We strive to provide maximum support to teachers who are interested in integrating best practices of prevention, intervention and assessment of disruptive behaviours. This approach takes into account the trauma that may affect Nunavik students.


Compassionate Schools Initiative

Teachers and staff are committed to creating psychologically safe environments for students, which in turn allows the students to learn to take risks that are essential to their growth and success.

An initiative to support at-risk students

Any child who faces circumstances that could jeopardize their health and well-being, and possibly other learning-related factors that may adversely affect academic performance. The student could be at risk for academic, social or behavioural difficulties.

It facilitates their social, emotional and academic success.

School employees receive training and individual support from a dedicated coach on staff.

A travelling regional pedagogical counsellor also visits the schools regularly to encourage reflective practices and build skills aimed at improving:

  • Class climate
  • Student engagement
  • Support for students with challenging behaviours

It is. However, each school adapts the approach to its home community. This ensures a positive, safe, consistent, and predictable framework that is culturally relevant.

Nurturing relationships

By developing nurturing relationships with each and every student, teachers can foster a classroom environment where self-doubt, hopelessness and fear are transformed.

Observing a child’s behaviour through a compassionate lens is definitely a good starting point. It allows the eyes to perceive behaviour as a form of communication—a communication that could potentially signal unmet needs or skill deficits—rather than simply seeing a child trying to be defiant.

Raising awareness about the impact of trauma on brain development

We know that Adverse Childhood Experiences (ACEs) impact brain development. This is the starting point of our training based on trauma:

Training focuses on teaching practices and tools, including:

  1. Understanding the impact of trauma on learning and developing a teaching approach that is essential for some but beneficial to all.
  2. Restorative Practices, an approach that helps facilitate relationships, build trust, and repair harm.
  3. A universal system of Positive Behaviour Interventions and Support (PBIS), which creates a consistent intervention approach throughout the entire school.

Nunavik communities continue to face the impact of a history of colonization, cultural oppression and inter-generational trauma. It is essential for our teachers and staff to understand where our students are coming from in order to help them reach their goals and achieve well-being.

TUNU NAPARTUK Director of Complementary and Compassionate Services