Engagement and Learning

At school, my child has opportunities to show what they know in different ways.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, my child has opportunities to use feedback to improve their work.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, my child has opportunities to learn in ways that are best for them.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

This school year, has your child missed school many times for any of the following reasons (select all that apply):

• Scared of being bullied
• Avoiding other students
• Avoiding adults at school
• Experiencing mental health or well-being challenges (for example: feeling nervous, anxious, sad, overwhelmed)
• Have few or no friends in their class
• Feeling excluded
• Parts of their identity are not accepted (for example race, gender, disability)
• My child did miss school many times, but for reasons not listed above
• My child did not miss school many times

At school, adults help my child with their learning when they need it.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Adults at my child’s school expect them to do well.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

My child enjoys being at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

This school year, my child is satisfied with their overall learning experiences.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

If your child is learning English as an additional language and requires ESL or ELD support, do they feel supported in the classroom to learn and use English to successfully participate in their classes?

• Yes, my child feels supported all the time
• Yes, my child feels supported sometimes
• No, my child does not feel supported
• My child is not learning English as an additional language

 

About Me

What language(s) does your child use at home? (select all that apply)

American Sign Language Akan Albanian Arabic Bengali Cantonese Cree Creole or Patois Croatian Dari Dene Dutch English Farsi or Persian French German Greek

Gujarati Hausa Hebrew Hindi Hungarian Inuit Italian Korean Malayalam Mandarin Mi'kmaw Michif Mohawk Ojibwe Pashto Polish

Portuguese Punjabi Russian Serbian Shona Sinhala Somali Spanish Swahili Tagalog Tamil Turkish Ukrainian Urdu Vietnamese Yoruba Not sure

• Other language(s) not listed above (specify):______

 

Note: Students are invited to Self-Identify as First Nations, Métis, Inuit with the school board to access culturally specific opportunities and resources. Self-Identification is completed through the school registration process or by submitting the First Nations, Métis, and Inuit Self-Identification Form (information found on the YRDSB Indigenous Education webpage).

Does your child identify as First Nations, Métis, and/or Inuit (First Nations include Status and Non-Status people)? If yes, select all that apply.

• No, my child is not Indigenous to Canada
• Yes, First Nations
• Yes, Métis
• Yes, Inuit
• Yes, not listed above (specify):
• Not sure

 

If you are Indigenous to Canada, please answer the following question

If your child were able to study an Indigenous language in school, which language(s) would you choose?

Please select all that apply.

• Cree
• Dene
• Inuit
• Mi'kmaw
• Michif
• Mohawk
• Ojibwe
• Other (please specify): _________

 

Ethnic groups have a common identity, heritage, ancestry, or historical past, often with identifiable cultural, linguistic and/or religious characteristics.

What is your child’s ethnic or cultural origin(s)? Please specify as many ethnic or cultural origins as apply: ____________

(For example, Anishnaabe, Barbadian (Bajan), Canadian, Chinese, Colombian, Cree, Dutch, East Indian, English, Ethiopian, Filipino, French, German, Ghanaian, Grenadian, Gujarati, Guyanese, Haudenosaunee, Haitian, Indian (India), Inuit, Iranian, Irish, Israeli, Italian, Jamaican, Jewish, Kenyan, Korean, Lebanese, Métis, Mi’kmaq, Nigerian, Ojibwe, Pakistani, Palestinian, Portuguese, Polish, Russian, Scottish, Sikh, Somali, Sri Lankan, Tamil, Thai, Trinidadian, Ugandan, Ukrainian, etc.).  This is not a complete list. To find additional examples of ethnic and cultural origins visit Statistics Canada.

 

In our society, people are often described by their race or racial background. People are often described as belonging to a certain “race” based on how others see and behave toward them. These ideas about who belongs to what race are usually based on physical features such as skin colour. Ideas about race are often imposed on people by others in ways that can affect their life experiences and how they are treated. Race is often confused with ethnicity, but there can often be several ethnicities within a racialized group.

Which racial group(s) best describes your child? (If they identify with multiple racial groups, select all that apply).

• Black (African, African-Canadian, Afro-Caribbean descent, e.g., Caribbean, Ghanaian, Moroccan, Nigerian, South African)
• East Asian (Chinese, Japanese, Korean, Mongolian, Taiwanese descent)
• Indigenous to Canada (First Nations, Métis, Inuit descent)
• Latino or Latina or Latinx (Latin American, Hispanic South American, Afro-Latino/a, Colombian, Ecuadorian, Mexican, Peruvian, Spain descent)
• Middle Eastern (Arab, Persian, West Asian descent e.g., Afghan, Egyptian, Israeli, Iranian, Kurdish, Lebanese, Turkish)
• South Asian (South Asian descent e.g., Bangladeshi, East Indian, Indo-Caribbean, Pakistani, Sri Lankan, Tamil descent)
• Southeast Asian (Cambodian, Filipino, Indonesian, Malaysian, Thai, Vietnamese, other Southeast Asian descent)
• White (European descent e.g., British, French, German, Italian, Russian descent)
• A race or racial background not listed above (specify):

People can be treated differently based on their religion, or perceived religion, which can lead to negative impacts and unequal outcomes. Islamophobia and antisemitism are examples of the way religion can be racialized. People can experience racism not only based on skin colour but also other perceived characteristics that are associated with religion.

