The Essential Conditions for Learning
At Thames Valley District School Board, we know that students learn best in a safe and caring environment. Based on research, we have created the Essential Conditions for Learning framework which promotes relationships, safety, connection, and regulation to support student learning. When students feel safe and connected to their teachers, their learning, their peers and the school community, they are better able to regulate, interact with others in healthy ways, and learn. All of which supports their mental health and overall well-being. Watch this 2-minute introductory video about the Essential Conditions for Learning.
Additional information on each essential condition can be found below.
English Version
Arabic Version
Relationships |
Consistent, caring student/staff relationships create a path for your child to access their learning brains. Research demonstrates that positive staff-student relationships — evidenced by staff members' reports of low conflict, a high degree of closeness and support, and little dependency — have been shown to support students' adjustment to school, academic achievement, and overall mental health and well-being. Educators and staff care about your child and want to support them in the best way possible. It is important to recognize that there is no single strategy or program that will resolve every need; people are just too complex for that. Caring and responsive relationships are the foundation of all learning, and ALL relationships are critical. As your child embarks and continues through the school year, the most important step as a system in building relationships is getting to know our learners. |
Feel Safe |
Emotional safety is built through consistent, predictable, and nurturing interactions between staff and your child. If your child perceives a threat to their personal safety, the stress can affect their ability to be curious, engaged, and to learn. An emotionally safe classroom is where all children feel valued, supported, and affirmed. In order to learn, students need to feel both safety TO and safety FROM.
Supporting Resources for the Condition of Safety TVDSB Guidelines for Inclusive Learning Cultures: Supporting Trans and Gender Diverse Students & Staff - The goal of this document is to act as a guideline for supporting Trans and Gender Diverse students and staff. Any caregivers and families that still have questions or require further information after reading this guideline are invited to contact their school’s administrator or the Safe Schools System Principal.
TVDSB Draft Equity Action Plan - The Draft Equity Action Plan represents an initial step in TVDSB’s ongoing commitment to grow in our ability to address inequities in our system and barriers that impact students and staff. The voices of students, families, and community gathered through extensive consultation and dialogue in the coming months will be the driving force in charting the path forward. This document is a critical step in ensuring that safety is established for all students and staff within TVDSB. View the Draft Equity Action Plan
Resources for Adults Wishing to Discuss Racism with Children Wondering how to discuss race and racism with your child? Thames Valley District School Board's Equity portfolio invite you to visit the following page which highlights links to support Board employees and caregivers/families to navigate these important and timely conversations. View the Anti-Black Racism webpage
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Be Connected |
People have a need to belong and be connected. When we feel excluded from social groups, our well-being is compromised, and our ability to think and problem-solve is undermined. When students feel connected, they will experience belonging, acceptance, and security. Their needs are valued and honored, differences are welcomed and celebrated, and every person is treated with dignity and respect. Quality connections are created and maintained using a variety of practices by staff (e.g., a warm smile). Every intentional and quality moment of connection strengthens students' sense of belonging, maintains feelings of safety, and promotes overall good mental health and well-being (adapted from Alexander, Tranter).
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Get Regulated |
How people respond to and regulate stress is influenced by genetic makeup, the quality of relationships and interactions, lived experiences, past and present adversity and/or trauma, and what is happening in their current surroundings. Specifically, the brain is wired to respond to our surroundings and interactions either with a sense of safety and openness, or with a sense danger or life threat. Your child’s lived experiences, past and present, coupled with new learning and challenging school experiences contributes to their stress and anxiety. Each child will vary widely in their ability to regulate in response to stress and anxiety. If their needs are unmet, this may lead to feeling unsafe, dysregulated, and unavailable for learning. School provides an opportunity to help students recognize their signs of stress, understand its impact, and develop successful coping strategies. Supporting Resources for the Condition of Get Regulated We believe that by supporting the areas of overall mental health and well-being, students will be available to learn and achieve. Please visit the Mental Health and Well-Being webpage to access information and resources on getting regulated for caregivers/families and students.
