OCDSB Student Census Report: Grade 7 to 12

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Ottawa-Carleton District School Board (OCDSB)

Grades 7 to 12 Student Survey Report September 2012

Created by: TWI Inc.

www.twiinc.com © 2012 TWI Inc. All rights reserved.

This material is proprietary and confidential and for internal use only.

Unauthorized distribution of reproduction of these materials is prohibited and violates copyright laws.

OCDSB Student Survey

OCDSB 7 to 12 Student Survey Report © 2012 TWI Inc. All rights reserved.

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Executive Summary

The OCDSB is a dynamic creative learning organization that fosters the achievement, well-being and dignity of every student.

– OCDSB’s 2011-2015 Strategic Plan Vision

Student achievement is the ultimate measure that will determine how the Ottawa-Carleton District School Board will fulfill its mission: educating for success – inspiring learning and building citizenship. As a result, by 2020, OCDSB aims to have a graduation rate of 90%. In June 2011, the Board of trustees endorsed a 4 year strategic plan with 4 key priority areas:

1. Well-Being: incorporates safe and caring learning and working environments, mental and physical health, cultural proficiency, diversity, inclusion, and accessibility.

2. Engagement: addresses the importance of parental engagement, community involvement, collaboration, partnership, and schools as community hubs.

3. Leadership: includes the recognition of formal and informal leadership, leadership development, succession planning, governance, emotional intelligence and creating a culture of innovation, and celebrating success.

4. Learning: reflects the core business of the district, instructional practice, equity of access to programs and services, and the development of lifelong learning.

In 2010, OCDSB retained TWI Inc. to conduct a comprehensive Student Survey. The student survey provides data to inform all 4 key priority areas of the 2011-2015 OCDSB Strategic Plan. The data also informs the interconnection between the 4 key priority areas. The student survey is also designed to provide OCDSB with critical demographic data on students and their families which can be taken into account when planning for improved student achievements. The student survey also includes perceptual information from students and parents to provide baseline data on the current learning environment. It is believed that the collection of student demographic and social environment data will further help OCDSB develop strategies to close the achievement gap between groups of students, as well as establish baseline data to measure improvements in the educational outcomes of all students. By conducting a student survey, OCDSB is advancing its ability to foster equity through informed and focused measures. The report findings from the student survey are designed to help the district build a stronger school district that understands its stakeholders more fully and to enhance alignment between the needs of its students, parents and communities. The collection and analysis of data on various social identity characteristics such as race, ethnicity/culture, religion, disability, and language informs OCDSB about the changing needs of the district. Data about the learning environment, safety and learning support, tools and resources informs OCDSB about the students’ experiences and current conditions within the schools, and can be further explored in relation to the social identity characteristics to understand differential experiences related to diverse backgrounds. The information collected will create a profile of student, school and district attributes – information that can be used to underpin planning, monitor trends, and inform priorities and programs to improve the way that OCDSB serves its communities. OCDSB’s Student Survey was administered in web and paper format over a five-week period beginning April 18, 2011. All OCDSB students enrolled in the district were invited to participate in the survey, and valuable demographic information was provided by the parents/guardians of 17,308 elementary school students and by 23,014 secondary school students. This was quite an accomplishment in view of the voluntary nature of the survey. While a portion of the student population did not participate in the survey, the results provide valuable information to inform district planning and priorities.



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Some of the key findings of OCDSB’s Grade 7 to 12 Student Survey, according to the responses provided by participants, include: Disability, Exceptionality or Special Education Need 14% of Grade 7 to 12 participants indicated they have a disability, exceptionality or special education

need.

Within the participants who indicated they have a disability, exceptionality or special education need, the most common types identified are: 38% Learning and 35% Gifted (each of which is equivalent to about 5% of all Grade 7 to 12 participants). The percentage of applicable participants selecting the remaining types of disability, exceptionality or special education need ranges from 0.5% to 8% (or about 1% or less of participants overall).

Within the participants who indicated they have disability, exceptionality or special education need, 28% indicated they receive special education support at school, 56% indicated they do not, and 16% are not sure.

56% of participants who indicated they have a disability, exceptionality or special education need (or >8% of participants overall) indicated they do not receive support. While some participants may have a disability, this does not necessarily mean that they have a need for support. It is necessary to understand what proportion of students with disabilities would benefit from support and to investigate why it is not being received. These results can be compared against district records to evaluate whether there is demand for support of which the district is not aware.

Self-Evaluation of Ability The ability areas where the highest percentage of Grade 7 to 12 participants identified themselves as

excellent or good are: 82% Social Skills, 79% Reading, and 71% Physical activities.

The ability areas where the lowest percentage of Grade 7 to 12 participants identified themselves as excellent or good are: 55% Oral Communication, 57% Math, and 60% Leadership.

This information can be analyzed in conjunction with other data to identify factors related to these evaluations (e.g., precursors or outcomes) and to enhance resources that promote development of key abilities and belief in one’s abilities. It will be informative to investigate self-evaluations by location, grade and demographic characteristics to identify groups that may benefit from opportunities to develop specific abilities.

Opportunities to Develop Leadership Skill and Citizenship Behaviours 43% of participants indicated they have been asked at their current school to lead an activity, group or

team many times or sometimes (15% and 28%, respectively). Within the 24% of participants who indicated they have never been asked, 55% expressed a lack of desire to be asked.

44% of participants indicated they have not yet been asked at their current school to help other students (e.g., as a peer tutor, monitor, etc.).

18% of participants indicated they take part in leadership programs weekly or monthly in school and 14% outside of school.

Charitable/humanitarian activities and leadership were areas where the highest percentage of participants indicated they had not received any form of recognition (70% and 57%, respectively).

The district should consider looking into ways to encourage more participation in leadership, volunteering, and community development activities. The district can enhance students’ access to opportunities by



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actively offering more opportunities or developing/creating programs that develop skills in these areas. It is important to ensure that availability and access to opportunities is equitable.

