In 2024, the Overall Board Results were released:

• Every Student Counts Survey – Board Report

• Every Student Counts Survey Demographic Summary Infographic 

During the 2024-2025 school year, Research and Assessment Services will create themed research reports disaggregated by student identities that are inclusive, relevant, actionable and meaningful.   

ESCS Launch - December 1, 2023

This information is also available in the following languages: Arabic, Chinese Simplified, Chinese Traditional, Farsi, Gujarati, Hebrew, Korean, Punjabi, Russian, Tamil, Turkish, Urdu and Vietnamese. 

Dear Families,

Student and family input is important to us. The York Region District School Board will be conducting the Every Student Counts Survey with students (Grades K-12) to help us better understand our student population and school communities. 

The information will be used to inform Board and school planning that aims to improve student achievement and well-being, identify and eliminate barriers, and create more equitable and inclusive school environments. 

The surveys will include questions related to: 

• engagement and learning
• well-being and mental health
• course pathways in high school
• safety, discrimination and bullying
• relationships with peers and staff 
• equitable and inclusive learning environments 
• student identity (demographics)

We ask questions about students’ identities (e.g., race and gender) to support understanding how learning experiences may differ among groups of students. 

In the Spring of 2023, students in Grades 4-12 will be invited to complete the student survey and will be provided with in-class time to complete it. Students from Grades K-3 will be invited to complete a survey at home with their parent, guardian or caregiver. Translated versions of the K-3 survey will be available.  

To ensure equitable access to the survey, accommodations will be made for participants with varying exceptionalities. For your reference, a copy of the survey will be available on the Board website prior to the survey implementation. 

Surveys are voluntary and confidential but not anonymous. This means that students will not be asked for their identifying information, such as their name.  Individual responses will not be reported. Storage and retention of data will follow Board Policy and Procedure #160.0 Records and Information Management.

This important initiative offers students and families an opportunity to share their experiences so the Board can understand the needs of various groups of students and identify barriers to learning. Results from the surveys will be shared with Trustees, schools, Board departments, and the public during the 2023-24 school year. 

Families will have the opportunity to provide feedback during the survey development phase. More information will be communicated to families when available.

In 2018, YRDSB conducted our first Every Student Counts Survey and the data from that survey is available on the Board website. 

If you have questions about the survey, please visit the Board website for more information or contact research.services@yrdsb.ca. 

Thank you for your support.

ESCS Public Survey Consultation - February 3, 2023

Dear families,

As was previously communicated, York Region District School Board will be engaging students (Grades K-12) in the Every Student Counts Survey from April 24, 2023 - May 12, 2023 to help us better understand our student population and school communities. 

As part of the survey development process, our Research and Assessment Services team are engaging our external and internal stakeholders in a robust consultation process to gather feedback and input to help inform the survey development.

In order to gain valuable feedback from families, we ask that you please take some time to review our draft surveys that are available on the Board website and provide your feedback through this form. The form will be open from February 3, 2023 - February 10, 2023. Responses made through the feedback form are voluntary, confidential and anonymous.  Families will receive a communication in advance of the survey implementation with details on how to opt students out of participating in the survey.

Student and family feedback is critical to the survey development process and helps to ensure that the survey is an accurate reflection of our school communities.

Thank you in advance for your input.

ESCS Opt-Out Information - February 27, 2023

This information is also available in the following languages: Arabic, Chinese Simplified, Chinese Traditional, Farsi, Gujarati, Hebrew, Korean, Punjabi, Russian, Tamil, Turkish, Urdu and Vietnamese. 

Dear Families, 

York Region District School Board will be engaging students from Kindergarten through Grade 12 in the Every Student Counts Survey. CCI Research has been contracted to support YRDSB in the administration of the survey. The online survey will occur from April 24, 2023 to - May 10, 2023 and will be available in multiple languages.

The Board provided an opportunity for internal and external partners to provide their feedback on the draft surveys. This feedback was used to inform the development of the final surveys. We thank everyone who took the time to provide us with their feedback. Final versions of the survey are available on the Board website. 

Information for Families of Students in Kindergarten to Grade 3 

Students inKindergarten to Grade 3 will complete the survey at home with their parent(s), guardian(s) or caregiver(s). Families of students in Grades K-3 who do not wish for their child to fill out the survey can disregard the paper invitation, which will be considered an opt-out. 

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. 

Information for Families of Students in Grade 4 to Grade 12 

Students in Grade 4 to Grade 12will receive a paper invitation to complete the survey from their teacher and will be provided with in-class time to complete the survey. Parents or guardians of students in Grade 4 to Grade 12 who do not wish for their child to receive the survey will have the opportunity to opt-out between February 27, 2023 and March 10, 2023. Families can opt-out by completing this form, or by contacting CCI Research by phone at 1-866-450-4907.

ESCS Now Available - April 24, 2023

This information is also available in the following languages: Arabic, Chinese Simplified, Chinese Traditional, Farsi, Gujarati, Hebrew, Korean, Punjabi, Russian, Tamil, Turkish, Urdu and Vietnamese. 

Dear families,

From April 24 - May 12, 2023, York Region District School Board will be engaging students in the Every Student Counts Survey. 

Students in Grades 4-12 will be provided with time in class to complete the survey. Students in Kindergarten - Grade 3 will be sent home with an invitation letter and are encouraged to complete the survey at home with their families. Students whose families chose to opt them out will not receive the survey. 

This survey offers students and families an opportunity to share their experiences and valuable feedback. The information collected will help the board continue to meet the diverse needs of students as well as identify and remove barriers to learning.

Information about the Every Student Counts Survey as well as past communications to families are available on the board website. 

Thank you for your support of this important initiative. 

Sincerely,

Scott Yake 

Director of Education (Interim)

ESCS Deadline Extended - May 12, 2023

Dear families, 

As you may know, York Region District School Board is currently engaging students in the Every Student Counts Survey. 

