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Board Policy #218.0 Healthy Learning Spaces for Students‌

WORKING DOCUMENT

1. Policy Statement

The York Region District School Board (YRDSB) acknowledges that systemic oppression and racism have resulted in disproportionalities, including health outcomes such as physical and mental health outcomes, for Indigenous and Black youth as well as other marginalized communities. YRDSB is committed to creating conditions to support safe, healthy and inclusive learning and working spaces. The scope of this policy will include healthy eating, physical literacy and active living, substance use, and mental health. YRDSB believes that healthy learning and working spaces have a positive effect on achievement, well-being, and contribute to mattering and belonging. The Healthy Learning Spaces for Students policy and procedures support the Multi-Year Strategic Plan, Board priorities, and applicable legislation, in ensuring the well-being  (including the physical, cognitive, emotional, social and spiritual dimensions) and success of all YRDSB students and staff.

2. Application

This policy applies to Board staff, including educators, school administrators, and all other staff who work directly or indirectly with students, whether in-person or virtually in learning spaces (e.g. schools, field trips, outdoor education site visits).

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. reviewing the Healthy Schools and Workplaces policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and

2. understanding and communicating with members of the community about the Healthy Schools and Workplaces policy, as required.

3.2 The Director of Education is responsible for:

1. implementing the Healthy Learning Spaces for Studentspolicy; and providing system leadership for creating and maintaining healthy learning spaces that are anti-racist, anti-oppressive, and anti-colonial, including, but not limited to:

   • establishing cross-functional committees to integrate strategies for healthy learning and encouraging partnerships with municipal, regional, provincial and community representatives to promote and support healthy learning spaces.

3.3 Superintendents are responsible for:

1. supporting and maintaining safe, healthy, and inclusive learning spaces that are anti-racist, anti-oppressive, and anti-colonial;

2. ensuring staff, students, parents/guardians and community members have opportunities to contribute to creating healthy learning spaces;

3. providing leadership to ensure the effective implementation of the Healthy Learning Spaces for Studentspolicy;

4. ensuring student well-being goals are comprehensive and embedded in all school improvement plans; and

5. supporting work with community partners to enhance healthy learning spaces.

3.4 Principals are responsible for:

1. supporting and maintaining a safe, healthy, and inclusive learning spaces that are anti-racist, anti-oppressive and anti-colonial;

2. providing leadership and identifying learning opportunities for staff members, students, parents/guardians and school council members in accordance with relevant procedure(s);

3. ensuring that student well-being goals are embedded into school improvement plans; and

4. encouraging the use of Ministry of Education, Board and community partner resources to support well-being initiatives.

3.5 All staff members are responsible for:

1. following the procedures outlined in the Healthy Learning Spaces for Students policy.

4. Contact

Curriculum and Instructional Services

Student Services and Well-Being

Inclusive School and Community Services

Caring and Safe Schools

5. History

Replaces Policy #575.0, Program of Employee Assistance

Approved: 2009

Revised: March 2016, May 2023

Working Document: June 2014, October 2023

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Board Procedure #218.1

Healthy Learning Spaces for Students: Substance Use

1. Procedure Statement

The York Region District School Board (YRDSB) recognizes that minimizing harm associated with substance use has a positive effect on the physical, emotional, cognitive, spiritual and social well-being and safety of students. In particular, substance use can impair achievement, readiness to learn, and mental health. YRDSB is committed to work with students, staff members, and the community to address substance use, addiction, and create safe, healthy and inclusive schools.

This procedure outlines the process for responding to substance use of students. Managing substance use helps to lay the foundation for healthy lives. YRDSB will support students in their efforts to be well and ready to learn.

2. Application

Procedure #218.1, Healthy Learning Spaces for Students: Substance Use applies to Board staff, including educators, school administrators, and all other staff who work directly or indirectly with students, whether in-person or virtually in learning spaces (e.g. schools, field trips, outdoor education site visits).

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Healthy Learning Spaces for Students: Substance Use, procedure.

3.2 Principals shall:

1. ensure that students and staff members are aware of and comply with this procedure;

2. ensure that all staff members are aware of their responsibilities under Tobacco and Smoke-Free Environment policy and procedure;

3. provide students, parents/guardians, staff members and community members with information about  substance use or family support programs, as required;

4. with regard to student substance use:

   • contact the parent(s)/guardian(s) and take appropriate steps, in accordance with Caring and Safe Schools policy and procedure;

   • offer supportive resources (i.e., Caring Safe school website);

   • as appropriate, arrange an In-School Team meeting with representation of interdisciplinary team members to assist families in supporting their child;

   • as appropriate, contact the appropriate Children’s Aid Society (CAS) (Child welfare agencies include but are not limited to York Region Children's Aid, Dnaagdawenmag Binnoojiiyag Child & Family Services, Jewish Child and Family Services) if parent(s)/guardian(s) refuse to access support. A mandatory report to a child protective agency is required when some specific situations are present.

