Educators

This guide seeks to enable teachers to creatively and confidently develop K-12 student voice and agency, and to confront and take action on rights-related and equity issues in school and society. Simultaneously, this resource aims to cultivate teachers’ knowledge, skills, and dispositions to advocate for and comprehensively address rights and equity-oriented issues that arise in their classrooms, schools, and curriculum.

Anti-Racism Toolkit by Carmen Budilean at NBMC and Dr. Manju Vharma

This toolkit aims to equip teenagers, SWIS, and teachers with the necessary tools and strategies to effectively intervene in and support victims of racism.

"[...] The number of children who have experienced trauma and violence is on the rise. Thus, a compassion-based framework in education which supports student well-being and equity becomes even more pressing. Research suggests that taking this increasingly holistic approach to education improves students’ academic success and well-being and reduces educator stress and burnout. In this talk, the elements of a compassion-based framework in education are discussed and applied specifically to supporting refugee students in Ontario."

This booklet is written by Spirit Bear as a youth-guide to the TRC’s 94 Calls to Action.

“The Model to Inform Culturally Responsive Practices describes the beliefs, knowledge, and practices Wisconsin educators, schools, and districts need to reach and teach diverse students within their culturally responsive multi-level systems of support.”

Find books, webinars, podcasts, and more to support helpers, including a resource on trauma-informed schools. They also have many additional paid resources and trainings.

Right to Be offers trainings on how to be a bystander when witnessing injustice towards different communities. They have an active shooter training, a bystander intervention training for educators, a bystander intervention training to support the immigrant community, and more.
- They also have a conversation guide to help youth build skills, voice and confidence to be effective bystanders.

Find online course suggestions, articles and blogs, and podcasts and interviews on good practices when working with refugee-background students compiled by the University of Leicester. They also offers a free, self-paced online training for teachers on trauma-informed ESOL for refugees with the option of scheduling a live workshop (for a fee).

The British Council offers courses on various topics related to English-language learning, including on inclusive classrooms, teaching English to refugees and displaced learners and English in the multilingual classroom.

"Given that an increasing number of newcomer youth enter high schools in Canada each year, educational settings are faced with the challenge of creating programming and policies that promote a positive integration process. As part of a larger study that examined the integration experiences of newcomer youth, four participants were asked to offer advice for other newcomer students and for professionals working with this group and suggestions of ways to improve the current educational system. Analysis of these suggestions revealed four themes: (a) forming connections, (b) support from professionals, (c) appropriate placement, and (d) provision of additional resources and information."

Resources by Inclusion NB

Inclusion NB has resources on a variety of topics and a section specifically on resources related to education. Their materials are focused on supporting students with disabilities, but they contain valuable information that can be applied to fostering inclusion more broadly. A resource that may be of particular interest is their tool on creating an inclusive school.

CMAS has materials in areas such as child development, programs and activities, culture and diversity, and more. They also have a section specifically on supporting refugees and online courses on various topics related to working with newcomer families.

"This article looks at working with students who have suffered trauma and suggests ways in which teachers can address this in the English language classroom."

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