On April 24, 2023, families received an email notifying them that the survey period is open. Families of students in Kindergarten - Grade 3 will have now received an invitation letter from their school, which includes a survey link and survey code to complete the survey at home. 

We thank everyone who has already completed the survey. We have made the decision to extend the survey deadline. If you have not yet completed the survey, please consider doing so by May 19, 2023. We appreciate you taking the time to help us better understand our students and their experiences in school.

If you didn’t receive the survey invitation letter or have misplaced it, please contact your child’s school. 

In 2018, the first Every Student Counts Survey was conducted in every school across the York Region District School Board. Over 126,000 survey invitations or survey packages were sent to families of Kindergarten to Grade 6 students and Grades 7 to 12 students.

The purpose of the ESCS is to better understand our students’ identities as well as their experiences. ESCS results are used to inform Board and school improvement planning that aims to:

• identify and eliminate systemic barriers to student success

• create more equitable and inclusive school environments

• improve student achievement and well-being

Findings from the 2018 ESCS were used to develop strategies and realign supports to where they are needed the most. As outlined in Director's Action Plan, this work was be guided by an anti-oppression framework. Board and staff members will engage in learning to use the data from the ESCS in order to identify, interrupt and eliminate discriminatory practices and systemic barriers from schools and classrooms to continue supporting student achievement and well-being.

The Board has been working closely with the community to understand their needs and to co-create themed research studies and evaluation solutions that are inclusive, relevant, meaningful and actionable. The reports that have been developed are available on this page.

The Research and Assessment Services teams have been working closely with the YRDSB community to understand their needs and to co-create themed research reports and evaluation solutions that are inclusive, relevant, actionable and meaningful. 

This series of Every Student Counts Survey (ESCS) themed research reports is the result of comprehensive community engagement through ongoing consultations with community partners on data analysis and reporting of the ESCS data. This includes working closely with members of the Parent and Family Engagement Advisory Committee (PEAC), Equity and Inclusivity Advisory Committee (EIAC), and the Special Education Advisory Committee (SEAC) to develop system-level reports for release starting in August  2021. 

Ongoing Community Engagement

At the centre of our community engagement strategy is active listening, responding, learning and co-creating reports with community partners. We work to maintain trust by integrating teams to ensure there is a forum which engages community partners in ongoing dialogue regarding research methodologies and reporting. Ongoing communication with our communities about the use of the ESCS data is an essential part of our community engagement process. 

Sharing the ESCS process and results through themed reports, infographics, and an open data set for public use increases credibility, usability, and impact. It is important for participants to see how the data is treated, how their feedback is being used, as well as the impact that their engagement has on the future work of the Board.

Although we engaged in a series of comprehensive community consultations in the development of these themed reports, we wholeheartedly believe that there is always room for growth to partner with communities, particularly in co-constructing the ongoing themed reports. In efforts to best collaborate and hear the voices of community members, we welcome any feedback for next steps regarding the current and ongoing reporting structures. If desired, you may contact research.services@yrdsb.ca with your feedback.

Anti-Oppression Framework

It is important to review the findings through an Anti-Oppression Framework to understand that differences in the educational experiences and outcomes among various groups are the direct result of inequities within and beyond schools and school boards, and are not a reflection of deficits within students and their families. We encourage readers to engage with the questions below, which support a review of the data from an Anti-Oppression perspective. As such, it is important to review findings in this report with the understanding that: 

• Biases must be examined to ensure that students, families, and communities are not further marginalized or stigmatized in reviewing and interpreting data.

• Disparities in student experiences and outcomes reflect systemic inequities.

• Responses to disparities in student outcomes must focus on strategies and initiatives to promote equitable institutional structures and practices. 

Engaging with ESCS Data 

• What do you notice about the data? What stands out for you? 

• How does your social location influence how you interpret the data? 

• How will you shift or maintain your focus on looking at systems and structures (e.g., school practices, school environment, Board practices) rather than attributing students’ experiences and outcomes to deficits within students and families? 

• What does the data suggest about the experiences of students and their families? 

• What assumptions or inferences might you be making about students and their families based on the data? 

• Whose voices may not be represented in the data? 

• In what ways are the data similar to, or different from, other data sources (e.g., municipal, community agencies, other school boards)? 

• What additional data sources are needed to understand both complementary and divergent perspectives regarding educational experiences? 

In 2020, the Overall Board Results were released:

• Every Student Counts Survey – Overall Board Report

• Every Student Counts Survey Infographic (Accessible)

• Every Student Counts Survey Infographic (Print version)​

• Public data set from the ESCS (Excel spreadsheet) To view: right-click to “Save link as..."

View Report: Facts and Trends in Suspensions (PDF)

View Infographic: Equity Measures in Suspensions (PDF)

The first report, Facts and Trends in Suspensions, shows that while suspension rates remained relatively stable prior to pandemic, students who self-identified as Black, Indigenous and Latino/a/x and Middle Eastern are disproportionately suspended from school. In addition, students with Special Education Needs (excluding gifted) had higher suspension rate and were  over-represented in the suspensions compared to students without special education needs.

The disproportionality ratio is used by the Board to identify over representation and under-representation of an identity group in suspensions compared with their representation in the YRDSB population.

Collecting identity-based data through the ESCS supports the identification of groups of students who are underserved through such disciplinary practices, and as a result are unable to reach their full academic, social and emotional potential at York Region District School Board. By addressing the role student discipline plays in streaming students towards particular pathways (e.g., unemployment), the aim of this report is to bring about positive change for students who are historically and currently underserved. 

​​​​To address these inequities YRDSB will:

• Continue to provide training and support on applying bias-aware progressive discipline, racial and historical trauma, anti-Black racism and Indigenous education.

• Update its protocol to address all incidents of racism, hate and discrimination.

