Skip to main content

Equity, Diversity, Inclusion, and Anti-Racism

Equity, Diversity, Inclusion and Anti_Racism



In keeping with our Catholic tradition of universal inclusivity, Thomas Groome reminds us that the word “Catholic” comes from the Greek word “Katholos” which means “welcoming all” - just as Jesus did. Inclusion is one of the foundational tenets of Edmonton Catholic Schools.


Board Policy


Policy 18 - Commitment to Inclusive Communities

Policy 19 - Indigenous Voice


The EDIAR Strategic Plan


MicrosoftTeams-image%20(20).png


Administrative Procedures


Edmonton Catholic School Division has several Administrative Procedures that are connected with Equity, Diversity, Inclusion & Anti-Racism.  We are committed to ongoing improvement which will involve a review of Administrative Procedures.

Inclusive Education

As a faith community, the Division welcomes all students. Inclusion is a way of thinking and acting that demonstrates universal acceptance of and belonging for all children and students. Click here to read the full Administrative Procedure 213.

Ethno-Cultural Relations

The principles of racial equality and ethno-cultural equity shall guide all aspects of Division operations, organization, structure, procedures and practices. Click here to read the full Administrative Procedure 170

Respect in the Workplace

The inherent right of all individuals to be treated with dignity and respect is central to Catholic values and beliefs. The Division is committed to the creation of a working environment which fosters mutual respect for the dignity and well-being of all employees, contractors and volunteers  Click here to read the full Administrative Procedure 171.

Commitment to Inclusive Communities in Edmonton Catholic Schools:

Edmonton Catholic Schools recognizes that we are all created in the image and likeness of God. As such, all human beings are inherently sacred and must be treated with dignity and respect.  Click here to read the full Administrative Procedure 160

Alberta Education


  • Alberta Education outlines 6 principles of Inclusive Education.  The first of which is, Anticipate, value and support diversity and learner differences – Welcoming, caring, respectful and safe learning environments create a sense of belonging for all learners and their families.
  • Safe and Caring Schools outlines legislation and practices to ensure that schools are welcoming, caring, respectful and safe learning environments Students, parents and school authorities have responsibilities for ensuring welcoming, caring, respectful and safe learning environments that respect diversity and nurture a sense of belonging and a positive sense of self.
  • In order for a school to be fully inclusive, evidence-informed strategies and practices to promote welcoming, caring, safe and respectful learning environments should be implemented throughout the entire school.

A whole-school approach is inclusive of school staff, students and education partners and touches all aspects of school life. It should promote positive mental health and academic achievement and include social-emotional learning in school practices, policies and partnerships.

“To support children and students in attaining the goals as stated in the Ministerial Order on Student Learning, school authorities must ensure that all children and students (Kindergarten to Grade 12), regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports.” 
~2021-2022 Guide to Education: ECSD to Grade 12, page 27 

The Alberta Education resources, Indicators of Inclusive Schools provides school leaders with information they can use to reflect on how their schools and school systems are demonstrating a commitment to inclusive education and to help school staff develop strategies and action plans that strengthen inclusive education and ensure equitable access for all learners.


“We cannot tolerate or turn a blind eye to racism and exclusion in any form and yet claim to defend the sacredness of human life.” 

Pope Francis


 

“To support children and students in attaining the goals as stated in the Ministerial Order on Student Learning, school authorities must ensure that all children and students (Kindergarten to Grade 12), regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports.”

~2021-2022 Guide to Education: ECSD to Grade 12, page 27

The Alberta Education resources, Indicators of Inclusive Schools provides school leaders with information they can use to reflect on how their schools and school systems are demonstrating a commitment to inclusive education and to help school staff develop strategies and action plans that strengthen inclusive education and ensure equitable access for all learners.


The Equity, Diversity, Inclusion and Anti-Racism (EDIAR) Strategic plan outlines priorities, key strategies, and actions that will shape the way in which Equity, Diversity, Inclusion, and Anti-racism values are embedded in the ongoing work of the Edmonton Catholic School Division.

Learn More
Back to top