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Board Policy #235.0 Environmental Responsibility

and Outdoor Education

1. Policy Statement

The York Region District School Board (YRDSB) recognizes the interdependence of the environment, the economy and society and the challenge of balancing all three in building a healthy and sustainable future. A healthy and sustainable future is the right of each student. The Board believes that all learners, leaders, and community members have a shared responsibility to minimize their impact on the environment and for taking an active role in protecting it. The Board is committed to ensuring that all stakeholders are environmentally literate and understand their fundamental connection to each other and to the natural world around them. Environmental education is a whole system responsibility, and the Board will promote and support changes in organizational practices that will result in reducing our ecological footprint to mitigate human impact on the climate and land. The Board is dedicated to increasing student engagement by fostering participation in environmental activities including through outdoor education that allow all participants to experience the restorative benefits of being immersed in nature.

Guiding Principles: 

Climate education is both an adaptation and mitigation strategy for the climate crisis.

1. Transitioning to a net-zero, nature-positive, circular, and sustainable school board creates the conditions for a just, equitable and sustainable today and tomorrow.
2. Recognition of the critical importance of sustainability education in preparing students and educating staff to be informed, responsible, and engaged citizens in addressing local and global environmental, social and economic challenges.  
3. Commitment to integrating principles of sustainability into all aspects of educational programs, operations, learning and working spaces, and community partnerships.  
4. Prioritizing accessible and inclusive programming.
5. Supporting positive mental health outcomes through learning outdoors in nature.
6. Seeking feedback from students, educators, and community members to continuously monitor, evaluate and improve programs and practices.

2. Application

This policy applies to all Board staff, and all others who work directly or indirectly with students and at events held at YRDSB spaces. 

In response to today’s climate crisis, it is YRDSB’s responsibility to shift human behavior and reduce the impact on Earth. Reciprocal relationships with Earth through education and action are necessary in sustaining and furthering the health and well-being of humans and non-humans alike.

Through this policy and its related procedures, YRDSB will acquire the knowledges, relationships, and skills required for engaged citizenship prioritizing historically underrepresented groups, perspectives and knowledge systems. Through this policy, the Board is facilitating conditions to create a more just, healthy, equitable, and sustainable Earth for learners, teachers, leaders, community members, and land.

3. Responsibilities

3.1 The Board of Trustees is responsible for:

1. reviewing the Environmental Responsibility and Outdoor Education policy in accordance with the priorities in the Multi-Year Strategic Plan and the approved policy review cycle; and
2. understanding and communicating with members of the community about the Environmental Responsibility and Outdoor Education policy, as required.

3.2 The Director of Education is responsible for:

1. implementing and operationalizing the Environmental Responsibility and Outdoor Education policy; and 
2. sustaining the direction for environmental education, environmentally responsible practices and outdoor education by: 
   • providing system leadership that supports environmental education as part of every student’s learning and that fosters environmentally responsible management practices; and
   • ensuring appropriate resources are directed toward these priorities.

3.3 Superintendents are responsible for:

1. providing leadership to ensure the effective implementation of the Environmental Responsibility and Outdoor Education policy;
2. supporting the goals of the Ontario Ministry of Education’s Policy Framework for  Environmental Education in Ontario Schools: Acting Today, Shaping Tomorrow;
3. building system capacity by providing leadership to principals and managers;
4. ensuring that both environmentally responsible practices and outdoor education address the needs of staff and students as they relate to cultural background, language, ability, social and gender identities, and other aspects of diversity;
5. understanding the importance of First Nation, Métis and Inuit, knowledges in program delivery;
6. ensuring that all Grade 2, 4, and 7 students are provided with an opportunity to attend an Outdoor Education Centre or partner program; and
7. supporting and maintaining opportunities to learn in, with, from, for and about Earth; extending to educational programs, operations, learning and working spaces.

