SCHOOLS ACROSS CANADA • LOCALLY LED / SHARED SUPPORT
YOU SHOULDN'T HAVE TO INVENT THIS ALONE.
Schools can be one of the strongest roots into the community. Young people say what they want to try. Schools and communities provide the front door. Qualified local providers lead the specialist skill. ROOTED works on the shared support around it—gear, transport, accessibility, funding, coordination and the next branch.
ROOTED. / SCHOOL ART LAB / WORKING CONCEPTS
ROOTED SCHOOL ART LAB.
A working wall for school lettering, identity experiments and merch-ready directions. Open a school profile for the sourced identity context behind each concept.
CONCEPT WORK — NOT OFFICIAL SCHOOL MERCH. Nothing here implies school approval or adoption. The Lab stays exploratory until a school chooses to take something forward.
Original ROOTED concepts. The images are AI-generated mockups, not manufactured-product photographs. Palettes are design proposals, not confirmed official school colours. These products are not school-endorsed. Tees and crewnecks are separate items.
ENTER THE GRAFFITI + LETTERING PATHWAY →CANADA / SCHOOL DIRECTORIES
Find your province or territory.
One Canadian starting point. Local school identities, local knowledge and room for every community. Browse the published directories or help introduce schools in your region.
British Columbia has registry-linked school browsing. Alberta has a partial first release. The other province and territory directories are not published yet; their links below start an introduction instead. Directory listings do not imply ROOTED partnerships or operating programs.
Canada school directories.
British Columbia is live with province-wide registry browsing. Alberta has a partial published directory. Every other province and territory stays visible here while its directory is built; those cards start an introduction for now.
AlbertaPartial directory publishedBrowse Alberta schools →British ColumbiaLive province-wide school registryBrowse B.C. districts →ManitobaDirectory not yet publishedIntroduce a school by email →New BrunswickDirectory not yet publishedIntroduce a school by email →Newfoundland and LabradorDirectory not yet publishedIntroduce a school by email →Northwest TerritoriesDirectory not yet publishedIntroduce a school by email →Nova ScotiaDirectory not yet publishedIntroduce a school by email →NunavutDirectory not yet publishedIntroduce a school by email →OntarioDirectory not yet publishedIntroduce a school by email →Prince Edward IslandDirectory not yet publishedIntroduce a school by email →QuebecDirectory not yet publishedIntroduce a school by email →SaskatchewanDirectory not yet publishedIntroduce a school by email →YukonDirectory not yet publishedIntroduce a school by email →
Public, Catholic and separate, francophone, independent and Indigenous-led education communities are welcome. Local priorities, languages, accessibility and community direction belong at the centre.
Bring your community into ROOTED →ONE SCHOOL FRONT DOOR. MANY BRANCHES.
1. Start with the young person and the learning goal
Start with what young people want to try and what they should be able to do. It might be swimming, riding, boating, navigation, photography, repair, a fire-safety skill or a technical project. Build a suitable learning experience around the interest—not a shopping list or a requirement to join a sport.
2. Use qualified local delivery
Use qualified local instructors, clubs, creative educators, technicians and suitable facilities. ROOTED's role is to help connect the pieces; school and community approvals, supervision and each specialist's limits still apply. A photography project at a sports venue needs its own appropriate access and safety arrangements.
3. Build shared equipment around real operations
A bike fleet, camera library and editing workstations need the same operational discipline: compatible equipment, inspection, booking, secure storage, maintenance, transport and replacement. Share suitable resources across projects, but keep each item's restrictions and each session's staffing requirements clear.
4. Show students the next branch
Help students see the next branch: another session, a club, mentor, recognized course, portfolio project, volunteer route, technical pathway or eventually paid work. Participation and public storytelling stay optional; youth are not unpaid promotional content.
What the root system needs from schools
Straight answers. What fits timetables? What creates supervision headaches? What transportation rules matter? What inclusion or accessibility requirements must be designed in? What would make a pilot genuinely useful instead of another cool idea that adds work?
See how photography and technical learning fit this shared model →
TALK TO ROOTEDPUBLIC SCHOOL SYSTEM • BRITISH COLUMBIA
SCHOOL DIRECTORYB.C. SCHOOL DIRECTORY
Find your district. Find your school.
Pick any B.C. district to open its current school list inside ROOTED, or use VIEW ALL B.C. SCHOOLS to search the province-wide registry in one place.