What is your child’s religion and/or spiritual affiliation? (Select all that apply)

• Agnostic (A person who thinks it’s impossible to know if any God or Gods exist)
• Atheist (A person who does not believe in any God or Gods)
• Buddhist
• Christian
• Hindu
• Indigenous Spirituality
• Jewish
• Muslim
• Sikh
• Spiritual, but not religious
• No religious or spiritual affiliation
• Religion(s) or spiritual affiliation(s) not listed above (specify):
• Not sure
• I do not understand this question
• Prefer not to answer

Gender identity is a person’s sense of being a boy, a girl, both, neither, or having another identity.

What is your child’s gender identity : _______________

• Prefer not to answer
• Not sure

 

Was your child born in Canada?

• Yes (skip next 2 questions)
• No
• Prefer not to answer

My child is:

• A Canadian citizen
• A dual citizen
• An international student (enrolled through a study permit)
• A landed immigrant or permanent resident
• A refugee claimant
• Not sure
• I do not understand this question
• Prefer not to answer

How long has your child lived in Canada?

• Since birth
• Less than 1 year
• 1-3 years
• 4-6 years
• 7-9 years
• 10 or more years
• Not sure
• Prefer not to answer

 

Does your child experience any of the following? If yes, please select all that apply. If no, please select “No, none of the above”

• Addiction(s)
• Attention Deficit and Hyperactivity Disorder (ADHD)
• Autism
• Neurodiversity
• Acquired Brain Injury
• Blind or Low Vision or any other Visual Disability
• Chronic Pain
• Deafness or Hearing loss
• Developmental Disability(ies)
• Language Impairment or Developmental Language Disorder
• Learning Disability(ies)
• Mental Health challenges (e.g., anxiety, depression)
• Mild Intellectual Disability
• Mobility challenges
• Physical Disability(ies)
• Speech Impairment (e.g., speech sound production, voice disorder, dysfluency or stuttering)
• My child’s disability(ies)is not listed above (specify):
• No, none of the above

Has your child experienced homelessness in the last twelve months (for example, living in shelters, living in cars or abandoned buildings)?

• Yes
• No

Please answer the following questions about you and your relationship with your child.

Parent or Guardian 1 (Yourself): Please indicate your relationship with this child. (Select one answer only)

• Mother
• Father
• Parent
• Stepmother
• Stepfather
• Grandparent
• Relative
• Guardian
• Foster parent
• Friend or Family Friend
• A person not listed above (please specify):

Parent or Guardian 1: Were you born in Canada?

• Yes
• No
• Not sure

Please answer the following questions for Parent or Guardian 2 or skip this section if not applicable.

Parent or Guardian 2 is the other parent or guardian responsible for this child. Please select their relation to this child. (Select one answer only)

• Mother
• Father
• Parent
• Stepmother
• Stepfather
• Grandparent
• Relative
• Guardian
• Foster parent
• Friend or Family Friend
• A person not listed above (please specify):

Parent or Guardian 2: Was this person born in Canada?

• Yes
• No
• Not sure

 

Well-Being and Mental Health

At school, my child feels happy.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, my child feels nervous or anxious.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, my child feels sad.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, my child feels lonely.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school my child feels under a lot of stress or pressure.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

My child gets along well with other students at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Belonging is knowing that you are important, understood, accepted, and respected in the places you enter and by the people around you. It also includes feeling like you matter and are connected to the people around you.

My child feels like they belong at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Feeling accepted by others includes feeling valued and appreciated for who you are.

My child feels accepted by adults at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

 

At my child’s school, there is a focus on supporting the mental health and well-being of students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

 

Equitable and Inclusive Learning Environments

Social justice issues are about the challenges and problems that certain groups of people experience when treated negatively based on parts of their identity (for example: gender, race, disability, religion).

At school, my child learns about human rights or social justice issues related to Indigenous peoples of Canada.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, my child learns about human rights or social justice issues related to race, ethnicity, and culture.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, my child learns about human rights or social justice issues related to disabilities.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

School rules are applied to my child in the same way as other students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, there are adults with the same identities as my child like their culture, disability, language(s) spoken, race, religion, etc.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

When thinking about all parts of your child’s school experience (for example: class lessons, books, clubs, hallways, classroom walls), I see my child’s identities (for example: disability, ethnicity, gender identity, race, Indigenous background) represented in a positive way.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, my child learns about the accomplishments and contributions of: (select all that apply)

• Women and girls
• Indigenous peoples of Canada
• Many ethnic, cultural or racial groups
• Various religious or faith communities
• People with disabilities

 

Feeling welcomed means that the people around you make an effort to see, hear and value you.

My child feels welcomed at this school.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Safety, Bullying and Discrimination

Feeling safe means not worrying about someone hurting your body, feelings or belongings.

My child feels safe at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Bullying is repeated behaviour that causes fear and harm to another person's body or feelings. Cyberbullying is bullying using technology such as texting, social media, online chats, emails. Bullying and cyberbullying are more than just a disagreement or argument between two people.

Since September, how often has your child experienced bullying or cyberbullying

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

 

Discrimination is being treated negatively because of your cultural or ethnic origin, disability, gender identity, racial background, religion, sexual orientation, special education needs, or other factors. Discrimination can be intentional or unintentional.

