K-12 education staff play an essential role in nurturing students’ wellbeing and academic success, yet they also experience high rates of stress and burnout. Low levels of educator wellbeing lead to decreased morale and staffing-related challenges. It also has negative ripple effects on the wellbeing and success of students.
This article explores the value of the Guarding Minds at Work (“Guarding Minds”) survey tool in facilitating meaningful improvements to workplace wellbeing in Canadian school districts. Guarding Minds assesses psychological health and safety – the workplace factors that affect wellbeing. The survey findings can support meaningful conversations with employees that lead to a more supportive and psychologically safe environment for working and learning.
Many school districts want to support their staff’s wellbeing- so they provide mindfulness apps, free yoga classes and wellness tips. These can be helpful for some. Other districts develop in-house surveys with self-assessments of wellbeing and feedback on district-led plans.
The first step in making significant and lasting improvements is Identifying the underlying issues affecting employee wellness. Guarding Minds hones in on the workplace issues and conditions affecting wellbeing, providing a window into educators’ feelings and perceptions about how their work environment affects their wellbeing.
The survey’s evidence-based psychological health and safety factors help pinpoint aspects of the workplace that warrant specific attention. Each element includes sub-statements that help make the issues more tangible and provide clues to how to take targeted action. For example, the Involvement and Influence factor includes the statements “My suggestions are considered at work” and “I am informed about important changes at work in a timely manner.” If a survey result comes back with “significant” results for those statements, then the district has a concrete area of action to improve employee wellbeing.
Employee Group Segmentation
School districts include a wide range of employees. A teacher’s challenges are very different from those of a custodian. While it’s helpful to know that 55% of employees have problems balancing work and personal life, knowing 72% of teachers are struggling allows districts to focus on solutions tailored to teachers rather than more generic ones.
” Segmenting” district data by employee group can provide more nuanced insights into what’s happening on the ground. School districts have found this segmentation extremely valuable. It has helped them tailor strategies to address the needs of specific groups. However, this segmentation multiplies the volume of Guarding Minds reports that must be analyzed. Well at Work‘s advisors’ team has developed specific tools and resources that support districts to make sense of their Guarding Minds data and move to action.
Guarding Minds identifies areas of strength and where action is needed to improve workplace wellbeing. By highlighting crucial issues such as bullying, harassment or discrimination, Guarding Minds helps leaders take swift action and avoid risks to employees and the organization. Guarding Minds considers a comprehensive array of factors that influence workplace wellbeing. It assesses critical issues, including burnout, trauma, stress, and inclusion. By encompassing these vital areas, Guarding Minds helps school districts foster an inclusive work environment that supports employees’ wellbeing and diverse needs.
Guarding Minds reports also link education leaders to evidence-based strategies for specific areas of concern.
The powerful data and evidence-based strategies enable leaders to take informed action and initiate positive changes to enhance workplace wellbeing.
Many Canadian school districts have found Guarding Minds indispensable in enhancing workplace wellbeing. Its alignment with leading standards, focus on actionable areas of improvement, and evidence-based strategies make it essential to understanding an organization’s current state of wellbeing. The first step to making a change is to understand the current state of wellbeing: Guarding Minds is an excellent place to start.
Photo: Getty Images Pro
First published in Education Canada, September 2023
MEDICINE HAT PUBLIC School Division (MHPSD) is a medium-sized public-school jurisdiction in Medicine Hat, Alberta. Serving 850+ employees and 7,000 students, the division delivers inclusive education to 18 schools, all within the city limits. It is the division’s belief that fostering a culture of wellness will lead to increased staff engagement and positive student outcomes. In 2017, MHPSD Superintendent Mark Davidson requested that a wellness committee be created to support this work. Executive leadership and the Board of Trustees adopted “fostering a culture of wellness” as one of four universal division goals. Superintendent Mark Davidson explains:
“Our system has been very intentional in our focus on wellness as one of four ‘universal’ system goals. This decision flows from our understanding that all who form our learning community come to school, work, or their family relationships with individual needs in terms of health. Mental health has, for too long, been treated as if it was something to avoid discussing, or to be ashamed of. We, at Medicine Hat Public School Division, understand that proactive action to support the health of our community creates safer and healthier learning environments for all.”
Human Resources and Student Services collaborated to create the Be Well, Employee Wellness Program. Initially, the work was siloed into “staff” and “student” categories with assigned champions for each. Wellness Champions were assigned to staff wellbeing and Health Champions were assigned to student wellbeing. An employee engagement survey was sent out to all staff and received 416 responses, about a 50 percent response rate. The survey indicated that most respondents (71 percent) were not aware of any supports or resources offered by the division to assist in their health and wellbeing, and the majority (73 percent) had experienced significant work-related negative stress at some point in the previous six months. Just over half (55 percent) of respondents rated their wellbeing as “good” or “great” and ten percent identified as significantly struggling. When asked what employees would like to see as a support or resource from their employer, the top answers received were on-site or division-sponsored yoga and fitness classes, mindfulness and meditation resources, healthy sleep supports, and on-site influenza vaccination clinics.
The Be Well, Employee Wellness Committee created four pillars for the 2018–2019 school year with these categories as the focus. Wellness Champions were assigned an initiative to promote throughout a designated time frame during that school year (e.g. on-site influenza clinics were held September to November). In October 2018, I started with the division as the Health and Wellness Manager, Human Resources. As a registered nurse with a background in disability management and passion for positive health outcomes, I brought a different perspective to wellbeing in K–12 education. My role as the Health and Wellness Manager is to oversee the division’s employee wellness, disability management, and attendance support programs.
The division recognized that wellness was much more than yoga and meditation, though these can be important factors in maintaining personal wellness. Equally, if not more, important was identifying the cause of absenteeism and addressing how the division could support staff when they were unwell. As the Chair of the employee wellness committee, I support schools with connections to community resources, small amounts of designated wellness funding, and division-wide communications to promote initiatives. In addition to the wellness work, one of my first deliverables as the Health and Wellness Manager was the creation and implementation of an Attendance Support Program and Disability Management Program. The goal of these programs is to help employees who require accommodation(s) at work and to create sustainable plans for those who have high amounts of casual sick leave. Absenteeism for medical-related leaves had steadily risen between 2015 and 2018, with the number of workdays missed increasing by 52 percent in that time. Directly associated with that were rising financial costs to the division and increased workload for those remaining at work.
Disability Management is a proactive workplace process that allows employers to support employees with physical and mental health issues while they are at work; or, if they require a leave of absence, it also promotes an employee’s early and safe return to work, with a primary focus on minimizing the impact of injuries or illnesses on employees, employers, and society as a whole. The division recognized that, regardless of the cause of an employee illness or injury, facilitating a supportive and early return to work was essential for employees to sustain their working relationship and continue to provide quality, consistent services to students and families. In the first year of implementing these programs, the division saw an eight-and-a-half percent reduction in medical–related leaves, and numerous other employees received accommodations and supports, such as reduced work hours or a temporary change in work duties, to maintain their wellbeing and sustain regular employment. The 2019–2020 school year saw additional challenges with the COVID-19 pandemic; however, MHPSD staff demonstrated high levels of resilience, and absenteeism levels decreased by another ten percent including COVID-19 related leaves. Data from 2020–2022 is skewed due to the COVID-19 pandemic and cannot be considered reliable.
In May 2019, a follow-up employee engagement survey received 325 responses, about a 40 percent response rate. In this survey, 68 percent of respondents indicated they knew of the supports and resources available to them through the division; however, many expressed they were less familiar with the proactive health solutions available, such as nutritional coaching or stress management through the Employee and Family Assistance Program. The results also showed a 38 percent increase in the culture of wellness across the division; 87 percent of respondents felt the division placed a high value on wellness, compared to 63 percent in 2017.
However, when asked about feelings of negative stress, 37 percent of respondents stated they had missed work at least once in the previous 12 months due to work-related stress, and 48 percent of respondents stated they experienced stress or burnout to a point where they had considered quitting their job. The top–cited reasons for this were job demands and student behaviours, followed by struggles with work-life balance.
I met with the Associate Superintendent of Student Services, Tracy Hensel, and together we reviewed both the quantitative and qualitative data. We identified student behaviour as an indicator of staff wellness (and vice versa). Similarly, staff requests for professional development and training to assist in managing diverse and complex needs, also showed a relationship between staff wellness and student behaviours. It was a bit like the chicken or egg debate – what came first? Were student behaviour issues a cause or contributor to decreased staff wellness, or was decreased staff wellness a cause or contributor to student behaviour issues? Regardless, there is a direct relationship between employee wellness and student wellness. It was evident that the “one-size-fits-all” wellness committee approach was not working, and that the system could not separate “employee wellness” from “student wellness.”
The focus, we decided, should be on Comprehensive School Health; an internationally recognized framework to support the whole school community including staff, students, and families (Alberta Health Services, 2023), and individualized health and wellness planning for each school (see Figure 1).
Alberta Health Services. (2023). Process for building healthy school communities using the components of Comprehensive School Health. Government of Alberta.
Comprehensive School Health Teams (CHST) have been created at every work site. These teams consist of:
Teams meet every six weeks with discussions focused on their school-specific needs, and ideas or initiatives to promote health and wellbeing for all. Some of the initiatives align with division events such as anti-bullying awareness, mental health week, or Pride month, however, many initiatives are a direct response to themes or trends being noticed in the schools. These include such topics as staff connection and recognition ideas, student leadership and belonging initiatives, or connecting parent councils with school leaders or community professionals to discuss topics brought forth by families such as social media use, youth mental health, and nutrition. Administrators record and send their meeting minutes to the Health and Wellness Manager, and I review them to identify any additional resources or supports that could be offered from the division level.
In 2022, I partnered with a local School Health Promotion Facilitator from Alberta Health Services. Together we arranged meetings with each Comprehensive School Health Team to complete the Canadian Healthy School Standards (Canadian Healthy Schools Alliance, 2021) survey and obtain baseline school data. Executive leadership also attended these meetings to show support for this work. During these survey sessions, it was evident that every school had their own needs, cultures, and values, and the survey sparked excellent conversation between stakeholders. Once completed, survey results showed that 76 percent of MHPSD schools are “Mastering” the Healthy School Standards, 12 percent are “Accomplishing” and another 12 percent are “Developing.” Overall, Comprehensive School Health Teams felt that strong community partnerships are in place, staff are engaged in being wellness leaders, individual schools feel they have autonomy to make decisions pertinent to them, and all stakeholders understand the importance of a whole-school approach.
The process also identified areas for growth. These were:
Looking forward, all schools will complete the Healthy School Standards survey each spring as part of their Comprehensive School Health planning. The division has also committed to review and implement a formal Psychological Health and Safety plan, with Executive Leadership, Comprehensive School Health Teams, and the Joint Health and Safety Committee being key stakeholders in pursuing this work.
MHPSD has intentionally invested time, human resources, and funding to foster a culture of wellness for all of its members. The creation of Comprehensive School Health Teams, onboarding of a Health and Wellness Manager, implementation of programs to address wellness, and collaborative partnerships with community groups are just a few ways in which they have chosen to support their wellness goal.
“Medicine Hat Public School Division is proud of the efforts we have made, and will continue to make, in support of the health of our learning community. While it is hard to disaggregate the impact of this work from all of the other steps we have taken, we are convinced that our efforts have had a positive impact on staff efficacy and student learning.” – Superintendent Mark Davidson, MHPSD
Fostering a culture of wellness requires more than creating a single wellness committee or providing staff with a wellness PD Day; it is a culmination of efforts from all stakeholders to create a safe and inclusive environment and to tackle the hard and uncomfortable tasks head on. The division’s wellness plan is fluid and constantly evolving to meet the needs of its communities. It is unknown what tomorrow will bring, but MHPSD will continue to be all-in to support the wellbeing of their staff, students, and community members.
*This is part of Well at Work’s Stories of Success Webinar Series, which profiles the many ways that school districts across Canada are fostering workplace wellbeing.
Alberta Health Services. (2022). The CSH framework. Government of Alberta. https://schools.healthiertogether.ca/en/learn/the-csh-framework
Canadian Healthy Schools Alliance. (2021). Canadian Healthy School Standards.
www.healthyschoolsalliance.ca/ca-healthy-school-standards
Photo: iStock
First published in Education Canada, September 2023
On behalf of the Association of Canadian Deans of Education (ACDE)
We are living in a time of uncertainty, stress, and exhaustion. Our world is facing literal and metaphorical fires, encompassing environmental crises, the ongoing COVID-19 pandemic, the spread of political and religious extremism, escalating violence and war, fragile economies and rising inflation, famine, poverty, and food insecurity.
Education is in the midst of its own profound “crisis of climate.” Teaching and learning cannot flourish in an alienating and inhospitable landscape. Canada and other world partners have set an ambitious goal to achieve net-zero emissions by 2050 to tackle the global environmental climate crisis. What ambitious goals are addressing the climate crisis in education for Education 2050 and beyond? Arguing that the “current disruption has changed education forever,” the Association of Canadian Deans of Education met to signal “educational priorities… and where investment is needed in teacher education, teachers and research as a recovery strategy” (2020, p. 3).
Schools are ecosystems where children bring their own histories, knowledge, and experiences. These ecosystems have distinct cultures, structures, and access to resources. The wellbeing of children depends upon having consistent “attuned, non-stressed and emotionally reliable caregivers” (Maté & Maté, 2000, p. 101). However, in the present context, many children, families, and teachers are struggling.
Beista, Priestley et al., (2015) have been studying educational ecosystems for many years. Their interest stems from the fact that as global policies have been adopted, teachers have been positioned as agents of change. However, rather than seeing agency simply as the individual capacity that teachers may or may not possess, they understand meaningful agency as a part of the ecology of the school systems within which teachers practise. Embedding agency within an existing ecosystem clarifies that we are all complicit in the conditions we create for teaching and learning to thrive – or to wither.
An educational ecosystem is far more than a collection of physical spaces, policies, and curriculum documents. To empower teachers and bring about positive change, a clear vision is necessary. This involves meaningful engagement with parents, community members, school psychologists, healthcare providers, educational assistants, teacher education students, and teacher education providers. Recognizing the critical role each of these stakeholders plays is necessary for the wellbeing of students’ physical, social-emotional, intellectual, and mental health.
A critical habitat is essential for children to thrive. Recognizing the lasting impact of the current disruption on education, a thriving environment ensures safety, support, and equitable access to resources like technology and the internet. It upholds the rights of the children (UN General Assembly, 1989) and honours the provisions for francophone and minority language education (Canadian Charter of Rights and Freedoms, 1982). It responds to the Truth and Reconciliation Commission of Canada’s Calls to Action. Educators play a vital role in the recovery, but without strategic and sustainable investment, they face additional risks.
Globalization has led to an emphasis on competition, excellence, and individualism in education. Despite well-documented disparities, the focus on “recovery” is trained narrowly on “learning gaps” and concern about “falling behind.” Ignoring the critical habitat effectively undermines efforts to close those gaps or achieve higher test scores. The needs of historically marginalized students and families have too often been debated, thwarted, or ignored.
Treating the educational system as a “market” undermines educational ecosystems, prioritizing shareholders over stakeholders. Government involvement in seeking market solutions to public policy problems diverts financial resources to for-profit businesses from schools. An emphasis on testing, for example, driven by the financial interests of publishing companies, devalues educators’ ongoing assessments. The shift redirects efforts toward test scores and global reputation over holistic growth.
When changes in education are subject to short-term, politically driven reactions, the gaze is fixed on the desires of electors with special interests, over the concrete needs of children and educators. Policies emerging from such a limited view can destabilize progress and can entrench traumatizing social conditions, leaving teachers without the agency, autonomy, purpose, and sense of meaning that leads to wellness and motivation. As key resources in the ecosystem, educators and teacher education providers must play a vital role in policy and curriculum planning and decisions.
Many parts of the world, with Canada now among them, have been crippled by a teacher shortage. When the environment in schools is neglected, and calls for support, resources, and safety measures are ignored (or promised but never realized), it can lead to despondence, positioning educators as disseminators of decisions made elsewhere (Hibbert & Iannacci, 2005). When teachers feel ignored, under-resourced, or undervalued, they leave the profession (Bryant et al., 2023).
For example, educators are the front-line witnesses to systemic racism and equity. The crisis of climate in education has revealed new depths of inequity. Interpersonal and structural violence became more evident during the COVID-19 pandemic. Building safe and trusting relationships is critical as we re-orient students to being in community, developing social-emotional capacity and recovering from their experiences over the past few years. The mental health needs of both teachers and students must be supported.
To build a safe and more sustainable educational ecosystem, we must prioritize the physical spaces, culture, and climate of schools. Schools ought to model advanced standards in air and water quality, as these factors impact students’ health, concentration, and comfort in learning. Implementing energy efficient and accessible technologies should be a basic requirement to demonstrate care for students and responsible use of resources. All curricula should incorporate cultural safety and human rights principles. By learning in schools that exemplify these shared goals, students can better connect what they learn with what they observe in a safe and sustainable world.
Cree scholar Dwayne Donald argues that “ethical relationality is an ecological understanding of human relationality that does not deny difference, but rather seeks to more deeply understand how our different histories and experiences position us in relation to each other” (2009, p. 6). Bringing a compassionate curiosity that positions us all as part of an interconnected whole – where one cannot thrive without the other – holds promise for developing the trauma consciousness that is so desperately needed to move beyond the damage sustained from years of neglect. The core vision and commitments cannot be subject to change with each new government. Rather, they must address a “security of place” (Neef et al., 2018) that prioritizes a healthier, sustainable and long-term vision and investment in our Canadian educational future – and the futures of all children who participate in these systems.
Refugees, migrants, and immigrants are choosing Canada as a safe place to educate their children. One need only read the news to see that that “safety” can be disingenuous for some populations. We know that “students’ relationships with their teachers are vital to their academic learning and psychosocial development” (Smith & Whitely, 2023, p. 96). Those relationships are made more fragile when the teacher’s own needs are not being met.
“How do we help children achieve and develop to the limits of their potential, particularly those who struggle most in an industrialized system of education that struggles to accommodate individual needs and challenges?” (p. 101). This process begins by establishing a caring relationship between educators and students. However, it is crucial for educators to operate within a caring environment and a system that genuinely values the education and wellbeing of children beyond their future economic contributions. Achieving this requires intellectual humility, collaboration, and investment as education is prioritized and valued for the significant role it plays in all our social futures.