• Implement a new process for September 2021 to record all incidents of hate, racism and discrimation.

• Review and revise restorative practices through the lens of anti-oppression and anti-racism. 

• Create an intervention program for Black students at risk of being, or who have been suspended or expelled with the aim of providing inclusive and engaging learning spaces for all students that honour and affirm students’ individual identities, in order to reduce the number of school days lost to suspensions, as outlined in the Dismantling Anti-Black Racism Strategy. 

• Strengthen the anti-racism protocol to address incidents of anti-Black racism. This protocol will identify the steps that educators, school administrators, and staff must take when they witness an incident, or when one is brought to their attention, as outlined in the Dismantling Anti-Black Racism Strategy.  

• Ensure appropriate intervention strategies are put in place that align with the students’ Individual Education Plans. 

• Expunge suspension records for students in Junior Kindergarten to Grade 3 for the 2018-2019 and 2019-2020 school year. 

• Implement age-appropriate prevention programs, practising early intervention and providing the necessary wraparound supports to meet the needs of the students.

View Report: Special Education (PDF)

View Infographic: Overall Status and Equity Measures in Special Education 

The Special Education Themed report examines the structures and processes of Special Education in YRDSB; as well as, the demographics (identities) and achievement characteristics of students in Special Education programs.

Although YRDSB’s Special Education planning, program development and service delivery processes have a strong tradition of including students with special needs as an integral part of our culture, findings from the ESCS Special Education report points to disproportionalities, that is, inequities, in student experiences and outcomes based on socio-demographic characteristics including, but not limited to, gender identity, race, sexual orientation, exceptionalities, program of study and suspensions. The following are the Snapshot Findings from the ESCS Special Education Themed Report 2018-19:

• Overall, 16% of students in YRDSB were identified with an exceptionality.  The vast majority of students with Special Education Needs were identified with a Learning Disability (6% of all students).

• Nearly 90% of students without Special Education Needs accumulated 30 or more credits in Grade 12, while only 80% of students with Special Education needs (excluding Gifted) accumulated 30 plus credits.

• Eighty-seven percent (87%) of students with Special Education Needs accumulated 8 or more credits in Grade 9, while 95% of students without Special Education needs accumulated eight or more credits.

• The decision to enroll students in the Grade 9 Applied program of study had strong implications for students’ futures regarding post-secondary access.  Most Grade 9 students with Special Education needs are placed in courses at the Applied and Locally Developed levels. 

• Students who had a Gifted exceptionality had the lowest suspension rates, while those who had other Special Education needs had the highest suspension rates (Grades 3 -12) and were highly over-represented with a disproportionality index of 2.87.

• Students who self-identified as Black, Latino/Latinx, Middle Eastern, South Asian and Indigenous students were under-represented in the  Gifted exceptionality.  

Drawing on findings from the ESCS 2018-19, the aim of this report is to prompt critical dialogue that will contribute to positive change for students who experience inequities at an individual level and, as a result, have historically been underserved, with the intention of better serving these students. 

​​​​To address these inequities YRDSB will:

• Place the individual student at the centre of our actions.

• Conduct interdisciplinary “In-school Team Meetings” that focus on proactive interventions and supports.

• Ensure active family and student voice in the proactive planning to support students.

• Move to phase two of the Executive Function Pilot and empower students through the realization of the strengths they bring to learning and how they can build critical executive functioning skills.

• Engage in anti-oppressive assessment practices that are evidence-informed, culturally responsive and identity-affirming from a strengths-based approach with an emphasis on mattering and belonging.

• Provide culturally relevant and responsive care and education as well as ensure family-friendly and translated communications.

• Engage in an interdepartmental review of effectiveness and appropriateness of the Student Support Centre structure.

• Support de-streaming of math through a pilot geared towards closing the learning gaps for students in a Student Support Centre placement for math.

• Ensure the full implementation of the EA Strategy in order to maximize inclusion and support barrier-free access to meaningful education for all students.

• Continue to support the Empower Reading program to support students with severe learning disabilities with learning to read.

• Support system understanding and appropriate application of mitigating circumstances when considering suspension and expulsion of students with Special Education Needs.

• Create and implement a protocol to support school-based teams with decisions about modified days and exclusions for students with Special Education Needs.

• Review Special Education Placement options within the Board to ensure equitable access to services for all students.

• Examine the impact of intersecting social identities for students with Special Education Needs in the areas of programming, services and supports.

• Address and reduce disproportionality of representation where it exists in Special Education programs and identifications.

• Build collaborative relationships with external organizations and agencies that provide critical services to students with Special Education Needs (e.g., Children’s Treatment Network, Kinark, Mackenzie Health).

• Update the Learning Disabilities Strategic Plan to ensure alignment with goals within the Director’s Action Plan (DAP).

The Director’s Action Plan goals focus on raising the learning outcomes of students who are underserved and underperforming. This aligns with the Ministry of Education’s Learning for All, which outlines that “assistance targeted at a specific group can help everyone”. When we focus on raising the learning outcomes and well-being of students who are underserved and underperforming, all students benefit.

View Report: Mental Health and Well-Being (PDF)

View Infographic: Overall Student's Mental Health and Well-Being

The Mental Health and Well-being Themed report underscores YRDSB’s continued commitment to human rights, equity, anti-racism and anti-oppression, particularly in connection to providing safe, caring, welcoming, healthy and inclusive schools to improve the learning outcomes and well-being of underserved students. While a range of data are used to support students by monitoring systemic impacts on student experiences and outcomes, this report focuses on the self-reported mental health and well-being of students at YRDSB, emphasizing the 2018-2019 school year when the ESCS was administered. 

Findings from the ESCS Mental Health and Well-being Themed Report 2018-19, shows that:  

• Overall, students’ emotional well-being decreased considerably by grade panel.

• Students in Grades K-6 and Grades 7-8 reported higher rates of feeling happy, good about themselves, positive about the future and mattering to people at school all the time or often compared to students in Grades 9-12.