3.4 Administrators are responsible for:

1. encouraging teachers to incorporate environmental responsibility and outdoor education experiences into their programs, where appropriate;
2. understanding the importance of First Nation, Métis and Inuit knowledges in program delivery;
3. ensuring that all Grade 2, 4, and 7 students are provided with an opportunity to attend an Outdoor Education Centre when assigned by outdoor education staff;
4. informing teachers and parents of opportunities that exist for students at Outdoor Education Centres, within the community and at partner or overnight facilities and ensuring their participation; and
5. engaging parents in discussions regarding the nature and value of Environmental Responsibility and Outdoor Education programs.

3.5 Managers are responsible for:

1. establishing and sustaining environmentally responsible workplaces;
2. considering environmental impact when making decisions;
3. promoting environmental responsibility; and
4. collaborating with municipal, regional, and provincial representatives, as well as the Chippewas of Georgina Island First Nation, to develop partnerships and to share environmentally responsible practices, where applicable.

3.6 All staff members are responsible for:

1. striving for continuous improvement in professional growth to support environmentally responsible service delivery;
2. incorporating outdoor education into their instructional program where appropriate and safe;
3. providing opportunities for students to acquire the knowledge, skills and perspectives that foster environmental stewardship;
4. increasing student engagement by building student capacity to act for positive environmental change in their schools, homes, local communities, or at the global level; 
5. understanding the importance of First Nation, Métis and Inuit knowledge in program delivery; and
6. striving for continuous improvement in personal and professional growth in environmental education, land, and land-based learning to support student achievement and well-being and the well-being of land.

3.7 Parents and students are responsible for:

1. taking opportunities to acquire the knowledge, skills and behaviours needed to develop and sustain positive environmental habits in their classrooms, homes, and school communities;
2. working collaboratively with schools to reduce the Board’s ecological footprint; and
3. encouraging participation in outdoor education programs.

4. Definitions

4.1 Ecological Footprint

A person’s or organization’s cumulative impact upon natural resources.

4.2 Environment

Everything which makes up our surroundings and affects our ability to live upon the earth. The natural world which sustains all people, plants, and animals.

4.3 Environmental Education

Environmental education is education about the environment, for the environment, and in the environment that promotes an understanding of, rich and active experience in, and an appreciation for the dynamic interactions of:

1. the Earth’s physical and biological systems;
2. the dependency of our social and economic systems on these natural systems;
3. the scientific and human dimensions of environmental issues; and
4. the positive and negative consequences, both intended and unintended, of the interaction between human-created and natural systems.

(Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, Ontario Ministry of Education, 2009 and Shaping Our Schools, Shaping Our Future: Environmental Education in Ontario Schools, Report of the Working Group on Environmental Education (Toronto: June 2007), p. 6.)

4.4 Land-Based Learning

Land-based learning is learning from, with, and for land. It is embedded in First Nations, Métis, and Inuit knowledges and includes the perspectives of land. It happens in relationship with land (includes water, plants, animals).

4.5 Outdoor Education Centres

Outdoor Education Centres are Board-owned or leased facilities on where qualified Board staff deliver an outdoor education program which supports the Ontario curriculum. These centres, on Treaty lands, serve as a valuable resource offering one-day programs for staff and students in Grades 2, 4 and 7.

4.6 Partner Facilities

Partner facilities are sites where students can receive outdoor and environmental education in a more focused setting through teacher or facilitator-led cross-curricular activities connected to classroom programs. These facilities may be provided through partnerships with organizations such as conservation authorities, to share costs and provide a variety of environments.