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Learn |
When staff intentionally focus on establishing relationships with your child using strategies that build safety, belonging, and regulation, they are creating the Essential Conditions for Learning. When “…school-based relationships are marked by genuine care, attunement, and reciprocity…all feel safe and secure enough to take the risks necessary for learning” (Alexander, 2019, p.66). Supporting Resources for the Condition of Learn Local Indigenous communities and TVDSB partners work together to provide an educational experience for Indigenous students through which their various needs are supported. The ways in which we teach and support all students through curriculum across all subject areas will honour the rich histories, languages, and cultures of Indigenous people. Visit the Indigenous Education webpage for more information.
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Bullying Prevention and Intervention
At TVDSB, our top priority is the safety and well-being of all students. Bullying can have serious and long-lasting effects on those involved. All students deserve to learn in a place where they feel safe. It is important to report bullying when it happens; every incident is taken seriously and addressed so that learning occurs, relationships are restored, responsibility is taken, and school safety is maintained. Reach out to a teacher, school staff, or school administration to discuss your concerns.
Please consider using the Anonymous Reporting form, found on each individual school website if you have concerns about the safety and well-being of your child or others. The information you provide is automatically sent to the school administrator. The more detailed this information is, the better they can support you in finding a resolution to the situation. Providing your name will allow for updates on the action taken, but this is not required.
A positive school climate exists when all members of the school community feel safe, included, and accepted. This is why establishing the Essential Conditions for Learning is one of Thames Valley’s prevention strategies against bullying. Schools are also required to have a Safe and Inclusive School Plan, which outlines their commitment to improve school culture. These plans can be found on all school websites. Caregivers are encouraged to learn more about their school’s plan and consider contributing their voice as part of the Safe and Inclusive School team.
Conflict vs. Bullying | ||||
Conflict and bullying are different, but can be experienced at the same time. It is important to understand the difference because conflict between students does not always involve bullying. Conflict occurs between people who have a disagreement, a difference of opinion, or varying views. When there is conflict, each person feels comfortable expressing their views to come to a resolution. On the other hand, bullying is aggressive behaviour that is often repeated over time and happens when there is a real or perceived power imbalance. It is meant to cause harm, fear, distress, or create a negative environment for another person. There can be a progression from conflict to bullying. Consider:
Assisting Your Child in Understanding Conflict vs. Bullying Interested in helping your child understand the difference between conflict, rude and mean behaviours, or bullying? Check out and refer to this quick reference guide to support a conversation with your child. View the "Is It Bullying?" Quick Reference Guide
Supporting Your Child's Understanding of Teasing vs. Bullying Supporting your Child to Problem-Solve Conflict 'Universal Way of Addressing Concern' - Stop It - Name It - Explain It - Ask for Change View the "Speak Up: The Universal Way of Addressing Concern" Guide
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Bullying | ||||
Types of Bullying Bullying can take many forms. Regardless of its form, bullying is unacceptable. It can be:
For more information and tips related to conflict and bullying, check out the Ontario Ministry of Education website: https://www.ontario.ca/page/bullying-we-can-all-help-stop-it. Supporting ResourcesWhat Families/Caregivers Need to Know Bullying We Can All Help Stop It: A Guide For Parents of Elementary and Secondary School Students The effects of bullying go beyond the school yard. As a parent or guardian, here’s what to watch for, what you can do, and where you can go to get help. This document was created by the province of Ontario. Link: Bullying We Can All Help Stop It: A Guide For Parents of Elementary and Secondary School Students What to do if you Suspect your Child is being Bullied? Education is a shared experience involving home and school. TVDSB encourages open and ongoing dialogue among principal, staff, and parents. If you have a concern about your child and would like to address this concern, please follow these steps:
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Cyberbullying | ||||
Supporting ResourcesCyberbullying Caregiver/Family Tip Sheet
Cyberbullying – What Parents Can Do |
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Additional Resources | ||||
MediaSmarts - Supporting Families with Digital and Media Literacy Link: https://mediasmarts.ca/parents Ontario Ministry of Education – 'Bullying: We Can All Help Stop It' PREVNet |
School Climate & Culture
The Thames Valley District School Board is committed to providing students with a positive school climate.
