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Jaycob Jacques
Climate Change, Heat, Fires, & the Environment
Energy-Efficient Buildings
Invest in energy-efficient and sustainable school infrastructure that lowers long-term operating costs while improving learning environments. Where these investments generate savings, prioritize reinvesting those resources in classrooms, student services and activities.
Urban Heat
Identify schools with recurring temperature issues and prioritize cooling infrastructure, passive cooling and energy-efficiency improvements through capital planning. Establish clear interim measures during extreme heat while buildings are being upgraded.
Human Rights
Physical Accessibility
Make accessibility a priority when renovating existing schools, planning capital projects and purchasing infrastructure or equipment. Students, families, staff and visitors with disabilities should be able to participate fully in school life.
Recent Immigrants
Build on existing newcomer supports with accessible orientation, linguistic and community resources for students and families. Help newly arrived students succeed academically while developing a sense of belonging in their school and Francophone community.
Trans Rights & Access to Public Services
Support school environments where students are treated with dignity and protected from discrimination based on gender identity or expression. Ensure that inclusion policies translate into students being able to participate fully and safely in school life.
Local Government, Planning, & Democracy
Budgeting
Reduce avoidable operating costs and reinvest savings in the student experience.
Invest in energy-efficient and sustainable school infrastructure that lowers long-term operating costs while improving learning environments. Where these investments generate savings, prioritize reinvesting those resources in classrooms, student services and activities.
Good Governance
Make major board decisions and their rationale easier for school communities to understand. Support transparent reporting, responsible use of public resources and decisions informed by evidence and meaningful consultation.
Long-Term Plan
Identify schools with recurring temperature issues and prioritize cooling infrastructure, passive cooling and energy-efficiency improvements through capital planning. Establish clear interim measures during extreme heat while buildings are being upgraded.
Invest in energy-efficient and sustainable school infrastructure that lowers long-term operating costs while improving learning environments. Where these investments generate savings, prioritize reinvesting those resources in classrooms, student services and activities.
Public Engagement
Be present in school communities throughout the term, not only when major decisions arise. Provide accessible ways for families and community members to raise concerns, share ideas and understand decisions being considered at the board table.
Youth Engagement
Regularly seek student perspectives on board priorities and issues affecting their schools, and create direct opportunities for students to engage with their trustee. Student engagement should complement existing student representation and give more students opportunities to be heard.
Mental Health, Drugs, & Addiction
Mental Health Crisis Response
Apply an active offer approach to student mental health so that support is offered proactively rather than relying solely on students to identify a problem and ask for help. Build regular opportunities for age-appropriate wellness check-ins into existing student-support structures and strengthen connections to appropriate services when additional help is needed.
Mental Health in Schools
Apply an active offer approach to student mental health so that support is offered proactively rather than relying solely on students to identify a problem and ask for help. Build regular opportunities for age-appropriate wellness check-ins into existing student-support structures and strengthen connections to appropriate services when additional help is needed.
Reconciliation & Indigenous Nations
Indigenous Schooling
Support Indigenous-led learning and sustained partnerships with First Nations, Inuit and Métis people and organizations. Continue creating opportunities for students to learn from Indigenous knowledge, perspectives and lived experiences rather than treating Indigenous education as a single event or lesson.
Residential Schools
Continue implementing the education-related Calls to Action of the Truth and Reconciliation Commission and ensure students learn about the history and continuing impacts of residential schools in an age-appropriate and meaningful way.
Schools & Public Education
Artificial Intelligence in Schools
Develop AI literacy that teaches students both how to use emerging tools and how to understand their limitations. Protect student privacy, maintain academic integrity and ensure AI supports critical thinking and learning rather than replacing them.
Bullying & Bigotry
Ensure students understand how and where to report bullying or discrimination and can expect appropriate follow-up. Use prevention, education and accountability together to foster school environments where students feel safe reporting concerns.
Indigenous Schooling
Support Indigenous-led learning and sustained partnerships with First Nations, Inuit and Métis people and organizations. Continue creating opportunities for students to learn from Indigenous knowledge, perspectives and lived experiences rather than treating Indigenous education as a single event or lesson.
Media Literacy & Critical Thinking
Equip students to evaluate sources, recognize misinformation and manipulated content, distinguish evidence from assertion, and understand how algorithms and digital platforms shape the information they encounter.
Neurodivergent Students & Support
Centre lived experience when developing supports for neurodivergent students by meaningfully involving neurodivergent students and people in their design and evaluation. Pair appropriate individualized accommodations with learning environments designed to recognize different strengths, needs and ways of learning.
Student Involvement & Engagement
Regularly seek student perspectives on board priorities and issues affecting their schools, and create direct opportunities for students to engage with their trustee. Student engagement should complement existing student representation and give more students opportunities to be heard.
French-language and Franco-Ontarian vitality
Create and support opportunities for students to live in French beyond formal classroom instruction through cultural experiences, community partnerships, leadership and extracurricular activities. French-language education should help students develop a lasting connection to the language and to Ontario's Francophone community.
Biography
Jaycob Jacques is a Franco-Ontarian who completed his elementary and secondary education entirely in French and is pursuing postsecondary studies at the University of Ottawa. Growing up in Ontario's French-language education system shaped his connection to the Francophone community and his understanding of the important role our schools play in sustaining French language and culture.