Association of Canadian Deans of Education. (2020). Teaching and teacher education: Preparing for a flourishing post-pandemic Canada. ACDE.
Biesta, Priestley, M., & Robinson, S. (2015). Teacher agency: an ecological approach. Bloomsbury Academic, an imprint of Bloomsbury Publishing, Plc. doi.org/10.5040/9781474219426
Bryant, J., Ram, S., et al. (2023). K-12 teachers are quitting. What would make them stay? McKinsey & Company.
www.mckinsey.com/industries/education/our-insights/k-12-teachers-are-quitting-what-would-make-them-stay
Canadian Charter of Rights and Freedoms, Part 1 of the Constitution Act, 1982, being Schedule B to the Canada Act 1982 (UK), 1982, c 11.
https://laws-lois.justice.gc.ca/eng/const/page-12.html
Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1–24.
Government of Canada, (n.d.). Net-zero emissions by 2050.
https://www.canada.ca/en/services/environment/weather/climatechange/climate-plan/net-zero-emissions-2050.html
Hibbert, K., & Iannacci, L. (2005). From Dissemination to discernment: The commodification of literacy instruction and the fostering of “good teacher consumerism.” The Reading Teacher, 58(8), 716–727.
doi.org/10.1598/RT.58.8.2
Maté, G., & Maté, D. (2022). The myth of normal: trauma, illness and healing in a toxic culture. Alfred A. Knopf Canada.
Neef, A., Benge., L., et al. (2018). Climate adaptation strategies in Fiji: the role of social norms and cultural values. World Development, 107, 125-137.
Smith, J. D. & Whitley, J. (2023). Teaching with acceptance and commitment: Building teachers’ social-emotional competencies for teaching effectiveness. The Educational Forum, 87(1), 90–104. doi: 10.1080/00131725.2022.2053620
UN General Assembly. (1989). Convention on the rights of the child. Treaty Series, 1577, 3. United Nations.
https://unesdoc.unesco.org/ark:/48223/pf0000101215
Photo: iStock
First published in Education Canada, September 2023
The pandemic changed a lot about our lives. For better or worse, we spent more time with our families, we picked up new hobbies and caught up on television and movies. We also spent a lot more time talking about an often overlooked or unspoken subject: our mental health. Let’s carry that forward – it’s a positive change.
Mental health encompasses a range of experiences from mental illness to mental wellness. Mental illness is an abnormal and typically continual negative state driven by issues in the brain. Wellness, on the other hand, is the condition in which you have resiliency skills, an ability to manage how you feel, and experiences of both positive and negative feelings on a regular basis.
I have been surrounded by educators for much of my life. My mother is a teacher. I hold a Master’s in Education and my principal’s certificates, and I started my career in the public education system. I led a national education charity and had the privilege of working with educators and education leaders daily. The environment is familiar to me – however, I acknowledge much has changed.
Our work at Mental Health Research Canada is to understand how Canadians are experiencing the vast range of mental health. We have completed multiple studies on mental health indicators and we have dug into our national data to explore various population and employee groups, such as educators.
What do we know from our research? Before the pandemic, K–12 educators’ self-reported day-to-day mental health indicators looked average compared to other sectors, including the level of diagnosis of some of the most common mental illnesses – anxiety and depression. Self-rated levels of anxiety were slightly below average and depression indicators were well below average. This is not particularly surprising, since despite the challenges the job may present, it seems reasonable to assume most people who select teaching as a profession would be aware of the nature of the work and only choose this profession if they feel they are suited to it and able to overcome these challenges on a regular basis. Also, teachers came into the pandemic with an additional layer of mental health protection – they are, on the whole, engaged in and proud of their work.
However, the pandemic was very difficult for K–12 educators. This profession showed the second-highest increase in levels of average anxiety – after nurses – with scores peaking in August each year and as new variants emerged. At some points, one in three teachers were self-reporting high levels of anxiety. Given all that we went through, this is likely not surprising to anyone. Our data showed it was especially hard for educators with dual roles as a caregiver or parent; they were supporting their family members while also managing new roles as virtual teachers. In places where teachers went back to in-person school, they also had increased concerns about catching and spreading COVID-19 to family members.
This situation often manifested as burnout. In the depths of the pandemic, 38 percent of educators self-reported burnout. This was slightly above the average of 35 percent for employed Canadians. We had expected higher burnout rates, but as this typically correlates with longer-term anxiety or depression indicators, it is possible that the protective factors and relative strengths going into the pandemic helped keep this lower than the incredibly high burnout rates seen among nurses and mental-health care workers.
In the post-pandemic recovery period, our most recent study on workplace mental health indicators showed some interesting new data. During the pandemic and in the recovery phase, health-care workers reported some of the highest rates of burnout. While we now see some improvement on levels of burnout among the health-care sector, we have not seen the same in the education sector. The two sectors are now experiencing the same levels of burnout. We were curious about what was happening in these high-burnout sectors, so we began conducting interviews with educators. These respondents were recruited from our large data collection and had self-reported some degree of mental distress during the pandemic or more recently.
As one would expect, we received a number of explanations, but they broadly fit into a few categories. During the pandemic, stress was driven by:
Once school returned to in-person learning, stress was driven by:
Improving these indicators is a collective responsibility. Parents and students have a role to play in understanding that teachers are usually doing the best they can with the resources they have. Leadership in schools, school boards, and unions can implement stronger policies to support mental health. Governments can better fund the system to address the academic and social gaps that arose for students during the pandemic, without losing sight of the need for additional mental health supports for staff. As well, educators have a responsibility to increase their understanding of mental health, including when and how to get help.
The basic tenets of workplace mental health generally are the following four pillars:
We have the great fortune to collect a huge national sample of data from employed Canadians as part of the Guarding Minds evaluation. This evaluation monitors 13 multi-faceted factors that create and support psychologically safe workplaces. The factors are Balance, Civility and Respect, Clear Leadership and Expectations, Engagement, Growth and Development, Involvement and Influence, Organizational Culture, Protection of Physical Safety, Psychological and Social Support, Psychological Competencies and Demands, Psychological Protection, Recognition and Reward, and Workload Management. In self-reporting, educators score below average on all these factors, with the exception of Engagement and Psychological Protection. There are many areas that deserve attention.
On the positive, educators score well (average) on Engagement because they often contribute extra time voluntarily and feel like they belong to a community. They score well in Psychological Protection because they are part of and invested in that community, and they have comparatively low rates of workplace discrimination, bullying, and harassment.
However, there are enormous challenges that educators are facing. Educators scored significantly below the average (10 percent below) in Balance, Clear Leadership and Expectations, Involvement and Influence, Organizational Culture, Protection of Physical Safety, Psychological and Social Support, and Recognition and Reward.
Reviewing and summarizing the biggest gaps between the average employed Canadian and educators reveals:
The inherent challenge, of course, is that change and cultural shifts are difficult to achieve in big institutional systems. Many of these struggles seem baked into the structure of public education in Canada – governments, school boards, and collective bargaining.
But we can make progress.
Strive for individual balance. This can be the archenemy of high engagement. Teachers care deeply about students and don’t want to let them down. This often results in conflicting priorities with personal time. I would encourage educators to define their personal boundaries of time, as difficult as that is, to support better life balance and strive for discipline to adhere to the boundaries they set for themselves. This is not easy to do. But educators have to take responsibility for setting their own personal limits. There is a necessary tension between commitment and life balance.
While recognition and achievement can be challenging in a structured pay environment, multiple studies have shown that many people are highly motivated beyond financial incentives. School environments can be set up to celebrate achievements. We do it well with students. Can students share impact stories of how a teacher affected their life? Can we better celebrate progress in working with students who were struggling? Can unions celebrate and promote great teaching and the significant contribution of educators to society? Can system leaders recognize school-wide improvements on key broad initiatives? This is the responsibility of the principal of each school, and superintendents overseeing families of schools. Sometimes, it is as simple as saying thank you and appreciating someone you know is working very hard, doing their best, and bringing their best self to work every day.
Really, the above examples apply to most workplaces. If we can come to work, do our best, support and appreciate each other, set our work-life balance priorities without apology or guilt, stamp out stigma and show empathy for one another without judgment, our work environments would all be better places.
Read more about the work of Mental Health Research Canada, including reports and data on the mental health of Canadians, on our website at www.mhrc.ca.
Photo: iStock
First published in Education Canada, September 2023
On behalf of the Ontario Principals’ Council
Most initiatives in education begin with the introduction of a new word. Think “wellbeing,” “equity,” or “reconciliation.” Each term serves as a beacon illuminating new layers of complexity in education, revealing deeper student needs or system requirements, inspiring more meaningful goals, and pointing the way to better teaching and leadership practices.
And yet, as each word is systemically blended into the daily parlance of education, its unique brightness begins to dim. Its disruptive power and innovative potential fades. Terms that once challenged educators to think with greater pedagogical breadth and depth are used so frequently – and, at times, so casually – that their meaning becomes diminished. Ironically, words meant to capture our attention, create a sense of urgency, and sensitize us to the complexities of human experience, often risk simply becoming yet another education buzzword among many.
Arguably, the word “trauma”1 is one such word. Having entered the fringes of education less than two decades ago, the term – along with its associated “trauma-informed” and “trauma-sensitive” – is now mainstream. Spurred on by the pandemic, the idea that schools are not only places of learning, but should also be places of “healing,” is now a widespread educational aspiration.
But how are we actually doing when it comes to genuinely supporting students who experience trauma? How are educators feeling about their understanding of trauma, and their ability to effectively address the complications that trauma often brings to the classroom? The Ontario Principals’ Council (OPC) recently undertook an online survey and qualitative interview study of school administrators across Ontario to better understand this question. In all, 652 principals and vice principals completed the survey, representing both elementary and secondary schools in 25 English public boards throughout the province. The complete report can be found online at www.principals.ca/RPR.
Administrators were first asked to estimate the percentage of students in their schools impacted by trauma, both prior to the pandemic and following it. Almost one-third of administrators estimated that 10 percent or fewer of their student population was impacted by trauma prior to the pandemic. However, estimates grew significantly when school administrators were asked to consider their students within the context of the pandemic. Almost one in four administrators believed that 20–30 percent of their students were impacted by trauma. The number of administrators who believed that 30–50 percent of their students were impacted by trauma doubled when considering the pandemic.
When asked to rate the degree to which they believe trauma is negatively affecting student performance on a scale of 1 (low impact) to 10 (high impact), administrators indicated a strong conviction that trauma is significantly impacting academics, behaviour, and other student issues such as attendance or overall attitude toward school (See Figure 1). For example, more than one-quarter of administrators rated the impact of trauma on academic performance as 10/10. One-third of administrators rated trauma’s impact on behaviour as 10/10. More than one-quarter of administrators rated the impact of trauma on attendance or overall attitude toward school as 10/10.
Figure 1: Overall, what impact do you believe the effects of trauma have on your students’ academic performance, behaviour, and other student issues such as attendance or attitude toward school?
Given the prevalence of trauma, administrators reported that a significant amount of teaching time is spent dealing with issues connected to student trauma. For example, half of the administrators estimated that their staff spend 10–30 percent of their teaching time dealing with issues related to student trauma. One in ten administrators estimated that 40–60 percent of teaching time is spent dealing with student trauma-related concerns.
Student trauma also impacts educators. For example, on a scale of 1 (no impact) to 10 (high impact), 80 percent of administrators rated the negative impact of dealing with student trauma on educator wellbeing as 7/10 or higher. One-third of administrators rated the impact as 9/10 or higher. School administrators also reported experiencing the effects of dealing with student trauma on their own wellbeing. Almost three-quarters of administrators rated the impact as 7/10 or higher. Close to 1 in 5 administrators reported the impact as 10/10 (See Figure 2).
Figure 2: To what degree does dealing with student trauma negatively impact your staff’s wellbeing, or your wellbeing?
Consistent with their concern about the prevalence of trauma in their students and its impact on school success, administrators were strongly in favour of adopting a trauma-sensitive approach in education, with over half rating the necessity as 10/10. A total of 85 percent of administrators rated the necessity as 8/10 or higher.
However, administrators tended to rate their schools’ present ability to support students affected by trauma as moderate. On a scale of 1 (poor) to 10 (excellent), almost 1 in 10 administrators rated their school as 2 or lower, while less than 2 percent of administrators rated their school as 9/10 or better. Just over half of administrators rated their school’s ability as 5/10 or poorer.
Given their struggles to more effectively support student trauma, administrators were asked to indicate the barriers that their staff face in more fully practising a trauma-sensitive approach. The most prevalent barrier, identified by 86 percent of administrators, was educator stress and burnout. This was closely followed by lack of staff training, lack of staff time, and curriculum pressures (See Figure 3).
Figure 3: What, if anything, gets in the way of your staff’s ability to consistently adopt a trauma-sensitive approach? (Check all that apply)
Administrators also reported facing significant barriers when it came to leading a school-wide trauma-sensitive approach. The most frequently reported barrier, identified by three-quarters of administrators, were the competing demands of other administrative duties. Two-thirds of administrators identified stress and burnout as a barrier. This was closely followed by an overall lack of time. Half of the administrators also identified lack of training as a barrier, followed by lack of system support.
From the interviews with individual administrators, it was clear that they and their staff view student trauma as an important priority in education. However, it was also clear that most educators are struggling to address trauma effectively. They want to do better, but they find themselves exhausted by existing demands and often overwhelmed by the prospect of taking on more, especially something that often feels beyond their level of expertise.
Sometimes when there is so much going on, with trauma, behaviours from students, staff anxiety and stress, it is a lot of stress put on administration. This is starting to burn me out – as well as colleagues that I speak to about this.
I am finding it more and more difficult to approach problems with staff and students with the level of empathy and patience that I feel that I should have. I am feeling very “done”… if that makes sense. The wearing fatigue plays a huge role in mustering the resilience, by the end of the week, to fully and deeply engage in problem-solving. The cumulative effects of trauma are what I am attempting to navigate – and I think many of my colleagues are as well. Quite frankly, there are too many items that are affecting our role as leaders. We are NOT health experts, trauma experts and the board really has no foundations on this either. Nor do they know how to support people on the front lines. Schools are flailing, as is morale. Let us lead without all these other unexpected expectations that affect schools! I’ve become hyper aware of the relationship between trauma (or perceived trauma) and behaviour of students. I am increasingly aware that my expertise in identifying trauma and dealing with behaviour resulting from trauma is insufficient on a daily basis. It has, however, created a strong team bond at our school in order to, every day, try to meet the needs of all students. |
Childhood trauma is first and foremost a fundamental violation of the safety and security of relationships with adults. Therefore, safety and security can only be restored through relationships with adults. And yet, while healing must happen through adults, such healing is rarely easy or straightforward, especially in the classroom.
Supporting students who have suffered trauma is often challenging. The experience of each student is vastly different and the ways in which trauma affects them is wide-ranging and complex. Some students may be oppositional, others overly compliant, while still others are utterly disengaged. Students often require a lot of time and support, progress is slow, and solutions are found through trial and error. Boundaries are tested, core beliefs are challenged, and personal emotional hot buttons are often pushed.
Educators have a critical role to play in helping students heal from the effects of trauma. However, becoming trauma-informed involves more than simply adding “trauma-sensitive” practices to the existing work of educators. While it includes providing educators with practical classroom tools, it also requires a widening of the wellbeing lens toward a greater awareness of the many pressures already on educators. It requires changes on a system level to relieve some of those pressures and the strengthening of organizational structures to more effectively support educator wellbeing. This includes the creation of workplace cultures that genuinely allow educators to be vulnerable and to share both their successes and failures without judgment. It involves moving away from simply reminding educators to practise self-care, to a greater organizational commitment to mutual care. It means ensuring that educators don’t feel alone in the classroom. Above all, it means remembering that of all the teaching strategies, the “strategy” that matters the most is the educator themselves.
[1] Trauma is the lasting emotional response that often results from living through a distressing event. Experiencing a traumatic event can harm a person’s sense of safety, sense of self and ability to regulate emotions and navigate relationships. Long after the traumatic event occurs, people with trauma can often feel shame, helplessness, powerlessness and intense fear. (The Centre for Addiction and Mental Health)
Photo: iStock
First published in Education Canada, September 2023
IF YOU ARE A PARENT, you likely recall your baby’s wellness visits with the family doctor. During these frequent visits, the focus was on monitoring physical growth and development to identify any issues that might require attention. By plotting children’s individual growth curves and comparing them with standardized charts, physicians can determine whether satisfactory growth is occurring and when intervention is needed.
Just as health practitioners monitor physical growth with charts, educators can monitor learning growth with universal screeners. A universal screener is a short assessment administered to all students in a classroom that tests sub-skills predictive of a more complex skill. In the case of literacy screeners, the sub-skills of phonological awareness and alphabet knowledge are assessed because they are essential for decoding (Biel et al., 2020). Similarly, numeracy screeners include counting, number relations, and basic arithmetic items because they are components of early numeracy (Devlin et al., 2022).
To discover any learning gaps and ascertain progress, universal screeners are often conducted three times over the course of a school year. Initial screener use provides educators with a baseline of students’ abilities that can be used to guide instruction and flag students who may require additional support. A key tracking feature of universal screeners is that target scores are connected with a child’s grade or age. Students who meet target scores are progressing as anticipated, whereas students who are close to or below target scores may be struggling with foundational skills. For students who do not meet target scores, instructional support or intervention is recommended. Tracking students’ progress over time allows teachers, schools, or districts to evaluate the effectiveness of interventions, ultimately determining whether learning gaps have been reduced or closed.
As an educator or school administrator, you are probably aware of the importance of literacy screeners for identifying and supporting children who may be at risk for reading difficulties. You may also be familiar with specific literacy screeners and interventions used in classrooms. Unfortunately, information about numeracy development is not as readily available as it is for literacy, since the field of mathematics cognition research is still fairly new. However, strides in understanding mathematics development and growing interest in supporting early mathematics learning have led to the creation of evidence-based universal numeracy screeners. This article features one such numeracy screener, the Early Math Assessment at School (EMA@School), which is licensed by Alberta Education as the Provincial Numeracy Screening Assessment (PNSA). PNSA data was used by the Grande Prairie Public School Division in Alberta to target students for intervention and assess whether the interventions worked as intended to remediate identified students.
Math learning is cumulative (increasingly complex skills build on one another), so it is important to lay a strong foundation in early mathematics (Sarama & Clements, 2009).
