Equity : Challenges of Knowing and Actioning

Amazingly, the days are growing longer and spring will soon be here. Amid the ongoing polycrisis, there was still room for family and friends, making the post-winter break period an ideal time for reflection. Tanner Jones (2024) emphasizes the importance of educators dedicating time to reframe and revampⁱ their approaches. While some—hopefully most—of your students have experienced success in school this year, not all have. This is the perfect moment to revisit equity. Knowledgehook’s Signature Leadership Series has relevant resources and webinars to assist in your equity journey.

What is Equity?
‍Equity is multifaceted, complex and deeply contextual. Unlike equality, which emphasizes uniform treatment, equity focuses on fairness by addressing specific needs and providing tailored opportunities and support. Achieving equitable outcomes requires data to identify disparities and the ability to offer differentiated services and redistribute resources accordingly. Often, equity is rooted in addressing historical inequities. A helpful analogy is providing prescription glasses to those with vision impairments—while not everyone needs glasses, for those who do, they are essential for enabling clarity and success. Equity is about providing glasses.  This requires recognizing and addressing barriers, providing opportunity for all individuals and communities to thrive. Equity is currently recognized as an integral part of the broader framework of Diversity, Equity, and Inclusion (DEI), which encompasses all three elements. First Nations colleagues and friends view their pursuit of Truth and Reconciliationas a distinct journey of decolonization and the reclamation of land, language, culture, and truth as steps toward healing. For everyone, it involves identifying and dismantling systemic barriers. 

Fullan and Gallagher write about, global, “exponentially, ever-expanding inequity. It is so pervasive, so out of control … it is built into the system”, and self-perpetuating” (2020: 11). OECD supports this analysis, promoting a holistic system approach.  The need for education systems to look beyond policy silos and connect them through a policy framework that links key areas for equity and inclusion, from the design of curricula, the conception of teaching practices, the capacity building of teaching staff, to the design of data collections and monitoring of student outcomes. A policy framework can also highlight the importance of fostering student well-being together with their achievement and emphasize the role of schools in the development of inclusive environments. It is also important that all relevant stakeholders for equitable and inclusive education are engaged meaningfully throughout the policy cycle [iv]. Is this holistic approach present in your system? Consider SEL in Conflict and Crisis. There are video segments you can share with colleagues, staff and families, as we unpack the issue. 

We recognize that our journey toward equity is ongoing, with its complexity and multiple layers. Inequity can manifest in various interconnected ways, such as the multi-generational trauma experienced by First Nations communities. Similarly, students who are racialized, come from low-income households, speak English as a second language, and/or have learning disabilities have historically faced significant disadvantages in the education system [ii]. All students can learn and we need to maintain a growth mindset approach, OECD studies demonstrate that schools/districts providing learners with needed supports, improves the learning environment for all. All student outcomes increase, confirming that which is critical for some, is good for all [iii].  Here are some brief notes on cohorts traditionally underserved and/or gaps in educational outcomes and each could be a note on its own.

Poverty
‍One of the main equity factors is poverty. OECD (2023) notes students' socio-economic status accounts for a significant share of the variation in performance. On average across OECD countries, 15% of the variation in mathematics performance within each country is associated with socio-economic status, which is why programs like Knowledgehook are so important. An education system is fairer when this relationship is weaker.

Students living in poverty often lack essential resources at home, such as access to digital tools, quiet study spaces, or opportunities to engage in activities that prepare them for success during the school day. The incidence, depth, duration and timing of poverty all influence a child’s educational attainment, along with community characteristics and social networks. However, both Canadian and international interventions have shown that the effects of poverty can be reduced using sustainable interventions [iv]. 

