Centering Equity
The work of the College and the decisions we make affect thousands of RECEs, and through them, hundreds of thousands of children and families across Ontario.
We are committed to embedding equity, diversity, inclusion and belonging into all aspects of our work, as a critical part of our responsibility to regulate a diverse profession in the public interest, and to help ensure that education and child care are founded on respect for each child’s uniqueness, their dignity and potential, and their traditional languages and cultures.
On this page, we share information and College resources to support the ongoing learning and unlearning of RECEs, sector partners, parents and others, and aid in the development of learning environments that are inclusive, equitable and culturally responsive.
Land Acknowledgment
The College acknowledges that our organization and profession is part of a colonial system. We are all living, working, learning and playing on the traditional territories of many Indigenous nations.
Canada’s mistreatment of the original inhabitants of this land has caused immeasurable harm, and these impacts continue to reverberate through present and future generations. The College acknowledges that there is much more that we need to do to as an organization to learn, unlearn and challenge the legacies of colonialism, racism and discrimination faced by First Nations, Inuit and Métis peoples. Read more.
Statement of Commitment to Anti-racism
The College is committed to embedding anti-racism into all of our work. We acknowledge this ongoing effort is necessary to fulfil our responsibility of regulating a diverse profession in the interest of all children and families in Ontario. This is consistent with our values of integrity, fairness, inclusion and respect. Read our full Statement of Commitment to Anti-Racism here.
Ongoing Work
Under the Strategic Plan, the College is currently undertaking multiple projects related to equity, diversity, inclusion and belonging. These include:
- A Reconciliation Action Planning process, reflecting the College’s commitment to advancing reconciliation with Indigenous Peoples and creating a more inclusive and culturally safe profession. This multi-step process, guided by First Peoples Group(FPG), a national Indigenous-owned consulting firm with extensive experience in reconciliation, cultural competency and engagement, will lead to the development of the College’s first Reconciliation Action Plan, in 2026. This process includes focus groups and dialogue-based consultation with Indigenous interest holders and members of the College, Council, committees and staff.
- Exploring whether to collect additional demographic data from members (such as race and ethnicity), as well as more detailed information from the demographic data already collected (such as gender and Indigeneity). Collecting additional demographic information would support the College in identifying barriers or inequities within the College’s own processes and recognizing areas where change may be needed. It will also help highlight opportunities to work collaboratively with sector partners to address systemic issues, especially those rooted in equity, diversity, inclusion and belonging, to the benefit of all members of the profession.
The College is consulting with members and sector partners on this initiative, hosting focus groups intended to ensure the College’s commitments, approaches, and decisions are informed by the realities of the profession. The consultations will also explore how the additional data, if collected, would be used and shared. - A five-year review of the College’s Statement of Commitment to Anti-Racism, first developed and published in 2020. This review includes survey-based consultation, and facilitated dialogue with members and sector partners, to collect feedback on the existing Statement. This feedback will inform revisions and / or additions to the Statement to ensure it remains relevant and meaningful. The College will continue to undertake regular reviews of the Statement in future.
Resources & Articles
We encourage all RECEs and stakeholders to undertake their own journey of learning and unlearning, and actively explore meaningful ways to integrate perspectives or practices into their environments that help address discrimination and barriers in all forms.
For RECEs
The College regularly develops and publishes resources to support RECEs in their ongoing professional learning. Resources with content specific to equity, diversity, inclusion and belonging include:
- NEW – Supporting your Practice: Talking About Race and Racism with Children
- NEW – Scenarios for Reflection: Talking About Race and Racism with Children
- Practice Note and Reflection Guide on Beliefs and Biases
- Practice Guideline on Diversity and Culture
- Practice Guideline on Communication and Collaboration, in particular:
- Section 2: Communication and Collaboration with Families
- Practice Guideline on Child Development, in particular:
- Practice Guideline on Inclusion of Children with Disabilities
- Racism and Bias in Reporting to Child Welfare
- Professional Advisory and Reflection Guideon the Duty to Report, in particular:
- Bias, Racism and Stereotypes in Reporting to a CAS (see page 14 of the Professional Advisory)
- Standard III – Webinar: Supporting Children’s Mental Health in the Early Years Settings
- Supporting Children’s Mental Health
- Valuing Inclusivity and Privacy
Other resources that may help RECEs centre equity in their practice include:
- Code of Ethics and Standards of Practice;
- Practice Note on Ethical Decision-Making; and
- Practice Guideline on Pedagogical Practice (in particular, the section on Responsive Relationships and the Scenario for Reflection).
Relevant articles: Connexions and Employer Newsletter
- Give Race Its Place – an anti-racism knowledge sharing initiative
- Amplifying Voices – Racism it hurts
- Norheen RECE shares her experiences and reflections in addressing racism, Part 1
- Norheen RECE shares her experiences and reflections in addressing racism: Part 2
- Anti-racism as part of your Continuous Professional Learning
- Does learning about anti-Black racism count as a professional learning activity? Absolutely!
- Amplifying Voices – Share Your Story
- Elevating voices: Re-imagining Early Childhood Care and Education in a Post-George Floyd World: An Open Letter
- Diversity and Inclusion on Council – A Conversation with Nerene Virgin
- Celebrating Black History: February and Forever
- The important role of RECEs in supporting equity and inclusion
- Bullying awareness: do you have practice strategies that build environments of inclusion and respect?
- New Practice Guideline on Inclusion of Children with Disabilities
- Celebrating Black History: A Conversation with Rosemary Sadlier
- Four ways to support diversity and inclusion learning
- Celebrating National Indigenous History Month (includes a list of resources to support learning on the impacts of colonialism, historical and current legislation and policies on First Nations, Inuit and Métis peoples)
- Celebrating Pride Month
- Preserving a Way of Life
- A conversation with Two-Spirit leader and social justice advocate Teddy Syrette: Fostering inclusion through education and allyship
- Council Chair Kristine Parsons on fostering workplace environments where all belong
- Fostering equitable care for Black children and families
- Celebrating Black History Through Reflection and Action