Moreover, when young children begin school, they vary widely in their mathematical understanding and skills, meaning an achievement gap already exists in Kindergarten (Duncan et al., 2007; Jordan et al., 2009). If this math achievement gap is not addressed early, children with less mathematical proficiency will continue to fall behind their peers. Numeracy screeners are a practical tool for identifying students who require extra instruction and intervention to grasp foundational skills.
Data from Alberta suggests that early achievement gaps may have been exacerbated during the COVID-19 pandemic (Child and Youth Well-Being Panel, 2021). In response, Alberta Education has implemented literacy and numeracy screeners for children in Grades 1–3 to help students get back on track. While there is an abundance of evidence-based literacy screeners available for classroom use, comparable numeracy screeners are lacking. For this reason, Alberta Education contacted the Mathematical Cognition Lab (MCL) at Carleton University in the spring of 2021 to discuss the creation of a provincial numeracy screener. Based on their expertise in mathematical development, the MCL constructed a grade-specific numeracy screener for students in each of the primary grades. The screener consists of items assessing number knowledge, number relations, and number operations, because these related subdomains tap into early mathematical knowledge, but they all predict mathematics learning separately (Devlin et al., 2022). Although many tasks are common across grades (with questions reflecting grade-specific knowledge), there are some differences between grades. For students in the younger grades, the screener has a stronger emphasis on number knowledge and number relations (e.g. counting, number naming, comparing numbers), while there is more of a focus on number operations (e.g. arithmetic fluency, principles of addition) for older grades.
During the 2021/2022 school year, classroom teachers administered the Provincial Numeracy Screening Assessment (PNSA) to over 50,000 primary students. The Grade 1 PNSA involved both one-on-one testing (5 minutes per student) and whole-class testing (15 minutes). For Grades 2–3, the PNSA was implemented in a whole-class setting during a 20- to 30-minute session. Target scores for the PNSA were established, so the tool could be used to identify students who were at risk for low achievement in mathematics. Alberta Education developed intervention lessons that accompanied the PNSA that included: activities for each numeracy sub-skill encompassing concrete-to-representational-to-abstract instructional processes, explicit mathematical vocabulary, and mathematical symbols. The Alberta government provided funding to school divisions to both administer the PNSA and provide needed interventions for students.
In September 2022, the Grande Prairie Public School Division (GPPSD) in Alberta administered the PNSA to students in Grades 2 to 3. Grade 1 students completed the PNSA in January 2023 to allow for some initial mathematics instruction and acclimatization to school prior to screening. To meet the needs of students in the
division, the Numeracy Coordinator designed a comprehensive early numeracy intervention approach, consisting of the following elements:
Figure 2. A math mat used to capture student learning during early numeracy intervention.
Once students demonstrate strong understanding in most sub-skills, they are discharged from the intervention program. Students who exhibit little to no growth have lessons adapted to meet their needs. In the case where growth is limited even after lesson adaptations, intervention work is used as evidence that students may require formal psychoeducational assessments for learning disabilities.
Overall, the intervention is being well received by the school community. One educational assistant commented on the success of the program: “Because we see the students daily, in small groups, we can target the help they need more individually, giving them the opportunity to ask questions and learn in a small-group setting at their level.” From a classroom perspective, a Grade 2 teacher noted that “the kids come back from intervention with more confidence and willingness to take risks!” To date, intervention tracking data indicates that 431 students (across 15 schools) have received targeted support. Of those students, 330 (77 percent) have advanced to meet target scores in most numeracy sub-skills, earning a discharge from the targeted support. The remaining 101 students, although considered “still at risk” after the six-week cycle, made significant gains, specifically in the sub-skills of number line and computations.
As the GPPSD continues to enhance their early numeracy intervention design, they are focusing on fostering greater collaboration between classroom instruction and the early intervention program to reinforce the learning in both environments. There is no question that numeracy screeners are a powerful tool for helping educators focus on foundational learning needed for future mathematics and life success.
For more information about numeracy screeners and early numeracy intervention, check out these resources:
Assessment and Instruction for Mathematics (AIM) Collective website: www.aimcollective.ca
Fuchs, L.S., Newman-Gonchar, et al. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades (WWC 2021006). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov/
Youmans, A., & Colgan, L. (Eds.). (in press). Beyond 1, 2, 3: Strengthening early math education in Canada. Canadian Scholars Press.
Biel, C., Conner, C., et al. (2022). How does the science of reading inform early literacy screening? Virginia State Literacy Association. https://literacy.virginia.edu/sites/g/files/jsddwu1006/files/2022-03/How%20Does%20the%20Science%20of%20Reading%20Inform%20Early%20Literacy%20Screening9888e091cc0c17d238d1c54ce31de7afc4bbc396863e07e1d942a4505c5a17a0.pdf
Child and Youth Well-Being Panel. (2021). Child and youth well-being review: Final report. Government of Alberta. https://open.alberta.ca/publications/child-and-youth-well-being-review-final-report#summary
Devlin, D., Moeller, K., & Sella, F. (2022). The structure of early numeracy: Evidence from multi-factorial models. Trends in Neuroscience and Education, 26. doi:10.1016/j.tine.2022.100171
Duncan, G. J., Dowsett, C. J., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.
Jordan, N. C., Kaplan, et al. (2009). Early mathematics matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. doi:10.1037/a0014939
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. Taylor & Francis.
Photo: iStock
First published in Education Canada, September 2023
Photo caption: Pickleball events helped build a sense of community and connection after the isolation of the COVID years.
Student and staff wellness was on the radar of the board of trustees of the Black Gold School Division (BGSD) in Alberta even prior to COVID-19. Black Gold now adheres to three strong priorities that direct the work done with our staff and students: Success, Wellness, and Engagement & Partnerships. With a relatively small increase in the monetary investment in the Wellness pillar, we have been able to create momentum and change that is altering the trajectory of our division and snowballing in its impact. Our journey, while unique to our division, contains takeaways that can be applied in other contexts across the country to support staff wellbeing.
When the board and our senior administrators were discussing what our priorities should be in 2019, wellness was brought forward as an option, but focused mainly on students at that point. COVID-19, however, amplified the need for wellness support for our adults as well, as we started to hear that our employees weren’t doing “well” (a rather ambiguous term at this point). With this new priority and focus in place, we began to move forward with the wellness support for our staff members. To begin, an internal Employee Health, Wellness, and Safety Feedback survey was administered, and the big takeaway from it was that people in all positions were feeling a lack of time to do their jobs well.
It was at this point that our Division Principal, Jon Ganton, started to look for ways to dig a little deeper into our employee experience so that our next moves were headed in the right direction, rather than just being based on his interpretation of the in-house survey. He was drawn to the EdCan Network’s Well at Work Advisors program because the Advisors were all formerly involved in education and he felt this was vital. Schools are a different type of “business,” and we craved feedback from a perspective that would honour all the intricacies involved with that. When a partnership with the College of Alberta School Superintendents was offered, which cut the cost in half, Jon jumped on it, and in 2022 our connection with Caroline Picard, our advisor, began.
In order to understand our school division’s context and identify strategies and goals to move toward supporting staff wellbeing, our Well at Work Advisor began by reviewing the existing workplace wellbeing data and organizing interviews with a cross-section of employees.
Caroline conducted a series of eight interviews with pairs of employees that represented all of our union and worker groups in Black Gold. These took place over Zoom at a predetermined time that worked for each employee. Often, participants were paired with someone from a different union or role, which made for some really interesting connections and comparisons across groups of employees and buildings.
The questions Caroline posed centred around the perception and availability of wellness support from the employer, and also developed a context for each interviewee to share their personal experiences, concerns, and suggestions for improvement.
From the rich foundational review and recommendations that Caroline created, we put some suggestions immediately into practice, and continue to implement suggestions to this day. Three major pieces that have impacted staff wellness at BGSD are:
Our support staff members were feeling left out and isolated because they weren’t always at the table for important school-based conversations and professional development (PD). This was mainly due to how many hours we were paying them to work each day, which conflicted with when our staff meetings and professional development opportunities were happening. In the 2022-2023 school year we completely changed our PD model to support the feedback from our teachers and administrators that they were feeling rushed and exhausted when meetings were on early-out days, and instead incorporated a model where a full day each month is devoted to PD at the school, division, and Alberta Teachers Association levels. With this change we have also offered to pay for half-days on our PD days for our support staff members so they can be present. We are excited that in our upcoming school year, this model has morphed further into providing pay for four full days of PD in conjunction with teachers and administrators, and the option for additional paid half-days.
Inclusion of our support staff remains an issue at the forefront of our minds, as many continue to feel isolated from their colleagues or underappreciated in their buildings. Having this brought to our attention allows us to continually move forward in our decision-making with this as a priority.
In 2021, we introduced funding for a 0.1 FTE Wellness Instructional Teacher (WIST) in each building to support Wellness initiatives for two years. These amazing teachers use data collected in their buildings to inform their wellness focuses for the year. We truly believe that a one-size-fits-all approach does not work when it comes to wellness, especially as our district has a huge variation of school populations, from large urban high schools to small rural schools.
The WISTs record their action plan and the ensuing results throughout the year, and these are stored in a repository that everyone has access to. This sharing of best practices and strategies (and the ones that weren’t as effective) allows other WISTs who are new to the role, or who have identified a new area of focus, to learn from the work of others and hit the ground running.
Our board has witnessed the power these positions have had to impact culture and overall wellbeing in each building, and has decided to continue funding for the upcoming 2023-2024 school year.
A full-time Division Wellness Teacher position was created for the 2022-2023 school year, and I was the lucky candidate who was awarded the job. At first, I was unsure of the direction to head in, so our Well at Work Advisor’s feedback was invaluable, as was the Well at Work K–12 Leadership Course online. They became my roadmap.
I quickly realized how to segment my work (individual, community, and systemic supports and changes), and how to streamline my communication surrounding the definition of wellness in Black Gold. My ultimate goal, right off the hop, was to ensure that the position was visible and had a measurable and immediate impact (that low-hanging fruit we often hear described). For us, this amounted to the golden oldie of bi-monthly Wellbeing Newsletters going out to everyone, and within that, individual challenges for the month. September, for example, was a step challenge, as it coincided beautifully with the Terry Fox Walk/Run that all of our schools participate in. The goal of the newsletter is always to provide information, research, and conversation surrounding best wellness practices in a way that is easy to incorporate into a busy life. The feedback I got from people was supportive, as one teacher wrote, “Your newsletter has been super useful, and I am really appreciating that it has things (recipes, challenges, etc.) that I can actually use/do. I like the tangible aspect of it, and the fact that it doesn’t feel like it’s just adding one more thing to my plate.” Ensuring that I wasn’t adding to the plate was vital and I feel like my own experience as a teacher allowed me to balance on the fine line between challenge/fun and creating extra work. Even with this goal at the forefront of my mind, I did have two people ask to opt out of my newsletters because they felt they were reminders of all of the things they “should” be doing. Of course I honoured their requests, and also remain cognizant of the number of times I am communicating with everyone each week.
The purpose behind the challenges was two-fold. In our Well at Work report, it was very clear that people were experiencing a sense of a loss or minimization of community (due to both COVID-19 and the siloing that occurs when workload intensifies), both at their own schools, and between schools and departments. Each monthly challenge has a team prize; the school or department with the highest percentage of participation wins a prize for everyone. I was hopeful that this shared incentive, and conversations around the competition and wellness practices, would re-engage people with one another.
Another community prong of support I offer is professional development. Each month I lead a 90-minute virtual session that coincides with the wellness focus of the month. These happen during designated time on our PD days. By allowing teachers the opportunity to log in virtually from their own buildings we minimize commuting stress. We anticipated that having wellness sessions run congruently with curriculum-based PD, especially with new curriculum currently being implemented in Alberta, would be challenging, but my sessions have had high attendance rates, which demonstrates the need educators feel for wellness-based learning.
I also work closely with administrators to create sessions for their staff-specific needs. Usually this begins with a conversation about what they are noticing, or what is worrisome for them about the wellbeing of their staff. In any form of PD I deliver I adopt a workshop model, where people are conversing and working through ideas together and individually to find ways to increase their own individual wellness capacity, and elevate the wellness of the community within their building. This work creates a common language and series of shared expectations between staff members, and also allows administrators to feel supported in their quest to support their own staff.
As suggested in our Workplace Wellbeing Review and Recommendations, I also looked for any opportunity I could to create fun and bring people from various locations together. As we all have experienced, going through COVID-19 has created a sense of separation and isolation. To bridge that, I created a BGSD Challenge, which is a smaller-scale corporate challenge-style event. This allows everyone’s talents to shine as they earn points for their school or department, and also hosts three in-person events (pickleball, yoga, and a softball tournament) for people to meet at.
Additionally, we hosted a half-day in-person Wellness PD day, complete with food trucks, massages, and amazing personal wellness sessions. This day provided us with an opportunity to reach out to in-house presenters to share their passions and wellbeing habits. One teacher, who was asked to present a fly-fishing session, commented that he “never considered doing any sort of PD presentation and enjoyed the experience immensely.” We found that the uptake on wellness sessions wasn’t as high during this day, when we were meeting in-person, as it is when our sessions are delivered online.
My work at the systemic level took a little longer to nail down, because I needed to get a sense of how all of the pieces and people interacted before I could begin to identify which direction to head in. At the Pan-Canadian Summit on K–12 Workplace Wellbeing, I had my lightbulb moment (actually, a teeny tiny little spark that eventually grew to a lightbulb a few weeks later). Dr. Vidya Shah gave a keynote address on “Wellbeing for Whom?” and that question, and subsequent information, stuck with me. It quickly became apparent that we needed to learn about the Black Gold experience from everyone, including members of our staff from traditionally marginalized groups. Our journey into Diversity, Equity, and Inclusion began there, and while it is still in its infancy, it has already begun to spark vital conversation and change. We have administered a survey to all staff members, and the data collected and amalgamated from that has been analyzed first by senior administrators, our administration association, and our board of trustees. I have also developed a process that principals will take back to work through the data with their own staff.
One quick, instantly visible piece of this section of the work was creating and marketing Black Gold Pride shirts for our staff to wear. This movement grew legs, and we were able to benefit our in-school GSAs with a portion of the proceeds from each sale. As one teacher commented, “I just wanted to say I loved seeing a pride shirt order form in the newsletter today! I’ve always gotten my own shirts like that to show my support because the division has never put out their own shirts or even had emails regarding where to buy them. This is huge! And to have money donated back to school GSAs is awesome too! One step at a time to getting Black Gold more inclusive across the division.” An action that felt small was actually very big for many, as one of our trustees let me know that wearing her shirt not only got her a bunch of comments and kudos at a meeting she was at, but also opened up a really personal conversation with a young cashier scanning her groceries. She was moved by the impact something so small could have.
With Wellness listed as one of the three priorities of our division, it has been vital that we incorporate a wellness focus into all of our decision-making and meetings. I lead leadership-specific PD at each Administration Association meeting, and alternate between personal wellness for leaders, and ways to support staff with their wellness. I went into these sessions hyper-cognizant of the workload our administrators feel, and was very conscious of ensuring that my work with them was quick and beneficial, but as time has gone on, I have received lots of feedback that our work together is both appreciated, and a change from the usual flow of the meeting.
Our senior administration was encouraged, through our Workplace Wellbeing Review and Recommendations, to visit schools to increase visibility and remove perceived barriers in communication that were identified. They have been following this suggestion and have been present at schools more frequently.
Our board has also incorporated wellness discussions into their meetings, constantly ensuring their decisions align with Black Gold’s priorities. Our forward-thinking trustees have led the charge in this realm and we are extremely grateful for their commitment of funding and their willingness to converse about the employee experience at Black Gold.
I do not have a finalized roadmap moving forward into our next steps, as they need to be flexible and responsive to needs that are identified along the way. But I do know that providing psychological health and safety to all of our employees is at the forefront of our minds at Black Gold. I have three major questions I will be focusing on in the upcoming school year:
We are treading slowly, carefully, and in the right direction to best serve our employees. What I do know, without a doubt, is that focusing on staff wellbeing is powerful and important, as encapsulated by a teacher in our division: “I just wanted to express how grateful I am for all that you have done this year to encourage me, and all the staff, to take care of ourselves. It has been a tremendous gift to be given permission to practice self-care in real and many practical ways. You are a blessing!”
Our work with EdCan and our Well at Work advisor has kick-started a lot of phenomenal conversation, change, support, and growth already in our division, and it is exciting to consider where we might be a few years in the future. Our financial investment (0.1 FTE in 31 schools and 1.6 FTE at Division Office), coupled with the investment in the Well at Work Advisors foundational analysis, has been minimal in comparison to the insight and momentum gained. The impact at this point is immeasurable and multi-faceted, and we are so grateful to have had this opportunity to increase the wellbeing of all of our employees.
*This is part of Well at Work’s Stories of Success Webinar Series, which profiles the many ways that school districts across Canada are fostering workplace wellbeing.
Photo: Courtesy Black Gold School Division
First published in Education Canada, September 2023
Dr. Gabor Maté (2022) argues that within the medical world, treating individual health symptoms, without considering wider systems within which individuals exist, ignores multiple factors that contribute to sickness:
“What if we saw illness as an imbalance in the entire organization, not just as a manifestation of molecules, cells or organs invaded or denatured by pathology. What if we applied the findings of western research and medical science in a systems framework, seeking all the connections that contribute to illness and health?”
Historically, addressing individual symptoms has been the dominant approach in western medicine. The same focus on individuals rather than systems has also pervaded approaches to workplace wellbeing in Canadian schools. A plethora of incentives, from gym membership to yoga classes, suggests that K–12 staff wellbeing can be addressed by encouraging individuals to access such programs to counter stresses in work and life.
This article rejects a dominant focus on individual remedies and argues for systemic approaches to address workplace wellbeing. While individual responsibility has its place, a primary focus on it is misplaced. Teachers, principals, or school bus drivers should bear some responsibility for their own wellbeing, and for positively contributing to their professional workplace, but should not bear responsibility for fixing school systems that may be making them sick.
So how to create systemic approaches to wellbeing?
To its credit, the British Columbia government, through its Ministry of Education’s Mental Health in Schools Strategy (2020) has encouraged a focus on workplace wellbeing:
“Research confirms stress experienced by school administrators can negatively impact school staff. Teacher stress has been directly linked to increased student stress levels, spilling over from the teacher to the student and impacting social adjustment and student performance.”
Funds from the Ministry of Education to address mental health can be utilized for a focus on adults in K-12 school systems.