• There are noticeable differences between the percentage of students who reported having negative emotions all the time or often in Grades 7-8 and Grades 9-12 compared to students in Grades K- 6. 

•  Although the York Region District School Board’s Mental Health and Addiction Strategy, program development and service delivery processes have a strong foundation in an anti-oppressive social framework, findings from the ESCS Mental Health and Well-Being report points to disparities, that is, inequities, in student experiences and outcomes based on socio-demographic characteristics including, gender identity, race, sexual orientation, Special Education Needs (SEN), exceptionalities, and program of study.  

The recent COVID-19 pandemic in the year 2020-21 school year resulted in several school shutdowns and stay-at-home orders for students and families, which may have significantly impacted students’ mental health and well-being since the administration of the 2018-19 ESCS. We will be learning more about this through student and family climate surveys administered in the 2020-21 school year.

Drawing on findings from the ESCS 2018-19, the aim of this report is to prompt critical dialogue that will contribute to positive change for students who experience such inequities  at an individual level and, as a result, have historically been underserved, with the intention of better serving these students. 

​​​​To address these inequities YRDSB will:

Director’s Action Plan goals focus on raising the learning outcomes, well-being, and sense of belongingness of students who are underserved and underperforming. More specifically, Goal 1 – Foster Well-Being and Mental Health, states: “Build safe, healthy and inclusive learning and working environments where students and staff feel they matter and belong.”

The two student-level key actions associated with this goal are: 

1.1   Provide learning opportunities and resources to prioritize and support the mental health and well-being of students and staff by focusing on creating caring communities and understanding anxiety related to trauma.

1.2   Partner with identity-specific mental health organizations to develop supports that respond to the needs of racialized students.

To support the learning outcomes and mental health of students and remove barriers to meaningful education that create inequities for groups of students, we will:

• Implement the ABCs of Mental Health Lesson Series for K-12 (Acknowledge, Bridge, Connection). The series is designed with an anti-oppressive framework, which identifies and challenges oppressive ideologies such as pathologization, universalism, and deficit thinking.

• Place the individual student at the centre of our actions.

• Ensure active family and student voice in the proactive planning to support students.

• Enhance the Family Mental Health Newsletter 2021-22 editions with emphasis on tips for families and encouraging dialogue with schools in efforts to provide accessible communications for families (e.g., encouraging participation in web events, and drop-ins for families and youth).

• Provide culturally relevant and responsive mental health care and education.

• Centre intersecting social identities for students in affirming practices in programming, services and supports.

• Continue to build collaborative relationships with external organizations and agencies that provide culturally, racially, and linguistically relevant mental health services.

• Enhance and extend student leadership for mental health initiatives in tandem with student leaders and other stakeholders. 

The Director’s Action Plan goals focus on raising the learning outcomes and mental health and well-being of students who are underserved and underperforming. This aligns with the Ministry of Education’s Learning for All, which outlines that “assistance targeted at a specific group can help everyone”. When we focus on raising the learning outcomes and well-being of students who are underserved and underperforming, all students benefit.

Elementary Students' Learning Outcomes (PDF)

The Elementary Learning Outcomes themed report underscores YRDSB’s continued commitment to human rights, equity, anti-racism and anti-oppression, particularly in connection to providing safe, caring, welcoming, healthy and inclusive schools to improve the learning outcomes and well-being of underserved students. While a range of data are used to support students by monitoring systemic impacts on student experiences and outcomes, this report focuses on the learning outcomes in Grades 6-8 at YRDSB, emphasizing the 2018-2019 school year when the  ESCS was administered.

Secondary Students' Learning Outcomes (PDF)

The Secondary Learning Outcomes themed report underscores YRDSB’s continued commitment to human rights, equity, anti-racism and anti-oppression, particularly in connection to providing safe, caring, welcoming, healthy and inclusive schools to improve the learning outcomes and well-being of underserved students. While a range of data are used to support students by monitoring systemic impacts on student experiences and outcomes, this report focuses on the learning outcomes in Grades 9-12 at YRDSB, emphasizing the 2018-2019 school year when the  ESCS was administered.

Trends Towards Postsecondary Pathways (PDF)

Given that postsecondary education is strongly connected to both lifelong earnings and long-term health, it is important to examine key trends regarding pathways (e.g., admission into university, college, early-leavers, etc.) at YRDSB. The vast majority of Canadian secondary students transition to college or university upon graduating high school. One of the best available measures to examine postsecondary transitions is postsecondary confirmation patterns over Years 4 and 5. This report is a two-year cohort study of Grade 12 students. The postsecondary confirmation variable is constructed through two successive years of applications through the Ontario University (OUAC) and college (OCAS) application systems.

These research briefs offer an overview of the findings from the 2018 Every Student Counts Survey conducted by the York Region District School Board. They focus on the experiences of students in Grades 7 to 12, including:

Inclusive Learning Experience and School Safety (PDF): This research brief examines students' experiences related to human rights and social justice issues, fair application of school rules, feelings of safety, experiences of discrimination, encounters with bullying, and their comfort level in approaching adults about bullying incidents.

Students’ Sense of Belonging (PDF): This research brief assesses students' feelings of belonging within their school community. It also explores the quality of students' relationships with adults and peers in the school environment.

Students' In-School Activities (PDF): This research brief covers students' involvement in arts, music, sports, cultural groups, leadership groups, school clubs, student councils, publications, and special events at school. It also examines whether students perceive that their schools offer in-school activities aligned with their interests. This brief also provides an in-depth examination of students' desire to engage in leadership activities at school.

Students' Out-of-School Experiences & Screen Time (PDF): This research brief encompasses student’s engagement in individual or team sports, music, screen time, and spending time with friends. It also examines their involvement in paid or volunteer work as well as the extent of their engagement in household chores.

