In a recent development that has sparked controversy, School District 8 is facing protests from teachers and families over its plan to overhaul Indigenous education. The proposed changes involve replacing teachers with support workers, a move that has raised concerns and ignited a debate about the future of Indigenous education in the district.
The Proposed Changes
The district's plan aims to reassign teachers currently working in the Aboriginal Education program to regular classroom roles. In their place, the district intends to hire education assistants known as Indigenous support workers. This shift in strategy is not unique to School District 8; it mirrors the approach taken by most other school districts in British Columbia, including those in the Creston area.
Laury Carrière, the director of instruction for Indigenous Education and Learning Services in SD8, defended the proposed changes, emphasizing the increased adult presence and support they would bring to Indigenous students. According to Carrière, this model focuses on fostering connections, a sense of belonging, cultural safety, and academic support, all of which contribute to improved attendance, academic outcomes, and a stronger sense of community among students.
The Indigenous Education Council's Role
The decision to implement these changes was recommended by the district's Indigenous Education Council (IEC), a body composed of representatives from the Ktunaxa, Syilx, and Secwepemc Nations, as well as the West Kootenay Métis Society. The IEC, formed in August 2025, provides guidance to the district on matters related to Indigenous education. It is supported by the district but operates independently.
Carrière expressed confidence in the IEC's support for the shift, but declined to provide specific details on the number of teachers affected or the number of support workers to be hired.
Opposition and Concerns
However, the proposed changes have not been without opposition. Staff and families have protested, arguing that they were not consulted by either the district or the IEC. At a recent board of education meeting on May 12, parents voiced their concerns, and a letter was read on behalf of teachers from Trafalgar Middle School, requesting a pause in the implementation to allow for proper consultations.
Carla Wilson, president of the Nelson District Teachers' Association, spoke out against the changes, emphasizing the importance of continuity in support for Indigenous students. Wilson highlighted the role of teachers in building respect for Indigenous culture within the school community and organizing events like the annual district powwow.
"I think they pass that on, on a school level as well. I have a feeling that it won't be quite so public with Indigenous support workers," Wilson said, drawing attention to the distinct roles of teachers and support staff.
Merriellen Levesque, a parent with four children in SD8 schools, expressed shock at the potential reassignment of Trafalgar's Aboriginal Education teacher. Levesque highlighted the teacher's significant contributions to various initiatives, such as the Heartbeat Parade and cultural activities like beading, raising concerns about the impact of losing such dedicated support.
Cheyenne Levesque, Merriellen's daughter and a Grade 12 student at L.V. Rogers, emphasized the importance of long-standing relationships with teachers in her education. She credited her teachers with providing crucial support, including helping her with a last-minute scholarship application.
"Having amazing teachers who are always there for you and have a safe space, it means so much," Cheyenne said.
A petition with over 600 signatures has circulated online, calling for SD8 and the IEC to pause the changes, engage in consultations with staff and families, visit affected schools, and ensure that local voices are heard. Skye-Lea Farr, a parent with a daughter in Grade 6 at Trafalgar, supports the petition and questions why the IEC and school district did not prioritize consulting with families first.
Farr also raised concerns about the composition of the IEC, noting the limited representation of Métis and Sinixt descendants. The Sinixt Confederacy, based in the United States, is currently suing the provincial government for excluding them from Indigenous Education Councils due to their status as an unrecognized First Nation under the federal Indian Act.
Academic Outcomes and Graduation Rates
Despite the concerns raised, Carrière remains confident that the changes will enhance student learning and support. A report released in April showed that literacy and numeracy progression among SD8's Aboriginal Education students, as measured by the province's annual Foundational Skills Assessment for grades 4 and 7, declined slightly in 2024-25 compared to the previous year. However, these students still performed ahead of provincial averages.
Additionally, the district boasts impressive graduation rates among its Indigenous students, with 82% graduating within five years (well above the provincial average of 69%) and 91% finishing within six years (also higher than B.C.'s 77% average).
Carrière suggested that the district has laid a strong academic foundation and that it may be time to shift focus towards supporting students in different ways, emphasizing the importance of connection, belonging, and cultural safety.
Conclusion
The proposed changes to Indigenous education in School District 8 have sparked a complex debate, highlighting the delicate balance between academic achievement, cultural support, and community engagement. As the district moves forward with its plans, it will be crucial to address the concerns raised by teachers, families, and the broader community, ensuring that Indigenous students receive the support and resources they need to thrive.
