Projects
Strengthening Schools Through Community Partnership: Five Districts Advance Student Well-Being with Support from the Consensus Council & Restorative Practices Council
Five North Dakota school districts participated in a collaborative grant initiative supported by the Consensus Council and the Restorative Practices Council, each designing programs that strengthened student well-being, expanded learning opportunities, and deepened school–family–community partnerships.
Across the participating districts, grant funds supported a wide range of student-centered initiatives: school-based mental health services at South Central High School; a culturally grounded Drum Group program that engaged students in music, leadership, and public performance; a districtwide Parent Advisory Council structure that elevated family voice and strengthened attendance efforts; a multi-session cultural learning and arts program through the I.D.E.A. Club; and community engagement and school climate efforts at Divide County Schools.
These programs collectively increased student engagement, improved access to supportive services, expanded opportunities for cultural learning, and created meaningful spaces for families to partner with schools. Students built confidence, connection, and skills through hands-on activities and public events, while staff gained tools to strengthen relationships and promote positive school environments.
Through this partnership, schools across the state demonstrated how locally designed programs—supported by strategic collaboration and flexible funding—can positively impact student experience, strengthen community ties, and advance long-term success for learners and families.
South Central High School (SCHS) is Bismarck Public Schools’ alternative high school, serving students ages 16–21 in a trauma-informed environment designed for healing, stability, and academic success. Many of our students face barriers such as housing instability, economic hardship, safety concerns, and mental health challenges.
With support from the Consensus Council and in collaboration with the Restorative Practices Council Advisory Committee, SCHS strengthened one of our most essential services—school-based mental health care. In partnership with DeCoteau Trauma-Informed Care and Practice, a licensed clinical psychologist provides free, on-site therapy to students, eliminating barriers like transportation, insurance limitations, and provider turnover.
Last year, more than 175 hours of mental health services were delivered, including individual psychotherapy, trauma-focused groups, attachment support for young parents, staff consultation, and school-wide wellness activities. Students received consistent, culturally responsive care that improved their coping skills, emotional well-being, and connection to school.
Thanks to this investment, SCHS is better equipped to support students on their path to graduation and long-term success.
Divide County School District- The Empowering Equity project, supported through grant funding, enabled Divide County School District to provide students with meaningful learning experiences, enhanced resources, and stronger support systems that contribute to a positive and engaging school environment.
Across the grant period, students participated in cultural learning trips that introduced them to new foods, traditions, and experiences beyond the classroom. These activities sparked curiosity, encouraged respectful dialogue, and helped students better understand the wider world. Grant funds also expanded the school library with books featuring a broad range of stories, family backgrounds, and global perspectives. Teachers reported increased student interest and use of these materials in class discussions.
The district hosted its first community event featuring guest speaker Thane Solberg, creating space for education, awareness, and connection among students, families, and community members. Staff also received restorative practice training, equipping them with practical tools for addressing conflict, strengthening relationships, and supporting student well-being.
Additionally, students were able to participate in the Minot State University Graduation Powwow—an experience that highlighted cultural celebration, academic accomplishment, and regional traditions.
Impact:
- Increased student engagement through hands-on learning activities
- Strengthened school climate through improved conflict-resolution approaches
- Expanded access to age-appropriate, globally informed educational materials
- Enhanced family and community connection through district-hosted events
- Meaningful cultural and educational experiences for students across grade levels
Thanks to the support of funders, these initiatives provided students with enriching opportunities, expanded staff capacity, and contributed to a more connected and supportive learning environment districtwide.
Four Winds Community School- With support from the Consensus Council, the Drum Group Initiative provided students in grades 3–8 with an enriching after-school program focused on music, cultural learning, and creative expression. Grant funds supported two Drum Group instructors and the purchase of program materials, including a custom Dakota powwow drum, drumsticks, and fabric for ribbon skirt and ribbon shirt projects.
Students met twice a week to learn prayer and flag songs, basic Dakota language through song, traditional hand games, and sewing skills used to create their own ribbon designs. Throughout the year, students performed at school and community events, including Native American Heritage Month activities, Four Winds High School basketball games, Minnie H Kindergarten Center, the State Capitol, local elder luncheons, and the district’s first Native Youth Fashion Show.
These experiences strengthened students’ confidence, leadership, and pride while deepening connections between school, families, and the broader community. Many students who had never participated in after-school programming joined for the first time, and community partners—including UND Connect, FWHS, Spirit Lake VFW, Ft. Totten Food Distribution, and the FACE Program—helped expand opportunities for students to showcase their learning.
The initiative not only preserved and celebrated cultural traditions but also inspired students creatively and academically, offering them hands-on experiences, mentorship, and meaningful public recognition. The Consensus Council was able to witness this impact firsthand at multiple student events, demonstrating the powerful outcomes achieved through this investment.
Belcourt School District-Grant funds supported the creation and implementation of the District Parent Advisory Council, Niigaanii (S(h)e Leads), a new structure designed to deepen family engagement and strengthen connections between schools, families, and community partners. Each school launched a Parent Advisory Council (PAC), and representatives from these groups joined the district-level DPAC to provide ongoing input to principals, district leadership, and the Superintendent.
Through this structure, families contributed to reviewing engagement policies, shaping school improvement plans, and strengthening communication with educators. Community partners played an essential role by expanding resources available to students and helping reinforce school–community relationships.
Grant funds also supported the districtwide launch of a new attendance initiative, including a tiered intervention system introduced during staff professional development. This program provided clear strategies for improving attendance and supporting students who need additional encouragement to stay on track.
Additionally, a redesigned high school open house—piloted with grant support—generated record parent participation. By inviting families into smaller, classroom-based gatherings, teachers built stronger relationships with parents, creating a more welcoming and collaborative environment.
Together, these efforts advanced the goals of Niigaanii by improving family engagement, enhancing communication, strengthening partnerships, and supporting the district’s mission to increase student success and positive school experiences.
Wahpeton Public School District-Grant funds supported the creation and launch of the L.I.D.E.A. (Inclusion, Diversity, Empowerment, and Achievement) Club at Wahpeton Elementary School. In partnership with Circle of Nations School, students in grades 1–5 participated in a series of project-based learning sessions throughout the school year, exploring traditional arts, hands-on activities, and cultural experiences. Grant funding provided instructional support, art supplies, transportation, coordination, meals, and family engagement opportunities.
Students took part in activities such as regalia making, beadwork, weaving, dream catcher projects, dancing, and a culminating family gathering featuring a traditional meal and round dance. Caregivers were invited to join sessions, with many expressing appreciation for the opportunity to learn alongside their children. Monthly attendance incentives and transportation support ensured strong participation, resulting in nearly perfect attendance for the group.
The program successfully built a learning community, strengthened partnerships with Circle of Nations School, and increased engagement among families—many of whom requested that the club continue into the next school year. Students expressed pride in sharing what they learned, including demonstrating regalia and dance styles to their peers. Staff also observed improved relationships with families and increased student enthusiasm for attending school on club days.
This first year of L.I.D.E.A. demonstrated strong interest, high participation, and meaningful impact on student engagement, family connection, and overall school community involvement.