SD 5Southeast KootenaySD 6Rocky MountainSD 8Kootenay LakeSD 10Arrow LakesSD 19RevelstokeSD 20Kootenay ColumbiaSD 22VernonSD 23Central OkanaganSD 27Cariboo ChilcotinSD 28QuesnelSD 33ChilliwackSD 34AbbotsfordSD 35LangleySD 36SurreySD 37DeltaSD 38RichmondSD 39VancouverSD 40New WestminsterSD 41BurnabySD 42Maple Ridge Pitt MeadowsSD 43CoquitlamSD 44North VancouverSD 45West VancouverSD 46Sunshine CoastSD 47qathetSD 48Sea To SkySD 49Central CoastSD 50Haida GwaiiSD 51BoundarySD 52Prince RupertSD 53Okanagan SimilkameenSD 54Bulkley ValleySD 57Prince GeorgeSD 58Nicola SimilkameenSD 59Peace River SouthSD 60Peace River NorthSD 61Greater VictoriaSD 62SookeSD 63SaanichSD 64Gulf IslandsSD 67Okanagan SkahaSD 68Nanaimo LadysmithSD 69QualicumSD 70Pacific RimSD 71Comox ValleySD 72Campbell RiverSD 73Kamloops ThompsonSD 74Gold TrailSD 75MissionSD 78Fraser CascadeSD 79Cowichan ValleySD 81Fort NelsonSD 82Coast MountainsSD 83K̓wsaltktnéws Ne Secwepemcúl’ecwSD 84Vancouver Island WestSD 85Vancouver Island NorthSD 87StikineSD 91Nechako LakesSD 92Nisga'aSD 93Conseil scolaire francophone
All 60 B.C. public school district cards now stay inside ROOTED. District pages load current Government of B.C. K–12 registry records, and every listed school opens a ROOTED school profile with official contact links and clearly separated identity support.
Directory source: Government of British Columbia K–12 school registry. ROOTED keeps verified school facts separate from branding concepts and updates identity information as it is confirmed.
Share this page with a school or district to start a ROOTED conversation.
Every district card opens its current provincial school roster.
FOR SCHOOL BOARDS, DISTRICTS & EDUCATION AUTHORITIES
A locally designed school pilot
ROOTED proposes a school-connected pilot that gives students repeated, affordable access to real outdoor, sport, water and safety skills without requiring families or schools to own the whole system.
12 monthsBuild, run and evaluate a repeatable pilot
~1,500 youthYear 1 planning target
4 branchesSafety spine, water, snow and wheels/outdoors
Shared fleetsInspection, service, deployment and retirement tracked
What ROOTED handles
- Qualified delivery partners, scheduling templates and school-ready communication.
- Branch-specific safety rules, supervision expectations and emergency thresholds.
- Shared equipment logistics, sizing, storage, maintenance and lifecycle control.
- Participation, attendance, safety, partner and progression tracking.
- A 90-day decision gate before larger capital commitments.
What the school or education authority brings
A named district sponsor, school champions, calendar windows, internal approval routes and participation in monthly pilot review.
The 12-month timeline and youth figures describe the proposed first pilot, not a commitment or national operating total. Schools in any province or territory can start a planning conversation; timing, scale, approvals and delivery must be worked out locally.
FOR SCHOOLS + DISTRICTS
A BIGGER MENU WITHOUT A BIGGER BURDEN.
ROOTED is designed to help schools give students real access to sport, outdoor skills and community capability without asking teachers to become equipment managers, specialist instructors, risk consultants, fleet coordinators or transport operators. The school stays the trusted on-ramp. ROOTED helps connect the pieces around it.
MORE ACCESS
Whole classes can encounter activities that are usually filtered by family income, gear ownership, transport or prior knowledge.
LESS REINVENTING
Use existing qualified community delivery instead of rebuilding a ski school, bike program, paddling program or technical shop inside a school.
SHARED EQUIPMENT
Gear can be pooled across schools and seasons with actual maintenance, fit, transport, storage and retirement rules behind it.
REAL NEXT STEPS
Students leave knowing where to continue locally if something clicks — club, course, mentor, certification, volunteer role or job pathway.
What this is — and what it is not.
ROOTED is not asking schools to bolt a giant new curriculum onto an already crowded timetable. It is not asking districts to own every piece of specialist equipment. It is not asking teachers to certify themselves in every branch. It is a shared delivery model that starts with the learning goal and then assembles the safest, simplest local route to the experience.
The school provides the student connection, educational context, timetable reality and the things only the school can know about its learners. Qualified local organizations provide the specialist activity. ROOTED works on the connective tissue: gear, logistics, introductions, scheduling patterns, shared documentation, data, maintenance systems and the next-step map.
A typical ROOTED module.
1 — START WITH THE LEARNING OUTCOME
What should students actually be able to do, understand or safely experience? Balance on a bike. Read basic water conditions. Fit a PFD correctly. Understand avalanche terrain at an age-appropriate level. Learn a first aid principle. Try Nordic skiing. Cast a fishing rod. Maintain a chain. Paddle with control. Recognize when conditions say “not today.” The outcome comes before the shopping list.
