Education and Early Childhood Learning

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Manitoba’s Teachers’ Idea Fund is an investment in the ideas and innovations of front-line teachers, staff, and school leaders from across our province. Funding has been committed to 197 projects across 31 school divisions.

Projects focus on learning supports, models of teaching and learning, mental health and well-being, Indigenous education, caregivers’ engagement, and transitions in Kindergarten to Grade 12, in post-secondary education, and to the workforce.

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Projects

2023-2024

Teachers’ Idea Fund Single Year Approved Projects 2023-2024

Title	Description
Connecting and Supporting Indigenous Youth, Newcomers, and Allies at St. James Collegiate in St. James-Assiniboia School Division	The project fosters belonging and connectedness among students and school staff by offering cultural activities and mental health supports. While aiming to increase students' attendance and engagement, opportunities are being created to learn from each other and share Indigenous land-based teachings and ways of knowing as well as experiences of newcomer students. Elders, Knowledge Keepers, artists, fitness instructors, mental health professionals, and community liaisons will be invited into the school community regularly to support these endeavours.
Indigenous Student Land-Based Experience at St. John’s School in Winnipeg School Division	This division-wide project strives to provide Indigenous students in multiple high schools with opportunities to learn, show strengths, and reclaim their identity through land-based learning experiences. By embracing Indigenous identity, culture, language, and Indigenous ways of knowing, being, living and learning, the students, who did not previously see themselves reflected in the classroom, can re-engage with learning that is meaningful and relevant to their lives.
Proactive Approach to Foster Belonging and Decrease Anxiety at Robertson School in Winnipeg School Division	The project creates an alternative space outside the classroom and promotes positive mental health environment where students’ spiritual, mental, emotional, and physical needs are met. This space is resourced with school staff and contains appropriate furniture, sensory tools, and STEM materials, while also provides opportunities for regulation, connection with others and the natural world, and supports the school community in living “the good life”.
Health and Healing through Land-based Learning at Ozhaawashkwaa Animikii-Bineshi Aki Onji Kinimaagae in Seven Oaks School Division	This project contributes to health and well-becoming by placing students at the centre, nurturing a sense of connection, and belonging through land-based learning. Students and teachers will benefit from increased opportunities to learn with Elders, Knowledge Keepers and Indigenous leaders. The project also improves supports for teachers across the division to grow in their understandings and practices of Indigenous land-based education.
Creating Belonging Through the Lens of Artistic Well-being and Indigenous Ways of Knowing at Pembina Trails Collegiate in Pembina Trails School Division	This project envisions an Indigenous artist working alongside the student community to create an art installation that honours the land and native animals. Student engagement and well-being will be also supported through land-based and inquiry learning: inclusion of a tipi to create a safe space for storytelling, a garden with Indigenous medicines for students to nurture and take home to their families, as well as the creation of an outdoor classroom proposal and design for future implementation.
Mino-Bimaadiziwin: Elder and Knowledge Keeper Partnerships at Arthur E. Wright School in Seven Oaks School Division	This project promotes meaningful weekly connection of students, their families and school staff with an Elder and Knowledge Keeper as part of classroom and small group activities, and community events. By building relationships and trust between the school, the Elder and the greater community, the intention is to nurture a sense of belonging and incorporate wellness practices. Through modeling and collaboration, school staff will have opportunities to learn how to decolonize practices that support individual students and their families, while also moving the community along the truth and reconciliation path.
Nourishing Indigenous Mental Health at Fort Richmond Collegiate in Pembina Trails School Division	The project provides a dedicated gathering space for Indigenous students where they have opportunities to develop and reclaim their cultural identities and create a sense of community and belonging. Intentional, culturally-based programming facilitates Indigenous learning experiences and language development, involves families and Elders, nourishes students' sense of belonging and cultural identity, and enhances positive mental health.
Walking with the Earth – Pimohtiwin: Connecting with the Land for Positive Mental Health and Wellbeing at Laidlaw School in Pembina Trails School Division	This project fosters a strong connection to the land and offers outdoor activities to regulate mood and emotion, improve concentration, increase productivity, and support relationships amongst students. Grounded in Indigenous ways of knowing, the main components of the project include a Circle of Courage walking trail, medicine garden, and forest and nature school to enhance outside classroom learning experiences for students.
Indigenous Youth Reclaiming Mino Pimatisiwin: A Journey for Mental Well-Being at Seven Oaks School Division	This division-wide project extends the opportunity for cultural learning and mental health improvement to middle years Indigenous students after successfully supporting high school students in the previous year. The reclaiming of mino pimatisiwin or “the good life” involves working with youth to strengthen their sense of identity, building confidence in who they are, deepening understandings of where they come from, and exploring a positive direction for the future. The project overall promotes the resurgence of culture in every day lives and builds a sense of community as a way of empowering students in their journey to graduation and a learning or career path beyond high school.
Culture and Collaboration: A Culturally Responsive Mental Health Continuum at Isaac Brock School in Winnipeg School Division	The project presents culturally responsive mental health initiatives that build capacity of staff, students and their families in mental health literacy and best practices consistent with Indigenous approaches to well-being. Staff engage Elders, cultural support workers, mental health specialists, and families to identify needs and steps of action to support students in this Cree and Ojibwe bilingual school.
Reimagining School Mental Health and Well-being: Fostering Success for all Students at General Wolfe School in Winnipeg School Division	This project embraces a holistic approach to mental health and well-being by embedding culturally responsive practices and an equity focus on social, emotional, and academic learning. Students receive an opportunity to build upon their individual and collective strengths in living a good life. Teachers build capacity in creating safe, inclusive, and flourishing learning communities that honour Indigenous ways of knowing and being to improve mental health literacy.
Indigenous Youth Reclaiming Mino Pimatisiwin: A Journey for Mental Well-Being at Seven Oaks School Division	This division-wide project extends the opportunity for cultural learning and mental health improvement to middle years Indigenous students after successfully supporting high school students in the previous year. The reclaiming of mino pimatisiwin or “the good life” involves working with youth to strengthen their sense of identity, building confidence in who they are, deepening understandings of where they come from, and exploring a positive direction for the future. The project overall promotes the resurgence of culture in every day lives and builds a sense of community as a way of empowering students in their journey to graduation and a learning or career path beyond high school.
Indigenous Support and Programming Team at Acadia Junior High School in Pembina Trails School Division	This initiative launches trauma-informed programming for Indigenous students – a need identified by students themselves at Acadia Junior High School. An Indigenous Support Team responds to mental health needs and provides culturally appropriate programming and mental health supports to proactively support students. Additionally, this project cultivates a sense of belonging and increases Indigenous academic achievement.
Promoting Wellness through a Community Hub that Supports Belonging, Mindfulness, and Food Security at Lavallee School in Louis Riel School Division	The project aims to create a space of wellness that encourages belonging within the community and addresses food security in the neighbourhood. Students at Lavallee School attend programming where they can prepare food, improve healthy eating habits, engage in dialogue, connect, and build a strong foundational relationship with the school and community.
Creating a Safe Space to Land at École St-Malo School in the Red River Valley School Division	École St. Malo School strives to improve well-being by creating a multi-sensory space and providing educators with the tools to support students' mental health. With appropriate training, school staff builds capacity to interpret and understand the language of dysregulation, respond to mental health needs, and assist students with gaining skills to recognize the physical sensations of emotions and strategies to regulate.
