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Since its inception in 2003, The Hawn Foundation has been actively involved in educational programming and investigating ways to demonstrate the effectiveness of Social Emotional Learning and mindful educational curricula. To date two research studies have been conducted evaluating the effectiveness of the Mind Up curriculum.

This document was released as part of a research-into-practice series produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education. This particular issue looks at homophobic bullying in schools and the consequences on all students, with an emphasis on LGBTQ youth.

This article discusses the risk factors that are associated with children living in poverty that can impact their state of school readiness as well as academic achievement.

This article explores the decision-making processes by which early adolescents choose a strategy to upstand, bystand, or join the perpetrators when they witness situations of physical and relational bullying in their schools. Authors Silvia Diazgranados Ferráns, Robert L. Selman, and Luba Falk Feigenberg analyze data from twenty-three interviews conducted with eighth graders in four middle schools using a grounded theory approach and propose an emerging theoretical framework to guide future research on bullying. Their framework includes a multilevel model that identifies nested sources of influence on students’ responses to bullying and a decision-making tree that hypothesizes different choice paths that student witnesses’ decision-making processes might follow in situations of bullying as predicted by the students’ positions along a set of “key social-relational indices.” Finally, the authors connect their findings with current debates in the field of moral decision making and discuss the implications for researchers, practitioners, and policy makers.

In 2003 Ontario’s schools were in a troubled state. The achievement of students was ‘good’ but flat lined — stagnant results year after year. Morale of teachers was low; the schools as a whole could be characterized as ‘loosely-coupled’ and without focus. The system was downtrodden. Now, in 2013, the overall performance of the almost 5,000 schools in the province has dramatically improved on most key measures, and continues to improve. According to international measures and independent expert assessment, Ontario is recognized as and is proven to be the best school system in the English-speaking world — and right up at the top with Finland, Singapore and South Korea. This paper is a review of key aspects of the journey, and set the tasks for the next phase.

A sample of lessons is available in this PDF of the Mind Up Grades 6-8 Curriculum.

This handbook entitled “Guiding the Way: First Nations, Métis and Inuit, A Guide for Staff” is prepared for Bruce-Grey Catholic District School Board and Bluewater District School Board staff and administrators. The information presented in this handbook is based on research, consultation and literature. The objective is to introduce the culture and traditions of the First Nations, Métis and Inuit, especially those living in our twin counties of Bruce and Grey.

The current consensus is that parents and caregivers play a crucial role in student success in schooling. As we will see, a very large body of research indicates a strong link between their involvement and children’s academic success. But who bears primary responsibility for bringing families and schools into closer, more meaningful dialogue? In an Ontario where linguistic,cultural and racial diversity further complicate relationships between families and mainstream schools, the challenge looms large. For the elementary grades in particular, the extent to which parents and caregivers extend their children’s classroom work – both by engaging in activities such as reading together at home and discussing homework assignments, and by demonstrating an interest in their children’s development and learning – is typically linked to increased academic success.

The strategy sets a target of reducing the number of children living in poverty by 25 per cent over the next 5 years. That means that while all low-income families will see the benefits of this strategy. https://www.ontario.ca/page/poverty-reduction-strategy-2019-annual-report

Blair Hilts, Project Lead, Safe and Accepting Schools—IEL Address https://vimeo.com/127147346

Joanne Benard, Superintendent of Education, NPSC Address https://vimeo.com/127147347

Kevin Cutler, Superintendent, Provincial Schools Address https://vimeo.com/127821475

Ray Auger, FNMI Advisor, BWDSB Address https://vimeo.com/127729154

Shona Anderson, Vice-Principal, Bluewater District School Board Address https://vimeo.com/127729151

Rose Dalimonte, School Social Worker, Toronto Catholic District School Board Address https://vimeo.com/127729152

Heather Truscott, Special Programs Consultant, TLDSB Address https://vimeo.com/127147344

Barb Sonier, Superintendent of Education, Operation Services, TVDSB Dr. Peter Jaffe, Trustee, TVDSB and Professor, Faculty of Education, University of Western Ontario Address: https://vimeo.com/127054609