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Equity and Inclusive Education

As an educational community we have a responsibility to identify and describe racism and oppression and then work to dismantle it. The Upper Grand District School Board is committed to disrupting systemic racism and oppression in all of its forms. We will implement ongoing mandatory anti-racism and anti-oppression training for all staff, review our protocols and policies, including our hiring practices, and be fully transparent and accountable to all Upper Grand students, staff, families, and stakeholders in an ongoing manner.


Equity and Inclusive Education

UGDSB Equity Plan (2019-2022)

The Upper Grand District School Board's Three-Year Equity Plan (2019-2022) drives our commitment to safe and inclusive practice.

The plan is divided into four main sections:

  • Identify and Name Bias, Oppression and Racism through reflection, evidence, voice/feedback and data
  • Build collaborative relationships to foster community and align
  • Address and educate with accountable policies and practices
  • Eliminate Bias, Oppression and Racism through disruption and action

To view the full plan, click the following link: UGDSB Equity Plan (2019-2022)

Glossary of Terms to Support the UGDSB Equity Plan 2019-2022: Anti-Racism, Anti-Black Racism and Inclusion (PDF)

Glossary of Terms to Support the UGDSB Equity Plan 2019-2022: Anti Oppression and Inclusion (PDF)

 

 

Policy 214 Accessibility Standards

It is the policy of the Upper Grand District School Board to provide an environment in all of its facilities that fosters independence, dignity, respect, integration and equity of opportunity for our students, parents/guardians, the public and our staff. We are committed to ensuring that people with disabilities have the same opportunity of access to services in a similar way as these services are available to all others. We are committed to meeting the accessibility needs of people with disabilities in a timely manner.

To learn more visit: Policy 214 Accessibility Standards

Policy 500 First Nation, Métis and Inuit Self-Identification

It is the policy of the Upper Grand District School Board to provide the opportunity for voluntary self-identification of all Indigenous students as First Nation, Métis, or Inuit. The learning goals and potential of all students can be realized through a responsive, transparent and accountable policy that focuses on improved programs and services and builds on strong partnerships with parents, guardians, and their communities. It is essential to understand the student population and have accurate student achievement data within the Upper Grand District School Board to improve success for all students. To this end it is important to collect voluntary Indigenous self-identification data for planning and decision-making as it relates to Indigenous student success and well-being. 

To learn more visit: Policy 500 First Nation, Métis and Inuit Self-Identification

Policy 503 Safe Schools

It is the policy of the Upper Grand District School Board to support and maintain a positive school climate for all students, staff and the community.  A positive school climate is accepting and inclusive of all. As part of this mandate the board will strive to eliminate all forms of bullying through prevention and intervention strategies which foster positive learning environments, support academic achievement and help students to reach their full potential.

To learn more visit: Policy 503 Safe Schools

Policy 504 Equity and Inclusive Education

It is the policy of the Upper Grand District School Board to ensure a safe and inclusive learning and working environment for all students, staff and the community, regardless of age, ancestry, colour, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status, gender identity, gender expression, socio-economic status, employment, housing, sex, and sexual orientation.

To learn more visit; Policy 504 Equity and Inclusive Education

Human Rights Policy

Coming Fall 2020.

Accessibility in the UGDSB

1 in 5 Ontarians have a disability. 70% of disabilities are invisible. Ontario has committed to full accessibility by 2025. 

The Accessibility for Ontarians with Disabilities Act, 2005 is the first of its kind in Canada. People with disabilities should have the same kind of opportunities as everyone else. They should be able to do the things that most of us take for granted like going to work or school. That’s the goal of Ontario’s legislation. Businesses and organizations – like the Upper Grand District School Board – who provide goods and services to people in Ontario will have to meet certain accessibility standards in five important areas of our lives: Customer Service, Built Environment, Employment, Information and Communication, Transportation. 

The Upper Grand District School Board is committed to ensuring that its services meet optimum standards of accessibility for people with disabilities.