Family Structure

77% of Grade 7 to 12 participants indicated they live with two adult caregivers (e.g., mother and father,

two mothers, father and step-mother, etc.), 20% with a single adult caregiver (e.g., mother only or father only, half time with each parent), and 2% live with an adult caregiver who is not a parent (e.g., relative, foster care).

85% of Grade 7 to 12 participants who know the education completed by their parents/caregivers indicated they have completed a post-secondary certificate or degree. 87% of participants who know the employment status of their parents/caregivers indicated they are employed (67% full-time, 10% part-time, and 10% self-employed).

56% of Grade 7 to 12 participants indicated they have two adults residing in their household on a regular basis. 73% of participants indicated they reside in households with one or two children (33% and 40%, respectively).

The family structure of most Grade 7 to 12 participants is fairly conventional. On average, parents/guardians appear to have a higher level of education and are employed at a slightly higher rate than the external population. Further analyses linking family variables to other indicators may help the district identify differing needs associated with various characteristics.

Ethnicity and Culture and Racial Background

51% of Grade 7 to 12 participants indicated they have British Isles origins, 19% French origins, 5%

Aboriginal origins, 34% have Other North American origins (e.g., Canadian), and 33% European origins.

45% of Grade 7 to 12 participants indicated they have ethnic/cultural origins within the Caribbean, Latin, Central and South American, African, Arab, West Asian, South Asian, East and Southeast Asian, and/or Oceania origin families. Grade 7 to 12 participant responses in nearly every origin family is higher than external levels.

45% of Grade 7 to 12 participants identified a racialized background other than white.

OCDSB students are fortunate to attend school in a district with a diverse student population. There are opportunities for experiences and learning that will extend into the larger world outside school. The challenge for the district will be to ensure that schools are inclusive and welcoming and that every student has the opportunity and resources to participate fully. This will be supported by having a workforce that has the experience, knowledge and skills that align with a diverse environment.



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Language

According to the responses of Grade 7 to 12 participants, English is spoken often in 96% of their

homes. 58% of participants indicated they live in homes where one or more languages other than English are spoken. 26% of participants indicated they live in homes where French is spoken often and 12% where other European languages are spoken often.

32% of participant indicated they live in homes where languages from Aboriginal, Indo-European, Turkic, African, Afro-Asiatic, Indo-Iranian, Dravidian, Asiatic, Malayo-Polynesian, and Other language families are commonly spoken.*

The representation of languages in the responses of 7 to 12 participants is lower than external levels for French, similar for English and most African languages, and comparable or slightly higher for many European languages. In general, however, participant results were higher for many languages in remaining language families, particularly for some of the common languages within the Afro-Asiatic, Indo-Iranian, and Asiatic language families.

Language can be a key barrier to participation and learning for students, a key barrier to communication between teachers and students, teachers and parents, and administration and parents, and a key barrier to participation by parents and diverse groups. The student survey results can help provide insight into the emerging languages in the district. Upcoming national census and household survey data will provide insight into the emerging languages in the population at large (including language profiles for persons new to Canada).

The challenge for the district will be to evaluate the degree of need for language resources and to ensure the sufficiency of the language resources for all stakeholders (e.g., information, interpretation and translation, language instruction, and communication aids). These resources will be required to help administration understand the impact of language on district goals, inform programs to enable outreach to district communities, enable teachers to communicate more effectively with students and parents, and help students and parents to learn English, but also to be able to receive information and communicate in one’s first language when necessary.

Religion

28% of Grade 7 to 12 participants indicated they do not have a religious or spiritual affiliation. 36% of

Grade 7 to 12 participants identified a Christian-based affiliation and 25% identified a religious or spiritual affiliation that is not Christian-based.

Grade 7 to 12 responses for religious spiritual affiliation include: 15% Catholic, 14% Protestant, 14% Muslim, 8% Christian Orthodox, 4% Buddhist, 2% Jewish, 2% Hindu, 1% Other Christian, <1% Sikh, <1% Eastern Religions, and 2% Other.

4% of Grade 7 to 12 participants indicated they have requested a religious accommodation. Within this 4%, the accommodation requests indicated are: 67% time away from school to observe a religious holiday, 54% permission to observe a religious practice during school hours, 20% permission to wear an item of clothing connected with a religious belief, 14% a curriculum modification based on religious beliefs, and 15% another type of accommodation (e.g., space for prayer, dietary considerations).

Since OCDSB has completed its policy on religious accommodation, on-going community consultation with religious leaders, students and parent representatives will be a key source of information to identify additional services and support as religious diversity increases. * Examples of languages in each family are: Aboriginal – Cree, Ojibway; Indo European – Armenian, Azerbaijani; Turkic – Turkish;



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African – Igbo, Lingala; Afro-Asiatic – Arabic, Somali; Indo-Iranian – Hindi, Persian; Dravidian – Tamil, Telugu; Asiatic – Japanese, Mandarin; Malayo-Polynesian – Malay, Tagalog; and Other – Creoles, Sign Languages.



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Positive School Environment

Response indicating how Grade 7 to 12 participants feel about aspects of school related to enjoyment,

feeling welcome and being accepted were generally positive, ranging from 56% to 86% always/often responses across nine areas.

89% of Grade 7 to 12 participants feel they belong at their school.

For the most part, Grade 7 to 12 participants feel safe. The percentage who always/often feel safe at school, in their neighbourhood, and the route in between was 89% or higher.

It is quite a strong finding that so many Grade 7 to 12 participants feel positively about their school environment, and suggests the district is fostering inclusive learning environments for its students. The challenge for the district will be to understand and improve the experience for students who do not feel as positive, and to understand the point at which these feelings can potentially change for some students.

Bullying and Harassment

For the purposes of the Student Survey, bullying is defined as, “the use of one’s strength or popularity to injure, threaten, or embarrass another person.” Bullying can be physical (e.g., hitting, kicking or shoving), verbal (e.g., teasing, putting down or insulting someone on purpose), or social (e.g., encouraging deliberate and repeated exclusion of someone). It is not bullying when two students of similar strength and status argue, fight or tease one another.