Addressing two issues would greatly improve the role of provincial governments (including B.C.) in supporting systemic workplace wellbeing:
Teacher and other unions tend to be reactive organizations. But addressing workplace wellbeing requires stakeholders to collaboratively consider data and act together to find solutions. When working with districts as EdCan Advisors,3 we have utilized the Guarding Minds at Work survey,4 conducted interviews with a range of staff, and accessed demographic, sick leave, and other data. These combined data sources, as well as reports we generate, can be used in management-union collaborations to jointly develop action plans.
A new form of proactive, collaborative social entrepreneurship might be considered, where ideas to improve wellbeing emerge from all stakeholders, and where consensus should be developed on proposed solutions. Both union and management can build trust by co-creating solutions and by working together to support wellbeing.
Being a compassionate leader is a fine idea, but being a collaborative one is better. Hierarchical school systems are reflected in job titles like Superintendent, CEO, and Executive Team. Many progressive leaders within these roles utilize collaborative approaches and encourage innovation within their organizations. But others do not, and autocratic leadership, especially in school principals, has been found in our work to have negative impacts on teacher and support staff wellbeing, while more collaborative and less autocratic principals have improved wellbeing in their schools.
Leaders can support systemic approaches by:
Everyone who works as an employee in a K–12 Canadian school district is part of a system. Yet how often does one hear “the system” discussed as though those working in it are not part of it? If I work in a system, I need to take some responsibility to make it better. But if my workload is excessive, my stress is high, and some of my professional connections and relationships are problematic, giving me one more job is not going to help.
So, what to do? The answer is simple – reduce workload and stress. But how to do it is not. We as EdCan Advisors have found two useful starting points:
As these progress, longer-term systemic approaches can be the focus of dialogue and planning, perhaps to address issues of racism or discrimination, or shifting school and district culture into more positive spaces.
One way to address racism in schools is to hire greater numbers of Indigenous and racialized teachers and other staff. A Rideau Foundation effort to boost Indigenous teachers was reported by McKenna (2023), and stated that in Winnipeg, 16.9 percent of students identified as Indigenous but only 8.6 percent of teachers were Indigenous. This lower ratio of Indigenous staff compared to districts’ Indigenous student populations is repeated in many Canadian school districts.
Systemic approaches to combatting racism and discrimination require more Indigenous teachers and racialized staff in schools. This is a more complex issue than recruitment, as some Indigenous people have stated they are reluctant to participate in what they still consider a predominantly colonial system. Indigenous staff report hearing racist and discriminatory comments from students, staff, or parents, comments which impact their wellbeing. Indigenous support staff have told me of bullying and harassment at work linked, in their view, to being Indigenous, female, and of low status in school districts.
At the same time, many non-Indigenous teachers are making significant efforts toward respectful access to both Indigenous knowledge and people. Others are apprehensive about cultural appropriation or fear to offend.
Just as decolonization is a work-in-progress, so will addressing wellbeing with anti-racism efforts take time and careful dialogue before significant changes are seen. McKenna also offers some thoughts on the complexity of the issue, identifying historical, cultural and current contextual issues, including “ongoing trauma connected to education that stems from residential schools, as well as colonial curriculums and a general lack of cultural safety in public education.”
While a significant dialogue with Indigenous and racialized people is needed, steps can be made while the bigger picture is explored. In one B.C. school district, Indigenous staff have stated that they do not trust either management or union processes to deal with racism, discrimination, or harassment. They prefer more restorative processes to address racist attitudes and actions. Evidence from districts that have utilized restorative approaches suggests such processes improve wellbeing for both Indigenous and non-Indigenous staff.
A similar focus to that on Indigenous and racialized staff might be placed on LGBTQ2+ staff in schools, perhaps with a focus on wellbeing for LGBTQ2+ staff in rural areas, where U.K. research (Lee, 2019) has outlined high levels of depression and anxiety among LGBTQ2+ teachers.
The Centre for Addiction and Mental Health reports: “More than 75% of suicides involve men, but women attempt suicide 3 to 4 times more often than men” (CAMH, 2023).
The Canadian Women’s Foundation (Senior & Peoples, 2021) states:
“Women experience depression and anxiety twice as often as men. Women in heterosexual pairings have long taken the position of ‘designated worrier.’ They tend to bear the brunt of the anxiety about family health and wellbeing. Of course, the data shows how worry work comes at the expense of a mother’s own health and wellbeing.”
Women comprise around 75 percent of many school district workforces. Yet there is a surprising lack of focus on women’s wellbeing and mental health in many school systems. Systemic change in a workforce largely populated by women requires a focus on women. Work-life balance can be difficult for women who often still have the primary care responsibilities within families, and even more so for those in the “sandwich generation” who are supporting both children and aging parents.
Teacher demographics in many school districts currently show more younger teachers, as retirements surge. New patterns are emerging with this changing demographic. One I have heard recently in B.C. school districts is that many younger teachers arrive shortly before the morning bell and are gone shortly after schools close in the afternoon, a pattern differing from some more experienced and older teachers, who often chat and collaborate after students leave. Teachers with young families have many demands at home that may limit the “after-hours” time they can spend at school. But younger staff in K–12 schools may also be protecting their own work-life balance by putting limits and boundaries on their work.
How to address the wellbeing of women staff in schools?
Look at the data. Are women taking leaves, accessing EFAP or short/long term rehabilitation programs proportionately more than males, and if so, in which roles? But if supporting collaborative approaches with systemic support resonates with districts, it is also crucial to start conversations with women staff at every status level about their wellbeing.
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PROVINCIAL GOVERNMENTs should be more active in supporting systemic approaches to wellbeing. Adopting some or all of the six factors explored in this article to a school district’s context might create strong foundations. Initiating short-term action would build momentum and ease districts into addressing tougher issues over the longer term. Systemic action is possible with the right leadership, staffing, and funding, a focus on data, and effective collaboration, facilitation, and implementation to build workplace wellbeing.
It’s not easy and there’s no exact recipe, but systemic improvements can be made. Let’s do what we can and share what we learn.
B.C. Ministry of Education. (2020). Mental health in schools strategy. Government of British Columbia.
www2.gov.bc.ca/assets/gov/erase/documents/mental-health-wellness/mhis-strategy.pdf
Capobianco, A. (2023, May 24). Halifax education workers’ strike continues. Globe and Mail.
www.theglobeandmail.com/canada/article-halifax-education-workers-strike-continues/
Lee, C. (2019). How do lesbian, gay and bisexual teachers experience UK rural school communities? Social Sciences, 8(9), 249.
www.mdpi.com/2076-0760/8/9/249#:~:text=Results%20showed%20that%20LGB%20teachers,%2Dworth%2C%20depression%20and%20anxiety
Maté, G., with Maté, D. (2022). The myth of normal: Trauma, illness and healing in a toxic culture. Knopf Canada.
McKenna, C. (2023, March 28). Finding the Knowledge Keepers: The Indigenous teacher shortage. The Walrus.
https://thewalrus.ca/finding-the-knowledge-keepers-the-indigenous-teacher-shortage/
Centre for Addiction and Mental Health. (2023). Mental illness and addiction: Facts and statistics.
www.camh.ca/en/driving-change/the-crisis-is-real/mental-health-statistics
Naylor, C. (2020). The Powell River Learning Group: Improving professional relationships.
https://drive.google.com/file/d/1nSs5ZGmqQkYWCxqio42JehlV473kqm_l/view
Senior, P., & Peoples, A. (2021, June 7). The abysmal state of mothers’ mental health. (2021, June 7). Canadian Women’s Foundation.
https://canadianwomen.org/blog/the-abysmal-state-of-mothers-mental-health
Wang, F. (2022, October). Psychological safety of school administrators: Invisible barriers to speaking out. University of British Columbia.
https://edst-educ.sites.olt.ubc.ca/files/2022/10/Psychological-Safety-of-School-Administrators-v7-Final.pdf
Photo: iStock
First published in Education Canada, September 2023
HOW DO WE INFUSE INDIGENOUS perspectives into our work on educator wellbeing and workplace wellness? This is the question our writing team asked ourselves as we began working on the book, Teacher, Take Care: A guide to wellbeing and workplace wellness for educators. We wanted to infuse Indigenous knowledge throughout the book as a means of widening the lens on what it means to be well. Our Elder, Stanley Kipling, and Knowledge Keeper, Richelle North Star Scott, guided us in this process, using the Sacred Hoop as a model for wellbeing. We used this image as a foundation for understanding how to find balance and harmony within ourselves and within our schools. This article will explore the Sacred Hoop, its meaning, and the ways in which we have applied it to educator wellbeing and workplace wellness.
“The circle [Sacred Hoop], being primary, influences how we as Indigenous peoples view the world. In the process of how life evolves, how the natural world grows and works together, how all things are connected, and how all things move toward their destiny. Indigenous peoples see and respond to the world in a circular fashion and are influenced by the examples of the circles of creation in our environment. They represent the alignment and continuous interaction of the physical, emotional, mental, and spiritual realities. The circle shape represents the interconnectivity of all aspects of one’s being, including the connection with the natural world. [Sacred Hoops] are frequently believed to be the circle of awareness of the individual self; the circle of knowledge that provides the power we each have over our own lives (Dumont, 1989).”
Image from Teacher, Take Care: A guide to well-being and workplace wellness for educators, by Jennifer E. Lawson. Copyright 2022, Reproduced with permission from Portage & Main Press.
We each have our own definition of wellness, whether we have articulated it or not. One understanding of holistic health and harmony is reflected in the Sacred Hoop. The Sacred Hoop is a representation of how some Indigenous Peoples view the world. It is also known by other names, such as Cosmological Circle, Circle Teachings, Hoop Teachings, Medicine Wheel, or Wheel Teachings. (Many Indigenous communities are trying to break free from using references to the Medicine Wheel and Wheel Teachings, as these are colonial terms.) There are many different perspectives on the Sacred Hoop, depending on nation, territory, and personal interpretations. A common theme, as represented in the Sacred Hoop by the Four Directions, is that wellness involves the whole person – their Physical, Emotional, Mental, and Spiritual selves. The Sacred Hoop shown here is the one that Elder Kipling and North Star are most familiar with. It supports their thoughts and ideas and has shaped the teachings they have received throughout their lives. When using the Sacred Hoop, it also is a reminder that we are not perfect – that as individuals we will go around the Sacred Hoop many times in our lifetime and that we are never done our healing. Wellness is not a destination, so we must think of it as endless teachings as we venture through life.
In the Sacred Hoop, the Physical dimension is represented by babies and children, as their physical bodies do much growing and learning when they are new to this world. The Golden Eagle sits in the East as a teacher of unconditional love for our children. The colour yellow represents the rising sun and the gift of a brand-new day. Nourishing a healthy body through exercise, nutrition, and sleep are ways to promote physical wellness.
The Emotional dimension is represented by teenagers, who experience a wide range of emotions during a time of hormone changes in their lives. The Wolf sits in the South as a teacher of humility. As true leaders, wolves are humble. Although often misrepresented as wild and dangerous animals by settlers, they care for the pack even if it means their needs are not met. The colour red represents the red-hot emotions we may have during this life stage. We are teaching emotional wellness when we allow ourselves and others to experience feelings in a safe environment. Expressing emotions is a natural way to bring ourselves back into balance.
The Mental dimension is represented by adults, who spend much of their time in cognitive thought. Actually, they also often overthink and then worry about the decisions they have to make or the consequences of the decisions they have already made. The Black Bear sits in the West as a teacher of courage, as it takes courage to go deep within our minds and learn about patterns that no longer serve us. The colour black represents our minds and the introspection it takes to journey through our lives. Being engaged in the world through learning, problem-solving, and creativity can improve our mental wellness. Learning is an ongoing, ever-evolving, lifelong process. It keeps us forever moving and growing and prevents us from getting stuck or becoming stagnant.
The Spiritual dimension is represented by Elders because they have great knowledge, having travelled the path around the entire Sacred Hoop. The White Buffalo sits in the North as a teacher who teaches us about facing the toughest of challenges head-on. Because of this, both the Elders and the White Buffalo deserve much respect. The colour white represents the harsh weather we must face and the wisdom our Elders have gained, often turning their hair white in the process. The Spiritual is that which fills us up. For some, Spirituality means connecting to our higher power, whether we call it Creator, God, Buddha, or Allah. For others, it means something different, such as that which embraces our soul, giving our lives meaning. The Spiritual also means the fire within us – our pursuits that fill us up when we feel empty. These can be dancing, singing, attending ceremonies, or painting – things that make us feel whole again. As we go deeper within ourselves, committing to another walk around the Sacred Hoop, spirituality keeps us grounded, creative, and inspired.
So, how do we live in harmony and find balance using the Sacred Hoop? It begins with an understanding of the equal importance of our Physical, Emotional, Mental, and Spiritual dimensions. It means acknowledging and caring for those four aspects of our whole being by keeping them in balance. Think, for a moment, about standing on a Bosu ball at the gym, and imagine that the ball’s round, flat circle is your Sacred Hoop.
Photo: iStock
Using this analogy, the goal is to keep yourself steady and balanced in all four dimensions of your being. If you are struggling in one area, it will indeed affect your overall sense of harmony. If you are challenged in more than one area, it may be difficult to maintain equilibrium at all.
How can we manage to find balance? Here, we will provide an example from each of us on how we strive to maintain a sense of wellbeing and harmony in our daily lives.
I am diabetic, and I struggle from day to day to maintain my blood sugar levels. Teaching can often be stressful, and my job keeps me extremely busy meeting 26 schools’ needs. I’m often not eating properly because I’m constantly on the move from one school to another and I’m not eating lunch at appropriate times. In addition, once I’m at a school, I am either teaching in a classroom or I am attending meetings in small conference rooms, requiring me to sit. So my Sacred Hoop is out of balance. I’m not eating well or exercising and that throws my Physical wellbeing out of balance. As soon as my Physical self suffers, my Emotional wellness also becomes askew. In contrast, my Mental health and Spiritual life are strong. I am constantly learning, reading, and writing, and I challenge myself mentally all the time. I am always in ceremony, so my spirit is strong. This means that I must be aware of both my strengths and challenges in my Sacred Hoop. As I become aware of where I am the strongest on my Hoop and where I am needing some support, I can seek out help to rectify this, knowing that the Physical and Emotional aspects of my life are out of balance. One thing that has always helped me with my diabetes and supporting the Physical and Emotional aspects of my Hoop is being out on the land. There I find I’m moving more and releasing any negative emotions, and so I often try to teach out on the land. I am taking care of myself, as well as my colleagues and students, as I introduce them to healing out on the land.
I find it important to be cognizant of my strengths and challenges in terms of my four dimensions. For example, in a Physical way, I am quite strong, active, and healthy. I walk outdoors daily and take Zumba classes several times a week. I also see my Mental dimension as quite strong, as I challenge my learning and thrive on gathering new knowledge. My Spiritual dimension is enhanced by my time immersed in music and nature. However, my Emotional dimension is where I struggle. I am what one would call an empath, highly sensitive, and can be easily overwhelmed by my own emotions. This makes it difficult for me to balance my own Sacred Hoop. I try to recover this imbalance by focusing on my strengths (Physical activity, Mental stimulation, Spiritual endeavours), while also acknowledging, articulating, and accepting my Emotions. This helps me to find balance, harmony, and wellbeing in daily life.
We are at the centre of our own wellbeing and healing. If we keep ourselves at the centre and take care of ourselves, then we can also take care of others. Often, as teachers, we are constantly taking care of everyone else, in both our personal and professional lives, and we can forget to take care of our own daily needs. As we journey around the Sacred Hoop, we need to be having that internal conversation about how we’re feeling throughout the day. Are we in balance?
The Sacred Hoop can also be used to determine and strengthen balance, harmony, and wellness in the workplace. For example, in schools, we need to consider all four dimensions – the Physical, Emotional, Mental, and Spiritual – as having equal influence on workplace wellness, and also the school community’s wellness.
The Physical dimension of a school, for example, involves every aspect of the community’s physical wellbeing, including the building itself. It is the right of every member of a school community to feel physically safe at all times. Unfortunately, this dimension also includes physical violence and injury, which puts both students and staff at risk. In addition, everything from temperature control and air quality to icy sidewalks and leaking ceiling tiles need to be attended to in order to maintain a well school. There is no easy answer to addressing these issues, but it is of utmost importance that Physical wellness and safety be at the forefront of managing facilities and creating a well school. For many students, the land surrounding the school is important not only for their Physical needs, but also for their Emotional, Mental, and Spiritual dimensions. Many schools recognize this and are now actively integrating outdoor classrooms and land-based learning.
The Emotional wellness of a school focuses on the culture and climate that is a felt sense in the building. How do students, families, and staff feel when they walk in the front doors? Is there a sense of feeling welcome, accepted, and belonging? This is the aim of an emotionally well school. Indigenous families may knowingly or subconsciously ask themselves, “Do I belong here? Will my child be safe here?” It is important for us to connect on an emotional level with our colleagues, students, and their families. One example of this is planning a graduation Powwow for students in their final year of high school. This brings together the staff, students, school families, as well as many other community members who may come to dance or drum.
The Mental dimension of school wellness focuses on the academic and intellectual pursuits of its members, keeping in mind the individual strengths, challenges, and needs of all members of the school community. In keeping with this commitment, a well school focuses on the learning and growing of students, while encouraging professional development for staff. Events such as a Celebration of Learning provide an opportunity for students and their teachers to share successes (from the Mental dimension) with families.
The Spiritual dimension of a school is rich and complex because we all see spirituality differently. This is a gift in one sense, in that we can acknowledge, respect, and celebrate a wealth of spiritual practices. At the same time, the challenge is to be inclusive and recognize the diversity of spiritual beliefs and traditions reflective of the school community. We need to be aware of what fills us up, for ourselves, our students, and our colleagues. This is Spirit. As an example, acknowledging and participating in a variety of cultural celebrations is one way of acknowledging Spirit. For many students, staff, and families, the Spiritual dimension is reflected in these cultural practices, so this is a way to respect Spiritual diversity.
Finding balance and harmony in terms of workplace wellness requires intentional actions that address the Physical, Emotional, Mental, and Spiritual dimensions of the school and its members. This, in turn, enhances the wellbeing of each individual in the school community.
FINDING BALANCE in one’s own Sacred Hoop is a challenging task, as is the endeavour to create that same harmonious balance at the whole-school level. By considering the inherent potential of the Sacred Hoop, we can acquire a stronger understanding of holistic health and harmony, and continue to strive for balance in the Physical, Emotional, Mental, and Spiritual dimensions. As we move around the Sacred Hoop on our journey with wellness, we become more aware of ourselves and others, and strengthen both individual wellbeing and workplace wellness.
