News & Events

Teaching as Treaty Partners: Exploring Collaborative and Relational Approaches to Implementing Treaty Essential Learnings Researcher: Penny Mohr Project Description: This research explores how First Nations and provincial educators work together to implement Treaty Essential Learnings (TELs) in ways that are effective, culturally respectful, and grounded in Indigenous worldviews. The research focuses on the relational, structural, and collaborative processes that shape this work, with specific attention to how partnerships built on reciprocity and ethical space support meaningful TEL implementation. The study is not designed to evaluate teacher performance or compare school systems. Rather, it seeks to understand how strengths‑based, relational, and culturally aligned practices enrich teaching and learning. Objectives: To understand how collaborative partnerships enhance teaching and learning. To identify structures and practices that support strong, respectful educator relationships. To explore how shared decision‑making honours Indigenous knowledge systems. To highlight how this collaborative work contributes to reconciliation and culturally grounded education.   Read more

Do Teachers Thrive or Survive? Examining a Workday Exercise–Based Wellness Intervention Through Participatory Action Research Researcher: MacKenzie Firus Project Description: Teachers across Saskatchewan and Canada are experiencing high levels of stress, burnout, and declining well-being, contributing to growing teacher shortages and affecting the quality of teaching and learning in schools (Syson, 2023). This research project aims to co-develop and evaluate a participatory workday exercise intervention in collaboration with elementary school teachers, to support teacher well-being, explore their perceived health benefits, and assess the intervention’s feasibility and potential for implementation across multiple schools. The study’s main objective is to collaborate with elementary school teachers using participatory action research to expand a previous workday exercise study by co-developing an intervention that is feasible, acceptable, and responsive to teachers’ classroom schedules, while examining the feasibility of implementation and teachers’ perceived health and well-being benefits. In 2023, my previous exercise study for teachers identified Read more

Teacher Perceptions of Play-based Learning in Grades 1-3 Researchers: Jillian Andrychuk and Dr. Christine Massing Project Description: The aim of this grounded theory study is to explore teachers’ experiences of play-based learning and their understandings of the impact of incorporating play-based learning. The participants will include Saskatchewan teachers of grade 1-3 classrooms where play-based learning is a regular part of the weekly schedule. For this study, play-based learning encompasses free play, collaborative play, inquiry-play, and playful learning, as defined by Pyle and Danniels (2017).

Contagious French: How Peer Role Models and Classroom Practices Shape Linguistic Confidence in French Immersion Researchers: Olushola Adedeji and Michael Akinpelu Project Description:  Studies have shown that some French Immersion students confidently use French and naturally motivate others to do the same. Their enthusiasm makes French feel safe, enjoyable, and worthwhile. Other students, however, feel less confident and participate less. This project explores what makes French “contagious” in classrooms by looking at how peer role models, classroom culture, and everyday teaching practices support students in using French with greater confidence. The study will take place in selected Grades 3–12 French Immersion classrooms in Regina. Students will be asked to share short reflections about their experiences, offer insights on how their peers encourage them to speak French, and teachers will be asked to note simple classroom practices that support language use. Together, this information will help show how confidence in French Read more

Student Digital Well-Being: Identifying Gaps and Opportunities for Saskatchewan Schools Researchers: Dr. Bonnie Lee, Dr. Amanda Froehlich Chow, and Dr. Barbara Fornssler Project Summary: This project examines gaps and opportunities in the prevention of harmful technology use among middle and high school Saskatchewan students through a structured narrative review of peer-reviewed literature and an environmental scan of existing programs, resources, and supports. Two consultation sessions with Saskatchewan teachers will complement this work, exploring teachers’ perspectives on student challenges related to digital gambling, gaming, social media, pornography, cyberbullying, and screen time. Teachers will share current responses, concerns, referral pathways, and ideas for digital health and safety education, including preferred professional development formats. The study will identify gaps in supports and generate recommendations for targeted, segmented prevention approaches aligned with student needs. A graduate research assistant will support the literature review, environmental scan, and coordination of teacher consultations. The final output will be a Read more

Bridging the Gap: Helping Neurodivergent Students Transition to High School Researchers: Natalie Rivard-Feltis, Shelly Turner, and Pam Wiberg Project Summary:  This study aims to examine how participation in a supportive lunch club program influences the social, emotional, and academic wellbeing of neurodivergent Grade 9 students who may be at risk of becoming disconnected from school supports. Despite the efforts of elementary–high school transition teams, it is well documented that some neurodivergent students still “fall between the cracks” after entering high school. A variety of factors contribute to this, including new academic demands, unfamiliar environments, reduced structures, and inconsistent support systems. As a result, these students are often not identified for intervention until they are already experiencing significant academic difficulties or mental health struggles. This study seeks to better understand whether a structured lunchtime support program can offer early, preventative connection and improve student outcomes.