5. Contact

Curriculum and Instructional Services

Plant Services

Inclusive Schools and Community Services

Student Services

6. History

Consolidation of Policy #235.0, Environmental Responsibility and Policy and Procedure #350.0, Outdoor Education

Approved:

Amended: September 2024

Working Document: October 2024

Revised:

Revision Drafted:

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Board Procedure #235.1 Environmental Responsibility

1. Procedure Statement

The York Region District School Board recognizes the interdependence of the environment, the economy and society and the challenge of balancing all three in building a healthy and sustainable future. A healthy and sustainable future is the right of each student. The Board believes that all learners, leaders, and community members have a shared responsibility for minimizing their impact on land and the environment and for taking an active role in protecting it. The Board is committed to ensuring that all stakeholders are environmentally literate and understand their fundamental connection to each other and to the natural world around them. Environmental education is a whole system responsibility, and the Board will promote changes in organizational practices that will result in reducing our ecological footprint to mitigate human impact on the climate and land The Board is dedicated to increasing student engagement by fostering participation in environmental activities that build meaningful links between schools, homes, and communities.

2. Responsibilities

2.1 The Director of Education shall:

1. implementing and operationalizing the Environmental Responsibility procedure; and
2. sustaining the direction for environmental education and environmentally responsible practices by;
   • providing leadership that supports environmental education as part of every student’s learning;
   • continuously working to reduce our impact on the land and the environment; and
   • ensuring that appropriate resources are directed toward these priorities.

2.2 The senior staff member identified to support environmental education is responsible for:

1. supporting the goals of the Ontario Ministry of Education’s Policy Framework for  Environmental Education in Ontario Schools: Acting Today, Shaping Tomorrow;
2. building system capacity by providing leadership to superintendents;
3. ensuring that environmental education addresses the needs of staff and students as they relate to cultural background, language, ability, social and gender identities, and other aspects of diversity; and
4. ensuring Board appreciation programs include opportunities to recognize responsible environmental leadership at all levels of the organization.

2.3 Superintendents shall:

1. supporting the goals of the Ontario Ministry of Education’s Policy Framework for  Environmental Education in Ontario Schools: Acting Today, Shaping Tomorrow;
2. building system capacity by providing leadership to principals and managers;
3. ensuring that environmental education addresses the needs of students as they relate to cultural background, language, ability, and other aspects of diversity; and
4. supporting the coordination and integration of professional development opportunities related to environmental education and environmentally responsible practices for all employee groups.

2.4 Principals, Vice-Principals, Managers and Supervisors shall:

1. establishing and sustaining environmentally responsible workplaces;
2. considering environmental impact when making decisions;
3. promoting environmental responsibility as reflected in the Department Improvement Plan; and
4. collaborating with municipal, regional, and provincial representatives to develop partnerships and to share environmentally responsible practices, where applicable.

2.5 Principals are responsible for:

1. promoting and sustaining environmentally responsible classrooms and schools as reflected in the School Improvement Plan;
2. assisting teachers to integrate environmental education across the curriculum and to link environmental knowledge and related skills and activities to program delivery;
3. supporting staff and students in making connections to the principles of responsible citizenship; and
4. providing environmental leadership and learning opportunities for learners, school staff and community members.

2.6 Teachers and other staff who support students in a school or classroom setting are responsible for:

1. providing opportunities for students to acquire the knowledge, skills and perspectives that foster environmental stewardship;
2. using relevant environmental education curriculum resource documents to support curricula as appropriate;
3. increasing student engagement by building student capacity to act for positive environmental change in their schools, homes, local communities, or at the global level; and
4. striving for continuous improvement in personal and professional growth around environmental education, land, and land-based learning to support student achievement and well-being and the well-being of the land.

2.7 All staff members are responsible for:

1. striving for continuous improvement in professional growth to support environmentally responsible service delivery.

2.8 Parents and students are responsible for:

1. taking opportunities to acquire the knowledge, skills and behaviours needed to develop and sustain positive environmental habits in their classrooms, homes, and school communities; and
2. working collaboratively with schools to reduce the Board’s ecological footprint.