Since September, how often has your child experienced discrimination in their school or class

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Since September, have you felt your child was excluded (not accepted) or discriminated against (treated negatively) at school because of: (select all that apply)

• Their disability or special education needs 
• Their family’s income level 
• Their language, dialect, or accent 
• Being new to Canada 
• Their religion
• Being Indigenous to Canada (First Nations, Métis, Inuit)
• Their race 
• Their gender 
• The size of their body
• Another reason: (please specify) _________
• I do not understand this question
• My child did not experience exclusion or discrimination

Engagement and Learning

At school, I have opportunities to show what I know in different ways.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I have opportunities to use feedback to improve my work.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I have opportunities to learn in ways that are best for me.

• Strongly agree 
• Agree 
• Disagree
• Strongly disagree
• Not sure

How often does your school or class focus on building friendships and working well with other students?

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

This school year, have you ever missed school many times for any of the following reasons (select all that apply)?

• Scared of being bullied
• Avoiding other students
• Avoiding adults at school
• Experiencing mental health or well-being challenges (for example: feeling nervous, anxious, sad)
• Have few or no friends
• Feeling excluded
• Parts of my identity are not accepted (for example: race, gender, disability)
• I did miss school many times, but for reasons not listed above
• I did not miss school many times

At school, adults help me with my learning when I need it.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Adults at school expect me to do well.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

I enjoy being at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

This school year, I am satisfied with my overall learning experiences.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

If you are learning English as an additional language and require ESL or ELD support, do you feel supported in the classroom to learn and use English to successfully participate in your classes?

• Yes, I feel supported all the time
• Yes, I feel supported sometimes
• No, I do not feel supported
• I am not learning English as an additional language

 

About Me

Do you identify as First Nations, Métis, and/or Inuit (First Nations include Status and Non-Status people)? If yes, select all that apply.

• No, I am not Indigenous to Canada
• Yes, First Nations
• Yes, Métis
• Yes, Inuit
• Yes, not listed above (specify):
• Not sure

 

If you are Indigenous to Canada, please answer the following question

If you were able to study an Indigenous language in school, which language(s) would you choose?  Please select all that apply.

• Cree
• Dene
• Inuit
• Mi'kmaw
• Michif
• Mohawk
• Ojibwe
• Other (please specify): _________

 

Do you consider yourself Canadian? (You do not have to be born in Canada to think of yourself as Canadian.)

• Yes
• No
• Not sure

Ethnic groups have a common identity, heritage, ancestry, or historical past, often with identifiable cultural, linguistic and/or religious characteristics.

What is your ethnic or cultural origin(s)? Please specify as many ethnic or cultural origins as apply: ____________

(For example, Anishnaabe, Barbadian (Bajan), Canadian, Chinese, Colombian, Cree, Dutch, East Indian, English, Ethiopian, Filipino, French, German, Ghanaian, Grenadian, Gujarati, Guyanese, Haudenosaunee, Haitian, Indian (India), Inuit, Iranian, Irish, Israeli, Italian, Jamaican, Jewish, Kenyan, Korean, Lebanese, Métis, Mi’kmaq, Nigerian, Ojibwe, Pakistani, Palestinian, Portuguese, Polish, Russian, Scottish, Sikh, Somali, Sri Lankan, Tamil, Thai, Trinidadian, Ugandan, Ukrainian, etc.).  This is not a complete list. To find additional examples of ethnic and cultural origins visit Statistics Canada.

 

People are often described by their race or racial background. People are often described as belonging to a certain “race” based on how others see and behave toward them. These ideas about who belongs to what race are usually based on how you look, such as skin colour. Race is often confused with ethnicity, but there can often be several ethnicities within a racialized group.

Which racial group(s) best describes you? (If you identify with multiple racial groups, select all that apply).

• Black (African, African-Canadian, Afro-Caribbean descent, e.g., Caribbean, Ghanaian, Moroccan, Nigerian, South African)
• East Asian (Chinese, Japanese, Korean, Mongolian, Taiwanese descent)
• Indigenous to Canada (First Nations, Métis, Inuit descent)
• Latino or Latina or Latinx (Latin American, Hispanic South American, Afro-Latino/a, Colombian, Ecuadorian, Mexican, Peruvian, Spain descent)
• Middle Eastern (Arab, Persian, West Asian descent e.g., Afghan, Egyptian, Israeli, Iranian, Kurdish, Lebanese, Turkish)
• South Asian (South Asian descent e.g., Bangladeshi, East Indian, Indo-Caribbean, Pakistani, Sri Lankan, Tamil descent)
• Southeast Asian (Cambodian, Filipino, Indonesian, Malaysian, Thai, Vietnamese, other Southeast Asian descent)
• White (European descent e.g., British, French, German, Italian, Russian descent)
• A race or racial background not listed above (specify):

People can be treated differently based on the religion other people think they are. Sometimes, this means they can be treated negatively.

What is your religion and/or spiritual affiliation? (Select all that apply)

• Agnostic (A person who thinks it’s impossible to know if any God or Gods exist)
• Atheist (A person who does not believe in any God or Gods)
• Buddhist
• Christian
• Hindu
• Indigenous Spirituality
• Jewish
• Muslim
• Sikh
• Spiritual, but not religious
• No religious or spiritual affiliation
• Religion(s) or spiritual affiliation(s) not listed above (specify):
• Not sure
• I do not understand this question
• Prefer not to answer

Gender identity is a person’s sense of being a boy, a girl, both, neither, or having another identity.

