School Goal One
Implement school-wide strategies and activities for students to develop the skills to manage their emotional, mental, and physical wellbeing, requiring awareness of equity, diversity, and inclusive practices.
How can we increase engagement and achievement in literacy while recognizing the importance of having students' minds and bodies ready for learning?
leadership activities and organized events offered at the school. They continually demonstrate a positive attitude, determination, and lively curiosity toward their learning. Our staff have observed that many of our students benefit from direct teaching of social and emotional skills to increase their ability to regulate emotions in challenging situations, resulting in improved focus on learning.
Using a range of SEL assessments, including the Devereux Student Strengths Assessment, we developed a school-based Social-Emotional Learning tool. Teachers used this 15-question tool to assess each student in their class, rating responses on a 4-point scale. The compiled class data was shared back with teachers. At the start of the 2025 school year, this data can help inform new classroom teachers of each student’s SEL status as rated by their previous teacher in April.
Our Social Emotional Learning goal aligns with the district strategic goal to promote mental health and wellbeing through social emotional learning and trauma informed practice. We will be directly teaching social emotional skills through effective use of curricular resources and research-based programs.
The goal also aligns with the Indigenous Education Enhancement Agreement goal: W̱ SÁNEĆ, other First Nations, Métis and Inuit students will strengthen their knowledge and understanding of mental and emotional wellness.
Also, and importantly, this inquiry connects directly to First Peoples principles, where:
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning involves recognizing the consequences of one‘s actions.
- Learning involves patience and time.
Whole School Performance by Domain
First Peoples Principles of Learning
The Social Emotional Learning Goal needs to ensure that:
- Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
- Learning involves recognizing the consequences of one‘s actions.
- Learning involves patience and time.
SEL Classroom Programming
- Second Step is a program that helps to build social-emotional skills through scenarios, discussions, and making connections;
- Social Thinking programs, such as Zones of Regulation and We Thinkers, which gives kids the language to identify their emotions and behaviours and use skills to regulate their bodies and build relationships;
- EASE (Everyday Anxiety Strategies for Educators);
- MindUp strategies; and
- School-wide Strategies
Student Leadership Opportunities
- School wide Assemblies – incorporate the learning of our ḰELSET ORCAS way of being;
- Student Lunch Monitors;
- Morning Announcements; and
- Physical Wellbeing
- Lunch time Intramurals
- Sports equipment available at recess
Staff Professional Development
- August Pro-d, led by two of our staff SEL leads, workshop on trauma-sensitive strategies and practical applications for classroom environments;
Student Survey Results Spring 2024:
Over the 2025-26 year, we will track progress on our initiatives identified in this year’s plan.
Student Survey Results Spring 2025:
- 97% students feel they are kind
- 93% students feel they can solve problems peacefully
- 93% students feel they belong at the school
Staff at our school engaged in empathy interviews with randomly selected students toward the end of the school year. These conversations gave students a chance to share their perspectives and experiences, ensuring their voices are heard. These interviews reflect the thoughtful work our staff have done to create safe, inclusive, and emotionally supportive spaces. The student insights affirm the impact of our SEL efforts and will help guide our next steps.
Voices from Empathy Interviews of randomly selected students:
- a plan for the day will help keep me on track with expected behaviours;
- I like having choice of things to do at recess;
- I’m happy when my family is involvement in school activities, I like to share my school;
- taking breaks and hands on learning helps me to learn the best;
- I learn best when it’s quiet;
- I like to have someone around to help me in my learning;
- having friends and people who will listen will help me have a good day;
- I would like to have my family come see my classroom and meet my teachers; and
- I want to come into the school and feel it will be a good day.
Summary learning, based on evidence gathered over the year, will provide us with key learnings to guide next steps for the 2025-26 school year and beyond. More specifically:
Planning for 2025-26 School Year:
- a continued commitment to focused professional development opportunities on Social Emotional Learning (SEL), Self-Regulation, and trauma-informed practice;
- SEL data collection and other means of gathering information;
- Meeting each term with our SEL Working Group including Inclusion Support Teachers, Classroom Teachers, and Counselor;
- exploration and development of schoolwide focuses which build community;
- involvement from the community (i.e. mentors, Elders) for continued learning and connections;
- continued opportunities for student leadership;
- direct teaching of anti-racism and cultural awareness;
- embed First Peoples Principles of Learning throughout all of our learning; and
- Continued community building events in conjunction with the PAC.