In June 2022, YRDSB conducted two school climate surveys, inviting feedback from students (Grades 7-12) and families (Grades K-12) to understand their experiences of learning during the 2021-2022 school year. These surveys centred around topics of learning model, technology and learning tools, engagement and learning, school and family communication, community engagement, well-being and mental health, student relationships with peers and staff, safety, discrimination and bullying, equitable and inclusive learning environments, and student identity.

View the YRDSB 2021-2022 Student and Family School Climate Surveys Select Key Findings.

Thank you for completing this survey. Student voice is important to us. The purpose of this survey is to collect feedback about your experiences of learning during this school year. This feedback will be used to inform programs and strategies that help to ensure safe, inclusive, and respectful school environments that support student achievement and well-being. 

The survey will include questions related to: Learning Model, Technology, and Learning Tools; Engagement and Learning; Well-Being and Mental Health; Relationships with Peers and Staff; Safety, Discrimination and Bullying; Equity and Inclusive Learning Environments; and Student Identity. We ask questions about student identity (e.g., race, gender) to support understanding how learning experiences may differ among groups of students. 

The survey is voluntary, anonymous and confidential so no one will know your individual responses to the questions. Please do not add your name to this survey. The information you share will only be accessible by staff in YRDSB’s Research and Assessment Services department. 

The third party data collection tool we use will also have access to responses until Research and Assessment Services removes them after the survey is closed. Storage and retention of data will follow Board Policy and Procedure #160.0 Records and Information Management. 

When you are answering the questions, please think about your experiences at this school during this school year. This survey will take about 20 minutes to complete. Please complete the survey by June 30, 2022. Survey results will be shared with trustees, schools, Board departments, and the public in the form of a summary report and will be available in the 2022-2023 school year. 

If you have any questions or concerns, please contact Shawn Bredin, Superintendent, Research, Assessment and Evaluation Services at research.services@yrdsb.ca, (905) 727- 0022 ext. 4355 or 300 Harry Walker Parkway South, Newmarket, ON L3Y 8E2

Data Collection Notification

This information is collected for educational purposes only under the authority of the Anti-Racism Act, 2017, S.O. 2017, c. 15, and section 169.1 (1)(2.1) of the Education Act, R.S.O. 1990, c. E. 2 (as amended). The information will be used in accordance with the Municipal Freedom of Information and Protection of Privacy Act, R.S.O 1990, c. M. 56 (as amended).

• *I have read and understood the collection and use of information. 

*You must agree that you have read and understood the collection and use of information to participate in the survey. 

Please select who is completing this survey. 

• I am a student completing the survey myself 

• I am a staff member supporting a student in completing this survey 

Part A: General Questions

A1. Which school model have you mostly attended this school year?

• Face-to-Face Learning Model (i.e., I go to class in person) 

• Remote Learning (i.e., I go to class online) 

A2. What grade are you currently in?

• Grade 7 

• Grade 8 

• Grade 9 

• Grade 10 

• Grade 11 

• Grade 12 

• 12+ in a community class (e.g., more than 4 years in a community class) 

• 12+ not in a community class (e.g., completing additional years of secondary school) 

A3. Which elementary school did you mostly attend this year? (If you switched schools, indicate the school you attended most often the school year) 

Which secondary school did you mostly attend this year? (If you switched schools, indicate the school you attended most often the school year) 

A4. Based on my experiences this school year, I am satisfied with the overall quality of education. 

• Strongly agree  

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

A5. Based on my experiences this school year, the instruction I received supported my strengths, needs and interests. 

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

 A6. How likely is it that would recommend YRDSB to a friend or family member? 

Not at all likely 0  1  2  3  4  5  6  7  8  9  10 Extremely likely 

Part B: About Me 

B1. What language(s) do you mostly speak, hear and/or see at home? (select all that apply) 

Indigenous language(s) or 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. Please note that answering “Yes” to the question below will not provide a student with culturally specific resources or identify them as Indigenous unless the student has officially Self-Identified through the registration process. More information about how to Self-Identify with the school board can be found on the YRDSB Indigenous Education webpage and in this resource. 

B2. 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):_______________ 

B3a. Where you born in Canada? 

• Yes 

• No 

• Prefer not to answer 

B3b. I am: 

• a Canadian citizen 

• an international student (enrolled through a study permit) 

• a landed immigrant/permanent resident 

• a refugee claimant 

• Not sure 

• Prefer not to answer 

• I do not understand this question 

B3c. How long have you lived in Canada? 

• Less than 1 year 

• 1-3 years 

• 4-6 years 

• 7-9 years 

• 10 or more years 

• Not sure 

• Prefer not to answer 

B4. Do you consider yourself a Canadian? (You do not have to be born in Canada to think of yourself as Canadian.) 

• Yes 

• No 

• Not sure 

B5. What is your ethnic or cultural origin(s)? (If you identify with multiple ethnic or cultural origins, specify all that apply.) 

An ethnic or cultural origin(s) not listed above (specify):  _______________ 

Note: The examples in the list were chosen based on their frequency of response to the previous surveys. This is not an exhaustive list. To find additional examples of ethnic and cultural origins visit Statistics Canada. 

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 which can affect their life experiences and how they are treated. 

B6. Which racial group(s) best describes you? (If you identify with multiple racial groups, select all that apply). 

