School Clowning in Yellowknife

Our school system is under significant strain. More and more students are experiencing behavioural, social, and mental health challenges, while staff face overwhelming workloads and chronic stress. Funding cuts to student support services are deepening these issues.

My project introduces school clowning to Yellowknife—an innovative, trauma-informed practice developed from therapeutic clowning by the German nonprofit True!moments. It offers emotional support through humour, play, and empathy, and is designed to complement existing educational support systems.

School clowning is intentional, improvisational, and deeply personal. It transcends linguistic, cultural, and cognitive barriers. With minimal makeup, a red nose, and playful clothing, the clown signals safety and approachability. Everyday objects are transformed into tools for emotional connection, turning ordinary moments into playful, meaningful interactions.

The school clown is a student among students—curious, clumsy, silly, and always learning. By meeting children at or just below their mental and emotional level, the clown helps them feel seen, capable, and empowered. In moments of stress or conflict, the clown offers gentle companionship and support. The clown fosters resilience, joy, emotional regulation, and a sense of agency. Educators benefit from improved classroom dynamics, reduced emotional strain, and shared moments of levity.

I have completed personalized virtual training with True!moments and will travel to Germany in November for in-school, practical training with experienced school clowns. I also took part in an intensive clown course this summer and have invested close to $5,000 in training and development so far.

A Yellowknife school is interested in hosting a pilot phase from January–June 2026, with 23 weekly visits. Due to recent Jordan’s Principle funding cuts, the school cannot cover costs, so external funding is essential.

I am applying to the Field Law Community Fund Program to support the 23 pilot school visits; Honoraria for Dene Elders and knowledge holders to ensure that the project is in harmony with traditional values; Professional costume items and accessories; Project documentation and evaluation.

With training underway and a school partner in place, the momentum is strong to introduce school clowning in Canada. This project offers a low-cost, high-impact intervention that enhances connection, supports well-being, and brings playful relief to an overstretched school system.

Very recent, major funding cuts from Jordan’s Principle resulted in the loss of many educational assistants in Yellowknife Education District No. 1 schools for the 2025/26 school year. This reduction leaves students with fewer support resources and places additional strain on already overextended school staff.

First and foremost, the clown engages with children to assist with emotional regulation and to foster resilience, a sense of agency, and joy. At the same time, school staff—teachers, administrators, and support personnel—experience indirect yet meaningful benefits. The presence of the school clown contributes to a more positive classroom atmosphere, eases emotional tension and offers moments of lightness in otherwise demanding days. Even though the school clown’s primary focus lies in supporting students, the project benefits extend to the entire school community.

An estimated 300 students and 50 school staff will benefit directly or indirectly from this project during its initial pilot phase at one school, while some students will certainly be more positively impacted than others. 

After the pilot phase, I am hoping to extend the program to two schools, to potentially training more clowns to extend the program locally and territory wide, and maybe even expand to other regions of Canada in collaboration with exiting therapeutical clown organizations.