‍Diversabilty & Ableism & Inclusion
‍Another factor influencing academic achievement is diversabilty or ableism. Parekh (2022) reminds us that ability and ableism are rarely included in equity discussions, but they really matter. Both refer to students whose successful pathway toward learning requires targeted support. There has been an increase in identifying diversabilty in learners. In Ontario, on average per school, 16% of elementary and 28% of secondary students receive some form of special education learning support, a proportion that has remained relatively stable [v].  For the USA, approximately 15% of students have special education learning needs [vi]. Bolte (2024) noted that the American Centers for Disease Control and Prevention initially was approximately 6% but in 2022, put the prevalence at 11.4%. A recent article in the Globe and Mail noted that currently 12% of all Ontario university students are registered with their respective Office for Students with Disabilities [vii]. 

Divisibility encompasses a range; from learning disabilities, intellectual needs, vision/hearing limitations, mobility, speech and language proficiency, and social, behaviourial, emotional needs. Often students have multiple interconnected learning needs. Most students are integrated in classrooms and educators working with families are empowered/supported to provide the interventions needed whether identified in Individual Education Plans (IEPs) or based on family/educator assessments. Integrated and intentional differentiation through Universal Design for Learning (UDL) fosters academically responsive classrooms/schools (Specht, 2022). People for Education (2024) reminds us that schools in high-poverty areas often have a larger percentage of identified students. In addition, racialized students, and males tend to be over-identified especially racialized male students, and females under-identified.  

Gender & Identity
‍This has become a more complex issue. There are inequities experienced by those who self-identify male and female. For example, in terms of STEM, stereotypes can develop as young as six years [viii]. This is transnational. Based on a review of over 100 studies from 33 countries, kids already perceive boys to be better than girls at computer science and engineering. Among girls, such beliefs only grow more entrenched over time [ix]. Males often perform below average in classroom assessments and high-stakes evaluations, such as PISA, particularly in reading and writing. (OECD, 2023; Reilly, 2020). Additionally, those who self-identify other than cisgendered [x], as 2SLGBQTIA+ [xi] are vulnerable in terms of higher rates of bullying and suicide [xii]. 

‍Diversities
‍Students and families that identify or self-identify as racialized are more likely to be underserved and face disparities in accessing opportunities and resources (OECD, 2023). Sometimes these are multigenerational inequities as faced by Indigenous Peoples, Black Afro-North Americans among others. This can be further complicated when English or French is not the household language, as many students are multilingual learners (MLL). These students often come from families who are immigrants, refugees, or migrants seeking safety and stability. Such circumstances can impact their access to opportunities, resources, and quality education.

We acknowledge the rise of Islamophobia, Antisemitism, Anti-LatinX and Anti-Asian rhetoric and actions, which can place barriers to learning.

Additionally, students in Indigenous, rural, and remote communities often face limited access to resources, including reliable, high-quality internet and professional services [xiii]. According to the CRTC, for 2024 only 59.5% of households in rural and remote areas had high-speed internet access, with only 42.9% of households on First Nations reserves. This digital divide limits students’ ability to participate in online learning, access digital resources, and connect with educators and peers [xiv]. 

Addiction and Wellness 
‍These become compounding issues as we strive for increasing belonging and wellbeing. In Canada [xv] and the US, approximately one in five students struggle with emotional/mental health concerns. Issues of mental health are more pronounced in adolescent females (Koplewicz & Roth 2024; Statistics Canada, 2023). Equity can strengthen students’ social-emotional development. Promoting an understanding of diversity and offering opportunities to develop empathy helps students of all backgrounds and abilities cultivate compassion and kindness, both as children and adults [xvi].

There are no quick and easy fixes for issues of inequity; however, there are evidence-based strategies and approaches available to consider. Check out Education for Human Flourishing.

‍The single variable that best predicts students’ sense of belonging is their relationship with teachers. This is more important than their race, socioeconomic status, academic achievement, and their relationships with peers. Strong teacher-​student relationships can mitigate the cumulative effects of misbehavior, apathy, and failure due to poor teacher-​student relationships. By improving students’ motivation, engagement, academic self-​regulation, and overall achievement, teacher-​student relationships offer schools continual opportunities to support students’ learning [xvii].

Racialized and Immigrant Populations
‍According to Statistics Canada (2023), in 2021, 25% of Canadians are racialized. This includes 11 subgroups and immigration and the growth from second generations. Both have made a difference. The main immigrant subgroups are South Asian, Chinese, Black and Filipino [xviii]. In the United States, the largest subgroups are 19% LatinX/Hispanic and 14% Black. 

