UCDSB report highlights gains for Indigenous students

The Upper Canada District School Board (UCDSB) has reportedly seen academic improvement for self-identified Indigenous students through culturally responsive Indigenous programming.

The Ministry of Education has required all school boards to develop and annually report on a Board Action Plan for Indigenous Education (BAPIE), a press release from the UCDSB explains.

The purpose of the BAPIE is to improve opportunities and outcomes for First Nation, Métis, and Inuit students. In addition, they aim to increase knowledge of Indigenous cultures and past and present perspectives.

The UCDSB Indigenous Team presented their annual report to trustees at a board meeting on Wednesday, Mar. 4, 2026.

In three school years, the UCDSB has seen the graduation rate for self-identified Indigenous students increase from 78.6 per cent to 85.3 per cent, the release noted. In addition, EQAO scores increased significantly in every category.

“EQAO is just one measure of success, but it’s a recognizable quantitative measure that is used to plan next steps at the school and district levels. We recognize there is still work to do but want to celebrate the learning that is happening now,” said Superintendent Amanda Nieman.

“The efforts we’ve made to ensure that Indigenous students learn about their culture, participate in activities that hold meaning for them, and be surrounded by peers that have a better understanding of Indigenous culture and history have resulted in more Indigenous students becoming more engaged in the curriculum, having better success outcomes, and walking across the graduation stage.”

Some activities that gained the most positive feedback from students and families are listed below:

• Ensuring all schools have books by Indigenous authors that reflect Indigenous culture and stories;
• The Indigenous Leadership program (iLead) for self-identified Indigenous students and allies that provides leadership and learning experiences from cultural advisors;
• For-credit classes in subjects such as Mohawk Language and Lacrosse;
• A three-day cultural camp experience at Thompson Island that connects land-based learning with traditional Indigenous experiences and science;
• Land acknowledgement initiatives at schools that explore the purpose of land acknowledgments and how to make them meaningful; and
• A required Indigenous-focused English class for all Grade 11 students that examines current literature by Indigenous authors, among other activities and initiatives.

For more information on Indigenous Studies in the UCDSB, visit their website here.