20. What is your gender identity : _______________

• Prefer not to answer
• Not sure

Were you born in Canada?

• Yes
• No
• Prefer not to answer

 

Do you consider yourself to be a person with or experiencing any of the following? If yes, please select all that apply to you. If no, please select “No, none of the above”.

• Addiction(s)
• Attention Deficit and Hyperactivity Disorder (ADHD)
• Autism
• Neurodiversity
• Acquired Brain Injury
• Blind or Low Vision or any other Visual Disability
• Chronic Pain
• Deafness or Hearing loss
• Developmental Disability(ies)
• Language Impairment or Developmental Language Disorder
• Learning Disability(ies)
• Mental Health challenges (e.g., anxiety, depression)
• Mild Intellectual Disability
• Mobility challenges
• Physical Disability(ies)
• Speech Impairment (e.g., speech sound production, voice disorder, dysfluency or stuttering)
• My disability(ies) is not listed above (specify):
• No, none of the above

 

Well-Being and Mental Health

 

At school, I feel happy.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel nervous or anxious.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel sad.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel lonely.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

I get along well with other students at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Belonging is knowing that you are important, understood, accepted, and respected in the places you enter and by the people around you. It also includes feeling like you matter and are connected to the people around you.

I feel like I belong at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Feeling accepted by others includes feeling valued and appreciated for who you are.

I feel accepted by adults at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

 

Equitable and Inclusive Learning Environments

Social justice issues happen when people are treated unfairly based on parts of their identity (for example: gender, race, disability, religion).

At school, I learn about social justice issues related to Indigenous peoples of Canada.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I learn about social justice issues related to race, ethnicity, and culture.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

School rules are applied to me in the same way as other students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, there are adults with the same identities as me, like my culture, disability, language(s) spoken, race, religion, etc.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

 

Feeling welcomed means that the people around you make an effort to see, hear and value you.

I feel welcomed at my school.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

 

Safety, Bullying and Discrimination

Feeling safe means not worrying about someone hurting your body, feelings or belongings.

I feel safe at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Bullying is a repeated behaviour that causes fear and harm to another person's body or feelings. Cyberbullying is bullying using technology such as texting, social media, online chats, emails. Bullying and cyberbullying are more than just a disagreement or argument between two people.

Since September, how often have you experienced bullying or cyberbullying

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Discrimination is being treated negatively because of your culture or ethnicity, disability, gender identity, race, religion, special education needs, or other factors.

Since September, how often have you experienced discrimination in your school or class

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Since September, I have felt excluded (not accepted) or discriminated against (treated negatively) at school because of: (select all that apply)

• My disability or special education needs 
• My language or accent 
• Being new to Canada
• My religion
• Being Indigenous to Canada (First Nations, Métis, Inuit)
• My race
• My gender
• Another reason: (please specify) _________
• I do not understand this question
• I did not experience exclusion or discrimination

Engagement and Learning

At school, I have opportunities to show what I know in different ways.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I have opportunities to use feedback to improve my work.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I have opportunities to learn in ways that reflect my identity, strengths, needs, and interests.

• Strongly agree 
• Agree 
• Disagree 
• Strongly disagree 
• Not sure

How often does your school or class focus on building friendships and working well with other students?

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

This school year, have you ever missed school many times for any of the following reasons (select all that apply)?

• Scared of being bullied
• Avoiding other students
• Avoiding adults at school
• Experiencing mental health or well-being challenges (for example: feeling anxious, sad, overwhelmed)
• Have few or no friends
• Feeling excluded
• Parts of my identity are not accepted (for example race, gender, disability)
• Studying or completing work for another class
• Work at my job(s)
• I did miss school many times, but for reasons not listed above
• I did not miss school many times

 At school, adults help me with my learning when I need it.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

 Adults at school expect me to do well.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

I enjoy being at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

This school year, I am satisfied with my overall learning experiences.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

If you are learning English as an additional language and require ESL or ELD support, do you feel supported in the classroom to learn and use English to successfully participate in all subject learning?

• Yes, I feel supported all the time
• Yes, I feel supported sometimes
• No, I do not feel supported
• I am not learning English as an additional language

 My school provides opportunities and courses to help me learn about career options and post-secondary pathways (for example: apprenticeship, college, university and workplace).

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

What do you plan to do after finishing high school? (Select all that apply)

• Work or find a job
• Attend college
• Attend university
• Attend a community-based day program
• Attend a skilled trade or apprenticeship program (for example, electrician, carpenter, plumber, automotive service technician)
• Start a business or become an entrepreneur
• Volunteer
• Travel
• Take a year off
• Other plans (please specify):
• Not sure

About Me

 

What language(s) do you use at home? (select all that apply)

 

American Sign Language Akan Albanian Arabic Bengali Cantonese Cree Creole or Patois Croatian Dari Dene Dutch English Farsi or Persian French German Greek

Gujarati Hausa Hebrew Hindi Hungarian Inuit Italian Korean Malayalam Mandarin Mi'kmaw Michif Mohawk Ojibwe Pashto Polish

Portuguese Punjabi Russian Serbian Shona Sinhala Somali Spanish Swahili Tagalog Tamil Turkish Ukrainian Urdu Vietnamese Yoruba Not sure

• Other language(s) not listed above (specify):______

Do you identify as First Nations, Métis, and/or Inuit (First Nations include Status and Non-Status people)? If yes, select all that apply. Note: Students are invited to self-identify as First Nations, Métis, and Inuit with the school board to access culturally specific opportunities and resources. Self-Identification is completed through the school registration process or Self-Identification Form, not this survey (more information found on the YRDSB Indigenous Education webpage).

