It’s been 20 years of caps tossed and applause as UBCO celebrates the class of 2025.

This week more than 2,600 students will graduate from UBC Okanagan—the largest graduating class the Okanagan campus has celebrated since opening its doors in 2005.

“Graduation is always exciting, but here at UBC Okanagan, where we’re a close-knit community, it’s truly special,” says Dr. Lesley Cormack, Principal and Deputy Vice-Chancellor. “Our exceptional programs, research opportunities for students, and commitment to student success help foster an inclusive and empowering environment. The heartfelt cheers at graduation come from the fact that everyone genuinely knows and cares for each other.”

It’s been two decades of milestones and growth for UBCO. When the campus opened its doors in 2005, there were 3,500 students. Today, there are nearly 12,000 undergraduate and graduate students enrolled in 137 programs. The campus itself has also grown significantly over the past 20 years, with the addition of new lecture theatres, student residences and cutting-edge research facilities.

UBC’s graduation traditions began in Vancouver in 1916. While many continue at UBC Okanagan, the campus has added its own flair, including a bagpiper-led procession and cap tossing—which ended up being revived in Vancouver after President Benoit-Antoine Bacon experienced it while presiding over UBCO’s 2024 ceremonies.

“A UBC grad ceremony is special regardless of which campus it takes place on,” says Dr. Cormack. “However, it is especially rewarding to celebrate with traditions that are unique to UBC Okanagan and our history as a campus.”

Graduation 2025 begins Thursday morning with students in the Irving K. Barber Faculty of Science, the Irving K. Barber Faculty of Arts and Social Sciences and the Faculty of Creative and Critical Studies donning gowns and mortarboards to mark a major milestone in their lives. Ceremonies continue Friday with students graduating in the Faculty of Health and Social Development, the Faculty of Education, the Faculty of Management, and the School of Engineering.

A significant milestone this year is the first cohort of five students who will receive their Bachelor of Nłeʔkepmx Language Fluency degrees. In direct alignment with UBC’s commitment to reconciliation, the BNLEK to creates new speakers in communities whose languages are critically threatened.

This year will also mark the third cohort of Bachelor of Nsyilxcn Language Fluency graduates. Dr. Cormack says the university is honoured to play a role in language preservation and there are plans for more language programs to be introduced in the future.

“Language and culture are deeply intertwined,” she says. “Preserving and revitalizing the precious Indigenous languages of British Columbia is essential to reconciliation and reversing the harms of past attempts to erase Indigenous cultures. I’m incredibly proud of our inaugural BNLEK graduates for their perseverance and deeply grateful to the dedicated faculty, staff and community partners who bring this program to life.”

A look back at UBC Okanagan’s milestones during the past 20 years can be found here: ok.ubc.ca/20-year-anniversary

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Wednesday is Pink Shirt Day in BC, a day established to prevent bullying and cultivate kindness. To support this, UBCO has just released a study demonstrating how high school students practice and recognize kindness in their school environments. Photo by Simon Ray on Unsplash.

A new study from UBC Okanagan is shedding light on how high school students show kindness, revealing key insights that could help foster more positive school environments.

Led by Dr. John-Tyler Binfet, Professor in the Okanagan School of Education, the study explored how students aged 14–18 conceptualize kindness and how they express it in their everyday interactions.

“While kindness is a frequent topic in education research, there have been few studies into how high school students understand and apply it in real-life situations,” says Dr. Binfet.

Dr. Binfet and his team surveyed 479 grade 9–12 students in the Central Okanagan. The students were asked to rate their own kindness in face-to-face and online interactions, as well as the kindness of their peers, teachers and school environment. The study revealed that girls rated themselves as significantly kinder than boys, while boys reported feeling kinder during in-person interactions as opposed to online exchanges. Grade 12 students rated themselves as kinder than their younger peers, while grade 9 and 12 students viewed their schools as more positive environments than their grade 10 and 11 peers do.

One of the most notable findings was the significant influence friends have on students’ kindness, Dr. Binfet notes. Participants identified their friends, teachers and classmates as being the most significant influences on their kindness with a number of students also citing public figures, such as celebrities.