68% of Grade 7 to 12 participants indicated they have experienced some form of bullying/harassment within the current and last school years.

The most common types of bullying and harassment identified by Grade 7 to 12 participants are: 60% verbally with insults (34% often/sometimes), 43% socially by exclusion (21% often/sometimes), 33% verbally with threats (15% often/sometimes), and 27% physically by an individual (10% often/ sometimes).

Within the Grade 7 to 12 participants who indicated they have experienced bulling/harassment in recent years, the percentage indicating frequent (always/often) effects are: 17% feeling differently about going to school, 12% school performance, and 8% attendance. With 68% of participants indicating experiences with some form of bullying/harassment in recent years, this would be equivalent to about 12%, 8%, and 5% of all Grade 7 to 12 participants, respectively.

Bullying/harassment have been experienced by a significant proportion of participants and this is surprising in light of the positive findings for sense of belonging and feeling welcome and safe. This can be partially explained by the variability in the type and degree of bullying experienced, but the effects of bullying/harassment can be far reaching and it will be informative to investigate the effects and relationships to other variables further through other indicators.

Character Development

74% of Grade 7 to 12 participants think their school promotes character development, 7% do not

agree, and 20% are undecided.

Within the participants who think their school promotes character development, 71% think that it contributes to a safe, welcoming and inclusive learning environment, 11% do not agree, and 18% are undecided.

This is a strong endorsement for character development’s efficacy and value. These results will serve as a valuable benchmark against which to gauge the district’s progress as it continues to implement its strategy. There are still, however, participants who are not convinced about the efficacy of character development (i.e., the 29% who indicated “no” or “not sure”), and this could be further explored.



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Parental Participation

The percentage of Grade 7 to 12 participants who indicated their parents/guardians/caregivers are

regularly (always/often) involved in activities related to their schooling is: 71% help set goals and make plans, 69% talk about schoolwork, and 49% attend parent-teacher interviews.

The percentage of participants indicating their parents are involved in regular communication with teachers, their parents attend school meetings and event, their parents volunteer at school, or their parent are involved in other activities ranges from 11% to 37%.

Parents tend to participate in concrete activities directly related to their child. Voluntary participation is not as frequent; this can, in part, be explained by demands on time and trust in the school system, but may also be due to other reasons such as barriers to communication or perceptions of it being unnecessary. Increased parental involvement may enable parents to provide enhanced support at home, while also providing value contributions to the school through information, collaboration and goal-sharing. This is an important component for strengthening the relationship between students, parents, district, and the larger community.

Future Goals 28% of Grade 7 to 12 participants indicated they have decided on their future career or occupation.

51% of participant indicated they have given it thought, but remain undecided, 18% have given it thought, but have no idea, and 3% have not yet thought about the matter.

Within the Grade 7 to 12 participants who indicated they have decided on their future career or occupation, the most common occupational areas are: 24% Education, Law, and Social, Community and Government, 23% Health, 18% Natural and Applied Sciences, and 14% Arts, Culture, Recreation and Sport.

Within the Grade 7 to 12 participants who indicated they have decided on their future career or occupation, the occupational skill levels associate with the occupations specified are: 3% senior leadership and management occupations, 67% occupations associated with university education, and 24% occupations associated with college education or an apprenticeship. Less than 1% of applicable participants indicated occupations that are not associated with post-secondary education.

It may be informative to review responses in relation to grade level to understand whether students are leaving high school with a direction or goal. This information can also be analyzed in conjunction with other demographic or characteristic variables to understand whether the district could be directing more resources to helping particular groups think about and evaluate occupational options.

With respect to the occupational goals specified by participants, the district can compare this information against its curriculum and the availability of courses and programs related to various areas.



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Student Plans after High School

85% of Grade 7 to 12 participants indicated they plan to pursue some form of post-secondary

education after high school: 67% university, 17% college, and 1% apprenticeship.

3% of participants indicated they plan to go directly to work and 2% have other plans.

3% of participants indicated they plan to return to school for additional credits and 6.4% are unsure what they will do following high school.

The results for post-secondary education plans are fairly consistent with the skill levels of future occupational goals specified by participants.

This information can be used to guide district goals, such as placement rates in post-secondary institutions. The plans of most participants entail post-secondary education, mostly at the university level. This places additional importance on the district’s role in ensuring that students have tools and resources to succeed, as well as underscoring the district’s potential role in providing students and parents with the tools and resources to plan for and foster their long-term education.

The detailed findings contained within the full report provide a strong information base from which to strategically plan OCDSB’s next steps. This report provides OCDSB with TWI Inc.’s recommendations to meet and support its diversity and inclusion objectives. The findings from the student survey tell a compelling story about OCDSB’s students and their needs. The findings point to areas for action that can benefit students, parents and the district, and will help OCDSB move towards its 2015 vision of a dynamic creative learning organization that fosters the achievement well-being and dignity of every student.



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Recommendations Strategic Recommendations This report provides OCDSB with a set of priority actions to enhance its ability to foster a fair and inclusive district, to learn more about its students, and to ensure students are provided with opportunities and resources to succeed. TWI Inc. has developed the following recommendations from the data gathered in the OCDSB Student Survey to help the district achieve its diversity and equity goals and support the implementation of the priorities of the 2011-2015 Strategic Plan:

1. OCDSB should compare the student demographic data to the last workforce census to establish if OCDSB adequately represents the student population it currently serves at all levels. This will be relevant to the Board’s learning strategic priority regarding equity of access.

2. OCDSB should use the student survey information to develop a system to ensure that principals, vice principals and teachers have received cultural competency training to appropriately serve the diverse student population within the district. OCDSB should hold principals, vice principals and other administration accountable for selecting diverse and culturally competent staff. This will be relevant to the Board’s learning strategic priority regarding equity of access.

