UGDSB human rights review offers recommendations to address racism, discrimination

Caution: this story contains details of discrimination readers may find upsetting. 

GUELPH – Violence levels are alarming, Black students feel despair, Jewish students say they are unsafe, Indigenous students describe systemic discrimination, disabled teens say they're treated badly and the atmosphere for 2SLGBTQIA+ students is “profoundly disheartening.”  

Those are some findings of a human rights review undertaken by the Upper Grand District School Board (UGDSB).  

Independent reviewers Patrick Case and Julie Lassonde were commissioned by the board in April for the review, which cost about $97,000 and included 4,255 high school student survey responses, almost 800 written submissions and 64 interviews with more than 200 people.

In their 52-page report, Case and Lassonde say a "culture of violence," though "not an issue unique to this board," is maintained by racist, ableist, transphobic and classist beliefs.

"There is a need for listening, community engagement, building relationships across communities, transparency and restorative justice,” they stated.

The review was presented at a March 3 UGDSB committee meeting, and education director Peter Sovran read a statement acknowledging “the existence and impact of systemic anti-Black racism within publicly funded education” and said the board is obligated to ensure “measurable, transparent and sustained action” to address it.

Sovran said the board will commit to all 14 of the review's recommendations.

The reviewers praised the board for its shift towards focusing on human rights, said a commitment to equity is clear in its strategic plan, and noted most respondents believe “the board’s intentions, key policies and messaging are aligned with human rights.” 

Positives highlighted in the report include the board's human rights office, professional development training, reporting tools, diverse staff, engagement with Indigenous Elders and efforts to disrupt racism and to celebrate diversity. 

But most respondents said it’s not enough, and many students said teachers and principals don’t care about human rights violations.  

Some respondents noted board leadership lacks diversity and they mentioned "a perception that nepotism is a factor in staff recruitment and hiring."

Many staff said they feel unheard and the board is too hierarchical, and “community members complained that they cannot speak directly to senior board administration officials about human rights matters.”

Thirty-five per cent of Jewish students said they are “often treated badly” because of their identity, a sentiment that was shared by 29% of students with Indigenous spirituality, 26% of trans and nonbinary students, 20% of Buddhist students, 19% of Black students and between 18 and 79% of students with differing disabilities. 

People reported widespread use of slurs, including “the R-word,” which are often ignored by staff, and they highlighted inadequate resources for disabled students, the dismissal of individual education plans and little protection for victims of sexual harassment and assault.

Racism

Some respondents reported widespread racism and said it is often met with little disciplinary action.

Indigenous students and staff said their traditions are misunderstood and they're sometimes expected to educate others. They said students and teachers have joked about Indigenous identity, mocked residential school survivors and sexually stereotyped Indigenous girls. 

In all but one school visited by reviewers, “Black students registered what can only be described as despair at the manner in which their peers treated them.” 

Students say some staff are “indifferent to the daily torment of the N-word being hurled at them and at micro-aggressions perpetuated by both students and staff.”

Black students report being “disproportionately disciplined for defending themselves from racism [while] offenders often face no consequences,” and say some have left the board “due to traumatic experiences and feeling unsafe.” 

Some students working to “shed light on the mounting death toll in Gaza” were disbanded and students were called terrorists. Violence against Palestinians is ignored and justified, “devaluing their lives as they die and are maimed in unprecedented numbers,” the review states.

Test results show Indigenous, Black, Latin American and Middle Eastern UGDSB students are less likely to meet provincial standards, and Latin American, Indigenous, Black and Middle Eastern students are more likely to be suspended. 

2SLGBTQIA+

Some 2SLGBTQIA+ staff feel threatened and isolated, while students have been bullied because their parents are trans and queer, and people report “everyday use of the F-word along with threats of physical, psychological and sexual assault,” the report states.

“Flying a flag does not keep a trans kid safe,” one respondent stated. Another said the board has not protected them from "families that are against the 2SLGBTQIA+ community," and they are told to avoid queer books so as not to upset those families.

One parent accused the board of turning their child trans and wished death on staff, which reviewers said shows “parents feel permitted to engage in highly aggressive speech related to gender identity and expression.”

Case and Lassonde said they are concerned about pressure to “reverse efforts aimed at ensuring equity for trans students.”

Religion

Some respondents described “being openly ridiculed” for their faith and say there are too many barriers to religious accommodations. 

Students said they feel unsafe wearing Jewish symbols, a Jewish teacher’s car was vandalized with a swastika and some Jewish staff and parents expressed deep fear. 

Jewish Heritage Month is not recognized and repeated requests for anti-semitism training have been unsuccessful, respondents say.  

A Jewish affinity group moved to personal Zoom and email accounts because they felt “unheard and mistrusted by board staff,” and say membership remains small because people fear consequences.  

Reporting violations

Most people said they don’t know where to report concerns or how they might be addressed, and many note inconsistencies between how different schools respond. 

“Almost every community and affinity group we spoke with expressed concern that the board’s Human Rights, Equity and Accessibility Office (HREAO) is ineffective,” and most didn’t know it existed, the review states.

The Ministry of Education offered funding for a human rights office in 2019, but the UGDSB said “there was no need for such an office at that time,” according to the review. It then launched the board-funded HREAO in 2023.

“Community members spoke of phone calls and other communications going unanswered and a sense that the HREAO lacked impartiality,” the reviewers stated. 

Some respondents said they faced or feared retaliation for filing complaints or intervening, and one described “a culture of fear where staff feel unsafe raising concerns due to potential retaliation.” 

“Staff members said they find it challenging to teach in communities where racism, ableism, homophobia and other forms of human rights infringements seem deeply embedded,” and they “receive limited support when conflicts arise” or when accused of human rights violations themselves, the review states. 

And staff have experienced violence from students, with one teacher describing “being punched, kicked, spat on and threatened, often with little to no consequences.” 

Some staff members said the board allows disrespect from parents and parental pressure prevents them from addressing issues. 

Recommendations 

Case and Lassonde said the issues reported are "inextricably linked to the board's efficacy in addressing systemic discrimination, staff hiring practices, curriculum development, school violence prevention and religious accommodation policies.”

They say "pursuing empathy and kindness, through education, non-violent communication and mediation represents the fundamental expectations that all marginalized communities have of our education systems.”

Staff and trustees should be trained to intervene and taught about human rights, including anti-Black and anti-Palestinian racism, 2SLTBTQIA+ rights, ableism and antisemitism, they recommended.

There should be annual human rights information sessions for parents and students, while parents, teachers and administrators should be taught non-violent communication, the reviewers say. 

They recommend two human rights advisory committees: one for policy and procedures and one for employment. 

There should be annual meetings with staff affinity groups and with every parent and community group dedicated to student equity, they say.  

And the HREAO should clarify its mandate, ensure appropriate staff supervision, appoint representatives in every school and submit annual progress reports. 

Case and Lassonde recommend developing a protocol for reporting and addressing hate, and establishing human rights programming for elementary and secondary schools. 

The reviewers said the board's draft human rights policy contains all the required elements, but they stressed the importance of community input and suggested revisions, including adding clear guidelines for addressing concerns. 

Sovran said board officials are already doing much of the above work, and “we certainly commit to being able to address all of the recommendations.”

Protecting human rights is necessary, he said, and next year’s budget will include funding for human rights.