The need for cybersecurity education and evolved anti-cyberbullying measures

Youth Think Tank Report 2019 Foreword

Dear Reader and Supporter,

We at YouthTalkNation believe that youth should be given a voice in what affects them most.

That youth should be engaged consistently and proactively by government, industry and the

community to determine what policy, what product, what support do our next generation need

to ensure that they are better equipped to create success for themselves and those around

them. However, we also believe that conversations need to be constructive and dialogue needs

to be met with united community action.

As a youth think tank, YouthTalkNation is a platform where youth feel empowered to share their ideas, and their solutions are magnified to the highest level of government and industry in communitiesaround the world. Leaders are born through challenge and adversity, however great leaders are created through mentorship and feedback. As you read this report, we urge you to consider how we can support our youth not just in the generation of ideas, but in the implementation of their solutions, especially in the area of cybersecurity education.

YouthTalkNation’s YouthTalkTech, strives to ensure our youth are considering technology not just as a tool for innovation, productivity and connection but also the potential risks that are hidden within. As our integration with the online world grows, the urgent need for education in responsible and safe technology use become more and more apparent. Our first youth think tank event hosted on October 5th, 2019 at the Terminal City Club in Vancouver, BC was the beginning of such a dialogue, and this report to garner the support and attention of the greater community. We sincerely hope you take the thoughts of our next generation into consideration and together join the conversation.

The time to take action is now.

Thank you,

Franco Ng, Seek to Inspire President and Founder, YouthTalkNation

1 About

YouthTalkNation is the premier youth think tank for government, industry and community created by BC registered non-profit World Youth Leadership Foundation. Operating on a mentorship and case-conference model, YouthTalkNation empower young leaders to provide constructive solutions to a wide variety of organizations and drive directional change in government policy and market trends.

As a value-add program, YouthTalkNation strengthens inter-school and community bonding through cross-district and cross-industry implementation of youth ideas. YouthTalkNation currently have high school student representatives across 15 schools and 4 school districts including Vancouver, Richmond, Delta, and Surrey.

Objectives and Methodology

The objective of the report is to analyze and provide recommendations to the current issues present within high schools from the increase use of technology by students. Lead user interviews were performed to determine the areas of focus and a case-competition of 20 high school teams across the lower mainland was held on Octoberth 5 , 2019 to analyze and design solutions to the following topics:

1. Cyberbullying Reporting System - Analyze the current system for reporting and addressing cyberbullying within your schools. Improve upon or design and implement a new cyberbullying reporting system.

2. Targeting Online Apathy - 60% of young people have witnessed online bullying against someone they know but do not intervene.1 Design and implement a better program across schools to better target online apathy or prevent negative online behavior.

3. Extremism Prevention - Youth are often prone to visit websites with extremist views and bring these ideas back into school.2 Design and implement a solution to prevent or raise awareness against extremist websites.

Specific ideas or views from individual teams are directly cited within the footnotes, with recurring ideas and solutions referenced in the bibliography. All pitch decks and team presentations from the competition will be made available online at www.youthtalknation.com or please contact [email protected].

1 (the Children’s Society, 2018) 2 (Ballantyne, 2019) 1 2 Disclaimer

This report is a summary and analysis of presentations made during the first annual “YouthTalkTech - Youth Cybersecurity and Anti-Cyberbullying Case-Competition” hosted on Octoberth 5 , 2019, however it is not wholly representative of any participating schools or students. The preparer of this report makes no guarantee, warranty or representation whatsoever about the accuracy or completeness of any information provided.

As the reader of this report, it is the reader’s responsibility to independently confirm the accuracy and completeness of all material information before utilizing the information herein. This report is not a substitute for your thorough due diligence investigation of any ideas and opportunities. The preparer of this report expressly denies any obligation to conduct a due diligence examination for the reader.

Any projections, opinions, assumptions or estimates used in this report are for example only and do not represent the current or future status or performance of anything. The value of an idea depends on factors that should be evaluated by yourself and your advisors.