   • For example, when a student is under 16 years of age:

   • AND the parents or guardians refuse to cooperate with the school in accessing assistance for the student;

   • OR, school staff have reason to believe that the student’s substance use is the result of abuse or neglect;

   • OR, the student has indicated that they fear physical reprisal from a parent if their substance use  is shared with them.

5. CAS reporting is discretionary in respect of a youth who is 16 or 17 years old, and in the care, or under the supervision, of a child protection agency, if the previously noted conditions apply. Staff are encouraged to consult with their school Social Worker, or the Supervisor of Social Work Services about discretionary reporting requirements.

3.3 All staff members shall:

1. understand and comply with Healthy Learning Spaces for Students: Substance Use procedure;

2. provide opportunities for students to increase their knowledge, skills, and attitudes about substance use and misuse;

3. notify the principal if a student is in possession of, or under the influence of, alcohol, cannabis, or any substance; and

4. participate in In-School Team meetings with interdisciplinary team members as requested by the principal.

3.4 Students shall:

1. consider engaging in opportunities to acquire and apply knowledge and skills in addressing substance use and misuse;

2. not be impaired, use and/or be under the influence, effect, or after-effect of alcohol, cannabis, and/or  substances, abuse pharmaceutical drugs, or use drug paraphernalia while on Board property, at school or Board-sponsored events; and

3. understand and comply with the Tobacco and Smoke-Free Environment policy and procedure.

4. Definitions

4.1 Drug Paraphernalia

Any equipment, product or material that is used to produce, conceal, consume or distribute substances.  This may include, but is not limited to, bongs, rolling papers, miniature spoons, vaping devices, straws, needles and various types of pipes. 

4.2 Vaping

The act of inhaling and exhaling an aerosol produced by a vaping product, such as an electronic cigarette. Vaping doesn’t require burning like cigarette smoking. This vapour is often flavoured and can contain nicotine (Health Canada).

4.3 Vaping Devices

Vaping devices are usually battery-powered and may come with removable parts. Vaping products have many names, including vapes, electronic cigarettes / e-cigarettes.  They may also be known by various brand names.  Vaping devices are available in many shapes and sizes. Some are small and look like USB drives or pens, while others are much larger (Health Canada).

4.4 Substance

Anything taken into the body that changes the way you think, act and/or feel, including but not limited to:

1. alcohol;

2. tobacco;

3. nicotine;

4. caffeine;

5. over-the-counter and prescription medications;

6. vitamins, herbal remedies, or natural substances; and

7. other products used to gain a psychoactive effect, such as solvents and aerosols.

   (York Region Public Health)

5. Contact

Curriculum and Instructional Services

Student Services

Caring and Safe Schools

Inclusive School and Community Services

6. History

Replaces Policy #604.0, Substance Abuse

Approved: 2009

Revised: January 2016, May 2023

Working Document: June 2014, October 2023

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Board Procedure #218.2

Healthy Learning  Spaces for Students: Physical Literacy and Active Living

1. Procedure Statement

The York Region District School Board (YRDSB) recognizes that providing students with opportunities to be physically active has a positive effect on their physical, emotional, cognitive, spiritual and social well-being, readiness to learn, and achievement.

2. Application

This procedure applies to Board staff, including educators, school administrators, and all other staff who work directly or indirectly with students, whether in-person or virtually in learning spaces (e.g. schools, field trips, outdoor education site visits).

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Healthy Learning Spaces for Students: Physical Literacy and Active Living procedure.

3.2 Principals shall:

1. ensure that the expectations of the Ontario Health and Physical Education Curriculum are met;

2. comply, in elementary schools, with Ministry of Education requirements regarding daily physical activity;

3. commit, in secondary schools, to offering diverse forms of Health and Physical Education courses that are considerate of, and responsive to, student interests.

