Tier 1

Consult for strategies to create relationships with the land and all beings.

Land-Based Learning (Regular, not occasional)

Goal: Help students understand they are part of the land -not separate from it.

Actions:

• Schedule regular outdoor learning (e.g., weekly or monthly land-based classes)

• Teach curriculum outcomes outdoors when possible (science, art, literacy, health)

• Use school grounds for observation of seasonal changes

• Create “sit spots” where students quietly observe and reflect

• Incorporate land acknowledgements connected to actual learning and action

Impact:

• Improves student mental health, focus, and emotional regulation

• Strengthens sense of belonging and connection to place

• Encourages mindfulness, reflection, and curiosity

• Builds understanding of interconnectedness with the natural world

Teach Environmental Stewardship as Responsibility, Not Just Science

Goal: Help students understand Netukulimk—taking only what is needed while protecting balance.

Actions:

• School recycling, composting, and waste-reduction initiatives

• Student-led environmental stewardship teams

• School gardens using sustainable practices

• Water protection and conservation projects

• Energy conservation campaigns

Impact:

• Builds student agency and leadership skills

• Strengthens accountability and ethical decision-making

• Increases confidence through meaningful action

• Fosters a shared sense of responsibility for community and environment

Student leadership examples:

• Eco clubs

• Waste audits

• Habitat restoration projects

Develop Relationships with Local Mi’kmaq Communities and Knowledge Holders

Goal: Learn directly from Mi’kmaq voices and lived knowledge.

Actions:

• Invite Mi’kmaq Elders and Knowledge Holders to share teachings

• Partner with local Mi’kmaq communities for land-based learning experiences

• Include storytelling, teachings, and cultural perspectives

• Support long-term relationships—not one-time visits

• Work with Regional Centres for Education Mi’kmaw Education teams

• Compensate Elders appropriately for their knowledge

Impact:

• Promotes cultural understanding and respect

• Supports reconciliation and inclusive school culture

• Affirms Indigenous identity and belonging

• Deepens awareness of diverse perspectives and shared responsibility

Embed Guiding Principles into Daily School Culture

Goal: Make Msit No’kmaq (“All my relations”) part of how the school operates.

Actions:

• Discuss interconnectedness in classroom discussions

• Reinforce respect for self, others, and environment

• Encourage kindness and collective responsibility

• Use restorative practices instead of punitive discipline

• Teach empathy and community responsibility

Impact:

• Fosters a sense of connection and belonging among students and staff

• Strengthens respect, empathy, and collective responsibility

• Encourages consistent, positive relationships and social-emotional growth

• Promotes a supportive, restorative school environment

Move Beyond Symbolic to Action-Based Practice

Actions:

Avoid limiting implementation to:

• Posters only

• Land acknowledgements without action

• One-time cultural events

Focus instead on:

• Ongoing relationships

• Daily practices

• Curriculum integration

• Student leadership

Impact:

• Ensures cultural principles are lived, not just displayed, deepening student understanding

• Builds authentic relationships with communities and Indigenous knowledge holders

• Increases student engagement and leadership opportunities

• Creates lasting changes in school culture rather than temporary gestures

A relationship-based approach to student well-being and achievement  http://www.thirdpath.ca/ 

Prioritize Adult Regulation First

Goal: Help classrooms feel calmer and less reactive throughout the day.

Regulated adults create regulated students.

Actions:

• Begin staff meetings with brief grounding or breathing exercises

• Encourage staff to pause and regulate before responding to challenging behaviour

• Provide quiet spaces for staff to reset when needed

• Use calm tone and body language intentionally

Impact:

• Creates a calm, predictable environment that reduces student stress and escalation

• Models emotional regulation for students, helping them manage their own behaviour

• Increases teacher confidence and reduces burnout

• Promotes a culture of reflection and thoughtful responses instead of reactive discipline

Establish Predictable, Calm Classroom Routines

Predictability reduces anxiety and increases student readiness to learn.

