Equity & Inclusion

Diversity, Equity and Inclusion  

“Diversity encompasses all the ways in which human beings are both similar and different. It means understanding and accepting the uniqueness of individuals, as well as respecting differences in their expression of diversity.  Diversity may include, but is not limited to gender identity, sexual orientation, age, ethnic origin, ancestry, culture, socio-economic status, religion, family status, mental and physical disability” (Manitoba Education and Early Childhood Learning).  

In Pembina Trails, we recognize and honour that today’s classrooms reflect our diverse communities and include a combination of student needs, learning styles and cultural backgrounds. Emotional, mental and physical safety are fundamental for the provision of safe, caring and inclusive school communities, and refer to a classroom or school environment in which students can experience a sense of value, belonging, acceptance, respect and dignity for diversity of all members of learning communities, including students and staff, along with their families. 

The Division supports the Philosophy of Inclusion as defined by Manitoba Education and Early Childhood Learning:  

“Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship. In Manitoba we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us.” 

Our goals for inclusive schools include: 

• Relevant and Responsive Governance (policy) – developing and implementing policy to support an inclusive educational environment in Pembina Trails School Division. In 2024, the Pembina Trails School Division Board of Trustees approved Policy ACB: Anti-Racism. The Board also amended Policy IFC: Inclusive and Appropriate Educational Programming.  
• Safe and Caring Learning Communities: respecting and appreciating the diversity of all school members regardless of their race, culture, ethnicity, religion, gender, sexual orientation, age or ability and demonstrating behaviour that contributes to a supportive, inclusive and safe learning environment. 
• Culturally Responsive and Sustaining Curriculum, Learning and Assessment: instruction, guidance, and support for students to see themselves in their learning and build the capacity for individual growth and achievement. 
• Family and Community Engagement: fostering partnerships with community organizations and families to ensure a holistic learning experience.  
• Universal Access and Equity-centred Approaches: identifying and addressing barriers that may be preventing students and/or staff from reaching their full potential. 
• Clinical Services – enhancing well-being by focusing on core values and beliefs that all students can learn, in different ways and at different rates. 

We are committed to creating safe and inclusive spaces for all students and staff, and to continuously learn and grow together. We will actively listen to the voices and experiences of students and staff from diverse backgrounds and strive to create a curriculum and learning environment that reflects and celebrates diversity (Pembina Trails Statement of Commitment).   

“Children are sacred and as a learning organization we are responsible for creating the spaces for all students to belong and thrive. We see this journey as creating a braid, the fibres and strands coming together to create strength and unity while honouring diversity. It is a binding of all of our strands together, considering our own personal gifts, our collective gifts and where we can continue to grow and learn. The braid is the strength of us all, as well as creating compassionate systems, equity and inclusion, transformative learning and land-based learning for all students, staff and community. The strands do not compete with one another. Instead, they strengthen our ability to do our work to ensure belonging, inclusion and equitable outcomes for all students” (Kate Kerr).