“This study shows that students are demonstrating kindness in school—whether it’s cheering up a friend, helping a classmate with schoolwork or holding the door open for someone,” says Dr. Binfet. “There are grand gestures as well as small meaningful acts.”

This research confirms that students both demonstrate and receive meaningful acts of kindness within the school context, see their peers as key influences on their kindness, and generally see themselves and their school as kind. He explains that understanding how high school students understand and enact kindness helps counter negative stereotypes surrounding high school.

The findings from this research may inform low-cost and low-barrier initiatives in schools to help promote positive school environments and support students in developing respectful relationships with one another.

“High school is the last training ground for many students before they head off into the workforce or further advance their studies,” says Dr. Binfet. “As we look to create a kinder world, positive school environments become increasingly important. By modelling these behaviours, and providing opportunities for students to express them, we can help reinforce and expand those actions.”

Co-authors include student researchers Rebecca Godard and Amelia Willcox, and Building Academic Retention Through K9s coordinator Freya Green.

The full study is published in the journal Social and Emotional Learning: Research, Practice, and Policy.

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Okanagan School of Education’s Dr. Jessica Chan is researching how a child’s home environment can influence their early literacy development.

As students and families settle back into the routine of school, homework and extra-curricular activities, the initial excitement over new opportunities may quickly dwindle for some. A young student’s eyes might glaze over as they stare at their math textbook or English novel while their families try various encouragement methods.

With the launch of her new study, Dr. Jessica Chan hopes to support parents and caregivers as they motivate and aid their child’s learning. As the Director of UBC Okanagan’s Reading, Language and Mathematics Lab, Dr. Chan is exploring the relationship between the home environment and children’s language, literacy and math skills.

“As parents and caregivers are usually the first teachers, the home plays such a critical role in children’s development,” says Dr. Chan, Assistant Professor in the Okanagan School of Education. “When children begin attending a more formal education setting, families continue to support and enhance their child’s learning through initiating different experiences or providing encouragement to explore new interests.”

What do you hope to learn in your study?

The majority of studies that assess the impact of the home environment are focused on early learning, while this new research is focused on children in Grades 2 and 3. At this age, children are moving beyond the foundational skills of early literacy and numeracy and are developing more complex cognitive skills, including problem-solving and critical thinking. The skills and attitudes developed in these early grades can influence a student’s future academic journey.

Additionally, in education, we often talk about building the bridge between home and school and ways to support families’ integration into the community. How do we honour the diverse voices, stories and depth of knowledge that children bring into our classrooms?

By learning more about the home environment, we can further develop ways of building those bridges.

How do language skills influence reading development? What can parents do to support language growth?

The home environment is really important in those early stages of language and literacy development. For example, our youngest language learners—infants and toddlers—start to mimic the sounds they hear and try to model the language they hear around them. Children may ask what specific words mean and the examples of them. They learn the sounds in their heritage language—English, Chinese, French, etc.—and practice working with the rhythm and structure.

These language skills then form the foundation for reading development as children learn to connect oral language to written language and begin decoding words and comprehending sentences. The decoding component is particularly important in younger grades, but oral language skills are important across a child’s development and impact reading in later grades and beyond.

Similar to supporting literacy development, there are lots of different things families can do to support language, like oral storytelling, discussing current events and topics, as well as providing time and space for your child to elaborate and share their thinking as they explore more complex topics.

What are some signs that a child might be struggling with their literacy skills?

Literacy includes both oral and written language abilities, however, reading difficulties tend to be more quickly identifiable as these skills are more regularly assessed in school settings, or we tend to notice these skills in shared reading. We are more likely to raise concern if we observe a child struggling to decode words that other children their age can read across different texts and settings.

It can be more challenging to identify an oral language concern because it can present differently. For example, the child may not have trouble with decoding but has trouble with the structure of language, impacting how they communicate their thoughts, needs or interests coherently. They might also struggle to follow and remember instructions. Additionally, if a child has trouble recalling details from a story or connecting parts of a text to each other and the real world, this could indicate comprehension issues.