Acknowledgements

Thank you to our Annual Sponsors CIYES Careers, SMARTSOHO Business Networking Club, Global Business Technologies Co. and Event Sponsors National Bank Financial, Johnny Cheung Wealth Management Group, Canadian Youth Leadership Training Centre, Diaz Combat Sports, Sala Thai Burrard, and Neptune Restaurant Group for supporting the development of young leaders across our community. Created By

Annual Sponsors

Event Sponsors

3 Table of Content

Foreword...... 01

About...... 02

Objectives and Methodology...... 02

Disclaimer...... 03

Acknowledgements...... 03

Executive Summary...... 05

The Problem...... 06

The Process...... 07

The Recommendations...... 08

To Educate and Prevent...... 08

To Identify and Report...... 11

To Follow-Up and Correct...... 12

Risk and Mitigation...... 13

Conclusion...... 15

References...... 16

Appendixes...... 17

Appendix I - Attended Student Teams and Contributors...... 17

Appendix II - Keynote Speaker and Judges Panel...... 20

Appendix III - Preliminary Round Scoring Rubric...... 22

Appendix IV - Final Round Scoring Rubric...... 23

Appendix V - Our Team...... 23

3 4 Executive Summary

In September 2016, the BC provincial government announced an overhaul of the provincial curriculum3, increasing the use of technology in the classrooms and programming courses to students as young as Gr. 6.4 However, with the greater integration of technology at an earlier age, comes the growing concerns of cybersecurity, online privacy, as well as cases of cyberbullying. Unfortunately, students who are the most affected by the growing influence of technology and social media were not included in the process of designing such a curriculum with limited measures introduced to educate students about the area of online safety to combat or measures to combat online issues affecting students today.

Cyberbullying, unlike traditional bullying, can occur at any moment and at any place, providing little to no reprieve for the victim. Traditionally, methods of reporting require students to take initiative in sharing their issues or witnessed incidents in person with a school counselor. However, anonymity of the reporter or victim was not guaranteed, and counselors often had the liberty to involve the perpetrator, parents or law enforcement to resolve raised issues.5 Non-consensual disclosure of information leads to students fearing being labelled as a “snitch” resulting in innate distrust within the system between student and counsellor. With bullying and preferred communication methods shifting online, reliance on offline, in-person counselling is no longer the best option. Ease of reporting through online channels and maintaining anonymity must be at the core of a new reporting system.

Students believe a shift in power dynamics between the school’s counseling body and student body is needed. Students recommend playing a larger role in peer mentorship, guidance and education of younger students in the area of positive online behavior. However, this does not address the root issue of poor online behavior or online apathy. The integration of technology within our daily lives and school curriculum must be met with equal efforts and resources in educating students about the much larger topic of cybersecurity, including online safety, privacy and critical analysis of online information. Students believe that the current school system lack measures to educate students in online issues and its methods in combating cyberbullying is archaic and designed to be reactionary and not preventative. Greater community and industry partnerships, along with value-added programs to schools are needed to educate students where the curriculum falls short and address the immediate concerns of online issues.

3 (Dolski, 2016) 4 (Applied Design, Skills, and Technologies, n.d.) 5 (Team 1 - “Igniters” Vancouver Technical Secondary, 2019) 5 The Problem

Cyberbullying is an issue rooted in a lack of early childhood education that leads to desensitization and low awareness, accumulating to online apathy. In contrast to traditional bullying cases, meanspirited comments or name-calling that may have been reprimanded if heard in person by authority or by peers, are often skimmed over when occurring online. The diffusion of responsibility when there is a large presence of others [online], along with no social expectations to speak up against negative online behavior discourages an individual from intervening in a difficult situation where they may have in person.6

“We all see the big hits, but no one sees the little punches”, small incidences of online harassment are not recognized or

corrected, leading to further desensitization or escalation.7 Innate distrust between the student and school counsellor exist as anonymity of the students are often not guaranteed. The power imbalance between student and counsellor both due to a generation gap, and positioned roles, further causes reporting through school counsellors to be viewed as intimidating by students. The integration of technology is a paradigm shift in the way society performs all its activities, and it needs to be met with a paradigm shift in education to begin the conversation of cybersecurity at a young age and to define and enforce socially acceptable online behavior.

