The recent LCEEQ annual conference, themed “Enriching a Culture of Belonging,” provided a valuable opportunity for educators in Quebec’s anglophone communities to explore and discuss key issues. Engaged Learning was a proud participant, represented by Stéphanie Dionne, Director of Development and Partnerships, and Nicole Arsenault, Pedagogical Delegate. Over two days, the event provided valuable insights and strategies, reinforcing the importance of creating inclusive and supportive environments for both students and educators. Attendees were encouraged to reflect on how they could implement small, gradual changes in their teaching practices to foster a stronger sense of belonging — for both themselves and their students.
This theme was further underscored by keynote speaker Dr. Marc Brackett (as discussed in article here), who set the tone by highlighting the essential role of emotional intelligence in building meaningful connections within educational settings.
As a tangible next step, École branchée and Engaged Learning are thrilled to announce the formation of an advisory committee that will amplify the voices of our anglophone communities! 
Stay tuned for more details on this exciting initiative.
This article explores key takeaways from three conference sessions, highlighting practical strategies for enhancing belonging in schools.
Jessica Paquette and Devon Warnock, consultants in Inclusive Education from the Lester B. Pearson School Board (LBPSB), offered an important workshop on making modifications more meaningful. They emphasized that while many educators are already using modifications, there’s a need to shift thinking from retrofitting lessons to universal design. Inspired by Dr. Shelley Moore, this approach involves designing with diversity in mind from the outset, rather than reactively adapting lessons after they’ve been planned.
To illustrate this concept, attendees watched a video: Dr. Baked Potato: How can we scaffold complexity?
The LBPSB team acknowledged the challenges teachers face in implementing this approach, particularly the difficulty in moving beyond activity-based planning to focusing on core competencies. They described their journey of developing a practical “Inclusion Toolkit,” a resource intended to help teachers understand learning progressions and design inclusive lessons that cater to diverse learners from the start. The toolkit, which was created after a survey revealed that even experienced teachers can struggle with modifications, calls attention to the importance of teacher confidence and how it directly affects student success and belonging.
The key takeaway here is that modifications should be about ensuring access to learning, not just changing activities. By focusing on competencies and employing universal design principles, it’s possible to create learning experiences that are both meaningful and inclusive for all students.
For more details on their presentation, their PowerPoint presentation is available.
Monique Gray Smith is a renowned writer, speaker, and consultant. Her conference at the LCEEQ Conference reminded the importance of leading and living with a light heart. She spoke passionately about the need to address sleep deprivation among both adults and students, recognizing its profound impact on learning and well-being. Monique highlighted the connection between nature and learning, stressing the power of spending time outdoors to reduce cortisol levels and increase dopamine and oxytocin, fostering kindness and connection.
Monique challenged educators to consider how they start their classes, recognizing that the environment influences students’ learning. She encouraged them to slow down, to unlearn the “hurrying,” and to create space for joy and presence in their classrooms. She stressed the importance of asking meaningful questions, nurturing a love of lifelong learning, and cultivating gratitude.
Her message resonated deeply: love is medicine. When learners feel loved, their capacity to learn and thrive increases. Monique reminded attendees that joy is a choice, and by fostering it in the classroom, it can create a ripple effect of positivity.
The Riverside School Board education consultants, Stephanie Anna Domes and Maria Kurtidis, led a workshop on designing teacher induction and mentoring programs that support belonging. They emphasized the importance of creating a supportive ecosystem for new teachers, recognizing the unique challenges they face and the need for ongoing support. The session explored the various facets of belonging, highlighting the importance of physical, institutional, emotional, and instructional supports.
To illustrate the need for a multifaceted approached, they introduced the “Swiss cheese model” of support. This model uses the analogy of stacked slices of Swiss cheese, where each slice represents a different layer of support. The “holes” in each slice represent potential weaknesses or gaps in that layer. By stacking the slices, the model demonstrates that early-year teachers require several layers of support. A single layer may not be enough to meet their needs and prevent them from falling through the cracks.
Riverside’s structured approach to teacher induction, which includes mentor pods as well as ongoing professional development, serves as a valuable model for other school boards. The consultants accentuate the significance of flagship moments, recognizing the impact of both positive and negative experiences on new teachers. By creating a culture of support, mentorship, and open communication, it’s possible to help new teachers feel valued, connected, and empowered to succeed in their roles.
The LCEEQ conference was a powerful reminder of the vital importance of belonging in creating successful learning environments. By implementing the actionable strategies discussed in the sessions, such as implementing universal design principles, prioritizing teacher well-being, and establishing robust induction and mentoring programs, tangible progress can be made in our schools.
A concrete next step for educators could be to reflect on one specific area discussed, such as modifying a lesson using universal design, or starting a conversation with a colleague about fostering joy in the classroom. Then they can implement a small change within the next week.
The formation of an advisory committee underscores École branchée and Engaged Learning’s commitment to this work, ensuring that the voices of all anglophone communities continue to shape our efforts to cultivate belonging for all.
