Presentations:

Extended-Model Community Learning Centres (EM-CLCs): A Value-Added Component to English-speaking Students’ Educational Success

Mélissa Villella, Université du Québec en Abitibi-Témiscamingue (UQAT)

Julie Corrigan, Concordia University

Community Learning Centres (CLC) have long been a part of the English educational system in Quebec; the most common model being the Extended-Model CLC (EM-CLC) where 1 CDA works alongside 3+ principals on a common action plan to meet their school communities’ needs (Lamarre, 2022). In 2021, the Ministère de l’Éducation du Québec (MEQ, 2023, 2024) approached us to help them better understand the role of EM-CLCs in relation to educational success, including ethnolinguistic vitality (Government of Canada, 2021) and institutional completeness (Landry & Deveaux, 2013). 

Our team therefore explored the question: How, and to which extent do EM-CLCs contribute to educational success for English-speaking students in Québec? To do so, we adopted a sequential mixed method case study design using a questionnaire (n=71) and individual semi-structured interviews (n=12). The data was analyzed using an inductive-deductive approach (Feredey & Mueller, 2006). 

Our findings indicate that EM-CLC not only contribute to the educational success of English-speaking students, but they also enhance the vitality, partnerships, and sense of belonging to local communities for English speakers, are especially inclusive of seniors. While our findings are not generalizable, they are, however, transferrable to similar communities and contexts.

Fostering Connections: Identifying & Removing Barriers to CEGEP for Quebec's Youth in Care

Stephanie Myers, John Abbott College

This presentation will present the results of a qualitative research project conducted by Stephanie Myers (John Abbott College) in 2024-2025. The qualitative research involved semi-structured interviews with 10 youth with DJP/DYP experience who had successfully navigated Quebec's post-secondary educational system. The results of the study not only identify the barriers experienced by youth as they transition (age-out) of the care of the DPJ while simultaneously trying to complete high school requirement and transition into CEGEP, but also provides examples of supports and concrete recommendations for CEGEPs and other stakeholders to promote school perseverance and successful transitions to post-secondary for youth with care experience.