Feedback

We welcome your comments and feedback about accessibility issues at the Upper Grand District School Board.

Accessibility Policy and Procedures

The Upper Grand District School Board has developed new Accessibility Policy and Procedures that went into effect in March 2013:

Accessibility Planning

Accessibility Reports

Accessibility in the UGDSB at a glance:

More great UGDSB stories about Accessibility can be found on the UGDSB website. 

Inclusive athletic programs

Training

UGDSB employees have received online accessibility training that was customized to the board’s needs. Example of similar training provided by the Ontario Education Services Corporation (OESC) can be accessed on their site.

Anti-racism and anti-oppression work

Anti-Black and anti-Indigenous racism is deeply rooted in our country, society, institutions and our history, and much work needs to be done to address this systemic racism. As an educational community we have a responsibility to identify and describe racism and oppression and then work to dismantle it. The Upper Grand District School Board is committed to disrupting systemic racism and oppression in all of its forms. We will implement ongoing mandatory anti-racism and anti-oppression training for all staff, review our protocols and policies, including our hiring practices, and be fully transparent and accountable to all Upper Grand students, staff, families, and stakeholders in an ongoing manner.

Resources for Educators

Books

Anti-Racism Resources for Parents and Guardians

Racism, anti-Black racism, privilege, power, discrimination, bias and oppression are all topics that students are seeing and hearing in the media. They are subjects that generate many questions. They are subjects that require discussion, thoughtful reflection and honest answers.  We hope these resources will help parents, guardians and caregivers in our communities have these discussions with their children, so that together we can dismantle racism from our communities.  

Books

Podcasts and Videos

Should you require additional supports in talking with children at home, please reach out to your school administrator for direction, support and/or referrals.

First Nation, Métis and Inuit Education

At the Upper Grand District School Board, we ensure the inclusion of First Nation, Métis and Inuit histories and perspectives in our schools, our system and our school communities. By recognizing and promoting an awareness of these histories and contemporary realities, we will support the holistic success of all our students, in particular our First Nation, Métis and Inuit students.

Download the 2018-19 Board Action Plan on Indigenous Education

The UGDSB and the Wellington Catholic District School Board have formed a Community First Nation Métis and Inuit Education Council. The purpose of this council is to assist in identifying community needs and to provide advice and guidance on Indigenous initiatives and to advise on the annual First Nation, Métis, Inuit Board Action Plan. New Indigenous education initiatives and projects at the board, will be shared with this group for consultation and feedback.

FNMI Education Council Committee Minutes

Land Acknowledgment

Canada has entered into a period of reconciliation. The federal government’s December 2015 Truth and Reconciliation Commission report included 94 calls to action to further reconciliation between Indigenous and non-Indigenous peoples.

Part of the Truth and Reconciliation calls to action include respecting and honouring the treaties and nation-to-nation relationships. To that end, the board’s FNMI Education Council, together with local communities, drafted this territorial acknowledgement:

From the Anishinaabe to the Haudenosaunee and the Métis, these treaty lands are steeped in rich Indigenous history and modern traditions. As a community, we have the responsibility to honour and respect the four directions, land, waters, plants, animals and ancestors. Today, this area is home to many Indigenous peoples from across Turtle Island. We acknowledge the Mississaugas of the Credit First Nation of the Anishinaabek Peoples, on whose ancestral and treaty lands we teach, learn and live.

The Upper Grand District School Board covers the ancestral and traditional territories of the Mississaugas of the Credit, the Six Nations of the Grand River, and Saugeen Ojibway Nation Territories. 

Self Identification

proud to be fnmi

Parents of all UGDSB schools are asked to voluntarily identify their child as being of First Nation, Métis, or Inuit ancestry or non-Indigenous ancestry. Individual data will not be shared and will be kept confidential.

The data collected through the Self Identification process will be the foundation of our efforts to further support the success of our First Nation Métis and Inuit students. This will allow us to advocate for funding that will provide the means to develop and implement supports for all students to experience achievement in both elementary and secondary school.