3. OCDSB should ensure that school improvement plans, teacher assessments, and training and development plans include requirements for employees to demonstrate diversity competencies appropriate to their position. This will be relevant to the Board’s learning and well-being strategic priority areas.

4. OCDSB should incorporate behavioural based diversity and inclusion leadership competency performance measures for all senior leaders, principals and vice principals with the goal of integrating these measures into the existing performance appraisal process. This will be relevant to the Board’s leadership strategic priority area.

5. OCDSB should set specific, time-framed and achievable quantitative (representation), qualitative (student perception), and leadership (behavioural) goals to ensure accountability for future progress. This will be relevant to the Board’s leadership strategic priority area.

6. OCDSB should communicate the findings of the Student Survey to key stakeholders including trustees, administration, teachers, parents, sector partners, students, and members of the community with an interest in public education. This will be relevant to the Board’s engagement strategic priority area.

7. OCDSB should conduct focus groups for parents, teachers and students to better understand how key findings from the Student Survey may impact on the well-being, engagement, leadership and learning goals of OCDSB’s 2011-2015 Strategy. This will be relevant to the Board’s engagement and well-being strategic priority areas.

8. OCDSB should work with the unions to understand the long range implications of the findings of the student survey in relation to the collective bargaining process and future hires. This will be relevant to the Board’s engagement strategic priority area.

9. OCDSB should consider wider communication of procedures to enable students and parents to report incidents of harassment and/or bullying in order to further enhance the goal of a safe, caring and respectful learning environment. This will be relevant to the Board’s engagement and well-being strategic priority areas.

The strategic recommendations are informed by the data gathered from OCDSB’s Student Survey and will



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provide a solid base to strengthen OCDSB's strategy and implementation of the 4 strategic priority areas.



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Suggested Follow-Up Actions

Follow Up on Survey Results

Investigate variable participation rates across the district (e.g., lower representation of certain schools, regions, grades levels, etc.).

Identify what was surprising in the results and implications of why they were surprising (e.g., whether a finding countered other information or commonly held beliefs within the district).

Update the external population demographics when the results are available from the 2011 National Household Survey (NHS).

Compare results from the student survey to results from the workforce census. Determine how differences in composition will affect the district’s ability to promote student success.

Link the survey dataset to school records to identify factors related to achievement.

Conduct cross-analyses between variables to identify populations “at risk” in different contexts.

Review the collection of open-ended responses across the entire student survey for context about survey responses as well as insight into participants’ experiences at OCDSB.

Diversity Gaps between Students and Staff/Administration

Gather data on the educational availability and workforce availability of persons from diverse groups to accurately gauge the levels of availability in applicant pools. Use this data to inform efforts to foster equitable representation broadly reflective of district students and communities (e.g., collect information on diversity of teachers college graduates as well as enrolees).

Work with teachers colleges to promote a curriculum that addresses skills to teach in an ever more diverse environment.

Review policies and practices related to hiring and selection to ensure they are equitable, barrier free and applied consistently throughout the district to facilitate representation of diverse groups within teachers, other staff and administration.

Develop a long range plan for recruitment and outreach that enhances the diverse mix of potential future candidates, combined with fostering key knowledge, skills and abilities important to being employed by a diverse school board.



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Diversity and Inclusion Strategy

Augment diversity training programs for “leaders” (e.g., board members, principals, vice-principals).

Strengthen accountability through all levels of the district by connecting diversity goals to performance indicators.

Seek out best practices from other district school boards and other sectors that have experienced rapid growth in diversity in the past decade.

Review policies to remove barriers that impact the district’s ability to promote diversity and inclusion. Further develop policies and practices to ensure that district schools are inclusive, welcoming and safe for all students.

Develop processes to generate ownership of the district’s diversity vision, mission and values that is shared by students, parents and staff, defined and developed collaboratively, and has agreed upon goals.

Further develop training and development programs and content to ensure staff have the skills to meet the needs of a diverse student base.

Analyze the student survey data by various types of diverse identity to identify differential experiences of diverse students.

Student Engagement

Further explore the relatively lower ratings provided by participants related to their overall enjoyment of school and related to their opinions as to whether schools have courses and extracurricular activities that they find interesting.

Compare participants’ evaluations of their abilities against indicators of ability in the different areas. Assess whether participants’ characterization of their ability aligns with their activities and achievements.

Augment the district’s emphasis on leadership, citizenship and community (e.g., encourage more involvement, create more opportunities, develop more programs, etc.)

Ensure that student access to opportunities is equitable and that there is availability of opportunities across schools.

Parental Participation

Build more information resources for parents (e.g., bullying/harassment, access to activities and programs, health considerations, planning and goal setting, etc.). Expand communications that promote district resources for parents.

Create more volunteer opportunities to get parents involved, so that more can contribute to and learn from the school environment in which their children are being educated, influenced and developed.

Review current forums for parent collaboration and feedback for diversity of participation. Develop strategies to encourage and enhance input and participation from a broader population.

Implement or update parent surveys or focus groups to further explore findings from student survey.



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Character Development

Review character development initiatives to evaluate their relationship to diversity education. Assess whether students are being provided the tools, capability and resources to understand and process differences in meaningful ways.

Explore resilience literature to garner information as to the conditions that promote the development of skills that can help youth achieve in the face of stress and adversity.

Assess the sufficiency of counselling resources for students who have experienced bullying/harassment or who have committed bullying/harassment (i.e., focus measures on emotional health of both sides to break cycles that contribute to bullying/harassment behaviour and consequences).

Evaluate where the district could be doing more to build a strong foundation to help students meet the ever more complex challenges they will encounter after secondary school, and ultimately, in life at large (e.g., to help manage transitions to post-secondary education, work and independence).

Religion

Look long term to develop district policies that are forward-looking and not reactive.

Aim to minimize the sense of conflicting priorities between educational and religious/faith needs.

