b'Focusing on Well-BeingThe 2021-2022 school year sawBuilding Connectiona continued focus in our school communities on supporting the at St. George Schoolwell-being of students and staff asAt St. George School, staff collaborated to meet an identified we continued to navigate the realities need in their community belonging and mastery for all of a pandemic at the beginning of students. Principal Robbie Mager and Vice-Principal Susan the school year and moved into a moreCiastko worked with Jane Peck and Jason Oster, Student Services Teachers, Joanne Hince, Community Liaison Worker, typical way of being in the spring. and Luanne Mounk, School Social Worker, to generate targets for building skills and strengthening bonds. Staff demonstrated their resilience, creativity, and flexibility in meeting the needs of their community and inWith assistance from the Winnipeg Foundation and the developing our shared understanding of the statementsLighthouses Program, students and families were invited to that guide our divisional well-being journey: participate in activities designed to see everyone thrive and shine in new ways. Students engaged in weekly activities, such 1I know what well-being isas bowling, attending Manitoba Moose games, rock climbing 2I know what impacts (positively andand roller skating. Students also participated in grocery negatively) my well-being and the shopping trips and took turns making meals for the group. well-being of those in my communityLater sessions included an incredible collaboration with 3I have strategies to improve mycommunity members Charlie Linski and his daughter, Alice. well-being and the well-being of others In these sessions, students learned how to make drums, and Charlie incorporated concepts such as the seven teachings and School teams throughout the Louis Riel School Divisionthe medicine wheel. Students then decorated the drums with (LRSD) collaborated with clinicians to respond to the needsguidance from Alice. These sessions culminated in a celebration of students and staff in innovative ways. School leaderswhich invited parents, students, and the communitylistened to students, staff and families to understand whatto smudge, hear about the students learning, and watchwould make the most difference in their communities. Thea drum performance.result was a multitude of well-being focused activities thatThe students were so engaged in the whole process because engaged community, were informed by student voice, andthey made it theirs, said Jane Peck. They were so focused. We built on the knowledge gained through the pandemic.saw them demonstrate patience, take risks, work together, and Over the course of the year, schools shared stories ofbuild community. classroom collaborations with clinicians that led toSusan Ciastko attributed much of the success of the sessionslearning about the brain, ways to tackle negative thinkingto the grassroots and organic nature of the planning.and build resilience as well as understanding their wellness framed by the Circle of Courage. School communities heldIt was open to any staff that wanted to participate, she said. special events related to Bell Lets Talk Day, Mental HealthWe stayed flexible and were led by our values and mission Week, and their own wellness-focused days. St. Georgerather than an overly structured or rigid approach. School and Victor Mager School are wonderful examples of these collaborations. Robbie Mager and Jason Oster added that feedback from families has been positive, with parents/guardians asking eagerly about what comes next, reporting that this group was the highlight of their childs journey. 38'