2 — MATCH THE RIGHT LOCAL DELIVERY
ROOTED identifies an appropriate club, instructor, operator, facility or safety organization where one exists. The goal is to strengthen existing local capability, not compete with it. Where capacity is missing, the gap becomes visible and can be worked on deliberately.
3 — SOLVE THE GEAR + MOVEMENT PROBLEM
What sizes are needed? What can be shared across schools? Where is it stored? Who checks it? How is it cleaned? How does it get to the students? What happens if something breaks? That is the difference between a cool idea and a repeatable program.
4 — USE RECOGNIZED SAFETY PRACTICE
Specialist branches should use qualified people and recognized standards. ROOTED's role is not to invent technical standards. It is to make the operating environment clearer: roles, checks, communication, records, emergency planning and the right referral to recognized expertise.
5 — END WITH A NEXT STEP
Students who want more should not be dropped at the end of an introductory day with no idea what comes next. A good module points toward the nearest affordable next move: a club, community session, lesson, course, certification, volunteer role, youth leadership route or related technical work.
What ROOTED can take off the school's plate.
ROOTED WORKS ON
Partner discovery and coordination. Shared-fleet planning. Equipment tagging and lifecycle. Repair/service pathways. Program templates. Logistics patterns. Funding and in-kind relationships. Progression maps. Reusable documentation. Participation and asset data. Cross-school scheduling opportunities. Learning from one school and sharing it with the next.
SCHOOLS KEEP CONTROL OF
Student needs. Educational purpose. Timetable. Consent. Supervision requirements. Accessibility and inclusion needs. Internal approvals. Family communication. School-specific culture. Whether a proposed experience belongs in the school at all.
The first proposed proof point.
The current planning model is a 12-month Vancouver Island proof-of-concept built around a school cluster and approximately three to four strong activity branches supported by a common safety and operations spine. The working target is roughly 1,500 unique young people gaining meaningful access, with repeat opportunities built in where possible. Those are planning assumptions for design and fundraising — not promises or reported results.
The aim is not to launch every imaginable activity at once. The aim is to prove that the same operating architecture can work across very different branches: for example water, snow, wheels and an outdoor/field branch. If shared gear, qualified delivery, logistics, safety, participation data and progression can work across those, the system becomes much more valuable than a single standalone program.
THE SCHOOL BENEFIT
ONE SYSTEM CAN UNLOCK MANY EXPERIENCES.
A district should not have to negotiate an entirely new operating universe every time a teacher wants students to try something real. ROOTED's value increases as the shared layer gets better: one asset system, one pattern for partner intake, one approach to equipment condition, one place to learn what worked, one way to see where students can go next.
Examples of what could sit on top of the system.
WATER
Swimming access, lifesaving exposure, paddling, boating safety, marine awareness and routes toward lifeguarding or instruction where qualified local delivery exists.
SNOW
Skiing, snowboarding, Nordic, winter travel judgment and routes toward clubs, instruction, patrol or technical service.
WHEELS
Cycling, BMX, MTB, basic maintenance, trail etiquette, coaching exposure and routes toward mechanics or community clubs.
OUTDOOR + FIELD
First aid, stewardship, fishing, navigation, hiking, camping skills and other locally relevant capability supported by appropriate specialists.
Inclusion has to be designed in early.
“Open to everyone” is not the same as accessible. Equipment sizing, adaptive options, sensory needs, transportation, cost after the first experience, cultural safety, language, gendered participation patterns and the confidence to enter an unfamiliar space all affect whether access is real. ROOTED should use school and community knowledge to identify those barriers before a program is treated as finished.
School identity can be part of belonging, too.
ROOTED's school-profile work can also help schools that want stronger team or activity identity. Where a school already has an established mascot, colours or team name, the job is to respect and organize it. Where identity is missing or inconsistent, ROOTED can offer place-based naming ideas, colour direction and simple merch-ready starter assets. Indigenous names, symbols and culturally specific identity work should always be community-led rather than invented externally.
What ROOTED needs from a school or district.
Straight answers are more valuable than enthusiasm. What fits the calendar? What creates supervision headaches? What transport rules matter? Which students are still being missed? Where does gear currently sit unused? Which teachers are already doing heroic work that should be supported rather than duplicated? Which community organizations have capacity? What would make this genuinely easier instead of becoming another well-intentioned thing staff have to carry?
A PRACTICAL FIRST CONVERSATION
A school or district does not need to commit to a full program to start. ROOTED can begin with one branch, one grade, one equipment problem or one existing activity that would work better with shared infrastructure around it.
SCHOOL IDENTITY → CREATIVE PATHWAY
THE ART CAN BE A DOOR, NOT JUST A LOGO.
ROOTED school graffiti concepts can point young artists toward legal walls, mural mentors, lettering, print, media, design and paid creative work. Schools can help identify space, local artists and real projects without turning student work into free marketing.
OPEN THE SCHOOL ART LAB →