The National Day for Truth and Reconciliation

September 30, 2025, marks the fifth National Day for Truth and Reconciliation.

The creation of this federal statutory holiday was through legislative amendments made by the Parliament of Canada. 

On June 3, 2021, Bill C-5, An Act to amend the Bills of Exchange Act, the Interpretation Act and the Canada Labour Code (National Day for Truth and Reconciliation) received Royal Assent. This was done in response to Truth and Reconciliation Call to Action 80, which states that the federal government will work with Indigenous people to establish a statutory day to “honour Survivors, their families, and communities, and ensure that public commemoration of the history and legacy of residential schools remains a vital component of the reconciliation process.” More on this below, as we provide information from our members on what they’ve done over the past 10 years to ensure the public education system is meeting the Calls to Action.

September 30 has been marked as Orange Shirt Day since 2013. Orange Shirt Day is an Indigenous-led grassroots commemorative day that honours the children who survived Indian Residential Schools and remembers those who did not. This day relates to the experience of Phyllis Webstad, a Northern Secwpemc (Shuswap) from the Stswecem’c Xgat’tem First Nation, on her first day of school, where she arrived dressed in a new orange shirt, which was taken from her. It is now a symbol of the stripping away of culture, freedom and self-esteem experienced by Indigenous children over generations. We join in encouraging all Canadians to wear orange to raise awareness of the very tragic legacy of residential schools, and to honour the thousands of survivors.

We honour First Nations, Métis, and Inuit children and communities impacted by this system. During Truth and Reconciliation Week, September 22 to 26, we encourage schools to participate in events offered by the National Centre for Truth and Reconciliation. On September 30, and throughout the preceding week, schools and school boards across Ontario, including students, staff, and school communities, will be commemorating the tragic history and ongoing legacy of residential schools, which more than 150,000 First Nations, Métis, and Inuit children were forced to attend between the 1870s and 1997.

The education sector has a critical role to play in Truth and Reconciliation. Educators have the opportunity to build knowledge and shape an understanding of the lasting impact of the Indian Residential School system. Nurturing overall awareness and appreciation for Indigenous histories, knowledge, perspectives and contributions is essential to reconciliation. Many school boards have already begun this work by developing collaborative relationships with their Indigenous Education Councils, implementing Truth and Reconciliation Action Plans and/or Indigenous Education Strategic Plans, as well as incorporating Truth and Reconciliation actions into their Board Action Plans.

Resources

Please remember that content associated with the National Day for Truth and Reconciliation can be triggering for First Nation, Métis and Inuit students, families and communities. Access to mental health and well-being services should be integrated into planning and can include the sharing of the Indian Residential School Crisis line: 1-800-721-0066.

What School Boards are Doing

As we recognize the 10th anniversary of the Truth and Reconciliation Commission’s Calls to Action, here are examples of the meaningful steps school boards have taken — and are still taking — to live up to their commitments.

Avon Maitland DSB:

Leading up to the National Day for Truth and Reconciliation, the Avon Maitland DSB has reflected on their commitment to reconciliation through action, relationships, and growth. 

  • Actions they want to accomplish: The Avon Maitland DSB aims to identify and close academic and attendance gaps for Indigenous students to ensure equitable opportunities. In addition, they want all staff and students to have the chance to learn from Indigenous perspectives and ways of knowing.
  • Actions they have accomplished: Avon Maitland DSB has built a strong Indigenous Education Team that impacts all levels of the board. Their libraries are being updated to include Indigenous voices, and Elders and Knowledge Carriers have been invited into classrooms. Indigenous student councils have been created in every high school, leading to the election of an Indigenous Student Trustee who represents Indigenous learners board-wide. Teachers are being trained to weave Indigenous perspectives through all subjects, and cultural as well as academic supports are available for Indigenous students.
  • Relationships built with Indigenous partners: They have nurtured partnerships with Kettle and Stony Point First Nation, Saugeen First Nation, local Friendship Centres, SOAHAC, Atlohsa, White Owl Native, and the Huron Perth Children’s Aid Society. These relationships are grounded in trust, respect, and reciprocity, and they maintain them through consistent engagement and participation in community and school events.
  • Successes achieved: Establishing the Indigenous Student Trustee role and offering summer Land-Based Culture Camps are key successes. Expanding Indigenous content beyond history classes, and having Indigenous Grad Coaches in high schools, middle schools, and some elementary schools, demonstrate Avon Maitland’s strong commitment to reconciliation.
  • Next steps: Avon Maitland DSB will continue growing all of their initiatives, strengthen Indigenous community engagement, and expand Indigenous influence throughout the board.

Bluewater DSB

Bluewater DSB continues to grow its programs and supports for Indigenous students, staff, and communities. With 454 self-identified Indigenous students, the board is focused on academic success, cultural learning, and relationship-building.

Key Initiatives:

  • Graduation Coaches: Six coaches support students from Grades 7–12, including dedicated staff at G.C. Huston Public School and Saugeen District Senior School.
  • Resources: Each school received funding for Indigenous resources, with books such as The Water Walker and Treaty Words distributed across classrooms. Libraries are being updated to include Indigenous voices.
  • Experiential Learning: Mentorship and support for schools running Indigenous experiential projects, including land-based learning.
  • Professional Development:
    • Indigenous Ways of Knowing sessions for secondary teachers in science, math, and Canadian/world studies.
    • French Immersion PD using Elle s’appelle Echo series, connecting literacy to Indigenous perspectives.
    • Ojibwe Language and Culture course for staff through Georgian College.

