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The Quebec Federation of Community Organizations has identified significant challenges related to the recruitment and retention of qualified workers in Family resource centres (FRCs). Inspired by community-based participatory research, this study seeks to better understand the work contexts in which employees in these centres evolve. Three main issues affecting work in FRCs were identified (i.e. underfunding, recruitment and retention difficulties, and lack of knowledge and recognition of FRC work), along with six work conditions that promote retention. The results provide insight into the structural conditions in which FRCs operate which contribute to workforce casualization.

Keywords: Family resource Centres, Organismes communautaires Famille, Working conditions, Conditions de travail, Labour shortage, Pénurie de main-d’oeuvre, Engagement, Commitment, Précarisation, Casualization

This study examines the impacts of inclusive education on the experiences of early-career preschool and elementary school teachers in Quebec. Using a qualitative methodology involving individual interviews, photo elicitation, and group interviews with 25 teachers, the study highlights the challenges of managing heterogeneous classrooms and insufficient resources. Findings reveal a persistent perception of a divide between so-called “regular” students and those requiring “inclusion,” as well as tensions between organizational expectations and on-the-ground realities. These challenges intensify teachers’ feelings of powerlessness and professional precarity, while underscoring an urgent need for systemic support and tailored training. The study concludes that while the principle of inclusion is widely supported, it remains a source of emotional and professional strain due to institutional shortcomings. The findings would advocate for rethinking training frameworks and investing in adequate resources to ensure equitable and sustainable inclusion.

Keywords: inclusion scolaire, inclusive schooling, insertion en emploi, professional integration, enseignement préscolaire et primaire, student heterogeneity, hétérogénéité des élèves, initial teacher training, formation initiale, preschool and primary teaching

Does the understanding and appreciation of humorous material evolve with age according to children’s need for humor? To answer this question, we presented 222 elementary school students, aged 8–10 years on average, with humorous comic strips taken from children’s literature. Using this material, they were asked to perform two tasks: a task involving the production of inferences to measure their level of understanding of humour, and a task consisting of evaluating the humour contained in the comic strips. The children’s propensity to produce, but also to seek out, humour was measured using a tool adapted to this population of young students: the French version of the Need for Humor Scale (Picard & Blanc, 2013). Two main results can be reported: First, the need for humour seems to follow a developmental curve, at least in the age group considered, with a greater propensity to seek humour than to produce it. Secondly, and surprisingly, the need for humour does not appear to mediate the relationship between age, understanding, and appreciation of humour in children. These results deserve to be considered in order to further explore and consolidate the idea that humour could be a lever to be used in the school context for pedagogical purposes.

Keywords: need for humour, besoin d’humour, humour appreciation, appréciation de l’humour, compréhension de l’humour, humour comprehension, BD humoristiques, humorous comic strips

During the transition toward the first year of elementary school, children must develop several skills related to executive functions that ensure their socio-emotional, behavioural, and cognitive success. Because this transition represents a pivotal moment, it seems essential to question ways to support the development of executive functions and to study teachers’ perceptions of and expectations towards related skills. The objective of this study is therefore to measure children’s executive functions during the transition to the first grade and to collect teachers’ perceptions and expectations of children’s socio-emotional, behavioural, and cognitive skills.

Keywords: Executive functions, fonctions exécutives, school transition, transition scolaire, éducation préscolaire, preschool education, first grade, première année, perceptions, perceptions, attentes, expectations, enseignantes, teachers, habiletés socioémotionnelles, socio-emotional skills, behavioural skills, habiletés comportementales, habiletés cognitives, cognitive skills

Keywords: glyphosate, Éducation au Développement Durable, problème pernicieux, débat

The integration of digital technology in secondary education is now essential. However, not all students have the same dispositions toward digital tools, nor do they benefit equally from digital technologies. This disparity can be attributed, on the one hand, to differences in how teachers use technology and, on the other hand, to the diversity of students’ needs and preferences. This study aims to highlight the variety of secondary students’ needs and preferences regarding digital technology use, aligning with the principles of Universal Design for Learning (UDL). More specifically, it seeks to understand and explain which digital practices adopted by teachers foster learning and engagement for a wide range of students, considering their individual needs from an inclusive perspective. It aims to answer the following question: Which uses of digital technology support students’ learning and engagement in secondary school courses, considering the variations in learners’ needs and preferences? Carried out using a qualitative descriptive methodological design, this study draws on individual interviews with 17 teachers and 40 secondary school students from various grade levels and schools across Québec. The results are organized around the three main principles of UDL in view of highlighting digital practices and uses that can support learning and engagement for a wide range of students in secondary education from an inclusive perspective.