Goal: Help students start each day calm, settled, and ready to learn.

Actions:

• Consistent daily schedules

• Visual schedules posted in classrooms

• Clear transitions and expectations

• Structured start-of-day routines

Example:
Daily morning routine:

1. Greeting at door 2. Emotional check-in 3. Calm entry activity

Impact:

• Reduces student anxiety and uncertainty, supporting emotional safety

• Improves readiness to learn and engagement in daily activities

• Strengthens focus, attention, and academic participation

• Supports consistent behaviour expectations across the classroom

Build Strong Adult-Student Relationships

Goal: Ensure every student can name at least one adult in the building they trust and feel comfortable going to for support.

Actions:

• Greet every student by name

• Regular check-ins with students

• Show genuine interest in student lives

• Ensure every student has at least one trusted adult

School-wide strategy:

• “Every student known well by at least one adult”

Impact:

• Increases students’ sense of belonging and connection to the school community

• Enhances trust, communication, and social-emotional development

• Provides early identification of student needs or challenges

• Strengthens overall school climate and student well-being

Integrate into Tier 1 MTSS Framework

The Third Path aligns perfectly with Tier 1 universal prevention.

Goal: Help all students develop the skills to manage their emotions, build positive relationships, and stay engaged in learning.

Tier 1 examples:

• Daily emotional check-ins

• Calm classroom environments

• Relationship-based teaching practices

• Explicit teaching of regulation skills

• Predictable routines

These reduce need for Tier 2 and Tier 3 interventions.

Impact:

• Provides universal supports that prevent escalation and reduce the need for intensive interventions

• Promotes consistent use of restorative, relationship-based practices school-wide

• Enhances emotional literacy, self-regulation, and coping skills for all students

• Builds a foundation for equitable academic and social-emotional success

Use your voice and your actions to become an ally to marginalized communities. 

Practice “Listen First” as a Discipline (Not a One-Time Action)

Allyship begins with listening without defensiveness or centering oneself.

Goal: Build a school culture where people feel heard, respected, and not dismissed when they share their lived experiences.

Actions:

• In meetings, consciously pause before responding to racialized colleagues.

• Notice and interrupt the urge to explain, defend, or minimize.

• Ask: “Is this my space to speak?”

• Seek out books, podcasts, and articles created by racialized authors — without asking colleagues of color to educate you.

In Schools:

• Build in structured listening circles.

• Model reflective listening with students.

• Validate lived experiences without debate.

Key mindset shift: Listening is not agreement - it is respect.

Impact:

• Fosters trust and psychological safety for racialized staff and students

• Strengthens empathy and understanding of diverse perspectives

• Reduces defensiveness and promotes self-awareness among adults

• Encourages active, reflective listening as a school-wide practice

• Models respectful communication and conflict resolution for students

• Creates a more inclusive and equitable school culture

Do Your Own Learning 

Actions:

Form Adult Study Groups

• Staff come together regularly to read, discuss, and reflect on anti-racism resources (e.g., Anti-Racism Resources for White People).

• Encourage sharing insights and challenges in a safe, confidential environment.

Reflect Individually on White Fragility and Bias

• Staff journal privately after equity discussions to explore discomfort, defensiveness, and challenged beliefs.

• Pause before responding in conversations to consider personal biases and emotional reactions.

Integrate Anti-Racism into School Practice

• Include anti-racism topics in professional development sessions.

• Use white caucus spaces intentionally to process learning without centering racialized staff.

• Develop a shared vocabulary around systemic racism to guide discussions and decision-making.

Key mindset shift: Growth requires discomfort.

Impact: 

Increased Staff Self-Awareness and Accountability 

• Adults recognize their own biases, defensiveness, and role in systemic inequities, improving their capacity to act as effective allies.

Improved School Culture and Equity Practices 

• A shared understanding of systemic racism and anti-racism practices fosters inclusive policies, relationships, and learning environments.
  