6 (Team 12 - Crofton House, 2019) 7 (Team 9 - “Best of Prince of Wales” Prince of Wales Secondary, 2019) 5 6 The Process

Through lead user interviews, our team sought the expertise of teachers, administration, schoolboard staff, elected school trustees and officials to determine the most pressing online issues affecting schools today. Then through a full-day case-competition, 20 high school teams across the lower mainland, over 120 students across Gr. 10 – 12 came together to analyze and design solutions to these issues. They were evaluated based on several criteria including creativity, depth of analysis, measures of success, practicality, professionalism and more.

Keynote Speaker:

• Honourable Harjit Sajjan, Canada Minister of National Defence

Panel and Judges:

• Michael Lee, Vancouver-Langara MLA • Fraser Ballantyne, Vancouver School Trustee and former Vancouver Schoolboard Chairman • Jacyntha England, International Educator and Teacher • Leah Ding, Canadian Youth Leadership Training Centre Chairperson • Jonathan Hutchinson, Diaz Combat Sports Youth Director

All pitch decks and recorded presentations will be made available online at www.youthtalknation.com or please contact [email protected]. 7 The Recommendations

To Educate and Prevent

Currently, there is no district-wide effort or provincial curriculum to coordinate anti-cyberbullying efforts and individual schools are left to their own measures to raise awareness for the issue. An assortment of speakers, assemblies or workshop are common tactics used however such events are once-over occurrences with some schools left without any measures at all. Without an ongoing mandate and cooperation between schools, community, industry and government. Students are not led to believe positive online behavior is an important issue, resulting in little change to online apathy.

In contrast, student leadership and elected peer mentorship councils allow students to take a staple role in schools and provide opportunity for dialogue between peers. Student leaders can connect with their peers without barriers of age or imbalance of power that is present when speaking with adults, acting as both a communication medium and role models for their peers and younger students. It is further recommended that high schools should form strong relationships with their catchment elementary schools to mentor and further ease the transition of students as they graduate. Cybersecuirty and anti-cyberbullying aspects are recommended to be included in all present leadership programs or conducted as an

entity of its own.

7 8 • Professional Counselling Training – Student leaders should be trained and certified in mediation and counselling techniques to better handle cyberbullying situations amongst their peers and to increase a sense of responsibility and preparedness. “Snitching” should be redefined as a obligated and heroic act amongst peers. • Student Led Workshops – Peer mentorship workshops educating peers and younger students about responsible online behavior should be conducted within their own schools and with catchment elementary schools to begin building a societal culture of speaking against negative online conduct and ease student transition into secondary school.8 • Creating Conversation Culture – Student led, monthly open discussions about occurrences of negative online experiences of students should be conducted to create and foster empathy with victims. Hearing in-person the detrimental effects of negative online behavior on their peers and school environment will allow students to feel less distant from the situation leading to greater consideration of their own online conduct. • Student Led District-Wide Awareness Activities – A dedicated week or month during the school year should be used to promote positive online behavior in partnership with industry and community to foster empathy and raise awareness districtwide.9 This is important as it demonstrates a unified commitment to create change in the area of online behavior together.

8 (Team 10 - Prince of Wales Secondary, 2019) 9 (Team 14 - Windermere Secondary, 2019) 9 Outside of peer mentorship, it must also be noted that student leadership councils, along with special events, should only be supplementary to a robust education and prevention program integrated within the school curriculum with the purpose of having students consider their online actions at an earlier age.

As most of our activities including reading news, shopping, taxes, banking and more are shifting online, society has become more willing to share personal information and engage with others through the web. The prevention of cyberbullying is only one aspect of the issue that all youth should be educated on. The broader topic of “cybersecurity” needs to be a part of the conversation and the acronym “SAVE” was suggested to be used as the backbone of such a curriculum to speak towards the areas of online safety and responsibility.10 Example topic areas can include:

• Analyzing the sourcing and credibility of online news articles and material • The dangers of algorithmic feedback loops leading to a narrowed perspective and viewpoints11 • The potential long-term repercussions of a permanent digital footprint • The need to protect private personal and financial data shared online

The purpose of “SAVE” is to teach students how to properly navigate the web for their own safety and emotional well-bring

of themselves and others. Students need to understand the need for critically analyzing online information received and that they may be held accountable in the future for their present online conduct.