A positive school climate includes the following characteristics:
- Students, school staff members, and parents feel safe, included, and accepted.
- All community members demonstrate respect, fairness, and kindness;
- Free from discrimination and harassment;
- Students are encouraged and given support to be positive leaders and role models their school community;
- Principles of equity and inclusive education are present;
- The diversity of learners is reflected in both the learning environment and instructional materials; and
- Every student is inspired and given support to succeed in an environment of high expectations.
It is important to acknowledge that creating a positive school climate depends on multiple elements coming together.
These essential areas include:
- Student Voice;
- Learning Environment;
- Physical Environment;
- Parent Engagement;
- Social-Emotional Environment; and
- School Community.
Under the direction and guidance of the Ministry of Education (Policy/Program Memorandum No. 144 (PPM144), our School Board is committed to supporting schools to create and maintain positive school climates.
Every school in Thames Valley has a Safe and Inclusive School Plan (SISP). This annual plan replaces the former Bullying Prevention and Intervention Plan (BPIP), and the Safe and Accepting School Plan.
This important work is facilitated at the school-level by a school-based team. This team is composed of students, family members, teachers, support staff, community partners, and the principal and/or vice principal.
Reach out to your school principal to get involved.
Restorative Practices
Restorative Practices is an emerging social science that studies how to strengthen relationships between individuals, as well as social connections within school communities. Though new to the social sciences, Restorative Practices has deep roots within Indigenous communities throughout the world. TVDSB staff have embraced the restorative mindset by participating in ongoing professional development focused on learning foundational practices for building classroom and school community.
What does Restorative Practices Mean? |
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The following video, created by the International Institute for Restorative Practices (IIRP), provides an overview of what Restorative Practices means. Restorative Practices:
Want to learn more about Restorative Practices? Check out the ‘Voices in the Family’ podcast. |
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What is a Restorative Mindset? | ||||||||||||||
A restorative mindset is a way of thinking, a lens that can guide us as we make decisions and interact with others. Having a Restorative Mindset is a commitment to:
Restorative vs. Non-Restorative Mindsets A Restorative Mindset...
A Non-Restorative Mindset...
Looking for additional resources to support your understanding of restorative practices? Check out the resource below! |
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How can I introduce Restorative Practices with my child? | ||||||||||||||
View the Implementing Restorative Practices at Home Guide for Families and Caregivers (PDF)
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Supporting Restorative Practices with Community Partnerships | ||||||||||||||
In partnership with our Safe Schools and Well-Being portfolio, organizations such as St. Leonard's Community Services and LUSO offer a variety of prevention and intervention strategies for working with youth in a school-based setting. The St. Leonard’s Community Services school-based programs typically focus on diversion practices and restorative approaches, such as Peer Power and Restorative Approaches. LUSO offers sessions supporting the goal for a more culturally and racially inclusive environment. Looking for More information… St. Leonard’s Community Services LUSO Community Services |
Bias-Aware Progressive Discipline, Suspension, and Expulsion
Bias-aware progressive discipline provides an opportunity to support, teach, and build a positive learning community where relationships matter and taking responsibility for poor choices is facilitated in meaningful ways. When student behaviour is inappropriate, hurtful, and/or does harm to member(s) of a school community, it is important that consequences fit the circumstance and the students involved. While suspension is one option, and may be considered in some circumstances, schools are much better poised to foster a school climate of safety, community, and high expectations when a wide range of meaningful options are available. Holding students accountable for their actions, while giving them opportunities to restore relationships and repair harm when it is done are an important part of the process.
