Students and staff across the Lambton Kent District School Board marked the National Day for Truth and Reconciliation through learning, listening and reflection, with opportunities designed to centre Indigenous voices and deepen understanding of the lasting impacts of residential schools.
At the board meeting Oct. 6, members of the board’s equity, diversity, inclusion and justice and Indigenous education teams shared one example: a project that began in a Grade 8 classroom at Gregory Drive Public School in Chatham and grew into a learning experience shared across the district.
The project began in October 2025, when Grade 8 teacher Markus Shoger proposed having students create a song to honour and remember residential school survivors. Working with Denise Helmer-Johnston and the Indigenous education team, the idea grew into a webinar shared with all students in Grades 5 to 12 and board staff, in which residential school survivor Bill Sands spoke directly with Gregory Drive students. The students then shared the song they had written and performed in response.
“As educators, we are constantly searching for authentic ways to connect our students with history, not just as text on a page, but through genuine human stories,” said Gillian Scott, K-12 inclusive diversity consultant. “The idea for the song was rooted in reflection and honour, but we knew that to truly honour survivors, their voices needed to lead the conversation.”
Student trustee MJ Baldwin said students valued the chance to hear directly from a survivor and hoped learning about Indigenous cultures and residential schools would continue.
Student trustee Kaydence George spoke about the intergenerational impacts of residential schools and Indian Day Schools, saying her grandparents attended residential school and her father attended an Indian Day School. She said the loss of language experienced by earlier generations continues to affect her own connection to language.
“It’s not just a past event that we can move on from,” George told trustees. “It’s going to continue to impact people for a long time.”
Vice-chair Roberta Northmore also spoke personally, saying her father attended the same institution as the survivor featured and that she attended day school. She expressed support for Indigenous perspectives, histories and cultures being part of students’ learning.
“The Indigenous Education team supports schools in embedding authentic Indigenous voices, resources and perspectives across all curriculum and learning experiences,” said Jenn Schatz, system coordinator for EDIJ. “This webinar is an example of how the work that the Indigenous Education team engages in can impact system-wide learning.”
The board says the learning will continue through Treaty Recognition Week in November and through ongoing opportunities throughout the school year. It thanked the survivor who shared their story, Shoger and Helmer-Johnston, the Gregory Drive students, and the Indigenous education team.