Dumont, J. (1989). Culture, behaviour, & identity of the Native person. In NATI-2105: Culture, behaviour, & identity of the Native person. Laurentian University Press.
Lawson, J. E., Gander, S., et al. (2022). Teacher, take care: A guide to wellbeing and workplace wellness for educators. Portage & Main Press.
Banner Photo: Image from Teacher, Take Care: A guide to well-being and workplace wellness for educators, by Jennifer E. Lawson. Copyright 2022, Reproduced with permission from Portage & Main Press.
First published in Education Canada, September 2023
CONCERNS WITH ACADEMIC DISHONESTY have intensified with the advance of artificial intelligence (AI) technologies. Now, students can enter essay questions into bot-technology, like ChatGPT, to generate text-based responses that can appear to be authentic student work. While these AI bots cannot generate novel or creative ideas, they can synthesize existing knowledge and organize it into logical arguments.
We are now entering what we would call the third epoch of academic integrity. The first relates to the period preceding digital technology, the second coincides with the gradual use of Information Communication Technology (ICT), and the current epoch includes advanced and responsive ICT including AI applications. In many respects, these AI applications have ushered in a new age of plagiarism and cheating (Xiao et al., 2022). So, what should educators do next?
Cheating and artificial intelligence
Estimates of cheating vary widely across national contexts and sectors. For example, more than 50 percent of high school students in the United States reported some form of cheating that could include copying an internet document to submit as part of an assignment and/or cheating during a test (Eaton & Hughes, 2022). Cheating in Canada is also reported by more than half of high school students, with higher percentages (73 percent) reported for written assignments (Eaton & Hughes). In both Canada and the U.S., the incidence rates for undergraduate students are significantly lower (approximately five percent), but are still a noteworthy issue. What is less known is how the recent launch of ChatGPT by OpenAI will impact cheating in both compulsory and higher education settings within and outside of Canada. Perhaps in recognition of this potential issue, OpenAI’s terms of use state that “you must be at least 13 years old to use the Services. If you are under 18, you must have your parent or legal guardian’s permission to use the Services” (OpenAI, 2023).
The ability of popular plagiarism detection tools to identify cheating using ChatGPT remains a formidable challenge. For example, one study found that 50 essays generated using ChatGPT were able to generate sophisticated texts that were able to evade the traditional check software (Khalil & Er, 2023). In other studies, ChatGPT achieved the mean grade for the English reading comprehension national high school exam in the Netherlands (de Winter, 2023) and passed law school exams (Choi et al., 2023). Given that ChatGPT reached 100 million active users in January 2023, just two months after its launch, it is understandable why some have argued AI applications such as ChatGPT will precipitate a “tsunami effect” of changes to contemporary schooling (García-Peñalvo, 2023).
Current policy responses
Not surprisingly, there are opposing views on how to respond to ChatGPT and other AI language models. Some argue educators should embrace AI as a useful tool for teaching and learning, provided the application(s) is cited correctly (Willems, 2023). Others assert that additional training and resources are needed so that educators can better detect cheating (Abdelaal et al., 2019). Still others suggest that the educational challenges posed by AI described above must ultimately lead to assessment reforms (Cotton & Cotton, 2023) that will prevent students from using AI to complete their assignments, so that this threat is minimized. Even with likely further advances in cheating detection software, schools at all levels need to rethink their pedagogical and assessment approaches to respond to a continually evolving information world, one in which computers and technology are increasingly capable at synthesizing and organizing information.
Interestingly, some educators are actively exploring how to incorporate AI into their teaching and assessment methods. Fyfe (2022) describes a “pedagogical experiment” in which he asked students to generate content from a version of GPT-2 and intentionally weave this content throughout their final essay. Students were then asked to confront the availability of AI as a writing tool and reflect on the ethical use of emergent AI language models. This example suggests AI could be used to not only support student learning of core content, but extend critical digital literacy skills, too.
To put a finer point on this, when AI is integrated into teaching and learning, students’ engagement in their learning is higher, according to learning taxonomies. Take for instance a simple learning taxonomy like I.C.E. (Fostaty-Young & Wilson, 1995), where the “I” represents a student’s capacity to remember and work with basic content ideas (e.g. facts, figures, knowledge); the “C” represents a student’s ability to make connections between ideas (e.g. to organize ideas into a logical argument, to compare and contrast, to synthesize); and “E” represents a student’s capacity to make extensions. The “extensions” level of learning, which has also been referred to as “higher order thinking,” is where novel, critical, and creative outputs occur. At this point, AI is unable to achieve extensions, thus this becomes the role and function of students: to understand the ideas presented by texts, teachers, and AI bots and use them to establish novel extensions.
The challenge, of course, is that not all curriculum expectations require extension-level learning. Sometimes students need to learn and demonstrate their learning of basic ideas and connections. So, the question remains, how can AI and assessment work together to support all types of learning? Phrased differently, how can a teacher ensure their teaching and assessment practices are not susceptible to academic integrity issues?
Rethinking assessment with artificial intelligence in mind
There is little doubt that the emergence of ChatGPT represents the “tip of the iceberg” in terms of the use of AI in society and in education. In preparation for its growing presence in education, we provide six key practices to deter the misuse of AI in assessment and evaluation processes.
These six key practices have already proven to support more effective learning and assessment. Importantly, their continued use may either work with AI where appropriate, or deter the use of AI when necessary. For example, while we do not devalue the importance of learning goals that include foundational knowledge and conceptual understanding, the presence of AI creates an opportunity to identify more complex learning goals. These goals may build on teaching and learning that uses AI but then requires learners to evaluate or create extensions in their learning. Similarly, clarity of criteria helps students focus their learning, and the co-creation of criteria with students can lead to discussions regarding those aspects of an assignment or task that may use AI to supplement the work. Feedback cycles better reflect the processes we actually use to complete complex tasks, and the use of peer, self, and teacher feedback improves the quality of work and learning. While AI may be incorporated within early drafts, the revision process will require additional learner effort. Collectively, performance and authentic assessments require a high level of student engagement to demonstrate a number of integrated learning outcomes. As above, AI may supplement some of the foundational aspects of the work and/or task, but the final product will be illustrative of higher-order and critical thinking skills. Lastly, collaborative grading has a number of benefits, including greater assessment consistency, reduced bias, and, we would argue, a greater potential for detection of inappropriate use of AI and/or plagiarism.
Taken together, these practices not only make clear the role of AI in teaching, learning, and assessment, but also encourage students to be more agentic in the learning and assessment process. Effective learning requires students to engage actively, collaboratively, and orally in their learning and to demonstrate their learning through effective assessment. Assessment practices that are embedded within the learning process (formative assessment) will help reduce academic integrity concerns while encouraging more authentic and alternative assessments. The current debate around the presence of AI technologies such as Chat GPT must quickly shift from one of concerns about assessment integrity to one about how we use these technologies in our classrooms to enable our students to demonstrate more-complex and valued learning outcomes. In this respect, AI provides the necessary impetus to spur more forward-thinking assessment practices and policies within provincial and national education systems.
Abdelaal, E., Gamage, S. W., & Mills, J. E. (2019). Artificial Intelligence is a tool for cheating academic integrity. Proceedings of the AAEE2019 Conference. Artificial-Intelligence-Is-a-Tool-for-Cheating-Academic-Integrity.pdf (researchgate.net)
Choi, J. H., Hickman, K. E., et al. (2023). ChatGPT goes to law school. Minnesota Legal Studies Research Paper No. 23-03. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4335905
Cotton, D. R. E., & Cotton, P. A. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. EdArXiv Reprints. https://edarxiv.org/mrz8h?trk=public_post_main-feed-card_reshare-text
de Winter, J. C. F. (2023). Can ChatGPT pass high school exams on English language comprehension. ResearchGate. https://www.researchgate.net/publication/366659237_Can_ChatGPT_pass_high_school_exams_on_English_Language_Comprehension
Eaton, S. E., & Hughes, J. C. (2022). Academic Integrity in Canada. Springer. https://library.oapen.org/bitstream/handle/20.500.12657/53333/1/978-3-030-83255-1.pdf#page=99
Fyfe, P. (2022). How to cheat on your final paper: Assigning AI for student writing. AI & Society. doi.org/10.1007/s00146-022-01397-z
García-Peñalvo, F. J. (2023). The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: disruption or panic? Ediciones Universidad de Salamanca. https://repositorio.grial.eu/handle/grial/2838
Khalil, M., & Er, K. (2023). Will ChatGPT get you caught? Rethinking of plagiarism detection. arXiv. doi.org/10.48550/arXiv.2302.04335
OpenAI. (2023). Terms of use. https://openai.com/policies/terms-of-use
Willems, J. (2023). ChatGPT at universities – the least of our concerns. SSRN Journal. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4334162
Xiao, Y., Chatterjee, S., & Gehringer, E. (2022). A new era of plagiarism the danger of cheating using AI. Proceedings of the 20th International Conference on Information Technology Based Higher Education and Training (ITHET). https://ieeexplore.ieee.org/abstract/document/10031827
Schools play an integral part in the lives of children and youth. Not only is this a space for intellectual development, but it is also where many social skills and core competencies are acquired. During the past three years, provinces and territories implemented a variety of measures to curb the spread of COVID-19, including school closures and remote learning. While these measures were focused on reducing the number of COVID-19 cases and deaths, there have been other consequences and impacts on the lives of students.
We are still trying to understand the impact of the pandemic on students, but we do know that there were huge repercussions throughout all education systems across Canada. Challenges included, but are not limited to, staff and student mental health, increased inequalities between learners, staff shortage and chronic attendance problems, learning loss, cancellation of sports and extracurricular activities, and adapting to online learning. There were also, however, a few opportunities that emerged: enhanced teachers’ digital skills, learning outside the classroom, Indigenous land-based education, prioritizing opportunities for authentic learning, and improved curricula in some jurisdictions.
It is important to recognize students’ intersectional identities and varying circumstances when discussing the impact of COVID-19 on students. We should not generalize the experiences of all youth. Not all communities, or students, faced the same impact of COVID-19.
Here, we share our experiences during the pandemic. These reflections only represent our individual experiences and not all students’ experiences.
Online learning
Fiona: It was January 2020 for me when my school announced that we would be doing classes online. Until that point in my life, I had never used Zoom or Google classroom. In a week, my peers and I were thrown into an unfamiliar world.
The class was just an hour of looking at black screens with occasional emoji reactions from half-asleep students. Instead of interactive learning, we were asked to watch pre-recorded lectures, usually on Zoom, by teachers. As much as teachers tried their best to make lessons engaging, these lessons were just not as effective.
For example, in Grade 9 science, we had to learn about the different colours of flames. In a pre-pandemic classroom, students would participate in elaborate experiments and see the different flames at school. In our new class setting, the teacher displayed different pictures of the flames on his screen and explained them one by one. We were unable to experience the bright colours of the flame and experience the excitement. As a result, the information from the class was not deeply impressed upon us.
Raeesa: Learning online was a challenge at times. From poor internet connections disrupting our classes, to needing to constantly help my siblings who were often confused after their lessons, to staring at a screen for prolonged periods, online learning had many flaws. I found that fewer people spoke and gave answers to questions during online classes, which made things harder for teachers. Due to less student participation, classes felt longer and got boring at points. It was especially sad when the teacher had to wait for someone to answer their question. The flow of the class wasn’t as interesting or engaging, which affected students’ learning and interest.
On the plus side, learning from the comfort of my home was better for me, since I was in my own learning space. I got to explore and get used to using technology more often for school tasks, which was helpful since in the future most of us will use apps on our devices to complete our assignments and projects.
Lack of structure, need for more independence
Fiona: We used to have structured class schedules with strict expectations, like arriving to class on time and being there for attendance. However, as online classes rolled out, there was no one there to ensure we joined the online classes, and in many instances, classes were cancelled due to an unstable network. Because classes weren’t as effective, I had to figure out ways to learn on my own, so I found myself trying to watch crash-course YouTube videos and Khan Academy. Many classmates also resorted to these sources of information. Over time, we felt a disconnection between the teachers and us because they were no longer the people we went to for concerns and inquiries.
Raeesa: During the pandemic, without a teacher being there to make sure I did my work, I had to learn to be responsible for myself and manage my time independently to complete all my assignments and work at home. I also learned the importance of communicating with teachers. We were able to chat and text with teachers online, and I learned to be the one responsible for communicating with my teachers for help, because they are not able to help me if I don’t ask them.
Social impacts
Raeesa: For me, school has always been the place where I can participate in different activities like sports, arts, and clubs, and it has provided me with many opportunities. I missed out on many in-person activities, such as school assemblies and playing on certain sports teams due to the pandemic.
Fiona: Looking at the greater picture, the pandemic took away the chance for many students to discover their passions. I believe that passion is discovered through meaningful encounters with peers and teachers. With the pandemic, courses that many used to enjoy became mundane and not enjoyable. There were fewer interactions with teachers, less face-to-face communication. In the crucial years of interest exploration in Grades 8, 9, and 10, some were unable to explore their interests to the full extent.
However, the pandemic helped me appreciate the resources I have in my life. Pre-pandemic, there were no breaks. I was involved in hockey, rugby, multiple extracurricular classes, debate, and more. Right after school, my mom would drive us to all sorts of extracurricular programs. When we got home, my sister and I would quickly eat and go to our rooms to do homework. In contrast, after the pandemic hit a lot of classes were cancelled or were moved online, which gave my family a lot more family time. I was able to have more conversations with my mom and understand her immigration story to Canada. This gave me a stronger sense of family and appreciation for the things my mom has sacrificed to build a life in Canada.
Youth leadership
Fiona: The pandemic brought out a huge surge of youth activists and youth leaders. There were many rising issues regarding educational resources, technology, and homelessness. Youth were inspired to speak up and aid their community members after seeing how the pandemic impacted their local communities. On a personal level, I run a non-profit organization, United Speakers Global, that aims to make public speaking resources more accessible to youth. Just after I joined the organization, the pandemic hit and the initiative became completely online – which at first seemed a problem. However, with an increased demand for these programs, we reached more students not only in the GTA but also in 11 different cities globally. Through this organization, I met youth leaders in Kuwait, Shanghai, Zambia, the U.S., and other places.
Last words
Raeesa: While the pandemic had its negative impacts on my learning, there were also some perks and learning opportunities. I like to think of it as a matter of perspective. I could have looked at the pandemic as an obstacle I was unable to overcome. Instead, I looked at the pandemic as a learning opportunity and used all the obstacles that came my way as stepping stones to opening my mind to different perspectives and ways of learning. The challenges helped me move forward instead of halting my path. In the end, it is our perception that forms our life and the way we choose to live it.
Photos: iStock, Fiona Shen and Raeesa Hoque
First published in Education Canada, April 2023
During the last few years, we saw over 90 percent of the world’s student population affected by school closures linked to the COVID-19 pandemic. This situation has created a world crisis in education and reminds us how quickly rights can be taken away. UNESCO, the UN agency responsible for education, science and culture, responded by launching the COVID-19 Global Education Coalition to help countries reach at-risk children and youth.
Meanwhile in Canada, 5.7 million students in primary and secondary school were impacted by school closures over the last three years. Statistics Canada identified that this had a big impact on the academic success, mental and physical health, and socio-economic status of children. From an inclusion and diversity lens, COVID-19 was particularly detrimental to members of some populations who were overrepresented among the most vulnerable groups.
The Canadian Commission for UNESCO (CCUNESCO) responded by gathering free and accessible online educational resources to share with teachers, students and parents across the country. It has also collaborated with the Council of Ministers of Education, Canada (CMEC) to support UNESCO’s work in collecting information on the impact of the pandemic in education. Lastly, CCUNESCO most recently launched an Expert Working Group to explore the various impacts of the pandemic by province and territory.
As most of you know, education is a provincial and territorial jurisdiction in Canada. It is therefore of upmost importance that we share with each other lessons learned and opportunities gained during the pandemic. Innovations in one region should be shared and celebrated across the country, as well as ongoing challenges that need to be faced. We hope to continue to gather and collaborate with all education stakeholders in Canada. Only by working together can we create a future for education that is inclusive, accessible and sustainable.
First published in Education Canada, April 2023
WHEN WE’RE IN TROUBLE, we can give up, keep going, or play our way out of it. The COVID-19 pandemic has been big trouble, for sure. It is this century’s greatest crisis, and, for most of us, the greatest crisis of our entire lives. The immediate impact of the pandemic on learning, engagement, and wellbeing is clear. In Canada, concerns about student mental health, physical inactivity, excessive screen time, delayed social skills, inconsistent attendance, and ever-widening learning gaps are growing (Vaillancourt, T. et al., 2021).
There have been four prominent educational responses to recovery from COVID-19:
These responses are insufficient or inappropriate. The question is how can we re-engage all students and their educators with the joy and purpose of learning after months and sometimes years of literally – as well as figuratively – switching off from it? In other words, how can we play our way out of it?
It is not only our students who are struggling. Globally, teachers and school leaders are leaving the profession at an unprecedented rate (UNESCO, 2022). There is an urgent need to find ways to recruit and retain new teachers, and also support those who stay. Engage our students, and we will engage their teachers, too.
We’ve already witnessed schools get creative with scheduling and spaces, shift more learning outdoors, and embrace a variety of playful approaches to engage students. How do we capture and circulate these innovative practices across the country post-pandemic? What types of play-based learning matter for students, especially those traditionally under-served by school systems? These questions inspired our University of Ottawa team to apply for a LEGO Foundation COVID Recovery Grant to establish the bilingual Canadian Playful Schools Network (CPSN).
The Playful Schools Network
The first of its kind in the world, this bilingual network brings together 41 school teams from seven provinces to explore and advance significant and sustainable learning through play in the middle school grades (4–8). Learn more about the 41 participating school teams and their learning through play projects in the videos and descriptions on the CPSN interactive map.
As a learning network, the CPSN connects educators who are using playful pedagogies from across the country and provides opportunities for them to share innovative practices and resources, learn with and from one another as well as experts in learning through play, and inspire and challenge each other. Together, CPSN members and the research team are exploring answers to the following research questions:
Participating school teams share their playful learning journey through monthly reports, project videos, school showcases, and network events, such as playdates, playgroups, and the Showcase Conference in June, 2023.