10 (Team 16 - “VCS Mediation 2” Vancouver Christian School, 2019) 11 (Sadagopan, 2019) 9 10 To Identify and Report

According to the latest research, on average, a child gets his or her first smartphone at 10.3 years old. That same study shows that by age 12, a full 50 percent of children have social media accounts (primarily Facebook and Instagram).12 The introduction of smartphones as the main method of communication have shifted social norms of current students to now prefer communication and activities to occur online rather than in person. An online reporting system as a new mean of communication between student and counsellor should be considered.

• Anonymous and Accessible – A simple online portal via browser directly on the school’s website or app allowing students to upload screenshots, videos or other incidents of negative online behavior should be considered. All students must first be registered to access the service to prevent misuse, however identities are not revealed unless consensus was provided or if terms were violated e.g. Upload of irrelevant or harmful material outside the context of cyberbullying • Direct and Casual – Walking into the counsellor’s office to share issues is considered by students to be a “big deal”. Online messaging can instead be used to follow-up with reporters or counsel victims as that is the student’s most comfortable form of communication. Online messaging is more “casual” which encourages students to speak up about their issues as they maintain a sense of anonymity and dismisses concern of “snitching” amongst peers. A request to schedule an in-person meeting can be made if counsellors believe it is necessary in order to resolve the issue or if greater support is needed.

12 (Curtin, 2017) 11 Lowering the barriers to reporting and counselling through an online portal is a solution in response to a shift in the social norm from in-person communication. It is crucial to ensure comfort and participation of students and can also be applied when tackling other common issues that arise during counselling.

An online portal can come in many formats such as an online report submission form, a community forum, or a direct live chat with counsellors or peer mentors. It is suggested that students often only need an accessible support group and not necessarily a direct involvement from the counselling body to resolve the issue.

To Follow-Up and Correct

Outside of the root problem of a lack of education, the issue of online apathy is two-fold. A lack of incentives to report as well as a lack of consequence to the perpetrator. Unlike bystanders who witness in-person harassment, intervening due to educated social expectation, current students are not engaged to intervene online because they don’t feel the need to do so, or they fear the potential backlash of being labelled as a snitch.

• Points System – Designed by each school, points lead to concrete rewards to identify student leaders, or penal- ties to discourage perpetrators are the quickest way of altering behavior. Those with low scores can assist in the school’s anti-bullying efforts or victim services organizations as a volunteer to foster understanding and empathy towards the victims.13

13 (Team 12 - Crofton House, 2019) 11 12 • Ongoing Support – Monthly check-ins and sharing cases and statistics of the school’s online reports can assist in broadening the conversation around the issue and foster empathy as students understand the consequences negative online behavior can have on their school environment. Dialogue must be consistent to demonstrate the importance of the issue. • Collecting Data– Measuring negative or positive online experiences through monthly surveys of the student body over time can be a measure of success of implemented programs. Students are constantly reminded to consider and evaluate the online conduct of themselves and others, leading to greater awareness online apathy.

Implementation Risks and Mitigation

Navigating the bureaucracy and stakeholders of the education system requires both time and tact. Key stakeholders are the same despite a wide variety of solutions, however dependent on the extent of implementation of the recommendations, challenges and timelines may differ. The introduction of increased workshops or bolstering an already present student leadership program is vastly simpler than introducing a new curriculum or overhauling the counseling reporting system. Key stakeholders include:

Students and Parents (High interest, low power) – The level of buy-in and participation of students remains the largest concern and is the core measure of success for any new program. Parents who are more engaged on the issue of online safety due to a concern for the wellbeing of their children are immensely important champions of the issue. Although nei- ther stakeholders have decision making power, they have the power to demand change if engaged. 13 • Students

o Risks: Low participation, little to no change in behavior o Mitigation: Involvement in the development, implementation and execution of new programs and school curriculum to ensure students support and affirmation of the initiative. • Parents

o Risks: Low participation, different perspectives and parenting philosophies o Mitigation: Cybersecurity workshops and seminars engaging parents through PAC to share tips on online safety and cases of cyberbullying within schools

Teachers and Schoolboard (High interest, high power) - Any changes or additions to the current system will increase the workload of teachers and admin as training and commitment to new programs is required. However, teachers and the schoolboard see firsthand the impact of cyberbullying across schools and are needed champions as they carry out the execution of suggested policies and programs.