Bias-Aware Progressive Discipline |
When addressing student choices or behaviours that cause harm, administrators apply a bias-free progressive discipline approach. Using Ontario's Progressive Discipline Policy, an administrator can choose from a range of options to address student behaviuor and to support them in learning from their choices. This takes into account who the students are, any mitigating factors related to their behaviour, and the context of the situation. Bias-Aware Progressive Discipline options can include:
In more serious cases, such as ones where bullying continues or violence has occurred, suspensions and potentially expulsions will be considered pending the outcome of a principal’s investigation. When students present an unacceptable risk to the safety of others, the Safe Schools Act (2000) requires school administrators to consider suspensions and expulsions. These rules apply to both elementary and secondary students. Bias-Aware Progressive Discipline:
Learn more about progressive discipline by following the link below: Supporting Bias-Free Progressive Discipline in Schools |
Suspension and Expulsion |
Understanding Mitigating Factors of Suspension and Expulsion Suspensions and expulsions are consequences that are appropriate for students, depending on the severity or impact of the incident, and/or as part of a progressive discipline approach. It is important to understand and consider the mitigating factors, as identified in the Ontario Education Act Regulation 472/07, that may impact whether a suspension is an appropriate consequence in a given circumstance. Mitigating Factors for Suspension and Expulsion:
(Government of Ontario, O. Reg. 472/07, s. 2) Other Factors Impacting the Decision to Suspend or Expel:
(Government of Ontario, O. Reg. 472/07, s. 3; O. Reg. 412/09, s. 4.) How do I Appeal a Suspension? View the Suspension Appeal Process document Suspension and Expulsion: What Parents and Students Should Know This document, created by the Ontario Ministry of Education, provides parents and students with a detailed overview of the process followed by schools when considering suspension and expulsion. For more information on this process, please click below. Link: http://www.edu.gov.on.ca/eng/safeschools/suspexp.html
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Safe Schools Procedure
TVDSB is committed to ensuring that it provides learning and working environments that are safe, accepting, and inclusive for all. The Safe Schools Procedure document, prepared by Learning Support Services, provides details related to access to school sites, code of conduct, student dress code, bullying prevention and intervention, progressive discipline, suspensions, expulsion, and the appeal process.
View the Safe Schools Procedure
Anti-Sex Trafficking Protocol
The Policy/Program Memorandum 166 Keeping Students Safe: Policy Framework for School Board Anti-Sex Trafficking Protocols (PPM166) sets a strong foundation for Ontario school boards to build local anti-sex trafficking protocols. This protocol will support coordinated action by school staff, along with community partners to prevent, identify and recognize sex trafficking and develop responses to facilitate early and appropriate intervention. Welcoming and engaging school environments lead to positive student experiences, especially when families and communities are intentionally involved in the students’ learning (Government of Ontario, 2021). Safe Schools, both physically and psychologically, are a critical element to successfully nurturing positive student experiences.
View the Anti-Sex Trafficking Protocol
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Purpose and Context Setting The Policy/Program Memorandum 166 Keeping Students Safe: Policy Framework for School Board Anti-Sex Trafficking Protocols (PPM166) sets a strong foundation for Ontario school boards to build local anti-sex trafficking protocols. This protocol will support coordinated action by school staff, along with community partners to prevent, identify and recognize sex trafficking and develop responses to facilitate early and appropriate intervention. Welcoming and engaging school environments lead to positive student experiences, especially when families and communities are intentionally involved in the students’ learning (Government of Ontario, 2021). Safe Schools, both physically and psychologically, are a critical element to successfully nurturing positive student experiences. Due to almost daily contact with students, teachers and other education staff are well placed to educate on prevention and promote healthy relationships, notice troubling changes in behaviour, and connect with students as caring adults. By training staff to recognize the signs of sex trafficking, they will be better equipped to identify the cues and safely intervene if they suspect a student is being trafficked or involved in trafficking. Education can also serve as a key factor in helping survivors of trafficking heal and rebuild their lives, helping to prevent re-victimization and resetting students on a healing trajectory towards positive outcomes. As outlined in the Ministry of Education’s PPM-166 (Government of Ontario, 2021), many school-aged children and youth are a target for sex trafficking as the average age for recruitment is 13 years. A lack of understanding about the warning signs and tactics of traffickers is one of the contributing factors. Educating students about these, along with how to access help are ways to help prevent involvement in sex trafficking. Students are not only a target for being trafficked but may be involved in the trafficking of their peers. Youth under the age of 18 were accused of human trafficking in three percent of the incidents in 2019 (Ibrahim, 2021). The Impact of Colonialism on Indigenous People and Communities Beginning with an acknowledgement and understanding