Spotlight on Community and Personal Development Animators (CAPDA)
by Simone Viger (Communications and Community Development)
and Alexandra Desbiens-Leighton (Student Services)
Building empathy, inclusion, and identity through connection.
As part of the Lester B. Pearson School Board’s commitment to inclusive education and student well-being, Community and Personal Development Animators (CAPDAs) are helping to shape how students understand themselves and each other.
Formerly known as Spiritual and Community Animators, today’s CAPDAs focus more intentionally on personal development, empathy, and social inclusion. Through classroom lessons, assemblies, student clubs, and community partnerships, they support students in reflecting on identity, nurturing mental health, and taking action for change.
CAPDAs foster a sense of belonging, safety, and respect by promoting kindness, civility, and inclusion within our school community. Through trauma-informed practices and social-emotional learning, they work collaboratively with staff, students, and community partners to build healthy relationships and support personal growth. All the animators’ initiatives are anchored in the values of the LBPSB commitment to success plan (Community, Inclusion, Innovation, Integrity and Respect).
To learn more about the impact of this evolving role, we spoke with three CAPDAs across our board about their path to the role, daily work, and favourite moments from the year.
Sarah Zaslov
Sherbrooke Academy Junior, Sherbrooke Academy Senior, Clearpoint, Westpark, and Terry Fox Elementary Schools
Q: How did you become a CAPDA?
I started out as a high school teacher working in London, England where I met some students who completely shifted my perception of teaching. I came back to Montreal and taught grades 5-6, then worked with a non-profit that ran high school photography and arts programs aimed to support students’ mental health. Through that role I discovered this position and here I am! Going back to my first students in the UK, they truly taught me the importance of supporting students beyond the academic level and ultimately inspired me to work my way to the position I am in now where I get to work with students on topics like diversity, inclusion, equity, and global citizenship.
Q: What does community and personal development look like in your day-to-day work?
Every day is completely different, which is the kind of fun part about being in 5 different schools throughout the week. Most of the time, my day involves teaching lessons in different classrooms (grades K4-6). These lessons speak to different themes throughout the year. Sometimes I may be teaching about Orange Shirt Day, Black History, Indigenous culture, Women’s rights, or even Inclusion/Kindness in general. Some days I also bring in special guests that help develop our student’s understanding and perception of the world around them. Other days I might be leading assemblies/ceremonies or working with student groups and clubs such as student council, leadership, peer mentoring, kindness crews, etc.
Q: A favourite memory from this past year?
It is very difficult to choose one favourite, I will give you 2!
1) I had the honour of working with Makhena Rankin-Guerin, an Indigenous artist and hoop dancer. She is a beautiful dancer and has such a great and accessible way of teaching kids about her culture.
2) I just finished teaching students about the Pink Tax, and one of my grade 5 classes were so passionate about needing to change it and make things more fair and equitable for women that once we finished the lesson they asked if I could teach them how to write proper letters to government officials to create policies that prevent companies from placing higher prices on women’s products. This was a very fun moment for me because one of the things I hope to do in this role is to bring awareness but also inspire students to advocate for change. To see them gain awareness and want to act on something in real time was pretty awesome.
Mark Smith
Pierre Elliot Trudeau, St. Edmonds, Dorset, Edgewater, and Evergreen Elementary Schools
Q: How did you become a CAPDA?
I started my career as a high school teacher in James Bay in a Cree community for two years. After this time I also worked in Kanehsatake, in Ontario, and at Cedar Park Middle School. The bulk of my high school teaching years was at Westwood Senior High School in Hudson, where I taught English, Drama, and Yoga. In 2016, I felt that I wanted a new challenge, a new chapter, to try something new. The opportunity to be a spiritual animator with the board opened up – and the timing was just right. It was a great new challenge for me which required flexibility, leadership and organizational skills.
Q: What does your role look like day-to-day?
I currently work in 5 different schools, and there are a lot of scheduling connected with various cultural and social events in addition to regular class visits. However, most of my day is spent visiting classes and leading discussions around ethics and values. I like to use stories and music to explore themes like respect, kindness, creativity, generosity and friendship. There are so many really good books available representing the diversity of our communities, and to which students can relate. In a few of my schools I also help to coordinate monthly assemblies connected with the themes I explore with the students, and assemblies for Orange Shirt Day, Remembrance Day, Black History Month and Pink Shirt Day.
Q: A favourite memory?
I really love when students share their talents and abilities with the school community. At Evergreen Elementary in St-Lazare I help coordinate the assemblies with John Riley the FSSTT. One of the segments we try to include regularly in the assembly is, “Evergreen’s Got Talent”. Students share dance, gymnastics, art, songs, music and more. Seeing how enthusiastic they are to share their talents, and the caliber of some of their abilities is really inspiring. It’s also a wonderful way for them to grow their self-esteem and collaborate with others.
Q: Anything else you’d like to share?
I think that Community and Personal Development Animators are actively involved in upholding and promoting the school boards five pillars of excellence – Community, Integrity, Innovation, Inclusion, and Respect. I hope that the budget cuts we are seeing from Quebec City don’t create a further decline in our presence in schools.
Marie-Christine Boily
Birchwood, Mount Pleasant, and Forest Hill Jr. Elementary Schools
Q: How did you become a CAPDA?
After 15 years of teaching in the private and public sectors (preschool, elementary and high school), I felt it was time for a change. Having always been interested in personal development, community projects as well as the practice of mindfulness, I thought this new position might be a good fit. Then, 7 years ago, I was given the opportunity to offer a series of mindfulness workshops at the school where I was working, which led to a part-time position as a CAPDA. And I’ve never looked back!
Q: What does your work involve?
In my work, I aim to integrate community and personal development in every aspect of my teaching, fostering a sense of belonging and emotional growth among students. I focus on creating an environment where both emotional growth and personal well-being are prioritized. Here’s how:
- Social and Emotional Learning (SEL): I incorporate SEL to help students develop self-awareness, self-regulation, and interpersonal skills. I like to create a safe space for students to reflect on their emotions and experiences, building trust and empathy in the classroom.
- Mindfulness Practices: I use mindfulness techniques like breathing exercises and mindful movement to help students manage stress, stay present, and cultivate empathy. These practices also enhance focus and emotional regulation. Teaching students about their brains and how it works helps them to understand their nervous system better, enabling them to respond rather than react to situations.
- Teaching Core Values: Through lessons on kindness, gratitude, generosity, and compassion, I encourage students to practice these virtues in real-life scenarios. I model these values in my interactions and highlight students who demonstrate them, promoting a positive school culture.
- Cultivating Belonging: I prioritize inclusivity and celebrate diversity, ensuring every student feels accepted and valued. Community-building activities, inviting special guests and collaborative learning opportunities foster connections and a supportive environment.
Q: Favourite memories from this year?
I absolutely love working with kids of all ages! You could say it is my passion. Some of my favourite memories that stand out this past year were (to name only a few):
- During an African Drumming workshop for Black History Month, one of our grade 3 students with autism got up and started to sing & dance in front of the whole school. Everyone cheered him on! It was a very touching moment.
- For the holidays, we organized a school-wide activity to write cards for the seniors and families in our community. The goal was to spread some holiday cheer to those in need.
- Blues musician Rob Lutes came to one of our schools to do a song-writing workshops with our students. It was so beautiful to witness their creativity in the lyrics they wrote.
- All the “light bulb” moments when students understood something new about themselves!
Q: Is there anything else that you would like to add?
I truly believe that the role of CAPDA is essential to our schools, and my hope is that we continue to invest in this valuable position…. Now more than ever.
A Vital Presence in Our Schools
We are proud to celebrate and thank our Community and Personal Development Animators (CAPDAs) for the vital role they play in nurturing student well-being and building inclusive, welcoming schools. Through their presence in classrooms, assemblies, and special events, CAPDAs inspire empathy, reflection, and connection.
Their collaborative work with educators strengthens our collective commitment to equity, diversity, dignity, and inclusion. We are grateful for their dedication to creating spaces where every student feels valued, heard, and empowered to grow.