According to Statistics Canada (2021), 23% of Canadians are immigrants, which is one of the highest in the global North. For the United State, 14% are foreign born and the percentage of refugees/migrants is more difficult to determine. Additionally, many are multi-lingual and the language of the household in Canada is neither English nor French nor a First Nation Language. There are inter-linked issues of culture and religions as families seek appropriate recognition and accommodations.

For Indigenous Peoples 5% or almost 1.9 million Canadians self-identify and for the United States, 3% self-identify as AIAN or Native American and/or Alaskan Native. Indigenous Peoples are distinct populations. In Ontario, 80% of First Nation students attend provincially funded schools (People for Education, 2023).

Often, these groups suffer from structural inequalities, microagressions and are underserved, not having access to responsive and relevant services. Living in rural and remote communities, compound these issues. All these factors affect the ability for students to acquire and equitably demonstrate their learnings and pursue desired pathways. The pedagogical strategies that you prioritize should be evidence-informed, responsive and relevant, including embedding social-emotional skills (OECD, 2021). 

As educators, we are recognising and addressing equity issues. Which ones are most relevant in your jurisdiction? Whose voices are present and who is not yet at the table? Embedding social emotional learning to increase youth engagement and voice has been identified as a strategy. Watch SEL and Youth Voice for evidence-informed strategies. Knowledgehook’s Signature Leadership Archives have relevant recommended reads that you can access.

Identify the Issues: Data Informed
‍Considering the above, what matters in your schools and community. How do you know? How are you identifying the issues and whose it at the decision-making table? We need to recognize and name inequalities and focus on building community, cohesion and finding common ground.

·   Identify the existing outcome gaps, especially systemic ones,     accessing reliable data. Look for outliers, patterns and trends.     Which cohorts is the system serving and which cohorts are     underserved? This requires access to reliable data. The OECD     report includes types of data to be considered [xix]. Safir and     Dugan (2021) advocate for Street Data, the next-generation     model for identifying and gathering qualitative and     quantitative data that is at ‘eye-level’. 
·   Foster data literacy within your team, enabling diverse groups     to collaborate in analyzing the data, identifying key variables,     and considering approaches and indicators as they plan next     steps. This process should involve educators, families, and     communities.
· Ensure more voices are included in the deliberation process.   Consider who has traditionally been invited and who has been   left out. Outreach and engagement with diverse communities   are essential. These communities must feel they are actively   contributing to solutions, rather than just being checked off a   consultation list at the end.

Endnotes
[i]  Equity - McGill University

[ii] What is Equity in Education & Why Does it Matter? - Xello

[iii] Directorate for Education and Skills - OECD

[iv] The impact of poverty on educational outcomes for children - National Library of Medicine

‍[v]  Access to special education in Ontario schools: The gaps and challenges - People For Education

[vi] Students with disabilities - National Center for Education Statistics

[vii] Globe and Mail. December 27, 2024: A1 & 6

[viii] Girls face stereotypes about STEM abilities as early as 6 - The 74

[ix] Ibid.

[x]  Identity corresponds to the gender identity assigned at birth

[xi] LGBTQIA+ 101 - Princeton Gender + Sexuality Resource Center

[xii] Protection and Connection: Negating Depression and Suicidality among Bullied, LGBTQ Youth - National Library of Medicine

[xiii] The Power of Online Learning in Rural, Remote, and Indigenous Communities - Boreal Education

[xiv] Ibid.

[xv] 2023 Canadian Health Survey on Children and Youth — Changes in the mental health of respondents from the 2019 survey - Statistics Canada

[xvi]

[xvii] Equity in Schools Begins With Changing Mindsets - Edutopia

[xviii] Changing demographics of racialized people in Canada - Statistics Canada

[xix] Equity and Inclusion in Education - OECD

References
‍Bolte, S. (2024),  Eight reasons why ADHA diagnosis are increasing, ADHA. PsyPost.
https://www.psypost.org/eight-reasons-why-adhd-diagnoses-are-increasing/

Ferguson H, Bovaird S, Mueller M. The impact of poverty on educational outcomes for children. Paediatric Child Health. 2007 Oct; 12(8):701-6. doi: 10.1093/pch/12.8.701. PMID: 19030450; PMCID: PMC2528798.