4. provide leadership and learning opportunities to students, staff, parents/guardians and school councils that promote active living and implement daily physical activity; this can include outdoor activities, walking and movement whenever possible in addition to scheduled physical activity;

5. establish collaborative partnerships with stakeholders to comprehensively support physical activity through the Ministry of Education’sFoundations of a Healthy School;

6. communicate with staff members, parents/guardians and students about programs available to support families with physical activity and daily movement; and

7. initiate, support and monitor theactive and safe routes to school programs; and when planning school facility renovations, collaborate with Planning Services and Plant Services to consider developing outdoor learning spaces that promotes physical activity and active play.

3.3 School staff members shall:

1. provide opportunities for students to increase their knowledge, skills and attitudes about physical activity; and

2. ensure that all elementary school students, including students with special education needs, have a minimum of twenty minutes of moderate to vigorous physical activity each school day during instructional time.

3.4 Planning Services and Plant Services shall:

1. collaborate with regional and municipal partners, staff members and other members of the community to plan for active travelers to safely arrive on Board property; and

2. consider developing outdoor space that promotes physical activity and active play.

3.5 All staff members shall:

1. understand the value of healthy and active living including, to:

2. live actively, and to acquire and apply knowledge and skills that develop and sustain physical activity; and

3. use active travel to and from school where possible.

4. Definitions

4.1 Active Living

Active living is a lifestyle in which physical activity is valued and integrated into daily life. It involves a conscious choice for a balanced way of living that includes a variety of physical activities within daily routines and leisure pursuits.

4.2 Active Travel

Active travel is the use of any form of self-propelled transportation, including, but not limited to walking, cycling, in-line skating, using a wheelchair, or riding a skateboard or scooter.

4.3 Daily Physical Activity

Daily physical activity is a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day (Policy/Program Memorandum No. 138, Daily Physical Activity in Elementary Schools, Grades 1-8)

4.4 Physical Activity

Physical activity is movement that increases heart rate and breathing. Physical activity includes exercise as well as other activities like active travel, walking, active games, dance, aquatics, sports, and fitness and recreational activities. Health Canada recommends that adults engage in at least 150 minutes of moderate to vigorous physical activity, each week and that children and youth engage in at least 60 minutes of moderate to vigorous physical activity per day.

4.5 Physical Literacy

Individuals who are physically literate move with confidence in a wide variety of physical activities that benefit the development of the whole person (Physical and Health Education Canada).

5. Contact

Curriculum and Instructional Services

Student Services and Well-Being

Caring and Safe Schools

Inclusive School and Community Services

6. History

Revised: January 2016, May 2023

Working Document: June 2014, October 2023

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Board Procedure #218.3 Healthy Learning Spaces for Students: Healthy Eating and Food Literacy

1. Procedure Statement

The York Region District School Board (YRDSB) recognizes a broad approach to supporting healthy eating, positive body image, and food literacy considerations while acknowledging the intersectionality of race, culture, physical and social environments, socio-economic circumstances, as well as how these are determinants to dietary behaviours and food decisions. Healthy eating habits can have a positive impact on physical, mental, spiritual, and social well-being. In particular, healthy eating and hydration can have an effect on achievement and readiness to learn.

2. Application

This procedure applies to Board staff, including educators, school administrators, and all other staff who work directly or indirectly with students, whether in-person or virtually in learning spaces (e.g. schools, field trips, outdoor education site visits). 

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Healthy Learning Spaces: Healthy Eating and Food Literacy procedure.

3.2 Principals, Managers, and Supervisors shall:

1. provide leadership and learning opportunities to students, staff members, parents/guardians and school councils to support  healthy eating and food literacy in schools;

2. establish collaborative partnerships with stakeholders to comprehensively address healthy eating, food literacy and hydration;

3. provide leadership and support for the implementation of Ministry of Education nutrition standards and guidelines  for foods and beverages sold and offered in schools, and ensure that the nutrition standards are being implemented as intended

4. encourage students to maintain proper hydration in all weather conditions in accordance with recommendations from the Extreme Hot and Cold Weather and UV Protection Guideline; and

5. communicate with parents/guardians, staff members and students about programs available to support families with healthy eating and hydration.

3.3 School staff members shall:

1. provide reciprocal opportunities to foster and develop healthy eating and food literacy alongside students and families, to collectively increase and share knowledges, skills and attitudes (about healthy eating, hydration and positive body image);

2. encourage the use of reusable containers according to the Reusable Beverage Containers procedure; and

3. consider including healthy food and beverage choices according to Canada’s Food Guide when providing food and beverages in school spaces.

3.4 Students, parents, and community members shall:

1. consider taking opportunities to increase and share knowledge and skills that develop food literacy and sustain healthy eating and hydration in their home, community, and throughout the learning environment; and

2. encourage the use of reusable containers according to the Reusable Beverage Containers procedure.