Student Engagement and Culture:

  • Ribbon Skirt Project: Students created and exchanged ribbon skirts with peers, guided by community partners.
  • Indigenous Student Forum: Brought together 100 students for land-based workshops, cultural teachings, and student voice sharing.
  • Literacy and Language Events: Author Waubgeshig Rice presentation for more than 200 students; staff and students attended the Ojibway as a Second Language conference.

Community Partnerships:

  • Collaborations with Saugeen First Nation and Neyaashiinigmiing, including governance lessons, cultural demonstrations, and powwow participation.
  • Ongoing engagement with Bruce Power, Rotary, and other partners to support Indigenous student programming.

Next Steps:

  • Landing Success Program: A summer reach-ahead opportunity for Grade 8 and 9 students, centered on land-based learning and Indigenous ways of knowing.
  • Expansion of Language Circles, continued support for Grade 8 and 12 transitions, and planning for the 2025–26 school year.

DSB Ontario North East

DSB Ontario North East continues to grow their commitment to reconciliation through promoting their vision and mission.

  • Vision: Preparing their learners for their future success
  • Mission: Providing meaningful growth opportunities. 

DSB Ontario North East has promoted various Calls to Action from the Truth and Reconciliation Commission such as: 

  • Call to Action # 7: implementation of Indigenous Student Advisor roles to ensure Indigenous student voices are represented and supported within the board, promotion of their “Pathways and Partnerships” program, and the continuation of their summer reach ahead credit program. 
  • Call to Action #10: improvement of education attainment levels and success rates, development of a culturally appropriate curriculum, and the enabling of families to fully participate in the education of their children. 
  • Call to Action #13: an increase of Indigenous Language courses. 
  • Call to Action #62: the creation of an age-appropriate curriculum on residential schools, treaties, and Indigenous peoples’ historical and contemporary contributions to Canada. 
  • Call to Action #63: sharing information on teaching curriculum related to residential schools, building student capacity for intercultural understanding, empathy, and mutual respect. 
  • Call to Action #80: engaging in various events and learning opportunities that support the National Day for Truth and Reconciliation. 

Hastings and Prince Edward DSB

Commitments: 

  • To continue to recognize the dual responsibility, both moral and professional, to share truths. This is an essential step for laying the groundwork necessary for more challenging work of reconciliation.

 Goals:

  • To build understanding and awareness regarding Canada’s complicated relationship with Indigenous people so there is truth
  • Bring Indigenous knowledge and perspective through all areas of curriculum.
  • To build student capacity for intercultural understanding, empathy, and mutual respect. 

Strategic Plan:

  • To further demonstrate our commitment, a main pillar of our multi-year Strategic Plan in Advancing Indigenous Education and Reconciliation. 

Actions:

  • Continuing their Orange Shirt Campaign, selling thousands of shirts with the proceeds going to Indigenous organizations both nationally and locally.
  • The Annual Student Symposium, an event created to build pride, self-esteem and inspiration among Indigenous students. 
  • Increasing the HPEDSB Indigenous Education Team to include an Indigenous Education Lead, an Indigenous Success Coordinator, Seven Indigenous Student Success Workers and more. 
  • Fostering strong reciprocal relationships with community partners, as they believe reconciliation does not occur with the absence of Indigenous partners. 

Moving Forward: 

The HPEDSB acknowledges that there is still much work to do on the shared journey of reconciliation. They recognize that colonial structures continue to create barriers for Indigenous students, families, and communities. With humility and accountability, they commit to breaking down those barriers and advancing decolonization within our schools, creating spaces of equity, respect, and belonging for all. Reconciliation is not a single act but a sustained process. It requires continuous, intentional and dynamic engagement in all facets of society. As an educational body the HPEDSB commits to walking this path with openness, humility, and responsibility today and for generations to come.

Limestone DSB 

The Limestone District School Board is committed to advancing reconciliation by embedding Indigenous perspectives in learning, supporting Indigenous students, and engaging the wider community. Some of their initiatives include:

Culturally Responsive Resources: Purchased ON-Core to support inclusive classroom materials, especially in FNMI Studies at the secondary level.

Indigenous Place Names Map: Integrated into elementary curriculum to deepen understanding of Indigenous histories and cultures.

The River Program: Alternative secondary school program (Grades 10–12) for self-identifying Indigenous students, offering cultural learning, mental health, and social supports.

The Bridge Program: Land-based cultural program (Grades 3–6) for Indigenous students, combining curriculum with Indigenous pedagogies to strengthen identity and engagement.

Community Engagement: Encouraging participation in the local Walk for Truth and Reconciliation.

Ongoing Support: Continued sharing of resources to equip educators with tools for reconciliation-focused teaching.

Near North DSB

The Near North District School Board works in partnership with Indigenous students, staff, and community to support well-being, reconciliation, and relationship-building throughout the school year. Some of their initiatives include:

  • Indigenous Youth Circle: Monthly meetings with Grad Coaches to plan and implement well-being initiatives, activities, and projects across intermediate and secondary schools.
  • Year-End Gathering: Gallery Walk at Nipissing University showcasing student-led initiatives and setting goals for the 2025–26 school year.
  • Red Dress Seal Skin Pin Workshop: Collaboration with Inuk artist and advocate Vanessa Brousseau, raising awareness of Missing and Murdered Indigenous Peoples through art and activism.
  • Ongoing Commitment: Continuing to strengthen relationships between Indigenous and non-Indigenous students and staff, centered on well-being and reconciliation.