Around the district is a monthly update that includes a collection of stories from Richmond schools. These stories highlight Richmond’s vibrant learning community, which fosters student engagement, creativity, and well-being in inclusive learning environments.
$1 Million Raised: Richmond Schools Support the Terry Fox Foundation
This school year, Richmond schools surpassed $1 million in fundraising for the Terry Fox Foundation, building on 45 years of participation in the Terry Fox school run.
The total represents a long-standing commitment in our schools, with ongoing participation from students and staff as part of this shared effort. In 2025 alone, Richmond schools raised more than $60,000. Walter Lee Elementary was also recognized as one of the top fundraising schools in British Columbia and Yukon for 2025.
The Terry Fox Run remains a meaningful part of each school year. Fundraising activities and events give students the opportunity to take action, as they learn about Terry Fox’s journey and the courage, compassion and determination he demonstrated.
This milestone reflects a shared achievement, with students and staff continuing to carry forward Terry Fox’s legacy while supporting cancer research.
1 Million Circulations: A Milestone for School Libraries
In the final week of May, book circulation across our 47 school libraries reached the 1,000,000 mark, achieving a goal set at the beginning of the school year.
This milestone reflects steady growth, with circulation increasing each year over the past five years to reach the highest level recorded.
Behind the numbers is a strong reading culture across schools. Flexible borrowing approaches and a variety of reading programs have encouraged students to read more widely, set personal goals and stay engaged with books over time. When students have greater access to books and see themselves reflected in what they read, they read more.
The engagement continues into the summer months. Through summer lending, students take books home over the break, extending access beyond the classroom and maintaining their reading over time.
Reaching one million circulations highlights a clear outcome, with students continuing to choose reading as part of their everyday experience in our libraries.
Students Complete Another Year of Mandarin Learning
The Richmond School District’s Continuing Education Mandarin Language Studies Program has supported Chinese language and cultural learning in the community since 2004. The program offers reading and writing classes for school-aged children, as well as conversation classes for adults, youth, and children aged four and up.
Students gathered at Richmond Secondary on June 6 to celebrate the completion of another year in their Mandarin learning journey. During the ceremony, several graduates shared how their language skills developed over time. Today, some are applying these skills in real-world situations.
For more information, visit the Richmond Continuing Education website.
From Inquiry to Classroom Practice: Exploring Materials to Deepen Thinking
Educators at one of our elementary schools recently shared how a grant-supported inquiry is influencing classroom practice and creating new opportunities for student learning. Presented through student work and educator documentation, the inquiry explored how everyday materials can help students think, create and communicate their ideas in different ways.
The group examined how materials can invite curiosity, encourage experimentation and help learners make their thinking visible. By observing how students interacted with different materials, educators gained a deeper understanding of how these experiences can support exploration, communication and the development of ideas.
For example, students used clay, natural materials and small animal figures to represent and communicate their thinking. Their learning was extended through loose-parts exploration and storytelling, which created further opportunities to develop ideas and make connections.
Open-ended questions also helped guide the learning. Prompts such as “How might we use clay?” encouraged students to try different approaches, revisit their thinking and build on their ideas over time. Rather than working toward a single outcome, students were able to explore possibilities and make choices about how they expressed their understanding.
At the learning journey sharing event, the display offered a window into the inquiry and the learning that emerged from it. By sharing student work alongside educator observations and reflections, the presentation demonstrated how inquiry can move from professional learning into classroom practice.
Stepping Up to the Plate: Connection Through Softball
Laughter carried across the field as students spread out on the grass. Some picked up gloves while others gathered for a shared picnic. Between innings and games, conversations began and names were exchanged. What started as a simple day outdoors gradually grew into something more.
The gathering brought together participants from the Jays Care Affiliate School Program, an initiative that uses baseball and softball to support student development and inclusion. Introduced by a school counsellor, the program was designed for those who do not typically have access to sports opportunities.
Throughout the year, students took part in regular sessions to learn the fundamentals of the game. In some groups, the Girls At Bat program centred the voices and participation of girls, while in others the model was adapted to include students facing barriers to sport. While the structure varied, the focus remained the same, making participation accessible.
The year culminated in this shared day, bringing students together to play, move and spend time alongside peers from another school community. Through softball, students connected with one another and spent time together on the field, building new relationships and becoming more familiar with the game.
Students Sharing Stories Through Métis Dot Art
June marks National Indigenous History Month, with June 21 recognized as National Indigenous Peoples Day. Schools across the district created opportunities for students to engage with the traditions, experiences and cultures of First Nations, Inuit and Métis Peoples.
At one secondary school, students took part in a workshop exploring Métis dot art. The session began with an introduction to the art form, where students learned how traditional beadwork is represented through patterns made with small dots of paint. Using oyster shells as their canvas, students then applied paint with dotting tools, building their own pieces using patterns and shapes inspired by the examples they observed.
Within a single session, simple materials were transformed into detailed works, each carrying its own sense of intention and story. The experience allowed students to engage with Métis culture through art while exploring creativity and personal expression.
Students Tell Their School Story Through Yearbook Cover Designs
Bright colours, bold lettering and imaginative scenes filled the page as students at one elementary school showcased their ideas for this year’s school yearbook cover. From drawings of the school building to playful dragons, musical notes and moments of friendship, each design shows how students see their school community.
As part of an annual tradition, students were invited to create and submit yearbook cover designs, working independently or with classmates. Each piece was guided by a shared goal: to capture the memories and values that make their school a great place where students learn, connect and grow.
Through these designs, students shared their personal experiences, creativity and care. The designs reflect the moments that shaped their year, from daily activities and school spirit to the spaces they share. Together, the collection offers a warm snapshot of the school community through the eyes of students.
A Meaningful Farewell Through Giving
As the school year draws to a close, a group of Grade 7 students found a thoughtful way to leave their mark by giving back to their school community.
Driven by a shared passion for arts and crafts, students came together through a school club to design, create and sell their work as part of a fundraising initiative. Over time, they planned their products, prepared their items and worked together to bring their ideas to life, taking their creations beyond the classroom and into the wider community.
The initiative raised over $1,000, which the students chose to donate as a farewell gift to their school. Along the way, they took on responsibilities, worked as a team and followed through on their ideas while working toward a shared goal.
As students prepare to transition to secondary school, their efforts leave a meaningful contribution to the place that has been part of their daily lives, shaped by the time, care and dedication they brought to the experience.
