ROE Programming in Indigenous Communities

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Roots of Empathy and Seeds of Empathy Programming in Indigenous Communities

By collaborating with First Nations, Metis and Inuit communities, we have learned much about the power of love, the power of community, the power of tradition, culture and language. The Indigenous communities with whom we work have shared that “babies are gifts of the Creator”. We acknowledge this and believe that babies are powerful “Tiny Teachers”. We are honoured to work with families and teachers in community.

If you would like to receive more information about Roots of Empathy and Seeds of Empathy programs, please contact Catherine Talbot, Director, Canada at ctalbot@rootsofempathy.org.

Faces from the Green Blanket

A baby leans against a support pillow while a mother speaks to the class gathered around the green blanket.

The students who were in the class when my baby Ceara was a tiny teacher are now in Grade 11 and they still stop and ask about her when they see us. The program allowed them to be part of a fragile baby’s life. Now they have a greater sense of responsibility for others and how they can be kind and help their community. – Kathyrn Kapashesit, parent and now Roots of Empathy Instructor, Moosonee

Grade 7/8 classroom with Baby Luke, Christian Island Elementary, Beausoleil First Nation.

Grade 7/8 classroom with Baby Luke, Christian Island Elementary, Beausoleil First Nation. He holds the hand of a student from the class.

First Nations School of Toronto

A young girl passes a ball to a baby on the green blanket while other students watch them play.

Finding the humanity in Baby Ember-Lee allows these kindergarten children at Claire Elementary School in SD 68 (Nanaimo Ladysmith) to find the humanity in themselves. Roots of Empathy, a social and emotional learning program focuses on emotional literacy, helping children to understand their own feelings and the feelings of their classmates.

Tiny Teacher: Baby Marlo Mom Winnie and Dad Ollie.Haida Gwaii SD 50 Sk’aadgaa Naay Elementry.

Tiny Teacher: Baby Marlo, Mom – Winnie and Dad – Ollie fro Sk’aadgaa Naay Elementary, Haida Gwaii SD 50. Parents are the greatest teachers and we simply could not deliver programs without the incredible generosity of our Roots of Empathy families. We honour all our volunteer parents and “Tiny Teachers.”

Button Apron being made for Baby Marlo by Instructor Tawni Davidson. At the final family visit, the students presented Baby Marlo and his parents a Button Blanket to honour the gifts that Baby Marlo shared with the class.

Student wrote, “I hope he can fish.” Salmon are the backbone of the traditional diet of the Haida. This student’s wish reflects what is unfolding in community at this time and an awareness of the significance of living in harmony with air, land and water. The strength of culture, the nourishing of the mind, body and heart are movingly stated in this hope. Land, language, community and culture are all interconnected.

Vancouver Baby Celebration – June 2010 formed Roots of Empathy Board Member Chief Ian Campbell participates in baby celebration

A student smiles at a baby from the edge of the green blanket.

A lot of things are difficult in our community but connection to each other is a big part of who we are and Roots of Empathy strengthens those connections. And because our community is small, the program goes beyond the school. – Kathyrn Kapashesit, parent and now Roots of Empathy Instructor, Moosonee

Faces from the Lavender Blanket

A student and baby play on the purple blanket, passing a clear plastic ball back and forth.

There is more than a Seeds of Empathy plastic ball being passed between Baby Nolan and this child. There is a human connection and a shared understanding. Six Nations Child Care Services, Ohsweken.

Preschool children meet Seeds of Empathy Baby Harleen for the first time Six Nations Child Care Services, Ohsweken.

Baby on a purple seeds of empathy blanket plays with a ball, and looks at two students on the edge of the blanket watching the baby.

Six Nations Child Care Services, Ohsweken.

All of our Seeds of Empathy trainings are opened with a blessing by an Elder. Elder Eugene Harry opened our trainings.