Good Work for the Good Life at Oak Lake Community School in Fort La Bosse School Division	The Oak Lake Community School initiative focuses on using a comprehensive service learning model and classroom supports to improve students' and teachers' mental health. Specialized activities include implementing service-learning projects, inviting motivational speakers, providing mental health mentorship and mindset coaching for teachers. Educators infuse approaches into the curriculum that bolster mental health, strengthen academic skills, and help students find a greater sense of belonging and purpose through service to others.
Wellness Room at Rossburn Collegiate in Park West School Division	The purpose of this project is to respond to anxiety and other mental health concerns by creating a space dedicated to wellness activities. This space will be filled with furnishing, art supplies, fidgets, and tools that help students self-regulate and become grounded. School and divisional counsellors, in conjunction with an art therapist and motivational speakers, will provide student-centred supports and promote mental health awareness.
High School Wellness Through Indigenous World View Lens: Supporting Teachers in Seine River School Division	This division-wide project integrates Circle of Courage philosophy and increases educators’ confidence to embed Indigenous education principles into teaching. Elders support learning, model the teachings, and practice in the classroom. The project places students and teachers at the centre of the learning to support overall wellness, which is one of the strategies of an Indigenous-inclusive education system.
Mental Health and Social Emotional Early Learning Initiative in Swan Valley School Division	This division-wide project responds to students' needs and aims to build relationships between students and their educators while promoting wellness. All elementary schools will provide supports for students with diverse learning needs and abilities and students in kindergarten to Grade 2 by providing weekly access to a sensory gym, social emotional learning resources, mindfulness practices, physical exercise, and play-based learning activities. Educators alongside their students will engage in learning activities to talk about mental health and provide appropriate tools.
Anxiety-aware and Trauma-Informed Self-Directed Learning Hub at Nellie McClung Collegiate in Prairie Spirit School Division (a collaboration with Garden Valley School Division and Western School Division)	This project intends to develop a Self-Directed Learning (SDL) program accessible to all students, but specifically designed to support students who experience difficulties with attendance and school performance due to anxiety. Teachers at Nellie McClung Collegiate will design, adapt, and offer courses with a focus on learning about managing anxiety, including core English Language Arts, Physical Education, Career Development, and Psychology courses. Other divisional schools and SDL programs in Garden Valley and Western School Divisions will be able to use these courses and participate in professional development sessions on anxiety and trauma-informed practices
Mental Health Initiative: Sources of Strength Phase Two in Prairie Rose School Division	This division-wide project is expanding the implementation of the Sources of Strength programming to the elementary classrooms and the middle to high school peer support program. The goal is to continue to improve students’ self-awareness, self-regulation, interpersonal and social connections. Teachers and other school staff will have opportunities to attend Kindergarten to Grade 6 curriculum training or Grade 7 to 12 advisor training during the school year.
Mental Health Wraparound – Supporting Students, Staff and Families at Mackenzie Middle School in Mountain View School Division	This project involves a multidisciplinary wraparound team comprised of a mental health navigator, a counselor, and two classroom teachers that supports Tier 2 and Tier 3 interventions and referrals. Informed by data on attendance, behaviour, non-engagement, trauma, and advice from Elders on culturally appropriate practices, the team provides timely response to the needs of students and teachers. Targeted interventions result in improved school presence, engagement, academic achievement, and wellness among peers and school staff.
Therapeutic Schools in Swan Valley School Division	This initiative establishes therapeutic learning environments in two additional schools during the third year of implementation. The therapeutic schools framework plan has four components: creating a co-regulation room; training all staff in trauma and the neurosequential model; providing classroom sessions to all students to teach resourcing tools and build resiliency; and educating parents. Available supports, resources and continual guidance to staff, students and parents will promote the development of therapeutic schools where everyone manages their thoughts, feelings, and behaviors by utilizing self-regulation skills.
Zone-Out to Zone-In: Building Universally Designed Trauma Informed Classrooms at Roblin Elementary School in Mountain View School Division	The project assists students who are new to self-regulation or in need of privacy or co-regulation to learn necessary skills and use the dedicated calming Zone-Out space at Roblin Elementary School. Building on success of the first year implementation, teachers will be provided with training and resources to build Zone-In spaces within six classrooms that offer similar self-regulation activities. Specialists trained in trauma-informed care will work between the spaces to help students transfer their skills across environments.
Inclusive Extracurricular Activities to Build Peer Connections and Sense of Belonging in Hanover School Division	The project is continuing the Fun and Inclusive Recreational Events (FIRE) after-school program with three seven-week blocks of activities for students with diverse needs. In addition, introduction of new programming during recess and lunch breaks will create opportunities for students, regardless of individual needs and abilities, to participate in activities that aim to increase confidence, social connections, and sense of belonging with same-age peers.
Roving Campus at Portage Collegiate Institute in Portage La Prairie School Division	This initiative responds to barriers to school presence with a student-centred experiential learning experience. Each student has an opportunity to develop essential skills including critical thinking, citizenship, employability, and resiliency. Graduation is the end goal. The program provides lunch and transportation for students, engages Elders and Knowledge Keepers, offers land-based activities and tailored mental health interventions. A learning environment where students feel supported and are given rich learning experiences contributes to positive student achievement and success.
Wellness and Well-Being: Infusing the 5T's of Mental Health into the Mamàhtawisiwin Framework at Ross L. Gray School in Border Land School Division	Using the Mamàhtawisiwin: The Wonder We Are Born With – An Indigenous Education Policy Framework along with the Circle of Courage, Ross L. Gray school initiates a year-long project that focuses on supporting staff and students’ holistic health through the medicine wheel teachings. The activities include work with Elders, Knowledge Keepers, staff, students, and community members to create an environment that fosters positive mental health and wellness.
Sensory Space at Kelsey Community School in Kelsey School Division	This initiative establishes a designated safe and inclusive sensory space to support stimulation and regulation. The appropriate involvements of specialists and training for school staff enhance the tools and programming provided to students with diverse needs and benefits the well-being of everyone in the school.
Mino Wicihtowin – Helping One Another in a Good Way in Kelsey School Division	With a trauma-informed approach, this division-wide project promotes cultural teachings, positive identity and resilience, prioritizing those students who experience mental health challenges and addictions. An Indigenous Cultural Coach assists teachers with implementing classroom support and facilitates land-based learning through culture camps.
Indigenous Land-Based Education – Divisional Gathering in Frontier School Division	This division-wide project focuses on building capacity among teaching staff in Indigenous land-based education. Participants will gather for a common immersive experience that reflects locality, seasonality and culture, and creates an environment of knowledge sharing and collaboration. This gathering will emphasize the importance of Indigenous epistemologies and ontologies as a foundation for building better relations within our classrooms, schools, and communities. After returning to their home communities, these advocates and champions of Indigenous land-based education will share their new skills, knowledge, and learning with other staff to support a school environment that centres holistic student well-being and authentic forms of engagement through Indigenous knowledge systems.
Reconciliation Exploration Exchange at Helen Betty Osborne Ininiw Education Resource Centre in Frontier School Division and Elm Creek School in Prairie Rose School Division	The purpose of this collaborative initiative between two schools from distinct geographic locations, cultural backgrounds and world views is reconciliation and reflection on wellness practices. Over the course of a school year, each school will become host to the other and offer an immersive, shared learning experience built on local culture, histories and lifestyles, respect and understanding.
Motivational Speakers for Mental Wellness of K-12 in Flin Flon School Division	This division-wide project aims to promote wellness and student empowerment, increase resiliency, and decrease the stigma around mental health in Northern Manitoba. By engaging motivational speakers and providing training for school staff, the project assists with building essential mental health awareness and resources in the community.

