writing

Every September Begins with Hope

/ Dave Eberwein / 6 Comments

Every September, students return to school.

They arrive with backpacks slung over their shoulders, some fresh supplies, and often a mixture of excitement, curiosity, and nervous energy. They reconnect with friends they haven’t seen all summer. They meet new teachers. They wonder what the year ahead might hold.

Of course, there are practical reasons why students return. School is mandatory. Their friends are there. There are new things to learn and new experiences to be had.

All of that is true.

But it runs deeper than that. Every school year begins with a quiet act of hope.

The doors open. Hallways fill. Shoes squeak across polished floors. Someone is finishing breakfast in the parking lot. Another student is already laughing with a friend before the bell rings. A teacher stands at the classroom door, greeting students one by one, communicating something far more important than the day’s lesson:

“I see you. You belong here.”

At its best, that simple message is one of the most powerful forces in public education.

And yet, across British Columbia, throughout Canada, and around the world, we are seeing growing concerns about student absenteeism. More students are missing school than in previous years, and educators, families, and researchers are paying close attention. While attendance data tells part of the story, it does not tell us everything.

Because attendance is rarely just about attendance.

Sometimes an empty desk represents illness — sometimes anxiety — sometimes a student who feels overwhelmed and has fallen behind — sometimes it is a young person carrying challenges that remain unseen by those around them.

The reality is that absenteeism is often complex, layered, and deeply connected to issues of well-being, engagement, and belonging.

That is why I believe we need to ask a different question.

Not simply: “How do we get students to come to school?”

But rather: “What makes school a place they want to return to?”

The answer begins with belonging.

Belonging is not a slogan displayed on a wall or a statement inside a strategic plan. It is built through hundreds of small moments every day:

  • It is the teacher who notices when a student seems quieter than usual.
  • The educational assistant who helps a child regain a sense of calm before frustration turns into crisis.
  • The principal who knows students by name.
  • The classmate who saves a seat at lunch.
  • The counsellor, Elder, or other adult who reminds a young person that who they are matters.

These moments may seem small in isolation, but collectively they create something powerful. They create connection.

I have written before that before we teach content, we teach belonging.

The research continues to affirm what educators have long understood through experience. Students who feel connected to their schools are more engaged in learning, more resilient when facing challenges, and more likely to thrive academically, socially, and emotionally.

There is an important leadership lesson in this as well.

When school systems face increasing pressures, from staffing shortages and growing student needs to rapidly changing expectations, it is easy to focus primarily on technical solutions — better tracking systems; improved intervention protocols; stronger monitoring of attendance patterns.

These things matter. But they are not enough on their own.

Students return to places where they feel known. That truth sits at the heart of public education’s purpose.

Schools do not exist simply to deliver curriculum. They exist to help young people discover who they are and who they might become. They create spaces where students grow intellectually, socially, emotionally, and ethically.

When students are frequently absent, that work becomes more challenging. But it also becomes more important.

Chronic absenteeism is not simply a data problem to solve. It is a signal inviting us to pay closer attention.

  • Who is struggling?
  • Who is quietly drifting to the margins?
  • Who feels disconnected?
  • And what might we do differently to help them reconnect?

Of course, schools cannot solve every challenge confronting young people and families today. The pressures facing communities are real, and many extend far beyond the schoolhouse doors.

But schools can still serve as one of the most powerful protective forces in a young person’s life. When life feels uncertain, school can provide stability. When the world feels disconnected, school can create community. When young people begin to doubt themselves, school can remind them that they matter.

So as another school year begins, perhaps the most important question is not: “Who is here today?”

Perhaps the better question is: “What happened here recently that would make a student want to return tomorrow?”

  • Did they feel successful?
  • Did they feel seen?
  • Did they laugh?
  • Did someone make room for their voice?

Those are not soft questions — they are foundational ones.

Because every classroom begins long before the bell rings. It begins with connection. It begins with relationships. It begins with the daily commitment to create schools where students do not simply attend but truly belong.

And when students belong, they come back.

The First Lesson is the Most Important One

/ Dave Eberwein / 2 Comments

Before we teach content, we teach belonging — about the importance of children seeing themselves reflected in relationships, culture and words in our schools. Every September when students arrive — some for the first time, some returning for their 13th year — we ask ourselves a question:

Do students feel like they belong?

The research is clear — when students experience belonging — engagement rises, absenteeism falls, and achievement nudges ahead. Studies show that while a school district can help shape the overall sense of community, it is the adults who have daily contact with students that make them feel like they belong. And it is mostly teachers who provide those personal conditions necessary for the positive feelings of belonging at school.

Teachers make it all work.

It Begins in Kindergarten

Kindergarten — that place where the magic begins. One of the early lessons for our newest students is also one of the most important — and our newest students learn the lesson through their play:

How do we interact with others? How do we learn to accept our differences and celebrate our uniqueness? How do we see our worth and value?

