When St. Mary School in North Battleford introduced a specialized classroom pilot program, Vice-Principal Jennifer Gentes witnessed a breakthrough moment early on.
“We had a young boy who struggled with regulation,” Gentes recalled. “One day, he walked in, saw a meditation exercise on the whiteboard, lay down for a few minutes to take deep breaths, and then returned to class ready to learn. He didn’t disrupt anyone—he just did what he needed to do.”
This approach to student support is part of a province-wide initiative aimed at assisting children with behavioral and emotional challenges. St. Mary is one of eight Saskatchewan schools participating in the pilot, which launched in January 2024 with support from the provincial government. The program focuses on early intervention, relationship-building, and structured support to create a more inclusive learning environment.
A Tailored Approach to Support
Led by Principal Emilie Wolfe, the school’s Connections program includes two full-time teachers, an educational assistant, and a school-wide strategy to reduce disruptions and improve student well-being.
“Each school is different, so we tailored our program to fit our students’ needs,” Wolfe explained. “There was a clear demand for structured behavioral support at St. Mary.”
The program aligns with three key goals set by the Ministry of Education: enhancing student experiences, improving overall learning environments, and reducing stress for both students and staff.
Positive Early Results
The initiative has already shown promising outcomes. Former Minister of Education Jeremy Cockrill commended St. Mary’s leadership at a Battlefords Chamber of Commerce luncheon, calling it the best implementation he had seen in the province.
Data supports that claim. “We’ve seen a 25% decrease in classroom disruptions and a 12.5% improvement in student self-regulation and engagement,” Wolfe noted.
A key component of the program is daily one-on-one check-ins between students and Connections staff. “Ninety percent of students say these check-ins help them stay on track,” Wolfe added. “Each day, they meet with us to set personal goals.”
Student progress is monitored through surveys, observations, and structured reflection. “We follow the data,” Wolfe emphasized. “It’s a fast-moving program that requires flexibility, as each day presents new challenges.”
Meeting Individual Needs
Currently, about 20% of St. Mary’s students participate in the program. Of these, 36% receive full individualized support, 48% are under observation, and 16% have successfully transitioned out of the program after demonstrating improvement.
“This program gives children a chance to be heard,” Wolfe said. “Some need talk time, others need movement breaks, or even just a snack. With extra staff supporting them, classroom teachers can focus on the rest of the class.”
The smaller class sizes have also made a difference. Gentes, who teaches math in the Connections classroom, highlighted the benefits: “Before, students might have become frustrated and acted out. Now, I can check in with them before that happens and address their needs so they’re ready to learn.”
For teachers handling multiple grade levels in split classrooms, the program has been particularly helpful. “Jennifer is teaching both Grade 5 and Grade 6,” Wolfe said. “That’s two different curriculums, and reducing behavioral disruptions makes a big difference.”
Emotional Regulation as a Focus
Beyond academics, the Connections program emphasizes emotional self-regulation. Students use visual tools from the Zones of Regulation framework to assess their emotional state and find strategies to return to a learning-ready mindset.
“We use GoZen, a digital mental wellness tool, to introduce emotional learning strategies,” Wolfe said. “Staff members carry lanyards with meditation exercises and key techniques that students are learning.”
Teachers also receive regular training in Therapeutic Crisis Intervention (TCI) and dedicate time in staff meetings to refine classroom strategies. “We ensure all staff members understand and use the same techniques,” Gentes said.
As a result, students are becoming more aware of their emotional states. “They can now recognize when they’re not ready to learn and take a few minutes to self-regulate before rejoining their peers,” Gentes explained.
Involving Families and Looking Ahead
Parental involvement is another cornerstone of the program. Staff provide weekly reports to caregivers, offering insights and suggested strategies for home support.
“One parent told us she looks forward to the weekly report card and strategy idea because they work on it together at home,” Wolfe shared.
Students themselves have noted the program’s impact. One commented, “I know when I’m frustrated and can ask my teacher for a break.” Another added, “It’s helping my mental health—I even use my strategies at dance.”
Looking ahead, St. Mary plans to expand the program into physical education and unstructured periods such as recess and transitions. “We’re exploring how to help students navigate these less structured environments while staying engaged socially and emotionally,” Wolfe said.
Despite the challenges, she remains committed to the program’s mission. “It’s a lot of mental work, and our behaviors affect each other,” she admitted. “But teamwork makes this sustainable. Our staff set aside their egos and ask for help when needed.”
For Wolfe, the philosophy is clear: “Children are our future. When they feel safe, supported, and loved, they thrive. Schools need public support for programs like this to help students reach their full potential.”
