The Upper Grand District School Board (UGDSB) is committed to creating school and work environments grounded in dignity, respect, safety, and belonging. Every student and staff member deserves an environment free from racism, discrimination, and harassment, where they are valued and supported. 

This commitment reflects our responsibilities under the Ontario Human Rights Code and informs our forthcoming Human Rights Policy (Policy 217). Upholding human rights is a shared responsibility across our school communities. 

Protection Across All Human Rights Code Grounds 

The Ontario Human Rights Code protects the right to equal treatment without discrimination across all protected grounds. Within our school communities, these protections extend to discrimination connected to a person’s actual or perceived identity, or their association with another person or group. We recognize that people may experience overlapping forms of discrimination. Upholding these rights requires us to prevent and address discriminatory behaviour, remove barriers to participation, and respond in ways that reflect each person’s experiences, needs, and dignity. 

Expectations for Behaviour 

Racism, discrimination, and harassment are unacceptable. This includes slurs, degrading jokes, stereotypes, threats, intimidation, discriminatory exclusion, hateful symbols, graffiti, and the creation or sharing of discriminatory content, including online content that affects the school environment. 

Our expectations include the following: 

• Racism: Anti-Black racism, anti-Indigenous racism, anti-Asian racism, and racism targeting any racial or ethnic group must be addressed. This includes conduct that demeans people because of their ancestry, colour, ethnic origin, place of origin, or citizenship. 

• Antisemitism, Islamophobia, and creed-based discrimination: Hateful remarks, stereotypes, exclusion, or harassment targeting Jewish, Muslim, or other communities are unacceptable. Students must not be mocked or mistreated because of their creed, religious attire, observances, or practices. 

• Ableism and disability-based discrimination: Students with disabilities have the right to dignity, inclusion, and appropriate accommodation. Mocking a disability, targeting disability-related behaviour, or excluding a student because they require accommodations or support is unacceptable. Disabilities may be visible or non-visible and may include physical, developmental, intellectual, learning, and mental health disabilities. 

• Sex-based discrimination and sexual harassment: Sexist comments, unwanted sexual remarks or conduct, and mistreatment related to sex, pregnancy, or breastfeeding are unacceptable. 

• Homophobia, biphobia, and transphobia: Students of all sexual orientations, gender identities, and gender expressions must be treated with respect. Slurs, intimidation, discriminatory exclusion, and deliberate or persistent misuse of a person’s name or pronouns to demean them are unacceptable. 

• Discrimination connected to other protected grounds: Students must not be demeaned or excluded because of their age, marital status, family status, or any other applicable Code ground. This includes harmful assumptions about caregiving relationships or family structures. 

These examples are not exhaustive. Conduct does not need to be directed at a named individual to cause harm or undermine the school environment. 

How We Respond 

Reports of racism, discrimination, and harassment must be taken seriously and addressed promptly. Our response will be guided by the circumstances of each incident and will include, as appropriate: 

• Taking immediate steps to address safety concerns and prevent further harm. 

• Documenting the incident and reviewing or investigating the concerns. 

• Offering appropriate supports to affected students and staff. 

• Providing educational responses and appropriate disciplinary consequences, consistent with board policy and applicable requirements. 

• Considering restorative approaches where appropriate, without requiring those affected to participate. 

• Following up to assess whether supports are effective and whether further action is needed. 

Student responses will consider age, individual circumstances, disability-related needs, and applicable mitigating factors. These considerations help ensure a fair and appropriate response while maintaining accountability for harm. 

Reporting Concerns and Accessing Support 

If your child experiences, witnesses, or becomes aware of racism, discrimination, or harassment, please contact their teacher, principal, or the Human Rights, Equity and Accessibility Office (HREA-O). You do not need to determine whether an incident meets a legal definition before raising a concern. 

Students and families can also seek support if learning about an incident causes concern or distress, even if they did not witness it directly. Concerns will be handled with care and respect for privacy. Retaliation against anyone who raises a human rights concern or participates in an investigation is unacceptable. 

Our Shared Responsibility 

Parents, guardians and caregivers are important partners in reinforcing these expectations. Please continue conversations at home about human rights, respectful behaviour, the impact of discriminatory language and symbols, and how to seek help or safely report concerns. 

Every member of our school community has a role in preventing discrimination and responding when harm occurs. Together, we can strengthen environments where all students can learn, participate, and experience belonging. 

Thank you for your partnership.