The board’s actions are based on the government of Ontario’s First Nation Métis and Inuit Education Policy Framework. You can find out more about the province’s Indigenous education strategy at www.edu.gov.on.ca/eng/aboriginal.

Download the Self Identification form (PDF)

Frequently Asked Questions

Why is it important for parents/guardians to participate in the Voluntary Self-identification? UGDSB schools continually strive to meet your child’s education needs. Completing and returning the Self Identification form will allow us to learn more about student achievement for all students in our system. We want to ensure we are meeting your child’s learning and developmental needs through appropriate supportive programming in the schools. Participating in student self identification process is voluntary.

Who is being asked to voluntarily self-identify? All new and existing elementary and secondary students are being given a Self Identification form. The information is provided on a voluntary basis.

What box do I select if my child is both Métis and First Nation (non-status)? The parent or guardian has the choice to select which ancestral background.

Is it mandatory for parents/guardians to self-identify their child? No. It is voluntary for parents/guardians to participate in this process. Parents/guardians have the option to not participate if they choose. The student information given is collected as a whole and kept confidential. Verification of ancestral background is not required.

How will my child benefit from answering the Voluntary Self- Identification question? Knowing how our students, as a whole, are doing in school will help us understand what education programs and methods are working, where additional programs and supports are required and what changes need to be made.

What specific information will be tracked? Information on ancestry such as First Nation (including Status/Non-Status), Métis and Inuit will be collected as a whole. In order to measure the success of all students, establishing baseline student data is required. Particular attention will be given to monitoring grade promotion/retention, academic performance, and graduation/dropout rates.

How is the information collected and maintained? All student information collected is kept confidential. These forms are securely stored to respect privacy and will be treated in the same manner as Ontario Student Record Guidelines, according to the Education Act and Municipal Freedom of Information and Privacy Act.

For further information or questions, please contact the school Principal or Colinda Clyne, Curriculum Leader for First Nations, Métis and Inuit Education at (519) 822-4420 Ext. 727 or [email protected]

2SLGBTQ1+ Inclusion in the UGDSB

Gender-Specific and Gender-Neutral Pronouns:

Each of our schools is committed to providing its students with a positive school climate. We know that when students feel safe and supported in a healthy school climate, they have greater success. Through board specific initiatives as well as the province’s Well-Being Strategy and Equity Action Plan we are committed to creating the healthy, positive spaces in schools that our students need.

Many of our high schools and elementary schools have Gay Straight or Gender Sexuality Alliances (GSAs) and Equity clubs. These clubs are safe spaces for our students, staff, and allies of the Rainbow community to come together and discuss issues they may be facing and topics that matter to them. Our GSAs and Equity groups are places that our students feel comfortable being themselves and can take action in supporting the equity of all people.

In our elementary schools, through the Health and Physical Education curriculum, students learn to understand and respect things that are the same and different from each other. This includes that not every family looks the same. Some families have a mom and a dad, some just have a mom or a dad and some families have two moms and two dads.

What supports are available to staff and students in schools regarding 2SLGBTQ1+ issues?

In addition to our GSAs and Equity groups, all of our schools in both Elementary and Secondary have an Equity and Wellness Teacher Representative as a contact and support for their schools. For several years, the board has offered Egale and Harmony training to our staff to support their knowledge.  School Administrators have also had equity-based training and are aware of our UGDSB 3-Year Plan in accordance with Ontario’s Education Equity Action Plan.

How do I talk to my child about what it means to identify as gay or transgender?

Since everyone parents in different ways, it is difficult to answer this question. You will know best on how to speak to your child about accepting and including people who identify as 2SLGBTQ1+.

For elementary aged children, we suggest focusing your discussion on love and relationships and explain that people love each other in different ways. When talking to children about people who identify as transgender, explain that in their head and their heart, they feel that they are a boy, girl or combination of those traits. Sometimes it takes a person more time to be comfortable to express themselves as who they really are and sometimes how people express themselves changes over time.

