Across the Lambton Kent District School Board (LKDSB), students and staff marked the National Day for Truth and Reconciliation through learning, listening and reflection, with opportunities designed to centre authentic Indigenous voices and deepen understanding of the lasting impacts of residential schools.
At the LKDSB Board Meeting on October 6, members of LKDSB's Equity, Diversity, Inclusion and Justice and Indigenous Education teams shared one example of that learning: a project that began with a simple idea 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 brought forward the idea of students creating a song to honour and remember residential school survivors. Working alongside Denise Helmer-Johnston and in collaboration with the Indigenous Education team, the idea developed into something much broader: an opportunity for students to learn directly from the lived experience of a residential school survivor and to respond through music, reflection and learning.
As part of a webinar shared with all students in Grades 5 to 12 and LKDSB staff, Bill Sands, a residential school survivor, shared their experiences directly with students from Gregory Drive. Students, in turn, 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.”
The learning was designed to encourage empathy, active listening and meaningful engagement, while creating space for students to hear an authentic Indigenous voice speak directly about the residential school experience.
During the Board meeting, Student Trustee MJ Baldwin reflected on experiencing the webinar alongside peers at school, saying students valued the opportunity to hear directly from a survivor and hoped that learning about Indigenous cultures and residential schools would continue.
The presentation also became an important reminder of why that learning must continue.
Student Trustee Kaydence George spoke personally about the intergenerational impacts of residential schools and Indian Day Schools, sharing that her grandparents attended residential school and her father attended an Indian Day School. She explained that the loss of language experienced by earlier generations continues to affect her own connection to language today.
“It’s not just a past event that we can move on from,” Kaydence George told trustees. “It’s going to continue to impact people for a long time.”
Vice Chair Roberta Northmore also spoke personally about the presentation, sharing that her father attended the same institution as the survivor featured and that she herself attended day school. She reflected on the impact this history has had on her connection to language and expressed support for Indigenous perspectives, histories and cultures being part of students' learning today.
Those voices served as a powerful reminder that the legacy of residential schools and Indian Day Schools is not distant history. Survivors, their children, grandchildren, families and communities continue to live with their impacts today.
The Gregory Drive project was one of many ways students and staff across LKDSB engaged in learning and reflection connected to Truth and Reconciliation this year. Together, these opportunities are part of the Board's continuing responsibility to listen to Indigenous voices, deepen understanding of the past and its ongoing impacts, and support meaningful learning throughout the school year.
“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.”
That work does not end with the National Day for Truth and Reconciliation. Learning will continue across LKDSB through Treaty Recognition Week in November and through ongoing opportunities for students and staff throughout the school year.
LKDSB extends its sincere gratitude to the residential school survivor who entrusted students and staff with their story; to Markus Shoger and Denise Helmer-Johnston for the initial vision; to the students of Gregory Drive Public School for responding through learning and music; and to the Indigenous Education team for its continued leadership.