Baby Jax in his Ch’l arrives for his Seeds of Empathy visit at Little Moccasin Early Learning Centre, Williams Lake. When our Seeds of Empathy baby is from a First Nation, there are many opportunities for the children to learn about the rich heritage of that Nation in an experiential and joyful way. Very often Elders will join and give the cultural stories around the use of the cradleboards.

A student watches from the edge of the lavender blanket as a baby supported by a log pillows looks back at him.

Seeds of Empathy Baby Liliana and preschoolers at Prince Rupert Aboriginal Head Start, Prince Rupert, BC.

“A moment of connection” – Cindy Spencer, Administrator

Elder Henry Charles opened our 2016 Seeds of Empathy Professional Development Day.

Drawing prompt: What can Roots of Empathy teach the world. The student wrote, "That babies can feel sad, mad, scared and happy." They drew two stick figures. One is coloured purple with an angry look on his face. The other is coloured green with a frown on his face.

What can Roots of Empathy teach the world? “That babies can feel sad, mad, scared, and happy.”

Gr. 2, Eenchokay Birchstick School, Pikangikum First Nation, Ontario

“Most adults who have harmed their babies not only show low levels of empathy but also show a lack of awareness that babies cry for other than physical reasons. This learning will save lives in the long term but in the short term will enrich the relationships of the children, their learning and even their mental health as feelings are our closest connection to one another.” – Mary Gordon, Founder/President

A grade three, Thunder bay, Ontario student wrote, "What can Roots of Empathy teach the world? It can teach the world that babies, kids, teenagers, adults, and seniors all have their same feelings. They drew the faces of a crying baby, a happy kid, a mad teenager, a blue adult, and an excited elder.

What can Roots of Empathy teach the world? “It can teach the world that babies, kids, teens, teens, adults and seniors all have the same feelings.”

Gr. 3, McKenzie Public School, Thunder Bay, Ontario

A student from Burnt Church School, Burnt Church First Nation, New Brunswick wrote, "What can Roots of Empathy teach the world? Roots of Empathy can teach the world about being considerate to each other." They drew a picture of a baby on the green Roots of Empathy blanket with the class sitting around the blanket.

What can Roots of Empathy teach the world? “Roots of Empathy can teach the world about being considerate to each other.”

Gr. 2, Burnt Church School, Burnt Church First Nation, New Brunswick

A student from Gordon Denny Community School, Air Ronge Village, Saskatchewan wrote, "I hope our Roots of Empathy baby cares for the poor people and be loved." They drew a smiling baby placed in a purple traditional Indigenous cradleboard.

I hope our Roots of Empathy Baby “that he [is cared] for properly and [is] loved.”

Gr. 3, Gordon Denny Community School, Air Ronge Village, Saskatchewan

I hope our Roots of Empathy Baby “Marie gets lots of love!”

Gr. 1/2, Lake Babine Nation, British Columbia

Roots of Empathy is a pedagogy of hope, because in our children we have an opportunity to create a new order where our differences can be acknowledged but our similarities will be our uniting force. The program coaches children to build a caring classroom as they begin to see their shared humanity – the idea that ‘what hurts my feelings is likely to hurt your feelings. – Mary Gordon, Founder/President

“I felt proud when my baby sister was afraid at night and I helped her.”

Gr. 1, Loretto Catholic School, Niagara Falls, Ontario

“I was proud that I was brave on the first day of school.”

Gr. 1, G.H Dawe Community School, Red Deer, Ontario

“I’m sad because I miss my mom while I’m at the camp.”

Gr. 3, Kikendawt Kinoomaadii Gamig (Dokis School), Dokis First Nation, Ontario

“The time I was crying [because] I missing my brother cause I didn’t know that my brother [was] dead. I love my brother.”

