Human & Social Development


Goal: Every school will continue to develop strategies for developing compassionate learning communities, nurturing the gifts of all students.

To develop in students a sense of self-worth and personal initiative; to develop an appreciation of the fine arts and an understanding of cultural heritage; to develop an understanding of the importance of physical health and well-being; to develop a sense of social responsibility, acceptance and respect for the ideas and beliefs of others.



  • Implement social emotional learning school-wide using District vetted resources in Langley’s Social Emotional Learning (SEL) Guide
  • Implement Trauma Informed strategies in schools
  • Implement rationale and strategies from Ensouling our Schools learning sessions (providing a lens through Aboriginal Worldviews and Perspectives) in all schools
  • Establish a Vision and Action Plan focusing on anti-racism
  • Engage community, staff and students in anti-racism professional development and curriculum
  • Purchase and develop resources to support anti-racism work in schools and promoting courses that deal with anti-racism, with a particular focus on English First Peoples 10–12 courses
  • Engage staff in the Equity in Action project with a focus on addressing systemic barriers that are impacting Aboriginal student achievement
  • Ensure School Action Plans contain specific goals in relation to our commitment to Truth and Reconciliation, Anti-Racism and Inclusion with a focus on the success of Aboriginal learners, Children and Youth in Care, and learners with diverse abilities


  • Create an implementation strategy/ framework for the new Indigenous Graduation Requirement
    • Support implementation of new Indigenous Grad Requirement with ongoing teacher support and resource support
  • Work with ya:y̓əstəl̕ to review and revise the Aboriginal Education Enhancement Agreement (AEEA)


Goal: Promote the Mental Health in Schools Strategy, through embedding positive mental health in all aspects of the education system, including culture, leadership, curriculum and learning environments.



  • Continue with staff training of Mental Health Literacy (MHL)
  • Implement district-wide plan for MHL for students that incorporates Aboriginal Worldviews and Perspectives
  • Create and implement a three to five year plan to implement recommendations from the Healthy Staff Healthy Schools working group

Performance Indicators

  • Grade to Grade Transitions
  • Student Learning Survey (Grades 4, 7, 10, and 12)
  • Middle Years Development Instrument (MDI) (Grades 5, 6 and 8)
  • Tell Them From Me Survey (Grades 8, 9, and 11)
  • Grad Exit Survey
  • Completion Rates
  • School Action Plan Review
  • Attendance Rates
  • “How Are We Doing?” Report

Continue to Career Development