View the proactive measures the Waterloo Region District School Board (WRDSB) has undertaken to create learning and working environments that are free from discrimination and harassment. 

These measures aim to build community and a culture of human rights and belonging.

Policy and Procedure

Accommodation of Persons Who Identify as Transgender

This procedure describes the WRDSB’s efforts to provide a safe and inclusive learning and working environment for transgender people through accommodation. This is aligned with the Ontario Human Rights Code.

Anti-Racism Policy (in development)

The WRDSB is in the process of creating a new Anti-Racism Policy. The policy is currently in draft form. The draft policy is in the community consultation phase (Until Fall 2025).

Code of Conduct Policy

The Code of Conduct communicates the expected standards of behaviour to all members of the school community. This includes: 

  • Students
  • Families and caregivers
  • Volunteers
  • Staff
  • Community members
  • Trustees
  • Visitors

All members of the school community have the right to be safe and to feel safe in their school community. With this right comes the responsibility to contribute to a positive school climate. 

Equity and Inclusion Policy 

This policy describes our commitment to the principles of equity through inclusive:

  • Programs
  • Curriculum
  • Services
  • Operations

Human Rights Policy and Procedures

The WRDSB Human Rights Policy describes how we all play a role in creating schools that are:

  • Welcoming 
  • Inclusive
  • Caring 
  • Safe

The procedure describes the process to address situations where students, parents, caregivers, and community members feel that their human rights are not being respected.

Religious and Creed Accommodations Policy and Procedure

This policy and procedure describes the WRDSB’s duty to accommodate creed and religion, as aligned with the Ontario Human Rights Code.

Smudging for Indigenous Staff and Students

This procedure describes how Indigenous staff and students who want to smudge will be accommodated and how to access support and resources. 

Student Dress Policy

The Policy helps foster inclusive environments that are safe and equitable, and it recognizes that decisions regarding dress are made with respect to individual expression, gender, cultural, creed and socio-economic needs.

These are important to the overall health and well-being of an individual. These student dress guidelines help disrupt ways in which dress codes might reinforce or increase:

  • Marginalization
  • Oppression
  • Discrimination of any individual

As such, the Student Dress Policy is a crucial component of creating an anti-discriminatory and equitable environment.

Data Gathering and Tracking Tools

Annual Human Rights Report

The Human Rights Branch Annual Report outlines the work of the department in:

  • Building a culture of human rights at the WRDSB
  • Addressing human rights complaints

Student Census

The Student Census is mandated for all school boards in Ontario under the Provincial Anti-Racism Act. Our process was developed in accordance with the guidance and legislation provided by the:

  • Ministry of Education
  • Anti-Racism Directorate
  • Ontario Human Rights Commission

The results gave us a deeper understanding of the cultural, social and demographic makeup of WRDSB students. With data representing over 30,000 students, the Student Census results help us better support students. We are better able to identify differences and gaps in students’ experiences and outcomes based on their diverse needs.

Workforce Census

The Workforce Census assists the board in gaining detailed insight as to the cultural, social and demographic makeup of our workforce. It is part of our ongoing commitment to equity and inclusion. The results from the 2019 Workforce Census allowed us to hear and learn a great deal about our employees. It also allowed us to identify and implement strategies and actions leading us toward a more representative workforce. It helps us better meet the needs of staff and students.

Staff Education, Learning and Identity Affirmation 

Dismantling Anti-Black Racism

This professional learning series engages educators in learning and unlearning around the disproportionate impacts of patriarchy, colonialism, racial hierarchy, gender discrimination, cultural bias, privilege, and ableism on African, Caribbean, and/or Black identifying students. It provides school teams with tools and strategies to interrupt these cycles in order to support achievement and well-being for all.

Human Rights Training

The Human Rights Branch supports training that builds understanding about our rights and responsibilities under the Ontario Human Rights Code.

Indigenous, Black and Racialized Employee Network (IBREN)

The IBREN is the umbrella group under which all of our Indigenous, Black and racialized mentorship and support programs and Affinity Groups fall under. Any IBR staff are invited to attend events hosted throughout the school year to:

  • Learn about staff affinity groups and mentorship programs
  • Engage in networking activities and listen to guest speakers

Leading for Change

This is a mandatory course that all Administrators, Managers and Officers are required to complete by June 2029. The course explores colonialism, human rights and equity and how they:

  • Are each unique and different
  • Relate to one another, to education and to leadership

Sovereignty Affirming & Equity Leadership Competencies

As we continue building an educational system that supports all students in reaching their full potential, we know we must prepare System Leaders. This includes specifically identified competencies related to sovereignty affirmation and equity as we seek to be responsive to students, staff and communities.

Staff Affinity Groups

These groups help to create conditions that promote well-being and flourishing in our system and that are truly inclusive. Affinity groups have been created based on data from our Workforce Census and requests for support from staff who have experienced discrimination or exclusion.

Student Learning, Supports and Identity Affirmation

Student Affinity Events

These events provide safe and identity-affirming spaces for celebration, mentorship, education, allyship, and leadership in the system. They create opportunities for students to connect and network and foster increased engagement in school.

Student Affinity Groups

These groups provide safe and identity-affirming spaces for mentorship, education, allyship, and leadership in the school and community. They create opportunities for students to connect and network and foster increased engagement in school.

Student Dress Policy

The Policy helps foster inclusive environments that are safe and equitable, and it recognizes that decisions regarding dress are made with respect to individual expression, gender, cultural, creed and socio-economic needs.

These are important to the overall health and well-being of an individual. These student dress guidelines help disrupt ways in which dress codes might reinforce or increase:

  • Marginalization
  • Oppression
  • Discrimination of any individual

As such, the Student Dress Policy is a crucial component of creating an anti-discriminatory and equitable environment.

Student Human Rights Symposium

Students in Grades 7 and 8 are invited to participate in a one day symposium about human rights organized by the Human Rights Branch. The symposium takes place every other year in December.

Guidelines and Tools

Appropriation vs. Appreciation Guidelines

Provides staff with an easy-to-use checklist in order to determine whether or not a particular Indigenous text is appropriative or appreciative of the people and culture a class is trying to learn about. The guideline acknowledges that engaging with Indigenous resources is not always easy. It will involve some reflecting and learning on the part of the educator, but it provides context for good decision-making.

Critically Selecting Resources Guidelines

This resource assists staff in curating classroom and school resources that meet the needs of all learners through a critical process of review of those resources through a culturally responsive and relevant perspective.

Racial Slurs, Epithets and N-word Guidelines

These guidelines were created in response to significant requests for support regarding the increased use of the N-word, racial slurs and discriminatory language in schools and the presence of slurs in teaching resources and content. These guidelines offer system direction and clarification on the WRDSB’s position on the use of discriminatory language.

Families and Community

Community Conversations 

These are opportunities for leaders representing various identities in the community to share directly with leadership about what is being experienced in schools by students and families.  

Engagement Charter

The Engagement Charter appeals to staff to increase transparency and help the system engage meaningfully with families and community based on feedback requesting more communication and engagement.