Learning, inclusion, mental health top Edmonton Public Schools education plan

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Edmonton Public Schools (EPSB) is entering the final year of its 2022–2026 Four-Year Education Plan, reaffirming its commitment to student success, mental health, and anti-racism initiatives.

As the division prepares to welcome over 120,000 students in the upcoming school year, the final year’s plan aims to guide efforts across the division, remaining focused on enhancing pathways to success for all students.

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What’s the Four-Year Education Plan?

Each year, EPSB submits a Four-Year Education Plan to Alberta Education, aligning it with the approved budget.

The plan is developed using data, stakeholder engagement, provincial planning documents, and the division’s own strategic plan. Progress on the plan’s actions will be reported in fall 2025 through the Annual Education Results Report (AERR) and results review process.

Brought before trustees for approval on Friday, the plan outlines the division’s strategic goals and provincial assurance framework, reporting cycles, and funding manual for the 2025–2026 school year.

What are the division’s priorities?

The plan is built around three key priority areas.

1. How is EPSB supporting student learning?

Under “Priority One: Outstanding learning opportunities,” the division is focused on helping teachers implement new curriculum to build on outstanding learning opportunities for all students, the report said.

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For example, targeted professional learning and resources for Kindergarten to grade 6 teachers have been well received, with 84 per cent of certificated staff who accessed support saying it was helpful, according to Division Feedback Survey (DFS) results.

The plan emphasizes evidence-based strategies to support strong literacy and numeracy outcomes and ensures learning remains responsive to the needs of all students. Experiential opportunities will also help students explore and plan for their futures.

2. What’s being done on anti-racism and reconciliation?

Under “Priority Two: Anti-racism and reconciliation,” the Division reaffirms its commitment to anti-racism, reconciliation, and equity by engaging with staff, students, families, and community members.

Select DFS results from students, staff and families show strong perceptions of diversity, with:

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• 78.5 per cent of grades 4 to 12 students agree that many diverse cultures are represented in the books and materials at their school;

• 89.3 per cent of staff share this view; and

• 86 per cent of families agree that many diverse cultures are represented in the events, activities, and environment of their child’s school.

EPSB Superintendent Darrel Robertson acknowledged concerns from those who feel dissatisfied with the influence of advisory committees such as the equity advisory committee, and that he’s “really interested in to hear what folks have to say in terms of that work and what’s happening,” but noting the division must prioritize complex work over time.

“Sometimes that work doesn’t move as fast as people would like, so they may walk away with feelings of dissatisfaction… It doesn’t mean that their contribution isn’t valuable. It’s just that we need to be realistic in terms of how it is that we sequentially move this very complicated work forward and what we prioritize,” he said.

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“There are folks that are very set on inclusion is the only option for children with complex needs to participate in our public education system,” he added. “But we also know that parent choice is very important to many, many others. So having that singular idea of how things can work can sometime lead people down the road of walking away from the experience being less satisfied than what they anticipated,” he said.

3. How is mental health being prioritized?

Under “Priority Three: Mental health and wellbeing,” the division said promoting student and staff well-being remains a central focus of the plan, outlining efforts to strengthen school communities that foster a sense of belonging, safety, and success. Collaboration with external partners will guide the strategic use of resources to support these goals.

Select DFS results show students’ positive feelings of belonging and safety, with:

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• 63.2 per cent of Grades 4 to 12 students agree that their school is a place where all students feel like they belong;

• 70.7 per cent of students feel like they belong at their school; and

• 74 per cent of students feel safe at school.

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