At McNair, the Resource Department plays an essential role in supporting student success by extending services beyond designated learners to meet the needs of non-designated students who experience academic, social-emotional, or learning difficulties. This proactive and inclusive approach reflects our commitment to equitable access, early intervention, and removing barriers to learning before challenges become more significant.  

This action supports our school’s learning focus in the following ways: 

The Resource Department works collaboratively with classroom teachers, counsellors, administrators, and families to identify students who may require additional support but do not meet criteria for formal designation. Through ongoing observation, data review, teacher referrals, and student self-advocacy, non-designated students are identified and provided with timely, targeted interventions that help strengthen skills, build confidence, and promote engagement in learning.

Support for non-designated students is delivered through a variety of flexible models, including small-group instruction, short-term interventions, in-class support, skill-building sessions, and structured time during Personal Learning Time (Flextime). These supports may focus on literacy and numeracy development, organization and time management, task initiation, emotional regulation, or learning strategies tailored to individual needs. By embedding support within the school day, students are able to access assistance without stigma, ensuring dignity and inclusion.

The Resource Department also plays a key role in guiding students toward self-advocacy and independence. Rather than relying solely on adult direction, students are encouraged to reflect on their learning needs, set goals, and access appropriate support. This aligns with McNair’s focus on student agency and our aim to develop confident, self-directed learners who take ownership of their progress.

Through early intervention and consistent monitoring, the Resource Department helps prevent learning gaps from widening and supports smoother transitions back to classroom independence. This intentional support contributes to narrowing achievement gaps between students who are consistently successful and those who are experiencing difficulty, reinforcing our school’s commitment to Diversity, Equity, and Inclusion.

Overall, the work of the Resource Department in supporting non-designated students strengthens McNair’s Caring Community of Learners. By responding flexibly to student needs and valuing each learner’s strengths, the department helps ensure that all students—regardless of designation status—feel supported, capable, and empowered to succeed academically, socially, and personally.