4. Definitions

4.1 Food Literacy

Food literacy is a set of interconnected attributes organized into the categories of food and nutrition knowledge, skills, self-efficacy/confidence, food decisions, and other ecologic (external) factors such as income security, and the food system.

4.2 Healthy Eating Environment in Schools and Workplaces

A school or workplace with a healthy eating environment is one that promotes and supports healthy eating for students and staff members through words and actions. The goal is to ensure consistency between lessons and the active and passive nutrition messages provided in the school environment. There is commitment to a culture of healthy eating.

5. Contact

Curriculum and Instructional Services

Student Services and Well-Being

Caring and Safe Schools

Inclusive School and Community Services

6. History

Revised: January 2016, May 2023

Working Document: June 2014, September 2023

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Board Procedure #218.4 Healthy Learning Spaces for Students: Mental Health

1. Procedure Statement

The York Region District School Board (YRDSB) recognizes that supporting the mental health of students   contributes positively to safe, healthy, and inclusive learning environments.  The promotion of  identity affirming, culturally responsive mental health is the responsibility of all partners.  Mental health is enhanced when an individual can develop a sense of meaning, mattering, belonging, hope and connectedness within communities, schools and families. It involves the ability to feel, think and act in ways that enhance one’s unique ability to enjoy life and navigate challenges.  A holistic approach to mental health acknowledges the many parts of mental health. These are interrelated parts that lie within an individual, parts that lie between individuals such as in relationships, and the parts that exist around individuals and groups, such as in community and the learning/social environment.  Acknowledging that there are many different individual and community understandings of the parts of mental health.

2. Application

This procedure applies to Board staff, including educators, school administrators, and all other staff who work directly or indirectly with students, whether in-person or virtually in learning spaces (e.g. schools, field trips, outdoor education site visits). 

3. Responsibilities

3.1 The Director of Education shall:

1. allocate staff and resources to support the Healthy Schools and Workplaces: Mental Health procedure; and

2. allocate staff and resources to support implementation of the Mental Health and Addiction Strategy.

3.2 Principals shall:

1. provide leadership and learning opportunities for students, staff members, parents/guardians, and school councils to build mental health knowledge and capacity, develop inclusive, identity affirming, culturally responsive, mentally healthy learning environments,

2. support professional learning centered upon identity affirming and culturally responsive practices and strategies  which promote a sense of mattering and belonging;

3. arrange an in-school team meeting to develop plans to help any student experiencing emerging mental health needs;

4. support students who may be experiencing emerging mental health needs to seek appropriate individual assistance and/or short-term counseling, such as, but not limited to, by the guidance department, school social workers, school psychologists or psychological associates, community agencies or other appropriate supports; and

5. provide parents/guardians and students with information about programs available to support students and their families with mental health through school communications, public forums, family Mental Health Newsletters, and collaborative relationships with community partners.

3.3 All staff members shall:

1. follow the Threat Assessment and Intervention Protocol as required;

2. follow the Student Suicide Intervention Protocol as required;

3. follow the Discriminatory Slurs and Statements Protocol as required;

4. to build mental health knowledge and capacity, develop inclusive, identity affirming, culturally responsive, mentally healthy learning environments, throughout the school;

5. participate in in-school team meetings to develop plans to help any student experiencing emerging mental health needs, if necessary; and

6. engage in practices that comprehensively promote personal and school community positive mental health as outlined in the Mental Health and Addiction Strategy.

3.4 Students shall:

1. consider taking opportunities to acquire and apply knowledge and skills that develop and  sustain  their mental health; and

2. contribute to student leadership and agency of mental health initiatives.

4. Definitions

4.1 Mental Health

Mental health is enhanced when an individual can develop a sense of meaning, mattering, belonging, hope and connectedness within communities, schools and families. It involves the ability to feel, think and act in ways that enhance one’s unique ability to enjoy life and navigate challenges.

4.2 Mental Illness

Mental illnesses are characterized by alterations in thinking, mood or behaviour associated with significant distress and impaired functioning, as diagnosed by a clinically trained professional.  Individuals may be diagnosed with a mental illness, and still experience positive mental health and well-being with healthy strategies, appropriate treatment and management.  Examples of specific mental illnesses include a number of clinical conditions such as, but not limited to, major depression, anxiety disorders, personality disorders, eating disorders, schizophrenia, and others (adapted from Public Health Agency of Canada).

