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BACKGROUND & EVIDENCE-BASED APPROACHES
According to the TransFormed Project (2020), a Positive and Safer Space is defined, “a space that is affirming and welcoming to members of the 2SLGBTQ+ community" (TransFormed Project, 2020).
Many schools have supported this initiative to encompass 2SLGBTQ+ support and advocacy in academia. There are many benefits of the creation of positive, safer and safe spaces with the classroom, as they expand a student’s sense of belonging in the community within education. In turn, this allows the student to be supported in the navigation of their academic goals and development (Chappell et al., 2018; Haghiri-Vijeh et al., 2020; Ontario, 2014).
The purpose of this website is to provide educators with tools and ideas to start having conversations and act upon how they would like to build positive and safe learning environments within their classroom within a elementary and secondary school setting (TransFormed Project, 2020).
This space can be linked to the report titled “Equity and Inclusive Education in Ontario Schools” which looks at the four components and goals for education (Ontario, 2014):
The Achievement of Excellence
The Achievement of Excellence
Equity in the Classroom
Equity in the Classroom
Student Wellness
Student Wellness
The Enhancement of Citizenship
The Enhancement of Citizenship
"Equity and inclusive education policies and practices support positive learning environments so that all students feel engaged in and empowered by what they are learning, supported by the teachers and staff from whom they are learning, and welcome in the environment in which they are learning. Students, teachers, and staff learn and work in an environment that is caring, safe, inclusive, and accepting of all" (Ontario, 2014).
This goal can be linked to the support of holistic educational pedagogies within frameworks of identity development of self-awareness and equity engagement (Chappell et al., 2018; Haghiri-Vijeh et al., 2020; Miller et al., 2014; Ontario, 2014).
Figure 1: "Equity and Inclusive Education" (Ontario, 2014)
Figure 2: "Equity and Inclusive Education Strategy"(Ontario, 2014)
References:
Chappell, S. V., Ketchum, K. E., & Richardson, L. (2018). Gender Diversity and LGBTQ Inclusion in K-12 Schools: A Guide to Supporting Students, Changing Lives (1st ed.). Routledge. https://doi.org/10.4324/9781315172293
Haghiri-Vijeh, McCulloch, T., Atack, L., & Bedard, G. (2020). The Impact of Positive Space Training on Students’ Communication With LGBTTQ+ Communities. Nursing Education Perspectives, 41(2), 115–116. https://doi.org/10.1097/01.NEP.0000000000000474
Miller, J. P., Irwin, M., & Nigh, K. (2014). Teaching from the thinking heart : the practice of holistic education (J. P. Miller, M. Irwin, & K. Nigh, Eds.). Charlotte, NC: Information Age Publishing, Inc.
Ontario. (2014). Equity and Inclusive Education in Ontario schools. Retrieved August 8, 2022, from https://www2.yrdsb.ca/sites/default/files/migrate/files/inclusiveguide.pdf
TransFormed Project. (2020). Glossary of Terms. Retrieved August 8, 2022, from https://www.metrac.org/wp-content/uploads/2020/11/11-24_TransFormed_Glossary.pdf
Image References:
GVASIMODO. (2021, June 8). Should summer reading be mandatory? Time for Kids. Retrieved August 8, 2022, from https://www.timeforkids.com/g56/summer-reading-debate/
Premium vector: Hand drawn spring botanical flower floral illustration. Freepik. (2020, May 15). Retrieved August 8, 2022, from https://www.freepik.com/premium-vector/hand-drawn-spring-botanical-flower-floral-illustration_8256266.htm
Pride month in the WRDSB. Waterloo Region District School Board. (2022, June 1). Retrieved August 8, 2022, from https://www.wrdsb.ca/blog/2022/06/01/pride-month-in-the-wrdsb/
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