 

Teachers’ Idea Fund Continuing Multi-Year Approved Projects 2023-2024

Title	Description
Valley Gardens Community Connections in Valley Gardens Middle School in River East Transcona School Division	To increase family engagement and bridge the gaps between socio-economic differences, the school is providing an after-school program, academic supports, cultural activities, art-based programming, caregiver connection time, and childcare. The caregivers feel empowered and welcomed into the school and students have opportunities to increase well-being and academic achievement.
Project LIFE in River East Transcona School Division	Project LIFE allows students to gain work experience outside of the classroom. During their internship opportunities, students gain workplace skills and learn their interests and vocational preferences. This program creates space for learners to make community connections that could last a lifetime.
SENSE-ational Schools: Physical Literacy-Enriched Opportunities for Children with Neurodiversity at Lakewood School in St. James-Assiniboia School Division	The goal of this project is to create physical literacy–enriched movement contexts suitable for children with neurodevelopmental conditions and to enhance the staff cohesiveness. The school will modify the environment with suitable equipment, adopt pedagogical practices to support children with diverse needs, and provide safe, enriching, and positive movement opportunities.
Circle of Courage and Cognitive Behaviour Therapy Enhancing Resilience in St. James-Assiniboia School Division	Based on Indigenous beliefs that encourage the empowerment of children, the project focuses on each student, academic achievement, social skill development, community connectedness, and independence. Cognitive behaviour therapy provides students with the tools to support their own mental health and succeed in all situations through life.
Tech Hub in Seven Oaks School Division	The Tech Hub is a multi-campus STEAM experience for middle and senior years learners. This project connects students to the game development industry and offers knowledge and skills necessary for post-secondary education.
Elder Proposal at École Leila North in Seven Oaks School Division	The aim of the project is to provide opportunities for students to engage in Indigenous land-based education. Cultural teaching sessions, classroom visits, and ceremonies led by an Indigenous Elder will build resilience among all students in the school.
First Teacher in Seven Oaks School Division	Through family partnerships, this division-wide initiative is supporting families in the school community to achieve increased literacy and numeracy development while nurturing family well-being and parenting confidence. The goal is to prevent social and educational intervention.
Transforming our Teaching through Regie Routman in Residence, in Seven Oaks School Division	This project focuses on sustained, deep, and collaborative professional learning that engages educators in co-planning, co-teaching, observing, debriefing, and analyzing classroom literacy practices and their impact on student learning. The goal is to transform teaching practices to positively impact student learning and engagement.
Improving Mathematics Outcomes in Kindergarten to Grade 8 in Seven Oaks School Division	This division-wide initiative offers teachers an opportunity to intentionally interrogate their practice by identifying who is doing the thinking, what feedback is being provided to learners and teachers, and how mathematics lessons should be sequenced so that all learners are included and challenged with the intent of improving student math outcomes.
Virtual Advanced Placement Program in Prairie Rose School Division	Carmen Collegiate identified that an obstacle for rural schools was the absence of course option variety. To respond, the school has opened two full classes where Advanced Placement programming is offered virtually with the help of Google Classroom. This course provides students with accelerated and enrichment opportunities, as well as the chance to earn university-level credits in high school.
School Outdoor Revitalization at Elm Creek School in Prairie Rose School Division	Elm Creek School is creating new outdoor learning and play spaces to improve the overall mental health and well-being of the school community. The spaces are rooted in a deep connection to the land and include Indigenous design aspects and teachings. Students are involved in the design process to gain relevant skills.
Enhancing Community through Métis Cultural Exploration at St. Laurent School in Prairie Rose School Division	St. Laurent School is connecting students to the community through Métis cultural exploration and exposure. This project supports traditional language, drumming, dancing, singing, various visual and hands-on arts activities, and building community gardens to maximize student success and create a stronger sense of belonging.
Transitioning from High School to Post-secondary Job Readiness via NITT at Swan Valley Regional Secondary School in Swan Valley School Division	This multi-year project supports youth transitioning from high school to post-secondary training. Northern Lights Institute of Trades and Technology (NITT) works to establish partnerships with key stakeholders, including Indigenous communities, to create education and training pathways to employment and lifelong learning.
Umbay Nagamon: Come and Sing with Us at MacKenzie Middle School in Mountain View School Division	Mountain View School Division has been creating Grade 5 and 6 cohorts that embark on Umbay Nagamon journey where teachers are exposed to the true history of Indigenous Peoples in Canada, examine their role within reconciliation, and provided with the tools to begin lesson planning. Through teaching, modelling, and guided practice, teachers will feel confident in their ability to embed Indigenous education in their lessons and activities with students.
Valuing the Whole Child: Making Valuable Connections (Teacher, Student, Family, and Community) at Whitmore School in Mountain View School Division	This multi-year project enhances Kindergarten programming at Whitmore School, including a family and community engagement. The project activities help students prepare for the transition to elementary school and improve their educational outcomes.
Project 30: Improving Literacy Outcomes for Students in Park West School Division	This division-wide project aims to build a sustainable future of teaching literacy effectively through professional development, technology, and establishing early prevention. It is intended to increase teacher understanding of current, relevant scientific research on reading assessment, instruction, and intervention to improve literacy outcomes for students.
HAWKS – Honouring Anishinaabe Wisdom Kindles Success at Strathclair School in Park West School Division	Strathclair Community School aims to offer Indigenous studies courses, spiral land-based learning into core subjects and provide access to emotional, spiritual, and academic supports. Students will increase their sense of self-esteem, positive view of the future, and connection with school through the infusion of the Anishinaabe culture.
Waywayseecappo Off-Campus School Land-Based/Ojibway Language Education in Park West School Division	Through creating a space for reconciliation, Rossburn Collegiate aims to build resilience and community connections. Students and their families have opportunities to engage in Indigenous cultural programming and connect with the Indigenous community.
Creating Space for Reconciliation at Rossburn Collegiate in Park West School Division	Through creating a space for reconciliation, Rossburn Collegiate aims to build resilience and community connections. Students and their families have opportunities to engage in Indigenous cultural programming and connect with the Indigenous community.

