Learn, Share and Grow Blog: Posts

Inaugural NVSD Ethics Exchange

Fri, 19 Jun 2026 21:43:56 GMT

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By Sogol K, Grade 12, Handsworth Secondary

In today's polarized and divided world, it has become increasingly important for polite debate to take place among youth. Handsworth's Ethics Exchange team sprouted from a public speaking club at Handsworth, and as one of club leaders and founders, I've seen it flourish over the last few months, attracting students of all grades and backgrounds.

Though this was the first year the NVSD Ethics Exchange took place, it has already proved itself valuable and necessary in the eyes of the students that participated. The parliamentary-style debate as well as the surprise case given to the final teams created an exciting atmosphere that pushed students to not only be respectful, but quick on their feet. Students who had participated in the BC-Lower Mainland Ethics Bowl, a regional competition that took place at Simon Fraser University earlier this school year, welcomed this change and believed it made things much more interesting.

With teachers and school trustees asking thought-provoking questions, students had the chance to explore many different perspectives while defending their position. The fact that opposition had the chance to ask questions and engage in open debate pushed discussions forward and allowed teams to reach a consensus on issues that were specific to their communities. Some students hoped for a stricter time-limit, while others wanted clarification on whether notes were allowed, however, all students noted a positive experience.

As the NVSD Ethics Exchange gains momentum in different school communities, we hope that more schools will participate, creating a more diverse mix of perspectives. Giving students a space where they can work through difficult and multifaceted problems and dilemmas allows them to improve themselves in a variety of different areas, including public speaking, critical thinking, and most importantly, empathy and respect.

From the team at Handsworth, we hope the Ethics Exchange goes beyond the three schools that participated this year and reaches all areas of the North Vancouver community. As a student preparing to face an ever-changing world, I can confidently say that competitions such as this one are vital in creating prepared and engaged citizens.

Category: Student Profiles; Innovative Instruction

Published: 6/19/2026 12:00 AM

Windsor Secondary Interact Club: Over 20 years of student leadership and Community Impact

Fri, 23 Jan 2026 00:23:59 GMT

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By India Newell and Rachelle Ng, Grade 12, Windsor Secondary

We're always told that students are going to make a difference in our world. As students, this seems daunting, but it can be as easy as joining a school club. At Windsor Secondary, the Interact Club is giving students a space to make a difference not only in their school and community, but across the globe.

Interact is a branch of Rotary International for high school students all over the world. Most clubs are community based, but Windsor has chosen to give students a chance to give back at school. We host fundraisers and events for our community to raise money to donate to charities.

Our main goal is to create tangible change within our school and local community. Interact's events each year aim to bring our student body together through service and create an environment for young people to take initiative.

Every September, we vote on a local and global charity to direct all the funds we raise towards, which lets our members see how our work can turn into something measurable. We also use KIVA, an online loaning program managed by our treasurer to support underserved communities and entrepreneurs.

With these year-long projects, we hope to encourage Windsor students to advocate for change, their ideas, and others. As an Interacter, you get to leave our community better than you found it.

While the Windsor Interact Club is student-run, we are supported by our teacher sponsor, Antonia Lazarova, and our Rotary Liaison, Shirley Robertson, who make the Club possible. It was Ms. Lazarova who reached out to us in Grade 9 to join Interact. And now, three years later, we're the Interact Club co-presidents co-writing this piece.

Speaking about the club's mission and achievements, Ms. Lazarova shared:

“For more than two decades, the Interact Club at Windsor Secondary School has been a strong example of student leadership, service, and community engagement. Supported by dedicated teacher sponsors and the Rotary Club of Lions Gate of North Vancouver, the club continues to thrive as a student-led organization committed to making a meaningful difference both locally and internationally.

The Windsor Interact Club is made up of an executive team of 18 students and a general membership of over 50 students. Together, members work toward the club's mission: to “interact" with their community through volunteering, fundraising, leadership development, and service opportunities that benefit others.

What sets Windsor's Interact Club apart is its consistent strength, organization, and impact. Each year, the club not only meets its annual goals but also earns the prestigious Club Excellence Award from Rotary. This award recognizes Interact Clubs that align with Rotary International's Action Plan by increasing community impact, expanding reach, strengthening member engagement, and demonstrating adaptability and leadership.