that colonization laid the foundation for gender-based violence in this country (National Inquiry into Murdered and Missing Indigenous Women and Girls, 2019). Through the process of colonization extensive violence was enacted to the land, resources, and the communities, of Indigenous people, with these acts of exploitation continuing today (Graham, 2021). As indicated by Roxburgh and Shaw (2021) “colonialism is at the core of human trafficking in Canada” (Foreword section, para. 3) and continues to normalize the exploitation of Indigenous women, girls and boys along with gender diverse people. As a result, these victims are not seen as such and are thereby denied the necessary assistance, support and justice which they are entitled to (Roxburgh & Shaw, 2021). The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls (2019) highlighted that in 2016 almost 50% of women being trafficked in Canada were Indigenous, even though they represented only 4% of the Canadian population. Historical and ongoing trauma with the education system needs to be recognized as a possible barrier to engagement from Indigenous parents, caregivers, and communities. TVDSB recognizes that human trafficking has disproportionality impacted individuals who are Indigenous and that addressing this issue requires critically reflecting on our practices across the system through anti-colonial and anti-racism lenses. As indicated in the Draft Equity Action Plan (2020), “TVDSB recognizes the inherent rights of Indigenous Peoples and the need to create and foster a culturally safe environment for Indigenous students and staff. The TVDSB acknowledges its longstanding relationships through Education Service Agreements with the Oneida Nation of the Thames, the Chippewas of the Thames First Nation, and the Munsee-Delaware Nation, as well as with urban Indigenous communities. In continuing to develop this Draft Plan, TVDSB recognizes the need for ongoing collaboration with the TVDSB Indigenous Education Team and Indigenous communities, families and students” (Introduction section, para. 4). Increased risks and use of digital tools “Frequent use of mobile phones and computers can make it harder for caring adults to recognize the signs that a student is being groomed and lured. This increases the importance of educating students about both the positive and negative potentials of the Internet, including the harmful impacts of violent depictions in sexually explicit imagery. Traffickers and other sexual predators are increasingly using online social media platforms to lure, groom and recruit young people into sexual acts or services. Social media can provide an easy point of access into conversation and relationships with unsuspecting students” (Government of Ontario, 2021, Increased risks and use of digital tools section). The COVID-19 pandemic has resulted in students using digital tools more frequently, hence increasing this risk further. Why some students at higher risk? While any student can be sex trafficked, some groups are at increased risk:
(Government of Ontario, 2021)
Key Definitions Sex Trafficking: As outlined in the Ministry of Education’s PPM-166, “sex trafficking is a form of sexual exploitation and is a crime under the Criminal Code of Canada. It can include recruitment, harboring, transporting, obtaining, or providing a person for the purpose of sex. It involves force, physical or psychological coercion or deception. Most individuals who are trafficked for the purpose of sexual exploration are woman and girls, but all people may be targeted” (Government of Ontario, 2021, Definition of Sex Trafficking section). Human Trafficking: The Criminal Code of Canada defines human trafficking as recruiting, transporting, transferring, receiving, holding, concealing, or harbouring a person, or exercising control, direction, or influence over the movements of a person, to facilitate their exploitation. Within the communities served by TVDSB, most service providers use the term “Human Trafficking” in this area of work. For this protocol, and in our work with community partners, we will be using sex trafficking and human trafficking interchangeably. Gender-Based Violence (GBV) is violence committed against someone based on their gender identity, gender expression or perceived gender. GBV can take many forms: cyber, physical, sexual, psychological, emotional, and economic, as well as neglect and harassment. These can include physical acts, as well as words, actions and attempts to control to degrade, control, humiliate, intimidate, coerce, deprive, threaten, or harm another person (Manitoba Government Inquiry, n.d.). Colonialism: “the attempted or actual imposition of policies, laws, mores, economies, cultures, or systems and institutions put in place by settler governments to support and continue the occupation of Indigenous territories, the subjugation of Indigenous individuals, communities and Nations, and the resulting internalized and externalize ways of thinking and knowing that support this occupation and subjugation. These impositions are race and gender based” (National Inquiry into Missing and Murdered Indigenous Women and Girls, 2019, p.77). Trauma-Sensitive Approach: Acknowledges that stress and adversity have an impact on learning, and centers the values of safety, relationships, and a strength-based approach in all learning environments. Healing Centered Engagement: Is a holistic approach “involving culture, spirituality, civic action and collective healing. A healing centered approach views trauma not simply as an individual isolated experience, but rather highlights the ways in which trauma and healing are experienced collectively. The term healing centered engagement expands how we think about responses to trauma and offers more holistic approach to fostering well-being” (Ginwright, 2018). Please see Appendix A for a glossary of additional terms.