• Teachers

o Risks: Time consuming, heavy workload, other priorities o Mitigation: Demonstrate strong student and parental support with initial work performed by students with teachers acting only as a sponsor. Increased funding by government to create resources and roles to support this cause. • Schoolboard

o Risks: New programs presents liability and risks, other priorities and low funding o Mitigation: Create a sense of urgency with strong student, parents, teacher and industry engagement, providing proven results from school’s pilot programs

Ministry of Education (High power, low interest) – The Ministry dictates the allocation of school funding as well as the introduction of any new curriculum or school program. The involvement from the Ministry level is unlikely as it requires immense buy-in from the community and provincial government.

• Risks: Lack of funding, action not timely, requires extensive research, disagrees with presented solutions • Mitigation: Create a sense of urgency with strong student, parents, teacher and industry engagement, provide proven results from school’s pilot programs

13 14 Conclusion

The integration of technology within our daily lives and school curriculum must be met with equal efforts and resources in educating students about online safety and acceptable online conduct. However, due to the rapid shift in social behavior caused by technology, a perfect educational solution implemented by the Ministry of Education in a timely fashion is not probable. Despite integrated education being the most ideal solution, structural changes to the curriculum require years of research, training, funding and navigating provincial bureaucracy and is not realistic to address today’s concerns.

It is recommended to begin with implementing the student recommendations that do not require Ministry support such as those listed under “Peer-Mentorship and Self-Governance”. Students need to be empowered with professional training, and industry support to lead the discussion around the issue of Cybersecurity and Anti-Cyberbullying. Student leadership councils, peer mentorship workshops, consistent student led discussions and district wide awareness activities remains to be the best first step to begin the broader conversation for structural change.

A grassroots movement suggests the participation of the greater community to voice their concern around the issue, with other high interest stakeholders such as parents and teachers being integral to the conversation. Not only do they need to be informed and educated but mobilized to be champions of the issue to the Ministry. The integration of technology is a paradigm shift in the way society performs all its activities, and it needs to be met with a paradigm shift in education to ensure our next generation is growing up protected and aware of the potential issues that may arise online activities.

15 References Applied Design, Skills, and Technologies. (n.d.). Retrieved from BC’s New Curriculum: https://curriculum.gov.bc.ca/curricu- lum/adst Ballantyne, F. (2019, August). Vancouver School Board Trustee. (F. Ng, Interviewer) Curtin, M. (2017, May 10). Bill Gates Says This Is the ‘Safest’ Age to Give a Child a Smartphone. Retrieved from Inc.: https:// www.inc.com/melanie-curtin/bill-gates-says-this-is-the-safest-age-to-give-a-child-a-smartphone.html Dolski, M. (2016, September 1). New school curriculum will teach B.C. students computer coding. Retrieved from the Globe and Mail: https://www.theglobeandmail.com/news/british-columbia/new-school-curriculum-will-teach-bc-students-com- puter-coding/article31686610/ Sadagopan, S. M. (2019, February 4). Feedback loops and echo chambers: How algorithms amplify viewpoints. Retrieved from the Conversation: https://theconversation.com/feedback-loops-and-echo-chambers-how-algorithms-amplify-view- points-107935 Team 1 - “Igniters” Vancouver Technical Secondary. (2019). Cyberbullying in Motion. Vancouver. Team 2 - “Wavechecks” John Oliver Secondary. (2019). Knowledge is Power. Vancouver. Team 3 - “RHS Elite” Richmond Secondary. (2019). Design a Better Cyberbullying System. Vancouver. Team 4 - “Friendship is the Best Ship” Eric Hamber Secondary. (2019). YouthTalkNation - Anti-Cyberbullying Competition . Vancouver. Team 5 - “The Griffins” Eric Hamber Secondary. (2019). Designing a Program to Prevent Cyberbullying. Vancouver. Team 6 - “McNair Marlins” Matthew McNair Secondary. (2019). Cyberbullying Case Competition. Vancouver. Team 7 - “The Thinkers/Doers” Templeton Secondary. (2019). Determined Individuals Who Are Ready to Make a Difference. Vancouver. Team 8 - “Kryptonite” Killarney and Churchill Secondary. (2019). Anti-Cyberbullying. Vancouver. Team 9 - “Best of Prince of Wales” Prince of Wales Secondary. (2019). Small Things Have a Big Impact. Vancouver. Team 10 - Prince of Wales Secondary. (2019). Cyberbullying - Prevention, Opposition, Elimination. Vancouver. Team 11 - “DT5” David Thompson Secondary. (2019). iTalk . Vancouver. Team 12 - Crofton House. (2019). Addressing Cyberbullying: One Report At a Time. Vancouver. Team 13 - “Explosive Chickens” Delta Secondary. (2019). A Solution to End Cyberbullying . Vancouver. Team 14 - Windermere Secondary. (2019). Rise. Vancouver. Team 15 - “VCS Peer Mediation 1” - Vancouver Christian School. (2019). Cyberbullying Intervention Association. Vancouver. Team 16 - “VCS Mediation 2” Vancouver Christian School. (2019). Our Prevention Initiatives. Vancouver. Team 17 - “Lord Byng” . (2019). Anti-Cyberbullying Case Competition. Vancouver.Team 18/19 -”Magee Gang & Mageeks” Magee Secondary. (2019). The SA Suspension System. Vancouver. Team 20 - Killarney Secondary . (2019). Reporting Reborn. Vancouver. the Children’s Society. (2018). Safety Net: Cyberbullying’s impact on young people’s mental health. London.