Augment relationships and consultation with communities and religious leaders to better understand how religious diversity will affect the district and to develop better models for understanding the place of religion in district.

Review open responses to understand the types of religious accommodation that students are seeking.

Future Plans of Students

Review data on whether participants expect to graduate by participant grade level. Look at the data in relation to other indicators to describe differences that may arise with successive grade levels along a student’s high school career.

Isolate data to measure the percentage of Grade 12 participants who expect to graduate, and compare this to actual graduation rates for that year. Assess whether there is a gap between expectations and outcome, and if so, explore sources of disconnect.

Evaluate participants’ plans following high school against district goals. Determine whether district goals sufficiently align with the post-secondary educational goals of participants.

Evaluate participants’ future occupational goals against district curriculum and programs. Determine whether district curriculum and programs sufficiently align with the future occupational goals of participants.

Compare participant plans against actual outcomes for current district graduates. Identify gaps and contributors to differences. Identify barriers to achieving post-secondary education.

Enhance resources and tools that can help guide students and parents with long-term planning for their education (e.g., academic criteria, educational savings programs, achievement and leadership opportunities, etc.).



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Student Access to Resources and Programs

Identify gaps in “service” where the district can do more to help students achieve success.

Assess the demand for additional homework help (e.g., whether frequency with which help is sought is indicative of actual need, whether those who seek help receive sufficient help, etc.).

Further investigate the gap between students with a disability, exceptionality and special education needs and the percentage that receive special education support to establish actual level of need (e.g., the percentage within those who do not receive support who would benefit from receiving support, the percentage who do not require support, the mix of special education support types required compared to what is available, etc.).

Well-Being

Encourage eyesight and hearing testing and investigate ways the district can facilitate access to testing (e.g., informational resources, setting up clinics).

Encourage regular visits to the dentist and investigate the ways the district can facilitate access to service. Augment informational resources that explain the importance of dental health and long-term consequences, guidelines for dental care, and information about signs and symptoms that may require attention.

Analyze information about frequency of various meals during the school week to identify whether there is variability across groups or regions. Gather additional information to understand the reasons for missed meals (e.g., habit/preference, lack of access to or availability of meals, lack of time, or other factors).

Review the adequacy of educational, informational and other resources available in the district to help promote nutrition and regular access to meals.

Bullying and Harassment

Review existing policies and systems designed to promote safe and welcoming schools. Assess the effectiveness and adequacy of measures implemented to manage bullying/harassment.

Develop additional strategies that focus on preventing proliferation and escalation. This focus should extend beyond the actions of persons responsible for the bullying/harassment or even the actions of student experiencing the bully/harassment, and include the actions of other students that may react to or contribute to the effects following an incident.

Augment the district-wide bullying/harassment educational program to ensure it reaches out to students, staff, parents and communities.

Develop ownership strategies that make the priority of safe and welcoming schools every person’s responsibility. Increase opportunities for dialogue between stakeholders.

Enhance information resources and packages for students, staff, parents and communities and ensure they are accessible to all persons. Examples of topics include information about the nature of bullying/harassment, how to identify signs, what to do and who to contact, sources of help, and descriptions of district initiatives and measures.

Review participants’ open responses for additional insight into characterization, thoughts, feelings, and reactions to having experienced bullying/harassment.

Analyze bullying/harassment data in conjunction with other survey and district indicators.

Analyze bullying/harassment data by type to identify unique aspects and perhaps inform more targeted actions.



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Table of Contents

Just point to a topic with your mouse and control-click it to reveal the survey results.

Introduction

Go to Introduction ..................................................................................................................................... 20

Methodology

Go to Methodology ................................................................................................................................... 26

Part I: About the Student ...................................................................................................................... 33

1. How often do you take part in the following activities in school? ................................................ 34

2. How often do you take part in the following activities outside of school? .................................. 36

3. How do you see yourself in each of the following areas? ............................................................. 38

4. Have you received any awards, certificates, or recognition for your participation in the following activities? ..................................................................................................................... 40

5. At your current school, have you ever been asked to help students as a...? .............................. 42

6. a. At your current school, how often have you been asked to lead an activity, group, or a team? ...................................................................................................................................... 44

b. If never, would you like to be asked? .......................................................................................... 44

7. Please indicate the language(s) spoken most often at home. ....................................................... 46

8. a. Do you have a disability, exceptionality, or special educational need that was tested by your doctor or school? ............................................................................................................ 53

b. If yes, please check all that apply. ............................................................................................... 53

c. If yes, are you currently receiving special education support at school? .............................. 54

9. Where were you born? ....................................................................................................................... 55

10. Do you identify yourself as Canadian? ............................................................................................ 56

11. Are you of Aboriginal descent or ancestry? ................................................................................... 57

12. What is your gender? ......................................................................................................................... 58

13. How do you identify your sexual orientation? ................................................................................ 59

14. Have you thought about your future career or occupation? ......................................................... 61

15. Do you expect to graduate from high school? ............................................................................... 63

16. Upon completing high school...? ..................................................................................................... 64



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Table of Contents continued…

Part II: Family Characteristics ............................................................................................................ 70

17. What is the ethnic/cultural group(s) of your parents and grandparents? .................................... 71

18. What is your religious or spiritual affiliation? ................................................................................. 80

19. Which of the following best describes your background? ............................................................ 82

20. a. Who are the adult caregivers you live with most of the time? ................................................. 84

b. What level(s) of education have your parents/guardians completed in Canada or in any other country? .................................................................................................................... 87

c. What is the employment status of your parents/guardians? ................................................... 88

d. How many people live in your home on a regular basis? ......................................................... 89

Part III: Learning Environment ........................................................................................................... 92

21. How do you feel about school? ........................................................................................................ 93

22. a. Do you feel that you belong at your school? ............................................................................. 95

b. If no, do you think it is because of any of the following? ......................................................... 96

23. In your school, how often have you learned about the experiences and/or achievements of...? ............................................................................................................................ 98