How can people find out more about your research or get involved?

We are currently seeking families with children in Grades 2 and 3 to participate and we’re hoping to have students with a diverse range of abilities in literacy, language and mathematics.

The study will involve three to four 45-minute sessions, where the child will work one-on-one with a UBCO team member on a series of language, reading and math measures. More information about the lab and this study can be found at: realmlab.ok.ubc.ca

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UBC Okanagan experts provide a variety of tips to help make those first few days in the classroom as stress free as possible. Photo by Kenny Eliason on Unsplash.

Between the rush of buying school supplies, new clothes for rapidly growing children and squeezing in a few last days of fun, most parents have very few minutes to think up a strategy for a smooth transition into the new school year.

UBC Okanagan experts are providing some tips—everything from literacy advice, to getting enough sleep and healthy eating—to ensure those first few days in the classroom are a success. These are not only for the parents, but also for those attending school.

“Kindness matters,” says Dr. John Tyler Binfet, Okanagan School of Education and Director of Building Academic Retention through K9’s program

Having students engage in kind acts within the school or broader community not only encourages perspective-taking and optimizes student wellbeing, it also has a reciprocal effect for teachers who themselves are known to experience heightened stress. Kind acts don’t need to be big Broadway productions; rather, they can be quiet acts that only the initiator knows about. These might include:

• leaving hidden sticky notes of encouragement in library books;
• leaving a quarter in the vending machine to surprise the next user; or
• not laughing at a joke that belittles someone

When teachers situate kindness front and centre in the classroom, they support their students’ wellbeing, nurture supportive learning environments where students can thrive and invest in creating a work environment where their best teaching can be showcased.

“Take steps to encourage literacy at home,” says Dr. Jessica Chan, Okanagan School of Education and Director of the Reading, Language, and Mathematics Lab

There are several ways families can support their children’s literacy development at home, even if your child may not enjoy reading independently. Parents and caregivers can share family stories and encourage their children to write or draw the story. It doesn’t have to be a story—it could be a family recipe or learning about the origins of the family. They can read a book together by taking turns and talking about what they’ve read together. Diversify the types of books chosen to read, like fantasy stories, graphic novels and non-fiction. It can help encourage children to explore new interests, which might inspire new learning opportunities.

“Make sure everyone gets a good night’s sleep,” says Dr. Elizabeth Keys, School of Nursing and a member of the Canadian Sleep Research Consortium

A good routine and getting enough quality sleep are vital for school-aged children and teen’s learning and general wellbeing. Parents can estimate how many hours of sleep their children need, what time they need to get up and how much time is necessary to get ready in the mornings. Then set the alarm clock—and bedtime—accordingly.

Parents can also do a few things to help with the process:

• Limit screens one hour before bed,
• Find a way to relax like reading or listening to music or a podcast an hour before bed
• Get plenty of bright light in the morning
• Getting enough physical activity during the day
• Keeping the routine going seven days a week and maintaining a regular sleep-wake schedule, even on weekends

“Pack a well-nourished lunch,” says Dr. Sally Stewart, School of Health and Exercise Sciences

A lunch kit packed with nourishing food goes a long way to fuel the brain and the body and getting children involved when it comes to packing lunches—including taking them shopping, helping with the cooking and packing their own lunches—so they will be more likely to eat what they pack.

Have drawers or bins in your fridge and cupboards organized into three groups:

• fruits and veggies
• proteins including cheeses, lean meats, hardboiled eggs, nut butters, seeds and yogurts
• grains such as crackers, muffins, pitas and cereals.

Make sure there is at least one item from each bin in the lunch. Let them choose what, and how much.

Finally, having fun and colourful containers and reusable bags is fun for your children but also good for the environment. Balance and variety in food choices and having foods that you and your children enjoy are a part of nourishing life.

“It’s not too soon to talk about vaping devices and nicotine pouches,” says Dr. Laura Struik, School of Nursing

New nicotine products, like the increasing variety of vaping devices or the recent introduction of nicotine pouches this past year, have proliferated school environments, including the elementary grades. It is never too early to talk with children and teens about these products.

