GUELPH – Policies about human rights and environmental sustainability have been released for public feedback by the Upper Grand District School Board (UGDSB).
The public consultation periods for both policies opened during a board meeting on April 8 and will remain open until 4pm on May 8.
Feedback can be provided through the UGDSB website, where the draft policies can be read in full.
“The board welcomes your input and suggestions,” officials state on the website.
Environmental sustainability policy
The Environmental Education and Management policy was first adopted in 2012 and last reviewed in 2018.
While not mandated the policy “affirms the board’s commitment and responsibility to environment and sustainability through both education and action,” according to a report from the board’s policies and priorities committee.
Recent revisions include changing the policy name to Environmental Education, Stewardship and Sustainability “to better reflect the focus of the board’s work.”
The policy statement has also been revised to highlight the UGDSB’s belief that “environmental education and engagement, as well as resource management and stewardship are shared responsibilities among students, parents/guardians, staff, trustees and community members.
“The board is committed to promoting and implementing responsible environmental practices that enhance education, sustainability and stewardship,” it continues.
A definitions section was also added, with the terms environment, environmental education, stewardship and sustainability.
A sub-clause was added stating that “the board will encourage environmental responsibility, land-based and Indigenous education, as well as outdoor education experiences to be incorporated into programs, where possible.”
The new draft identifies the following sustainability priority areas: energy conservation and efficiency, waste management, water conservation, active transportation, purchasing and procurement, environmental and Indigenous education programming, engagement and collaboration, and environmental leadership.
It states: “It is expected that all board employees and trustees support and promote environmental education, stewardship and sustainability in schools, other board sites, and within the larger community.”
Human rights policy
The Human Rights: Code-Based Discrimination and Harassment policy is a new policy that was released to stakeholders on Jan. 14.
The policy’s guiding principles are dignity and respect, equity of access, inclusion, transparency and fairness.
According to the policy statement, the UGDSB is committed to “creating environments that are free from discrimination, harassment and oppression.
“The board is committed to remedying systemic inequities and building environments that empower individuals to reach their full potential in learning and working environments, with a shared responsibility to uphold human rights,” it continues.
“Discrimination and harassment … are strictly prohibited in all UGDSB settings. The board will fulfill its obligations by providing leadership and guidance on human rights, and ensuring that concerns are addressed fairly, equitably, and in a timely manner.”
Stakeholder engagement for the policy is ongoing and will continue in tandem with public consultations, said Alicia Ralph during a policies and priorities meeting on April 1.
Ralph is the board’s human rights, equity and accessibility commissioner.
She said the policy “represents a significant advancement in the board’s approach to equity and human rights.”
It’s designed to align with the Ontario Human Rights Code and “promote a proactive rights-based framework that addresses systemic discrimination,” and identify, prevent and address human rights violations, Ralph said.
These violations include discrimination, harassment and hate-based behaviour.
“The policy establishes clear rights and responsibilities for staff, students, families and community members,” Ralph noted.
“It also introduces mechanisms to supporting timely accommodations, accessible complaints processes and systemic accountability through independent oversight through the human rights, equity and accessibility office.”
The human rights, equity and accessibility office “is an arm’s length, independent and neutral office within the UGDSB,” the human rights policy states. “It reviews board policy and practice to ensure compliance with principles of equity, inclusion, and compliance with the Code.”
Ralph talked about the importance of targeted engagement with stakeholders including Indigenous students and staff, the student senate, the parent involvement committee, the special education advisory committee, the equity of access committee, staff affinity groups and systems leaders.
She said board officials have been flexible “in meeting people where they’re at” throughout the stakeholder consultation process, which has utilized tools such as Thought Exchange, Mentimeter and focus group discussions.
“We’re thinking outside of the box with how we engage with specific groups – specifically underrepresented groups, realizing that in the existing systems and structure that we have in place may not be representative of the wide school population.”
Ralph said themes during stakeholder consultation included the inclusion of social condition and how it aligns with intersectionality.
The policy defines social condition as a social or economic disadvantage resulting from any of the following: employment status, source or level of income, housing status, level of education or other circumstance similar to the above.
“Social condition is a protected ground under this policy, but not under the Ontario Human Rights Code,” it notes.
Ralph said some stakeholders raised concerns about the policy expanding beyond the scope of the Code.
Intersectionality is a social theory coined by civil rights advocate Kimberlé Crenshaw that highlights how different forms of oppression, such as gender, race and sexuality cumulate to create unique impacts.
The policy states that “The UGDSB recognizes that intersectionalities between protected grounds can result in additional barriers.”
Ralph said some stakeholders also expressed “concern around the lack of detail on programs and initiatives … ensuring that there is proactive obligations” including student and staff education, reporting mechanisms and embedded supports.
She said some stakeholders requested explicit references “key manifestations of discrimination” including anti-Black racism, antiSemitism, Islamophobia, “discrimination against our 2SLGBTQIA+ community, and even thinking about how ableism is articulated throughout this policy.”
To read or provide feedback for either policy visit ugdsb.ca/page/policies-procedures-and-protocols.