3. Definitions

3.1 Environmental Literacy

Students need to have the knowledge and skills that will enable them to understand and deal with complex issues that affect the environment now and in the future. For example, students need to develop skills in problem solving, inquiry, decision making, action planning, higher-level thinking, systems thinking, and critical literacy. They also need to be able to identify issues and perspectives, carry out research, and communicate their ideas in meaningful ways. In short, they need to develop the knowledge and skills that will enable them to become informed, engaged, and responsible citizens who are concerned about diverse environmental issues. (The Ontario Curriculum: Environmental Education Resource Guide, 2008).

3.2 Environmental Sustainability

An environmentally sustainable organization seeks to balance economy, society, and environment within its operations. Through seeking balance, an organization may better steward natural and economic resources considering the needs of future generations. (Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools, Ontario Ministry of Education, 2009).

3.3 Student Engagement

Student engagement involves active participation, a strong student voice in decision making and involvement in school and community in meaningful ways. (The School Effectiveness Framework, Literacy and Numeracy Secretariat, 2008).

4. Contact

Curriculum and Instructional Services

Plant Services

Inclusive Schools and Community Services

Student Services

3. History

Drafted: September 2024 

Revision Drafted:

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Board Procedure #235.2 Outdoor Education

1. Procedure Statement

The York Region District School Board is committed to providing students with multiple opportunities to learn in, of, about, and from the natural world through outdoor education. The Board believes that the goal of outdoor education is to empower participants to contribute towards a sustainable community which includes humans and non-humans alike. The Board is dedicated to promoting outdoor education learning opportunities that allow all participants to experience the restorative benefits of being immersed in nature. The Board is committed to enhancing the lives of all learners through experientially profound outdoor education experiences that are connected to the curriculum and delivered at Outdoor Education Centres, schools and within the community.

2. Responsibilities

2.1 The Director of Education shall:

1. implementing and operationalizing the Outdoor Education procedure; and
2. allocate staff and resources to support the Outdoor Education procedure.

2.2 Coordinating Superintendent of Education, Curriculum and Instructional Services and Continuing Education shall:

1. inform elementary principals and vice-principals each spring of the process for school visits to the Outdoor Education Centres and the optional booking of partner facilities for the upcoming school year.

2.3 Superintendents are responsible for:

1. supporting the application of the Outdoor Education procedure.

2.4 The Principal of Outdoor Education shall:

1. ensure the implementation of the Outdoor Education policy.
2. support the operations of Outdoor Education Centres;
3. support partner facility operators with bookings and communications; and
4. oversee Outdoor Education Depot operations.

2.5 Principals shall:

1. encourage staff and students to participate in a wide variety of outdoor education activities;
2. ensure that all Grade 2, 4, and 7 students are provided with an opportunity to attend an Outdoor Education Centre when assigned by outdoor education staff;
3. ensure students with life-threatening allergies bring two, in-date epinephrine auto-injectors to Outdoor Education Centre visits;
4. communicate to parents through various means such as, but not limited to, school newsletter or curriculum information nights of the opportunity for their children to take part in outdoor education programs;
5. provide transportation to the Outdoor Education Centres through school funds;
6. ensure that no child is denied participation in a partner facility program because of cost
7. invite Grade 7 teachers to book a visit to a partner facility for their students for the following school year each spring;
8. communicate to parents the costs associated with outdoor education partner facility programs such as, but not limited to, transportation and overnight accommodation;
9. understand that cancellations of partner facilities must be made more than eight weeks before the date of the booking otherwise the cost will be charged to the school;
10. sign completed Outdoor Equipment Order Form for ordering equipment from the Outdoor Education Depot after ensuring that all information has been completed and signed by the teacher;
11. be responsible for covering the cost of broken, damaged, or missing equipment from the Outdoor Education Depot and/or Outdoor Education Centre from school funds; and
12. seek permission to use natural spaces if they are privately owned prior to school use.

2.6 Outdoor Education Depot Staff shall:

1. confirm orders for outdoor education equipment placed by staff;
2. arrange for the pick-up and delivery of Outdoor Education Depot equipment; and
3. repair and order equipment as needed.