5. Contact

Curriculum and Instructional Services

Student Services and Well-Being

Caring and Safe Schools

Inclusive School and Community Services

6. History

Revised: January 2016, February 2021, September 2023

Working Document: June 2014, October 2023

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Board Procedure #218.5 Healthy Learning Spaces for Students: Human Development and Sexual Health Exemption

1. Procedure Statement

The York Region District School Board (YRDSB) acknowledges the importance of students having the knowledge and skills outlined in all strands of the Ontario Curriculum and believes that students are best served when schools and families work in partnership to support learning. YRDSB affirms that “all students deserve to see themselves and their families reflected in the Ontario Curriculum and should receive information necessary to protect their health and well-being,” as stated by the Ontario Human Rights Commission. All staff are committed to the creation of learning environments that uphold and respect the principles of safety, access, human rights, equity, diversity, health, and well-being.

Human development and sexual health has a positive effect on the well-being of students within learning environments. The Human Development and Sexual Health Exemption procedure outlines how the Board will comply with Policy and Program Memorandum No. 162, Exemption from Instruction related to the Human Development and Sexual Health Expectations in The Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019. (PPM 162)  

2. Application

2.1 Exemption Guidelines 

Individual student exemptions:

1. are limited to instruction related to the Human Development and Sexual Health (HDSH) expectations found in strand D of The Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019;

2. are not related to any other expectations in the Health and Physical Education (HPE) curriculum or expectations in other curriculum subjects; and

3. will be granted only for instruction related to all the Human Development and Sexual Health expectations in a student’s grade and not for instruction related to selected expectations or groups of expectations.

References to human development and sexual health made by teachers, Board staff, or students outside the intentional teaching of content related to the Human Development and Sexual Health expectations are not included in the exemption.

2.2 Academic Impact

There is no academic penalty for an exemption.

There will be no assessment, evaluation, or reporting of exempted students’ achievement of Human Development and Sexual Health expectations in their particular grade. Exempted students’ grades, in health and physical education, will be determined on the basis of the overall expectations in Strand D of the curriculum, without consideration of the specific expectations under Human Development and Sexual Health.

2.3 Notice and Communications

At an appropriate time near the onset of each school year (e.g., Curriculum Night), schools will share with families an overview of curricular expectations across all subjects that will be addressed during the school year. In addition to the curriculum overview, families will have access to the guidelines for requesting an exemption from the Human Development and Sexual Health topics in the Health and Physical Education curriculum. A standard Exemption Form will be available to parents/guardians every school year on the public website and, if requested, in print form.

The following communications, which parents/guardians can access will include:

A letter that:

1. lists the Human Development and Sexual Health expectations by grade. These curriculum expectations could be included in a communication with curriculum expectations being taught in other subjects as well;

2. informs parents that they can choose to have their child(ren) exempted from instruction related to Human Development and Sexual Health expectations by completing and returning the Human Development and Sexual Health Exemption Request Form (coming soon) for each child;

3. notifies parents of the date by which the completed exemption form must be submitted in order for their child to be considered for exemption from instruction related to the Human Development and Sexual Health expectations. Please note that the deadline for parents to submit their completed exemption form or written request must not be more than five school days before the start of the period of instruction.

Schools have the authority to defer the period of instruction to a later date in the school year and will provide notice of the change to parents/guardians as soon as reasonably possible.

2.4 Exemption Process

The process will include:

1. providing parents with access to an Exemption Form;
2. considering students for exemption from instruction related to the Human Development and Sexual Health expectations when a request for an Exemption Form is received from a parent/guardian;
3. determining the supervision of the exempted students based on whether the request falls within the guidelines outlined in PPM 162 and any Board practices related to supervision; and
4. informing parents of the final decision regarding supervision during the periods of instructions.

2.5 Supervision of Exempted Students

Parents/guardians must decide how they would like their exempted child to be supervised during the exemption period by selecting one of the following options for their child:

1. The child remains in the classroom without taking part in instructional activities related to HDSH, with an understanding that the child’s activities unrelated to HDSH during the exemption period will be at the discretion of the teacher.

2. The child will leave the classroom and remain in the school under staff supervision (with an understanding that the child’s activities during the exemption period will be at the discretion of the teacher or principal).

3. The child will be released into the care of the parent/guardian or the care of an approved designate.

If the Exemption Request form is returned with a parent/guardian signature, but without one of the three supervision options selected, the principal (or designate) will consult with the parents/guardians to determine a supervision option.

3. Responsibilities

3.1 The Director of Education shall:

1. model the principles outlined in this procedure; and

2. allocate staff and resources to support the Human Development and Sexual Health Exemption procedure.