It is important to recognize that use of these products among youth is strongly tied to how they become embedded in youth cultures both online and offline, including in schools. Having conversations with your children about what they observe and think about these products and how their friends are navigating these products, is a critical step towards protecting them.

These conversations can confirm that they have a safe, non-judgmental space to chat, will prompt them to critically think about their options, might bring forward questions and opportunities to collaboratively find answers and ultimately, can empower them with making an informed choice before entering the classroom.

“Check your child’s vaccine status for any outstanding vaccines,” says Dr. Marie Tarrant, School of Nursing

Interior Health notes that childhood vaccination rates show that 69 per cent of two-year-old children and 55 per cent of seven-year-old children are immunized against illnesses such as measles, rubella, mumps and polio, far below its goal of 95 per cent.

Regarding immunizations, it is important for parents to speak with someone they trust—whether it’s a family doctor, public health nurse or nurse practitioner—about the safety and effectiveness of vaccines. Primary health-care providers may be reluctant to have those conversations because they have a trusting relationship with their clients. But it’s important that all primary health-care providers assess children’s vaccine status and then have those conversations with parents, because they’re often the most trusted person in their network.

“Be prepared for emotional changes, which are normal at this time of year,” says Dr. Jessica Lougheed, Psychology, Irving K. Barber Faculty of Arts and Social Sciences

Children and teens might feel excited, nervous, anxious, happy, scared or several of these feelings all at once. Teens may be more irritable than usual or have more intense emotions than typical. Remember that anxiety can breed avoidance. Children and teens, even adults, will often procrastinate on things they find stressful. However, avoidance often comes with the ironic consequence of adding stress in the long term, even if it reduces stress in the short term. Putting things off can lead to consequences such as not having enough time to complete a task well. If you notice anything that looks like procrastination or avoidance, see if you can help your child or teen break up the scary task into smaller, more manageable tasks.

Have patience. Returning to school in the fall means that every single person’s schedule in the home is going to change to some extent. It may take a few weeks before everyone feels comfortable with the change.

Finally, savour the positive things. Being grateful for the good things that can show up at this time of year can help you stay level-headed if and when things don’t go as expected. Your children will be in school only for so long.

“Test out a trial run, before school starts,” says Dr. Shirley Hutchinson, Psychology, Irving K. Barber Faculty of Arts and Social Sciences

One major reason we feel anxious or nervous is due to uncertainty. It’s human nature to want to know what to expect so we can plan accordingly. Unfortunately, we can’t always predict every outcome and this lack of certainty can generate uncomfortable feelings. But don’t worry—one effective way to manage these feelings is by reducing uncertainty. For example, if your child is nervous about taking the bus on the first day of class, do a practice run to familiarize them with the route. If they are concerned about finding classrooms, visit the school ahead of time. The more information you gather, the less anxious they will feel because you’re reducing the unknown.

Remember, feelings of nervousness and anxiety are similar in arousal to excitement and anticipation; it’s all about how you interpret these feelings. The first day of class can either be scary or exciting; it’s up to you to choose how you label it.

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A UBCO professor is asking Canadians how they feel about their country and what it means to be a Canadian.

Canada Day is often portrayed as a time to celebrate Canada through picnics, red and white flags, and community celebrations.

UBC Okanagan’s Dr. Catherine Broom is curious what Canadians will be celebrating this year.

Dr. Broom, an Associate Professor with the Okanagan School of Education, is studying how Canadians understand what Canada is—what it means to be a Canadian and how to educate for this. Along with her graduate assistant Dr. Camille Rousseau, she is gathering data from an online survey that invites Canadians to share their views on citizenship, identity and citizenship education.

Since the survey’s launch two years ago, more than 500 people have participated—predominately females between the ages of 19 and 25, and those living in Western Canada. Early findings suggest that this year’s Canada Day celebrations may be somewhat quiet, particularly among younger Canadians.

