Reynolds Secondary Goals

1. Better connect students to school

2. Connect students to their learning through the learning process and assessment/self-assessment


Being connected to school is essential for success as a learner. Connected learners take steps to ensure their well-being, set goals and monitor progress. They regulate emotions and manage stress, recognize and advocate for their own rights, thus, contributing to the wellbeing of the school community.

Method of communicating goals and progress to staff, parents, and the wider community

More students will self-report school is a place where they belong. Increased connectedness of students to the school community may be indicated in a variety of ways (eg improved participation in intra and extra curricular activities), and as indicated by their responses on the Student Learning Survey.

Reynolds students and staff will collaborate with the school community, such as the Reynolds Mental Health Ambassadors, to encourage the skill development of social emotional learning: People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.

We noticed:

  • Provincial literacy and numeracy assessment numbers are better than provincial averages
  • Students reported that they had sound content understanding, however, they also reported that they did not feel ready for life after high school
  • 33.6% did not feel welcome
  • 55.9% felt they don’t belong
  • 20% of students reported not feeling safe
  • Students do not get enough sleep
  • Students routinely feel anxious


  • Mental Health Literacy – collaboration with English department classes for supporting mental health and wellness literacy for students
  • Help students identify at least one adult for supports regarding Mental Health Literacy
  • Opportunities for athletics, clubs, intramurals, leadership
  • More effective communication – Increasing digital literacy among staff to engage with students using different platforms (ie. school app, Google Classroom, etc)
  • Anti-Racism Collaboration with both staff and students working toward actively addressing issues around racism at Reynolds, such as, systemic structures, microaggressions and issues regarding racism that impact learners success in school
  • Create a more inclusive Reynolds culture among our school community
  • R Block – Intentional time and space in the Reynolds weekly schedule to build commuity through developing relationships and connecting students to their learning
  • Provide online and in person opportunities for academic support
  • Provide students with skills and strategies to advocate and communicate with teachers regarding their learning
  • Build relationships among staff and students to collaboratively support student learning


  • Students will self-report an increase in school being a place where they belong
  • Students will indicate an increase of connectedness in the school community by their responses on the Student Learning Survey
  • Increased regular attendance and participation in clubs
  • Increased App usage by staff, students and parents
  • Increased engagement and access to TLC/RSS curriculum and support


  • Mental Health Literacy
  • Mental Health Ambassadors
  • Y19 – Mindfulness for Youth
  • Partnering with school based counsellors to support teachers who are supporting students
  • Increased personalized communication – School App
  • Training opportunities for staff/students
  • Staff Pro-D opportunities for learning and development
  • Anti-Racist Collaboration
  • Pride Club
  • Reynolds Welcome Committee