3.2 Associate Directors and Superintendents shall:

1. model the principles outlined in this procedure;

2. provide leadership to school administrators for the effective implementation of the HDSH exemption procedure;

3. ensure that individuals who work and learn in YRDSB are made aware of and are in compliance with the Human Development and Sexual Health Exemption procedure; and

4. analyze and report data provided by voluntary disclosure by families on the Human Development and Sexual Health exemption request form to be considered in the Board planning process.

3.3 Principals shall:

1. model the principles outlines in this procedure;

2. provide leadership for the effective implementation of the Human Development and Sexual Health Exemption procedure, by ensuring that all individuals who work and learn in their school are made aware of and are in compliance with the HDSH exemption process; and

3. take appropriate actions for HDSH Curriculum exemption requests by following the Framework for Responding to Human Development and Sexual Health Exemption Requests that includes;

   • ensuring teachers are providing parents/guardians access to the Parent Letters (coming soon) for their appropriate grade level, at least 20 school days prior to the period of instruction;

   • ensuring that teachers provide parents/guardians access to the HDSH Exemption Request Form (coming soon);

   • communicating to parents/guardians that Part 1 HDSH Exemption Request Forms must be returned up to five school days prior to the period of instruction;

   • reviewing Part 1 of the HDSH Exemption Request Forms within 1 - 5 days prior to the period of instruction;

   • reviewing the exemption requests in consultation with the appropriate staff members, ensuring that the requests fall within the guidelines of PPM 162 and any Board practices related to supervision; • developing supervision plans to accommodate requests;

   • discussing alternate options regarding exemption requests with parents/guardians and reaching a common understanding of the supervision that will occur during the exemption period, as required;

   • consulting with the Superintendent regarding supervision options, as required;

   • completing Part 3 - The Acknowledgement of Supervision on the HDSH Exemption Request Form;

   • copying and returning the updated HDSH Exemption Request Form to parents/guardians; and

   • ensuring staff implement the supervision plan during the period of exemption; and

   • ensuring that all HDSH Exemption Request forms are maintained in the school office for a period of one year.

4. provide leadership and learning opportunities to students, parents/guardians, school councils and community members about human development and sexual health learning; and

5. refer students with issues related to human development and sexual health such as, but not limited to, sexual activity, gender identity, sexual orientation, or self-image, to appropriate individual assistance and/or short-term counselling through school social workers, school psychologists or psychological associates, community agencies, or other appropriate medical or social services.

    

3.4 Teachers shall:

1. model the principles outlined in this procedure;

2. provide opportunities for students to increase their knowledge, skills and attitudes with regards to human development and sexual health;

3. ensure that expectations related to human development and sexual health are taught;

4. provide parents/guardians access to the Parent Letters (coming soon) for their appropriate grade level, at least 20 school days prior to the period of instruction;

5. provide access and communicate to parents/guardians that Part 1 HDSH Exemption Request Forms must be returned up to five school days prior to the period of instruction; and

6. use professional judgment and discuss with the principal, when appropriate, concerns about a student’s well-being who may be facing issues related to human development and sexual health, such as, but not limited to sexual activity, gender identity, sexual orientation, self-image or safety.

3.5 Parents/Guardians shall:

1. consider taking opportunities to personally acquire knowledge and skills that support human development and sexual health of students in their home, community, and learning environment;

2. review the Human Development and Sexual Health curriculum expectations and/or the Parent Letters, and contact the teacher to address any questions;

3. if required, access or request the HDSH Exemption Request Form (coming soon), complete Part 1 of the form, and return it to the school up to five school days prior to the period of instruction;

4. if required, engage in discussion with the school to reach a common understanding of the supervision that will occur during the exemption period; and

5. be aware of and consider accessing the available supports identified within the school and community to support their child with learning related human development and sexual health.

3.6 Students shall:

1. comply with the information outlined in Part 3 of the Human Development and Sexual Health Exemption Request Form; and

2. be aware of and consider accessing the available supports within the school and community to support their own human development, sexual health and well-being.

4. Definitions

4.1 Period of Instruction

The dates during which the instruction in Human Development and Sexual Health will be delivered. This period could extend over several days or weeks, depending on individual school calendars and teachers’ lesson plans.

5. Contact

Curriculum and Instructional Services

Student Services and Well-Being

Caring and Safe Schools

Inclusive School and Community Services

6. History

Drafted: November 2020

Revised: May 2023, September 2023

Working Document: October 2023