Vincent Massey Collegiate students have built a fully functional electric car

Montreal, May 7, 2026-  Two years ago, a Secondary IV boy had a dream — much like other Vincent Massey Collegiate in Rosemount students before him — to build a car. Science teacher Sabrina Mancuso was fortunate enough to be the one to accept that challenge 20 years ago, and most recently the school unveiled  a fully functional electric car. This marks the third VMC vehicle put together by students.

The student in question was Nicholas Giannini, a young man full of ambition, vision, and determination. He built a team of 12 boys and one girl who committed themselves fully to this incredible journey. Along the way, the team learned invaluable life skills: fundraising, letter writing, networking, problem solving, and teamwork. Their hard work led to more than 15 sponsors supporting the project, including a generous $3,000 contribution from Caisse Desjardins. Through their networking efforts, they also connected with VMC alumnus Rick Gioia, who introduced everyone to an amazing team at Concordia University that became instrumental in helping to develop the car.

"These experiences are truly life-changing," says Ms. Mancuso. " I am incredibly proud of these students and have watched them flourish, mature, and grow through this process. What they accomplished goes far beyond building a car — they built confidence, resilience, and a sense of possibility. I have no doubt they are going to go very far in life."

On the day of the inauguration, VMC also hosted its annual STEAM Fair. To continue the theme of technology and engineering, all Secondary III students were challenged to create a working project using a small motor, wires, a switch, and two AA batteries. Their task was to incorporate one of the technological motion systems they had studied.

"The results were nothing short of remarkable," reports Ms. Mancuso. " We had over 60 innovative projects featuring systems such as cams and followers, gear systems, rack and pinion systems, and pulley systems. Students created impressive models including elevators, Iron Man masks that opened with the flip of a switch, and even fully functional super cranes. This experience was a true testament to what students can accomplish when they are given a challenge and encouraged to persevere. The projects required troubleshooting, creativity, resilience, and critical thinking as students worked through obstacles and refined their designs. In many ways, these students experienced — on a smaller scale — the same challenges, frustrations, and triumphs that our engineering students encountered while building the electric car."

For now the car is being kept at Giannini's garage. The goal is to find a space at VMC.  Giannini   wants to start an Engineering Club on Saturday mornings to teach AutoCad, programming, welding and building for all VMC students.  

-30-

Contact:

Michael J. Cohen

Manager, Marketing and Communications

EMSB

mcohen@emsb.qc.ca 

Student Voices: Participation in the HOPS program was overwhelmingly positive

By Krystian Rakowski, Lester B. Pearson High School                                                  

My experience in the HOPS (Hospital Opportunity) program of the EMSB was overwhelmingly positive, offering both inspiration and a deeper understanding of the medical field. From the very beginning, I was captivated by the evening medical lectures. Each session brought something unique—some speakers, like Dr. J. Wyse, added humor that made complex topics more engaging, while others, such as Dr. A. Lisbona and Dr. R. Shear, shared powerful, eye-opening cases that left a lasting impression.

One of the most valuable aspects of the program was the rotation structure. Each placement exposed me to a different area of medicine, allowing me to build a broader perspective on healthcare. This variety kept every day fresh and exciting. While I appreciated all the rotations, I found myself particularly drawn to the emergency unit, where the fast-paced environment made every moment feel meaningful and dynamic.

Beyond observing clinical work, some of the most memorable moments came from the people I met. During my time in acute geriatrics, I had the chance to connect with a physiotherapist who was temporarily working in that unit. Our conversations went far beyond technical questions—I learned about his career path, his experiences in physiotherapy, and even shared personal interests like racing. It made the experience feel more human and relatable, reminding me that healthcare professionals are not only experts in their fields but also individuals with diverse passions and stories.

Similar interactions occurred in other rotations, including the neuroscience unit and obstetrics, where I was able to spend informal time with nurses and doctors during breaks. These conversations gave me insight not just into their professions, but into their day-to-day lives, challenges, and motivations.

One particularly impactful experience came during my final rotation in general surgery. I was invited to sit in a nurses’ meeting addressing a serious and tragic situation. While the topic was heavy, being included in such a discussion made me feel a sense of maturity and responsibility. It also gave me a rare glimpse into the realities healthcare teams face behind the scenes, and how they come together to reflect, support one another, and improve patient care.  

Overall, the program exceeded my expectations. It was not only educational but also deeply personal and inspiring. I walked away with a stronger appreciation for the medical field and the people within it. If anything, my only wish is that there had been even more rotations to explore. This is an experience I will carry with me for a long time.

Student Voices: LINKS student Jasmine Cliche shares her journey with Dyslexia

LINKS High School student was recognized April 21 as the EMSB Student of The Month. Here is her passionate acceptance speech.

Good evening Mr. Chairman, Commissioners and Senior Management, my name is Jasmine Cliche and I am truly honored to receive the Student of the Month Award for April from the English Montreal School Board. I want to start by expressing my sincere gratitude to my principal Miss Maria, the guidance counselor Miss Shannon and all my teachers for their unwavering support.

