Rainy River District School District spotlights Indigenous education
The Rainy River District School Board says significant progress has been made this year to advance Indigenous Education in its classrooms.
Students have experienced field trips, in-class visits and expanded online programming related to First Nations, Métis and Inuit.
Seapking to trustees at a recent board meeting, Indigenous Education Coordinator Karen Supinski says schools have taken advantage of Connected North, with more than 330 sessions already taking place.
“The data shows that Connected North continues to be well used,” says Supinski.
“It’s culturally rich, and it’s accessible to everyone. All of our teachers, K through 12, can use it. The largest participation is in kindergarten, grades three, four and five. We’re really working to get higher participation in our high school grades.”
She says 56% off those sessions have included Indigenous content.
One of the highlights so far this year has been school visits by Greg Wiseman, a member of the Fort Frances Lakers junior A hockey club who hails from Rankin Inlet.
Wiseman spoke of his upbringing and Inuit traditions and language.
Supinski says it created engaging and meaningful learning opportunities for the students.
“These visits support the Ontario Social Studies curriculum by enhancing students’ understanding of Inuit perspectives and promoting respect, inclusion, and cultural awareness. His connection as an athlete helps make learning relatable,” says Supinski.
Wiseman was recognized by the SIJHL, winning its Community Ambassador Award this season.
The board are revealed a new voluntary self-identification promotion that captures information about students and families who identify as First Nation, Métis, Inuit, or non-Indigenous.
Participation rate increased from 40% in January 2025 to 45% in September, reaching 48% by March 2026.
“When families choose to self-identify, they help the board create more inclusive learning environments, strengthen culturally grounded supports and ensure that indigenous students’ voices are reflected in planning and programming,” says Supinski.