Gr. 3, Sheshatshiu Innu School, Sheshatshiu First Nations, Newfoundland

“I had a student draw a picture of a time she was sad. She drew a well detailed picture of an incident that happened a year ago. It was a picture of her brother who had committed suicide. The Pictures entailed all of her family members standing around his body and it showed her crying, with tears coming from her eyes, and she explained that her mom was helping her by hugging her, showing her arms wrapped around the little girl in the picture.” – ROE Instructor, Sheshatsiu, Newfoundland and Labrador

Surrey School District – SD36 Cloverdale Traditional School Instructor: Gerri Galloway A program student from Surrey School District wrote, "“I was feeling sad because I was lonely.” They drew themselves walking up the steps to a building.

I was feeling “sad because I was lonely.”

Gr. 1/2, Cloverdale Traditional School, Victoria, British Columbia

“Artwork gives a voice to children’s unspoken thoughts and feelings. At the beginning of the Program, students were asked to express how they were feeling during the pandemic. Many students felt sad, scarred, and lonely.” – Mary Gordon, Founder/President

Student in Gr. 1/2, Lake Babine, BC A program student from Lake Babine wrote, “I hope our Roots of Empathy Baby Marie can meet me one day.” They drew baby Marie grown up with the caption over her “Older Marie” and drew them-self beside her.

I hope our Roots of Empathy Baby “Marie [will] meet me one day.”

Gr. 1/2, Lake Babine, British Columbia

“I am proud to speak Ojibway.”

Gr. 2, Eenchokay Birchstick School, Pikangikum First Nation, Ontario

Surrey School District – SD36 Cloverdale Traditional School Instructor: Gerri Galloway Program student from Surrey School District wrote “I was feeling sad because I could not visit Jr.” They drew a two cards and a broken heart.

I was feeling “sad because I could not visit Jr.”

Grade 1/2 class, Cloverdale Traditional School, British Columbia

The Recovery Program offered students the opportunity to recognize helping relationships and to reflect on relationships that have been supportive and loving in their lives. – Mary Gordon, Founder/President

Changing the World Child by Child

Resolution 38

Roots of Empathy is supported and endorsed by Resolution 38 presented to Founder/President Mary Gordon in 2008 by Assembly of First Nations (AFN) Chief Phil Fontaine and the Assembly of First Nations at the Annual General Assembly. We are further supported and endorsed by AFN Chief Shawn A-in-chut Atleo. In many Indigenous communities, Roots of Empathy and Seeds of Empathy are identified as “healing programs” because they increase emotional literacy.

Photo: Mary Gordon meets with Assembly of First Nations (AFN) Chief Phil Fontaine in 2008 in his Ottawa office.

Twenty-five years of published, independent research proves the effectiveness of the Roots of Empathy program, which has been repeatedly shown to reduce aggression, including bullying, and increase prosocial behaviour – kindness, caring, helping and including. The research shows that this impact continues over time.

Roots of Empathy (Green Blanket) and Seeds of Empathy (Lavender Blanket) programs reach Indigenous children in every province in Canada. We also work with Indigenous communities in New Zealand and Hawaii.

“A lot of things are difficult in our community but connection to each other is a big part of who we are and Roots of Empathy strengthens those connections. And because our community is small, the program goes beyond the school.” – Kathyrn Kapashesit, parent and Roots of Empathy Instructor, Moosonee

Voices from the Lavender and Green Blanket

”“I have seen the impact on the children in the class first-hand. A very introverted child in the class was in a situation during a session where another child sat behind him and put carpet fluff in his hair. The little boy turned around and told the other boy "stop... I don't like it when you do that." A little girl sitting next to them cued the boy to look at his friends face to see that he looked sad. According to the teacher, she believes that this quiet little boy would not have found his voice at this young age had it not been for taking part in Roots.”

- Kindergarten Instructor, Haa-huu-payak School, Port Alberni, BC, 2016-17

”“Awareness of emotions, communication & taking care of others. How babies grow & develop. Create & maintain bonds with friends & family, compassion for others younger & older. This is a wonderful program, I wish there was more facilitators & schools using it. How excited the children were every week that baby Jude was arriving. It warmed my heart every visit. We do all just come from love, it's everyday expectations that hinder or distract from our purpose.”