“Respondents generally report feeling a sense of belonging and pride in Canada at 58 per cent and 44 per cent respectively,” says Dr. Broom. “However, many have been reflecting on whether being proud of Canada is appropriate given the country’s historical wrongs and contemporary issues. Respondents have echoed similar sentiments stating that while some might be proud, others have a good reason not to be.”

Housing concerns, economic instability, addressing Canada’s historical wrongs, climate change and social inequality top the list of reasons why some Canadians may not feel proud this Canada Day.

Participants feel that Canadians should be bonded in their values and their diversity. When speaking specifically about the values Canadians should share, participants reported more than 390 unique responses. Across these responses, key values include kindness, respect and diversity.

“On a positive note, participants’ hope for the future of Canada is that it be a welcoming nation of inclusivity, tolerance and acceptance,” says Dr. Broom.

And she notes many agree the maple leaf is the most commonly associated symbol of Canada.

By the end of this research, Dr. Broom hopes to develop recommendations for school citizenship education programs that address participants’ feedback and bring Canadians together.

People can learn more about the study, find resources on citizenship education or fill out the survey at citizenshipeducation.ok.ubc.ca.

The survey is open to adults across Canada, and is available in English and French.

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Graduates toss their caps as their ceremony comes to a conclusion at one of three graduation ceremonies at UBCO Thursday.

When Liam Krebbers crossed the stage to receive his degree at UBC Okanagan’s final graduation ceremony today, it was a brand-new experience for him.

Like many of his classmates, Krebbers graduated high school in June 2020 at the height of the COVID-19 pandemic. It was a time of isolation, protective masks and cancelled or modified celebrations.

“I graduated high school during the time of online and physically distanced ceremonies,” says Krebbers.  “I walked across the stage in a nearly empty arena, 15 minutes apart from my friends. I’m very excited this year to be part of an actual graduation ceremony and I’m looking forward to graduating with all my friends.”

Krebbers was one of 2,400 graduates celebrated Thursday and Friday at UBCO—the largest number of graduating students since the university campus was established in 2005.

For many students, notes Dr. Lesley Cormack, UBCO’s Principal and Deputy Vice-Chancellor, it was their first opportunity to cross that stage in front of a jam-packed audience.

“We are incredibly excited to celebrate graduation every year, but this year is particularly meaningful as many of the students graduating did not have a traditional high school graduation due to the pandemic,” says Dr. Cormack. “Ceremonies like graduation provide opportunities for connection, signify our collective values and allow us to come together to celebrate the hard work that has gone into obtaining a UBC degree.”

Along with conferring more than 2,400 doctoral, master’s and undergraduate degrees, UBCO celebrated a number of top academic awards, teaching excellence awards and the conferring of seven Bachelor of Nsyilxcn Language Fluency (BNFL) degrees. This is the second cohort of students to graduate from the BNLF program, the first being last year after the degree program was introduced in accordance with UBC’s commitment to truth and reconciliation.

During graduation, UBCO also celebrated three people who have been instrumental in the growth of the campus and the community with honorary degrees.

Dr. Deborah Buszard, who served as Interim UBC President from 2022 to 2023, and UBCO’s Principal and Deputy Vice-Chancellor for eight years before that, was presented with a Doctor of Laws, honoris causa Thursday morning. Ian Cull, former UBCO Associate Vice-President, Students was also presented with a Doctor of Laws, honoris causa Thursday afternoon. Kelowna entrepreneur Ragwa Gopal, a leader in British Columbia’s tech and innovation community and founder of Accelerate Okanagan in 2012, was presented with a Doctor of Laws, honoris causa Friday morning.

Honorary degrees are awarded by universities to recognize people who have made substantial contributions to society at the provincial, national or international levels. Dr. Cormack noted all three honorary degree recipients have made a significant difference to the Okanagan region, the community and UBCO since it first opened 19 years ago.

In all, six ceremonies took place yesterday and today, and the students of 2024 were celebrated loudly and proudly by their families, fellow students as well as UBCO faculty and staff.

“I extend my heartfelt congratulations to the UBC Okanagan Class of 2024 for their hard work, perseverance and determination,” adds Dr. Cormack. “They are going out into a world as change makers and it desperately needs them. We are proud of them and can’t wait to see what they achieve.”