To qualify for the Club Excellence Award, Interact Clubs must be officially certified by Rotary International, endorsed by the district governor, and successfully complete at least 11 of 20 designated goals. Thanks to the dedication of students, this year led by India Newell and Rachelle Ng, Windsor's Interact Club consistently exceeds these expectations."

Category: Student Profiles; Welcoming and Inclusive Culture

Published: 1/22/2026 12:00 AM

Shifting gender norms at Seycove Secondary

Tue, 31 Mar 2026 19:20:35 GMT

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By Izabelle R, Grade 11

At Seycove, we see ourselves as an open, accepting, and inclusive community. Our school is made up of a diverse group of students, and that diversity is something we take pride in. But sometimes, small off-sided comments or subtle acts of bias that don’t reflect our beliefs slip through the cracks. That’s why in our PLP 11 Humanities class, we’ve been exploring the hidden ways gender norms shape our everyday experiences. We were then challenged to help build a school culture that genuinely includes, represents, and celebrates everyone.

For this learning, our cohort of 47 students was divided into three groups to examine the most visible gender identities in our school community: femininity, masculinity, and transgender/nonbinary experiences. We looked at the history behind the expectations placed on each group, the stereotypes and limitations that have shaped them, and the impact those “boxes” continue to have today. Instead of stopping at awareness, we focused on how to challenge those narratives and move toward healthier, more affirming representations.

After completing our research, we came together with our different perspectives as a class to drive deeper discussions about how gender norms affect all of us. Those conversations were honest, sometimes uncomfortable, and incredibly eye-opening. For me, these conversations were the most meaningful part of the entire project.

From there, we were ready to meet the challenge of the project, and adress the driving question; “How might communities reduce the harm caused by rigid gender expectations and increase belonging and well-being for everyone?” Groups embarked on a variety of initiatives, all focused on making our community more welcoming and respectful of gender and norms. From surveys, to videos, to presentations, our class was dedicated to sharing our learning with as many people who wanted to listen.

Category: Welcoming and Inclusive Culture; Social Emotional Learning

Published: 3/31/2026 12:00 AM

MP Jonathan Wilkinson visits Grade 5 class at Norgate Xwemélch’stn Community Elementary

Thu, 16 Apr 2026 23:05:47 GMT

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On February 20, students in Kami Fasan's Grade 5 class at Norgate Xwemélch'stn Community Elementary experienced a memorable moment in civic learning when The Honourable MP Jonathan Wilkinson, Member of Parliament (MP) visited their classroom after receiving a series of thoughtful letters from the students.

As part of their Grade 5 government curriculum, students wrote and mailed letters to MP Wilkinson addressing issues that matter to them, including immigration, affordability, homelessness, bullying and school resources. The depth and sincerity of their writing left a strong impression on MP Wilkinson, who requested an opportunity to meet the young authors in person.

“I liked when he visited because he answered the questions in our letters. I like that he explained who he was and what he did before he was an MP. I learned that more money was being used for healthcare than education due to an aging population. I liked that he proved that he read our letters by saying something we wrote when he answered our questions." – Ziva P, Grade 5

During his hour-long visit, MP Wilkinson acknowledged each of the students' letters and answered their questions, engaging them in meaningful conversation about the role of government and the importance of community involvement. Norgate Xwemélch'stn, an International Baccalaureate (IB) school, places strong emphasis on student-led action, inquiry, and community building. The visit served as a powerful example of these values in action, giving students a real-world connection to their learning and reinforcing the impact their perspectives can have.

“We had questions like 'why is it getting so pricey here' and 'will he help make it easier for immigrants to come to Canada?' I asked if he would help the people of Iran feel safe because we are trying our best and we are protesting for freedom. After I heard him talk, I had hope." – Mehrbod S, Grade 5

For many of the Grade 5 students, meeting their Member of Parliament was an inspiring experience—one that highlighted how civic engagement begins with young people who are willing to speak up and participate.

Category: Innovative Instruction; Student-Centred Education

Published: 4/16/2026 12:00 AM

Dancing through the year at Handsworth

Thu, 30 Apr 2026 20:37:19 GMT

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By Kalla V and Fiona E, Grade 11, Handsworth Secondary

At Handsworth, the dance program is an integral part of our vibrant school community. Dance provides a space for students to express themselves, perform, and step out of their comfort zone, and is open to all regardless of experience and skill.

