Addressing Anti-Black Racism Strategy

Grand Erie is committed to dismantling anti-Black racism through intentional, measurable, and sustained system change.

This strategy guides Grand Erie schools in identifying, addressing, and eliminating anti-Black racism. It sets out actions that strengthen belonging, learning, and well-being for Black students, and aligns with human rights obligations, provincial expectations, and Grand Erie’s Multi-Year Strategic Plan.

_{The image above captures the collective voices of students across the Grand Erie District School Board, articulating what they need to feel safe, included, and supported in their learning. Student perspectives highlight key conditions for well-being and achievement-respectful relationships, equitable and inclusive practices, and schools where students are listened to and valued as partners in their education.}

Alignment with Human Rights and Ministry Expectations

This work reflects Grand Erie’s responsibilities as a duty holder under the Ontario Human Rights Code and aligns with provincial legislation, policies, and frameworks that guide equitable and inclusive education, including:

Ontario’s Anti-Black Racism Strategy
Ontario Human Rights Commission’s - Dreams Delayed: Addressing Systemic Anti-Black Racism and Discrimination in Ontario’s Public Education System
The Sankofa Framework for Dismantling Anti-Black Racism in Ontario’s Education System
Policy and Program Memorandum 119 (PPM 119) – Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools
The Anti-Racism Act and Ontario’s Anti-Racism Data Standards

Connection to Grand Erie’s Multi-Year Strategic Plan

This strategy supports Grand Erie’s Multi-Year Strategic Plan priorities of Belonging, Learning, and Well-being. It reinforces the Board’s commitment to safe, inclusive, and identity-affirming environments for all students. The focus on addressing anti-Black racism strengthens ongoing equity work across the system and reinforces expectations for culturally responsive and equitable learning.

Guiding Principles

The following principles shape the actions and commitments in this strategy:

Human Rights

Every student and staff member has the right to learn and work in environments grounded in dignity, respect, and equity.

Identity Affirmation

Schools strengthen belonging when the identities, cultures, and perspectives of Black students are visible, valued, and affirmed.

High Expectations for All

Black students are entitled to rigorous, engaging, and responsive learning that supports their full potential.

Collaboration and Partnership

Sustained progress requires meaningful engagement with students, families, community partners, and staff.

Continuous Improvement

Grand Erie monitors progress, learns from evidence, and adapts practice to strengthen outcomes for Black students.

Shared Responsibility

Addressing anti-Black racism is the responsibility of every educator, leader, and staff member across the system.

Acknowledgements

Acknowledgement of Ancestors of African Descent

Grand Erie acknowledges ancestors of African descent, including those who arrived forcibly through the trans-Atlantic slave trade. We honour the histories, resilience, resistance, and self-determination of African and Black communities across the diaspora.

While the histories of Indigenous and Black peoples are distinct, the shared impacts of colonialism and systemic racism shape many present-day experiences. Both communities demonstrate collective strength and leadership. Grand Erie commits to building environments that recognize and support the histories, identities, and contributions of Black students, employees, parents, and caregivers.

Indigenous Land Acknowledgement

Grand Erie recognizes Six Nations of the Grand River and Mississaugas of the Credit First Nation as the longstanding peoples of this territory. We honour and respect these communities and all First Nations, Métis, and Inuit peoples who reside within the Grand Erie region. We are stewards of the lands and waters where we gather, learn, and work, and we commit to ongoing relationship building in the spirit of Reconciliation.

Grand Erie also recognizes that Indigenous rights are distinct. Indigenous students and staff must never experience actions that undermine their inherent rights or identities.

Commitment to Equity and Human Rights

Grand Erie is committed to learning and working environments that uphold human rights, dignity, and equity for all. This strategy affirms Grand Erie’s responsibility to address anti-Black racism and to ensure policies, practices, and school environments support equitable access to high-quality education for Black students. It reflects Grand Erie’s dedication to removing discriminatory barriers and creating inclusive environments where every student can succeed.

Understanding Anti-Black Racism in Education

Anti-Black racism refers to the prejudice, discrimination, and inequitable treatment experienced by people of African descent. It is systemic and structural, embedded in institutional policies, practices, and cultural norms, often producing inequitable outcomes regardless of intent. The legacy of colonialism and enslavement continues to shape the experiences of Black students, staff, and families across Ontario, including within Grand Erie. Addressing anti-Black racism requires intentional shifts in structures, decision-making, and daily practice.

Patterns of Anti-Black Racism in Schools

Research from the Ontario Human Rights Commission and the Ministry of Education identifies recurring patterns that affect Black students. These patterns are reflected in student and family experiences across Ontario.

