focus for the 3-year cycle? Student well-being. This year there will be a focus on pedagogy and the impact on student well-being: How do our classroom practices intentionally build a sense of well-being for every student?

III. Spirals of Inquiry Details

Connections to Year 1: When we began Year 1, we really thought that our focus (and our main concern for students) would be on belonging. We scanned, using the MDI, YDI, Student Learning Survey, Adolescent Health Survey, an in-house Student Survey and Forum, attendance reports, and observations. What we actually found were five areas of curiosity (engagement, belonging, safety, attendance, and self-regulation) and realized we had to re-scan more intentionally, without our biases in place. We re-scanned and used 1:1 student conversations, empathy interviews, cogens, and larger group student voice to uncover a thru-line which pointed towards student well-being, which became our focus.

Data from students who self-identified as Indigenous showed the following correlation between mental health concerns and attendance:
“The most common reasons students miss school, other than illness, are related to mental and emotional health (21.21%) and physical health (19.70%), followed by personal motivation and desire to rest (13.64%) and family issues (12.12%). Appointments, extra-curricular activities, and social environment (such as issues with teachers or bullying) also contribute to the reasons for absence, but to a lesser degree.” (November 2024 Indigenous Student Survey Data)

Data from students who self-identified as Indigenous showed that several key trends and common themes emerged in how students feel about their school experience.
When students were asked “Do you like school? Why or Why Not?” The responses show a general division between those who enjoy the social aspects of school and those who feel overwhelmed, disengaged, or unsupported. Many students express a desire for more personalized, supportive environments and a balance between academic and emotional well-being. (November 2024 Indigenous Student Survey Data)

New Educator Professional Learning:
Once our team went through ‘the hunch’, they decided that the areas where they could have the biggest impact were: communication, social-emotional learning, self-regulation, and connection. Staff split into one of those groups to undertake professional learning, which included:
– The Disengaged Teen by Rebecca Winthrop and Jenny Anderson
– The Anxious Generation by Jonathan Haidt
– The Executive Function Podcast
– The Third Path: A Relationship-Based Approach to Student Well-Being and Achievement
– Recommendations for fostering educational resilience in the classroom – article
– Wayi Wah! Indigenous Pedagogies by Jo Chrona
– Meetings with LSIB and USIB knowledge keepers and education liaisons
– Articles related to our focus are shared in the Weekly Update
– Ripple Effects of Resiliency by Monique Gray Smith
– Podcast: S2E5: Jo Chrona: “Unlearning, Relearning – A Path Toward Truth and Reconciliation”
– Groups took on professional learning and conducted book-group-style learning and sharing out to the larger staff.
– Culture, Cooking, and Conversation – an initiative started by our Indigenous advocates alongside our Healthy Schools Coordinator, Jenny Martin, took place 4 times throughout the year in our garden. Our students and staff were invited out to the garden to help cook and prepare a small feast while visiting with a local knowledge-keeper and learning on the land.
– Participation in local feasts and cultural activities (Deer Feast and Siya Festival) and professional development opportunities, like visiting and learning about the significance of local traditional land-based sites, like kɬlil̕xʷ (Spotted Lake).
The most helpful and significant learning was ongoing professional learning opportunities on Indigenous histories, cultures, and pedagogies. Team members who engaged in such development were more confident and effective in supporting Indigenous learners.

Taking Action: The action our team decided to take was small, individualized actions within their groups. Some of the initiatives that team members undertook included planning and executing a Wilderness Career Fair, a gratitude wall on the Elementary side, giving student voice and choice in terms of assessment in class, asking for a student exit ticket at the end of the week that asks, “What went well this week? What was tricky? How can I help”, creating a Life Skills group, writing ‘Big Buddy’ Letters, and creating a mural for Red Dress Day. What we found after taking on these actions, however, was that we didn’t know if we were making much progress because data was difficult to collect. These actions, although meaningful, were difficult to progress-check. So, we went back to the spiral and decided that we should focus on one of our areas of curiosity together and take one common action in order to try to make a greater impact. We chose communication and connection and undertook an action focused on Parent Connection. The team decided that building a stronger connection between home and the school would be an impactful action. Each member chose 2-3 students who they did not know well yet, or students that were displaying some of the indicators of facing challenges connected to their emotional well-being.

The team made a plan and took action by intentionally communicating with these students’ families and with the students, such as check-ins, to share good news, or to ask families about their child/children. Communication was intentionally meant to be two-way as often as possible, but this was challenging and not always successful. The team reached out to families at the beginning of each term and at the end in the form of progress reports, which included an option for a parent response.

Examples of questions they asked families and guardians:
• Do you have any suggestions about how to best connect with your child?
• What are you seeing at home?
• How can we help to get to know your child more?
• We are just getting to know your child, what do I need to know?
• Do you remember a time when they loved school? What did that look like?
• What’s important to your family that we could bring into the school?

Examples of questions we asked our students:
• What’s working for you so far?
• What’s been challenging?
• What’s been your favourite part?
• What would you like to see taught in class that isn’t?
• What are your strengths and stretches?
• How can I help?

We have noticed changes in some of our indicators of poor wellbeing; students are making connections, asking for help more often, and know that we are working as a team with their families to support them. Families overwhelmingly responded positively to having us print and send home reports (which were previously online) as this was a barrier for many families to see their child’s progress and to interact with the school.

Reflections for Year 2: We have learned that we still have a lot of room to grow, but that we are making inroads towards greater student wellbeing. We have broadened and grown our communication and connection with not only our students and their families, but with our local community and Indigenous bands as we have been working hard to collaborate with community members to support tailored cultural and individual wellbeing supports for our Indigenous students. We have also increased access to Indigenous mentors, elders, and community partnerships in the school. We are continuing to work on the development of holistic, student-driven learning environments that prioritize relationships, identity, and well-being. Finally, we have learned the power and significance of student voice and will continue to listen.

Mental health accommodations tailored to cultural and individual needs.

Plans for Year 3: Our inquiry on student wellbeing is leading us to our other areas of curiosity and we will be focusing more on how we can impact wellness in our classrooms and specific areas of the school by being responsive: “How do our classroom practices intentionally build a sense of wellbeing for our Indigenous students?”