- Kindergarten Volunteer Parent, Haa-huu-payak School, Port Alberni, BC, 2016-17

”“I observed in my students an increase in self-regulation of emotions and physical aggression. They were choosing to use their words to express themselves instead of physical ways and their emotions and what they were feeling. I see our children growing and becoming the teachers of the older students and adults in reminding us ways of expressing of emotions and feelings. It gives them the tools for naming and expressing feelings and emotions. I feel ROE taught my class empathy for others especially others younger then themselves.”

- Kindergarten Teacher, Yaqan Nukiy School, Creston, BC, 2017-18

”"A lot of things are difficult in our community but connection to each other is a big part of who we are and Roots of Empathy strengthens those connections. And because our community is small, the program goes beyond the school."

- Kathyrn Kapashesit, Parent and Roots of Empathy Instructor, Moosonee, Ontario

”“I feel ROE encourages and allows children to connect with their emotions. ROE teaches children not to be ashamed of their feelings, even those "unpleasant" ones. Children need to know it is okay to feel angry, sad and frustrated. Learning stirs up all kinds of emotions, including the "unpleasant ones." If children know it is okay to feel unpleasant sometimes and start to develop healthy ways to address such feelings, they will be more willing to take risks in their learning and challenge their abilities.”

- Kindergarten Teacher, Kikendaasogamig Elementary School, Ontario

”“Roots of Empathy has allowed the children to learn about healthy growth and development. This program also allowed the students to recognize that we are all different and that we must appreciate one another's differences. The students were more sensitive to each other's feelings and circumstances. I found that they were more respectful of one another's ideas and opinions and supported one another. They were also advocating for the rights of themselves and their classmates.”

- Grade 2/3 Teacher, Netamisakomik Centre for Education, Pic Mobert First Nation, Ontario

”"It [Roots of Empathy] helps to draw our community into our school. Since we live in a small community students who are Roots babies are students in our school and already are connected before they even arrive. It is lovely to see the youngest students in our school be able to connect with a younger child and be the big ones for a change. I believe that this is a community and school building activity, helping all members in our community connect".
- Grade 1/2 teacher, Sunset Elementary School, Port McNeill, B.C

”How to raise healthy, happy babies. How to be aware of other people’s feelings, differences and to be understanding and kind"
- Volunteer parent, Sunset Elementary School, Port McNeill, B.C.

”“Last Family Visit I asked what our Seeds of Empathy parents would like their baby to identify with eg. Chilcotin/Shuswap/Carrier. Baby Jax's brother (who is in our class) knew his papa was from a reserve called Bella Coola and it surprised mom that he knew a bit about where he is from. Afterwards, I asked the children if they knew what Nation they are from. One child knew she was from a reserve called Redstone so I talked to them about what Nations they were from as well as baby Jax. Some were very interested and some not. Since this visit the culture teacher has been working on helping the children learn what nations they are from and the children are engaged. They always ask what they are and the culture teacher tells them.”
- Roisheen Johnny, Little Mocassin Early Learning Centre, Williams Lake, BC

”“Each student introduced themselves to me in their Carrier language. They were surprised that I was also able to introduce myself in their language. I think this definitely connected us”.
- Katherine Blackwell, Instructor, Lake Babine Nation

”“I love doing this program. Making connections with children you don’t normally engage with. Also hearing from the Learning Assistant teacher that parents talk about the program and how great it is in their parent/teacher meetings.”
- Instructor, Tawni Davidson SD50, BC

We Only Ask Authentic Questions
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Grade 7 student written prompt from Theme 8 " Who Am I" They wrote, " I am First Nations. My great grandpa was a chief. I go to long houses. I have experienced traveling. Fortnite. Football. Soccer. Family. I am athletic. Passionate. I want to be an automotive designer. Friends. I have experienced laughter. I have experienced friends. I sing traditional songs. Go to potlucks. I make traditional cedar huts. I go to traditional meets. Have experienced wealth. Great grandpa went to residential school. I have a good sense of humour. I am kind. I am caring.