It begins by finding ways to honour all people — including those who have been here on this land for thousands of years. For me as Superintendent, the work we do on understanding and incorporating Indigenous ways of knowing is paramount to the mission we have in public education. The local W̱SÁNEĆ First Nation community has a fabulously rich culture, language and traditions that helps our district to ground our work — from Indigenizing the curriculum, building cultural competencies in our staff, introducing all K-students to the local language, and most importantly, building understanding, belonging and trust on a daily basis.

The Land, The History, The Ways of Being

In Saanich, teaching about belonging often begins with teaching about place — about the ancestral territory of the W̱SÁNEĆ people — stewards of these lands and waters since time immemorial. We are fortunate to have a strong, respectful and collaborative working relationship with the local First Nation which builds a broad community understanding about the history and culture of those who have been here for thousands of years. We are helping to reinvigorate the local and unique SENĆOŦEN language — from district‑wide Kindergarten lessons to programs at a number of our schools. School‑based Indigenous Education teachers support cultural and academic learning, and this past year, community partners celebrated a new, locally developed, district course on W̱SÁNEĆ culture and history — born from student voice and designed with significant contributions from local elders and knowledge keepers.

We also learn through story on the land — using local W̱SÁNEĆ stories and place‑based learning to strengthen oral language and connection. The Indigenous Education page on our district website is filled with links to a wide variety of items including local art that can be loaned, learning resource kits, online virtual resources and a host of other items that provide a rich fabric of opportunities to truly embed Indigenous ways of knowing and being into classroom lessons. The monthly Indigenous Education bulletin highlights new and timely resources for teachers at all levels and subject areas in our system.

Celebrating the History and Contributions of Indigenous Peoples Across Canada

Belonging Isn’t a Program

Belonging isn’t a program or a class — it’s a practice. When we know names, notice strengths, honour identities, and communicate clearly, students show up with courage, engagement and excitement.

And, when we recognize the people who have been here for thousands of years, we help build a community that is respectful and inclusive.

We build belonging.

Happy National Indigenous History Month everyone!

Hitting the Sweet Spot – Criticism and Praise

/ Dave Eberwein / 2 Comments

In every classroom — at every grade level — a quiet tension exists between correction and encouragement. As educators, we find ourselves navigating the delicate balance between offering constructive criticism and celebrating effort.

Can well-meaning praise sometimes do more harm than good? Is that possible?

An article in Forbes magazine, “Criticism Is Good, But Praise Is Better,” reminds us that while feedback is essential, the tone and intent behind it can shape a student’s confidence and motivation. I recently wrote a blog post about Confirmation Bias (Why Students and Adults Struggle to Be Wrong — and How to Help, Dec 2025) where I outlined the vulnerability of students whose self-image is still developing and can be inadvertently and negatively influenced by both praise and criticism.

The way we speak to students can dramatically influence not just their academic outcomes, but their belief in themselves. Finding the balance — or sweet spot — for optimal personal growth is tricky.

When used well, praise is a powerful motivator. A teacher once told me how her classroom transformed when she shifted from pointing out mistakes to highlighting effort: “I started saying things like, ‘I noticed how you kept trying even when the problem was hard.’” The result? Students became more engaged, more curious, and more willing to take risks.

But, not all praise is created equal.

When praise becomes automatic or overly general — “Great job!” or “You’re so smart!” — it can lead to Confirmation Bias, where students begin to seek validation rather than growth. They may cling to familiar strategies, even when those strategies aren’t working, simply because they’ve been praised for them in the past.

A student praised repeatedly for their vivid vocabulary might resist feedback about their sentence structure. Why change what’s already being celebrated? In these moments, praise can unintentionally close the door to deeper learning.

So, it’s important to recognize that giving praise runs the risk of actually stifling creativity and broader thinking.

That’s why the most effective praise is both specific and reflective. Effective praise acknowledges what’s working while gently inviting students to consider alternatives. For example: “I love how you used descriptive language here. What do you think would happen if you varied your sentence lengths to build suspense?” This kind of feedback affirms effort while encouraging exploration. It minimizes the risk of contributing to confirmation bias.

Parents can adopt this approach at home, too. Instead of saying, “You’re amazing at math,” try, “I noticed how you broke that problem into steps—that strategy really worked. What might you try next time if it gets trickier?” This not only builds confidence but also fosters a mindset of adaptability and growth.

Ultimately, the goal isn’t to either eliminate criticism or flood students with praise.

It’s to create a culture of thoughtful feedback — striking a balance where students feel safe to take risks, reflect on their choices, and revise their thinking. When we do this, we’re not just helping them succeed in school. We’re helping them become resilient, reflective learners for life.

So, praise wisely, correct with care, and you’ll keep the door open for personal growth.