2022-2023

Teachers' Idea Fund Approved Projects 2022-2023

Title	Description
Creating Therapeutic Schools in Swan Valley School Division	This division-wide project is implementing a four-prong approach to improve the overall mental health of the students, staff, and families. This approach involves creating co-regulation rooms, building resiliency skills and tools at the school-wide and classroom levels, training staff, and providing parents/caregivers with information about how to use these tools at home.
Cranberry Portage Community Garden in Frontier School Division	This initiative involves students working with community members to create a community garden.  Staff, students, and community members will physically and mentally benefit from spending more time outdoors as a community and from consuming fresh produce.
Taking Care of Students and Staff in Park West School Division	This division-wide project is increasing academic engagement, attendance, and student mental health through one-on-one, small group, and classroom interventions. Ongoing professional development on mental health and trauma-informed approaches will be provided to staff.
On the Land in Lakeshore School Division	This division-wide project integrates land-based practices that affirm Indigenous ways of knowing. These practices promote an environment that improves the mental health and well-being of staff and students.
After-School Music Program in Seven Oaks School Division	This program improves attendance, achievement, and wellness of learners by expanding the after-school music program. The current pilot program suggests that family connection and student well-being have significantly improved since the program was put in place. Student outcomes are informed by the Circle of Courage model.
Creating Space for Mamàhtawisiwin, Reconciliation, and Mental Health at Westdale Junior High School in Pembina Trails School Division	Through establishing culturally relevant and inviting space and programming, students build their sense of identity and improve their mental health. This is achieved by easing the transition of Indigenous students from home to school, and by providing a culturally relevant and safe space for non-Indigenous staff, students, and community to learn Indigenous ways of knowing, doing, and being.
Mental Health Awareness through Drama at Pine Ridge Elementary School in Garden Valley School Division	Pine Ridge Elementary School aims to increase student well-being by creating a safe place to talk about mental health and wellness and by increasing students’ sense of belonging. The project spreads awareness through the co-creation of original dramas about how students view and experience mental health and wellness.
Dialectical Behaviour Therapy Skills Group for Middle Years Students in Seine River School Division	This initiative supports the social-emotional needs of students by offering dialectical behaviour therapy skills in a classroom environment to our middle-years grades. This curriculum promotes tangible and healthy coping skills, interpersonal skills, how to manage intense feelings and how to tolerate times when things do not go as planned or tough situations and events.  This curriculum will also include parent information and resources to continue the development of these coping skills at home.
Creating Safe Spaces to Support Mental Health Teaching and Learning at Archwood School in Louis Riel School Division	Archwood School is improving its social and physical learning environment to promote mental health and well-being. This includes repurposing existing areas to support mental health and well-being while also creating new indoor and outdoor spaces for mental health programming.
Therapeutic Learning Centre at Benito School in Swan Valley School Division	Benito School is expanding its self-regulation room, which supports students’ need to feel calm and safe and to learn how to co-regulate and monitor their needs and progress. This initiative will enhance the tools and programming provided to students in the space, as well as to everyone throughout the school.
Promoting Climate Resiliency and Student Mental Health at H.C. Avery Middle School in Seven Oaks School Division	H.C. Avery Middle School is launching an initiative to increase the knowledge that students have about climate change while teaching resiliency and coping mechanisms. Students will experience the benefits of cognitive behavioural therapy, mindfulness, land-based learning and other techniques to address eco-anxiety while they learn about climate change.
Indigenous Youth Developing Mental Wellness through the Teachings of Mino-pimatisiwin, the Good Life, in Seven Oaks School Division	This culturally based programming focuses on mental health and well-being by emphasizing healthy relationship building, strengthening participants’ senses of identity and belonging, deepening cultural knowledge and connections to land-based learning and fostering Indigenous language acquisition. This project aims to offer Indigenous youth who are in CFS care and students from northern communities with relevant supports related to strengthening engagement in school, positive experiences with peers and school staff and encouragement in their journey to graduation.
Achieving the Good Life at Roseau Valley School in Border Land School Division	Roseau Valley School is enhancing mental health of students by providing tools and supports. These resources focus on the Good Life teachings and include student support for school-to-school and school-to-community (after Grade 12) transitions, family-focused relationship building, land-based wellness, community enrichment, and more.
Forest School to Support Academic Achievement, Mental Health, and Social-Emotional Well-Being at Woodlawn School in Hanover School Division	Woodlawn School is taking learning to the forest in order to expose students to the benefits of being and learning in nature. The aim of this project is to increase academic achievement among students, while improving their mental health and social-emotional well-being.
Fostering Power and Agency through Literacy at John M. King School in Winnipeg School Division	John M. King School is fostering power and agency through literacy to improve student mental health. We will improve literacy outcomes for all by providing educational staff with specialized training and allowing time for collaboration and discussion to ensure best practices are used, evaluated, and adapted in the classroom to meet the needs of each student. When teachers have an understanding of the scientific research about learning to read they will be better equipped to tailor instruction to meet the needs of all students.
Nature-Based Pedagogy and Mental Health at Rivers Elementary in Rolling River School Division	This project is implementing nature-based learning approaches to improve the mental health of Grade 4 classrooms with cross-grade connections to Grade 1 classrooms. Teachers will engage in professional development and purchase materials to infuse nature-based approaches into the curriculum exposing students to mindfulness practices, physical activity, resiliency skills, and more.
Inclusive Extracurricular Activities to Build Peer Connections in Hanover School Division	Hanover School Division is addressing the mental health and well-being of middle and high school students by offering inclusive extracurricular activities with different themes: cooking, sports, eSports and art. The activities are accessible to all students but programming will be advertised to students with disabilities and/or those who typically have less access to extracurricular activities.
Physical Movement and Safe Spaces to Support Student Mental Health at Pine Ridge Elementary School in Garden Valley School Division	Self-Regulation and Safe Spaces to Support Student Mental Health at Pine Ridge Elementary School in Garden Valley School Division This project is promoting self-regulation through creating classroom spaces that accommodate the needs of all learners. Through the use of physical movement, flexible seating, regulating tools, and quiet spaces, student mental health will improve.
Prairie Rose Divisional Mental Health Initiative: Sources of Strength in Prairie Rose School Division	Prairie Rose School Division is improving student and staff mental wellness by using the Sources of Strength program. This enables both students and educators to appropriately identify and respond to signs of mental health issues.
Improving Student Well-Being by Focusing on Language and Literacy Skills at École South Pointe School and École Van Walleghem School in Pembina Trails School Division	Phonological awareness and language skills are a strong predictor of reading abilities and are critical to reading development. École South Pointe School and École Van Walleghem School in Pembina Trails School Division are providing intensive and targeted language and phonological awareness support to improve oral language and literacy skills, which will improve student engagement in class, confidence, and overall well-being.
Supporting the Social-Emotional Needs of Students at John M. King School in Winnipeg School Division	John M. King School is addressing the social-emotional needs of students through social skills instruction, proactive sensory stimulation, and regulation in a designated safe sensory space. This project is facilitated by a student support teacher, in conjunction with the school’s support team, who provides the student-centred support and daily reinforcement of these newly acquired skills.
Wellness and the Arts: A Collaborative Pilot Course at École Secondaire Kelvin High School in Winnipeg School Division	The Wellness and the Arts project at École Secondaire Kelvin High School is addressing and supporting student mental health through providing foundational learning of mental health theory and approaches, arts-based wellness experiences, and Indigenous ways of knowing. This promotes opportunities for students to be collaborative and to engage in artistic activities in order to connect to self, others, and the world.
Culturally Inclusive Mental Health Toolkit at Isaac Brock School in Winnipeg School Division	The Culturally Inclusive Mental Health Toolkit project at Isaac Brock School is improving student mental health and increasing attendance and achievement, while also supporting ongoing efforts to address reconciliation. This will be achieved by supplementing mental health support and well-being with culturally relevant activities and traditional Indigenous methodologies.
No Child Left Inside: Land-Based Learning to Nurture Student Well-Being and Community Belonging at Donwood School in River East Transcona School Division	Donwood School is improving student and staff well-being through land-based, trauma-informed learning opportunities. The project uses outdoor spaces and shelters to support the emotional and physical well-being of the school community, which will be accessible to students year-round. Consultations with Elders, Knowledge Keepers, school community members, and specialists are being coordinated to ensure that a safe and nurturing learning environment and programming are created.
Regulation Tools to Support Mental Health at Plum Coulee School in Garden Valley School Division	This project provides supports for students and teachers, fostering opportunities for social and emotional learning while supporting their school and divisional mental health goals. Students will be provided tools and supports that incorporate positive mental health practices and trauma-based intervention, as well as self-regulation supports. Indoor and outdoor opportunities for students to access equipment and resources will allow for individual needs to be met.
Divisional Career Development and Life Exploration Program Initiatives in Hanover School Division	Hanover School Division is focusing on collaborating with teachers to implement career development initiatives to provide meaningful workshops and resources for students to grow and develop. Grades 6 to 12 students will have the chance to engage in career development and exploration opportunities to improve mental health outcomes.
Implementing Wahkohtowin at Elmwood High School in Winnipeg School Division	This project provides students with meaningful opportunities to connect with their authentic selves through a variety of Indigenous-based teachings, both on the land and in the classroom. It will facilitate the healthy exploration of student identities and their mental health, and further connect them to each other, their school, and community.
Proactive Mental Health Programming at Steinbach Regional Secondary School in Hanover School Division	This project intends to create a school environment where both teachers and students are provided the skills necessary in recognizing signs of mental health emergencies, appropriately engaging with the individual and ensuring they have a connection to safety. Lead teachers/support staff are given training in Safetalk protocols. Safetalk principles are integrated into health class to increase student capacity in mental health strategies.
Integration of Literacy and Mental Health, Well-Being, and Belonging with Student Voice and Choice at Minnetonka School in Louis Riel School Division	The purpose of this collaborative project is to create inclusive and diverse classroom library collections that address and support the mental health and well-being of our students. The goal of our project is to increase student belonging and representation, foster voice and agency, and create opportunities for collaboration between students, staff, and community.
Wellness and Well-Being Initiative: Infusing the 5Ts for Mental Health Education in Schools at Jameswood Alternative School in St. James-Assiniboia School Division	This project is expanding the implementation of mental health supports beyond the school by working together with the school community to build knowledge and understanding for mental well-being, diversity, and equity. Students are establishing connections to each other, learning from guest presenters, and volunteering in the local community. Students are learning ways to reduce anxiety and stress using evidence-based coping strategies.
Promoting Healthy Living at Linden Meadows School in Pembina Trails School Division	This project is providing training for Linden Meadows School staff about cultural proficiency and mental health, and is engaging educators in home-school partnerships. Regular training sessions include materials and classroom resources for teachers and provide an opportunity to listen and hear from students and families directly.
Integrated High School at Vincent Massey Collegiate in Pembina Trails School Division	With a trauma-informed approach, Vincent Massey Collegiate is creating a classroom within its high school, prioritizing students who are non-attenders due to barriers of mental health challenges, addictions, trauma and socio-economic status. Instruction will be paired with a multitude of hands-on and experiential activities that emphasize student voice and choice. Social emotional and mental health teaching is imbedded weekly and delivered by our school social worker and psychologist.
Library Revival: Developing a Centre for Mental Health at École Harrison in Brandon School Division	École Harrison is creating a centre for mental health within their library to support the mental health and well-being of students. The revitalized space will feature a makerspace, cozy reading nooks, sensory objects, a calm-down space, independent and collaborative learning spaces, flexible seating, and soft furnishings. This will be a place where students come to learn, reset their mental and emotional state, and engage in mental health programming.
The Zone at Roblin Elementary School in Mountain View School Division	The Zone at Roblin Elementary School is a dedicated space where students have the opportunity to engage in research-based strategies to work through their emotions. Stations include journalling, reading, access to healthy snacks, and more.
Sage Room—Working Towards Self‐Regulation at MacKenzie Middle School in Mountain View School Division	MacKenzie Middle School has created a designated space: the Sage room, for unregulated students to create a tool box of mental health and regulation strategies, resources and supports. The assistance provided by trained staff members is informed by the principles of redirect, reset, and ultimately re-engage. The same principles that drive the SAGE room will be explored and implemented by teachers in order to support student wellbeing and engagement within the classroom environment.
Culture and Wellness Resource Centre at William Morton Collegiate in Pine Creek School Division	William Morton Collegiate is creating a safe, comfortable space where students, staff, and parents can access resources, obtain referrals, and access training opportunities related to mental health and well-being. The center also provides opportunity for both Knowledge keepers and Elders to share cultural teachings and provide a holistic approach to supporting school and community wellness and wellbeing. Additionally, mental health and wellness service providers will be brought in to provide training and presentations to the school community.
Wellness and Movement Room at St. George School in Louis Riel School Division	The Wellness and Movement Room supports the regulation and mental health of students by meeting their complex needs through specialized programming. The physical therapy plans for students are co-created with clinical teams including OT, PT, SW, and Psych. It will include a holistic and mind-body approach to support their individual regulation needs.
Up-Regulation Sensory Space and Down-Regulation Sensory Space Supports at R.H.G. Bonnycastle School in Pembina Trails School Division	This project supports the emotions and behaviours of students by creating an up-regulation sensory space (alerting) and down-regulation sensory space (calming). Specialized strategies in the spaces include calming materials and equipment such as soft furniture and lights for the down-regulation room and alerting equipment like a percussion wall, tumble top, and a balance beam in the up-regulation space.