• No, I am not Indigenous to Canada
• Yes, First Nations
• Yes, Métis
• Yes, Inuit
• Yes, not listed above (specify):
• Not sure

If you are Indigenous to Canada, please answer the following question

If you were able to study an Indigenous language in school, which language(s) would you choose?  Please select all that apply.

• Cree
• Dene
• Inuit
• Mi'kmaw
• Michif
• Mohawk
• Ojibwe
• Other (please specify): _________

 

Do you consider yourself Canadian? (You do not have to be born in Canada to think of yourself as Canadian.)

• Yes
• No
• Not sure

Ethnic groups have a common identity, heritage, ancestry, or historical past, often with identifiable cultural, linguistic and/or religious characteristics.

What is your ethnic or cultural origin(s)? Please specify as many ethnic or cultural origins as apply: ____________

(For example, Anishnaabe, Barbadian (Bajan), Canadian, Chinese, Colombian, Cree, Dutch, East Indian, English, Ethiopian, Filipino, French, German, Ghanaian, Grenadian, Gujarati, Guyanese, Haudenosaunee, Haitian, Indian (India), Inuit, Iranian, Irish, Israeli, Italian, Jamaican, Jewish, Kenyan, Korean, Lebanese, Métis, Mi’kmaq, Nigerian, Ojibwe, Pakistani, Palestinian, Portuguese, Polish, Russian, Scottish, Sikh, Somali, Sri Lankan, Tamil, Thai, Trinidadian, Ugandan, Ukrainian, etc.).  This is not a complete list. To find additional examples of ethnic and cultural origins visit Statistics Canada.

 

In our society, people are often described by their race or racial background. People are often described as belonging to a certain “race” based on how others see and behave toward them. These ideas about who belongs to what race are usually based on physical features such as skin colour. Ideas about race are often imposed on people by others in ways that can affect their life experiences and how they are treated. Race is often confused with ethnicity, but there can often be several ethnicities within a racialized group.

Which racial group(s) best describes you? (If you identify with multiple racial groups, select all that apply).

• Black (African, African-Canadian, Afro-Caribbean descent, e.g., Caribbean, Ghanaian, Moroccan, Nigerian, South African)
• East Asian (Chinese, Japanese, Korean, Mongolian, Taiwanese descent)
• Indigenous to Canada (First Nations, Métis, Inuit descent)
• Latino or Latina or Latinx (Latin American, Hispanic South American, Afro-Latino/a, Colombian, Ecuadorian, Mexican, Peruvian, Spain descent)
• Middle Eastern (Arab, Persian, West Asian descent e.g., Afghan, Egyptian, Israeli, Iranian, Kurdish, Lebanese, Turkish)
• South Asian (South Asian descent e.g., Bangladeshi, East Indian, Indo-Caribbean, Pakistani, Sri Lankan, Tamil descent)
• Southeast Asian (Cambodian, Filipino, Indonesian, Malaysian, Thai, Vietnamese, other Southeast Asian descent)
• White (European descent e.g., British, French, German, Italian, Russian descent)
• A race or racial background not listed above (specify):

 

People can be treated differently based on their religion, or perceived religion, which can lead to negative impacts and unequal outcomes. Islamophobia and antisemitism are examples of the way religion can be racialized. People can experience racism not only based on skin colour but also other perceived characteristics that are associated with religion.

What is your religion and/or spiritual affiliation? (Select all that apply)

• Agnostic (A person who thinks it’s impossible to know if any God or Gods exist)
• Atheist (A person who does not believe in any God or Gods)
• Buddhist
• Christian
• Hindu
• Indigenous Spirituality
• Jewish
• Muslim
• Sikh
• Spiritual, but not religious
• No religious or spiritual affiliation
• Religion(s) or spiritual affiliation(s) not listed above (specify):
• Not sure
• I do not understand this question
• Prefer not to answer

Gender identity is a person’s internal and deeply felt sense of being a man, a woman, both, neither, or having another identity on the gender spectrum. A person’s gender identity may be different from their gender assigned at birth (e.g., female, male or intersex).

What is your gender identity? (Select all that apply)

• Boy or Man
• Girl or Woman
• Gender Diverse (Non-Binary or Genderqueer or Agender or Gender non-conforming or Gender Fluid) (Refers to a person whose gender identity does not align with the binary concept of gender such as boy or girl, or whose gender identity changes or shifts within the gender identity spectrum)
• Two Spirit (An Indigenous person whose gender identity, spiritual identity or sexual orientation includes masculine, feminine, or non-binary spirits)
• Questioning my gender identity
• Gender identity(ies) not listed above (specify):
• Not sure
• I do not understand this question
• Prefer not to answer

Do you identify as Trans or Transgender?