Protocol development and implementation: an ongoing process In September 2021, TVDSB established an internal working group with members from various portfolios to take the lead in developing this anti-sex trafficking protocol. As part of the process, consultation with 20 community partners was undertaken to gain an understanding of the being down in this sector in TVDSB communities (Appendix B). In addition to the community consultations, a comprehensive review of relevant literature, reports and electronic resources was completed (please see Appendix C for a summary of these findings). A scan of existing practices, community partnerships, available resources and a review of curriculum expectations also occurred. Given the current pandemic limiting in-person contact and the protocol development timeline, engagement activities with students, families and some communities have been limited. We believe that this should occur on an ongoing basis as part of the protocol implementation plan. Given this limitation, this protocol will be reviewed and updated annually for the next 3 years, and then every 2 years thereafter, to ensure student, family and community feedback is embedded in this ongoing work. Aspects of this protocol will also be included in TVDSB’s Draft Equity Plan, Mental Health and Addiction Strategic Plan, Board Improvement and Equity Plan, and the Operational Plan.
Guiding Principles We are committed to the following guiding principles in the development and implementation of this protocol:
TVDSB’s Prevention Framework: Essential Conditions for Learning The “Essential Conditions for Learning” framework is currently being implemented across the system as part of TVDSB’s Annual Mental Health and Addictions Action Plan. This framework aligns with evidence-informed practices relating to the prevention of students being involved in sex-trafficking. It focuses on well-being and mental health in a trauma-sensitive and culturally-safe manner. As illustrated in Figure #1 below, it centers the values of safety, relationships, compassion, and a strength-based approach in all learning environments. Caring and consistent relationships between students and staff act as the foundation when creating a classroom where students feel safe, connected, regulated, and can participate in their learning. This is done by knowing the students, responding to cues, and adjusting supports and interventions. When tier-one classroom strategies and practices are informed by, and align with, the Essential Conditions for Learning, we support overall mental health and well-being. Within the “safety” condition, a focus on cultural safety is required. A culturally safe learning environment is one in which all students feel comfortable about expressing their ideas, opinions, and needs and about responding authentically to topics that may be culturally sensitive. Educators should be aware that some students may experience emotional reactions when learning about issues that have affected their own lives, their family, and/or their communities. Before addressing such topics in the classroom, teachers need to consider how to prepare and debrief with students and ensure that resources are available to support students. Applying cultural safety principles will require ongoing learning and reflection from staff. This includes examining their own lived experiences and positions and seeking information to learn more about the lived experiences and identities of the students in their classroom. Appendix B summarizes the alignment of the Essential Conditions for Learning with evidence-informed practices related to prevention of sex-trafficking for student.
Strategies to raise awareness and prevent trafficking TVDSB is committed to raising awareness about human trafficking with students and caregivers/families in partnership with community service providers. The following activities will be implemented between January 2022 and August 2026.