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A first of its kind study from the Okanagan School of Education has determined that canine therapy can help students feel better and more optimistic regardless of their gender. Photo credit: Freya Green.

While there are a number of studies demonstrating that dog therapy programs can improve a person’s social and emotional wellbeing, many typically have a disproportionate number of female participants.

Recent research led by Dr. John-Tyler Binfet, an Associate Professor in UBC Okanagan’s School of Education and Director of Building Academic Retention through K9s (BARK), evaluated if there are gender differences in wellbeing by setting up separate dog therapy sessions for those who identified as female, male and gender diverse participants.

Dr. Binfet has conducted numerous studies on the benefits of canine therapy, but to his knowledge, this is the first gender-specific study about canine therapy.

“Previous research has explored if it works and how it works, but not who it works for,” says Dr. Binfet. “This was one of the first studies that examined whether canine-assisted interventions work equally well for varied genders.”

For the study, students self-selected their gender cohort and were assigned to a session on a first-come first-serve basis. Prior to the sessions, they provided reports of wellbeing; specifically measuring their self-perceptions of campus and social connectedness, happiness, optimism, stress, homesickness and loneliness.

A total of 163 students—49 per cent women, 33 per cent men, and 17 per cent non-binary and other genders—participated in 20-minute sessions. In groups of three to four, the students engaged with a therapy dog and handler, and following the session they filled out a survey. The results showed, as expected, that there was a significant increase in wellbeing and a decrease in homesickness, stress and loneliness. The results also demonstrated that canines have a comparable positive wellness effect across diverse gender identities.

“In light of previous studies that note participants were predominantly women, our sampling of men, genderfluid and two-spirit participants furthers our understanding that the efficacy of these interventions does not appear to be gender dependent,” says Dr. Binfet. “The vast majority of responses showed that the dogs helped the students feel and experience something positive regardless of their gender.”

The findings could influence post-secondary mental health and wellness programs as educators continue to seek low-cost and low-barrier inclusive options for students.

The research, published in CABI Human-Animal Interactions, was supported by the BARK program.

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Back to school can be exciting but with each new year comes change, especially for students entering middle school. UBCO experts provide some tips for parents to navigate those middle years.

Long before children are ready for middle school, their parents have heard the horror stories.

Online bullying, gender identity, social media, vaping, drugs, sex and dating…the list of potential pitfalls and obstacles can feel overwhelmingly endless.

It’s enough to disrupt even the most stable of households when a child shifts from the safety and security of the known into the uncertainty of a new school—especially if it’s around a milestone like the first day of middle or high school.

UBC Okanagan’s scholars and researchers want to help. Experts from across disciplines provide a few tips to help parents successfully navigate this new phase of their journeys.

“Make a plan,” says Dr. Stephen Berg, Associate Professor, Okanagan School of Education 

The start of another school year is an exciting and sometimes nerve-wracking time for everyone in a family. New activities and routines begin, so taking the time to plan and communicate with everyone in the family can help ease anxiety and nervousness going into the year.

Along with this, it is so important for children and youth to have proper nutrition. Having them take a water bottle to school—if allowed—helps maintain hydration and planning for healthy snacks and lunches helps with alertness and self-regulation in the classroom.

Of course, being physically active throughout the day is just as important. Even if there are no activities planned, something like going for a walk or other cost-effective activity gets children outside and can also be a great way to communicate and connect with each other.

“Encourage kindness,” says Dr. John Tyler Binfet, Associate Professor, Okanagan School of Education

A previous study involving 191 Grade 9 students from Central Okanagan Public Schools demonstrated that when the teens were encouraged to be kind, they surpassed expectations.

Within one week, more than 940 acts of kindness—sharing school supplies, giving compliments, helping with chores or encouraging others—were accomplished. As the bulk of the kind acts took place at the school, the findings show positive effects on school climate, student-to-student relationships and student behaviour.

I think adolescents can be misperceived, especially in schools. And if educators and parents can model kindness or provide examples of kindness, it will make being kind easier for adolescents.