We recommend the following books to help guide your conversations:

  • Molly’s Family by Nancy Garden
  • George by Alex Gino
  • Transphobia: deal with it and be a gender transcender by j wallace skelton
  • Pride: celebrating diversity & community by Robin Stevenson
  • And Tango Makes Three by Justin Richardson and Peter Parnell
  • Morris Micklewhite and the Tangerine Dress by Christine Baldacchino
  • My Princess Boy by Cheryl Kilodavis
  • I am Jazz and Being Jazz: My Life as a (Transgender) Teen by Jazz Jennings
  • Red: A Crayon’s Story by Michael Hall

These books can be found in many of our school libraries as well as our local public libraries.

The Human Rights Campaign in the United States has a guide for parents on discussing 2SLGBTQ1+ issues with students.

Celebrating and Supporting Sexuality, Gender and Pride Clubs in the UGDSB

What is a GSA/Pride Club?

A Gay-Straight Alliance (GSA), Gender-Sexuality Alliance (GSA) or Pride based groups are student-initiated and led clubs (supervised by a staff member) found in many UGDSB schools. These clubs are a safe and supportive environment for members of the LGBTQ+ community and others to work within allyship*. These groups address marginalization and promote advocacy with the intent of supporting safe UGDSB schools free of discrimination, harassment and intolerance.

Student-initiated and led GSA/Pride Clubs function within several UGDSB elementary schools (for grades 5 and older), as well as UGDSB secondary schools.

Through Bill 13, the Accepting Schools Act, the Ministry of Education requires school boards to allow students to form groups at their school to raise awareness and understanding of important topics including gender identity and sexual orientation. 

Students and staff who have straight and cis-gendered** identities or family members and friends who identify as 2SLGBTQ1+ are often part of the GSA/Pride work within our schools. Working within allyship, these youth and staff can share their passion to make our schools safe for all 2SLGBTQ1+ people.

*Acting in allyship - supporting a marginalized group though not necessarily identifying as part of that marginalized group.
**Cis-gendered - a person whose gender identity and/or expression match the sex they were assigned at birth.

What do GSA/Pride Clubs do?

In these spaces students discuss, plan and lead actions (supervised by a staff member) focused on creating awareness and reducing ignorance, stereotypes, homophobia and transphobia. Each GSA/Pride Club within the UGDSB is unique based on student interest and community need.

Often times schools have social justice or equity themed clubs that address issues of oppression across a wide spectrum of concerns (racism, poverty, ableism etc.). These groups will often celebrate, support and facilitate LGBTQ+ needs similar to those of a GSA/Pride Club.

Why are GSA/Pride Clubs important?

GSA/Pride Clubs are important as they increase awareness of 2SLGBTQ1+ identities and foster safe spaces for marginalized students, families and staff. The work of these clubs also serves to provide new information and understanding about 2SLGBTQ1+ people and families.

As a safe space for marginalized students and those wishing to work within allyship, GSAs and Pride Clubs can support students as they learn about identities and grow as adolescents and into adulthood. The safe space created in a GSA/Pride Club can help reduce feelings of isolation and increase self-esteem and self-worth.

Another benefit of GSA/Pride Clubs is the action work that comes from many of these groups. As a venue for student voice, students within these groups can lead information and awareness campaigns or activities supporting their school communities to be better informed about gender and sexuality. From this advocacy work, schools can continue to be safe and inclusive places for all students, families and staff.

What if having a GSA/Pride Club is against my personal values and beliefs?

We believe that our schools are safe and inclusive spaces for everyone. Everyone has the right to be treated with dignity and respect. Additionally, regardless of your personal values and beliefs, we all must follow the Ontario Human Rights Code that protects marginalized groups from discrimination and harassment. We support GSA and Pride Groups and our Rainbow events as a demonstration of our commitment to stand up against discrimination and harassment of any kind within our board. 

