This summer, KEYS Employment & Newcomer Services (KEYS) delivered a transformative ESL program for newcomer students in grades 4 through 12. With support from the Community Foundation for Kingston & Area, which provided a grant of $17,750, the six-week initiative welcomed approximately 80 students, with 63 students attending regularly by program's end.
The program, delivered in partnership with the Limestone District School Board and Central Public Elementary School, represented a major shift from previous years. Rather than operating at KEYS' office, classes now run in actual school classrooms from 9 AM to 3 PM.
KEYS staff also worked closely with families throughout the six weeks, supporting registration and attendance, following up when students were absent, and helping families navigate barriers to participation.
For many newcomer children, some having never been to school before or having their education interrupted by time in refugee camps, the setting itself became part of the learning.
"We wanted to give the students a sense of what school is like in Canada," explains Manal Salem, program manager at KEYS. "Some of them were learning classroom etiquettes and school routines, such as how to raise their hand and use a locker. These may be new experiences for newcomer students as they learn and adapt to a new school system. All of this has been an amazing experience."
The program served students from Syria, Somalia, Sudan, Yemen, the DRC, and other countries, with instruction divided across four morning and afternoon cohorts based on grade level. Teachers covered English language and literacy, mathematics and numeracy, Canadian geography and culture, and social-emotional learning. Beyond academics, the curriculum addressed classroom etiquette, teamwork, and communication skills.
Overall, the program was a valuable opportunity for refugee and newcomer students to continue building their English through reading, writing, conversation, games, and group activities. While improving their language skills, students also became familiar with teamwork, and communication. The program provided a space where they could make friends, build confidence, and feel more comfortable ahead of the new school year — helping to ensure a smoother transition.
The impact was visible within weeks. Teachers reported students developing confidence and independence. One young student who couldn't hold a pen to write her name at the program's start could write by week six. Another shy student who struggled to speak began confidently asking staff for help by program's end.
"The teachers dedicated their lunch breaks to sit one-on-one with students because they felt the students needed more support," Salem says. "Even though they were teaching two hours, they went above and beyond."
Snacks provided by community donations and the program budget, access to the school library and gymnasium, and materials developed by teachers and volunteers created a welcoming, supportive environment. High school students who supported younger siblings with homework could receive volunteer hours, adding another layer of community support. Attendance grew stronger as word spread, rising from 75% to more than 90% by program's end.
Looking ahead, KEYS hopes to expand next summer. The organization hopes to offer longer program hours, additional classrooms, and support for more students who have been in Canada for more than a year.
"The feedback from students and families has been overwhelmingly positive," Salem notes. "Families expressed appreciation for the program and asked if younger children could participate, reflecting the high level of satisfaction, and the feeling of care and support the program provides to students. That's what makes a program succeed."
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