2021-2022

Teachers' Idea Fund Approved Projects 2021-2022

Title	Description
Improving literacy outcomes for students at École Harrison in Brandon School Division	Kindergarten to Grade 2 teachers will be participating in professional development opportunities to learn about the science of reading and structured literacy. Teachers are learning about the importance of phonemic awareness and letter-sound knowledge. They are determining the instructional needs of their students and providing targeted skills instruction using materials and decodable books to increase student literacy skills and outcomes.
Deepening student understanding of Indigenous cultures at Prairie Hope High School in Brandon School Division	This initiative uses teachings and discussions with Knowledge Keepers and hands-on product creation to engage students in Indigenous cultural learning.
Targeted phonological awareness intervention at Oak Lake Community School in Fort la Bosse School Division	The aim of the project is to improve identified Middle Years students' and Kindergarten to Grade 2 students' phonological awareness—the building blocks of literacy.
The Science, Technology, Engineering, Arts, Mathematics (STEAM) Room at Bothwell School in Hanover School Division	The Bothwell School team is working with the divisional career development and life exploration program coordinator to develop ways to further engage students in their understanding of curriculum objectives by enabling teachers to embed STEAM in their students' learning experiences.
Learning Ojibwe and Ojibwe culture at Alf Cuthbert School in Lakeshore School Division	Alf Cuthbert School is introducing an Elder who speaks Ojibwe to collaborate with the languages teacher in teaching Grades 5 to 8 students the Ojibwe language. Students will also build community connections and benefit from expanding their cultural knowledge.
Inter-school Grades 2 and 3 professional learning community group to improve numeracy within Mountain View School Division	The project's aim is to increase student math fact fluency and achievement. A Grades 2 and 3 professional learning community (PLC) will be established, facilitated by the divisional numeracy coach to support the development of fact fluency through lesson planning, toolkit resources, and hosting online events for parents to understand the appropriate development of fact fluency.
Inter-school Grades 4 and 5 professional learning community group to improve numeracy within Mountain View School Division	The project aim is to increase student math fact fluency and achievement. A Grades 4 and 5 PLC facilitated by the divisional numeracy coach will support the development of fact fluency through lesson planning, toolkit resources, and hosting online events for parents to understand the appropriate development of fact fluency. It will also apply lessons learned in the classroom.
Art therapy to support student mental health program at Birtle Collegiate in Park West School Division	The mental health initiative provides small-group art therapy sessions and increased individual counselling to students to help improve their overall mental health.
Digitized library for multilingual and multicultural books for Kindergarten to Grade 8 students and families at Linden Meadows School in Pembina Trails School Division	Linden Meadows School is collaborating with students and families in creating a digitized classroom library of multilingual and multicultural narratives from Kindergarten to Grade 8 with the goal of improving student literacy outcomes.
Literacy teaching sprints to improve teacher practice to assist students with and without special learning needs at La Verendrye School in Portage la Prairie School Division	This Models of Teaching and Learning project utilizes teaching sprints with classroom teachers to improve Kindergarten to Grade 3 teaching practices. Student baseline data will be collected and used to drive teaching sprints. The focus is on best practices and common language to improve student achievement.
Expanding the STRIVE program at Elm Creek School in Prairie Rose School Division	Self-Taught Real-world Individual Valuable Experience (STRIVE) is a multidisciplinary, student-centred, project-based learning environment where Grades 9 to 12 students earn credits while pursuing an individualized area of interest. Through this initiative, students will have an opportunity to follow an area of interest that would otherwise not be available, engage in their learning, and earn credits towards their high school diploma.
Improve literacy at St. Francois Xavier Community School in Prairie Rose School Division	St. François Xavier School has developed a plan to implement a phonemic awareness and phonics instructional program that will develop skills in all students. Teaching students phonetic rules will improve their skills growth and confidence by helping develop their understanding of written English for spelling and decoding for reading.
Speech-generating devices for student-teacher engagement at John Pritchard School in River East Transcona School Division	This project targets the enhancement of conversive language development skills for students who require assistive technology for the purpose of daily communication. Students will gain confidence with language acquisition as well as enhancing well-being by having more opportunities to engage with one another in an inclusive setting.
Providing a culturally responsive and safe environment for Indigenous students at Transcona Collegiate in River East Transcona School Division	This project aims to provide a culturally responsive approach to creating a safe environment that fosters belonging among students. With consultation from the Indigenous community, students have the opportunity to develop connections with Elders, Knowledge Keepers, mentors, and Indigenous artists to help them form the foundations for positive mental health and community connections.
Walking school bus and breakfast/story time program to improve attendance and increase academic performance at Westview School in River East Transcona School Division	Westview School is building relationships with students who have previously been disconnected from the building or disengaged from their own learning. The project will offer a soft landing/breakfast to start off the school day, plan small-group activities to build capacity and skills in areas of concern, encourage social connections by modelling and supporting indoor and outdoor play, as well as incorporating quality literature and cultural discussions during a lunch club.
Expanding leadership opportunities via outdoor education at Onanole Elementary School in Rolling River School Division	The goal of the project is to increase student leadership opportunities throughout the school in connection with land-based learning and outdoor education.  Students will use digital portfolios to document their days outdoors and will gain many collaborative and leadership skills while deepening their connection to the outdoors.
Classroom educator training to improve literacy at Burntwood Elementary School in the School District of Mystery Lake	Through this project, a group of Early Years teachers have taken the initiative to improve students' steadily declining reading skills and will receive training in the Orton–Gillingham approach, which is a structured, multi-sensory approach that teaches the connections between sounds and letters. This program will help provide students with the skills and confidence they need to become proficient readers.
Sensory path in Kindergarten to Grade 12 hallways for movement breaks at Pierson School in Southwest Horizon School Division	The school is installing a sensory path in three hallways for Kindergarten to Grade 12 students. The sensory path will allow students an opportunity for movement breaks and will include concepts of numeracy, literacy, reading, movement, and science with the intent of providing tools to help students meet their sensory needs and improve their academic performance.
Sources of Strength to support mental health and well-being at Swan Valley Regional Secondary School in Swan Valley School Division	The school is using an evidence-based program, Sources of Strength, to increase students' mental health. The program works by training, supporting, and empowering peer leaders and adult advisors in school and within the community to connect with youth, spreading hope, help, and strength.
Teacher training to support improved student mental health and well-being at Taylor Elementary in Swan Valley School Division	Taylor School is implementing a four-prong approach to improve the overall mental health of students, staff, and parents, as well as knowledge about trauma. Staff are creating a co-regulation room, holding learning sessions, and educating families through social media with video clips to view at home.
The Elmwood Supply Company Program to increase entrepreneurship at Elmwood High School in Winnipeg School Division	The Elmwood Supply Company is a student-run business specializing in community-focused streetwear. The goal of the entrepreneurship program is to teach students business skills and strengthen their bonds within their community.
On-site health teen clinic at Grant Park High School in Winnipeg School Division	Grant Park High School has partnered with the WRHA to open a teen clinic in the school with a regular rotation of healthcare professionals. The aim is to provide a consistent base of health professional supports in an effort to build trust and good therapeutic relationships with the student base and to increase student mental health.
Students to learn about film industry at Grant Park High School in Winnipeg School Division	Grant Park High School will provide opportunities for students in the areas of film production, development, and editing, as well as branching off the arts curriculum by introducing a film-focus drama course. By learning about the industry and meeting with industry professionals, students will learn about the many opportunities for them post-graduation and gain skills and interest in the industry.
Living walls and green space for students at Machray Elementary School in Winnipeg School Division	The school is creating indoor and outdoor learning spaces that allow for the integration of curricular outcomes, including school murals, garden beds, and plants in the school. Creating learning spaces that embed education for sustainable development is important for promoting sustainability and a connection to nature, while facilitating positive mental health effects.
Improving Indigenous identity and ways of learning at Prince Charles Educational Resource Centre in Winnipeg School Division	The Sacred Seven is an opportunity for Indigenous students from seven different high schools to learn and reclaim their identity through participation in Seven Sacred learning experiences. These land-based experiences align with the Seven Teachings and are grounded in Indigenous ways of knowing, being, living, and learning. These experiences provide students an opportunity to grow and find connections beyond the walls of the school, building connections with the land, self, and with others.
Improving literacy outcomes through a structured literacy approach by establishing a book club at Kola School in Fort la Bosse School Division	To improve literacy outcomes for struggling and emerging learners, a structured literacy approach is being implemented. Teachers will use the knowledge obtained in their training to identify and support students' unique intervention needs in areas of literacy development such as phonological awareness, phonics instruction, and decodable readers. As this approach can benefit all learners, Kola School envisions its broader use as they share in training, book club resources, and student success stories through implementation and data.
Improving literacy in Kindergarten to Grade 2 classrooms at Winkler Elementary School in Garden Valley School Division	This project aims to increase literacy performance and build a love of literacy in students through diversifying Kindergarten to Grade 2 classroom libraries and interactive read-alouds, shared reading, and small-group and purposeful strategy instruction.
Establishing a transition protocol to increase Grade 9 students’ sense of belonging and engagement while transferring from five feeder schools to Northlands Parkway Collegiate in Garden Valley School Division	The project aims to develop a sense of belonging for Grade 9 students as they enter high school. This will be achieved through peer mentorship, team building activities, and connecting students with staff. The goal is to integrate students from five feeder schools so they all feel connected to Northlands Parkway Collegiate, and success will be seen in school attendance and engagement.
Supporting the introduction of Grade 9 robotics at Garden Valley Collegiate in Garden Valley School Division	A Grade 9 robotics program will be introduced to inspire students to develop interests and skills in STEM. By introducing robotics, they hope to prepare students for entering technology-related employment or post-secondary technology programs and help them gain skills they will need in their future education and employment.
Engaging families and parents in improving mental health and well-being at Kelsey Community School in Kelsey School Division	Kelsey Community School is supporting the community in its journey through the pandemic and learning. They are hosting sessions for families on parenting, cooking, and mental health supports to address community needs. As well, they will be supporting students through their learning with an online database of both academic and mental health supports.
Enhancing the woodworking class by improving student and local community involvement at Lundar School in Lakeshore School Division	This project will provide students with hands-on experience in the art of saw milling with the intent of increasing their desire to build creatively with wood, a vocational skill. The project will also include the community of Lundar, Manitoba in this process by providing milled wood for community projects, increasing students' sense of community belonging.
Creating an outdoor classroom to engage in hands-on experiences at Eriksdale School in Lakeshore School Division	Eriksdale School is creating an outdoor classroom that supports behavioural, emotional, and intellectual development. Through connection to place, students develop stronger environmental attitudes and community behaviours. These experiences are the foundations of teaching the next generation to be active citizens who take care of their natural environment and communities.