Examples include:

Erasure - Limited representation of Black identities, histories, and contributions in the curriculum and school environments
Streaming - Historical patterns of directing Black students into pathways that limit opportunities
Adultification of Black girls - Expectations of maturity beyond their age, leading to less empathy and harsher consequences
Heightened surveillance - Increased monitoring and perceptions of risk directed toward Black youth
Disproportionate discipline - Higher rates of suspensions and punitive responses, with Black boys disproportionately affected

Provincial Findings and Expectations

The Ontario Human Rights Commission’s Dreams Delayed report outlines barriers experienced by Black students and identifies expectations for school boards, which are required to act as human rights duty holders by preventing discrimination, responding effectively when it occurs, and ensuring equitable learning environments.

Key provincial findings include:

Lower levels of belonging and safety for Black students
Persistent disproportionate discipline
Curriculum that does not consistently reflect Black identities and experiences
The need for stronger educator preparation in anti-Black racism and CRRSP
The importance of transparent data collection and monitoring

Why This Matters for Grand Erie

The enslavement of African people in Canada supplied free labour to Canadian colonizers and promoted the idea that Black people were dangerous and needed to be controlled and separated from White people. Understanding anti-Black racism in its current form requires an understanding of the impact of the subjugation of people from African countries. While there is a tendency to see Canada as more accepting and more tolerant of Black communities than other countries, there are Canadian examples of anti-Black racism. They include the 1910 Immigration Act, which prohibited people who were declared unsuited to the climate or requirements of Canada; the arrest of Viola Desmond in 1946 for refusing to move from her seat in the Whites- only section of the movie theatre and the destruction of Africville by the city of Halifax in 1962. It is undeniable that Black students experience anti-Black racism. Knowing the history and the context of the Black experience in Canada helps us to understand why Black students are perceived as dangerous and excluded from schools at higher rates than other students.

To ensure Black students are not negatively affected by anti-Black racism, educators and board staff must name, challenge, and change the values, structure and behaviours that perpetuate systemic racism. This requires action.

This strategy for Black Student Success is a document of actions. It is focused on naming, addressing, and ending anti-Black racism in our classrooms and our schools. (Sankofa Black Heritage Collection: Early Civilizations of Africa).

Grand Erie’s climate survey data and student voice indicate gaps in belonging, representation, safety, and engagement for Black students. While there are areas of strength, the findings show that Black students do not consistently experience the inclusive and identity-affirming environments they deserve. Addressing anti-Black racism strengthens Grand Erie’s commitment to equity and supports success for all students.

This strategy supports:

Improved learning, well-being, and belonging for Black students
Stronger relationships with families and communities
Clear expectations for schools and system leaders

Local Context: Climate Data & Student Voice

Understanding the Experiences of Black Students in Grand Erie

Grand Erie’s 2024 School Climate Survey gathered feedback from more than 10,000 students in Grades 4 to 12, including 743 who identified as Black. Their responses highlight both strengths and areas requiring targeted action to support belonging, learning, and well-being.

Key Findings from the Climate Survey

Belonging and Relationships

64 percent feel accepted by other students
63 percent feel a sense of belonging
73 percent feel respected by adults
80 percent have close friends they can trust

Learning Environment and Engagement

46 percent enjoy being at school
73 percent feel they can participate in class
64 percent feel they receive individual attention
50 percent of students report having a say in their school experience

Representation

More than half of Black students reported seeing their identity represented in classrooms and the school community. Continued attention to curriculum, learning materials, and school culture remains important.

What Students Are Telling Us

The following insights strengthen the need for culturally responsive and identity-affirming practice across classrooms:

Want more open conversations about racism and current events
Feel more engaged when they see themselves reflected in learning
Need educators to build confidence in facilitating discussions about identity and harmful language
Value environments where diversity is visible and affirmed throughout the year

Implications for Schools

The following priorities emerge from climate data and student voice:

Strengthening identity-affirming environments and representation
Addressing racial bullying and harmful language
Embedding culturally responsive instruction in all classrooms
Building staff confidence to interrupt anti-Black racism
Deepening restorative approaches to promote safety and belonging
Strengthening relationships with parents/caregivers and community partners
Creating safe spaces for student voice

Framework for Action

Grand Erie’s work to address anti-Black racism focuses on five interconnected areas that shape the experiences of Black students in classrooms and schools. Addressing anti-Black racism requires shared responsibility across the education system. Educators, school leaders, system staff, students, families, and community partners all play a role in creating learning environments where Black students feel safe, valued, and able to thrive.

Learn more about the Framework for Action

Digital Resource Companion

Additional background information and practical resources that support this strategy are available by accessing the links below. These materials provide further guidance for educators and school leaders and will continue to evolve as new learning and resources emerge.

The companion will be updated periodically to reflect new learning, research, and classroom resources.

Glossary of Key Terms

Historical Context of Anti-Black Racism

Culturally Relevant, Responsive and Sustaining Pedagogy

Black Joy and Identity Affirmation

Black Student Voice

Additional Resources and References