• Yes
• No
• Not sure
• I do not understand this question
• Prefer not to answer

Sexual orientation covers the range of human sexuality and is different from gender identity.

What is your sexual orientation? (If you identify with multiple sexual orientations, select all that apply)

• Asexual (A person who experiences little to no sexual attraction)
• Aromantic (A person who feels little to no romantic attraction)
• Bisexual (A person who experiences attraction to two or more genders)
• Gay (A person who experiences attraction to people of the same gender. Gay can include both individuals who identify as boy or man and girl or woman, or refer to individuals who identify as boy or man only)
• Straight or Heterosexual (A man or boy who is attracted to women or girls or a woman or girl who is attracted to men or boys)
• Lesbian (A girl or woman who experiences sexual attraction to a girl or woman)
• Pansexual (A person who experiences sexual attraction to all or any genders)
• Queer (A person whose sexual orientation or gender identity represents identities that are part of the acronym 2SLGBTQ+)
• Questioning (A person who is exploring their own sexual orientation)
• Two Spirit (An Indigenous person whose gender identity, spiritual identity or sexual orientation includes masculine, feminine, or non-binary spirits)
• A sexual orientation not listed above (specify):
• Not sure
• I do not understand this question
• Prefer not to answer

Were you born in Canada?

• Yes (skip next 2 questions)
• No
• Prefer not to answer

I am:

• A Canadian citizen
• A dual citizen
• An international student (enrolled through a study permit)
• A landed immigrant or permanent resident
• A refugee claimant
• Not sure
• I do not understand this question
• Prefer not to answer

How long have you lived in Canada?

• Since I was born
• Less than 1 year
• 1-3 years
• 4-6 years
• 7-9 years
• 10 or more years
• Not sure
• Prefer not to answer

Some people identify as a person with a disability(ies). A person’s disability may be diagnosed or not diagnosed. It may be invisible (hidden) or visible. A disability may be physical, mental, behavioural, developmental, sensory, communicational or a combination of any of these conditions. Barriers faced by people with disabilities can make it difficult for them to fully participate and engage in environments that are not fully accessible and inclusive.

Do you identify as a person with a disability(ies)?

• Yes
• No
• Not sure
• I do not understand this question
• Prefer not to answer

Do you consider yourself to be a person with or experiencing any of the following? If yes, please select all that apply to you. If no, please select “No, none of the above”.

• Addiction(s)
• Attention Deficit and Hyperactivity Disorder (ADHD)
• Autism
• Neurodiversity
• Acquired Brain Injury
• Blind or Low Vision or any other Visual Disability
• Chronic Pain
• Deafness or Hearing loss
• Developmental Disability(ies)
• Language Impairment or Developmental Language Disorder
• Learning Disability(ies)
• Mental Health challenges (e.g., anxiety, depression)
• Mild Intellectual Disability
• Mobility challenges
• Physical Disability(ies)
• Speech Impairment (e.g., speech sound production, voice disorder, dysfluency or stuttering)
• My disability(ies) is not listed above (specify):
• No, none of the above

Have you experienced homelessness in the last twelve months (for example, not having a permanent home and living in: shelters, parks, bus stations, cars, abandoned buildings)?

• Yes
• No

Please answer the following questions about the parents or guardians who have responsibility for you.

Parent or Guardian 1 is the parent or guardian that you currently live with most of the time.

Please select their relation to you. (Select one answer only)

• Mother
• Father
• Parent
• Stepmother
• Stepfather
• Grandparent
• Relative
• Guardian
• Foster parent
• Friend or Family Friend
• A person not listed above (please specify):
• I’m living on my own
• I live in a shelter, transitional housing or a group home
• 30.Parent or Guardian 1: Was this person born in Canada?
• Yes
• No
• Not sure

Please answer the following questions for Parent or Guardian 2 or skip this section if you are living with only one parent or guardian.

 

Parent or Guardian 2 is the other parent or guardian responsible for you. Please select their relation to you. (Select one answer only)

• Mother
• Father
• Parent
• Stepmother
• Stepfather
• Grandparent
• Relative
• Guardian
• Foster parent
• Friend or Family Friend
• A person not listed above (please specify):
• I’m living on my own
• I live in a shelter, transitional housing or a group home

Parent or Guardian 2: Was this person born in Canada?

• Yes
• No
• Not sure

 

Well-Being and Mental Health

 

At school, I feel happy.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel nervous or anxious.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel sad.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel lonely.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

At school, I feel under a lot of stress or pressure.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

I get along well with other students at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Belonging is knowing that you are important, understood, accepted, and respected in the places you enter and by the people around you. It also includes feeling like you matter and are connected to the people around you.

I feel like I belong at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Feeling accepted by others includes feeling valued and appreciated for who you are.

I feel accepted by adults at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

If you had a concern about your mental health and spoke to an adult at school, do you feel they helped you?

• I spoke with an adult at school and they helped me.
• I spoke with an adult at school and they did not help me.
• I did not speak to an adult at school about it
• I did not have a mental health concern this year

 At this school, there is a focus on supporting the mental health and well-being of students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Equitable and Inclusive Learning Environments

Social justice issues are about the challenges and problems that certain groups of people experience when treated negatively based on parts of their identity (for example: gender, race, disability, religion).

