Holidays can be emotionally challenging times for many, especially the aging population where mobility and other health concerns can impact in-person participation. Simple acts of connection, particularly those that bring generations together, can make a meaningful difference.
This past April, Bachelor of Education student Faith Morales (Otonabee College) led a Grade 5 classroom initiative while on practicum with the Peterborough, Victoria, Northumberland, Clarington Catholic District School Board (PVNCCDSB) that invited students to create stained-glass-style Easter cards for parishioners at St. James United Church who were unable to attend services in person.
Students carefully coloured intricate designs and wrote personal notes, combining artistic and written expression with a purposeful act of care. The "Shut-In" card project fostered a meaningful intergenerational connection, giving students an early, tangible lesson in empathy and responsibility toward community members beyond their own age group.
"Students were encouraged to take pride in their work, knowing these cards may be displayed in recipients' homes for a long time," Faith explained. "I was incredibly impressed by their focus and care. Many students were so enthusiastic that they chose to make more than one card."
While the original goal was to create 30 cards for 30 parishioners, student enthusiasm exceeded expectations with 51 art pieces, opening the possibility of extending the outreach to additional community members who live alone or would benefit from a thoughtful gesture of connection.
The experience highlighted that young learners, when guided thoughtfully, recognize the lasting impact of their efforts on others and that learning opportunities rooted in care naturally grow when students feel supported and mentored. In return, parish members responded to the class with tearful phone calls, meaningful letters of thanks and a stuffed animal cat the class has since named Jaquavius'.
Teachers supporting future teachers
Mitch Champagne, an associate teacher in the PVNCCDSB, played a key role in the initiative's success by encouraging Faith's vision.
"Mr. Champagne's strong classroom culture and focus on respect allowed students to approach the activity with intention, pride, and maturity," said Faith.
His guidance helped knowledge and experience flow from educator to teacher candidate, and onward to students, demonstrating learning as an intergenerational continuum.
With a background in youth work, community theatre, and a degree in psychology specializing in child and youth development, Faith says experiences like this reaffirm her calling to education and her goal of shaping caring and community-minded learners.
"While schools are places to learn academics, they are also where young people learn to be kind, compassionate, and mindful of others," said Faith. "When students leave my classroom, I hope they leave not only more knowledgeable, but kinder than when they arrived.