Throughout the school year thus far, students in the Handsworth dance program have gathered to perform for the community. During the fall pep rally, they danced in support of our fall sports teams. They were featured performers of the half-time show during the Spirit Game of the annual No Regrets tournament. The dance program also performed an emotionally charged piece as part of the school-wide Remembrance Day Ceremony, honouring the sacrifices families make during times of conflict.

The most recent event that included classical, hip hop, and contemporary performances was the Winter Dance Show. The theme of the show was “Proudly Canadian." All the dances in the show were student-choreographed and were performed to songs by Drake, Tate McRae, Sarah McLachlan, Nelly Furtado, among other Canadian artists. The dancers put in many hours of work to create the choreography and bring the show together. In the end, this show was a raging success!

Dance is also featured in our annual Handsworth school play. Every year, we host an original, student-run, and written play – this year's production is titled "Fake." It is a drama with some comedic relief that includes many programs such as dance, drama classes from grades 10–12, musical theatre classes, and singers. "Fake" will be performed Wednesday, April 29 through Saturday, May 2. Tickets are on sale now!

Our last performance of the year will be “Hands Up." This is a final show that provides students a chance to bring their vision of any dance they want to life. It also allows everyone to show off the new skills they have learned throughout the school year.

The dance program at Handsworth Secondary is a community where everyone is welcome and has the opportunity to create connections and memories that last forever.

Category: Student Profiles; Arts Education

Published: 4/30/2026 12:00 AM

Celebrating student leadership during Autism Acceptance Month

Communications Dig Media Asst — Mon, 04 May 2026 16:38:01 GMT

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By Meghan Downie, Principal, Seycove Secondary

Student leadership takes shape in many ways across the North Vancouver School District.

April was Autism Acceptance Month, a time for everyone to focus on valuing the perspectives and experiences of autistic people. For Seycove Secondary student Alix, having an opportunity to connect back with her elementary school community has been a highlight of her year. Alix is a former student of Cove Cliff Elementary School who has long been known for her creativity and artistic talent. Now in Grade 8, Alix continues to share those gifts in a meaningful way by returning to her elementary school each week, this time as a mentor to a Kindergarten class.

Since February 2026, Alix has been visiting regularly to lead guided drawing activities or read stories with the students. She thoughtfully plans each visit, choosing what she will draw or read, and brings a calm, encouraging presence that immediately engages the class. The Kindergarten students eagerly follow her instructions during drawing time and delight in the stories she shares, often laughing together at the characters and illustrations. Alix has shared, “I love going back to Cove Cliff because of the teachers and other adults there. And I like being a teacher to the kindies because they are interesting and ask lots of questions and always try their best."

Alix takes time to connect with each child, celebrating their efforts and building their confidence. Her affirming words, often reminding students that “they're all perfect," create a space where young learners feel proud of their work and excited to participate.

These visits have been warmly supported by Deborah Dudley, Vice-Principal and Kindergarten teacher at Cove Cliff. Alix is a familiar and much-loved presence in the school, and staff are always excited to welcome her back. Her generosity, leadership, and care for younger students reflect the very best of the Seycove community as well as the broader school district.

Category: Student Profiles; Welcoming and Inclusive Culture

Published: 5/4/2026 12:00 AM

Stitching kindness: When student leadership becomes community impact

Communications Dig Media Asst — Thu, 07 May 2026 17:17:05 GMT

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By Michelle Lambert, Vice Principal, Montroyal Elementary

Just after Winter Break, something special began to take shape at Montroyal Elementary. Education Assistant Mikaela Hokanson had a simple idea: a lunchtime quilting club for students. With enthusiasm and initiative, Ms. Hokanson quickly brought this vision to life, reaching out to fabric stores for support. Chitter Chatter Fabrics in Abbotsford stepped forward as a generous partner and donated beautiful fabrics. Soon after, a sewing machine was also gifted to the school.

With these pieces in place, a group of eight students gathered each week, supported by Kindergarten teacher Emily Silins. What began as a space to explore creativity and learn new skills quickly grew into something more meaningful.