At school, I learn about human rights or social justice issues related to Indigenous peoples of Canada.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I learn about human rights or social justice issues related to: gender identity and sexual orientation.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I learn about human rights or social justice issues related to race, ethnicity, and culture.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I learn about human rights or social justice issues related to disabilities.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

School rules are applied to me in the same way as other students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, there are adults with the same identities as me, like my culture, disability, language(s) spoken, race, religion, etc.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

When thinking about all parts of school (such as: class lessons, books, clubs, hallways, classroom walls), I see my identities (for example: disability, ethnicity, gender identity, race, Indigenous background, etc.) represented in a positive way.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I learn about the accomplishments and contributions of: (select all that apply)

• Women and girls
• Indigenous peoples of Canada
• Many ethnic, cultural or racial groups
• Various religious or faith communities
• People with disabilities
• People who are Two Spirit or of diverse gender identities
• People who are Two Spirit or of diverse sexual orientations
• People with differing income levels

Feeling welcomed means that the people around you make an effort to see, hear and value you.

I feel welcomed at my school.

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Since September, if you were involved in an incident that resulted in an action by your principal or vice principal, which of these follow-up actions did you have to do? (Select all that apply)

• Conversation with the principal/vice principal
• Conversation with a Child and Youth Worker (CYW), Intervention Support Worker (ISW) or Educational Assistant (EA)
• Write a reflection or apology note
• Participate in a Restorative Conversation/ Community Circle
• Serve a detention (before or after school, during lunch) or be kept in for recess
• Was removed from class and kept elsewhere (for example in the office, a different classroom, or hallway)
• Missed a portion or was removed from an extracurricular activity (for example, sports team, club)
• In‐school suspension
• Out‐of‐school suspension
• Put in the ACCESS (Alternative Classroom and Counselling for Expelled and Suspended Students) Program
• Asked to explain the harm you experienced to peers or school staff in order to support their learning
• A consequence/action not listed above (please specify):
• Not sure

This school has a club(s) or student group(s) that focuses on creating a positive space for me based on my identity (for example: Gender and Sexual Alliance [GSA], Asian Voices Association, Black Students Association, Jewish Culture Club, Muslim Students Association, Newcomers Club, Tamil Students Association).

• Yes and I participate in at least one
• Yes, but I don’t want to participate in any of them
• No, there are not clubs or students groups that represent me
• Not sure

Safety, Bullying and Discrimination

Feeling safe means not worrying about someone hurting your body, feelings or belongings.

I feel safe at this school.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

At school, I feel unsafe in: (select all that apply)

• School entrances, hallways, and stairwells
• Classrooms
• The library
• Gym, change rooms or locker rooms
• Eating areas or cafeteria
• The office
• The school yard or on school grounds
• Washrooms
• Other places (please specify):
• This statement does not apply to me

Bullying is a repeated behaviour that causes fear and harm to another person's body or feelings. Cyberbullying is bullying using technology such as texting, social media, online chats, emails. Bullying and cyberbullying are more than just a disagreement or argument between two people.

Since September, how often have you experienced bullying or cyberbullying

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

I am satisfied with how my school responds to bullying or cyberbullying among students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

Discrimination is being treated negatively because of your culture or ethnicity, disability, gender identity, race, religion, sexual orientation, special education needs, or other factors. Discrimination can be intentional or unintentional.

Since September, how often have you experienced discrimination in your school or class

• All the time
• Often
• Sometimes
• Rarely
• Never
• Not sure

Since September, I have felt excluded (not accepted) or discriminated against (treated negatively) at school because of: (select all that apply)

• My disability or special education needs
• My family’s income level
• My language or accent
• Being new to Canada
• My religion
• Being Indigenous to Canada (First Nations, Métis, Inuit)
• My race
• My gender
• My sexual orientation
• Being Trans or Transgender
• The size of my body
• Another reason: (please specify) _________
• I do not understand this question
• I did not experience exclusion or discrimination

I am satisfied with how my school responds to discrimination among students.

• Strongly agree
• Agree
• Disagree
• Strongly disagree
• Not sure

In the Spring of 2023, all YRDSB students in Grades 4 to 12 and parents/guardians of students in Kindergarten to Grade 3 will be invited to participate in a system-wide census entitled, the Every Student Count Survey (ESCS). The purpose of the survey is to better understand our students and their experiences at school. The board will use the  findings to help improve our schools and to:

• Identify and eliminate systemic barriers to student success;
• Create more equitable and inclusive school environments; and,
• Improve student achievement and well-being.

YRDSB will use the data from the ESCS to learn more about our student's experiences at school in order to be responsive to their needs.

YRDSB is committed to addressing systemic barriers to student success, creating more equitable and inclusive school environments and improving student achievement and well-being. All school boards in Ontario are required to collect identity-based data as stated in the Anti Racism Act.  Accordingly, we need to have a better understanding of who our students are and how they experience learning within our schools in order to support their needs, interests and aspirations. Collecting identity-based data is important for evaluating how well our programs, resources and practices support all YRDSB students. Research shows that students from historically and currently marginalized populations often face systemic barriers to learning and success.

