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After exhausting all options with supporting students' mental health + well being, identity, attendance etc. and students are causing harm in the learning environment, there needs to be consistent accountability and support from the admin.

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Being receptive to student feedback, whether from a social-emotional or pedagogy-based perspective.

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Doing well- Gr 9 Science. I am a scientist research assignment. Anti- oppression strategy goal

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More time to build relationships with students is often needed. Communications with parents/guardians is also key.

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Accountability for students. REAL consequences for behaviour. Less downloading on the classroom teacher.

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We need more EAs, peer tutors, supports for struggling students. Programs related to literacy outside of the classroom need to be affordable and accessible. Flagging students who are below reading level need is important.

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-Preaching the importance of initiative and communication within the community

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Have school-wide events that teachers can take their classes to without having a need to "buy-in."

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-Setting high standards for all students.

-Allowing students to get involved in any cultural groups.

-Good community representation

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Making sure staff and other students are physically safe.

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There are multiple outlets for kids to be successful (clubs, sports, areas of support [AR, Student Success]).

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mentorship

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Teachers are listening to students, recognizing identities and including material that is relevant and inclusive in our lessons.

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Examining whether programs and policies actually apply. For example, why discuss how to improve attendance when there are students who will never be taken off the rolls for fear of angering families? How do you crow about supporting mental health, when staff are regularly pressured to sacrifice theirs so that students aren't stressed?

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Having time to implement board materials and resources, that could be made more accessible and easier to apply in the classroom without delays.

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Teachers incorporate meaningful lessons around real-life situations and experiences. Extra-curriculars allow connections with a variety of options for inclusion.

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If we connect with home and get no response or get a 'I don't know what to do' response we should all be referring these students/families to our social workers. They can access family home, parents, students, and possible support clasess/programs, etc.

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Allow parent/guardian access to Google Classroom with their own login.

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We aren't equipped to effectively support all of our MLLs. The document says we need to "provide multi-lingual learning spaces" & allow home languages "to be used regularly in the classroom". This is daunting and feels counter-intuitive.

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Connect resources to parents/guardians with easier access.

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providing accesible learning

in math - groupwork guided practice on whiteboards, paper, standing up, sitting down (providing options)

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Lack of communication amongst staff members.

Hallways and bathrooms (unsafe/closed) cutting down on hall workers.

Lack of field trips and alternate activities outside of the school/classroom.

Better quality cameras (more accountability)

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Maintaining high expectations for ALL students.

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Utilizing AR, student success, guidance and admin for support and able to identify those who require the extra help.

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We are aware of accommodations and offer them to students as needed

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The quotes from the focus groups. They cut to the important points, telling us to ignore attempts to check boxes and SAY we addressed issues, in favour of us actually doing work. Forget pat learning sessions and take responsibility for what is happening in our classes, even if it's not joyful.

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Lots of events and activities for students (lots of affinity groups)

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Collaborating with caregivers, staff etc. to be aware of student mental health.

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clear expectations that apply to all

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having uncomfortable conversations. it can be challenging, and staff do not always feel equipped to have those conversations. There is a fear of saying the wrong thing and having that come back to them.

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Student success programs: Issues beyond IEPs (places to provide work for them)

Lots of cultural clubs and groups.

Having social workers and grad coaches in the school.

Having safe places (library, open classes, gym, depending on interests and hobbies).