Jasmine is congratulated at the last meeting.

Special thanks to all my music and dance teachers who have ignited my passions, inspired me and guided me to where I am today. I also want to thank my family and friends for believing in me and for their encouragement. I've been grateful for opportunities to grow as a leader, through being vice president of the student council, leading cheerleading or running my own dance program after school for students. l really developed a passion for teaching this year. Seeing the progression of my dance students was  unforgettable. My passions for music and dance, singing, playing piano since the age of six and dancing since the age of three, have been my driving forces and given me confidence in myself.

But my journey hasn't been without its challenges. As someone with dyslexia. I've had to work extra hard to achieve my goals. With the help from tutors at home and at school, books, individual work and speech therapy, I've seen my grades improve significantly. I'm proud of how far I've come, and I'm continuing to work hard to earn my high school diploma. That's why I'm passionate about promoting dyslexia awareness and sharing my story with others. Because dyslexia doesn't define you, you define dyslexia.

My ultimate dream is to attend university, teach dance and music, create my own music to express myself as well as to help and inspire others with my music. I want to show people that with hard work you can achieve anything you set your mind to, with dedication and perseverance. I hope to also create a world where dyslexia is not seen as a barrier but as a unique way of thinking. There were many difficult times when I doubted myself, when I didn't feel like my dance music or school work was good enough. But nights like this remind me to never give up on my dreams no matter what happens or what people may say. Dream big because that's what leads you to success.

Thank you and have a great rest of your night.

Student Voices: Inside the Jewish General Hospital, A Student Journey Through HOPS- Hospital Opportunity Program

By Joury Younes

Student, John F. Kennedy High School

Today marked my final HOPS (Hospital Opportunity Program)  rotation, and I had the incredible opportunity to spend it in the Emergency Department alongside Dr. Paul Brisebois and his senior resident, Dr. Hamda Almehiri. Although my shift was scheduled from 9: a.m. to Noom., I was so engaged and inspired that I stayed until 4 p.m., right up until sign-out at the JGH Auxiliary.

Throughout the day  I was exposed to a wide variety of patient cases, each offering a unique learning experience. What stood out to me most was not only the clinical knowledge I gained, but also the human connection like taking the time to speak with patients, hearing their stories, and witnessing the compassion that defines emergency medicine.

Dr. Brisebois and Dr. Almehiri were incredibly welcoming and supportive, making me feel like a valued part of the team. Dr. Brisebois even shared that he had not had this much fun working with a student before and noted how much interest and curiosity I showed throughout the day. He trusted me to assist him during parts of the experience, which made me feel even more involved and motivated. Their encouragement, along with kind moments like being treated to coffee made the experience even more meaningful.

One of the most impactful parts of the experience was hearing patients tell me they hope to see me as a future doctor. That truly stayed with me and reinforced my passion for pursuing a career in medicine.  This experience was not only educational, but deeply inspiring, and it will remain a defining moment in my journey toward becoming a physician. » 

Student Voices/A Personal Reflection: Forging the Next Generation of Leaders and Innovators through Involvement in the FPSPI

By  Naima Faraj-Hottenroth

Secondary V student

Royal West Academy  

Many students are branded as “gifted,” but what does this truly mean? For me, in elementary school, it meant that I was not challenged by the curriculum, and often found myself bored, distracted, and demotivated in class. My school, like many others, focused on building a strong support system for students who needed extra time or extra teaching, to ensure that no one would get left behind. Fairly so! However, myself and a few of my classmates often felt that we lacked the support we needed to thrive in the school environment, not because we needed more time on the curriculum but because we needed more enrichment and stimulation once we had exceeded the regular curriculum’s demands. 

Students at last summer's competition, including Naimia with the purple hair.

My decision to attend Royal West Academy for high school was in large part driven by this desire for a more challenging and engaging learning environment. And indeed, Royal West did provide this challenge, and more, in large part thanks to enrichment programs offered through the EMSB’s Gifted and Exceptional Learners mandate, whose dual goal is “ to help bright and talented students achieve their high potential and to provide the society with educated professionals” (Dr. Birlean, personal communication)

One of the enrichment initiatives in which I have participated for the last three years is Global Issues Problem Solving (GIPS). It is part of a larger program called Future Problem Solving Program International (FPSPI), which has been around for just over 50 years but has only been in Canada for three. I feel lucky enough to have been selected for this program, as it has been one of the highlights of my high school experience since then. Founded in 1974 by Dr. E. Paul Torrence, FPSPI aims to teach students the creative problem-solving process as well as how to apply it to imminent real-world issues that will be faced by our society in the next two or three decades. For example, over the last few years, we have discussed rising sea levels, challenges concerning Antarctica, autonomous transportation, the increasing robotic workforce, and even the video game industry. GIPS is one of four competitive programs at FPSPI, and it focuses on teamwork and collaboration to create the best and most humanitarian solutions. Its goal is to give us tools to work together, to improve the world, to resolve challenges we will be facing as we graduate and enter the workforce. The format of this competition keeps the students engaged, encouraged, and somehow hopeful in the face of the most daunting issues of our time.