15 16 Appendices Appendix I - Attended Student Teams and Contributors

Team 1 “Igniters” - Vancouver Technical Secondary School Andrea Xie, Grade 12 Ghofran Al-Zurkhani, Grade 12 Krista Worden, Grade 12 Erica Luu, Grade 12 Jela Lorete, Grade 12

Team 2 “Wavechecks” - John Oliver Secondary School Jason Liang, Grade 12 Eric Lee, Grade 12 Owen Webb, Grade 12 Liam Buchan, Grade 12 JV Trivino, Grade 12

Team 3 “RHS Elite” - Richmond High Secondary School Martin Ng, Grade 12 Alex Guo, Grade 12 Vaibihav Sohnvi, Grade 12 Jonathan Tang, Grade 12 Steven Shao, Grade 12

Team 4 “Friendship is the Best Ship” - Eric Hamber Secondary Athena Hung, Grade 11 School Simran Mann, Grade 11 Liam Pon, Grade 11 Lincoln Macdonald, Grade 11 Spencer Izen, Grade 10

Team 5 “The Griffins” - Eric Hamber Secondary School Ben Soo, Grade 12 Topher So, Grade 12 Ryan Wong, Grade 12 Kenji Nakano, Grade 10 Luke Lee, Grade 12

Team 6 “McNair Marlins” - Matthew McNair Secondary School Arthur Pan, Grade 11 Cherry Ma, Grade 11 Katie Ma, Grade 11 Cindy Ho, Grade 11 William Joe, Grade 11

Team 7 “TheThinkers/Doers” - Templeton Secondary School Justin Leong, Grade 12 Kelly Wu, Grade 11 Johnny Yang, Grade 12 Tracy Huang, Grade 11 Stephanie Wu, Grade 11

17 Team 8 “Kryptonite” - Killarney Secondary School & Sir Winston Sarah Wong, Grade 11 Churchill Secondary School Valerie Tam, Grade 11 Eunice Tse, Grade 12 Kristy Hong, Grade 11 Samantha Lei, Grade 12 (Sir Winston Churchill Secondary School)

Team 9 “Prince of Wales” - Prince of Wales Secondary School Marcel Peplow, Grade 12 Alan Aquino, Grade 12 Samantha Lin, Grade 12 Jonah Fairweather, Grade 12 Connor Lee, Grade 12

Team 10 “The Best of Prince of Wales” - Prince of Wales Derek Liu, Grade 11 Secondary School Eric Haden, Grade 11 Mathew Drexel, Grade 11 Simon Xin, Grade 11 Pirro Ifti, Grade 11

Team 11 “DT5” - David Thompson Secondary School Michelle Vu, Grade 11 Katie Zou, Grade 11 Megan Yan, Grade 11 Amanda Yang, Grade 11 Sarah Rerecich, Grade 11

Team 12 “Crofton House School” - Crofton House School Nikki Wu, Grade 11 Selina Xu, Grade 11 Nancy Shen, Grade 11 Jessie Liang, Grade 11 Joanna Chen, Grade 11