“I joined the Quilting Club because it sounded fun," shared Isla H, “I thought it would be a great learning experience and I like being creative."

The intention was always to build capacity. This first group would become mentors, helping to expand the club and support other students in learning the art of quilting.

As the students worked together, they learned about the campaign “Helping Kids Feel Better to Heal Better," which supports children battling cancer. Without hesitation, they chose to shift their efforts. The quilting club moved its focus to creating handmade pillowcases for children in hospitals, offering comfort, care, and a sense of connection through each stitch.

"I love the pillowcase campaign because it made me feel like I could bring a little joy to someone in hospital. I see it as a little glimmer and comfort in their day," explained Rheiss J.

Maya D agreed, and noted, "I feel that making pillowcases is a great way to show the kids that someone is thinking about them."

What makes this story so powerful is that it was not directed or assigned. It was inspired and led by students. Their response was authentic, compassionate, and purposeful. In gaining new skills, they also gained new perspectives on how their actions can make a difference in the lives of others.

We are incredibly proud of these students, not only for what they created, but for who they are becoming.

Category: Welcoming and Inclusive Culture; Arts Education

Published: 5/7/2026 12:00 AM

Cleveland Elementary comes together to celebrate Earth Day

Communications Dig Media Asst — Thu, 07 May 2026 17:35:01 GMT

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By Myriam Dumont, Vice Principal, Cleveland Elementary

On the morning of April 22, the Cleveland Elementary community came together in a joyful celebration of Earth Day, demonstrating how sustainability, community connection, and active living can come together in meaningful ways.

The celebration began at Eldon Park, where families and students gathered before walking together to Cleveland Elementary. To support safe and active travel, the road was temporarily closed to car traffic, allowing participants to experience their neighborhood in a new way, on foot, together, and surrounded by friends and neighbours.

Upon arrival, the street in front of the school transformed into a vibrant community space. Music from a DJ filled the air, creating an energetic and celebratory atmosphere as families spread out to enjoy a variety of activities. Students and parents took part in arts and crafts, street hockey, chalk art, hula hoops, skipping ropes, and other classic outdoor games.

For students, the experience was both memorable and meaningful. As Franiel, a Grade 5 student, shared:

“I love Earth Day because I don't have to worry about cars on the street, and it's really fun to get to play outside and do art with chalk in the middle of the road."

This event was a wonderful example of the North Vancouver School District's Environmental Stewardship strategic goal, which calls on schools to lead on sustainable practices and support experiences that connect students to their environment and community.

Most importantly, the morning highlighted the power of community. Parents, students, and staff came together not just to mark Earth Day, but to strengthen relationships, model environmental responsibility, and create positive memories rooted in shared values and care for the world around us.

Category: Environmental Stewardship

Published: 5/7/2026 12:00 AM

Geo Club: Digging into confidence & community

Thu, 14 May 2026 20:27:09 GMT

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By Anna Coffin, Learning Services Teacher, Cove Cliff Elementary

As the Learning Services Teacher at Cove Cliff Elementary, I love seeing student engagement grow into something meaningful, something that builds belonging and sparks a genuine love of learning. Our Geo Club is one of those moments. It began when a Grade 5 student, Hunter, with a passion for gold mining and rock collecting, wondered if others might enjoy exploring these interests too. With a bit of guidance, he created a thoughtful plan for what the club might need, including researching tools, comparing options, and imagining how everything could work. That simple spark became the foundation for the Geo Club.

Explaining that initial spark, Hunter shared "I really wanted to start this club because finding minerals is super interesting."

With support from Principal Bridget O'Brien and Learning Services Teacher Anna Coffin, Hunter's plan moved from an idea into a real space where students could gather at recess. The club quickly grew as students from different grades came to see what it was all about. Metal detectors, gold‑mining bowls, a mini sluice box, and geode kits sparked curiosity and conversation, turning recess into a shared adventure where students could test ideas, trade discoveries, and build collaboration and confidence through hands‑on exploration.

As students became more comfortable exploring, the natural environment around the school also became part of their learning. The creek (which is part of the Seymour River watershed) has become an extension of the club's space. Its rocks, water, and forest edges invite curiosity and offer a calm environment where students feel connected and grounded.

