POPLAR HILL — Keewaytinook Internet High School (KiHS) marked the grand opening of its new 2,544-square-foot classroom building in Poplar Hill First Nation on Thursday.
The expansion nearly doubled the size of its previous facility as part of its commitment to create a better learning environment for students in the remote Northern Ontario First Nation.
The expanded classroom also saw the appearance of Adam Beach, who made an announcement to students and staff regarding his new film school.
Rocky Landon, the principal of Ahgwahbuush Memorial School, runs a kindergarten to Grade 8 school in Poplar Hill. The KiHS initiative has aided its students and been in the community for around 25 years.
“Our children, when they graduate, often go to KiHS, which is an internet community-based high school,” said Landon.
He explained that the initative is an opportunity for students to get their high school education in the community rather than going out to communities like Dryden or Kenora and boarding in unfamiliar homes where they may not be family or culturally related.
However, he said the opportunity comes with the cost of a face-to-face environment with less stress on work and more on social development and becoming "better as a person."
“(It's) not the case that you work at your own pace, but set assignments done at a subscribed time,” said Landon.
He added that the option of staying and maturing in the home community also comes without the toys and recreational opportunities of other communities.
The close to 700-person community of Poplar Hill has a swimming pool and small family stores, but KiHS does not provide varsity sports, nor is there an indoor ice rink.
“(To have) opportunities in a non-aboriginal community, they have to give up family connections,” said Landon.
Sameer Kapar, a teacher and mentor of the KiHS in Poplar Hill, agreed students may not have access to the same recreational facilities or social opportunities as larger and traditional in-person schools.
However, he said allowing students to stay in their home community, where they can maintain connections to their family, culture and language, still offers a significant benefit.
“These connections are essential to their emotional and spiritual well-being. We also work to minimize this gap by organizing cultural, social and extracurricular activities within KIHS, helping students develop both academic and social skills through a culturally relevant and community-oriented approach,” said Kapar, in a written statement.
He said by promoting connections to traditional knowledge and community, students are empowered to develop life skills beyond academics.
“Our program emphasizes the importance of balance and wellness, preparing students to thrive both within their community and in the broader world. This new facility is a testament to our shared goal of nurturing a supportive environment where students can reach their full potential,” said Kapar.
Kapar explained the larger facility will enhance its capacity to provide a supportive and resource-rich learning environment.
“With the additional space, we can offer dedicated areas for technology use, quiet study and small-group learning, which are essential for promoting collaboration and focused academic work,” said Kapar.
“The expanded space also allows us to hold cultural and wellness activities, which are critical to integrating Land-based learning, traditional knowledge and language preservation into the curriculum. This aligns with our mission of fostering a holistic education that supports students’ well-being and success.”
He also noted that providing an online curriculum does pose unique challenges, including students needing to manage their time and learning independently, but KiHS addressed these challenges through their model’s embedded Indigenous wellness teachings, emphasizing a balance between the mental, spiritual, physical and emotional aspects of life.
Their staff provides personalized support through regular check-ins, mentorship and access to mental health resources.
“By incorporating both structured guidance and cultural teachings, we aim to reduce stress and build resilience in our students,” said Kapar.