The CPSN provides each school team with funding to support time for monthly professional learning and its self-directed Learning through Play Project. Each month, educators collaborate as a school team, learn from other schools through playdates or playgroups, attend webinars offered as part of the Playjouer Professional Learning Series, share resources, and ultimately, deepen their play-based practices. The CPSN uOttawa team and 13 international advisors provide facilitation, consultation, coaching, and research support for the schools.
The importance of play
The importance of play for children’s learning and wellbeing has a distinguished history. The German inventor of kindergarten, Friedrich Froebel, Italian school reformer Maria Montessori, and U.S. progressive educator John Dewey have all argued for more play in the classroom. Learning through play is essential to children’s development and can support abstract thinking, language development, social skills, and self-expression. “Play nourishes every aspect of children’s development – it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play paves the way for learning” (Canadian Council on Learning, 2006). In Free to Learn, Peter Gray (2013) shows how free play, which is distinguished from play that is structured by adults, can help children learn to make friends, get along with peers as equals, solve problems, overcome fears, create rules, and make their own decisions.
Across Canada, play is most prevalent in kindergarten and the early years of elementary school, but tends to vanish as students progress through junior, middle, and senior grades. Play-based approaches seem to be more challenging as students get older and bigger, and can be at odds with the pressures of top-down accountability and content-heavy curricula. Play is often seen as a frivolous distraction from the hard work of learning. Yet, as Dutch philosopher Johann Huizinga has argued, play is central to civilization and forms the basis for human culture. Play can and should look different across different ages and contexts, but it must be present throughout all levels of schooling.
The CPSN is not just about getting more play into the curriculum. It’s about deepening and questioning what play is and where and how it makes a difference. Play is often fun – but not always. Play is not the opposite of work. Paradoxically, they are interconnected. Getting young people re-engaged after the pandemic is about grasping the connection between play and work, where play is work, and vice versa.
Research focus
The CPSN digs deep into the potential of play in the middle years, while addressing issues related to inclusion, equity, and wellbeing, as well as learning and evaluation. As a network, we are examining the ways through which students in grades 4–8 play, and how we can identify and integrate them. We are interested in when play can enhance students’ engagement with learning and wellbeing, and also when it does not – and finding ways to address this. We want to know how play in schools can better reflect students’ diverse languages, cultures, and identities and help make play-based learning accessible to all students in all contexts rather than being only for the privileged.
The CPSN is also interested in the potential impact of learning through play on educators’ engagement with learning and wellbeing. Recognizing the challenges of integrating play-based pedagogies in older grades, we want to know how CPSN teachers persist in the face of testing, content, and behaviour demands and support one another. What are the most effective ways for educators and schools to share and circulate positive strategies for play-based learning? Which network activities, resources, and professional learning are most impactful for CPSN teachers and how can they give each other feedback that will deepen the approaches they are all taking? The answers to these questions will not only support the network but also help other schools interested in implementing play-based practices.
Ways to play
In the CPSN, learning through play is explored across four modes: green (outdoors), screen (digital and computer-based), machine (digital and physical building) and everything in between, which looks at the intersections of language, identity, and cultures through play and playful learning (See Figure 1). All 41 CPSN school teams design and implement their own CPSN projects that fit their different learning contexts (e.g. urban or rural community, Indigenous, French or English language, etc.). Together, the projects range across the four modes and many encompass more than one of them. In the network, learning through play is understood in different ways, though the themes and modes cut across all playful projects. For some schools, play can include experiential and hands-on activities such as building outdoor learning spaces, greenhouses, multi-modal murals, and electronic cardboard arcades. For others, play looks like playful inquiry projects where students have dedicated time all year, choose their own topics to explore deeply, and are supported by teachers and community members. For other schools, play means spending time in nature and learning on the land with knowledge keepers or it means creating your own play, song, or book and using technology like animation, Minecraft, or Ozobots to make it come alive. In all projects, play involves hard work, choice, autonomy, challenge, collaboration with peers, and the risk of failure.
CPSN projects
A description of all participating CPSN school teams and their learning through projects is available on our website: www.playjouer.ca. Below are some examples from four of our seven participating provinces.
Chinago Nongom Wabang – Past, Today, and Tomorrow is the name of the learning through play project at Kitigan Zibi Kikinamadinan, a Grade 1–Secondary 5 school in Algonquin territory, near Maniwaki, Quebec. Their CPSN project reflects the school’s priority to provide a nurturing community that values Anishinaabe language and culture for students. Building on the school’s long history of passing on the traditional Algonquin way of life to students, this green play project is focused on learning on the land. During monthly cultural days, students choose from a variety of activities that spark their interest while also learning about their ancestry and local environment. Led by teachers, community members, Elders, and knowledge keepers, the activities vary depending on the month and season and include canoeing, ice fishing, boiling sap to make maple syrup, building shelters and fires, sewing, beading and making moccasins, working with hides, and learning about local plants and medicines.
The project of Monseigneur de Laval Elementary School in Regina is focused on developing and filming a play based on the biography of a prominent figure of Saskatchewan francophone heritage. Their project involves language and culture, as well as arts and making. Collectively, students choose their subject, and take a leadership role to document the region’s history, draft the script, design set and costumes, as well as act, direct, film, and edit. Students are supported by community partners, such as their local theatre group, Radio Canada, the Saskatchewan Historical Society, and the artists’ association.
In King’s Point, Newfoundland, students at Valmont Academy are building a multi-modal mural out of recycled materials. The design is a sailboat, inspired by the work of a local artist. Students have the choice to work with a variety of materials, such as fibreglass, metal, driftwood, and beach glass. Students collected materials for the mural through field trips to their local beach, hiking trails, and surrounding nature. Local industry partners, including boat builders, welders, and fibreglass manufacturers mentor students on how to work with the different materials. The mural will be assembled under the guidance of a local artist. The project aims to rebuild Valmont’s connections to its community and promote local industry career opportunities.
At L’École acadienne de Pomquet, a French-language K–12 school in Nova Scotia, students, community members, and Indigenous knowledge keepers have collaborated to build outdoor educational spaces, such as a greenhouse, outdoor fire pit, and 30-foot teepee. The school’s project focuses on improving the forest that surrounds the school and the connection between Indigenous and Acadian cultures. Consulting with partners from the local Indigenous community, students learned that there are no water sources in the forest, so they are working to dig a pond and build an aquatic ecosystem. They also plan to use the pond as a skating rink in the colder months. The project is not only an opportunity for students to play, build, and learn outdoors in French, but to see the minority language as a source of joy, rather than work: “Si t’as pas de plaisir, ça devient une langue de travail.”1
CPSN members’ reflections
In our playgroup discussions, CPSN members have shared how much they appreciate the opportunity to collaborate with colleagues and how their projects are not only rejuvenating and motivating for their students but also for themselves. “It is bringing joy back,” one member stated. Learning through play, they report, supports inclusion, values student strengths, offers leadership opportunities, helps make connections with community and land, encourages students to speak French, and builds classroom community. It also provides a meaningful way for students such as newcomers from Ukraine to meet, work, and develop a sense of belonging with classmates through the universal language of play.
Exciting as all this sounds, learning through play is not without its challenges. There is a tension between play-based learning and curricular expectations. Moving away from traditional teaching and evaluation may concern families, community partners, and even some colleagues. In French-language schools, most materials must be translated and adapted, which consumes resources and can increase workload. The CPSN supports educators to work (and play) their way through and out of these challenges together.
In the middle years of schooling today, play is the exception, not the rule. It tends to flourish in early childhood, or prosper in university psychology “labs” promoting learning sciences where human and financial resources are much greater than in mainstream school systems. It also caters more to the privileged than the marginalized, as is the case in the worldwide Montessori school movement, for example. And it is tolerated in alternative schools, where there is an understanding that traditional ways of teaching and learning may look different.
The CPSN is designed to spark thinking and action in the mainstream about the importance of play-based approaches in the middle years, legitimize learning through play, provide inspiration, offer examples and resources for other schools across the country, and deepen the dialogue about the nature and value of play in general.
If the world were a hockey game, it would be in overtime now. This is not a time to hold on and be defensive. It’s time to make our best moves; to play our way out of trouble; to learn better, and play harder. Play is learning. It should be accessible to all students, no matter where they live, who they are, and which language they speak.
Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books.
Hewes, J. (2006). Let the children play: Nature’s answer to early learning. Early Childhood Learning Knowledge Centre, Canadian Council on Learning.
Huizinga, J. (2014). Homo ludens: A study of the play-element in culture. Routledge.
UNESCO. (2022). Transforming teaching from within – Current trends in the status and development of teachers. United Nations Educational, Scientific and Cultural Organization.
Vaillancourt, T., Beauchamp, M., et al. (2022). Children and schools during COVID-19 and beyond: Engagement and connection through opportunity. Royal Society of Canada.
Photo credit: Leslie Mott, Grade Five, North Gower Marlborough Public School
Once close friends and colleagues, teachers Ashley, Morgan, and Mackenzie stood in their classroom doorways, their physical distance a stark reminder of the emotional distance between them now. In an attempt at building a bridge of commiseration after teaching in pandemic conditions for over a year, Ashley said, “I wish the admin would understand how this feels for us. I have never felt so discouraged and isolated. Another PD about online methods is exactly NOT what I need right now.” Morgan agreed. “What we really need is to be heard and respected – and a break. Yeah, a break would be nice. I’ve had it!” Mackenzie was silent. She had been looking forward to the PD later that day. Online teaching had been a welcome break from business as usual, and after an initial bumpy period, she was leaning into it and feeling a sense of accomplishment. Each teacher looked at the others. The silence dragged. And then the bell rang, and it was back to work.
In April 2020, schools around the world were forced into a period of historic disruption as a result of the COVID-19 global pandemic. Similarly, in Canada, an initial few weeks of school closures evolved into several months, with schools continuing to ride the ongoing waves of the pandemic and teachers expected to pivot from in-person to remote instruction and adopt new pedagogies as required. Here we present an on-going, SSHRC-funded Canadian study (Babb et al., 2022) that our research team began in April 2020. We queried over 2,000 Canadian teachers for almost three years during the pandemic, so that we could gain a deep understanding of their experiences, inquiring into the demands faced by teachers and the resources available to support them through this time.
Teaching during the first few months of COVID-19
Initial interview data collected from Canadian teachers early in the pandemic showed that balance was difficult to maintain (Eblie Trudel et al., 2021). Many learners had inadequate access to technology, limited home support in their language of instruction, and reduced assistance with the challenges of additional learning needs. Many parents, already strapped with work and child-care duties, were overwhelmed and unable to assist in facilitating their children’s instruction. Moreover, teachers struggled to prioritize basic student needs, create vital partnerships between schools and families, and develop the necessary confidence to deliver engaging learning through new modes of teaching.
As our research developed, findings demonstrated that teachers responded predictably to the two widely accepted theoretical models of burnout used in our study, voicing their subjective appraisals of teaching in a pandemic in remarkably diverse ways. The job demands-resources (JD-R) model (Bakker & Demerouti, 2007) allowed us to recognize that varied, but unique, experiences of teachers were leading some teachers to burnout, due to the increased demands and inadequate resources available for support. A model by Maslach and Jackson (1981) permitted us to assess the progression of burnout along a spectrum associated with periods of occupational stress, noting dimensions of exhaustion, depersonalization or cynicism, and reduced work accomplishment. We found that exhaustion could arise from excessive demands felt in a particular role and that lost efficacy could result from insufficient resources to meet such demands. Some exhausted teachers withdrew from students and colleagues, or avoided work altogether, actions recognized as depersonalization and cynicism in the burnout literature. Given that teachers’ withdrawal from students could impact student achievement and wellbeing, finding ways to reduce teacher stress and increase coping was shown to be vital for maintaining quality instruction and avoiding teacher burnout.
Unsolvable as a single puzzle
Imagining the research process akin to assembling a large puzzle, our team attempted to use traditional statistical methods to provide a concise picture of teacher coping over the course of the pandemic. However, developing a clear picture of teacher experiences proved to be challenging. Just when we thought we understood the trends, we were faced with new data that did not fit at all. It was like we were assembling a puzzle with pieces mixed in from other puzzles – and the pieces just didn’t fit. By using a new kind of statistical analysis, we found that there were, in fact, five unique puzzles that required consideration. Our findings revealed five distinct profiles (or patterns) of responses to teaching in the pandemic, each relating to different combinations of role demands as well as access to both individual and employer-provided resources (See Figure 1).
Five puzzles
Specifically, we identified two groups of teachers who were flourishing, and we called them the “engaged” and “involved” groups. Despite experiencing moderate levels of exhaustion and perceiving high demands, teachers in both of these categories accessed a greater number of resources and demonstrated higher levels of accomplishment than other teachers in the study. Like Mackenzie, the teachers in the engaged and involved groups were supported to meet their job demands during pandemic conditions, although the teachers in the involved group were slightly more withdrawn than those in the engaged category.
A third teacher group was nearing burnout and was acknowledged as being “over-extended.” Teachers in this category, like Ashley, had a small deficit of resources compared to their work demands, and were at the “tipping point” of burnout symptoms. While they were experiencing close to the highest levels of exhaustion and feeling moderately withdrawn, they were still able to demonstrate higher levels of accomplishment. Finally, we found two other teacher groups to be experiencing moderate to high levels of exhaustion and feeling significantly withdrawn. Teachers in these groups, like Morgan, were languishing and exhibiting symptoms of burnout. We coined them “detached” and “inefficacious,” with the latter reporting the lowest levels of accomplishment of all. These findings were shared by our partners at the EdCan Network through an article and infographic.
Importantly, for each group we found that it was not the number of demands or the number of resources that predicted burnout, but rather the ratio of resources to demands that predicted the level of stress and burnout perceived by the teachers in the groups. This realization challenged the thinking that teachers were “all in the same boat” during the pandemic. Some teachers were in yachts and some were in life rafts. Some had smooth sailing while others taught through a raging storm – all dependent on whether they had sufficient resources to meet the demands of their specific teaching contexts.
Solutions to the five puzzles
Subsequent work with our partners in a large Manitoba school division, allowed comparative insight between national and provincial data. We were alarmed to discover that 46 percent of Manitoban teachers demonstrated patterns of the two struggling groups, compared with 27 percent of teachers from across Canada. In fact, a greater proportion of Canadian teachers remained at a tipping point in the over-extended group, whereas more Manitoban teachers had already spilled over to become detached and inefficacious. With the Manitoba government aware and informed of this research, over $1 million in funding was awarded to our partners at the Canadian Mental Health Association (CMHA) (mbwpg.cmha.ca/) provincially, to address the wellbeing of individuals and organizations in the provincial education sector. CMHA established a website (careforallineducation.com) that facilitates real-time access to Wellness Specialists through phone and online chat modalities to all Manitoban education sector workers, including teachers. CMHA also developed a suite of workshops as part of a multi-level response mechanism. This initiative acknowledged that individuals, administrators, organizations, and government needed to work together to ensure that support is provided for education sector recovery and growth.
Bakker and de Vries (2021) found that with support from school organizations, teachers were more likely to sustain individual resilience while still meeting professional responsibilities. Not only could teachers freely engage with individual strategies for coping (setting boundaries with work time and space, applying healthy eating, exercise and sleep habits, and practising self-compassion) but they could also partake in systemic programs for workplace wellbeing.
For teachers who were flourishing, concurrent employer-hosted opportunities that fit the specific needs of these teachers best include:
Responding to teachers at a tipping point, languishing, or feeling role strain, individual recommendations would include:
It is essential to remember, however, that employees cannot recover from stress within workplaces that demonstrate imbalances in demands and resources, so simultaneous workplace changes are essential to facilitate and encourage individual strategies that allow for recovery and replenishment. Leadership suggestions here include:
The key idea in this scenario is that teachers can engage in self-regulation by identifying their levels of stress and then actively select individual and organizational strategies to enhance coping and optimize wellbeing. In order to do this, however, it is vital to identify burnout as a collective rather than an individual responsibility, with interventions provided at both personal and organizational levels.
Different boats in the same storm
Holmes and colleagues (2020) endorsed the importance of understanding teacher stress as a means of supporting the education sector going forward. As one interview participant described, “Teachers were experiencing the pandemic in different ways. Some were thriving and engaging in novel aspects of teaching and technology, while others were experiencing trauma and tensions, and grieving the loss of pre-pandemic practices.” With enhanced awareness of the diversity of responses to coping during the pandemic, our research demonstrated that teachers could be assisted to understand and navigate their stressors and supports, thereby accessing additional resources as necessary to engage with or offset the strain of job demands. Furthermore, with this knowledge, school boards and other stakeholder organizations could be better prepared to provide resources and supports to help employees achieve or restore work-life balance and enhance or recover wellbeing. Ongoing monitoring and subsequent follow-up research with the CMHA is being conducted by our team to evaluate the effectiveness of both individual and organizational resources for wellbeing, as we move forward with post-pandemic recovery. We now know that teachers are not all in the same boat as they continue to navigate their teaching roles, and that a collective suite of responses will be necessary to ensure they all make it safely and successfully back to the harbour.
babb, J., Sokal, L., & Eblie Trudel, L. (2022). THIS IS US: Latent profile analysis of Canadian teachers’ resilience and burnout during the COVID-19 pandemic. Canadian Journal of Education, 45(2), 555–585.
doi.org/10.53967/cje-rce.v45i2.5057
Bakker, A. B., & Demerouti, E. (2007). The job demands-resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. doi.org/10.1108/02683940710733115
Bakker, A., & de Vries, J. (2021). Job Demands-Resources theory and self-regulation: New explanations and remedies for job burnout. Anxiety, Stress & Coping, 34(1). 1–21. doi.org/10.1080/10615806.2020.1797695
Eblie Trudel, L., Sokal L., & Babb, J. (2021). Teachers’ voices: Pandemic lessons for the future of education. Journal of Teaching and Learning, 15(1). doi.org/10.22329/jtl.v15i1.6486
Holmes, E., O’Connor, R., et al. (2020). Multi-disciplinary research priorities for the COVID-19 pandemic: a call for action for mental health sciences. Lancet Psychiatry, 7(6), 547–560. doi.org/10.1016/S2215-0366(20)30168-1
Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2(2), 99–113. doi.org/10.1002/job.4030020205
Sokal, L., Eblie Trudel, L., & Babb, J. (2020a). It’s okay to be okay too. Why calling out teachers’ “toxic positivity” may backfire. Education Canada, 60(3). www.edcan.ca/articles/its-ok-to-be-ok-too
Sokal, L., Eblie Trudel, L., & Babb, J. (2020b). COVID 19: Supporting teachers in times of change. Education Canada, Infographic Series. https://edcannetwork.wordpress.com/2020/09/02/teacher-covid-survey
Photo: iStock
First published in Education Canada, April 2023
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In reference to the article, A Curriculum for Education Differently: Unlearning colonialism and renewing kinship relations
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How can we “unlearn” colonialism and bring kinship relations into the school and classroom experience?