“Keep the big picture in mind,” says Dr. Jessica Lougheed, Assistant Professor, Psychology, Irving K. Barber Faculty of Arts and Social Sciences

For kids and teens in middle school and high school grades, back to school can be an especially challenging time. Often, tweens and teens are experiencing developmental changes in many domains at the same time—these include puberty, with more intense and less predictable emotions, as well as new activities, peer groups and schools.

Relationships with primary caregivers, understandably, can become more strained. The back-to-school season is yet another change. When routines change in such a big way, we typically see a period of less predictable daily dynamics in the household before everything settles into a new routine. Often, what’s going on in one area, such as your child’s school or social life, will influence other areas including their emotions or how they relate to family members.

If you notice a lack of balance in your household dynamic at the start of the school year, it might be helpful to keep the bigger picture in mind. Change is hard, and your tweens and teens are navigating an acute change to their daily schedules and activities at the same time as all of their other developmental changes. Irritability might be directed at you, but it might not be about you.

Check-in with your child when things are quieter and calmer, and it might be easier to make a connection then.

“Communicate well, and communicate often,” says Dr. Shirley Hutchinson, Lecturer, Psychology, Irving K. Barber Faculty of Arts and Social Sciences

Transitioning back to school, especially a new school, can be hard for both students and parents. Much of the anxiety stems from uncertainty and one of the best ways to deal with uncertainty is to try and collect as much information as possible.

Communication is key.

Parents should talk to their children and explore the new or returning school environment together. Talk about what the children are excited about and what they may be nervous about. And most importantly, talk about what worries are within their control and which ones are not. Knowledge goes a long way to reducing uncertainty and easing anxieties.

“Get those steps in and keep active,” says Dr. Ali McManus, Professor, School of Health and Exercise Sciences

Physical activity is just another word for movement and it can look like anything including riding your bike to school, cleaning your room, mowing the grass, walking the dog or playing sports.

The easier way to keep active is to get your steps in. In Canada, the recommended daily steps are 13,000 for adolescent boys and 11,000 for girls. But in middle school steps tend to decline and across Canada less than 10 per cent of our teens meet these guidelines. Here are four easy tips on ways to get more active: start small, make it social, do things you enjoy and make time in your day, every day, for activity.

“Provide a non-judgmental space to chat about the risks of vaping and smoking,” says Dr. Laura Struik, School of Nursing

Vaping has become common in school environments, with youth stating that the commute to school, school washrooms, recess and lunch are contexts where they are frequently exposed to vaping. Having open discussions about vaping with your child can help if they are feeling pressured, or even curious, about vaping.

Parents might also get some empty vape devices, free of charge at a vape store, to start the conversation and address the curiosity that frequently contributes to trying vaping. Role play can also help prepare a child to proactively think about how they might manage peer pressure situations that could make vaping tempting. And parental or family disapproval can play a strong role in preventing uptake of vaping among children and youth.

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As new immigrants continue to boost Canada’s population, a UBCO researcher is looking at citizenship education and how Canadians feel about their country.

Two weeks ago, according to Statistics Canada, Canada’s population reached 40 billion.

And thanks to immigration numbers, 2022 was the first year since the mid-1950s that the population—with a growth rate of almost three per cent—increased by more than one million people.

Dr. Catherine Broom, an Associate Professor with the Okanagan School of Education, studies local and global citizenship. Last fall she launched a survey asking Canadians their opinions on their country, the nation’s identity and citizenship education. So far, more than 500 people—predominantly young adults between the ages of 19 and 25 in Western Canada—have responded.

“As we approach Canada Day, some Canadians are celebrating and perhaps some are reflecting on the nature and form of citizenship and identity,” says Dr. Broom. “This survey could be a way to move forward in our understandings of who we are as a nation.”

Dr. Broom explains her early findings and encourages more Canadians to participate in the survey.

What does it mean to be Canadian?

Participants said they identify the maple leaf, nature, freedom, health care, inclusion and multiculturalism as images or symbols of Canada.

Given recent polls last month during the coronation of King Charles, it’s perhaps unsurprising that the Monarchy was less associated as a symbol of Canada.

