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Priority Goals and Outcome Areas

Achieving Outcomes through the CLC Approach

Community Schools develop partnerships to achieve specific outcomes for students, families and communities at large. Learn more about common outcome areas for students, families and communities by exploring the resources on this page.

Mental Health and Wellness

CLC Approach to Health and Wellness through School-Community Partnerships

The CLC approach to student well-being is based on the community school model that views health through a holistic lens which includes physical activities and healthy eating in addition to social and emotional wellness.

Partnership with the Community Health and
Social Services Network (CHSSN)

The Provincial Resource Team maintains a strong partnership with the Community Health and Social Services Network (CHSSN). This partnership often extends grants to support programs which support health and well-being initiatives in schools.

All Mental Health & Wellness Resources

Family Engagement and Support

Families play an important role in the education of children. Parents are their child’s first teachers and mentors. When children enter school, educators join the team to help further the academic, social and emotional education of students. Together, families and schools can create the best environments in which children can learn, grow and thrive as citizens. 

The Provincial Resource Team (PRT) offers support to CLC schools developing and implementing projects, programs and activities that promote family engagement in all aspects of school life.

Six Types of Family Involvement

There are a variety of ways schools can promote family engagement. Joyce Epstein of John Hopkins University developed a Framework for Parent Involvement that defines six different types. Each type is accompanied by synonyms of “caring”, and Epstein emphasizes two defining synonyms that underlie all six types - Trusting and Respecting.

It may be useful to think of these types of engagement as different expressions of care, which families may be accustomed to doing in some way.

Early Childhood

Little Learners

Little LEARNers is a collection of resources that focuses on the developmental needs of our little ones as they prepare for their first transition to school.
Access resources to support children 3 to 5 years old and the adults that care for them, learn from experts from both the education and community sectors, discover how they are working with families to support children.

Equity, Diversity and Inclusion

Promoting Equity in English Schools & Communities Across Quebec

Here are three ‘big ideas’  introduced by Dr. Sabrina Jafralie.

Outdoor Education

The benefits of outdoor learning make getting classes out into the fresh air well worth the effort.

Community Development Agents can support outdoor learning by securing funding for greening spaces and getting kids moving as well as supporting teachers to make curriculum connections while working with partners who share these goals.

Student Engagement

One of the most effective ways that teachers can leverage school-community partnerships is by developing Community Service Learning (CSL) projects.

CSL is a proven teaching strategy that helps students acquire subject-specific and cross-curricular competencies while meeting an authentic community need.

Plan a Community Service Learning Project.

Community Service Learning

Teachers play a key role in facilitating opportunities for youth voice in schools and communities which is key to the development of a new generation of active citizens with a deep sense of belonging.

In addition to leading CSL projects, teachers can get involved by joining the CLC leadership team, supporting the community through volunteerism, and by actively supporting programs that address the health and well-being of students and families.

Building Strong Communities

Healthy schools are rooted in healthy communities.

In the context of Quebec, signs of vitality for the English-speaking community include ongoing communication, cooperation, and collaboration between English community organizations and Francophone institutions, the availability of educational and recreational activities in English, social and economic integration and more.

CLCs have a Dual Mandate

In the Community School approach, as well as in the literature on student success, these two things are understood as tightly interwoven. Students do better in schools that have established a relationship with parents and the community.

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