• Black (e.g., African, African-Canadian, Afro-Caribbean descent) 

• East Asian (e.g., Chinese, Japanese, Korean, Taiwanese descent) 

• Indigenous to Canada (e.g., First Nations, Métis, Inuit descent) 

• Latino/Latina/Latinx (e.g., Latin American, Colombian, Ecuadorian, Mexican, Peruvian descent) 

• Middle Eastern (e.g., Afghan, Arab, Egyptian, Israeli, Iranian, Kurdish, Lebanese, Persian, Turkish descent) 

• South Asian (e.g., Bangladeshi, East Indian, Indo-Caribbean, Pakistani, Sri Lankan descent) 

• Southeast Asian (e.g., Cambodian, Filipino, Indonesian, Malaysian, Thai, Vietnamese descent) 

• White (European descent e.g., British, French, German, Italian, Russian descent) 

• Prefer not to answer 

• A race or racial background not listed above (specify):______________ 

B7. What is your religion and/or spiritual affiliation? (If you identify with multiple religions or spiritual affiliations, 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  

• Catholic 

• Christian (non-Catholic) 

• Hindu  

• Indigenous Spirituality  

• Jewish  

• Muslim  

• Sikh  

• Spiritual, but not religious   

• No religious or spiritual affiliation  

• Not sure  

• I do not understand this question 

• Religion(s) or spiritual affiliation(s) not listed above (specify): _______________ 

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 the assigned sex at birth (e.g., female or male). 

B8. What is your gender identity? (If you identify with multiple gender identities, select all that apply) 

• Boy/Man 

• Girl/Woman  

• Non-Binary/Genderqueer (Refers to a person whose gender identity does not align with the binary concept of gender such as boy or girl) or Gender Fluid (Refers to a person whose gender identity changes or shifts within the gender spectrum) 

• Two Spirit (An Indigenous person whose gender identity, spiritual identity or sexual orientation includes masculine, feminine, or non-binary spirits) 

• Not sure 

• I do not understand this question 

• Prefer not to answer 

• Gender identity(ies) not listed above (specify):_____________ 

B9. Do you identify with the gender you were assigned at birth? 

• Yes 

• No  

• Not sure 

• Prefer not to answer 

• I do not understand this question

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

B10. What is your sexual orientation?  (If you identify with multiple sexual orientations, select all that apply) 

• Asexual (A person who does not experience sexual 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 male and female individuals, or refer to male individuals only) 

• Heterosexual/Straight (A man/boy who is attracted to women/girls or a woman/girl who is attracted to men/boys)  

• Lesbian (A female person who experiences attraction to female individuals) 

• Pansexual (A person who experiences attraction to people of diverse sexes and/or genders) 

• Queer (A person whose sexual orientation or gender identity goes against the heteronormative social model. Note: The term has been reappropriated by 2SLGBTQ+ communities to transform it from an insult into a symbol of self-determination and freedom.) 

• 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) 

• Not sure 

• I do not understand this question 

• Prefer not to answer 

• A sexual orientation not listed above (specify): _____________ 

Some people identify as a person with a disability(ies). A person’s disability may be diagnosed or not diagnosed. It may be hidden or visible. A disability is not something a person has. A person with a medical condition is not necessarily prevented (or disabled) from fully taking part in society. It's not the attribute of the person that makes it difficult to function, it's the barrier created when a system/structure is only designed with "able" individual's needs in mind. 

A disability may be physical, mental, behavioural, developmental, sensory, communicational or a combination of any of these. Barriers such as settings that are hard to access (like school, shops or public places), negative attitudes, and barriers to information contribute to a person’s experience of having a disability.  

B11a. Do you identify as a person with a disability(ies)?  

• Yes 

• No 

• Not sure 

• I do not understand this question 

• Prefer not to answerPage Break 

B11b. Your disability(ies) include (select all that apply): 

• Autism Spectrum Disorder 

• Blind or Low Vision or any other Visual Disability  

• Deaf or Hard of Hearing  

• Deafblind 

• Developmental Disability(ies) 

• Language Impairment 

• Learning Disability(ies) 

• Mild Intellectual Disability  

• Physical Disability(ies) 

• I do not understand this question  

• Prefer not to answer 

• Any disability(ies) not listed above (specify):_________ 

B12a. Do you have an Individual Education Plan (IEP) to support your learning?  

• Yes 

• No 

• Not sure 

• I do not understand this question 

• Prefer not to answer 

B12b. Indicate the exceptionalities listed on your IEP (select all that apply): 

• Autism 

• Behaviour 

• Blind and Low Vision 

• Deaf and Hard of Hearing 

• Developmental Disability   

• Giftedness 

• Language Impairment   

• Learning Disability 

• Mild Intellectual Disability 

• Multiple Exceptionalities  

• Physical Disability 

• Speech Impairment 

• Not sure 

• Another exceptionality: _____________________ 

B12c. If you are receiving special education programming this year (e.g., accommodations, IEP), does it support your strengths, needs, and interests? 

• Yes 

• No 

• Not sure 

• Not applicable – I am not receiving special education programming 

• Prefer not to answer 

• Not applicablePage Break 

B13a. This school year were you learning English as a second or additional language (i.e., class support, support from an ESL teacher, or if in high school were your enrolled in an ESL/ELD course e.g., ESLCO, ESLEO)? 

• Yes 

• No  

• Not sure 

• Prefer not to answer 

B13b. Think about your experiences in all of your classes this school year when responding to the following question: As an English language learner (ESL or ELD support), did you feel your language learning needs were supported? 

• I felt very supported 

• I felt somewhat supported 

• I did not feel supported 

Part C: Remote Learning, Technology, and Learning Tools

C1. Have you had reliable internet at home this school year (e.g., it does not freeze, lag, or disconnect and you do not experience power outages)?

• Yes, I have internet and it is always reliable 

• Yes, I have internet and it is mostly reliable 

• Yes, I have internet but it is not reliable 

• No, I have not had internet at home 

C2. Do you have access to an electronic device (e.g., a computer, laptop, Chromebook, Assistive Technology, electronic refreshable braille device, hearing receiver) to complete your schoolwork?

• Yes, I have my own device 

• Yes, I use a device that is borrowed from the school 

• Sometimes, I share a device owned by my family 

• Sometimes, I share a device with my family borrowed from the school 

• No, I do not have a device available for schoolwork 

C3. Think about the tasks and assignments you have to complete when learning online this year and select the option that best applies to you: 

C4. When learning online this year, I had access to online spaces or platforms that supported my well-being (e.g., chat features, virtual drop in hours). 