Fifty-five per cent of respondents said they feel a sense of belonging and 36 per cent somewhat feel a sense of belonging to Canada. While 40 per cent are proud of Canada, and 43 per cent are somewhat proud of Canada, they associated more with their regional identity, rather than with a national identity.

What kind of society do participants envision for Canada?

They feel that a good Canadian should be kind, a good neighbour and work to improve society. The participants have strong visions and hopes for Canada and say that anti-racism education, inclusion, protecting the environment and addressing Indigenous reconciliation can bring Canadians together. Participants in the study envision an inclusive Canada that cares for all its citizens and its natural environment.

What are the main issues facing Canadians?

Participants suggest the main problems to address in Canada are housing, economic instability, climate change and racism. They are supportive of immigration, and 53 per cent feel that immigrants face challenges.

They identify issues related to citizenship as those addressing racism, the unmarked graves of children found at Residential Schools, low participation rates in social institutions and events like volunteering, and the need to have bonds that unite Canadians.

What do they feel should be taught in schools?

While the participants have broad views of citizenship, they believe that education in schools teaches about political citizenship, rights, nationhood and the environment. They want these areas to be taught, but strongly emphasize attention to social citizenship and being part of an inclusive community.

Can people still participate in your survey?

Yes, we are still collecting data and I’d like to hear from as many Canadians as possible. People can learn more about this research, find resources on citizenship education or fill out the survey at citizenshipeducation.ok.ubc.ca.

The survey is open to adults across Canada and is available in English and French. It has been funded by the Social Sciences and Humanities Research Council of Canada.

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Is it time Canadians re-examine our history and what should be taught in citizenship education programs?

The true north is said to be strong and free, but is that how Canadians feel?

Dr. Catherine Broom, who specializes in teaching local and global citizenship and social studies education at UBC Okanagan, has launched a survey that invites all Canadians to share their views on Canadian citizenship, identity and citizenship education. She is hoping to gather Canadians’ views, hopes and beliefs about what kind of society they would like Canada to become.

“Canadian national identity and citizenship has been subject to contention since Canada first came together as a collection of European colonies on lands that were, and continue to be, home to rich Indigenous cultures across diverse terrains,” says Dr. Broom, associate professor Okanagan School of Education.

Dr. Broom explains her upcoming research and how Canadians can get involved. The survey is part of the first phase of a five-year project.

Do recent events illustrate significant contemporary issues in Canada today? Can they be linked as challenges to traditional conceptions of Canadian identity and citizenship, which is part of our citizenship education?

The toppling of statues of historical figures and the renaming of streets and universities illustrate that some Canadians are questioning the nature and form of their citizenship and identity: Is what we have historically taught in citizenship education in schools what we should teach?

Canadians’ actions illustrate that this is an opportune time to survey diverse Canadians from across the country on their views of citizenship and identity. This could be a way to move forward in our understandings of who we are as a nation.

Your new study is inviting Canadians to share their views of citizenship and identity. What are you hoping to determine?

My goal is to explore how Canadians understand what Canada is—what does it mean to be a Canadian and how we educate for this. While we do have citizenship education programs, I hope to develop a program that addresses past and contemporary issues and finds a way of bringing Canadians together that aims to heal historical wrongs and move forward as an inclusive and thriving nation.

What is the importance of citizenship education in schools?

Citizenship education is threaded through the history of the development of public schools, which has historically included the goals of developing good national citizens. Public schools developed at a time when nation-states were developing in Europe—Prussia was one of the first nation-states to establish free, national schools with this purpose.

Early citizenship education programs intended to develop patriotic citizens. Now is a good time to survey Canadians on their ideas about the nature and form of Canada and what we should teach in citizenship education programs.

How do people find out more about your study or get involved?

Dr. Broom invites you to participate and share your ideas about the kind of nation we want to be and how we educate for this. Interested participants can learn more about the study, find resources on citizenship education or fill out the survey at citizenshipeducation.ok.ubc.ca.

This survey is open to adults across Canada, and is available in English and French.

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