This knowledge exchange between researcher, Dr. Dwayne Donald, and a group of education professionals, expands on the ideas in Dr. Donald’s Education Canada article and shares the perspectives and challenges of educators as they think about decolonizing their own schools and classrooms.
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Photo caption: Chief Mi’sel Joe facilitates the final Elders’ sharing circle for 2-Eared Listening.
During a 2018 National Restorative Justice Week event in Newfoundland and Labrador, panellist Chief Mi’sel Joe of Miawpukek First Nation concluded his remarks with, “If you want to know about restorative justice, just ask.”
dorothy vaandering, Co-Chair of the Restorative Justice Education Consortium-NL, which hosted the event (and co-author of this article), took up the invitation. This developed into a collaboration with the Chief, a group of Memorial University colleagues, and an Indigenous community advisory committee to plan a gathering that contributed to decolonizing the way many participants thought about justice. The collaboration resulted in Two-Eared Listening for Deeper Understanding: Restorative Justice in NL, a community-wide event that hosted 170 people with diverse roles in government, education, community, and justice contexts. This event came to be called The Gathering (influenced by Hager & Miwopiyane, 2021). It reflected Mi’kmaw scholar Marie Battiste’s (2002) description of decolonizing education, in that it was an opportunity to raise the collective voices of Indigenous peoples, expose the injustices of colonial history, and contribute to deconstructing the social, political, economic, and emotional reasons for the silencing of Indigenous voices (p. 20).
Chief Joe stated that the primary responsibility of The Gathering would be to create space for truth-telling about settler colonialism’s past and ongoing violence against Indigenous peoples. He said, “Never have Indigenous peoples in this province had an opportunity to tell their stories.” Such truth-telling is an act of decolonization (Waziyatawin, 2005).
From the start of the planning, Chief Joe guided the group to focus on how the work we were engaged in was and would be truth-telling. “Before you can restore justice, you need to listen to the stories of injustice. At the heart of justice is listening,” he said. As such, the Gathering grew into an opportunity for non-Indigenous people to listen and learn about Indigenous history in the province from the lived experience of Indigenous Peoples. The role of listening was accentuated by fact that non-Indigenous leaders, whose voices are typically privileged, were not given roles as speakers but, instead, were explicitly tasked as listeners.
The shared stories reflected the impact of colonization both pre and post Newfoundland and Labrador joining the Confederation of Canada in 1949, amplifying the explicit choices made by various governments to “write Indigenous people out of existence.” Elders Emma Reelis and Ellen Ford spoke about their experiences in residential schools and their lives as Inuit women. Chief Mi’sel Joe and Chief Brendan Mitchell (Qalipu First Nation) spoke about their respective communities’ complex histories and the impact of uninformed decisions made by provincial governments, and Elder Calvin White described the impact of imposed hunting and fishing regulations on the social fabric of his community. Elder Elizabeth Penashue shared the catastrophic impact on the Innu Nation of NATO’s decision to practise low-level flying over their living and hunting territory, disrupting every aspect of their lives. The current Indigenous communities’ realities were also shared and illustrated how colonial attitudes persist, as their successes and needs continue to be supplanted by the dominant population’s more “pressing” demands. These stories are not commonly known, as demonstrated by their absence from courses and learning resources at all levels of formal education in the province.
Indigenous culture was woven into The Gathering through daily smudging, a Mide-wiigwas,[1] music, and on-site meals that reflected the cultural importance of sharing food. People gathered in a unique environment purposefully set up for truth-telling and for deep listening to Indigenous stories of injustice that would challenge many participants in ways not ordinarily experienced.
Listening with two ears
A Two-Eared Listening protocol was shared with participants. It read:
Elders tell us that we have two ears and one mouth so that we can listen more than we talk.
At the Two-Eared Listening Gathering, we invite participants to listen deeply with the intention of learning and understanding. Deep listening requires the listener to receive new information through an open mind and to suspend judgment with an open heart.
Two-eared listening is an act of conciliation by promoting respectful relationships through building trust and nurturing understanding.
As you participate in this Gathering, please:
Such listening is an important component of decolonization work as all sectors of Canadian society strive to implement the Truth and Reconciliation Commission’s (TRC) Calls to Action (2015a). To practically support participants in engaging fully with these five elements, the Gathering space was designated as “technology-free” from the start.
Elements of two-eared listening
Listen with two ears: Listening to stories of injustice involves more than hearing the sounds of words being spoken; it involves more than listening with our ears. Two-eared listening involves listening with our emotions as well. Stó:lō educator and researcher Jo-Ann Archibald (2008) describes listening with “three ears: two on the sides of our head and the one that is in our heart” (p. 8). Chief Joe explains that listening in this way communicates a sense of caring to the speaker:
“Injustice is about hurt and pain so that brings in parts of our body, including the heart and soul. [This talking] includes body language [and] knowing someone is listening and caring. If you are listening from your core, you will understand the telling of these stories of justice and injustice.” (Joe, vaandering, et al., 2022)
According to Métis scholar Jo-Ann Episkenew (2009), Indigenous stories generate empathy, enabling settlers “… to understand Indigenous people as fellow human beings. Empathy, in turn, has the potential to create a groundswell of support for social-justice initiatives to improve the lot of Indigenous people” (pp. 190–191).
Be open to receiving new learning: Deep listening involves listening to and understanding stories that have come from different life experiences and through different lenses that challenge the dominant narrative. For example, assumptions that land is “empty” and thus open for resource extraction or military exercises shifts to realizations that land is teeming with life. Taking in new learning may require adjusting the frame of reference through which the world is understood. Mezirow (1997) explains that “frames of reference are the structures of assumptions through which we understand our experiences” (p.5) and “We transform our frames of reference through critical reflection on the assumptions upon which our interpretations, beliefs, and habits of mind or points of view are based” (p. 7). In this way, decolonizing requires a transformation of our frames of reference.
Suspend judgment: Two-eared listening requires that we listen without judgment. In responding to questions about residential school records, Father Ken Thorson (Findlay, 2022), a Canadian Oblate priest, speaks to the importance of how we listen:
“… too often the institutions… have led the conversation, have set the narrative. And we’re in a time now when, rightly, Indigenous Peoples are setting the narrative and are full partners in the conversation… our primary role at this time is to humbly listen to our Indigenous brothers and sisters, their experience, their pain and not to judge, but to listen.”
Suspending judgment allows the listener to take in what is being said and hold it with an open mind. Reactions are replaced with opportunities for change and understanding.
Listen with intention: Cree scholar Dwayne Donald describes colonization as the “extended process of learning to deny relationships” (2022). At the core of this, there is an “intentional imposition of a particular way of understanding life and living, understanding human beings, understanding knowledge and knowing… a gridwork of understanding knowledge and knowing” (2022). Listening deeply and learning from the stories of others, particularly stories that are counter narratives, challenges this gridwork way of understanding the world. Two-eared listening is listening with a willingness to hear what is said with the possibility that what I hear will change me. Two-eared listening becomes part of the extended process to nurture relationships.
Purposefully engage in (re)conciliation: The act of two-eared listening has the potential for leading people into authentic engagement with (re)conciliation. “By listening to your story, my story can change. By listening to your story, I can change” (Truth and Reconciliation Commission of Canada, 2015b, p. 15). This reciprocal act of listening to the truth leads to contemplation, meditation, and internal deliberation (Augustine in Truth and Reconciliation Commission of Canada, 2015b, p. 13). However, given that harm was inflicted by societies of people promoting colonizing ways of being, the act of reconciliation will be embodied when non-Indigenous people of privilege move beyond tokenizing and consulting with Indigenous peoples and embrace being led by Indigenous people.
BEFORE THE FINAL MEAL together, Chief Joe concluded the Gathering symbolically by inviting everyone to stand in a large circle holding hands for a final prayer. His closing words, “Go in peace, be friends, enjoy,” encapsulated the common feeling in the room. The deeper understanding gained through two-eared listening to injustices experienced by Indigenous Peoples was palpable. Two-eared listening had shown itself to be a universal skill across the diversity of those present for respectfully engaging in an active process that is traditionally understood as passive. As truths of injustice were shared, participants listened with intention, opened their minds to new learning, and suspended judgment. They slowed down in order to truly witness the truths, focused on being present, and did not rush toward desired predefined outcomes. The challenge of listening (and not talking) permeated every aspect of The Gathering. Those who planned the event, and those who responded to the invitations to share or to listen, caught a glimpse over three days together of what is possible in establishing a context for the stories and truths of members of multiple Indigenous groups in Newfoundland and Labrador to be heard.
Drawing on Palmer (1980), we must listen our way into a new kind of thinking. And this, in turn, can become the basis of reconciled relationships.
IDEAS for Educators: Two-eared listening with colleagues
Present the term, along with the statement that we have two ears and one mouth so we can listen more than we talk, to the group you are working with in a staff or committee meeting.
Explain the five components of two-eared listening, then invite them to think about what this will mean for:
Use a talking circle with one round for each topic for colleagues to share their ideas. Finish with a 4th round for each to summarize their key learning from hearing each other’s ideas.
IDEAS for Educators: Two-eared listening with K–6 students
Present the term two-eared listening along with the statement that we have two ears and one mouth so we can listen more than we talk.
IDEAS for Educators: Two-eared listening with 7–12 students
Present the term two-eared listening along with the statement that we have two ears and one mouth so we can listen more than we talk.
[1] Traditional Mi’kmaw giveaway.
Acknowledgement: Event funded by SSHRC and Memorial University.
Photo: Bob Brink
First published in Education Canada, January 2023
Archibald, J. (2008). Indigenous storywork. UBC Press.
Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Apamuwek Institute. www.ainc-inac.gc.ca/pr/pub/krw/ikp_e.pdf
Donald, D. (2022). Personal communication with the author.
Donald, D. (2020). Homo economicus and forgetful curriculum: Remembering other ways to be a human being. https://www.youtube.com/watch?v=VM1J3evcEyQ
Episkenew, J. (2009). Taking back our spirits: Indigenous literature, public policy, and healing. University of Manitoba Press.
Findlay, G. (2022, March 23). Rome Indigenous archive to open [Radio broadcast transcript]. CBC Radio. https://www.cbc.ca/radio/asithappens/march-23-2022-episode-transcript-1.6396755
Hager, S. N. & Mawopiyane. (2021). The gatherings: Reimagining Indigenous-Settler relations. University of Toronto Press.
Joe, M., vaandering, d., Ricciardelli , R. et al. (2022, July 8). Two-eared listening is essential for understanding restorative justice in Canada. The Conversation. https://theconversation.com/two-eared-listening-is-essential-for-understanding-restorative-justice-in-canada-185466
Mezirow, J. (1997). Transformative Learning: Theory to practice. New directions for adult and continuing education, (74), 5–12.
Palmer, P. J. (1980). The Promise of Paradox. Ave Maria Press.
Findlay, G. (2022, March 23). As It Happens [Radio broadcast transcript]. CBC Radio. https://www.cbc.ca/radio/asithappens/march-23-2022-episode-transcript-1.6396755
Truth and Reconciliation Commission of Canada. (2015a). Calls to Action. Truth and Reconciliation Commission of Canada.
Truth and Reconciliation Commission of Canada. (2015b). Canada’s residential schools: Reconciliation. Final Truth and Reconciliation Commission of Canada. McGill-Queen’s University Press.
Waziyatawin. (2005). Relieving our suffering. In W. A. Wilson & M. Y. Bird (Eds.), For Indigenous eyes only (pp. 189–205). School of American Research Press.
Photo caption: Land-based learning with Knowledge Keeper Anona Kampe
How can education change networks (ECNs) support Indigenous and non-Indigenous educators and community members to create relationships and ultimately better meet the needs of Indigenous (and all) learners? We have been investigating this question as part of an emerging field of research concerned with developing decolonizing education practices in relationship with Indigenous communities. Overall, we have found that ECNs based on relationality within ethical spaces of engagement have the greatest potential for positive change. Specifically, our research has found that ECNs are most effective when they keep the focus of the learning explicit, acknowledge local protocols, make space to engage with local Indigenous knowledge and Knowledge Keepers, and identify and address structural barriers.
We recognize that colonialism continues to shape educational systems and student experiences across Canada (e.g. Pidgeon, 2022). For example, many educators may communicate lower expectations for Indigenous students as opposed to the other students in their classes (Yee, 2021). Colonial learning contexts can be traumatizing for Indigenous and other historically marginalized students, families, and communities, and deeply troubling for teachers and administrators struggling to meet the needs of Indigenous (and all) students (Yee, 2021). Educators often do not know how to begin a process of transformation or what changes to make (Donald, 2009). At the same time, Indigenous communities may be eager to work with and influence Western educational systems, but may not have opportunities to participate in educational change (Yee, 2021).
We propose that to move away from colonial practices, educators can begin by exploring decolonizing possibilities. Niigan Sinclair (Kirk & Lam, 2020) suggests that decolonization involves dismantling racist and oppressive ideas. It requires us to reflect on our beliefs and assumptions and how they are connected to the various forms of privilege we experience (e.g. cultural, socio-economic, gender, etc.). In education, decolonization involves disrupting classroom and school practices that maintain power imbalances. However, it is vital that educators do not stop there. As Graham Smith (2000) suggests, it is critical to reimagine what is possible and what should be implemented, in relationship with Indigenous Peoples. Gaudry and Lorenz (2018) talk about Indigenization as including and advancing the perspectives and intellectual priorities of Indigenous communities to support Indigenous cultural resurgence. When we collaborate with Indigenous Knowledge Keepers and educators, we can create more inclusive learning communities for Indigenous (and all) learners.
To explore decolonizing possibilities in education, researchers, school districts, and Indigenous communities can come together in ECNs to de-centre dominant ways of knowing and reimagine teaching and student success. ECNs are learning networks that engage diverse teachers, administrators, community members, parents, and students as collaborative inquirers and co-constructors of equity-oriented teaching practices (Cochran-Smith, 2015; Schnellert et al., 2022). Collaboration between educators and Indigenous community partners within ECNs offers tremendous potential for co-creating teaching practices that foreground local Indigenous ways of knowing and being, and for supporting system and practice change.
The Welcoming Indigenous Ways of Knowing ECN, where Indigenous and non-Indigenous teachers, school administrators, academics, and school district personnel work together with syilx Elders and Knowledge Keepers, provides an example of how ECNs can support educational change (Schnellert et al., 2022). Five times during the school year, on professional development days, this B.C. ECN meets as one large group to experience land-based teachings from local Indigenous Knowledge Keepers. Then in the afternoon, educators complement this learning by participating in smaller inquiry groups (6–15 educators) to plan and implement their new understandings in classroom practice (Schnellert et al., 2022). In this way, ECNs can support disrupting and transforming classroom teaching and learning, thus taking up Principle of Reconciliation 4 that requires engagement in “constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal Peoples’ education” (Truth and Reconciliation Commission of Canada, 2015, p. 3).
In our work we have found that efforts to decolonize are best realized when they are shaped by ethical relationality. Nêhiyaw (or Cree) scholar Dwayne Donald explains, “Ethical relationality is an ecological understanding of human relationality that does not deny difference, but rather seeks to more deeply understand how our different histories and experiences position us in relation to each other” (2009, p. 6). This understanding means that members of the ECN embrace their Indigenous or non-Indigenous positionality, and vulnerably speak about their own understandings, experiences, and the learning they feel they need. Within ECNs, this kind of approach allows us to open decolonizing possibilities through critique and the recognition of diverse ways of being and knowing. Building from a stance of ethical relationality helps create a solid foundation for the work to be done in ECNs, but can only unfold in an ethical space of engagement.
Even though ethical relationality requires vulnerability, non-Indigenous ECN members may fear being called out for their role in colonialism and Indigenous ECN members may fear continued colonial violence. As such, creating an ethical space of engagement is key. According to Ermine (2007), when Indigenous and Western knowledge systems come together, a space to “step out of our allegiances” (p. 202) can emerge. This ethical space of engagement invites us to share assumptions, values, and interests we each hold, while creating opportunities to learn (and unlearn) more deeply and authentically. Members can co-construct this space by discussing how they understand respect, for example, or how they might centre Indigenous perspectives as part of their decolonizing process. Creating an ethical space means taking a holistic stance – considering and attending to our personal thoughts, feelings, and actions and their often unintended impact on others. If members build this space together, agreeing on processes for sharing, decolonization becomes more relevant and responsive to those in the room. To summarize, ECNs can be structured as an ethical space to support Indigenous and non-Indigenous educators and community partners to collaborate in disrupting and transforming classroom teaching and learning by valuing and welcoming Indigenous ways of knowing.
Our collaborative research with ECNs offers insights that can support similar efforts in other Canadian contexts. In the next section we reflect on a few lessons we have learned through the ECN described above, but also from our diverse experiences working in this area over the last decade.
Central to exploring decolonizing possibilities is asking educators to interrogate their own identities and their role as educators, deconstruct ways that classrooms and schools reproduce privilege, and reimagine their practice to welcome Indigenous ways of knowing. We have found that explicit attention to these goals and activities is important. Educators attend professional development opportunities – and networks – with the assumption that they will receive strategies to take away and use in their contexts. While this may be part of the work of ECNs, decolonizing processes first and foremost require educators to examine their own privilege through multiple lenses. To reference Donald’s work (2022), surfacing and addressing unconscious bias within ourselves and our teaching involves unlearning. This unlearning is uncomfortable, but ECN members report that it is also powerful; educators need opportunities to encounter colonial truths, explore their identities, commit to a co-constructed vision of education, and then work to align their practice accordingly. Participants in one ECN shared that they are more confident in identifying and disrupting teaching practices that reproduce privilege as a result of these kinds of experiences within the ECN (Schnellert et al., 2022).