In Roots of Empathy classes, whether at the kindergarten level or Grade 7, all students are invited to reflect on who they are, and on what is important to them and to their family. Additionally, children are exposed to the concept of intrinsic motivation and intrinsic pride, that their contribution to their family, school and community is not so much about their talent in school or sports or art, but about their character. The “Who Am I” theme which comes close to the end of the Roots of Empathy year has allowed this student to reflect on his pride of his First Nations heritage.

The Earliest Days of Building Attachment - Father Bathes Baby

Roots of Empathy training video celebrates male nurturance and the primacy of the attachment relationship in developing empathy.

Roots of Empathy Books

Faces of Time is a celebration of Indigenous babies. All the babies in this book are of Indigenous heritage—First Nations, Métis and Inuit. They are the contemporary faces of the founding Nations—faces of time—honouring the antiquity of Indigenous peoples and the promise of the future. The shades of language and culture that are our collective past inform our future and are the bedrock from which we grow. This book features several Indigenous languages: Cree Syllabics, Inuktitut, Ojibway, and Mohawk. We recognize that this contribution is not inclusive of all Indigenous languages but instead represents a humble attempt to honour and celebrate those who first peopled our land.

Read the Book

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Wise Image book cover. An Elder kisses the hand of a baby out of frame. Reflections on Love, Family, and Culture.

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Wise Love, is a book by Roots of Empathy that celebrates the centrality of love in the family and the strength of connection between generations. Wise Love celebrates Elders as keepers and givers of wisdom and culture.

In our fast-paced world, where reflection is a scarce commodity, Elders from the Anishinabek of M’Chigeeng and Wikwemikong open their doors and their hearts to reflect on their culture, language and values, with stories of love, loss and hope. The insights they share in this book help us look in the rear view mirror to see where we have been, informing where we will go.

“The wisdom of the heart in Wise Love lights the footpath beyond the boundaries of science and technology to create the world children deserve.” – Mary Gordon, Founder/President Roots of Empathy

Voices from Wise Love

“Grandfathers and grandmothers should be listened to about the good way and about their life. Children need this kind of knowledge. They hunger for it. We have to share the knowledge we have.” – Linda Kaboni

“When I was young I learned lot from my grandparents. They taught me how to trap, and how to live off the land. – Jules Osawamick

“The best way to talk to a child is real real clam, not to yell. Both sides have to be respectful. The child and the parent. We have to teach that respect.” – Jacob Wemingwans

“All the older people, they are grandparents to every child here. Because one of our teachings is that the whole community raises the child.” – Jacob Wemingwans

“I lost my son three years ago. He was only 16. It’s devastating but I have so much love here for him. We learned how to grieve as family, not to shut each other out. So we learned that, and that’s part of empathy that our children need to learn. It’s ok to cry. It’s ok to say I love you. It’s ok to hug.” – Valerie Lavallee

“Our children are gifts from the creator. Love and respect them to raise them best you can. I know they are only on loan.” – Valerie Lavallee

“I have two daughters, three grandchildren. I taught them how to love no matter what state the person is in. We always told each other, “I love you”, and I think that is the most basic thing that everyone should be saying to their children, “I love you”. – Patricia Migwans

“I help my two children. And what I know to show them I would show them. They’ve seen me prepare fish and they said, “What are you doing Grandma?” I said, “I’m smoking fish, if you want to learn how, come with me, stay here and watch me. See how I do it.” Show them so they can carry on what they know. And I teach them Ojibwe. – Linda Judy Armstrong

Voices for Indigenous People

Lyle Viereck

Lyle Viereck is of both Cree and African American heritage. He has over 30 years of experience in negotiations on behalf of First Nations, negotiating hundreds of resource agreements between First Nations, large corporations and government. He gives an emotional narrative on how he connected to Roots of Empathy and supported our Indigenous programming in British Columbia. Lyle is also a Roots of Empathy Canadian Board member.

