​For the third year in a row, students from SJASD classrooms have been building their mental health and wellness skills through periodic instruction in Cognitive Behaviour Therapy (CBT) and Indigenous teachings. Twelve classrooms are taking part this year.

“We teach children how to swim," explains Potoula Locken, Director of Inclusion Support Services and Accessibility. “Why wouldn't we teach students how to relax, how to take deep breaths, and achieve positive mental health?"

Circle of Courage and Cognitive Behaviour Therapy: Enhancing Resilience in SJASD is a $125,000, five-year project funded through the province's Teachers' Idea Fund. Participating schools this year include École Voyageur, Crestview School and Jameswood Alternative School. University of Manitoba research assistants will be studying the results of the project on student wellbeing.

CBT and the Circle of Courage

Each school year, new classrooms are selected, and students learn how to implement proven CBT tools and coping mechanisms to help them achieve better mental health outcomes. This includes, for example, cultivating a growth mindset and a positive mental outlook, seeking out positive reinforcement, improving self-esteem, avoiding negative self-talk, developing mindfulness skills, and learning deep breathing exercises such as box breathing to calm down when needed.

This approach is reinforced with an Indigenous model of positive youth development called The Circle of Courage, which promotes the wellbeing of the whole child through universal concepts of independence (“I can"), mastery (“I will"), belonging (“I belong"), and generosity (“I help").

“CBT-based strategies map onto the four Circle of Courage quadrants,' explains School Psychologist Dr. Maria Phelps. “The Project Team trains participating teachers and students on these resilience strategies and then teachers reinforce learnings by incorporating them into classroom activities throughout the year."

Indigenous Teachings and the Sacred Circle

Students and staff also work with Richelle North Star Scott, the Division's Indigenous Knowledge Keeper and Coordinator of Indigenous Inclusion. North Star uses Indigenous teachings and traditional activities to help students develop coping and wellness skills. Her work in this area is grounded by the Sacred Circle, a complimentary concept to the Circle of Courage. She also consults with school administrators to adapt teachings based on the needs identified in the school and provides professional development to teachers.

“What does this school need with respect to wellness and Indigenous teachings?" she asks. “Each school is so different." At École Voyageur for example, she incorporated teachings of the wolf to educate students about the value of humility. North Star says it's about thinking of wellness in a wholistic way and sharing the different pieces of ourselves.

Pride and Inclusion at Jameswood

Bev Stephenson is an SJASD Clinician and oversaw the TIF project at Jameswood Alternative School.

The high school students learned to make Bannock, cook wild rice, and make medicine-scented sprays with guest Knowledge Keeper Glenna Henderson. North Star also provided fire teachings, strawberry teachings, and water teachings, among others. “All of these traditional activities were done at the same time as we were helping students understand how to find balance in their lives in connection to the four quadrants of the Sacred Circle," she says.

The school has also been bringing in other guest speakers and holding multiple activities to support Indigenous identity.

Bev says the TIF activities fit well with Jameswood's existing action plan. “We see an increase in Indigenous pride at the school since the project began. It directly impacted the school environment," she says. “When students are feeling more pride, they are able to bounce back from their experiences, resulting in increased resiliency."

Chloe Sinclair (pictured on right) is a Grade 12 student at the school and describes herself as a strong Indigenous woman.

“I thought it was important for us to have these lessons for Indigenous and non-Indigenous students," she says. Her biggest takeaway from the project is that she feels more included in the school.

Chloe's mom Sharon Sinclair has noticed a difference in her daughter, adding that the TIF project “seemed to bring her a lot of happiness and peace."

“We've been through a lot," says Sharon. The family was forced to relocate after they were displaced from flooding along the Dauphin River in 2011. After four months of hotel life, they moved into the St. James-Assiniboia area. Sharon obtained her own high school diploma from the Stevenson-Britannia Adult Learning Centre at Jameswood in the 2019-2020 school year. Family wellness issues forced Sharon to quit high school many years ago. “I had to wait 30 years, but I got it."

Celebrating Another Year of Resilience Training

On May 28, 2024, approximately 600 students from participating TIF schools and students from potential future TIF schools assembled outside John Taylor Collegiate to celebrate another year of mental health and wellness training (pictured above left). The event included speeches from dignitaries and community leaders, as well as a powwow demonstration emceed by Coco Ray Stevenson featuring the Walking Wolf Singers (pictured above right). Trustees Fiona Shiells and Cheryl Smukowich also attended.

Chloe was tapped by Jameswood art teacher Sonia Bogaert to create artwork (pictured above centre) to support the celebration. Chloe put aside another project and created the painting in a week. It depicts emcee Coco Stevenson along with two dancers.

As the third year of the project wraps up, participating teachers can now bring their resilience training to other educators within their respective schools. Next year, the TIF project will include classrooms from John Taylor Collegiate. Additional schools will be added as the school year progresses.

Members of the TIF Project Team include School Psychologist Dr. Maria Phelps, Clinician Bev Stephenson, and Indigenous Knowledge Keeper and Coordinator of Indigenous Inclusion Education Richelle North Star Scott. Research Assistants from the University of Manitoba will be statistically analyzing the impact of the project through pre and post intervention data. Members of the Project Team are also consulting with Dr. Janine Montgomery from the Faculty of Psychology on the project.

​	​Did you know that Ma Mawi Anokiitaw Miinawaa (We Will Work Together Again) is one of five focus areas for teaching and learning in SJASD's Strategic Plan? Learn more about Ma Mawi Anokiitaw Miinawaa here.