Supporting Grades 9 to 12 English language arts (ELA) teachers in improving instructional strategies for ELA curriculum in six schools in Lakeshore School Division	The aim of this project is to facilitate increased student literacy skills through providing ELA teachers in Lakeshore School Division with opportunities to meet for teaching enrichment purposes. Led by a curriculum support teacher, they are reviewing the curriculum, planning lessons and units, and learning and sharing instructional strategies. This opportunity will result in stronger instructional practices across the division and a collective understanding of the ELA curriculum, resulting in improved student outcomes.
Increasing student engagement by supporting the Learning Commons, a space that promotes diversity and inclusion at Lockport School in Lord Selkirk School Division	The goal of the Learning Commons is to create an inviting, creative, and safe space where the diverse needs of students and staff are met and learning is optimized. This space will celebrate Indigenous cultures, provide a space for students with unique regulation needs, and increase opportunities for hands-on STEM activities where students’ tactile and kinesthetic strengths can flourish and be maximized.
Improving literacy outcomes through a structured literacy approach of grade-level book clubs at École Saint-Avila School in Pembina Trails School Division	Creating grade-level book clubs using the Fountas and Pinnell classroom program to provide students with opportunities to engage with high-quality literature and to practise literacy skills in a social setting with their peers and teacher. A family literacy event will take place to reunite the community and share information about supporting literacy and language development with the goal of improving literacy outcomes in students.
Providing language and phonological support to Grades 1 and 2 students at École South Pointe School in Pembina Trails School Division	Phonological awareness and language skills are a strong predictor of reading difficulties and are critical to reading development. These early years have been significantly impacted by COVID-19. The project is providing intensive and targeted language and phonological awareness support to students in Grades 1 and 2 with the goal of students improving their literacy and language skills.
Providing language and phonological support to Grades 1 and 2 students to improve literacy at General Byng School in Pembina Trails School Division	This project will provide targeted language and phonological instruction to Early Years students who have been impacted by interrupted schooling due to the COVID-19 pandemic. Through early and proactive interventions, children can develop foundational language, phonological awareness, and reading readiness skills. This project will help student achievement and engagement in their education.
Supporting newcomer families in Portage la Prairie School Division	The division is seeing a significant increase in newcomer families. Through the Welcome Backpack initiative, teachers will assist these families with their settlement by providing materials and demonstrating how to use them at home to support English language learning and numeracy concepts. The intended outcomes for this project are increased newcomer family school engagement as well as faster learning of English with aids at home and a greater grasp of numeracy concepts.
Providing story bags for Kindergarten classrooms in Portage la Prairie School Division	Fifteen schools will be providing families of Kindergarten students with story bags containing supporting materials to stimulate reading and language skills at home and in the classroom. Students learning English as an additional language (EAL) would be immersed in oral language with hands-on items to build their vocabularies.
Increasing attendance and engagement of Grade 8 students at the Roving Campus at Portage Collegiate Institute in Portage la Prairie School Division	The Roving Campus is a Grade 12 high school classroom primarily for students who have not been attending school regularly. Teachers assist students in overcoming barriers to attendance with wrap-around supports. This successful program will be extended to students who may have difficulty transitioning from Grade 8 to Grade 9 and help students reach their full academic and social potential.
Increasing attendance and engagement of Grade 12 students at the Roving Campus at Portage Collegiate Institute in Portage la Prairie School Division	The Roving Campus is a school-within-a-school for Grades 11 and 12 students who have not been attending class. Over the past two years, the Roving Campus has improved student attendance by 40%. An expansion for student engagement through certifications and other specialized learning opportunities will be implemented to enhance the program further.
Improving math outcomes for Kindergarten to Grade 4 students at École Crescentview School in Portage la Prairie School Division	While the base of Crescentview’s math program is the Manitoba curriculum, teachers are utilizing Tang Math’s learning progressions to build student mathematical confidence. They are differentiating for their individual learners by moving through Tang’s Concrete, Pictorial, and Abstract progressions to develop reasoning, problem solving, and foundational computation skills. The intent is to help the Crescentview learning community develop a positive mindset among mathematical thinkers through reasoning and understanding.
Supporting robotics for STEAM high school students at Glenboro School in Prairie Spirit School Division	The goal of the project is to teach students about coding and computer science, using robotics as a medium to accomplish this. An intended outcome is more students succeeding in STEM courses and finding an interest in STEM-related paths.
Helping at-risk individuals using a variety of engagements through THRIVE at Manitou Elementary School in Prairie Spirit School Division	THRIVE is a literacy intervention program for students in Kindergarten to Grade 2.  The goal of the project is to foster a love of stories while supporting students in their literacy development through reading, writing, speaking, and listening.  Students have the opportunity to explore different styles of literature while working one-on-one with an educator.
Establishing mobile, age-appropriate science, technology, engineering, and mathematics (STEM) centres at École Héritage Immersion in Red River Valley School Division	The initiative—mobile, age-appropriate STEM centres—that is being undertaken at École Héritage Immersion is intended to spark creativity, independent design, and a love of STEM. The project will instill a sense of pride and accomplishment in students and increase hands-on practical problem-solving skills.
Improving engagement and mental health for children in care groups at Bertrun E. Glavin School in River East Transcona School Division	The project targets students who are involved, or have been involved, in the child welfare system. It seeks to improve the success of this targeted group within the school setting while creating connection to the school and school staff. School drop-out rates will be addressed by helping students feel a sense of belonging, and by building self-regulation and resiliency skills.
Toy lending library with professional development for play-based inquiry at Polson School in River East Transcona School Division	This project promotes inclusive education practices for Kindergarten and Grade 1 teachers. Teachers will participate in professional development opportunities to expand their repertoire of strategies in their tool kit to meet the needs of all learners. A toy lending library will be developed to increase teachers' access to tools for implementing the strategies learned in the sessions, and students will experience more inclusive education, increasing opportunities for success.
Improving science through hands-on learning for Grades 3 to 5 classrooms at Lord Wolseley School in River East Transcona School Division	Science is best learned through hands-on and inquiry-based experiences. For this project, Lord Wolseley school is taking each of the Grades 3 to 5 science clusters and creating 12 bins—one for each cluster—filled with hands-on learning materials, books, and inquiry supplies. By doing this, they are ensuring that Grades 3 to 5 teachers have easy access to the good-quality supplies they need to teach science clusters effectively, improving the lessons and students' abilities to engage and learn in science classes.
Increasing support for students who are experiencing languishing mental health at Collège Miles Macdonell Collegiate and Transcona Collegiate in River East Transcona School Division	The project attempts to break the barriers for students who are experiencing languishing mental health by providing them with therapy and additional interventions, improving access to mental health providers, and supporting their well-being—translating to positive outcomes in all aspects of students' lives.
Increasing digital citizens at Rapid City School in Rolling River School Division	The students of Rapid City School will explore ways to expand their digital citizenship and increase their literacy and numeracy skills. Students will be exposed to online learning platforms and become digital learners. With these experiences, students will gain the 21st century skills that are essential in today's society.
Supporting land-based learning for Early Years students at Juniper School in the School District of Mystery Lake	Juniper School is taking a land-based approach to strengthen and target math and English language arts outcomes with Kindergarten to Grade 2 students, focusing on teaching and modelling  lessons using a natural progression of learning through exploration and deeper connections.
Providing a maker space for Kindergarten to Grade 8 students at Deerwood School in the School District of Mystery Lake	Deerwood School is establishing a maker space classroom. The maker space teacher will facilitate the making process with students and the homeroom teacher with the goal for teachers to gain enough experience so they can explore together with their students. The aim is to increase student opportunities for modern STEAM lessons and engagement in STEAM activities, particularly for female and underprivileged youth.
Introducing class science, technology, engineering, arts, and mathematics (STEAM) sets to share among grades at Wapanohk Community School in the School District of Mystery Lake	Students will be given the opportunity to learn about and develop skills in STEAM subjects at Wapanohk School. The goal is to create a sustainable STEAM program at the school and foster interest and skills in STEAM that translate to future educational and industry opportunities.
Ensuring literacy practices are integrated in all subjects by supporting professional learning groups at Collège Saint-Norbert Collegiate in Seine River School Division	The project supports increasing students' inquiry mindset and thinking/comprehension strategies. Students learn disciplinary insiders' skills through frequent exposure to disciplinary text with the support of subject experts who make their thinking/problem solving visible. The intended outcome is facilitating an increase in student success in these subject areas.
Supporting STEM experimental learning for Early Years classrooms at École Saint-Norbert Immersion in Seine River School Division	An Early Years French Immersion team is organizing and planning STEM experiential learning experiences that will be used by classrooms that integrate science, math, and social studies outcomes with literacy skills and learning in French. The vision is to improve STEM outcomes by designing integrated units that include artifacts, local experiences in the community or classrooms, demonstrations or investigations, data collection, design process activities, and exploration of stories and cultural references related to the learning outcome.
Supporting a student film festival on human rights in partnership with the Canadian Museum for Human Rights at Maples Collegiate in Seven Oaks School Division	Manitoba has a growing film industry and the goal of this project is to provide students with hands-on experience and skills to make them ready for employment and post-secondary. Training in cinematography, production, writing, directing, producing, sound, lighting, and editing will be provided.
Improving outdoor space for students at Collège Garden City Collegiate in Seven Oaks School Division	Collège Garden City Collegiate is improving and expanding its outdoor spaces in acknowledgement of the importance of the environment as “third teacher,” as well as how land-based opportunities contribute to well-being and the development of emotional intelligence and regulation. When the social-emotional needs of students are meant, they are able to learn better, which is the goal of this project.
Enhancing the Filipino bilingual program at Arthur E. Wright Community School in Seven Oaks School Division	This project aims to develop and publish instructional materials in social studies and Filipino literacy for Early Years and Middle Years students based on Manitoba and Philippines education curricula.
Promoting positive impacts and morale through an outdoor classroom at Pierson School in Southwest Horizon School Division	The project is creating an outdoor classroom to facilitate promotion of improved morale/mental health and school performance. The space will also be made available to members of the community. Students have been fully engaged and on-board with the idea. During implementation, quantitative data along with student engagement data will be collected and analyzed.
Establishing an outdoor classroom at Souris School in Southwest Horizon School Division	Souris School is establishing an outdoor classroom that will offer an area to learn in the natural environment with the aim of increasing student engagement and interest in school activities.
Supporting STEM learning at Souris School in Southwest Horizon School Division	Students will have the opportunity to learn about and develop skills in coding at Souris School. The goal is to create a sustainable STEM program at the school and foster interest and skills in STEM that translate to future educational and industry opportunities.