Throughout the school year, there are two practice competitions, two qualifying competitions, and one final international competition that takes place in the United States and hosts students from fourteen countries. For the last two years and for this year as well, the competition will be held at Indiana University. Royal West was the first Canadian high school to participate in this competition, and in every year of our participation, we have sent at least one team all the way to the final level. I have had the personal opportunity to attend twice, and both times were some of the most enriching and inspiring trips on which I have ever been. Slowly, this program is gaining more attention in Montreal, and hopefully it will spread across Canada. 

However, last year saw budget cuts from the school board that nearly prevented us from being able to continue GIPS at all. When it comes to special education, enrichment programs are unfortunately last to be implemented and first to be axed when faced with budget cuts. My own experience can be testament to their importance, especially at the elementary school level, which often are the starting point of “Gifted Kid Burnout” or demotivation for students who are not pushed enough by the regular curriculum. These enrichment programs, and FPSPI in particular, are so important, because not only do they provide needed stimulation and enrichment for students who find themselves bored in class, but they also help form the next generation of leaders, creative thinkers, and innovators. They expose students to increasingly relevant topics to our present and future and give us the tools to make an impact on our world. They teach us how to deconstruct a large issue into manageable steps, a skill useful beyond competitive spaces. Last, but not least, they showcase inspiring Canadian talent on an international level. I encourage every school to bring GIPS to their students, so they can also experience its impact for themselves.

Student Voices: Royal West Academy Juvenile Boys basketball team headed to Barbados

By Alice Myers

 From April 3 to 12, Royal West Academy's Juvenile Boys basketball team will embark on its first-ever trip to Barbados. This adventure is the passion project of coach Paul Wasacz, who teaches physical education at Dawson College.

Watch this Instagram video

Coach Wasacz and his team.

Mr. Wasacz  comes from a basketball-loving family. His twin sons both play, as does his wife, Wanita Jones, who coaches the team alongside him. He maintains that his inspiration for coaching comes from having  really good coaches." This is one of his motivations for trying to raise enough money to fund this life-changing  trip for his players," he said. "I had coaches do that for me and I never forgot those experiences and the friendships I made on those trips. It's about giving opportunities to every player, regardless of their financial situation."

Bagging groceries at Super C.

Fundraising for the trip has been a significant undertaking. The Montreal West-based  team has spent weekends bagging groceries at Super C, hosting bake sales, and raffling off hockey tickets. The objective of these efforts is not solely to cover the entire cost of the trip ($45,000), but also, Mr. Wasacz says, to see the boys "bond and to work together towards a common goal…teams don't just work on the basketball court – they work off the court as well."

Currently, what teamwork means for the players is working together to make sure that every member of the squad is given the opportunity to go on the trip, regardless of whether or not they can afford it (the cost per person being approximately $3,400). "This is the way it should be," says the coach.

On the trip, the Wildcats will be playing four different organizations and schools and participating in two joint training sessions, which will include elementary- and high school-aged players. There is also a cultural aspect to the experience: apart from socially engaging with the other teams, the Wildcats will be exploring Barbados.

The team has already raised an impressive $10,000, although they only started fundraising in mid-October. Mr. Wasacz leads with a pay-it-forward mindset, wanting to give the Wildcats the same opportunities he was afforded at their age. He doesn't want this experience to stop with the juvenile boys' basketball team, either. "Maybe it's the juvenile girls that go next year," he notes, "or the soccer team."

 Before making future plans, though, the team must clear the hurdle of the 2026 trip's cost. Financial donations are essential, and those who want to give, along with those with access to resources such as goods or services are welcome to contact Coach Wasacz at pwasacz75@gmail.com. In his words, "it's amazing what community can do."

You can also donate directly here

 

 

John F. Kennedy High School Class of 1968 graduate shares his poetry

JDominic (Mimo) Trimarchi from the John F. Kennedy High School Class of 1968 wanted to share a poem he wrote for Remembrance Day, honouring those brave men and women who fought for our freedom as Canadians on the beaches of Normandy.

 Remember The Fallen Canadians And Those Who Returned

 

They fought as Canadians no matter their country of birth

 

They spoke with one voice and fought for one cause

 

That freedom is a right that no one can take away

 

They ran across the beaches of Normandy so we could walk in peace

 

Many had tears of fear in their eyes but always maintained strength in their hearts

 

Some made the sign of the cross hoping to make the sign of victory

 

What the enemy looked like did not matter but rather what it represented

 

They left as young Canadian men and women and only a few returned as soldiers of valour

 

 Many choose to forget and others choose to remind us of the price to achieve peace

 

They have  provided us the foundation to live in harmony and tranquility as Canadians

 

Their famous chant was

 

“We are proud, we are strong, we are Canadians”

 

“May their memory be a blessing and never be forgotten” (Hebrew Proverbs 10:7)