  

Enhanced Student Outcomes 

• When staff model reflective, equitable behaviours, students benefit from more culturally responsive teaching, reduced bias, and safer, more inclusive classrooms.

Use Your Voice to Interrupt Harm

Allyship is not silent support - it involves visible action.

Goal: Create a school culture where harmful language and bias are addressed in the moment - not ignored.

Actions: 

• Interrupt racist comments or stereotypes calmly and clearly.

• Question biased assumptions in meetings.

• Say things like:

  • “I’m not comfortable with that comment.”

  • “Can we pause and unpack that?”

  • “Whose perspective might be missing here?”

In Schools:

• Intervene when students use racial slurs or harmful language.

• Staff calmly interrupt racist or biased comments

• Students learn that slurs and stereotypes are not tolerated

• Meetings include questioning whose voices are missing

• Curriculum decisions reflect diverse perspectives

Key mindset shift:  Silence protects the status quo.

Impact: 

• Creates a safer and more inclusive school environment by addressing harmful language and bias

• Models accountability and courage for both staff and students

• Reduces microaggressions and normalizes equity-focused dialogue

• Empowers the school community to speak up and challenge injustice

• Strengthens respect, belonging, and social-emotional well-being

• Reinforces a culture that values fairness, inclusion, and diverse perspectives

Review resources for our learning, as adults:

• First, Listen. Then, Learn: Anti-Racism Resources For White People

• Why People of Color Need Spaces Without White People

• The Real Safe Spaces for Black People Are Places Where We Can Escape the White Gaze

• Guidelines for Effective White Caucuses

• White Culture is Violent - ekdoux on Instagram

• Anti-Racism Resources for White People by Sarah Sophie Flicker, Alyssa Klein

• White People: Here Are 3 Things You Should Start Doing for Racial Justice 

• Whiteness and White Fragility

• The 5 Principles of Restorative Practices

Restorative Relationships - Developing Connections

Respect - Valuing the Opinion of Others

Responsibility - Being accountable for actions towards self, others and environment

Repair - Repairing harm and remaining included

Reintegration - Consistent invitation to be in community

Restorative Relationships - Developing Connections

At its core, RP is about relationship first, behavior second.

Classroom Practices

• Regular class circles for check-ins and relationship building

• “Getting to know you” activities (e.g., interest inventories, shared appreciations)

• Intentional greetings (name, eye contact, smile)

Respect - Valuing the Opinion of Others

Respect in RP means every voice matters - including staff and students.

Ways to Promote Respect

• Community Circles where students practice listening and speaking with respect

• Teaching and reinforcing active listening skills

• Use of talking pieces during circles so one voice speaks at a time

Example Classroom Activities

• “Respect Reflections”: students share what respect looks like in their classroom

• Social skill mini-lessons: turn-taking, non-violent communication

Responsibility - Being Accountable

Restorative responsibility focuses on understanding impact and making amends, not punishment alone.

When Harm Occurs

Use a Repair Conversation Framework:

1. What happened?

2. What were you thinking/feeling?

3. Who was affected and how?

4. What needs to be done to make it right?

Ongoing Practice

• Everyone reflects on their own role in the community and sets goals

• Students track personal goals for responsibilities (self, others, environment)

Restorative Language to Use:

• “What do you think you need to do to repair this?”

• “How do you think that made others feel?”

Repair - Repairing Harm and Remaining Included

The goal is to restore relationships, not isolate students.

Practical Strategies

• Use circles to rebuild after conflict

• Provide structured time to repair relationships (not just consequences)

• Support students to learn from their mistakes with dignity

Sample Restorative Repair Protocol

• Student and affected peers meet (with adult support) in a small circle

• Each person answers restorative questions

• Together they decide on agreed upon next steps

Reintegration - Being Welcomed Back into Community

Reintegration affirms that everyone belongs even after mistakes.

School and Classroom Practices

• Conduct reintegration circles when a student returns from suspension

• Celebrate positive behavior shifts (e.g., acknowledgements in circle)

• Pair returning students with a “welcome buddy” or mentor

Reintegration Language:

• “We miss you when you’re not here.”