2.7 Outdoor Education Centre Staff members shall:

1. implement engaging and experiential curriculum programs;
2. organize school participation for all Grade 2, 4 and 7 students;
3. ensure all necessary paperwork has been submitted by schools before they visit the Outdoor Education Centre;
4. communicate regularly with the principal responsible for outdoor education;
5. provide support to Board staff regarding outdoor education instruction and services;
6. maintain positive partnerships with community partners to ensure the sustainability of natural spaces used; and
7. ensure the safety of visiting groups by maintaining property, holding current first aid certifications, and updating York Region District School Board Outdoor Education Emergency and Crisis Action Plans; and
8. strive for continuous improvement in personal and professional growth in environmental education, land, and land-based learning to support student achievement and well-being and the well-being of the land.

2.8 Teachers shall:

1. participate in programs at the Outdoor Education Centres when assigned;
2. distribute and review Outdoor Education Centre information to students and parents/guardians;
3. before visiting the Outdoor Education Centre, submit the required program selection/confirmation form to outdoor education staff;
4. before visiting the Outdoor Education Centre, share student safety plans, related student accommodations as outlined in the Individual Education Plan, and medical needs with outdoor education staff;
5. complete the Outdoor Equipment Order Form for ordering equipment from the Outdoor Education Depot, at least one month before the activity is to take place, ensuring that all information is completed and signed by the teacher and the principal;
6. upon receiving the equipment ordered from the Outdoor Education Depot, check all items delivered and report any shortages or damages immediately to the Outdoor Education Depot;
7. make sure students are aware of the proper use of Outdoor Education equipment to ensure that it is not broken or damaged;
8. make sure equipment borrowed from the Outdoor Education Depot is ready the morning of the scheduled pick-up date;
9. be responsible for returning all equipment to the Outdoor Education Depot if the material is not ready the morning of the scheduled pick-up date;
10. plan with the staff at the Outdoor Education Depot if picking up and returning equipment directly to the Outdoor Education Depot after the completed order form has been received; and
11. ensure that students are aware of how to care for and respect natural spaces and outdoor education equipment.

2.9 Parents shall:

1. review and ensure that they understand all material sent out by the school;
2. pay expenses associated with their child’s participation in outdoor education partner facility programs;
3. complete/submit all forms and payment (where required) within the required timeline; and
4. review all the behavioural expectations with their child when participating in outdoor education programs.

2.10 Students shall:

1. actively participate in outdoor education programs and activities;
2. comply with Board’s Safe, Caring and Supportive Schools policy and procedures and the school’s code of conduct and other related policies and procedures while at an outdoor education centre or partner facility;
3. understand that the programs offered at Outdoor Education Centres are curriculum-based and an extension of the school program; and
4. be aware of how to care for and respect natural spaces and outdoor education equipment.

3. Definitions

3.1 The Director of Education shall:

Natural spaces refer to areas for the study of ecology and conservation that are located on lands that may be privately owned. Natural spaces may also be parklands that are adjacent to schools.

3.2 Outdoor Education Depot

The Outdoor Education Depot is a Board facility in which resources and pieces of equipment are stored and made available to Board staff and students.

3.3 Outdoor Education Centres

Board-owned or leased facilities where qualified Board staff deliver an outdoor education program which supports the Ontario curriculum. These centres serve as a valuable resource offering one-day programs for staff and students in Grades 2, 4 and 7.

3.4 Partner Facilities

Partner facilities are sites where students can receive outdoor and environmental education in a more focused setting through teacher or facilitator-led cross-curricular activities connected to classroom programs. These facilities may be provided through partnerships with organizations such as conservation authorities, to share costs and provide a variety of environments.

4. Contact

Curriculum and Instructional Services

Plant Services

Inclusive Schools and Community Services

Student Services

5. History

Drafted: September 2024