Frisen, J. (2024). As the demand for disability accommodations grows, professors content with how to handle students, Globe and Mail. December 27: A1, 6, https://www.theglobeandmail.com/canada/article-university-academic-accommodations-disabilities/

Fullan, M. & Gallagher, M. J. (2020). The devil is in the details: System solutions for equity, excellence and student well-being. Thousand Oaks, CA: Corwin Press.

Heather Hudson (2021) What is Equity in Education & Why Does it Matter?
https://xello.world/en-ca/blog/student-engagement/equity-in-education/

‍Hou, F. Schimmele, C. & Stick, M. (2023). Changing demographics of racialized people in Canada. Statistics Canada. Economic and Social Reports, V3, #8 August 2023. 

Jacobson, L. (2024). Girls face stereotypes about STEM abilities as early as 6. The 74.
https://www.the74million.org/article/girls-face-stereotypes-about-stem-abilities-as-early-as-6-study-finds/

‍Koplewicz, H. & Roth, E. (2024). Child and adolescent mental health as a proving ground for innovation. McKinsey & Company. https://www.mckinsey.com/capabilities/strategy-and-corporate-finance/our-insights/child-and-adolescent-mental-health-as-a-proving-ground-for-innovation

‍OECD. (2019). Equity in Education. https://www.oecd.org/en/publications/equity-in-education_9789264073234-en.html

‍OECD. (2021). Schools as hubs for social and emotional learning –are schools and teachers ready?

‍OECD. (2023). Equity and Inclusion in Education: Finding Strength through Diversity, OECD Publishing, Paris, https://doi.org/10.1787/e9072e21-en.

Parekh, G. (2022). Ableism in education: Rethinking school practices and policies. New York, NY: W W Norton and Company.

People for Education. (2023). Still waiting for truth and reconciliation: A progress report on Indigenous education in Ontario’s publicly funded schools. Toronto: People for Education.

People for Education (2024). Access to special education in Ontario schools.
‍https://peopleforeducation.ca/wp-content/uploads/2024/05/Access-to-Special-Education-In-Schools_3June.pdf

‍Reilly, D. (2020). Gender Differences in Reading, Writing and Language Development. Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-928.

Safir, S. & Dugan, J. (2021). Street data: A next generation model for equity, pedagogy and school transformation. Thousand Oaks: CA: Corwin press.

Scott, B. & Cortez, J.D. (2024). Equity Challenge Continues, IDRA, https://www.idra.org/resource-center/equity-challenges-continue/

‍Scott, S. (2023). Annual report on Truth and Reconciliation, National Centre for Truth and Reconciliation (NCTR). University of Manitoba.
‍https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2024/04/2024-NCTR-2023REPORT-LAYOUTS-FIN-WEB.pdf

‍Specht, J. (2022). Strategies for building your inclusive classroom –from beliefs to strategies,
‍https://www.ldatschool.ca/strategies-inclusive-classroom

‍Statistics Canada (2023). 2023 Canadian Health Survey on Children and Youth — Changes in the mental health of respondents from the 2019 survey, https://www150.statcan.gc.ca/n1/daily-quotidien/240910/dq240910a-eng.htm

‍Tomlinson, C.A. (2008). The differentiated school. Alexandria, VA: ASCD.

Toronto District School Board, (2019) Equity as a leadership competency - https://www.tdsb.on.ca/Portals/0/aboutus/Equity/Equity%20Leadership%20Competencies%20V4.pdf

‍Wilkinson, R. & Pickett, K. (2019). The inner level: How more equal societies reduce stress, restore, sanity and improve everyone’s well-being. London, UKL Cambridge University Press.