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

C5. Based on your learning model (i.e., in-person or remote) and experiences this year, to what extent were you able to: 

C6. My learning model (i.e., in person or online) supported my overall:  

C7. In what ways did your learning model benefit you? 

___________________________________________ 

C8. What challenges did you experience with your learning model? 

____________________________________________ 

C9. To improve my online learning experiences I would suggest: 

____________________________________________ 

Part D: Engagement and Learning

D1. At this school, I have opportunities to:

D2. When I am at school or learning online: 

D3. Tell us the reason(s) why you have been absent from school and/or the classroom during this school year (select all that apply): 

• Not applicable (never absent) 

• Sickness or illness 

• Symptoms associated with COVID-19 Daily Screening 

• Mental health/well-being difficulty (e.g., feeling anxious, unhappy, overwhelmed) 

• Public transit late or cancelled (e.g., bus or taxi) 

• Family transportation late or not available (e.g., car trouble or running late) 

• School bus late or cancelled 

• Family reasons (e.g., need to help out at home) 

• Extra-curricular activities outside of school (e.g., competition, tournament, performance) 

• Few or no friends in my class(es) 

• Need to work 

• Weather 

• Fear of being bullied 

• Avoiding other students 

• Avoiding adults at school 

• Studying or completing work for another class 

• An adult other than my teacher supervising the class 

• I don’t like school  

• Other (specify): ___________ 

D4. This school provides enough information about career options. 

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

D5. What do you plan to do after high school? (select all that apply) [SECONDARY ONLY] 

• No plans at this time 

• Work 

• Attend college 

• Attend university 

• Attend a joint college/university program 

• Attend a community-based day program 

• Attend an apprenticeship program 

• Military service  

• Volunteer activity  

• Travel or gap year 

• Not sure 

• Other plans (specify): ________ 

This year, secondary schools had culminating activity days instead of formal exams or assessment tasks worth 30% of the final mark. 

D6. How helpful were the culminating activity days for (select “not applicable” if your course(s) contained an assessment task worth 30% of your final grade): [SECONDARY ONLY] 

D7. During the Culminating Activities/Exam Schedule, what forms of assessments did you find most beneficial in your courses? (select all that apply) [SECONDARY ONLY] 

• Conversations 

• Credit salvaging 

• Demonstrations 

• Essays 

• Performances   

• Portfolios 

• Presentations 

• Projects (e.g., video, slide presentation, visual/poster) 

• Reflections 

• Resubmissions 

• Tests 

• Virtual or Face-to-Face conferences 

• Other (specify):______________ 

D8. Based on your experiences this year, would you support culminating activity days in future school years? 

• Yes, I’d rather have culminating activity days and no formal exams 

• No, I’d rather have instructional days 

• No, I’d rather have exams 

• I have no preference between exams or culminating activities  

• Not Sure  

Part E is found only in the Family Survey. There is no Part E for the Student Survey. 

Part F: Well-Being and Mental Health

F1. In general, during this school year, how often did you feel:

F2. Think about your experiences this school year when responding to the following:

F3. This school building is clean and well maintained to provide a good environment for learning. 

• Strongly agree 

• Agree 

• Disagree 

• Strongly agree 

• Not sure 

• Not applicable (i.e., I was learning online) 

F4. 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 

F5. If you were concerned about your mental health, who would you talk to? (select all that apply) 

• Parents/Guardians or other relatives 

• Friends 

• Psychologist, Social worker, Counsellor  

• Teacher including a Guidance Counsellor or Student Success teacher 

• Another school adult (e.g., Office Staff, Teaching Assistant, Educational Assistant, Lunchroom Supervisor, Designated Early Childhood Educator) 

• Principal or Vice-Principal 

• No one 

• Prefer not to answer 

• Not sure 

• Other (specify):________________________ 

F6. If you had a concern about your mental health and spoke to an adult at school, do you feel they helped you?  

• Yes, speaking with an adult at school helped me. 

• No, speaking with an adult at school did not help me. 

• Not sure 

• I did not speak to an adult at school about it. 

F7. If you had a concern about your mental health and did not talk to an adult at school, is it because of any of the following? (select all that apply) 

• I did not have a mental health concern 

• I had supports and strategies through my family  

• I had supports and strategies through my school 

• I preferred to handle the problem myself 

• I did not think an adult at school would be able to help 

• I did not know who to approach at school 

• I did not know how to ask for help 

• I was worried other people would find out 

• I was worried I would be judged for feeling that way 

• I felt people would think I was just looking for attention 

• I felt it was a sign of weakness 

• Other (specify):_______________ 

This survey and the responses provided will not be monitored. Should you require immediate mental health support please refer to 310 COPE (1-855-310-COPE) or Kids Help Phone (https://kidshelpphone.ca or 1-800-668-6868) for support. 

Part G: Relationships with Peers and Staff 

G1. Think about your experiences this school year when responding to the following: 

Part H: Safety, Discrimination and Bullying

Feeling safe means feeling comfortable, relaxed, having identities valued, and not worried that someone could harm your body, hurt your feelings, or damage your belongings.

H1. I feel safe at this school.

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

H2. How often do you feel safe? 

m. Other places (specify): ______________________________________ 

H3. Do you feel welcome at your school? 

• All the time 

• Often  

• Sometimes  

• Rarely 

• Never 

• Not sure 

Bullying is a form of repeated, persistent and aggressive behaviour that causes (or should be known to cause) fear and/or harm to another person's body, feelings, self-esteem or reputation. Bullying occurs in a context where there is a real or perceived power imbalance.

Cyberbullying involves the use of electronic devices or the Internet to threaten, embarrass, socially exclude, and harass. Cyberbullying can occur through texting, email, chats, websites, instant messaging, cell phones and through the use of pictures/video clips.