• “We believe in your ability to contribute to our community.”

_____________________________________________

Goals: 

Help students take responsibility for their actions and repair harm in constructive ways.

Build a classroom community where every student feels connected, respected, and welcomed back after conflict.

Classroom Tools

Here are ready-to-use practices tied to the 5 principles:

Daily or Weekly Practices

• Morning welcome circle — builds relationships & respect

• Community agreements — co-created with students

• Check-in/Check-out circles — help regulate emotions

• Restorative debriefs — after events or conflicts

Restorative Questions for Reflection

Use these with students individually or in circles:

• “What did you notice about your actions today?”

• “Who did you impact and how

• “What is one thing you can do differently next time?”

School-Wide Practices

• Mentorship programs (buddy classes, student mentors)

• Peer support circles

• Morning welcome routines

Practical Idea: Use brief “Connection Questions” each day:

• What was the best part of your day?

• What is something you’re looking forward to?

• Who helped you this week?

Review resources for our learning, as adults:

• Article: The Restorative Approach in Nova Scotia Schools

• Training Resource: https://www.iirp.edu/professional-development/restorative-practices-for-educators

A strategy used by staff to greet and welcome students as they enter the classroom, supporting positive relationships and engagement.

Intentionally Greet Every Student by Name

Action:
Stand at the classroom door daily and greet each student using their preferred name, making eye contact as they enter.

Impact:

• Strengthens student-teacher relationships

• Increases students’ sense of belonging and recognition

• Sets a positive emotional tone for learning

Personalize the Greeting

Action:
Greet each student by their preferred name and make brief eye contact as they enter the classroom.

Impact:

• Strengthens students’ sense of belonging and recognition

• Builds positive adult-student relationships

• Sets a respectful and welcoming tone for learning

Use the Strategy Consistently as a Tier 1 Practice

Action:
Implement Four at the Door school-wide as a daily universal practice to create predictability and emotional safety for all students.

Impact:

• Decreases disruptive behaviours

• Increases engagement and readiness to learn

• Promotes a calm, welcoming classroom climate

PURPOSE of the Inside/Outside Circle

- To ensure that every child in school has a meaningful connection with a supportive adult.

- To move students from outside of the circle (less known)  to inside of the circle (well known)

SET UP

- In a private area, create a large circle on the wall.. 

- Gather small sticky notes and pens

- Each student name is placed on a separate sticky note

PROCESS

• In small groups (grade level teams, LSTs+teachers, etc.)  staff will work through class lists, discuss and jot notes for each  student, answering the following questions: 

• Can I match their name to their face?

• Do I know something personal about this student?

• Do I know what they like/ what are their interests? 

• Do I know who they are as  learners? 

COME BACK TOGETHER as a full staff

Referring to the notes, place each student-sticky note inside or outside of the circle. 

• For students who are well-known, their names can be placed inside of the circle. 

• For students who are less known, their names start on the outside of the circle. 

DISCUSS

Reflect, as a group, who is not known (who is outside of the circle)

Discuss what we can do as a staff to ensure we develop deeper relationships with the students on the outside of the circle; with those who are not well known. 

Ask ourselves, which students don’t yet have a connection to an adult in the building - and who will step in and make the intentional connection? How will we find out more about our students?

ONGOING ASSESSMENT

Revisit the Inside/Outside circle frequently (staff meetings, CLTs, PD days), ensure there are intentional steps being taken to move students into the circle and make this movement visual.

 Share what you learned about the students. Discuss what staff now know that tells us they are pulled in.  Celebrate successes when students get moved into the circle! 