Click here to watch his testimonial.

Justice Murray Sinclair

In honour of Roots of Empathy’s 25th anniversary, we presented the inaugural Roots of Empathy Social Justice Award to His Honour Justice Murray Sinclair, LLB, MSC, IPC. He is Anishinaabe and a member of the Peguis First Nation. He is a Fourth Degree Chief of the Midewiwin Society, a traditional healing and spiritual society of the Anishinaabe Nation responsible for protecting the teachings, ceremonies, laws and history of the Anishinaabe. Among his many achievements: he was the first Indigenous Judge appointed in Manitoba and the second in Canada; he served as Co-Chair of the Aboriginal Justice Inquiry in Manitoba and was Chief Commissioner of Canada’s Indian Residential Schools Truth and Reconciliation Commission (TRC). Roots of Empathy is honoured to present this award to His Honour Justice Murray Sinclair. For his response to the award, CLICK HERE

Subsequent to the Symposium, Canada grieved the death of 215 Indigenous children whose remains were discovered in the grounds of a former Kamloops residential school in British Columbia. Then, another 751 unmarked graves of Indigenous children were discovered in Saskatchewan. His Honour Justice Murray Sinclair is a voice for justice for Indigenous children, their families and their community and he reminds us that the Truth and Reconciliation Commission outlined six specific calls to action that pertain to child deaths – including that records of children who died in care be released and that families be informed of where their deceased children were buried. To read the Truth and Reconciliation Report CLICK HERE

Assembly of First Nations Chief RoseAnne Archibald

Roots of Empathy congratulates RoseAnne Archibald, of the Taykwa Tagamou Nation in Ontario. She is the first female leader of the Assembly of First Nations (AFN), an advocacy organization representing 634 First Nations with 900,000 members. The first woman to hold the position of National Chief, Archibald has promised to work with governments to implement the Truth and Reconciliation Commission’s 94 calls to action. Archibald says “I know that with that heart-centred approach, together with any government we can move the yardstick, we can create quantum leaps of change and that’s my plan.” Among the issues she plans to focus on are the unmarked burial sites at former residential schools, murdered and missing Indigenous women and systemic racism. “With the recent discovery and recovery of our little ones across this country, we are all awake and what people need to understand and what people need to come to terms with is how settler Canadians have benefited from these colonial practices and how we, as Indigenous people, have been the target of genocide,” she said after the win. “We are going to stare this straight in the face and kick colonial policies to the curb. Change is happening.”

Her Excellency Governor General Mary Simon

It is with great honour that Roots of Empathy extends our congratulations to Her Excellency, Mary Simon in her newly appointed role as Governor General of Canada. This historic appointment is an important moment for the Inuit community and all Indigenous people. The Governor General is the Queen’s representative of Canada and acts as the country’s head of state. An advocate for Inuit rights for more than 40 years, Ms Simon will be the first Indigenous person to fulfill the role of Governor General of Canada. “My view is that reconciliation is a way of life and requires work every day,” Simon said. “Reconciliation is getting to know one another.”

Resources in Indigenous Languages

What is Roots of Empathy and Seeds of Empathy? – Indigenous Languages

Ojibway

Download Here

Cree Roman Orthography

Cree Syllabics

Mohawk

Cayuga

Parenting Through COVID-19 Video Series in Indigenous Languages

To help parents and educators during these challenging times, and beyond, Mary Gordon, Roots of Empathy’s Founder/President, created a parenting video series translated into six Indigenous languages: Mohawk, Ojibwe, Cree, Inuktitut, Wolastoqey, and Mi’kmaq.

Mi’kmaq