What Inclusion Looks Like

In recent weeks, since announcing my bid for a position as a public school trustee for St. Albert Public Schools, one question frequently asked, is how I would support inclusion as a school trustee. Inclusion is at the heart of an effective school system and at the heart of thriving communities. Without a policy and practice of inclusion, schools cannot provide the environment, resources and experiences that allow all student to reach their full potential.

When questioned about inclusion, parents, students and community members share many similar concerns, but each, also wishes to advocate on behalf of a very specific group of students and families. I have had questions posed to me about inclusion for students with exceptional learning needs, whether that means providing more challenge or more support; questions about supporting families from different cultures and belief systems; questions about valuing students for their athletic or artistic talents, questions about creating inclusion for students from different socio-economic backgrounds; questions about inclusivity and safety for LGBTQ students; and questions about providing programming and environments where everyone feels a sense of safety and belonging.

All students and families have the right to feel welcome, heard, supported and celebrated for their unique identify and strengths. Policies put forward by school districts help guide district personnel as they strive to achieve safe and caring environments. Parents, students, teachers, administrators and support staff all play a role in making those policies come to life.

I believe consistent monitoring, evaluation, feedback and programming can achieve inclusivity for all of our students. Diversity is a fact, inclusion is achieved by first recognizing and then responding to diversity. Concrete action takes many forms. Professional development and building a shared vision, gives staff opportunities to recognize, respond to, support and celebrate diversity. This work is then translates to classroom lessons, resources and practices that honour diverse ways of knowing and being.

Celebrating diversity can be achieved through daily classroom planning and practices, diverse resources, nurturing inclusive school environments and promoting special events directly focused on understanding and celebrating unique populations. Truth and Reconciliation efforts to recognizing, support and celebrate the unique reality of indigenous families, has provided provide a great example of how deliberate, focused efforts can lead to positive outcomes for all students as they grow in their understanding of the experiences of our indigenous population. St. Albert Public Schools demonstrated this process remarkably well as the entire community navigates through the process of Truth and Reconciliation. Professional development has led to classroom and school wide practices, resources and celebrations to successfully bring an understanding of past wrongdoings, their ongoing impacts and efforts to achieve reconciliation. You can hear the results in the voices of children who can express their own age appropriate understandings of issues that have impacted the indigenous community. You can see and experience this growth in empathy and understanding at school and community wide events that honour the goals of Truth and Reconciliation.

Inclusion isn't one practice, one policy, one answer. It is a belief in the value of our differences, taking time to learn about differences, teaching students that differences must be honoured, respected and celebrated. It isn't a framework for behaviour or a policy to be followed, it's a way of being. We must actively seek to understand diversity and create environments where everyone feels as sense of belonging. As a school trustee, I am committed to working with all community members to ensure that sense of belonging, because everyone thrives when they feel valued, celebrate and supported. That's what belonging, what inclusion looks like.