INDEPENDENCE
34
From Ideas to Action
Throughout the year, SAB members participated in experiences 
that extended beyond the classroom. Students attended the 
One Manitoba Youth Summit, visited the Manitoba Legislature, 
met with elected officials, and discussed topics such as 
class sizes, student supports, Indigenous governance, and 
educational opportunities.
A key lesson was that advocacy involves working collaboratively 
toward solutions.
“Instead of saying, ʻNo, this can't happen,ʼ itʼs asking, 
ʻHow can we make this possible?ʼ” said Singh.
Students explored Indigenous governance and leadership with 
guidance from educators Sean Oliver and Rose Bird, learning 
about decision-making models that consider how choices will 
affect future generations. 
“We learned about thinking seven generations ahead,” 
said Singh. “You have to think about how something might 
help now, but also how it will affect people in the future.”
Those lessons translated into action through initiatives such as 
Learning with the Land, where SAB members helped facilitate 
conversations with younger students across the division.
“These kids are so passionate about the world and about these 
ideas,” he said. “Sometimes that doesnʼt get recognized because 
theyʼre kids, but a lot of them can think very deeply.”
Just as important as the advocacy work were the relationships 
students built along the way. 
Through meetings, cultural learning opportunities, divisional 
events, and shared experiences, students connected with peers 
from across LRSD while learning from perspectives different 
from their own.
Through the Student Advisory Board (SAB) and divisional 
Indigenous Youth Leadership (IYL), Louis Riel School Division 
(LRSD) high school students are developing the confidence, 
knowledge, and connections needed to lead, advocate, and create 
positive change. While each group offers a distinct experience, 
both are rooted in a shared belief: students have valuable insights, 
and their voices matter.

Learning to Advocate
This year, the SABʼs work centred on three pillars: connection, 
education, and advocacy. Through regular meetings, discussions 
with divisional leaders, and opportunities to engage with decision-
makers, students explored the issues that matter to youth.
For Grade 10 student Yuvi Singh of Dakota Collegiate, one of 
the most significant experiences was presenting directly to the 
Board of Trustees. 
“It was impactful to see them actively listening to our thoughts 
and what we had to share about our views on the school division 
and policies and what we hope to accomplish in the future,” he 
said.
Those conversations helped students understand not only how 
governance works, but also how their voices can influence decision-
making. Discussions about the possibility of future non-voting student 
trustee reinforced that student perspectives are valued. 
“Knowing that the trustees are open to having a non-voting 
student trustee made me feel like we were truly making a 
difference,” Singh said.
Students also learned more about the structures that guide public 
education. Through conversations with trustees and divisional 
leaders, they gained a deeper understanding of governance, policy 
development, and the different roles played by elected officials 
and administration. 
When students are given opportunities to share their perspectives, 
they do more than participate. They help shape their schools and communities.
STUDENT VOICES 
SHAPING CHANGE

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