Thank you, Mr. Chair.
Thank you to my committee colleagues. Of course, thank you to our distinguished guests, who are very much regulars. We love to see them.
I want to say to everyone that what I've been looking forward to is this specific study. This is exactly why I got involved in politics to begin with, so I'm very excited for this important conversation that we're having.
I also came from an education background, so it's really great to learn that about you, as well, Mr. Zimmer. I worked specifically with indigenous students in the province of New Brunswick. So many things.... What led me here were the barriers that were being experienced by my students, by the community, by our education directors and by the chiefs. They were constantly being frustrated and feeling unsupported.
Before coming to this place, I did an education study. It took two years. We studied on-reserve education—elementary schools in particular—in comparison to our provincial schools. What I found in the study was that schools that had strong language and culture initiatives had higher attendance rates and higher literacy and numeracy outcomes. The biggest indicator was school food programs—looking after basic needs and ensuring that students had what they needed to be able to function for the day and to be healthy and whole. School food programs were one of the most important indicators.
The other big piece was representation. It was seeing other indigenous teachers, administrators and education assistants in the rooms with them and being there. That representation is so important.
I know I only have six minutes. I could talk about this for hours. I'm very passionate.
I'll start with President Caron. What are you seeing in your communities as far as that representation is concerned? How is the engagement on language and cultural initiatives, and how do you see that impacting your students?