Improving students’ mental health at Jameswood Alternative School in St. James-Assiniboia School Division	The project goal is to expand the implementation of mental health supports beyond the school by working together with the school community to build knowledge and understanding for mental well-being, diversity, and equity. Students will establish connections to each other, learn from guest presenters, and volunteer in the local community. Students will learn ways to reduce anxiety and stress using evidence-based coping strategies.
Increasing literacy in Early Years at École Powerview School in Sunrise School Division	The project focuses on increasing the phonological awareness skills of Kindergarten to Grade 2 students, as well as the skills of older struggling readers. Kindergarten to Grade 2 classrooms will implement the Heggerty phonological awareness curriculum to offer whole-class explicit instruction in phonological awareness, as well as small-group instruction to older struggling readers.
Upgrading the greenhouse and outdoor classroom at École Swan River South School in Swan Valley School Division	The school is establishing an outdoor classroom and garden space that will offer an area to learn in the natural environment with the aim of increasing student mental health and engagement.  A sense of belonging to the school community will be an indicator of success.
Increasing French Immersion opportunities at École Swan River South School in Swan Valley School Division	Students enrolled in French Immersion in Swan River have very limited exposure to the French language beyond school walls. This project will allow students to experience out-of-class experiences through participation in cultural events and workshops with the ultimate goal of building student confidence in their linguistic abilities, and ultimately reducing attrition rates in their French Immersion program.
Establishing a self-regulation room at Benito School in Swan Valley School Division	Benito School is expanding its self-regulation room, which supports students' need to feel calm and safe and to learn how to co-regulate and track their needs and progress. This initiative will also enhance the tools provided to students in the space.
Providing opportunities for students to participate in cultural programming through the 13 moons calendar at Isaac Brock School in Winnipeg School Division	The project focuses on building cultural awareness of students and unifying the Cree and Ojibwe bilingual programs with the rest of the Kindergarten to Grade 9 culturally diverse school. All classrooms and students will participate in cultural learning experiences, which encompass all of the diversity within the building, providing opportunities to extend the learning back to the classroom and thereby increasing their sense of belonging and community.
Developing students’ self-efficacy at King Edward Community School in Winnipeg School Division	This project is developing students’ self-efficacy.  A variety of sensory-based regulation tools will be provided to individual classrooms and added to the newly created sensory toom and grounding space. The intent of these tools is to regulate students’ nervous systems so they are ready for learning. By implementing this school-wide approach, they hope to see increased academic success and capacity to participate daily in the classroom.
Improving oral and written connections in 21 English and French schools in Winnipeg School Division	This project is utilizing a targeted learning support to help students in the elementary grades expand their ideas orally and in writing. The project will build teacher capacity though professional learning opportunities and sharing sessions throughout the year, and it will evaluate student growth on a communication rubric.
Supporting increased attendance and mental health of students at École Pointe-des-Chênes in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year.
Supporting increased attendance and mental health of students at École Précieux-Sang in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year.
Supporting increased attendance and mental health of students at École/Collège régional Gabrielle-Roy in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year
Supporting increased attendance and mental health of students at École communautaire Réal-Bérard in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year.
Supporting increased attendance and mental health of students at École communautaire Aurèle-Lemoine in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year.
Supporting increased attendance and mental health of students at École La Source in Division scolaire franco-manitobaine	Through implementing the Friends Resilience Skills Program, there will be school-wide best practice for the prevention of anxiety and depression and tools useful to help students and teachers better manage stress and anxiety. The desired improvement will be that students are better able to self-regulate by using the strategies offered to prevent negative mental health. The success of the project will be measured throughout the year
Supporting robotics for STEAM students at École/Collège régional Gabrielle-Roy in Division scolaire franco-manitobaine	École/Collège régional Gabrielle-Roy is supporting STEM learning by implementing a robotics program. This program will take students through the process of building, planning, and competing with robots, and it will all be done in their primary language of French. This program will foster an interest and skills in STEM and allow for future post-secondary and industry application.
Introducing Ojibwe language program at Ashern Central School in Lakeshore School Division	Language and cultural mentor(s) will provide students with opportunities to learn a local language in addition to the French language instruction in place. The activities will teach local Indigenous languages while engaging students in hands-on learning activities that situate language within the context of the local community.
Improving mental health and well-being of students in Park West School Division	The school is using an evidence-based program, Sources of Strength, to increase students' mental health. The program works by training, supporting, and empowering peer leaders and adult advisors in school and within the community to connect with youth—spreading hope, help, and strength. This approach is culturally open, strength-based, fun, and harnesses the power of relational support.
Purposeful literacy at École Saint-Eustache in Prairie Rose School Division	This project will offer targeted learning supports to students on their non-Kindergarten days to develop the foundational skills of literacy and to support students' transitions. The goal is for all students graduating Kindergarten and entering Grade 1 to identify all upper case and lower case letters, state their names, and identify their associated sound. The project is also intended to develop students’ abilities to identify phonemes and one- to three-letter sight words.
Engaging Kindergarten to Grade 12 students in STEM activities at Maples Collegiate in Seven Oaks School Division	Maples Collegiate High School, in partnership with the University of Winnipeg, the Manitoba Association of Physics Teachers (MAPT), and Seven Oaks School Division, is developing educational materials for lunar exploration from Kindergarten to Grade 12. A science specialist will work with the organizations above, designing engaging hands-on lessons for students and teachers, increasing student engagement and academic outcomes.
Virtual art classes in Seven Oaks School Division	Providing virtual art classes with simple lessons from WInnipeg Art Gallery, this partnership provides Middle Years teaching staff with professional development in art education and helps students regulate and stabilize their mental health and build on their interest in art.
Advanced placement (AP) capstone program implementation at Daniel McIntyre Collegiate Institute in Winnipeg School Division	This project is designed to enhance students' abilities to engage in university-level research. The AP research will provide Grade 12 students the opportunity to engage in real university-level research, which includes research methods designed to address current gaps in academic fields of study.
Film training in Grades 10 to 12 at Daniel Mclntyre Collegiate Institute in Winnipeg School Division	The film production program will provide students interested in a career in the film industry an opportunity to develop and produce a short film production. These short films will be showcased and shared with the school and community allowing for skill development and confidence, instilling post-secondary and film industry interests.
Improving mental health and well-being of students at École Waterford Springs School in Winnipeg School Division	The school is using an evidence-based program, Sources of Strength, to increase students' mental health. The program works by training, supporting, and empowering peer leaders and adult advisors in school and within the community to connect with youth, spreading hope, help, and strength. This approach is culturally open, strength-based, fun, empowering, and harnesses the power of relational support.
Improving mental health and well-being of students at Shaughnessy Park School in Winnipeg School Division	The school is using an evidence-based program, Sources of Strength, to increase students' mental health. The program works by training, supporting, and empowering peer leaders and adult advisors in school and within the community to connect with youth, spreading hope, help, and strength. This approach is culturally open, strength-based, fun, empowering, and harnesses the power of relational support.
Oral language and literacy skills at Richer School in Seine River School Division	Richer School will be improving oral language and literacy skills in Grade 1 students by infusing reading, writing, and oral language opportunities into inquiry-based learning throughout all content areas. Students needing additional supports will have targeted literacy intervention, allowing all students to receive the supports needed for success in language and literacy learning.
Engaging families and parents in literacy at Dawson Trail School in Seine River School Division	Dawson Trail School will be improving the connection between home and school by providing support through resources and tools to improve students' holistic development. This project is enhancing current students' education and is proactive so that future students will enter school with stronger literacy, math, and fine motor abilities.
STEAM opportunities for Grade 8 students at École John-Henderson Middle School in River East Transcona School Division	The goal of this project is to incorporate STEAM challenges into social studies and science curriculum to improve students' STEAM skillsets for future educational and career endeavours while improving their engagement and interest in learning subjects.
Reading and writing workshops at École secondaire Neelin High School in Brandon School Division	Workshops to provide strategies in reading and writing will be implemented, allowing students to gain capacity in these areas. Strategies will be taught and practised with reinforcing small-group conferencing sessions with the goal of students gaining the skills needed to be strong readers and writers.
Recovery learning model at Roseau Valley School in Border Land School Division	Through a Recovery Learning Model, Roseau Valley School will be improving student achievement and credit attainment. With individual student learning plans and educational engagement opportunities, students will gain the tools needed for success, as well as a connection and engagement to their school community.
Indigenous learning space to foster land-based learning and reconciliation at Nelson McIntyre Collegiate in Louis Riel School Division	An Indigenous learning space and sweat lodge will be developed on school grounds. This project will foster land-based Indigenous learning and genuine cultural connections for students, staff, and the community. Success for this project includes an increase in Indigenous student engagement and community involvement.
Library learning commons at Sherwood School in River East Transcona School Division	The goal of this project is to increase student access and opportunities in hands-on learning and collaborative experiences. This will be achieved by adding digital tools and resources, enabling hands-on learning and collaboration for students and integrating these tools into curriculum and planning.
Improve literacy in Kindergarten to Grade 5 students at Kelsey Community School in Kelsey School Division	To improve Kindergarten to Grade 5 literacy, Kelsey Community School will be implementing sound walls into classrooms to help students learn language and literacy skills and add resources to their learning environment. This approach aims to improve student achievement and outcomes by providing the resources needed for success.
Wellness fair to build learning and community during the early school years at Austin Elementary in Pine Creek School Division	The project seeks to increase children's and families' engagement with the local school environment and improve the ability to access services to assess developmental milestones. A wellness fair will take place to ensure families are introduced to the school community, receive a basic screening in critical child developmental areas, and participate in ongoing learning supports to build community prior to and during the early school years.
Supporting the Indigenous introduction to carpentry apprenticeship program at Portage Collegiate Institute in Portage la Prairie School Division	Portage Collegiate Institute and Bailey Homes have created a unique apprenticeship program where Indigenous students in high school with an interest in carpentry have an opportunity to work in a carpentry setting. Educational assistants are on-site at all times supervising and advocating for students. The aim is to engage Indigenous students in an apprenticeship program and set them up for success in the future.
Building robotics opportunities at Windsor Park Collegiate in Louis Riel School Division	Adding VEX robotic packages provides teachers with professional development opportunities and students with connection to STEAM pedagogy, virtual classroom interactions, and actual coding opportunities. Students also have the opportunity to attain skills, dexterity, and a sense of teamwork, gaining confidence in their creation and abilities.