His involvement began through school and community initiatives and has continued through youth leadership, advocacy and community organizing. He has worked with ACFO du Grand Sudbury and has been recognized for his involvement in the Francophone community, including through the Gaétan-Gervais scholarship.
Through leadership roles in provincial and community organizations, Jaycob has developed experience in governance, communications, strategic planning, volunteer coordination and community engagement. He has worked with people across different communities and generations and has experience turning ideas into organized initiatives.
His continued work with young people has reinforced his belief that students should have meaningful opportunities to participate in decisions that affect them. He believes institutions should actively seek out the perspectives of the people they serve and make it easier for students and families to be heard.
As a candidate for CECCE trustee in Sector 6, Jaycob brings recent firsthand experience with Ontario's French-language education system together with experience in community leadership and Francophone advocacy. He wants to provide students, families and school communities with accessible, engaged and responsive representation at the board table.
Jaycob Jacques est un Franco-Ontarien qui a fait toutes ses études élémentaires et secondaires en français et qui poursuit des études postsecondaires à l'Université d'Ottawa. Son parcours dans le système d'éducation de langue française de l'Ontario a façonné son attachement à la francophonie et sa compréhension du rôle essentiel que jouent nos écoles dans la vitalité de la langue et de la culture françaises.
Son engagement a commencé par des initiatives scolaires et communautaires et s'est poursuivi dans le leadership jeunesse, la défense des intérêts de la francophonie et l'organisation communautaire. Il a notamment travaillé auprès de l'ACFO du Grand Sudbury et a été reconnu pour son engagement dans la communauté francophone, notamment par l'obtention de la Bourse Gaétan-Gervais.
Grâce à ses différents rôles de leadership au sein d'organismes provinciaux et communautaires, Jaycob a acquis de l'expérience en gouvernance, en communications, en planification stratégique, en coordination de bénévoles et en mobilisation communautaire. Ces expériences l'ont amené à travailler avec des personnes provenant de différents milieux et de différentes générations ainsi qu'à transformer des idées en initiatives concrètes.
Son travail auprès des jeunes a renforcé sa conviction que les élèves doivent avoir de véritables occasions de participer aux décisions qui les touchent. Il croit que les institutions fonctionnent mieux lorsqu'elles vont activement à la rencontre des personnes qu'elles servent et facilitent la participation des élèves et des familles.
Comme candidat au poste de conseiller scolaire du CECCE pour le secteur 6, Jaycob apporte à la fois une expérience récente du système d'éducation de langue française de l'Ontario et une expérience en leadership communautaire et en engagement francophone. Il souhaite offrir aux élèves, aux familles et aux communautés scolaires une représentation accessible, engagée et à l'écoute à la table du Conseil.
Promises
Reason for running
French-language Catholic education has played an important role in my life. Having completed my elementary and secondary education entirely in French, I understand that our schools do more than provide an education. They help sustain our language, culture and Franco-Ontarian communities.
I am running because I believe students deserve a meaningful voice in the decisions that affect them. Having gone through the school system relatively recently, I bring a perspective that is often missing from governance discussions, while recognizing that good decisions require listening to students, families, educators and the broader school community.
I want the CECCE to be proactive rather than reactive. That means strengthening student well-being and mental-health supports, maintaining comfortable and welcoming learning environments, using resources responsibly, and ensuring students and families can easily communicate with their elected representative.
I also want to contribute to the continued vitality of French-language education. Our schools should be places where students not only learn in French, but develop a lasting connection to the language and the Franco-Ontarian community.
Above all, I am running to provide Sector 6 with accessible, engaged and responsive representation. I want to be present in our school communities, communicate openly about decisions at the board, and ensure the experiences of students and families are heard at the board table.
L'éducation catholique de langue française a joué un rôle important dans ma vie. Ayant fait toutes mes études élémentaires et secondaires en français, je sais que nos écoles font bien plus qu'offrir une éducation. Elles contribuent à faire vivre notre langue, notre culture et nos communautés franco-ontariennes.
Je me présente parce que je crois que les élèves doivent avoir une voix significative dans les décisions qui les touchent. Ayant moi-même fréquenté le système scolaire assez récemment, j'apporte une perspective qui n'est pas toujours présente dans les discussions de gouvernance, tout en reconnaissant que de bonnes décisions passent par l'écoute des élèves, des familles, du personnel scolaire et de l'ensemble de la communauté.
Je souhaite que le CECCE soit proactif plutôt que réactif. Cela signifie renforcer le bien-être et les soutiens en santé mentale des élèves, maintenir des milieux d'apprentissage confortables et accueillants, utiliser les ressources de façon responsable et veiller à ce que les élèves et les familles puissent facilement communiquer avec leur représentant élu.
Je veux également contribuer à la vitalité continue de l'éducation en français. Nos écoles doivent être des milieux où les élèves ne font pas qu'apprendre en français, mais développent aussi un lien durable avec la langue française et la communauté franco-ontarienne.
Surtout, je me présente afin d'offrir au secteur 6 une représentation accessible, engagée et à l'écoute. Je veux être présent dans nos communautés scolaires, communiquer ouvertement au sujet des décisions du Conseil et veiller à ce que les expériences et les préoccupations des élèves et des familles soient entendues à la table du Conseil.
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