School Goal Two
To continue to support students to engage in the learning process and to see themselves as a member of their school community while fostering a sense of belonging.
How do we engage students and help them to recognize themselves as learners and part of the learning process?
Our learners come from culturally rich and diverse backgrounds. Many students are eager to be involved in activities and athletic opportunities provided through the school. Students have communicated that it is important for them to experience a sense of belonging and to have themselves represented throughout the school community. Staff continues to be responsive to supporting students when there has been perceived racism and continuing to ensure that all students feel safe and supported in their learning environment.
- FAAS/PHE assessments identifying students who are Emerging
- Student Learning Survey data regarding mental health and belonging
This goal and focused inquiry question aligns directly to our district strategic priority in Mental Health and Wellness. Additionally, our intended approaches are deeply connected to First Peoples Principles of Learning.
Data collected from Saanich Schools FESL (Framework for Enhanced Student Learning)
First Peoples Principles of Learning
The Sense of Belonging Goal needs to ensure that:
- Learning requires exploration of one’s identity
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Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits and the ancestors
- Connecting with District Student Voice Committee to receive ongoing feedback on Mental health and belonging needs;
- Continuing to work with Dr. Lisa Gunderson around supporting staff to understand the importance of equity and belonging;
- Engaging staff in rich professional learning on the topics of mental health, SOGI and anti-racism education;
- Continuing to support our grade 8 teachers to deliver the Mental Health Literacy unit; and
- Continuing to conduct empathy interviews with a cross section of students to hear feedback regarding their feeling of belonging and their role as a member of the school community.
Over the 2023-24 year, we will track progress on our initiatives identified in this year’s plan. More specifically:
- Quarterly Review of data that includes reflection, identification of barriers for students and action planning. This process includes all stakeholders including Indigenous rights holders and student voice; and
- Provision of data on student learning to teachers in a timely manner including support to respond to data.
Summary learning, based on evidence gathered over the year, will provide us with key learnings to guide next steps for the 2024-25 school year and beyond.
