Nearly two-thirds of older students in Prairie South School Division have a positive sense of belonging, while roughly one-third are experiencing moderate to high anxiety, a new report says.
The division administered the OurSCHOOL survey to 3,540 students in grades 4 to 12 this spring and presented the results during the recent board meeting.
The data shows that 67 per cent of pupils in grades 4 to 6 have a positive sense of belonging, compared to 68 per cent last year, 69.7 per cent two years ago and 73.7 per cent four years ago.
There was no data three years ago because of the pandemic.
Furthermore, 60 per cent of students in grades 7 to 12 had a positive sense of belonging, compared to 61.3 per cent last year, 61.2 per cent two years ago and 65.2 per cent four years ago.
The survey also asked students about their relationships with their teachers.
The data showed 80 per cent of students in grades 4 to 6 had positive teacher relationships, compared to 81.7 per cent last year, 83 per cent two years ago and 83 per cent four years ago.
Furthermore, 65 per cent of students in grades 7 to 12 had positive relationships with their teachers, compared to 73.2 per cent last year, 74.7 per cent two years ago and 75.8 per cent four years ago.
Meanwhile, 33 per cent of pupils in grades 4 to 6 experienced moderate to high levels of anxiety this year, compared to 35.3 per cent last year, 32.6 per cent two years ago and 23.7 per cent four years ago.
Furthermore, 30 per cent of students in grades 7 to 12 experienced moderate to high anxiety this year, compared to 30.7 per cent last year, 29.7 per cent two years ago and 26.3 per cent four years ago.
Many schools included a goal this year focusing on students’ sense of belonging, explained Amanda Olson, superintendent of learning, during the board meeting. Moreover, the division has focused on belonging for the past two years, as per Dr. Robyne Hanley-Dafoe’s book “Five Pillars of Everyday Resiliency.”
“Dr. Robyne says that ‘our deepest desire is to belong — to be truly seen and to matter,’” Olson said.
The learning superintendent stressed that these numbers are from one data set and are a snapshot in time — they reflect what students felt when they completed the survey. That makes it difficult to discuss student well-being with one grouping of data, so the division must look deeper at multiple data points to tell its story.
“Our schools would have a much better sense in their own building because they can do some surveys with their students that are very specific to that context,” said Olson. “They’re able to sit down and have one on one little exit interviews of how students are feeling … .”
Many schools had strategies to support the focus on belonging, she continued.
For example, there are Circle of Courage classroom activities to help pupils develop a sense of belonging and ensure they interact with their peers so everyone feels welcomed.
Another school has monthly activities where students work in “family pods” — comprised of pupils from each grade — on a team-building activity. One activity focused on building catapults to launch marshmallows.
Also, one school has younger children working with older youths on collaborative writing projects to create picture books.
Meanwhile, the division is committed to mental health wellness and prevention, including educating staff and students about developing a positive mental foundation, Olson said. Some tips include proper eating, acquiring enough sleep, physical activity, and drinking enough water.
“As a division, I think we do a good job of a strategic focus on a culture of wellness, not only for our students but our staff … ,” Olson added.
The next PSSD board meeting is Tuesday, Sept. 5.