Additional Resources:

How does my child become involved in a club such as these?

Students are encouraged to speak to any staff member or administrator at their school about an existing club or group, or to find out more about starting a club. All schools within the UGDSB have an equity representative on staff who can provide more information and connect them with system supports. Jessica Rowden, the UGDSB’s Equity and Inclusion Lead, may also be contacted at [email protected].

Who can we contact with questions or concerns?

Please contact your child’s school administrators with questions or concerns.

Celebrating Pride in the UGDSB

To see how we are celebrating Pride, check out the UGDSB's Pride Month 2020 website!

Flying the Pride Flag

What is the Pride flag?

Rainbow flags have existed in many configurations representing many peoples and experiences throughout human history. The current Pride flag’s exact colours and dimensions have changed from the Gilbert Baker flag, which first appeared as a representation of the 2SLGBTQ1+ community in 1977.  The Rainbow flag is strongly connected to the 2SLGBTQ1+ community, it also is a representation of social change cited as being a symbol of hope and peace.

2SLGBTQ1+ refers to Two-Spirit, Lesbian, Gay, Bisexual, Transgender, and Queer or Questioning. The + refers to people who identify as Intersex, Asexual or an Ally.

There are specific flags and flag variations for many identities within the 2SLGBTQ1+ community.

Pride Flag

Why is my child’s school flying the Pride flag?

The month of June is Pride month. Many of our students, staff, parents/guardians and community members identify as members of the Rainbow or 2SLGBTQ1+ community. Flying the Pride flag not only signals that our schools are safe spaces for everyone, it also aligns with our Vision Statement and Guiding Principles of inclusion and student and staff well-being and our new Equity Plan.

Our school district is showing our acceptance and celebration of the 2SLGBTQ1+ community during Pride month by raising the Pride flag at schools and offices across the UGDSB.

We continue to raise awareness and support inclusion and acceptance of other marginalized groups in other ways.

Some examples include our Poverty Challenge initiative aimed at increasing awareness of socio-economic disadvantage, the One Voice One Team initiative aimed at creating community for racialized students, supporting persons with disabilities by making our schools more accessible, and by acknowledging the original people of these lands. We continue to work to ensure the equity and inclusion of all our students and staff.

UGDSB Vision Statement

Students will attain individual excellence through dynamic programming provided by an effective staff and supported by a committed community. We will meet our students’ diverse needs through the provision of equitable and accessible resources. Our learning environment will be characterized by empowered administrators, effective communication and mutual compassionate respect.

Guiding Principles

We believe that:

  • Student learning is our focus
  • The learning process is open-ended
  • Education is a community responsibility
  • Embracing diversity contributes to community
  • Teachers make a significant difference
  • Leaders must focus on students
  • Continuous professional development supports life-long learning
  • A commitment to values guides activities
  • A safe physical environment needs to be sustained
  • A respectful learning environment fosters personal growth
  • Opportunities and resources need to be equitably distributed
  • Everyone should be treated with respect

What if the flying of the Pride flag is against my personal values and beliefs?

We believe that our schools are safe spaces for everyone. Everyone has the right to be treated with dignity and respect. Additionally, regardless of your personal values and beliefs, we all must follow the Ontario Human Rights Code that protects marginalized groups from discrimination and harassment. We are flying the Pride flag to demonstrate our commitment to our community that discrimination and harassment of any kind will not be tolerated in our board.

What are the rules around flying flags in Canada and in the UGDSB?

The Government of Canada indicates that the manner in which the Canadian flag is displayed in Canada is not governed by legislation. The rules applied by the government are not mandatory for individuals or organizations, they simply serve as guidelines. Before making the decision to fly the Pride flag, we checked in with the Government of Canada’s flag protocol lead at Heritage Canada. They confirmed that where schools only have one mast it is a pragmatic workaround to show our support and inclusion of the 2SLGBTQ1+ community by flying the Canadian flag first, with the Pride flag beneath.

