Jody is the Director of Student and Staff Formation, Curriculum, Faith, and Wellness. She has been instrumental in embedding well-being across all aspects of their division’s operations.

To start, Elk Island Catholic Schools has been embedding wellness in its strategic plan for the past six years. Two years ago, the focus shifted from general wellness to systemic wellness.

Our school division leads through Alberta Education’s Assurance process, which emphasizes stakeholder engagement and accountability. Currently, we’re in year two of a four-year cycle. In the previous cycle, our wellness focus was primarily on supporting student wellness in the classroom. However, two and a half years ago, during stakeholder engagement with parents, students, and staff, it became clear that we needed to broaden our approach to encompass systemic wellness.

Systemic wellness means integrating wellness into every aspect of our division, from leadership to classrooms, and extending that wellness to students’ families. Our current goal is to support staff and students in mind, body, and spirit through programming and education. This integration is deeply tied to our Catholic identity, which emphasizes faith as central to our well-being.

Systemic wellness is about helping everyone understand that wellness must touch every part of our organization—from leadership to students and their families. This ensures everyone in our system, from administrators to custodians, plays a role in fostering well-being. It’s a comprehensive approach that emphasizes the interconnectedness of our efforts.

Here Comes the Sun emerged from funding aimed at addressing wellness at a universal level. We wanted to focus on the whole child and the whole system, emphasizing mind, body, and spirit. The project builds on our Catholic identity, where wellness is seen as holistic and grounded in faith.

We’ve partnered with various stakeholders, including Indigenous elders, parish priests, and consultants, to ensure a rich and inclusive approach. For example, we’ve integrated circles—adapted from Indigenous practices—into classrooms and staff meetings. These circles foster connection, sharing, and validation, which have had a transformative impact on behaviors and relationships within our schools.

The impact has been profound. Staff are more comfortable leaning into their faith and collaborating across roles. Students, including those who may not typically take leadership roles, have excelled in initiatives like our Faith and Wellness Days. These events have empowered students to lead activities that integrate spiritual, social, and physical wellness. The culture of our schools has shifted to one of shared responsibility, where wellness is a collective effort.

Through our Assurance process, we’ve refined our strategies based on stakeholder feedback. For example, we’re developing continuous supports for student well-being and providing tools for administrators to lead wellness initiatives in their communities. These efforts ensure that wellness remains embedded in our division’s culture.

We’ve already seen evidence of sustainability. Staff and students have embraced ownership of these initiatives, and we’re planning future events to celebrate and build on this momentum. With or without additional funding, we have the tools and commitment to continue this vital work.

It has catalyzed a significant culture change, enabling us to integrate wellness deeply into our schools.