Table 1: Awareness Raising Initiatives for Students
Table 2: Awareness Raising Initiatives for Parents/Caregivers
Response Procedures The following procedures support and provide guidance to school board employees in relation to responding to different phases of students involved with sex trafficking:
The “school team” referenced below can include administrators, educators, Educational Assistants, Early Childhood Educators, special education staff, professional student services, Learning Support Teachers, Guidance teachers, and Student Support Teachers When staff identifies warning signs, or has information that a student is being targeted, lured, or groomed into sex-trafficking Consult with the school team, including administrators and professional student services staff, to develop a plan that includes who will reach out to the student and their family. The following should be considered in developing this plan:
When staff becomes aware that a student is being trafficked When responding to any students who have been trafficked it is important to not use the terms sex trafficking, human trafficking or exploitation when talking with the student. Most individuals who have been trafficked do not view their situation, or the person(s) who exploited them as perpetrators or traffickers. It is imperative that TVDSB staff responding in these situations use the same language that the young person does to describe their situation and their trafficker (Children of the Street Society, n.d.; Task Force on Trafficking of Women and Girls in Canada, 2014). Consult with the school team, including administrators and professional student services staff, to develop an appropriate plan. Students under 16 years of age: Effective October 1, 2021, amendments to the Child and Youth Family Services Act (CYFSA) were implemented related to the authority Children’s Aid Societies have in intervening in situations where children are being trafficked. As such, there is now a “duty to report” when a child under 16 years old is being trafficked. This duty applies to all situations, including when the family is protective and trying to keep their child safe. Therefore, school staff is required follow the “Reporting Suspect Child Abuse or Neglect Procedures”.
Students who are aged 16 or 17: The recent CYFSA legislative amendments provide child protection workers with the authority to remove a 16- or 17-year-old from a sex trafficking situation for a limited period to offer voluntary supports and services in situations where there is high risk that if not removed immediately, the youth will not be accessible again. This approach recognizes that a voluntary approach may not be adequately responsive to the unique situation of trafficked youth, while also recognizing the potential unintended consequences of an ‘apprehension’ for 16- and 17-year-olds. The intent is to interrupt a high-risk situation to offer the youth voluntary services and to provide information that may assist the youth in extricating themselves from the trafficker, whether at the time of the removal, or later.
Students aged 18 and up:
Supporting a student’s immediate physical and emotional safety needs When supporting a student who is being trafficked, it is imperative that trauma-sensitive and healing centered approaches be used by providers who are connected to and supporting the student. As part of developing the support plan, the school and community team members involved are encouraged to:
(Child Welfare Information Gateway, 2017; Children of the Street, n.d.) Supporting Students returning to school after they have been trafficked When a child/youth who has been trafficked returns to school, the same principles outlined in the other phases are still applicable. The use of trauma-sensitive and healing-centered approaches will continue to be at the forefront of working with the student.
(Child Welfare Information Gateway, 2017; Children of the Street, n.d.) Students who may be targeting, luring, grooming, or recruiting children and youth for the purpose of sex trafficking
Culturally Responsive Considerations When working with any child or youth who is involved in sex trafficking staff are to respond in a manner that is culturally responsive for the student. Indigenous, Black, 2SLGBTQIA+ and other communities have experienced racism, discrimination, and oppression from the educational, child welfare, health care and criminal systems. Being mindful of this as we engage with police and child welfare partners in response to concerns that a student is being trafficked is imperative. The following are practices which support students and families:
Educators are encouraged to use the School Mental Health Ontario (SMHO) ONE-CALL desk reference (School Mental Health Ontario, n.d.) strategies when they are concerned for a student’s mental health or well-being:
It is imperative that the identified school staff follow-up with the student and family as included in the support plan to build trust and strengthen the caring relationship. In some situations, other students may be impacted by the situations (i.e. peer who disclosed to staff concern about a friend, siblings). School staff should check-in with any student who may be impacted and develop a support plan as needed.