Umbay Nagamon: Come and Sing with Us in Mountain View School Division	Mountain View School Division is implementing Grades 5 and 6 cohorts in January of 2022, focusing on Indigenous education. The cohorts will be embarking on Umbay Nagamon (Come and Sing with Us) as a vehicle for implementation, and will also be engaged in Truth and Reconciliation in Canadian Schools as a resource for implementation within the classroom. Through teaching, modelling, and guided practice, teachers will feel confident in their ability to embed Indigenous education in their lessons.
Valuing the Whole Child: making valuable connections (teacher, student, family, and community) at Whitmore School in Mountain View School Division	A multi-year project to enhance Kindergarten programming at Whitmore School, including a family and community engagement component. This project will help students prepare for the transition to elementary school and improve their educational outcomes.
Project 30: improving literacy outcomes for students in Park West School Division	This project aims to build a sustainable future of teaching literacy effectively throughout the division through professional development, technology, and establishing early prevention. It is intended to increase teacher understanding of current, relevant scientific research on reading assessment, instruction, and intervention in order to improve literacy outcomes for students.
Enhancing community through Métis cultural exploration at St. Laurent School in Prairie Rose School Division	St. Laurent School is connecting students to the community through Métis cultural exploration and exposure in order to maximize student success and create a stronger sense of belonging in the building and community. This will be done through traditional language, drumming (including dancing and singing), various visual and hands-on arts activities, and building community gardens.
School outdoor revitalization at Elm Creek School in Prairie Rose School Division	Elm Creek School is creating new outdoor learning and play spaces in order to improve the overall mental health and well-being of the school community. The spaces will be rooted in a deep connection to the land and include Indigenous design aspects and teachings wherever possible. Students will be involved in the design process to gain relevant skills.
Virtual AP program in Prairie Rose School Division	An obstacle Carmen Collegiate identified for rural schools is the absence of course option variety. To address this, they have created a program with two full classes where AP programming will be offered virtually with the help of Google Classroom. This course will provide students with accelerated and enrichment opportunities, as well as the chance to earn university-level credits in high school.
Circle of Courage and cognitive behaviour therapy: enhancing resilience in St. James-Assiniboia School Division	Based on Indigenous beliefs that encourage the empowerment of children, the Circle of Courage (C of C) focuses attention on the whole child, emphasizing academic achievement, social skill development, community connectedness, and independence. Cognitive behaviour therapy (CBT) and coping mechanisms provided give students the tools to support their own mental health and overall health. This project intends to counteract the negative effects on mental health from COVID-19 and provide students with the tools to succeed in all situations through life.
SENSE-ational Schools: physical literacy–enriched opportunities for children with neurodiversity at Lakewood School in St. James-Assiniboia School Division	The goal of this project is to have physical literacy–enriched movement contexts in the school, suitable for children with neurodevelopmental conditions, and to enhance the staff cohesiveness across contexts to maximize the benefits for these children. The school will modify the environment with suitable equipment and adopt pedagogical practices to fully incorporate children with neurally diverse backgrounds, using a physical literacy approach that provides safe, enriching, and positive movement opportunities for all students.
Project LIFE in River East Transcona School Division	Project LIFE allows students to gain work experience outside of the classroom. During their internship opportunities, students gain workplace skills and learn their interests and vocational preferences. This program creates space for learners to make community connections that could last a lifetime.
Valley Gardens community connections in Valley Gardens Middle School in River East Transcona School Division	To increase family engagement and bridge the gaps between student socio-economic differences, the school will be providing an after-school program, offering homework/academic supports, caregiver connection time, presentations/information sessions for caregivers (e.g., anxiety, mental health supports, other community supports), cultural activities and opportunities, art-based programming, child care, and nutrition support. The idea behind this program is that if caregivers feel empowered and welcomed into the school in a safe and comfortable environment, it will increase and strengthen the relationship between home and school and, in doing this, help to increase student well-being and academic achievement.
Recovery learning interventions and strategies project at Erickson Elementary in Rolling River School Division	This project makes it possible to split the Grade 3 classes into three groups for literacy and numeracy and provide them with intensive instruction from a trained teacher and a resource teacher who is a specialist in literacy and numeracy. This allows for building relationships, incorporating the students' lived experiences into the outcomes, assessing where each student is truly at, giving authentic and immediate feedback, and creating specific, inclusive learning plans for each child that address their needs due to their gaps in learning, thereby allowing for higher achievement in students.
Elder proposal at École Leila North in Seven Oaks School Division	The aim of the project is to provide opportunities for students to engage in land-based education through an Indigenous lens. Cultural teaching sessions, classroom visits, and ceremonies led by an Indigenous Elder will build resilience among all students in the school.
Improving mathematics outcomes in Kindergarten to Grade 8 in Seven Oaks School Division	Seven Oaks School Division will have hundreds of teachers from across the division come together to intentionally interrogate their practice to identify who is doing the thinking, what feedback is being provided to learners and teachers, and how mathematics lessons should be sequenced so that all learners are included and challenged with the intent of improving student math outcomes.
Tech Hub in Seven Oaks School Division	The Tech Hub is a multi-campus STEAM experience for Middle Years and Senior Years learners that connects learners to the game development industry, university dual credits, and powerful knowledge and skills designed to create pathways to post-secondary and industry upon graduation. They will be expanding to Middle Years and creating a sustainable model for the Tech Hub.
Transitioning from high school to post-secondary job readiness via NITT at Swan Valley Regional Secondary School in Swan Valley School Division	In this multi-year project to support youth transitioning from high school to post-secondary training, Northern Lights Institute of Trades and Technology (NITT) will work to establish partnerships with key stakeholders, including Indigenous communities, to create education and training pathways to employment and lifelong learning in the Swan Valley area and beyond.
Climate science – unit development at École River Heights in Winnipeg School Division	The project aims to build a strong climate science unit to Grades 7 and 8 Middle Years students at École River Heights. The goal is to empower students to develop knowledge and understanding of the Earth's current existential climate crisis and to give them the tools to combat climate change.
Creating joyful readers through home, school, and community partnerships in Early Years at Dufferin School in Winnipeg School Division	Dufferin School teachers will be moving from an intervention-style model of teaching to inquiry-based reading and writing and using teacher inquiry that supports agency in their young readers. In this way, students can find a reading and writing identity and develop a passion and joy for literacy. The goal is to improve student literacy outcomes.
Medicine garden outdoor classroom at Shaftesbury High School in Pembina Trails School Division	A Medicine Garden Outdoor Classroom will be designed upon Indigenous principles of teaching and learning. Students will have an opportunity to learn about traditional medicine plants and Indigenous cultural elements, and the classroom will address diverse learning styles and best practices. The aim is to increase intercultural competence among all staff and develop/implement Kindergarten to Grade 12 curriculum and learning resources on Indigenous Peoples in Canada.
Transforming our teaching through Regie Routman in Residence in Seven Oaks School Division.	This project focuses on sustained, deep, and collaborative professional learning that engages educators in co-planning, co-teaching, observing, debriefing, and analyzing classroom literacy practices and their impact on student learning. The goal is to transform teaching practices to positively impact student learning and engagement.
School-wide guidance teacher at Elwick Community School in Seven Oaks School Division	Elwick Community School is implementing a school-wide guidance teacher to increase academic engagement, attendance, and student mental health. With a large number of students coming from an Indigenous background, the school-wide guidance teacher engineers supports and lessons through an Indigenous lens to better support all students.
Creating space for reconciliation at Rossburn Collegiate in Park West School Division	Through creating space for reconciliation, Rossburn Collegiate aims to build resilience and engage families and the community in a cultural space. This space will create opportunities for students to engage in Indigenous cultural programming and connect with key members of the Indigenous community, including Knowledge Keepers and Elders.
HAWKS: Honouring Anishinaabe Wisdom Kindles Success at Strathclair Community School in Park West School Division	Strathclair Community School will be offering Indigenous studies courses, spiralling land-based learning into core subjects, and a culturally infused location within the school where students can go for emotional, spiritual, academic, and basic need support. The goal is to increase students' sense of self-esteem, positive view of the future, connection with school, and school engagement through the infusion of the Anishinaabe culture.
First Teacher in Seven Oaks School Division	Through family partnerships, Seven Oaks School Division will be supporting families in the school community to achieve increased literacy and numeracy development while nurturing family well-being and parenting confidence. Through this initiative, which involves regular visits and resource distribution, the goal is to reduce inequities, build on early protective factors, and reduce the need for social and educational intervention.
Waywayseecappo off-campus school land-based/Ojibway language education in Park West School Division	The Waywayseecappo off-campus land-based/cultural education program engages high school students by bringing them closer to traditional ways while also gaining experience in environmental sustainability. Students in the program perform hands-on activities that enable them to learn the cultural ways and language of the Anishinabe people while working within Manitoba’s department-accredited curriculum. This experiential learning project will build relationships, knowledge, and skills to enhance leadership capacity and facilitate wildlife conservation activities, all while increasing school attendance.
E-sports at Collège Lorette Collegiate in Seine River School Division	This initiative is engaging students from across Collège Lorette Collegiate in E-sports as an extracurricular club where students can compete provincially. The intent is to foster inclusivity and engagement, and to increase mental health in all students while targeting marginalized student populations.
Community liaison support for creating classroom communities at Joseph Teres School in River East Transcona School Division	This initiative allows for two team members to act as community liaison workers and focus on building community, developing connections with high-risk families, offering consistency and stability to students at school, and increasing feelings of safety for students and their families. Community liaison workers use a holistic approach, considering the emotional, cultural, social, mental, and historical context of the family and student. This will be accomplished in a variety of ways, including individual connections with families resistant to attending, regular cross-classroom meetings within small cohort groupings of students to build belonging, and bi-monthly virtual (or possibly live) family evenings designed to create connection among family, student, and school as a supportive community and to increase attendance.
Alternative energy at Frontier Collegiate in Frontier School Division	It is important for high school students to learn about alternative energy sources. The Frontier Collegiate alternative energy project (FCAEP) is a solar and wind power initiative that meets some of the curricular outcomes in science, geography, and technical-vocational programming. Climate change is a global issue that can be acted upon at the local level through mitigation strategies such as using solar photovoltaic panels and a wind turbine. FCAEP will foster student engagement, provide students with enhanced learning opportunities, and encourage more students to seek a career path in an electricity-related field.
Implementation of land-based learning at Woodlawn School in Hanover School Division	Woodlawn School in Hanover School Division is accessing land-based training and learning opportunities with Indigenous teachers using Indigenous pedagogical practices. This initiative is an effort to care for the social-emotional needs of our students, while addressing the Calls to Action of the Truth and Reconciliation Commission and while benefiting from the teachings of those who are most knowledgeable about land-based learning.

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Questions?

Contact teachersideafund@gov.mb.ca.

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