Racism is when people are treated negatively based on their race. Racial jokes and slurs or hate crimes are examples.

Discrimination is being treated negatively because of your gender identity, racial background, ethnic origin, religion or spirituality, socio-economic background, special education needs, sexual orientation, or other factors.

H4 . Since the start of this school year, how often have you experienced:

H5. I know how to report if bullying, cyberbullying, racism, discrimination happens at my school. 

• Yes 

• No 

• Not sure 

6. I am satisfied with the steps this school has taken to: 

H7. There is an adult at this school I would feel comfortable speaking to:

H8. Are you aware of the anonymous reporting button called “Report It” on the school and Board websites?  

• Yes 

• No 

• Not sure 

Part I: Equity and Inclusive Learning Environments

I1. Think about your experiences this school year when responding to the following:

I2. At my school, my social identities (e.g., race, gender, culture) are reflected positively in:

I3. The books and resource materials in this school positively reflect the diversity of the students in this school. 

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

I4. When learning at school, I see my race reflected positively in: 

Social justice refers to equitable treatment and equitable opportunities for all people without discrimination.

I5. At my school, I am encouraged to think or learn about human rights/social justice issues related to:

I6. My school is supportive of my faith accommodations (e.g., changes to my music, gym class).  

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

• Not applicable 

I7. I see the following social identities reflected positively at my school (select all that apply): 

• My gender identity 

• My gender expression 

• My racial background 

• My ethnic or cultural origin 

• My Indigenous background (e.g., First Nations, Métis, Inuit) 

• My first language, dialect or accent 

• My religion or faith 

• The way I look (e.g., weight, body shape, clothes) 

• My sexual orientation 

• My special education needs (e.g., learning disability, autism, behaviour, giftedness) 

• My physical disability 

• Social identities not listed above (specify): ___________________________ 

I8. In your school, how often have you learned about the experiences and/or achievements of: 

I9a. Are there barriers that get in the way of your learning and well-being at school? 

• Yes 

• No 

• Not sure 

I9b. Indicate how often these barriers get in the way of your learning and well-being at school: 

s. Another reason (specify):____________________________________________________ 

I10. I understand how systemic racism occurs in education. 

• Strongly agree 

• Agree 

• Disagree 

• Strongly disagree 

• Not sure 

I11. Think about your experiences this school year when responding to the following: 

In June 2021, YRDSB conducted two school climate surveys, inviting feedback from students (Grades 7-12) and families (Grades K-12) to understand their experiences of learning during the 2020-2021 school year. These surveys centred around topics of virtual learning, learning technology and tools, student engagement, safety, discrimination and bullying, well-being and mental health, as well as equity and inclusive learning environments.

View the Full Report: Findings from YRDSB 2020-2021 Student and Family Surveys or the Executive Summary: Findings from YRDSB 2020-2021 Student and Family Surveys.

From March to May 2017, all students in Grades 5 to 12 were invited to participate in the YRDSB School Climate Survey for Students. Results from this survey will be used to inform Board and school improvement planning to support student achievement and well-being, and create more equitable and inclusive school environments.​

Survey Results

• Overall Survey Response Rate and Student Self-Identified Racial/Ethnic Background (view accessible version)
• Equity and Inclusive Education (view accessible version)
• Caring and Safe Schools (view accessible version)
• Mathematics (view accessible version)
• Modern Learning (view accessible version)
• Mental Health and Well-Being (view accessible version)

Disaggregate Survey Results

• Student Survey - Disaggregate Infographics (All) (view accessible version)
• Equity and Inclusive Education - Disaggregate Infographic (view accessible version)
• Caring and Safe Schools - Disaggregate Infographic (view accessible version)
• Mathematics - Disaggregate Infographic (view accessible version)
• Modern Learning - Disaggregate Infographic (view accessible version)
• Mental Health and Well-Being - Disaggregate Infographic (view accessible version)

From May 1 - 31, 2017, all parents/guardians of students in Grades K to 12 were invited to participate in the York Region District School Board School Climate Survey for Parents/Guardians. Results from this survey will be used to inform Board and school improvement planning to support student achievement and well-being, and create more equitable and inclusive school environments.

Survey Results

Overall survey response rate and key findings (view accessible version)

2023-2024

• Director's Action Plan: Student Outcomes from Semester 1 and Annual Supervised Alternative Learning (SAL) Update, April 2024 
• Director's Action Plan: Annual Monitoring Report, January 2024
• Director's Action Plan: Student Outcomes from the 2022-2023 School Year, November 2023 

2022-2023

• Director's Action Plan: Annual Monitoring and Reporting, March 2022
• Director's Action Plan: Annual Monitoring and Reporting, October 2022 

2021-2022

• Director's Action Plan: Annual Monitoring and Reporting, October 2021 

In January 2021 , YRDSB invited students and families to participate in online consultations to better understand student and family experiences with the different learning models (virtual and face-to-face) during the 2020-2021 school year. 

View the results of the Learning in 2020-2021 consultation.

An accessible version is available.

The second annual report on YRDSB’s Anti-Black Racism strategy provides an updated overview of actions taken during 2022-2023. It monitors the impact on Black students through KPI data from the Every Student Counts Survey and tracks Black staff hiring using Apply to Education data. Additionally, anecdotal feedback from students, families, and staff is considered alongside other information sources.

View the YRDSB’s Dismantling Anti-Black Racism Strategy Annual Report: Year 2 (2022-2023).

This annual report outlines the implementation of the strategy for year 1 (2021-2022) and introduces baseline data (i.e., information collected before the implementation of a strategy) for the key performance indicators outlined in the accountability framework (Part 2, pages 17-18).

View the YRDSB’s Dismantling Anti-Black Racism Strategy Annual Report: Year 1 (2021-2022).