On Valentine’s Day, a group of students from Lady Evelyn Alternative School traveled to Parliament Hill to participate in Have a Heart Day. Photo by Joey Gunn
On Valentine’s Day, a group of students from Lady Evelyn Alternative School travelled to Parliament Hill to participate in Have a Heart Day, an event held annually to demand equity for First Nations children in education funding and access to government services.
Along with their youthful enthusiasm and sense of fun, the students brought a clear message to the Hill: First Nations children deserve better.
In the weeks leading up to the event, Lady Evelyn students wrote letters and Valentine’s cards to the prime minister and members of Parliament, urging them to be “kind and fair” to children living on reserves.
Those children currently receive less funding from the federal government for education, child welfare, and health, than other Canadian children receive from their respective provincial governments.
Students got a surprise visit from Thomas Mulcair, Leader of the Official Opposition. Photo by Carol Rhead
Three Lady Evelyn students read their letters on the steps of Parliament to an audience that included NDP Leader Thomas Mulcair, children from eight other schools, and many supporters.
After reading their letters, the students received the Supporters of Children’s Rights Award from Michael Montgomery of the Canadian Coalition on the Rights of the Child.
The award recognizes individuals or groups who demonstrate exemplary efforts to respect the rights of children as described in the UN Convention on the Rights of the Child.
The students were honoured for their participation in Have a Heart Day as well as their efforts throughout the year in support of the Shannen’s Dream initiative, which seeks to achieve equal education funding for children living on reserves.
The Shannen’s Dream Working Group at Lady Evelyn has spent the past two years studying the challenges facing First Nations children living on reserves. Dismayed by what they have learned about the poor conditions and underfunding of reserve schools, the students have written letters to government officials, met with prominent activists, followed human rights tribunal hearings, and rallied to demand action.
In doing so, they have extended the definition of school community beyond the walls of Lady Evelyn and become effective advocates for change on an issue close to their hearts.