Systemic barriers are policies, programs and practices that result in particular groups of students receiving inequitable access to opportunities or being excluded in a way that creates or maintains disadvantages for these marginalized groups. To this end, the ESCS includes questions about various aspects of students’ identities (e.g., race, ethnicity, sexual orientation, etc.). Collecting identity-based information through the ESCS helps us identify our underserved populations so that we can develop and revise programs, strategies, policies and teaching practices, as well as allocate resources and supports to improve school environments and help every student succeed.

Families of students in Junior Kindergarten to Grade 3 will be invited to complete the survey with their children at home. Students in Grades 4 to 12 will complete the survey at school. School administrators will ensure that all students, including those attending alternative programs, will receive their invitation to participate in the survey.

The survey will take about 20 minutes to complete.

 

For accessibility purposes, all of the accommodations, supports and assistive technology necessary will be provided to ensure that every student has the opportunity to participate in the survey. The survey will also be available in paper, large print and braille.

Students in Grades 4-12 who are not able to complete the survey independently at school will have the option to complete the survey at home with the support of their parents, guardians or caregivers. 

Yes. The survey for students in Junior Kindergarten to Grade 3 will be available in the following top 13 languages identified by York Region demographics and school board enrolment data: English, Arabic, Chinese (Simplified and Traditional), Farsi, Gujarati, Hebrew, Korean, Punjabi, Russian, Tamil, Turkish, Urdu and Vietnamese.

The survey for Grades 4 to 12 students will be available in the top 6 languages as identified by school board enrolment data: English, Chinese (Simplified and Traditional), Farsi, Russian, Tamil and Urdu.

The ESCS is not available in French. The survey will be translated into the most frequently spoken languages as identified by York Region demographics and YRDSB’s enrolment data. French, while one of our country’s official languages, has not been widely identified as a primary language by YRDSB families according to this data. 

 The ESCS is confidential but not anonymous. To ensure confidentiality, no directly identifying information (such as student name) will be on the survey. As one of the main purposes of the survey is to identify and eliminate systemic barriers to student success, all surveys will include a unique code used to link the survey data with achievement and other data. The purpose of linking this data is to identify ways that groups of students are being underserved so that we can develop and revise programs, strategies, policies and teaching practices, as well as allocate resources and supports to improve school environments. To protect students’ identities, survey results will only be reported in aggregate form (grouped data only) and no individual students will be identified.

YRDSB follows all privacy requirements outlined in the Municipal Freedom of information and Protection of Privacy Act (MFIPPA). MFIPPA is the provincial legislation that establishes the responsibilities of school boards to protect personal information about individuals including students that is collected, used, retained, disclosed and disposed of.

Formal consent from parents or guardians is not required for the ESCS. Legislation regarding participation of students in a board-initiated survey intended for planning and programming purposes permits the collection of survey data without a formal parent or guardian consent. Families of students in Grades K-3 provide consent by completing the survey. Families of students in Grades 4-12 will be able to opt their child out of receiving the survey.

No. The collection of identity-based data in the ESCS is supported by Canada’s human rights legislative framework, including the Canadian Human Rights Act, the Ontario Human Rights Code, and section 15(2) of the Charter of Rights and Freedoms. The Ontario Human Rights Code permits and encourages the collection and analysis of identity data for the purposes of identifying and removing systemic barriers, preventing discrimination and promoting equity and inclusivity.

When collecting personal information such as identity-based data, YRDSB follows all privacy requirements outlined in the Municipal Freedom of information and Protection of Privacy Act (MFIPPA). MFIPPA is the provincial legislation that establishes the responsibilities of school boards to protect personal information about individuals including students that is collected, used, retained, disclosed and disposed of.

CCI Research work with YRDSB to conduct the survey and to ensure data privacy, security and adherence to all relevant legislation. At YRDSB’s request, the vendor will complete a Third Party Service Provider Privacy Review and an Independent Security Assessment.

To ensure the confidentiality of the data, no directly identifying information such as student name or student ID number will be in the survey response data or on completed paper surveys. The online survey will use an encrypted survey code and a forced encrypted questionnaire with secure methodology (HTTP / SSL over TLS). Paper surveys returned to the vendor will be scanned into a secure database and then destroyed. The database will be transferred to YRDSB using encryption techniques and secure protocols. Only YRDSB’s Research and Assessment Services departments have access to the database for analysis and research purposes. This electronic database is housed at YRDSB for an indefinite period as YRDSB will monitor trends and improvements over time when subsequent surveys are implemented. It is expected that the Every Student Counts Survey will be conducted every 4-5 years.

From February 27, 2023 - March 10, 2023, parents or guardians of students in Grades 4-12 who do not wish for their child to receive the survey had the opportunity to opt them out. 

If have a child in Grades 4-12  and you missed the opt-out period and do not wish for your child to receive the survey, please contact their school. If you have a child in Kindergarten to Grade 3 and do not want them to complete the survey, please disregard the survey invitation letter. 

Families of students in Kindergarten to Grade 3 who require an accommodation (e.g., paper survey in enlarged print, translated paper copies) to complete the survey need to contact CCI Research between February 27, 2023 and March 10, 2023 by phone at 1-866-450-4907, to make a request.

Please visit the ESCS Administration page for details. 

Yes, students attending virtual school will also be invited to complete the survey. 

Families of students in Kindergarten to Grade 3 will receive an email invitation and will complete the survey at home. 

Students in Grades 4-12 will complete the survey during class time.