24. In your school, how often are people of different backgrounds and abilities seen and/or included in...? ......................................................................................................................... 100

25. a. Do you feel there are barriers that stand in the way of your learning in school? .................. 102

b. If yes, do you think that these barriers exist because of any of the following? ..................... 103

26. In general, how do you feel you are treated by school staff? ....................................................... 105

27. a. Do you understand your school’s expectations regarding...? ................................................. 106

b. Do you feel that these expectations have been applied to you in a fair manner? ................. 107

28. a. At your current school, have you requested a religious accommodation? ............................ 109

b. If yes, please indicate the type of accommodation requested. ................................................ 110



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Part IV: Safety ............................................................................................................................................ 113

29. How often do you feel safe...? ........................................................................................................... 114

30. a. Within the current and last school years, have you been bullied/harassed in any of the following ways? .................................................................................................................. 116

b. If you have been bullied/harassed by anyone at your current school, do you think it is because of any of the following? ......................................................................................... 119

c. Where and how often have you been bullied/harassed? .......................................................... 122

d. When and how often have you been bullied/harassed? ........................................................... 125

e. Who do you go to for help when you have been bullied/harassed? ........................................ 127

f. If you have been bullied/harassment, has it affected...? ........................................................... 129

31. a. Does your school promote character development (e.g., acceptance, cooperation, fairness, integrity and respect)? .................................................................................................. 131

b. If yes, do you believe that your school’s focus on character development helps to create a safe, welcoming and inclusive learning environment? .............................................. 131

Part V: Learning Support, Tools and Resources ........................................................................ 134

32. Do your parents, guardians or caregivers...? .................................................................................. 135

33. After school, if needed, who usually helps you with your homework? ........................................ 137

34. Outside of school, who usually gives you advice about school and career opportunities? ..... 139

35. Have you had your eyesight or hearing tested in the last two years? ......................................... 141

36. Have you been to a dentist in the last year? ................................................................................... 142

37. How often do any of the following prevent or delay you from finishing your homework? ........ 143

38. About how many hours a week (including weekends) do you spend on...? ................................ 145

39. On a regular school day, how much time do you spend on the following activities before or after school? .................................................................................................................................. 147

40. During the school week, how often do you...? ................................................................................ 149

41. How often do you use a computer? ................................................................................................. 151



19


Highlights Results At-A-Glance ................................................................................................................................. 155

Select Findings Diversity Demographic Tables: Grade 7 to 12 Student Survey Results and Workforce Census Results ..................................................................................................................................................................... 161

Appendix A: OCDSB Grade 7 to 12 Student Survey Questionnaire ................................... 170

Appendix B: Alternative Charts ......................................................................................................... 184

Appendix C: Parent/Guardian Gender Splits ............................................................................... 198

Appendix D: External Data Sources ................................................................................................ 200

Appendix E: Ethnic Origin Classifications .................................................................................... 201

Appendix F: Religion Classifications .............................................................................................. 202

Appendix G: Language Classifications .......................................................................................... 203

Appendix H: About TWI Inc. ................................................................................................................ 204

Introduction


20

The Road to OCDSB’s Student Survey

The Ottawa-Carleton District School Board is committed to equity of educational opportunities and outcomes. We know that diversity enriches the educational and employment experience of all. Our success rests in our ability to respect, appreciate and value people’s differences. We champion an atmosphere of openness and respect which builds trust and enduring relationships with our communities. We lead by example.

- OCDSB’s Diversity Vision

Background Student achievement is the ultimate measure that will determine how the Ottawa-Carleton District School Board will fulfill its mission: educating for success – inspiring learning and building citizenship. By 2020, OCDSB aims to have a graduation rate of 90%. To meet this goal, OCDSB is committed to understanding, valuing and responding to the unique needs of the diverse learning, working and residential communities in which it serves. Over the years, these diverse needs have been significantly impacted by factors such as immigration, globalization and technology. OCDSB believes these and other factors are the seeds of opportunity to meet the district’s goals. OCDSB’s 2007-2011 strategic plan affirmed the district’s commitment to recognizing the diversity of its community through the development and implementation of its diversity strategy. In 2007, the district began the implementation of a five-part, multi-year Diversity and Inclusion Strategy as part of its ongoing efforts to deliver its education mandate in a highly diverse region.

1. The development of a District-wide vision that aligns diversity and equity in relation to the OCDSB’s learning, leadership, and community pillars together with the District’s goal to achieve a graduation rate of 90% by 2020.

2. The hiring of staff dedicated to ensuring that the vision becomes a reality including a Diversity and Equity Coordinator.

3. The review of the District’s Human Resources policies and practices with the objective to determine if there are actual or potential barriers to employment in the organization.

4. To develop and conduct a census designed to gather demographic information about the unique and diverse characteristics of OCDSB’s workforce and student populations.

5. To develop and implement a measurement tool designed to track the progress of OCDSB’s efforts in relation to a respectful learning and working environment.

The first three parts of the diversity strategy have been successfully implemented. In the spring of 2010, OCDSB launched the fourth part of diversity strategy by conducting a workforce census of its employees to gather demographic information about the unique and diverse composition of its workforce. OCDSB’s Workforce Census information is valuable from an organizational and planning perspective and is a strong foundation for the school board’s diversity and equity objectives. OCDSB’s Student Survey is the continuation of the fourth part of the Diversity and Inclusion Strategy.

Introduction


21

OCDSB has made significant steps toward its diversity and inclusion vision. The district is particularly focused on strategically integrating diversity into its objectives, goals and priorities. In June 2011, the Board of Trustees endorsed a 4 year strategic plan with 4 key priority areas:

1. Well-Being: incorporates safe and caring learning and working environments, mental and physical health, cultural proficiency, diversity, inclusion, and accessibility.

2. Engagement: addresses the importance of parental engagement, community involvement, collaboration, partnership, and schools as community hubs.