Team 13 “Explosive Chickens” - Delta Secondary School Wendy Wu, Grade 11 Xiaoxiao Zheng, Grade 11 Trista Ding, Grade 11 Ruby Li, Grade 11 Harry Zhang, Grade 11

Team 14 “Windermere” - Windermere Secondary School Jessy Su, Grade 12 Erica Su, Grade 12 Justin Yan, Grade 12 Adarsh Vardhan, Grade 11 Charlotte Lemon, Grade 11

Team 15 “VCS Peer Mediation” - Vancouver Christian School Joshua Santos, Grade 12 Seren Ho, Grade 12 Bianca Ng, Grade 12 Matthew Chu, Grade 12 Megan Janke, Grade 12

17 18 Team 16 “VCS Peer Mediation 2” - Vancouver Christian School & AJ Yu, Grade 11 Hugh McRoberts Secondary School Ako Sotiroff, Grade 11 Sophia Nguyen, Grade 12 Noor Banwait, Grade 12 Joanne Yuan, Grade 12 (Hugh McRoberts Secondary School)

Team 17 “Lord Byng” - Lord Byng Secondary School Sophia Bi, Grade 10 Carys Dance, Grade 10 Darren Yang, Grade 10 Timothy Lin, Grade 10

Team 18 “Magee Gang” - Magee Secondary School Jenn Cheung, Grade 12 Chloe Wu, Grade 12 Taurus Ying, Grade 12 Pedro Santos, Grade 12 Adrien Kwan, Grade 12

Team 19 “Mageeks” - Magee Secondary School William chen, Grade 12 Eric Fang, Grade 12 Marko Juvan, Grade 12 Anthony Jordan, Grade 12

Team 20 “Killarney” - Killarney Secondary School Erin Dawson, Grade 11 Johanna Toth, Grade 11 Steven Kim, Grade 12 Kan Russell, Grade 12 Ahmed Morgan, Grade 12

19 Appendix II - Keynote Speaker and Judges Panel

Keynote Speaker - Minister of National Defence, Honourable Harjit Sajjan Honourable Sajjan was born in Bombeli a village in Punjab, India and was Canada’s first Sikh Minister of Defence, his area of governance also includes Canada’s cybersecurity and online privacy. He is a 11-year Vancouver Police Department detective with the gang crimes unit and was deployed 4 times overseas as a Lieutenant Colonel in the Canadian Armed Forces. Honourable Sajjan’s passion and mission is to ensure all youths no matter their background or circumstances are equipped to be future leaders of our community.

Judges Panel - Provincial MLA, Michael Lee Michael was elected the MLA for Vancouver-Langara in 2017. Michael has served as the past Chair of the Board of Directors of Arts Umbrella and Alumni UBC. He has also served as a past Vice-Chair and Board member of Science World British Columbia, SUCCESS and Leadership Vancouver. Michael is a past Board member of the YMCA of Greater Vancouver Foundation, the Justice Education Society of BC, Sustainable Cities International and the Downtown Vancouver Business Improvement Association.

Judges Panel - Vancouver Schoolboard Trustee, Fraser Ballantyne

Fraser brings 43 years of public education experience with the Vancouver School District to his role, including as a trustee and Board Chair in 2015, as well as a secondary teacher, counselor, school administrator and District management team member. He has worked extensively with English as a Second Language, special education, Downtown Eastside, Indigenous and southeast Vancouver youth, giving him valuable insight of issues and concerns of the diverse range of needs of Vancouver students, parents and educators

Judges Panel - Chair of Canadian Youth Leadership Training Centre, Leah Ding

Ding Liqin graduated from Shanghai University of Finance and Economics with a Master degree and served as the principal of Shanghai’s national key high school for nearly 20 years. She had a training program of two-track education system in Germany, and a program on education planning at the Ivy League School in the United States and UBC Canada. She has proficiency in education in China, USA, Canada and Europe.

19 20 Judges Panel - lnternational Educator, Jacyntha England

Originally from Victoria, BC, Jacyntha England is an international educator with twenty years of experience teaching in International Baccalaureate programs around the world, including Thailand, Tanzania, Kazakhstan and Singapore. She is also a published author of both fiction and non-fiction, and holds an M.A. in Educational Studies from the University of British Columbia. Working to build up and encourage youth is and always will be her lifelong passion, as wherever she has travelled, young people have taught her more than she ever thought possible about how to see the world with new eyes. Jacyntha currently works as a private tutor and facilitator for non-profit organizations in Vancouver, BC.

