Equity Policies

Working Conditions — This policy sets out the Board’s approach to employee compensation, including how compensation is administered in a fair, consistent, and accountable manner. Its essence is to support equitable employment practices by clarifying expectations around pay-related decision-making.

Equity, Diversity and Inclusion — This policy affirms the Board’s commitment to identifying, addressing, and removing systemic barriers so that students, staff, families, and communities experience dignity, inclusion, and equitable access. Its essence is to embed equity, diversity, inclusion, and human rights principles across Board practices, programs, services, and decision-making.

Working Conditions - This policy addresses flexible work arrangements for employees, including circumstances where work may be performed through alternative scheduling or location-based arrangements. Its essence is to support operational needs while recognizing employee flexibility, accessibility, and work-life considerations.

·    Safe and Caring Schools — This policy sets expectations for maintaining learning and working environments that are safe, inclusive, respectful, and supportive. Its essence is to promote positive school climates and respond to conduct that may undermine student well-being, belonging, or dignity.

·    Selection, Recommendation and Reconsideration of Learning Resources — This policy guides how learning resources are selected, recommended, and reviewed to ensure they are appropriate, inclusive, educationally sound, and responsive to concerns. Its essence is to support resource decisions that reflect diverse identities, perspectives, and student learning needs.

·    Special Education — This policy outlines the Board’s commitment to identifying and supporting the needs of students with exceptionalities through appropriate programs, services, and accommodations. Its essence is to advance inclusive education by ensuring students with disabilities and diverse learning needs can access meaningful educational opportunities.

·    Workplace Harassment — This policy sets out expectations for preventing and responding to workplace harassment, including conduct that may create intimidating, hostile, or harmful working conditions. Its essence is to protect employee dignity, safety, and respectful participation in the workplace.

·    Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy — This provincial strategy provides the framework for creating equitable and inclusive publicly funded schools in Ontario. Its essence is to help school boards identify and remove discriminatory biases, systemic barriers, and practices that limit student achievement, well-being, and belonging.

·   The Ontario Human Rights Code — The Code protects people in Ontario from discrimination and harassment in protected social areas, including services, employment, housing, contracts, and vocational associations. Its essence is to affirm equal dignity and rights by prohibiting discrimination based on protected grounds such as race, disability, creed, sex, gender identity, sexual orientation, family status, and age.

·        Bill 13: The Accepting Schools Act (which amends the Education Act) — This legislation strengthened Ontario’s requirements for safe, inclusive, and accepting schools, including bullying prevention, positive school climates, and supports for students affected by bullying. Its essence is to ensure that students can learn in environments where they feel safe, respected, included, and able to succeed.

•   Policy/Program Memorandum (PPM) 119 - Developing and Implementing Equity & Inclusive Education Policies in Ontario Schools — This memorandum directs Ontario school boards to develop, implement, monitor, and review equity and inclusive education policies. Its essence is to make equity a system-wide responsibility by requiring boards to address discriminatory barriers and support inclusive learning and working environments.
• Policy/Program Memorandum (PPM) 144 - Bullying Prevention and Intervention — This memorandum provides direction to school boards on bullying prevention and intervention plans, policies, and procedures. Its essence is to promote positive school climates and require proactive, responsive, and inclusive approaches that support student safety, dignity, and well-being.
• Policy/Program Memorandum (PPM) 145 - Progressive Discipline and Promoting Positive Student Behaviour — This memorandum directs school boards on progressive discipline and strategies to promote positive student behaviour. Its essence is to combine prevention, intervention, fair consequences, and continued learning opportunities within safe, inclusive, and accepting school climates.

·    Accessibility for Ontarians with Disabilities Act (AODA), 2005 — The AODA establishes accessibility standards to identify, remove, and prevent barriers for people with disabilities across areas such as customer service, information and communications, employment, transportation, and public spaces. Its essence is to move organizations toward accessible, inclusive services, workplaces, and environments.