Hunter's leadership has grown alongside the club. He helps organize materials, shows younger students how to use the tools, and shares what he knows with patience and excitement. His steady presence makes the club feel like a space where everyone can join in and feel part of something.

The Geo Club continues to thrive thanks to the support of Educational Assistant Kim Comeau, whose encouragement and care help keep everything running smoothly. What began as one student's thoughtful plan has grown into a joyful community where learners find connection, confidence, and belonging. As one student member shared, “its really cool, because you never know what you can find!"

Category: Environmental Stewardship; Student-Centred Education

Published: 5/19/2026 12:00 AM

Animating records: A project reflection

Wed, 17 Jun 2026 19:45:26 GMT

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By Laura B, Grade 12, Argyle Secondary

As a part of the Digital Media Academy (DMA), we are presented with opportunities to work with real clients and gain skills and work experience for our future careers. When I was asked to animate informational videos for the North Vancouver School District's records department, I was thrilled to be considered and said yes right away.

I used my planning process learnt in the DMA to set up a schedule and send some rough sketches to the records team before getting feedback and beginning the project. I built a story board and characters based on the script I was sent and made adjustments as requested. I used the voice over as a guide and animated my characters to create the informational videos.

Going into this project, I was a bit nervous about it all. This is the longest animation I have done and my first client work. I was a bit worried about meeting with the records department in the professional setting, but they were very nice and helpful. During the process I was able to communicate professionally and apply the corrections and edits I was given. I created a video that conveys the information of a blander topic in a fun and enticing way.

I was given a time frame and an outline, and I was able to direct the rest of the project/learning by myself. I was able to work on the videos as part of DMA and made a schedule of completion based on my class schedule. I sent each video clip to the team as they were completed and made changes as I received feedback.

I developed a professional relationship with the records department and, after completing the first video, I was asked to animate another. I followed the same process and was able to complete an even longer second video with the same characters and structure.

I want to finish this post by thanking everyone who was involved and helped me along the way. I want to thank my DMA teachers, Mr. Bulger and Mr. Miller, for creating this opportunity and allowing me to complete the videos as a DMA project. I also want to thank the records team, Nicky Morgan and Emily Scott, and the communications team, Chloe Scott and Sophia Boutsakis, who were amazing to work with and helped me gain valuable work experience in a professional setting.

Category: Student Profiles; Career Development; Arts Education

Published: 6/17/2026 12:00 AM

Norgate Xwemélch'stn library awarded $20,000

Thu, 18 Jun 2026 16:35:27 GMT

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By Adam Stokes, Vice Principal, Norgate Xwemélch'stn Community Elementary

Thanks to the Indigo Love of Reading Foundation and Teacher Librarian Annette Te Stroete, Norgate Xwemélch'stn is a recipient of the Literacy Fund Grant. The total amount is $20,000! This funding will be accessed over the span of three years to augment the library and related programming. The focus of the grant is to purchase books that reflect the diversity of our school, so students can see themselves represented in what they read. It will also support our neurodiverse learners by providing accessible, multi-modal texts.

Grade 2 student Elsa S. shared, “The people from Indigo came to talk about why they were helping our library. They said 'This is a nice library, and we like kids to read and learn. We love to help schools so we thought you could use this money to get more books and learn more.' I'm so excited to see the new books come."

The Norgate Xwemélch'stn community is very grateful for this transformative gift that will support our community for many years. Thank you, Annette, for making this happen for our school!

About the Love of Reading Foundation:

The Indigo Love of Reading Foundation has existed since 2004 to ensure that all Canadian kids have access to books and the opportunity to fall in love with reading. The Literacy Fund Grant is the Foundation's largest national granting program and it was created to dramatically increase literacy access for kids across the country.

Every year, schools across Canada apply for this grant to increase access to books for the children and youth they serve. Applications are reviewed and scored until approximately 30 partners are selected based on need and commitment to literacy. Grants are dispersed over a multi-year period. During that time, partners work together to track impacts, amplify stories of change and ultimately inspire other schools, parents and communities to invest in literacy as well. Other benefits of the partnership include access to professional development opportunities, classroom resources and more!

Category: Welcoming and Inclusive Culture; Student-Centred Education

Published: 6/18/2026 12:00 AM