Judges Panel - Youth Community Leader and Leadership Speaker, Jonathan Hutchinson

Jonathan Hutchinson is the youth coordinator at Diaz Combat Sports and Fitness, the number one martial arts school in Vancouver. As youth coordinator Jonathan has worked with various schools (such as Strathcona elementary) provided free anti-bullying programs for the downtown Eastside, and helped when Diaz Combat Sports has provided it’s free women’s self defense program.

21 Appendix III - Preliminary Round Scoring Rubric

Situation and Problem Analysis Team Points Points Possible • Current issues were clearly identified /10 • Provided a clear problem statement /5 Recommendations and Decision Justification • Provided clear recommendations /10 • Outlined support for recommendations /10 • Recommendations were creative /10 • Alternative solutions were presented /5 Feasibility and Implementation Analysis • Measure of success was defined /10 • Plan of action was identified /10 • Risks and challenges were identified /10 Presentation • Quality of Presentation (Slide Clarity, Flow /10 and Organization, Communication Style, Timing) • Verbal delivery and professionalism /5 • Q&A Performance /5 Total Possible: 100

Comments and Notes

21 22 Appendix IV - Final Round Scoring Rubric

Situation and Problem Analysis Team Points Points Possible • Current issues were identified with strong /10 evidence and support • Provided a clear problem statement /5 Recommendations and Decision Justification • Clear linkage between identified issues and /10 proposed recommendation • Recommendations were creative /10 • Pros and cons of possible alternatives were /10 explored Feasibility and Implementation Analysis • Risks and challenges are relevant to recom- /10 mendation • Implementation plan was clearly explained, /10 timely and practical • Measures of success were well defined and /10 relevant • Stakeholder impact was considered /10 Presentation • Quality of Presentation (Slide Clarity, Flow /10 and Organization, Communication Style) • Q&A Performance /10 • Verbal delivery and professionalism /5 Total Possible: 105 Comments and Notes

23 Appendix V - Our Team

Franco Ng, 24 Tony Yue, 17, Medina Wardman, 17, Betty Pan, 16, Andrea Xie, 17, District President and Founder, Vice-President Vice-President Operations Vice-President Marketing Vice-President, Vancouver UBC Sauder Alumnus Gr.12 Magee Secondary Gr. 12 Magee Secondary Gr. 11 West Point Grey Acd. Gr. 12 Van Tech Secondary

Aaron Hung, 17, District Jonathan Hu, 17, District Jan Peng, 15, District Mia Hsu, 17, Vancouver Bella Chan, 15, Vancouver Vice-President, Delta Vice-President, Richmond Vice-President, Surrey Community Coordinator, Community Coordinator, Gr. 12 Delta Secondary Gr. 12 Richmond Secondary Gr. 10 Semiahmoo Secondary Gr. 12 Vancouver Christian Gr. 10 Lord Byng Secondary

Tyler Wong, 17, Vancouver Tiya Tanaka, 17, Vancouver Angus Lau, 17, Richmond Erica Luu, 17, Tina Tong, 17, Community Coordinator, Community Coordinator, Community Coordinator, Marketing Coordinator, Marketing Coordinator, Gr. 12 Eric Hamber Secondary Gr. 12 Eric Hamber Secondary Gr. 12 McMath Secondary Gr. 12 Vancouver Technical Gr. 12 Richmond Secondary

Bonnie Chen, 17, Arthur Pan, 17, Arnold Cheng, 16, Felix Tian, 15, Surrey Paige Ingram, 17, Student Marketing Coordinator, Gr. 12 Operations Coordinator, Gr. 12 Operations Coordinator Community Coordinator Representative, Gr. 12 Prince David Thompson Secondary Matthew McNair Secondary Gr. 11 Vancouver College Gr. 10 Semiahmoo Secondary of Wales Mini School

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Juna Kim, 17, Havana Xeros, 17, Ichiro Kubozuno, 17, Student Representative, Student Representative, Student Representative Gr. 12 St. Johns School Gr. 12 St. Johns School Gr. 12 Magee Secondary 23 24