Calgary Catholic Story of Practice: Healthcare Meets Education

Friday, March 21, 2025

9:00 – 10:15 am

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Dr. Bryan Szumlas is the chief superintendent of the Calgary Catholic School District.

Leanne Timko is the director of learning services responsible for the diverse Learning portfolio.

Dr. Peter Rawlek is Calgary Catholic’s full time medical doctor. With over two decades of experience as an emergency room physician, Dr. Rawlek has worked as a Trauma Team Leader at the University of Alberta and was a medical director for STARS.

As a result of participating in this session, participants will have the opportunity to:

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• learn how to effectively manage health-related barriers such as new medical diagnoses, neurodiverse needs, and behavioral challenges.
• gain insights from a medical doctor embedded within a school district to learn strategies to enhance healthcare engagement in educational settings.
• gain practical tools and strategies to foster collaboration between education and healthcare systems.
• leave with actionable ideas to improve student well-being and academic performance through stronger education-healthcare partnerships.

About the Calgary Catholic School District:

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• Largest Catholic District in Alberta – roughly 64 000 students
• 15% (9700) of students Special Education
• 1% (600) code 42
• 2% (1200) code 44
• 19% (12000) EAL
• Sum 34% have high needs
• 118 Schools
• 6500 staff
• Employ various professionals: Accountants, lawyers, engineers, social workers, PTs, OTs, administrators, IT

Why did we hire a medical doctor?�Top 3 reasons 

1. Growing complexity of students identified with medical conditions
2. Increase in undiagnosed students
3. Disconnect between health care and education – Trust issues

 Ultimately, how can we better support students in our schools?

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Leanne Timko is the director of learning services responsible for the diverse Learning portfolio.

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Wellness Framework

"Safe enough to learn....brave enough to try."

Adapted from Dr. Ricky Greenwald - "The Child Trauma Handbook"

Framework – Safety and Supports

Physical Safety

• Boundaries, rules,
• OHS – fire drills, lock downs,
• Procedures – medical and safety support plans

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Emotional Safety

• Do I FEEL safe?
• How I can I help you feel safe?
• Doctor interventions – inservices

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CCSD – Centralized System of Support

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• CCSD is divided into 5 areas of the city.
•  Area Director oversees Operations.
•  Each is assigned an Area Supervisor.
• Each Area Supervisor is assigned a RFS team.

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• Learning Services – 3 Departments
• Center for Arts and Culture – includes Indigenous team, EAL team, Fine and Performing arts, International Students
• Teaching and Learning – all things curriculum and assessment. (includes PEW and athletics)
• Diverse Learning – Behavior, Special Needs, Psychologists, Therapy, Mental Health, Early Learning

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Diverse Learning in CCSD

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• Every school has either a counsellor or mental health professional
• Every school has diverse learning teacher – IPPs and supports
• Congregated Diverse Learning Programs = 135 in total
• Behaviour/Special Need Classes
• 118 schools – includes 3 congregated Diverse Learning schools.
• St. Anthony – students with severe, behavioral autism (Gr 1-12)
• Our Lady of Lourdes – students with severe behavior (Gr. 1-9)
• St. Gemma – Outreach high school (Gr. 10 – 12 +)

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Dr. Peter Rawlek, MD

CCFP-EM, BMSc

Thank you for being present

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Thank you for all that you do, supporting really challenging medical cases in challenging times in your school district!

"Education > Student < Healthcare"�Intersections  

CCSD Student Voice Survey 2024

• STUDENT VOICE SURVEY 2024

Inactivity + Poor Sleep

50% Deep Learning Lost

Acquired Sedentarism

Critical pivot point for establishing active-health agency:

• Transition, pre-teen to teen*... 
• Grades 6-9 that critical juncture 

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Predestined Future Health Trajectory

*… Research:

Inactivity Lifelong Disease Trajectory

40% Diabetes*

Cognitive Impairment

*… CDC

�Building Connections (Breakout 5-10 min)

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1. What do you think?

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2. What have been your experiences with education and healthcare?

Medical Doctor's part in the solution

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• Student-centered health and equity:
• Supporting students & families
• Networking with medical professionals
• Fitness, Agency and Lifelong Well-being :
• Building health agency – Best drug is physical activity
• Inservice & Professional Development:
• Sharing the learning - best practice session.
• Translating Knowledge into Impact:
• Conferences
• School Authorities

Case 1: Building Education/Medical Trust

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Issues & Challenges:

1. New diagnosis (the unknown)...
2. Trust? – "fiercely advocate"
3. Unknown Future?
4. Education trust? – "Do you know your stuff? " 
5. "You have to do this & this & this..."

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Case History: Novel Diabetic Child

Parents received a new diagnosis about their child and are scared. Parents are also coached by on-line experts to "Fiercely advocate!"; take control; be in the driver's seat and demand help...

Case 1: Building Education/Medical Trust:

How can a medical doctor help?

• Meet with school / Meet with parents
• Build trust by presence – check-ins
• Inservices for staff and parents

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Strategy:

• Listen
• Identify shared end-goal
• Share journey success stories
• Let's look at "Pre-built Plan" –vs- let's build a plan (Modify and lead –vs- follow & ??)
• Identify no go's in pre-built plan (Evidence from AHS management letter)

Issues & Challenges:

• New diagnosis (the unknown)...
• Trust (Americanisms) – "fiercely advocate"
• Unknown Future
• Education trust – Do you know your stuff?
• You have to do this & this & this...

�Building Connections (Breakout 5 min)

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1. What do you think?
2. What questions do you have about this case?
3. What learnings can you take away?

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�Case 2: Needing Connections - ADHD

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Challenges:

1. Safety of students and staff
2. Parents not accepting the diagnosis
3. Cultural challenges with diagnosis
4. Parents mislead by medication information on the Internet
5. Parents not trusting schools or healthcare

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Case History: Div 2 student having severe dysregulation

Student exhibiting threatening behaviours and sudden outbursts. Targeted aggressive behaviours towards students and staff. Two EAs are in place for safety. Parents refuse to engage with the medical community and healthcare. In the eyes of the parents, there are no problems. Only 1 suspension for behaviour.

Case 2: Building Connections - ADHD:

How can a medical doctor help?

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1. Meet with the school/Meet with the parents
2. Build trust through presence
3. Avoid misleading information: Focus: shared, desired common goal and the consequences of "not getting it right"
4. Guide them to a pediatrician for an accurate medical diagnosis – Doctor to doctor

* In some cases – Medication may be needed to get an education

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Issues:

• Accepting the diagnosis...
• Cultural challenges w/ diagnosis
• Misled by...
• Education trust
• Healthcare trust – medication compliance / participation

�Building Connections (Breakout 5 min)

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1. What do you think?
2. What questions do you have about this case?
3. What learnings can you take away?

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Some Thoughts from this Side of the Gurney

1. Your job/our job is tough. Thank you for all that you do! Healthcare is not fully aware of all that you/we do to support student success.
2. Consider hiring/contracting a medical doctor or healthcare provider to help your student cases.
3. Continue to build relationships. Medical information nights for parents at schools is a great way to start.
4. OPPORTUNITY – PCN – Primary Care Networks being developed across Alberta right now. What are the priorities of your PCN?

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Questions and Answers 

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peter.rawlek@cssd.ab.ca