Training for school board employees Professional learning for employees is an on-going process. The following content will be covered in the various professional learning initiatives:
TVDSB will deliver professional learning using a variety of approaches as outlined in Table 3. TVDSB is committed to ensuring that the content of training remains current and reflects community trends and leading practices. Table 3: Employee Professional Learning Initiatives
Measuring success: accountability and evaluation To support our continuous quality improvement approach, this protocol will be reviewed annually for the first 3 years, and then every other year thereafter. During the first year of implementation, the Ministry of Education will provide support for the review and offer advice and suggestions. TVDSB leaders will participate in the Ministry’s community of practice to further build capacity in this area of work. TVDSB, the Ministry of Education and community partners will collaborate to develop a performance measurement framework. This framework will monitor the impact and effectiveness of training, and whether the protocol effectively responds to the needs of students and families. TVDSB and community partners will be invited to participate in the reporting process to the Ministry of Education to determine how the protocol has helped children and youth in care stay out of, or exit, human trafficking. TVDSB is committed to being an engaged partner at various community planning tables such as:
TVDSB has identified several accountability and evaluation practices to monitor the impact of this protocol such as:
References Canadian Center to End Human Trafficking. (2021, October 14). Human trafficking trends in Canada (2019-2020). https://www.canadiancentretoendhumantrafficking.ca/human-trafficking-trends-in-canada-2019-2020/ Child Welfare Information Gateway. (2017, July). Human trafficking and child welfare: A guide for caseworkers. https://www.childwelfare.gov/pubPDFs/trafficking_caseworkers.pdf Children of the Street Society. (n.d.). Addressing the trafficking of children & youth for exploitation in BC: A toolkit for service providers. https://a21df1e8-146f-4268-85fd-40f5b23760f2.filesusr.com/ugd/cb3288_6342b783291242fb9b8e21d4f6da9784.pdf Ginwright, S. (2018, May 31). The future of healing: Shifting from trauma informed care to healing centred engagement. https://ginwright.medium.com/the-future-of-healing-shifting-from-trauma-informed-care-to-healing-centered-engagement-634f557ce69c Government of Ontario. (2021, July 6). Policy/Program memorandum 166. https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-166 Graham, C. (2021, November 2). Indigenous anti-human trafficking [Presenter]. Human trafficking: Innovative responses created by and for youth and Indigenous communities, London, CA. https://www.vawlearningnetwork.ca/webinars/recorded_resource_spotlights/RS_9.html Ibrahim, D. (2021, May 4). Juristat bulletin – Quick fact: Trafficking in persons in Canada, 2019. Statistics Canada. https://www150.statcan.gc.ca/n1/pub/85-005-x/2021001/article/00001-eng.htm#r5 National Inquiry into Missing and Murdered Indigenous Women and Girls. (2019). Reclaiming Power and Place: The Final Report of the National Inquiry into Missing and Murdered Indigenous Women and Girls, Volume 1a. https://www.mmiwg-ffada.ca/wp-content/uploads/2019/06/Final_Report_Vol_1a-1.pdf Manitoba Government Inquiry. (n.d.). Gender-based violence definitions and terminology. Engage Manitoba. https://engagemb.ca/gbv-definitions School Mental Health Ontario. (n.d.). ONE-CALL desk reference. https://smho-smso.ca/wp-content/uploads/2020/01/One-Call.pdf Task Force on Trafficking of Women and Girls in Canada. (2014, October). “No more”: Ending sex-trafficking in Canada: Report of the national task force on trafficking women and girls in Canada. https://a21df1e8-146f-4268-85fd-40f5b23760f2.filesusr.com/ugd/cb3288_6342b783291242fb9b8e21d4f6da9784.pdf Thames Valley District School Board. (2020). Draft equity action plan: 2020-2022. https://www.tvdsb.ca/en/parents/equity-action-plan.aspx
Appendix A: Glossary of Additional Terms
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Conflict and Problem Resolution
We are committed to create an environment which fosters mutual respect for the dignity and well-being of all students, staff, parents, and volunteers.
At Thames Valley District School Board, we work to ensure concerns are addressed in a respectful and professional manner that is consistent with the Education Act and all other relevant legislation and Board policies.
The Ontario College of Teachers has information about professional standards of teachers, the accreditation of programs that prepare teachers, and how complaints and discipline are handled.
In addition, the Government of Ontario has granted new powers to the Ontario Ombudsman's Office to investigate complaints against school boards. The Office of the Ontario Ombudsman now has the responsibility to oversee school boards and address matters brought to its attention by members of the public. For more information, visit the Ontario Ombudsman website.
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