Keywords: tecnologias educacionais, technologies éducatives, educational technologies, tecnologías educativas, conception universelle de l’apprentissage, desenho Universal para a aprendizagem, diseño universal para el aprendizaje, universal design for learning, engagement des élèves, compromiso de los estudiantes, student engagement, engajamento dos alunos, aprendizagem, aprendizaje, learning, apprentissage, pedagogía inclusiva, pédagogie inclusive, pedagogia inclusiva, inclusive pedagogy, necessidades dos aprendentes, besoins des apprenants, learner needs, necesidades de los aprendientes, préférences des élèves, preferencias de los estudiantes, preferências dos alunos, student preferences

The history of mental health in Quebec has often been reduced to the activities of national, provincial and local committees dedicated to its development, or to the initiatives of a few committed individuals. However, behind these highly visible standard-bearers lie institutions that served as pillars for the development of this movement. Such is the case of the Roy-Rousseau Clinic and the La Jemmerais School, founded in 1926 and 1928, respectively, within the Saint-Michel-Archange Hospital in Beauport. Promoting a social neuropsychiatry that was open to and connected with the community, these two institutions, designed to be complementary and to break with traditional methods of internment, helped to establish and develop mental hygiene in the Quebec City region and beyond. This article looks back at the transnational history of this first adult neuropsychiatry service and the first school for “educable abnormal” children in the province, and their role in the emergence of the mental hygiene movement in Quebec.

Keywords: Mental Hygiene, Hygiène mentale, neuropsychiatry, Neuropsychiatrie, Québec, Quebec, Roy-Rousseau Clinic, Clinique Roy-Rousseau, l’École La Jemmerais, La Jemmerais School

This study investigates how digital storytelling (DS) functions as a communicative strategy for the online presentation of local heritage. It aims to understand the extent to which DS mitigates digital disruption and supports inclusive, participatory, and identity-based narratives. The research applies a qualitative discourse analysis, complemented by a quantitative scope analysis, to a selected sample of 57 websites containing local heritage content. The analytical framework is organized into four levels of discourse analysis: textual, contextual, interactional/action-based, and ideological. The websites were evaluated according to narrative structure, emotional tone, multimodality, user interaction and curatorial authority. DS was identified in 60% of the websites in implicit, explicit or combined form. These DS strategies frequently include multimodal formats (text, audio, video, and image), personalized expression and emotionally resonant language. A recurring paradox was observed: while visual design is becoming more minimalistic, narrative richness is increasing. Most websites exhibited integrative and micro-historical approaches; however, a subset retained institutional or canon-based frameworks that limit narrative diversity. Methodologically, the study underscores the need to adapt discourse analysis to multimodal and non-linear environments. It also highlights the significance of curatorial power in shaping digital heritage narratives. The findings are relevant to libraries, cultural institutions and digital curators seeking to enhance user engagement and inclusivity through narrative strategies. This research contributes to digital heritage, information science and internet studies by considering DS as a form of socio-technical resilience that supports meaning-making, identity and cultural memory in digitally mediated environments.

Keywords: digital storytelling, environnement numérique, études du web, online environment, local studies, études locales, mise en récit numérique, internet studies

The sustainability of publishing systems goes far beyond the production of printed books, and there is now an urgent need to examine digital production methods, from software to the technical infrastructures used to disseminate knowledge. Despite a lack of consideration for the durability of these publishing modes, the tools and other technical workings can be rethought to take into account the dimensions of longevity and sobriety. As a concept and a community of practice, permacomputing allows us to explore radical initiatives in the use of computing in a limited context. Its extension into the field of publishing, permapublishing, is an opportunity to identify and analyze sustainable publishing modes that can be shared, hijacked or extended, through the elaboration of three structuring principles: decoupling, deprecation and empowerment.

The links between climate change, emotional regulation, and mental health are now an emerging field of research in neuroscience. The environmental challenges associated with the ecological crisis are unprecedented and particularly affect adolescents and young adults: more than 70% of Canadians in this age group report feeling eco-anxiety, a combination of fear and distress about environmental degradation. Although this reaction is natural and adaptive, its persistence can contribute to the onset of mental disorders, making it a major public health issue. Analysis of the literature highlights the neurobiological and psychological foundations of emotions, the importance of regulating them, and the role of neuroplasticity, which can be reinforced by meditation, contact with nature, or sensory experiences. Art, particularly when it mobilizes visual, auditory, and multisensory stimuli, appears to be a key lever for transformation, especially through projects rooted in the local area that nurture a connection to living things and emotional resonance. The perception and impact of eco-anxiety also vary according to cultural and generational contexts. Indigenous peoples, who have a deep connection to nature, are strongly affected by it, while older people, who are often more experienced in emotional management, sometimes express feelings of guilt towards future generations. All of these facts call for decolonized, intergenerational approaches that are co-constructed with communities, combining neuroscience and artistic practices, immersive experiences, and hopeful narratives in order to transform climate distress into constructive engagement.

Keywords: eco-anxiety, écoanxiété, resilience, neuroscience, art, neurosciences, art, résilience, climate change, changement climatique