3. Leadership: includes the recognition of formal and informal leadership, leadership development, succession planning, governance, emotional intelligence, creating a culture of innovation, and celebrating success.

4. Learning: reflects the core business of the district, instructional practice, equity of access to programs and services, and the development of lifelong learning.

OCDSB’s Student Survey provides data to inform all 4 key priority areas of the 2011-2015 OCDSB Strategic Plan, with special emphasis on objectives related to well-being and engagement (the pillars within which the district’s Diversity and Equity priorities have been integrated). The student survey is also designed to provide the OCDSB with factual demographic data on students and their families which can be taken into account when planning for improved student achievements. The student survey also includes perceptual information from students and parents to provide baseline data on the current learning environment. It is believed that the collection of student demographic and social environment data will further help OCDSB develop strategies to close the achievement gap between groups of students, as well as establish baseline data to measure improvements in the educational outcomes of all students. The Ontario Ministry of Education acknowledges the need to integrate diversity into its learning and operational policies and practices. On April 6, 2009, the Ministry released its Equity and Inclusive Education Strategy: Realizing the Promise of Diversity. This strategy’s vision, goals, guiding principles and focus areas are all in alignment with OCDSB’s well-being, engagement, leadership and learning priorities.

The objective of OCDSB’s Student Survey

OCDSB is a diverse organization that serves a diverse student body within a region of growing diversity. The student survey will help identify differences in the composition of student population relative to the staff population and the external population. OCDSB recognizes the need to be proactive to meet changing needs in these internal and external populations. OCDSB’s Student Survey helps inform the school board’s commitment to diversity inclusion and equity. This will enhance OCDSB’s capacity to service the community as the largest school board in the eastern Ontario. OCDSB will develop a better understanding of its student population by gathering baseline demographic information about the unique characteristics of its students and their experiences within the district. The reasons for the Student Survey, as articulated by parents and students, are as follows:

1. We believe that a comprehensive demographic survey will give us a better understanding of our student population and will help us to better meet student needs;

2. We are required to complete a bi-annual school climate survey; and

3. We are required to complete an Aboriginal self-identification survey.

Introduction


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OCDSB’s Student Survey collects quantitative information in five major areas:

I. Student Background: place of birth, Aboriginal ancestry/descent, disability/exceptionality/ special needs, pre-kindergarten education (JK to 6), activities, self-assessment of strengths (7 to 12), future occupational goals (7 to 12)

II. Family Characteristics: ethnic/cultural groups of ancestors, religious/spiritual affiliation, racial background, languages spoken at home, primary adult care-givers (and their gender, education level, employment status), number of people living in one’s home

III. Learning Environment: learning about the inclusion of diverse dimensions of diversity within

curriculum, inclusion of minority groups, treatment of students by staff, feelings about school and feelings about belonging to the school, familiarity with school’s expectation, religious accommodation needs

IV. Safety: feelings of safety, bullying/harassment occurrences and reasons for such acts,

transport to school (JK to 6), parental awareness of bullying/harassment (JK to 6), school promotion of character development, student experiences in school and outside of school

V. Learning Support Tools and Resources: eyesight and hearing exams, parent/guardian

communication with school staff, time spent on homework and frequency assistance sought, parent post-graduation goals for student (JK to 6), time spend on responsibilities and leisure activities (7 to 12)

Where available, this information is compared to external data to better understand the inclusivity of the environment at OCDSB and to understand the changing composition of the student population relative to the general population in district communities. The student survey is intended to help OCDSB more effectively address the needs of its students, parents and communities, and to inform programs, policies and practices for comprehensive planning. OCDSB’s Student Survey serves a clear and practical purpose by providing a more objective understanding of its students. OCDSB is committed to meeting the Ministry of Education’s call for an education strategy where:

All students, parents, and other members of the school community are welcomed and respected.

Every student is supported and inspired to succeed in a culture of high expectations for learning. OCDSB’s Student Survey goes beyond Ministry guidelines by collecting a wide array of data that will be utilized to inform the district’s comprehensive strategic plan. Personal information on OCDSB’s Student Survey form is collected under the authority of the Education Act, RSO 1990, Ch. E.2 as amended, sections169.1, 170(1), and 171(1). The information collected will be used for three primary purposes:

to develop a demographic profile of the student population by district and by school;

to allow for the self-identification of aboriginal students; and

to better understand the learning needs of particular sub-groups of students. The data will be used to better support student achievement and well-being and will inform the district and school improvement planning process. It will also inform future decisions about programs, research and partnership opportunities. The analysis of the survey information will focus on aggregates by district and schools, not individual students. The information collected is confidential and will be protected.

Introduction


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The OCDSB Student Survey should be looked at in the context of several documents including the Ontario Equity and Inclusion Strategy (April 2009), the OCDSB Employment Systems Review (January 2010), the OCDSB Workforce Census (April 2010), and the OCDSB Strategic Plan 2011-2015 (June 2011). All of these documents highlight the need for accurate and up-to-date student demographic and social environment data. The OCDSB Student Survey is specifically mentioned in the OCDSB Strategic Plan 2011-2015 as an initiative designed to link to at least two of four strategic pillars: well-being and engagement. In the strategic plan, well-being is defined as initiatives related to creating a safe and caring learning environment and engagement addresses the importance of parental and community involvement. The information gathered from the student survey has direct links to the creation of safe, caring and respectful learning environments by highlighting issues such as bullying and harassment. The demographic data from the survey will be essential to OCDSB improving cultural proficiency by building a workplace that is representative of the community. The findings of the student survey will also impact on the ability of the OCDSB to identify and understand specific groups that may require additional services and support to ensure equity of access for all. The detailed findings contained within the full report provide a strong information base from which to strategically plan OCDSB’s next steps. This report provides OCDSB with TWI Inc.’s recommendations to meet and support its diversity and inclusion objectives.