See video for a variation of this activity (larger class lists, checkmarks, categories)

Video: https://www.youtube.com/watch?v=xjZx0VdmgkE

For more info: 

Article: https://www.edutopia.org/article/power-being-seen 

• Spread Kindness in Schools with these Tier 1 CASEL approved curriculums

  1. Pre-K https://www.randomactsofkindness.org/pre-k-lesson-plans 

  2. Primary - Grade 8 https://www.randomactsofkindness.org/for-educators 

  3. High School https://www.randomactsofkindness.org/high-school-curriculum 

  4. Kindness Beyond the Classroom https://www.randomactsofkindness.org/kindergarten-grade-5-lesson-plans#kindness-beyond-the-classroom 

• Tier 1 CASEL approved & based firmly in neuroscience, MindUP teaches the skills and knowledge children need to regulate their stress and emotion, form positive relationships, and act with kindness and compassion.

https://mindup.org/ 

For every 1 instance of corrective feedback, offer approximately 4 instances of praise. 

Positive reinforcement strengthens desired behaviours more effectively than punishment or criticism alone. When praise outweighs corrective feedback, students become more motivated, confident, and engaged in their learning. 

This approach also fosters a growth mindset by emphasizing effort, progress, and individual strengths rather than focusing solely on mistakes, helping students view challenges as opportunities for development.

Actions:

• Intentionally notice and acknowledge students’ positive behaviours, efforts, or contributions.

• Offer verbal praise, written notes, or recognition in front of peers.

• Use specific and authentic language (e.g., “I really appreciate how carefully you organized your work” instead of generic “good job”).

• Limit corrective feedback to one instance per four positive interactions, ensuring it is constructive, specific, and actionable.

Impact:

• Increases student motivation, engagement, and willingness to take risks in learning.

• Strengthens self-esteem, confidence, and emotional well-being.

• Reinforces positive behaviour and classroom expectations more effectively than criticism alone.

• Creates a supportive, encouraging classroom culture that balances accountability with affirmation.

Foundational practices to enhance consistency and predictability in school behaviour expectations. 

Goal: Ensure students understand expectations, experience consistent consequences, and learn from mistakes in a safe and supportive way.

Impact:

• Increases student sense of safety and emotional security

• Reduces anxiety and uncertainty, supporting better focus and engagement

• Promotes fairness and equity by applying expectations consistently

• Supports positive behaviour and self-regulation across the school

• Creates a predictable, stable environment that benefits all learners, especially those affected by trauma

• Strengthens trust between students and staff, enhancing overall school climate

• The Mass Casualty Commission (MCC) has issued recommendations to address gender-based, intimate partner, and family violence. Educational institutions have been identified as one of many implementation points for enacting the MCC recommendations. 

• The recommendations identified are specific to enhancing grief, bereavement, trauma, and resiliency literacy, bystander intervention, promoting and supporting healthy masculinities.

• This document outlines where related learning occurs specific to Health Education in grades primary through 9, and pilot courses 10-12. 

Actions

1. Integrate Trauma and Resiliency Literacy into Health Curriculum

   • Embed lessons on grief, bereavement, and trauma awareness in age-appropriate Health Education classes (K–12).

   • Provide guided discussions, reflective activities, and storytelling to help students process experiences and build coping skills.

2. Teach Bystander Intervention and Support Skills

   • Include role-playing, scenario analysis, and group discussions to help students recognize unsafe situations and respond safely.

   • Encourage peer accountability and proactive support for classmates in situations of gender-based or family violence.

3. Promote Healthy Masculinities

   • Offer targeted learning opportunities that challenge harmful stereotypes and encourage respectful, equitable behaviours.

   • Include discussions, mentorship, and student-led initiatives focused on empathy, consent, and positive gender norms.

Impact

• Students express their emotions in appropriate ways.

• Students demonstrate greater resilience, self-regulation, and empathy in daily interactions.

• Students step in safely when witnessing bullying, harassment, or harmful behavior.

• Students follow clear expectations for behavior and support peers in doing the same. 

• Incidents of harm or unsafe behavior decrease as students take an active role in maintaining a safe environment.

• Students demonstrate respect and empathy across genders in conversations and group work.

• Students challenge stereotypes and harmful behaviors related to masculinity or gender norms.