Trillium Lakelands District School Board (TLDSB) believes that, regardless of race, ethnicity and cultural identity, citizenship status, place of origin, physical and intellectual ability, marital status, family status, sex, gender identity and expression, sexual orientation, socio-economic status, religion, creed, age, and other forms of marginalization and the intersection thereof, all members of the school community deserve to work and learn in a safe and caring learning environment.
TLDSB is committed to continuing our progress towards equity and inclusion for all individuals in our system and has formed an Equity Task Force to help guide this journey. The Equity Task Force is comprised of system staff, trustees, and student trustees who support the Board in accessing diverse perspectives and input from students, staff, and community in order to develop strategic plans related to equity and inclusion in TLDSB. Subcommittees of the Equity Task Force are established to explore and address particular areas or concerns, as the need arises.
The purpose of the Equity Task Force is to:
The work of the Equity Task Force is guided by the principles and practises mandated under the Charter of Rights & Freedoms, the Ontario Human Rights Code, the Education Act, the Ontario Safe Schools Act, Ontario’s Equity and Inclusive Education Strategy, the Indigenous Education Strategy, United Nations Declaration on the Rights of Indigenous Peoples Act, and the Accessibility for Ontarians with Disabilities Act.
In 1971, Canada became the first country to enact an official multiculturalism policy, recognizing the importance of diversity in our nation, with the understanding “that every individual is equal before and under the law and has the right to the equal protection and benefit of the law without discrimination.” (The Canadian Multiculturalism Act).
As we continue to see immigration grow in Canada and work towards reconciliation with our Indigenous communities, it is important that we understand how multiculturalism has helped to shape our country’s past, present, and future. These resources present an opportunity to learn about and celebrate the valuable contributions that Canadians from all different backgrounds make, and to combat discrimination, ignorance, and hate in order to build a stronger community.
TLDSB is committed to building meaningful relationships with Indigenous students and families, Elders, Knowledge Keepers, Senators, and community stakeholders. We are committed to further support our students and staff as they learn about, with, and from the rich and vibrant cultural traditions, histories, and contributions of Indigenous Peoples of Turtle Island. For more information, please visit our Indigenous Education page.
Since 2012, TLDSB has promoted Positive Space as one of many opportunities for system learning under the umbrella of Ontario’s Equity and Inclusive Education Strategy. There are students, staff, and parents/guardians in our school communities who identify as two-spirit, lesbian, gay, bisexual, transgender, queer, intersex, asexual, plus (2SLGBTQIA+). The goal of Positive Space has always been to create and identify safer and more inclusive spaces for 2SLGBTQIA+ communities within TLDSB. For more information, please visit our Positive Space page.
Despite the many contributions of women throughout history, women continue to struggle with issues such as pay gaps, gender-based violence, sexual assault and harassment, poverty, and more. Women’s movements around the world seek to address the systemic issues that present barriers to girls and women as we work towards gender equality.
There are more than 6 million Canadians, aged 15 and over, who have one or more disabilities. Everyone’s experience with disability is different, whether one is living with mental or physical impairments. Striving to remove barriers and increase accessibility so that everyone can participate benefits us all.
Over half a million people in Ontario visit food banks each year. The struggles of food insecurity and poverty affect children and adults in many ways, with impoverished people being at greater risk of disease, mental health concerns, addiction, and more. Students from low-income families may face greater difficulties in the classroom for any number of socio-economic reasons. Striving to bring an end to poverty means that everyone can have their basic needs met and can aspire to be more.