The UGDSB has specific procedures that all schools must follow to request permission to fly a flag (in addition to the Canadian flag) outside of the school. These procedures are outlined in Policy 310 - Display of Flags.

UGDSB Policy 310 - Display of Flags allows for the display of other flags under specific parameters. The information below and available at the following link explains the policy and processes related to the flying of flags in our board. 

Policy Statement

It is the policy of the Upper Grand District School Board to display flags with dignity and respect. This policy is aligned with and supports the principles and expectations of the Board’s policies for Safe Schools (503) and Equity and Inclusive Education (504). At all times, this policy shall be consistent with all UGDSB policies and the Ontario Human Rights Code.

Documents

The Upper Grand District School Board’s philosophy on Student Dress Codes

It is the policy of the Upper Grand District School Board to ensure a safe and inclusive learning and working environment for all students, staff and the community, regardless of age, ancestry, colour, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status, gender identity, gender expression, socio-economic status, employment, housing, sex, and sexual orientation (Policy 504 Equity and Inclusive Education).

The UGDSB’s student dress code philosophy is one way that we are working to ensure safe, inclusive and equitable learning environments for all of our students. Schools need to be able to focus on teaching and learning without undue emphasis on monitoring dress code infractions. Dress codes must be presented in a manner that does not reinforce stereotypes. We believe that students have a right to learn in a safe and caring space that is free of bias and discrimination, and that students have a right to respectfully express their individuality. To ensure that our learning environments are safe and respectful spaces, our board has adopted a shared set of guidelines for student dress (listed below).

UGDSB school principals, in consultation with their school council, staff and students, shall determine a dress code for their students. Schools are encouraged to create a dress code that is based on the board’s dress code philosophy, values and guidelines.

Our values and beliefs:

  • All students should be able to dress for school without fear of unnecessary discipline, body shaming, bias or discrimination.
  • Individuals are responsible for managing their own personal biases and or perspectives/opinions (distractions) related to others’ choices of clothing.
  • All students are treated equitably regardless of their race, age, ability, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, socio-economic circumstances, or body type/size.
  • Students have a right to wear clothing of their choice that expresses their self-identified gender.
  • Students have a right to wear religious attire without fear of discipline or discrimination.

Guidelines for school dress codes:

  • Dress codes must avoid using language that reinforces stereotypes.
  • Student dress code enforcement must not result in unnecessary barriers to school attendance.
  • Courses that include attire as part of the curriculum (for example, public speaking and job readiness) may include assignment-specific dress. Schools need to be aware that there may be diverse culturally-specific attire that would also meet the requirements of a course.
  • Schools must maintain a safe learning environment in classes where protective or supportive clothing is required. For example, activity-specific shoe requirements are permitted (e.g., athletic shoes for Physical Education).
  • Dress codes must prevent students from wearing clothing or accessories that display (but are not limited to) the following: Images, logos or language that portray, ethnic prejudice, racism, sexism, vulgarity, gang-related markings, obscenities, profanity, hate speech, and/or pornography.
  • Dress codes must prevent students from wearing clothing or accessories that denote, suggest, display or reference alcohol, drugs or related paraphernalia, or other illegal conduct or activities.
  • Dress codes must prevent students from wearing clothing that exposes genitals, buttocks, and breasts.
  • School staff need to be able to explain the dress code and address dress code infractions without using body-shaming language.

All UGDSB school principals have been provided with a template based on this philosophy, which they may use when developing their school’s student dress code.

Period Equity in the UGDSB

What is Period Equity?

Period Equity is a movement that refers to making sure that all people who menstruate are able to access menstrual products for free and with dignity. It is a movement that recognizes the financial burden placed on people who menstruate by ensuring products are available for all who require them.

Why is the UGDSB investing in this initiative?

