I. General Information
School Name: Rutland Secondary School
School District: SD#23 Central Okanagan
Inquiry Team Members: kim.gunner@sd23.bc.ca, Kim Gunner: candice.mckendry@sd23.bc.ca, Candice McKendry: deborah.holmes@sd23.bc.ca, Deb Holmes: lindsay.reynolds, Lindsay Reynolds: michelle.johnston@sd23.bc.ca, Michelle Johnston
Inquiry Team Contact Email: michelle.johnston@sd23.bc.ca
II. Inquiry Project Information
Type of Inquiry: NOIIE Transitions Study
Grade Levels Addressed Through Inquiry: Secondary (8-12)
Curricular Areas Addressed: Not applicable
Focus Addressed: Social and emotional learning, Transitions
In one sentence, what was your focus for the year? Our focus was to support our Indigenous grade 9 students transitioning into high school, and then the grade 12’s transitioning out of high school after graduation.
III. Spirals of Inquiry Details
Scanning: Over a three-year inquiry with the Network of Inquiry and Indigenous Education (NOIIE), a scanning process was conducted to collect data from students based on four key questions. The most significant finding was the strong connection Indigenous students felt with Indigenous support systems, contrasting with their connection to non-Indigenous adults. This insight was crucial as it highlighted the specific needs of Indigenous students, guiding the inquiry focus of the educational team. The integration of the OECD’s principles of learning and the First Peoples Principles of Learning was instrumental in deepening the understanding of the students’ educational journey, ensuring that their cultural identity was recognized and supported throughout their academic experience.
Focus: The focus on transitions for Indigenous students is an important approach to education. It’s clear that the goal is to foster an environment where these students feel acknowledged and understood, which is crucial for their personal development. By ensuring they feel connected to the adults in the school, it provides a support system that can guide them through their educational journey. The emphasis on support and confidence-building is also essential, as it prepares students for the challenges of the adult world post-graduation. This strategy not only aims to strengthen their relationships with school support, but also to instill a sense of self-assurance that will serve them well in all their future endeavours. It’s a holistic approach that addresses the emotional and social needs of students, equipping them with the tools for success in life after high school.
Hunch: Our hunch was that there is a significant gap in the sense of belonging and connection between Indigenous students and their non-Indigenous peers within the educational system. This disconnect may lead to feelings of discomfort and invisibility, which can hinder the students’ academic and social success. It highlights the importance of fostering an inclusive environment where all students, regardless of their background, feel valued and supported by all members of the school community. It’s crucial for educational institutions to foster an inclusive atmosphere where all students, regardless of their background, feel valued and supported by the entire staff. Addressing this issue is crucial for the well-being and academic achievement of Indigenous students, ensuring they have equal opportunities to thrive as their non-Indigenous peers. Our hunch further looked towards ensuring that every student feels seen, heard, and respected, thereby promoting equity in educational outcomes.
New Professional Learning: The Network of Inquiry and Indigenous Education (NOIIE) team dedicated learning opportunities to understanding and supporting the unique needs of Indigenous students. By focusing on vital areas such as mental health, housing, and food security, as well as post-secondary aspirations, the team addressed the holistic well-being of students. Engaging with resources like Jo Chrona’s work and the ‘Wayi Wah!’ book, and seeking the wisdom of Indigenous leaders, enriched our learning journey. The emphasis on collaboration, dialogue, and reflection as key learning strategies within the NOIIE group guided commitment to continuous improvement and cultural responsiveness. This approach not only benefits the students but also fosters a deeper sense of community and shared purpose among educators.
Taking Action: Initiatives:
1. Grade 9 Orientation Welcome Sessions:
During the final term at the middle schools, grade 8 incoming students came to the high school on multiple occasions to see the school, get to know the building, meet the staff, and become comfortable being a part of the school community.
2. Grade 9 Meet and Greet:
Grade 9 Indigenous students spent an afternoon early on in their grade 9 year meeting all the support team members within the building. Students played get to know me games, ate pizza together with the staff, won prizes and learned about the different roles of support staff that are a part of their support team.
3. Mental Health Fair:
Our NOIIE team invited numerous community services and agencies to our school during a lunch and afternoon session where students and families could come together to connect with community supports. This became instrumental in connecting our students to the community to support them as they transitioned out of high school.
4. Family Bannock Cooking Workshop
Students and families were invited into our outside learning space to learn how to cook Bannock from our Indigenous advocates. Participants learned to make their own Bannock and take a recipe card home, as well as enjoy the fresh made Bannock. It was also a way to build community with our Indigenous families.
5. There are plans to continue offering cooking workshops to families and students and extend the invite to our school community and staff.
6. Invited Indigenous students into the main office to share celebrations and showcase their work as a way to build connections and build trusting relationships with the admin teams.
Checking: Our NOIIE team and school community saw a significant improvement in the success of our Indigenous students and the overall connections that they made to the adults outside their Indigenous supports. Through conversations and student scans, we were able to collect data that showed how better connected, seen and heard our Indigenous students felt after they journeys through their education here at Rutland Secondary School. The most significant change of the responses to the four questions, was with: if students could name two adults in the school who believe in them and their success in life. From the beginning scans, students referred to their Indigenous supports, however after a year or more, they were able to name quite a few more adults than two. This was significant in the change we saw. Although this is a huge change, we are committed to continuing our work in supporting our Indigenous students as they journey through our school and their educational journey.
Reflections/Advice: The insights gathered about the educational journey highlight the multifaceted nature of learning. It underscores the importance of nurturing relationships between educators and students, fostering an environment where every learner feels valued and understood. Recognizing the integral role of mental health and social-emotional well-being in academic achievement is crucial. It’s evident that when families engage with the educational process, it creates a supportive network that significantly enhances student outcomes. This holistic approach to education, which values emotional support as much as academic instruction, is key to cultivating successful, resilient learners.