Also key has been the introduction of protocols that make space for Indigenous and historically marginalized participants to share their experiences and insights within the larger work of the ECN. Circle protocols, where each participant has an opportunity to share and other ECN members are invited to listen without judgment, have been important. Other strategies include building in time for IBPOC educators and participants to meet (caucus) as a separate group, and ensuring that Knowledge Keepers are introduced and thanked with appropriate recognition of their role, the knowledge they bring, and the responsibilities they carry. Sometimes we demonstrate respect and reciprocity through food. When working with Indigenous communities, it is also important to clarify how knowledge can be shared. Some knowledge is sacred and not to be shared freely. It is key to be responsive to and respectful of local protocols as a way of centring Indigenous perspectives.
One of the most impactful aspects of ECNs has been the opportunity to engage with local knowledge and Knowledge Keepers. ECN members in one study expressed appreciation for local Indigenous Knowledge Keepers, the impact of engaging with foundational ideas over several convenings, and opportunities to work with Knowledge Keepers to apply what they were learning in their classrooms with students (Schnellert et al., 2022). For these ECN members, a particularly transformative aspect of the work with Knowledge Keepers involved land-based learning. Educators said that they engaged more deeply with local Indigenous stories and concepts when ECN meetings happened on the land (Schnellert et al., 2022).
From our work with ECNs, we have identified several factors related to systems-level educational change that need to be identified and addressed in order to open decolonizing possibilities within education systems. Lack of knowledge has consistently been surfaced as a significant concern (e.g., Schnellert et al., 2022; Yee, 2021). Most educators were not educated with a decolonizing or Indigenizing lens as students or in teacher education. Educators valued learning about how colonial history has influenced what is taught and how we teach in schools. Using this lens, we can disrupt perceptions of neutrality in the school system. Another key structural factor to consider is pervasive anti-Indigenous racism – in particular, the racism of low expectations (Auditor General of British Columbia, 2015). Increased awareness has led teachers to engage with Indigenous learners from a strength-based perspective, to mentor and encourage Indigenous students, and to explicitly address comments that perpetuate stereotypes (Schnellert et al., 2022).
Education change networks are a strong tool for opening decolonizing possibilities across the educational system and within schools. Specifically, we explore decolonizing and Indigenizing possibilities as we work in ethical relationality across difference, in ethical spaces of engagement. In our collective experiences, we have found it important to keep the focus of the learning explicit, acknowledge local protocols and make space, engage with local Indigenous knowledge and Knowledge Keepers, and identify and address structural barriers. In this way, educators can come together to more effectively open decolonizing possibilities within themselves, and for the next generations in our classes.
Photo: Leyton Schnellert
First published in Education Canada, January 2023
Auditor General of British Columbia. (2015). An audit of the education of Aboriginal students in the B.C. public school system. Office of the Auditor General of British Columbia. www.bcauditor.com/sites/default/files/publications/reports/OAGBC%20Aboriginal%20Education%20Report_FINAL.pdf
Cochran-Smith, M. (2015). Teacher communities for equity, Kappa Delta Pi Record, 51(3), 109–113. doi: 10.1080/00228958.2015.1056659
Donald, D. (2009). Forts, curriculum, and Indigenous Métissage: Imagining decolonization of Aboriginal-Canadian relations in educational contexts. First Nations Perspectives, 2(1), 1–24.
Donald, D. (2022, September 19). A curriculum for educating differently. Education Canada, 20–24. www.edcan.ca/articles/a-curriculum-for-educating-differently
Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193–203. https://jps.library.utoronto.ca/index.php/ilj/article/view/27669
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. doi.org/ 10.1177/1177180118785382
Kirk, J., & Lam, M. (Hosts). (2020, October 8). Indigenizing education (No. 26) [Audio podcast episode]. In Leaning in and Speaking Out. BU Cares Research Centre. www.bucares.ca/podcast/n5c2968wkajahe2
Pidgeon, M. (2022). Indigenous resiliency, renewal, and resurgence in decolonizing Canadian higher education. In S. D. Styres & A. Kempf (Eds.), Troubling truth and reconciliation in Canadian education: Critical perspectives (pp. 15–37). University of Alberta Press.
Schnellert, L., Davidson, S. F., & Donovan, B. (2022). Working towards relational accountability in education change networks through local indigenous ways of knowing and being, Cogent Education, 9(1), 2098614. doi: 10.1080/2331186X.2022.2098614
Smith, G. H. (2000). Protecting and respecting Indigenous knowledge. In M. Battiste (Ed.), Reclaiming Indigenous voice and vision (pp. 209–224). UBC Press.
Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to action. www.trc.ca/assets/pdf/Calls_to_ Action_English2.pdf
Yee, N. L. (2021). Review of inclusive and special education: Final report. Department of Education for Yukon Territory. https://yukon.ca/en/review-inclusive-and-special-education-yukon-final-report
Let’s put aside the myth that K–12 teachers and leaders who identify as Indigenous, Black and People of Colour (IBPOC) are experts in equity, making them naturally inclined to discuss race, class, or gender at the drop of a hat. Let’s also put aside the assumption that only racialized and Indigenous people should be engaged in equity, diversity, inclusion and decolonization work. Let’s recognize that all educators and leaders should be committing to and engaging in anti-racism, anti-oppression and decolonization practices.
We know that doing anti-racism and anti-oppression work in education is often emotionally and mentally exhausting. Walking into intimidating and stressful spaces where unconscious and conscious biases coupled with microaggressions and macroaggressions are present is not for the faint of heart – especially given that there is a relative overrepresentation of white, male identities in leadership positions and a corresponding underrepresentation of Indigenous, female, queer, and racialized identities.
We also know that identities are complex, fluid, and overlapping, impacted by experiences and contexts. While it is true that lived experiences of equity-deserving populations can lead to deeper understandings of bias and assumptions, it does not prepare us to address and to counter, in a very public manner, systemic inequities. Gaining insight into lived experiences by acknowledging distinct histories, stories and identities is one way to be inclusive and responsive to the increasing diversity of school populations. For those learning and relearning about past, present, and omitted histories and working in contexts where distinct stories emerge, Applewhite (2022) suggests that we take an action-oriented approach: “Stop doing the work and start being the work.”
Culturally sustaining pedagogy
One way of being the work is engaging in Culturally Sustaining Pedagogy (CSP). Building on the work of Culturally Relevant Pedagogy (Ladson-Billings, 1995) and Culturally Responsive Pedagogy (Gay, 2000), Culturally Sustaining Pedagogy (CSP) affirms students’ backgrounds by connecting cultural knowledge, prior experiences, and frames of reference to their local school and societal contexts. An important consideration is the development of critical consciousness to recognize and critique societal inequalities. Within the CSP framework (Paris & Alim, 2017), the diversity of cultural ways of being and doing in communities is recognized, acknowledged, and sustained via:
Sharing stories and coming to a fuller understanding of histories, customs, and traditions of diverse populations in the school communities would provide opportunities for teachers, students, staff, and leaders in K–12 to learn and to unlearn about deep-rooted assumptions about teaching and learning. Many educators recognize that being authentic and responsive with their actions, and supporting decisions reflective of culture and values, is foundational to this work. The real changes occur when reflection-in-action and reflection-on-action (Schön, 1985; 1987) push us to ask ourselves whether the implemented practices were good enough.
Representation matters
We know that representation matters when it comes to who is included and who is excluded in teaching, leadership, school district, and school trustee contexts. Despite anti-racist policies and mandates across the board in the multiplicity of educational contexts, access, equity, and equitable representation remain ongoing challenges. Indigenous and racialized students need to see themselves better reflected in the curriculum, and in the teaching and leadership staff of their schools.
Kendi (2019) urges all K–12 educators, regardless of identity, to engage in anti-racist education by considering long-held assumptions about race, culture, identity, and gender. By cultivating the tools for recognizing, observing, and understanding internal and external reactions to diverse realities, we can all come to a deeper understanding and insightful reflections about our positionality in societal systems and our impact on student outcomes and successes.
Addressing the needs of diverse educational populations, some public school systems are engaging in explicit equity initiatives that transform policies and administrative actions, that engage in decolonization and anti-racism practices, that support professional and human resource development, and that actively seek out community and parent engagement. Important considerations include advocacy and accountability measures that monitor improvement to support high achievement for all diverse students.
Addressing systemic racism
The Peel District School Board (PDSB) is an example of how a school system addressed systemic racism. On the heels of a very public outcry to dismantle practices and behaviours that led to racialized educational disparities, an independent external review concluded that the PDSB did not have the capacity to address the issues of systemic racism. Key recommendations of the external review focused on collecting data on issues like bullying and suspensions, advancing a culturally responsive curriculum, anti-racist training for educators, promoting racially responsive leadership and establishing an Education Equity Office. Positioned in the school district, the Equity Office would provide an organizational structure to address issues of systemic racism on a proactive and on-going basis by implementing:
So, as we consider how to be the work and how to take action, let’s learn from one another, let’s think about and reflect on how we are being equitable in our teaching and leadership practices. By listening attentively to our students, our colleagues, and our communities, by intentionally sharing ideas and by coming together, we gather strength in numbers. Maybe an Equity Education Office in each of our school districts/divisions can support strategic priorities by reviewing policies and procedures, questioning and interrogating professional learning, and influencing pathways for success for students. By creating agency, by establishing policy and process, by making space, by reaching out, by speaking out, and by bringing voices not often heard to the foreground, we can target transformative and action-based practices. While the fear of getting it wrong or saying the wrong thing may constrict our actions, we can no longer stand by and move away from unsettling provocations, conversations, and experiences. Together, we can create equitable and inclusive environments by approaching the work with humility and an authentic interest in improvement, change, and transformation.
First published in Education Canada, January 2023
Applewhite, B. (2022). Stop doing the work, start being the work. Principl(ed), 44–50.
Equity Matters Manitoba. (n.d.). Education Equity Office Campaign. https://equitymattersmb.ca
Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press
Henry, F., Dua, E., et al. (2017) (Eds.). The equity myth: Racialization and Indigeneity at Canadian universities. University of British Columbia Press.
Kendi, I. X. (2019). How to be an antiracist. New World.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3).
Paris, D., & Alim, S. H. (Eds.) (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. BasicBooks.
Schön, D. A. (1987). Educating the reflective practitioner. John Wiley & Sons.
In 2018, during their 50th anniversary, the Whyte Museum in Banff, Alberta, hosted an extraordinary sculpture exhibit of 100 human busts. Christine Wignall, the sculptor, reflected on her work:
“When I began the project, I thought I would simply start and see where the muse would lead. It wasn’t until I had completed about ten heads that I began to realize who they represented and from where they were coming. My memories and imagination were giving life to the clay and each one of the heads took on the character of someone I had known while growing up… Many of these folks are dead now, a lot of them, but they do haunt my memories. They walked the streets of Banff while the museum was being planned. It is good to remember them all.”
One of the reports on the exhibition stated, “Wignall captured the faces of prominent Banff people… the faces were so full of life” (Szuszkiel, n.d., para. 8). Indeed, the collection was impressive. But when I saw the exhibit with a colleague, what struck me was that 96 of the sculpted busts in the exhibit were those of individuals who had settled in the Banff area. The exhibition included four people from the Stoney Nakoda Nations.
The Stoney Nakoda, comprising the Chiniki, Bearspaw, and Wesley First Nations, are the first peoples in this region. And unlike all the other sculptures in the exhibit, only one of these four sculptures was of a named individual, Walking Buffalo. We wondered, if more people from the Stoney Nakoda Nations were to be included, who might those individuals be. Who were some of the important members of the Nations?
I was fortunate to lead a professional learning and research organization, Galileo Educational Network (Galileo) in the Werklund School of Education at the University of Calgary. Those of us at Galileo had a history of developing research-practice partnerships to engage in professional learning with teachers, principals, and district leaders. Galileo had an ongoing research-practice partnership with the school district in the Banff corridor, focused on nurturing excellence in instruction and leadership, also known in the district as NEIL. In one of the monthly co-design meetings with educators from the school district, we shared our observation about the exhibit at the Whyte Museum. We proposed that perhaps one of the teachers in the district might want to work with one of our professional learning mentors to engage in a project that would involve members of the Stoney Nakoda Nations to learn who from their Nations they considered to be important and to learn their stories. One of the public schools in the school district, whose population is comprised primarily of students from the Stoney Nakoda First Nations, was put forward by district leaders as the one most likely to have an interested teacher. A Grade 4 teacher, whose students were all from the Stoney Nakoda Nations, stepped forward.
The school’s success coach joined the first meeting between the Galileo mentor and the teacher. The success coach, who had worked with the Stoney Nakoda Education Authority for 18 years, brought a wealth of knowledge and expertise to the first design meeting. While offering to assist with the overall initiative, she also stated she could assist with making connections with Elders within the community. It was imperative to us at Galileo that Elders be involved in this project, right from the beginning of the design process. While we had engaged in a number of research-practice partnerships with First Nations communities and Elders prior to this one, this would be somewhat unique as we wanted to invite Elders to collaboratively design (co-design) the classroom activities and tasks with us. Having Elders as co-designers added a new and valuable dimension to this classroom initiative.
As this was not only a professional learning initiative, but also a research initiative, I felt it was important to take a participatory research approach. Within participatory design, the individuals involved in creating the design make a resolute commitment to ensure those who will be impacted by the design be significantly involved in the initial and subsequent iterative work of design (Bødker et al. 2004). In participatory design initiatives, the partners are not merely informants; rather, they are legitimate and acknowledged participants in the design process. In this initiative, the teacher, success worker, and the Elders contributed in all phases of the design work, and throughout all the iterations. As legitimate partners it is important that the participants “be involved in the making of decisions which affect their flourishing in any way” (Heron, 1996, p. 11). For it is through their participation they experience a sense of well being.
At the next meeting, four of the respected Elders from the Nations accepted our invitation to join us in conversation. They agreed to join the initiative; however, when it was suggested they provide the names of members – heroes from the Nations – they were not forthcoming with names. The Elders, although intrigued, spoke of intellectual property, of acknowledging who “owns” the stories and who has the right to hear or to re-tell the stories. They spoke of the disconnect many students have to their own heritage, their families, and their identities. At this point they saw an opportunity that those engaged in the previous design work had not seen. The Elders saw an opportunity for the students to learn about who they are by having them identify their own ancestors and trace who they are related to. The Elders wanted to work directly with the students to help them connect with their culture, their community, and their own families. They were confident they would be able to help each student trace back their lineage to a Stoney Nakoda “hero.” Through genealogy, students would then have the intellectual property rights to the stories of their own ancestors. As the Elders instructed, the students’ ancestors’ stories are their stories.
Over the following month, the teacher worked with the students and their families to identify the names of family members. Most students came back with family trees that extended to their grandparents. Some had more. Some had less. Regardless of what students were able to come up with, it would serve as a starting point for the next step.
At the next meeting with the co-design team, the four Elders brought an additional four Elders to the meeting. The teacher and her Galileo mentor brought the family trees to that meeting to show the Elders in hopes that the Elders would review the family trees. However, the Elders were clear: the children needed to be present when they reviewed the family trees. This new information necessitated a change to the design. The eight Elders would be invited into the classroom, where the children would share their family trees. What became evident to the entire co-design team, is that the initial four Elders recognized their own need to bring in more Elders to help fill in the gaps in students’ family trees. In addition, the Elders were not interested in merely viewing the family trees that students had created without the students; rather, they wanted the students to hear the stories of their ancestors from the Elders themselves.
The eight Elders began their teachings with the children with an opening prayer and a sharing circle in which the students were encouraged to speak their names clearly and proudly. The Elders and the children immersed themselves in the important work of tracing ancestral lineages. Speaking with one child, an Elder stated, “You are a descendent of great warriors. Your name comes from your ancestors.” In another corner of the room, an Elder looked at a child and said, “Your great, great, great grandfather was a powerful Shaman. People came to see him from far away because he had supernatural powers. He could heal people.” Where one Elder’s recollection ended, another one carefully filled in the gaps. The conversations and collaboration between Elders and students were a powerful sight to witness. The Elders circled the room going from one student to another, from one family tree to another, helping each other remember when there was a gap that needed to be filled or confirming each other’s recollections. Throughout the day’s activity, the family trees that initially seemed so small were now expanding beyond the constraints of the chart paper. Notes were added to one family tree to show how this student’s lineage continued onto another student’s chart. Elders continually reinforced to the students, “You are family. Get to know each other. Now you need to look out for each other, because that’s what families do.”
We did not end there. The now 11-person co-design team invited Christine Wignall, the artist whose exhibition inspired this project, to join the initiative. While sculpting busts with nine- and ten-year-olds was a bit daunting to her at first, she willingly agreed to accept the challenge. The local Canmore community arts centre, artsPlace, agreed to open its doors to Christine and the children. The children had all selected one of their ancestors as their hero, had learned the stories of their ancestral hero from the Elders, and now they were ready to sculpt a bust of their hero to fill in the missing people from the original 100-head exhibit. The local news media (Lucero, 2019) featured the work of the students, and the public was invited to attend the exhibition of their hero sculptures as part of the National Indigenous Peoples Day celebrations.
I had more than 20 years of experience in research-practice partnerships with teachers and school leaders. However, with this project, I and my colleagues at Galileo had the opportunity to learn how to weave what we knew with the wisdom of the Elders who participated with us to co-design classroom learning for children. It was our opportunity to engage in a process of unlearning – unlearning professional learning and research, and unlearning classroom and curriculum approaches and processes tethered to “colonial logics of relationship denial” (Donald, 2022, para. 8).
What began fairly naively as a school project to connect children with their community grew and surpassed any of our expectations. The Elders brought us into relationship with each other, the children’s ancestors, and historical events that not only shaped this region, but also so many regions across Canada. One of the Elders commented, “Not only was this experience incredibly beneficial for the children, but for the Elders as well.” A number of the Elders noted that as they helped each other remember, they were reminded of stories, family members, and cultural histories that have not been spoken of in some time. As one Elder stated, “This is good for our community.” I would add, this was so good for me as well. I witnessed the ways in which even the best intended curriculum approaches often remain tethered to colonial logics. Opening myself to the teachings of the Elders and being in the presence of their work with the children showed me how to begin the work of unlearning in a good way – a way that honours and respects. Perhaps my unlearning is best captured by the words of an Elder who was such an integral part of this entire project, Elder Skyes Powderface. Elder Powderface has now passed on to the spirit world, but I am left with his words: “This is what reconciliation is all about.”
The Galileo Educational Network created a short video documenting this project:
Stoney Nakoda Heroes Project https://vimeo.com/333252310/5f9b208c95
Photos: Amy Park and and Sharon Friesen, Galileo Educational Network
First published in Education Canada, January 2023
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