Period Equity Poster PNG fileOur school district recognizes the inequity placed on people who menstruate and the additional challenges presented to the same people who may be living with limited access to funds and/or transportation, both of which are required to purchase menstrual products. This initiative is part of a collective approach to ensuring we continue to raise awareness and support inclusion and acceptance in various ways throughout our board.

UGDSB Vision Statement

Students will attain individual excellence through dynamic programming provided by an effective staff and supported by a committed community. We will meet our students’ diverse needs through the provision of equitable and accessible resources. Our learning environment will be characterized by empowered administrators, effective communication and mutual compassionate respect.

Guiding Principles

We believe that:

  • Student learning is our focus
  • The learning process is open-ended
  • Education is a community responsibility
  • Embracing diversity contributes to community
  • Teachers make a significant difference
  • Leaders must focus on students
  • Continuous professional development supports life-long learning
  • A commitment to values guides activities
  • A safe physical environment needs to be sustained
  • A respectful learning environment fosters personal growth
  • Opportunities and resources need to be equitably distributed
  • Everyone should be treated with respect

How does this program work?

In partnership with various departments and staff in the UGDSB, this program began with an opportunity to understand the inequities that exist for people who menstruate.

Through a generous donation from the Upper Grand Learning Foundation, the UGDSB will ensure there is a machine that dispenses free menstrual products in every “For Use by All” single stall washroom in all of our UGDSB secondary schools. This grant will also allow for each school to have a start-up stock of hygiene products for the machines.

Schools with free product machines will allocate funds to ensuring the machines remain stocked with hygiene products, just as they would ensure toilet paper and paper towels are purchased and available.

Will products be available in all UGDSG locations?

Moving forward, the UGDSB will be looking at opportunities to extend this program into additional spaces, including elementary schools.

Resources for UGDSB schools

Culturally Responsive Novels

Culturally responsive teaching and resources focus on various identities and lived experiences in ways that validate and reflect a variety of diverse people and their lives. These books and many more are developed for educator use and can be accessed through your school’s Teacher Librarian.

Canadian Federation of Nurses Unions Equity and Inclusion Toolkit

In 2018, the Canadian Federation of Nurses Unions (CFNU) made a commitment to build on their existing work with young workers and equity-seeking groups by creating an Equity and Inclusion Toolkit. The toolkit provides resources to support the CFNU, Member Organizations and individual members to grow and expand advocacy in these areas. The toolkit contains a range of materials, including: FAQs, an introduction to using equity lens, a glossary of inclusive language, an organizational scan checklist, an event accessibility checklist, sample workshops and sample policies/position statements: https://nursesunions.ca/research/equity/Canadian Federation of Nurses Union - Equity Toolkit cover image

Prayer Room Signage

Location Door Sign Prayer Room

Click here to download the signage

For Use by All Washroom Signage

IMG_0735

Equity & Mental Health Walk Through Form

Sustainable Development Program

Coming Fall 2020

UGDSB Equity and Inclusion Calendar

This calendar will support equity and inclusion work by identifying some of the important days of celebration, commemoration and observance for students, staff and their families and community members this year. It is not a complete list of days of importance. Please note that some Holy days are impacted by the lunar calendar which means that their calendar date may change.

Click here to download the 2020-2021 Equity and Inclusion Calendar

If this is an emergency, call 911. If you or someone you know is in crisis or needs help:

  • Guelph/Wellington: 1 844 437 3247 (HERE247)
  • Dufferin: 519 941 1530 (DCAFS)
  • KidsHelpPhone: 1 800 668 6868

Ensuring positive student mental health is a shared responsibility of students, staff, parents/guardians and community partners. As part of the provincial Open Minds, Healthy Minds Mental Health Strategy, our board’s Mental Health and Addiction Lead works with stakeholders within our board and in our community, to promote: mentally healthy schools; student mental well being; educator mental health awareness and knowledge; evidence based prevention programs; and clear pathways to care.

We hope the following resources and information will help support mental health and well-being in children, youth and families: