A Reflection on 25 Years of Learning, Allyship, and Gratitude
submitted by Sue Simatos
When I joined LBPSB over 25 years ago, I could never have imagined the profound privilege of working alongside so many remarkable Indigenous and non-Indigenous students—and the lasting impact this would have on me, not only as an educator and professional, but as a person.
I will always cherish the opportunities created for students to find and develop their voices as advocates for social justice and children’s rights. Together, we organized countless school-wide assemblies to educate and inspire others. These students were not part of formal leadership programs, yet when given the chance, they stepped forward and became true leaders.
As a settler ally, I also hold immense gratitude to my First Nations and Inuit mentors who placed their trust in me as a friend and ally and who walked alongside me, often guiding me in very humorous ways, to help keep me on the right path.
As my journey with LBPSB draws to a close, I would like to highlight some of the programs and initiatives that reflect our school board’s ongoing commitment to strengthening allyship with Indigenous communities. Our focus has been on sharing authentic Indigenous-led pedagogy with educators and providing culturally meaningful opportunities for First Nations, Inuit, and Métis students to help enhance their experience in our schools.
In 2013, I had the life-changing experience of attending the Truth and Reconciliation hearings alongside my students. These hearings illuminated the urgent need to confront and deepen our understanding of the human rights violations endured by First Nations, Inuit, and Métis children through the legacy of colonization. This awakening inspired the introduction of the Kairos Blanket Exercise, initially as professional development for administrators and educators, and later as a transformative learning experience for students. Students value this experience deeply, especially because it is led by First Nations and Inuit facilitators. Today, this program is an annual part of the Grade 10 curriculum in many of our high schools, as well as part of professional development for all staff.
Orange Shirt Day and Truth and Reconciliation Day are now honored in most of our schools by administrators, educators and staff who are passionate and committed to this essential work. With greater access to authentic Indigenous resources Indigenous pedagogy is now being shared with students all year long. We are grateful to you for the incredible work you are doing.
In recent years, as part of my consultant role and in collaboration with Curran Katsi’tsohron:kwas Jacobs, we developed the LBPSB Indigenous Education website. This resource helps educators introduce students to teachings fundamentally important to the local Kanien’kehá:ka communities and other First Nations, Inuit, and Métis Nations. It features the Ohén:ton Karihwatéhkwen (“The Words That Come Before All Else” or “Giving Thanks”) and the Three Sisters teachings. It encourages students to connect with the natural world and understand that we are the water, the land and the sky and we have a shared responsibility to protect them.
Among many initiatives inspired by this resource are projects like Walking for Water (see Autumn Peltier) and the creation of Giving Thanks quilts (see Jake Swamp) for a more profound understanding of the ways of the Haudenosaunee (Iroquois) Peoples. When young people develop this sense of connectedness to the natural world, they are better prepared to become informed, responsible leaders who advocate for laws that protect all the gifts of life for future generations.
As requested by our teachers/educators, the website also offers scaffolded lesson plans (k4-11) on topics such as the Oka Crisis, Moving beyond Truth and Reconciliation , The Peacemaker, and The Seasons, all cross-curricular and aligned with the QEP. LBPSB Indigenous 2025-26
Other recent initiatives include promoting Indigenous post-secondary programs through open houses. As a result, several Inuit students will soon attend Nunavik Sivunitsavut. I am especially hopeful as a result of piloting a one-day field trip to Kahnawà:ke, where Indigenous students of all grade levels learn survival skills on the land—an experience that has eased homesickness for students from remote communities by offering culturally grounded activities. Thank you to my colleague Patricia Aldred for helping to make this happen for the Indigenous students in her school.
There have been far too many beautiful moments shared with schools, students, and communities to recount them all here. What I hold most dear are the reciprocal relationships forged, the resilience cultivated, and the growth I’ve had the privilege to witness. Working alongside students, many of whom have faced profound challenges, and watching them grow into confident, capable individuals, has been the most rewarding aspect of my journey. Many of those students, now in their 30s, still join me for lunch now and then. Who could ask for more.
I carry with me the lessons learned, the bonds formed, and an unwavering belief in the transformative power of education. We all hope for a future where every student feels welcome and a true sense of belonging in our schools.
Your support, collaboration, and trust have meant everything. The journey we’ve shared will always remain close to my heart and I hope our paths will cross again soon, possibly in Kahnawake.
To my Kanien’keha:ka, Ojibway, Yoreme , Inuivialuit and Métis students and friends, and to my colleagues, mentors, and all the students at Lester B. that I have had the pleasure to meet, Nia:wen kowa, Thank you.
Sue Simatos
