reduce barriers associated with equipment setup, transportation, and finding suitable locations. The vision is to create a consistent place where materials and resources can remain in place year-round so teachers and students can access learning in a more streamlined way. Rawlake provides powerful examples of how landbased learning is already being implemented. The division has established land-based pathway homerooms in grades eight and nine, with opportunities extending into grade 10. Lloydminster also has a partnership with Onion Lake Cree Nation that has enabled significant cultural learning experiences. Early in the year, the division facilitated a culture camp involving more than 100 students with Elders and Knowledge Keepers, where students participated in traditional teachings and hands-on experiences such as harvesting and preparing food, hide work, snaring, canoeing, and learning in teepees. Partnerships with Lloydminster Fish and Game have also supported canoe trips, Indigenous Games, pole harvesting, and additional teachings. At the high school level, the Small Fires mentorship program supports Indigenous youth leadership by having older students mentor younger learners through cultural teachings, blanket activities, and Cree language learning, strengthening identity, connection, and leadership within the school community. Early years programming is another area of expansion since the prior feature. Lloydminster has moved to full-time kindergarten across its elementary schools and offers before and after school care at every elementary site, creating tangible support for families while strengthening student readiness and social development. The division has also been awarded a Family Resource Center and serves as the accountable partner, enabling new programming and support for young children and caregivers. Rawlake notes early years initiatives that include practical family support and self-regulation programming, helping students and parents build foundational skills that carry forward into the later grades. THE EDUCATIONAL PATH AHEAD Looking ahead over the next two years, leadership describes a continued focus on expanding opportunities and pathways that increase engagement and attendance while keeping students connected to learning. Rawlake emphasizes the value of “pick your passion” models that allow students to pursue areas that motivate them while ensuring academic support remains strong. Neville adds that mental health capacity building will remain 179 CIVIL AND MUNICIPAL VOLUME 07, ISSUE 02 LLOYDMINSTER PUBLIC SCHOOL DIVISION
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