Rawlake describes the division’s updated vision as a commitment to creating a community where all learners feel safe, experience a sense of belonging, and are inspired to achieve their greatest potential. That belief, reinforced by Director of Education Jason Neville, is guiding both program expansion and the supports that help students and staff thrive. The division has continued to strengthen its approach to student success through expanded career and technical pathways, enhanced STEM capacity, deeper integration of Indigenous perspectives, and new models of flexible learning designed to meet students where they are. A central theme across Lloydminster’s strategy is proactive support for mental health and well-being. Neville explains that counseling is available across division buildings, complemented by a mental health capacity-building team at the high school level.This team works alongside educators to help strengthen teacher capacity, support early identification of student needs, and build classroom-level strategies that reduce the likelihood that challenges escalate. PUTTING THE STUDENT FIRST At the elementary and middle school levels, the division uses programs such as SHINE to help students develop skills that support emotional regulation and resilience before they need more intensive services. For Lloydminster, the emphasis is not only on response, but on prevention, recognizing that systems and community support are under strain and that proactive skill-building helps students, staff, and families. Career, technical, and trades-focused learning has also expanded, aligned with community growth and workforce realities. Rawlake notes that the division has increased emphasis on STEM programming and trades-based curriculum, while also embedding Indigenous perspectives into learning across grades. A key tool supporting career planning is MyBlueprint, used by students in grades seven through 12 for strengths-based exploration, interest profiling, and the creation of graduation and beyond plans. The goal is to make transition planning a continuous process beginning in earlier years rather than a lastminute focus near graduation. 173 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 LLOYDMINSTER PUBLIC SCHOOL DIVISION
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