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When a meet a group of students for the first time, I like to talk about trust. I tell every student in the class that I trust them, I trust them to be responsible, to be respectful, to be responsive, etc. Telling a group of students that we trust them means a lot to them.

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I need more PD on the counselling aspects of topics, for eg sex education, drug use. I honestly wouldn't know where to begin to approach these topics with teenagers.

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One thing that can be challenging about middle school advisory, especially the younger years, is that some students are ready for certain topics because of their development, while other students are nowhere close to being emotionally or mentally ready to hand certain topics. Knowing ways to give students the information they need when it best suits them would be beneficial.

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I have many students from cultures I am unfamiliar with - I think it is important for me to gain a better understanding of their cultures, family structure, society, etc. in order to avoid making generalizations or comments that may make them feel marginalized.

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I need ways to build my students' ability to have these conversations. Even a list of low-stakes topics that we can talk about and work our way up to would be helpful. Moving right into serious issues without first learning to swim feels a little like jumping into the deep end.

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Faculty meetings could be a space in which we discuss case studies with our peers. It would be meaningful to discuss different approaches with colleagues.

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An active and visible DEI task force/DEI coordinator who serves as a resource/advocate.

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What are a list of bare minimum norms we should create when talking about sensitive subjects with students? Should we allow students to come up with these norms? What if they miss important norms, can we as HR teachers put forth suggestions (or does that defeat the purpose of allowing students to make norms?)?

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Is the ISA climate right for difficult conversations? 

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Is the ISA climate right for difficult conversations? 

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Some teachers are worried about recent changes in expectations for teachers (code of conduct is coming soon) and that if they accidentally saying something the wrong way about a sensitive topic it could lead to suspension or dismissal.

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I would welcome some training on the handling of various issues that a Grade 10 Advisory at ISA may wish to discuss. The topic itself but also about how to discuss that in the context of our school community. Re Code of Conduct etc.

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I would welcome some training on the handling of various issues that a Grade 10 Advisory at ISA may wish to discuss. The topic itself but also about how to discuss that in the context of our school community. Re Code of Conduct etc.

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Students are enduring all sorts of things in and out of the classroom and while we can discuss these within advisory, it also seems like there needs to be a school-wide discussion about how best to help students who are experiencing various forms of trauma.

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Students are enduring all sorts of things in and out of the classroom and while we can discuss these within advisory, it also seems like there needs to be a school-wide discussion about how best to help students who are experiencing various forms of trauma.

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I need some help with classroom management. I have a couple rowdy students who I fear would unintentionally cause harm should we bring up vulnerable topics. I am confident in my ability to facilitate the discussion, but I cannot control how the group responds.

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More DEI workshops for staff and students.

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More DEI workshops for staff and students.

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If I knew well ahead of time that my time in FLEX would be devoted to this work building rapport with students, engaging in these conversations, etc., that would help a lot

If we respect the time, space, and purpose together by using all of the 25 minutes for meaningful application of these procedures, this can work.

Finally, this work should be begun in earnest, by all the FLEX teams (at least all in one grade level) at the same time and with approximately the same level of seriousness of intention. Every FLEX will be different (indeed that's a crucial part of this work being successful) but we all need to be on board so that the students see we are all on board.

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I need to become more comfortable with silence when students don't immediately share their thinkings. In order to fill the void, I sometimes share my own thoughts and quite possibly limit their thinking and ability to share their ideas.

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I think providing a professional development for certain issues like racial discrimination, SOGIE and the like is very important before I can be comfortable discussing any of these issues. I have my own understanding about these issues but how to approach the discussion on these topics is something that I'm not familiar with yet.

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There is a definite need to have conversations around racial discrimination and use of harmful language at our school- and I want to have these discussions- I don't think I have any students in my FLEX that would cause conflict but that culture has not been developed yet because we don't protect advisory time as much as we should and it impacts our ability to bond as a group.

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Being unaware of the language students use on social media and in private conversations, I fear that these advisory sessions could turn into grandmother preaches.

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Having grown up in the previous century, I am not always so convinced that I know and understand what happens in the lives of my current students. Vaping, laughing gas, xtc and other new forms of drugs which are said to be delivered faster than a pizza are all experiences I have no experience with. I do not feel equipped to have these conversations.

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As a faculty we do not role model having difficult conversations ourselves and or building trusting relationships. How can we teach what we do not live up ourselves?