Introduction


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OCDSB’s Student Survey Process

Overview

In 2004, the Board recognized the need for increased long term strategic planning through the establishment of three primary objectives: 1. improved student achievement;

2. the effective use of resources; and, 3. enhanced organizational effectiveness through a positive corporate culture.

Although these objectives served the school district well, as a large and dynamic school district OCDSB recognized the need for a more focused long term plan to guide its decision making. In 2007, the “Learning, Leadership and Community: A Focus for our Future” 2007-2011 strategic plan gave way to the development and implementation of OCDSB’s diversity strategy. In March of 2008, OCDSB’s purchasing department requested proposals for equity/diversity consulting services for the provision of Equity/Diversity Consulting Services to assist the school district in developing and implementing its strategic plan for equity/diversity in the district’s workplace. TWI Inc. was selected from several applicants who responded to the Request for Proposal. In June of 2011, OCDSB endorsed a new 4 year strategic plan that referenced the Student Survey. This 2011 -2015 Strategic plan included the following vision: “The OCDSB is a dynamic creative learning organization that fosters the achievement, well-being and dignity of every student.” The Strategic Plan, which focuses on four strategic priorities of well-being, engagement, leadership and learning, references the relevance of the student survey to furthering cultural proficiency of the school district to improve inclusiveness and accessibility. The student survey findings will also be useful in meeting the 2011 -2015 objective of identifying and understanding groups that may require additional services and support. The 2011 -2015 strategic plan commits to sharing the findings of the student survey with the community as well as the improved understanding of the student population at the district level which it provides.

Preparing for the student survey When planning the survey initiative, it was important for everyone at OCDSB to be part of the process. The slogan, Together - We Count for Student Success, is representative of the shared goal between the district, staff, students and the community and embodies OCDSB’s commitment to providing an environment that is, and feels, inclusive for all people, and to enrich the lives of employees, students and communities. By conducting a workforce census and student survey, OCDSB is advancing its ability to foster equity through informed and focused measures. By being equitable, OCDSB will strengthen its capacity to serve students in the district and build stronger communities through learning and growth. By collecting information about its workforce and student characteristics, OCDSB will enhance its ability to address the issues that impact and matter to its students and the community. The theme for the student survey was I Belong...We Belong. In order for OCDSB to better serve the needs of the school board and the community, it was important that an accurate and honest indication of who comprises the student population was captured.

Administering the survey OCDSB’s Student Survey was launched on April 18, 2011. Prior to the launch, electronic and print media were used to communicate the survey to the students and parents. During the five week period that followed the survey launch, OCDSB’s parent respondents of elementary students and secondary students were able to complete the survey questionnaire on-line and in paper format.

Introduction


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TWI Inc. managed the receipt of data including collection, analysis and reporting.

Timeline of OCDSB’s Student Survey

Spring 2008 OCDSB’s purchasing department requests proposals for equity/diversity consulting services in March

Autumn 2008

To assist in developing and implementing its strategic plan for equity/diversity, OCDSB retains TWI Inc.

TWI conducts Town Hall Sessions with the Principals, Vice Principals and the community

Autumn 2009 TWI submits its original proposal for the Student Survey

Design and review of Student Survey project plan

Spring 2010 Student Survey Working Group formed

Design and development of the survey communications strategy

Autumn 2010 Design of the Student Survey instruments

Development of security measures to protect confidentiality of data

Winter 2011

Final revisions to the Student Survey questionnaires are completed

Information and Privacy Commissioner review and implementation of IPC recommendation

Hard copies of the survey instruments are printed and prepared for distribution and the online version is finalized

Spring 2011

OCDSB’s Student Survey launches April 18, 2011

Communications conducted to maximize return and response rates

Regular monitoring of online and hardcopy census respondents

OCDSB’s Student Survey closes May 23, 2011

Autumn 2011 Hard-copy census questionnaires integrated with the electronic web dataset

Winter 2012 Student Survey datasets are prepared, reviewed and screened

Spring 2012

Student Survey datasets are cleansed and analyzed

Preliminary results for diversity demographics submitted to OCDSB

Interpretation and report writing of the JK to 6 Student Survey report

Summer 2012 Interpretation and report writing of the Grades 7 to 12 Student Survey report

Review and revision of JK to 6 and Grades 7 to 12 reports

September 2012 TWI submits the final technical reports to OCDSB

Who to contact for additional information Should you have any questions about OCDSB Student Survey, please contact: Jacqueline Lawrence Diversity and Equity Coordinator Ottawa Carleton District School Board E-mail: [email protected]

Methodology


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Data Analysis The validity and reliability of the results Every effort was made to ensure the consistency and accuracy of OCDSB’s Student Survey data. The research team took considerable time and effort to clean the data (e.g., remove invalid data) and verify the data (i.e., for consistency) through cross-referencing opportunities that were built in the survey. Some responses were omitted from the analysis to ensure that the data are credible and as accurate a reflection of the current state of the district as possible. Whenever a respondent entered a response that that did not make sense in relation to another response offered, or that seemed to be a joke, that entry was flagged and manually investigated to warrant inclusion in the data analysis. The following are example of the types of responses that warrant manual investigation:

Questionable open-ended responding (e.g., non-serious and nuisance responses) Disgruntled comments within an open-ended field (e.g., extreme criticisms of the survey or district) Indiscriminate selection of multiple options within a single question (e.g., selecting most response

categories in a question) Indiscriminate selection of options across questions (e.g., selecting contradictory categories across

questions) Outlier responses (e.g., high incidence of extreme response categories or other unusual or rare

responses) If an unusual response was found to be an isolated incident, then the entire questionnaire is maintained. If a response is clearly a nuisance response, then the data is excluded for that question, but remainder of data is maintained. If several responses are flagged, each case is weighed individually to determine whether the pattern of responses is unusual but feasible; in these cases the data is maintained. If, however, there are indications of deliberately misleading data across multiple indicators, then the entire questionnaire might be omitted. In an effort to preserve the purity of the data, indeterminate responses were left intact. The possibility of errors in the data that are not screened out is the cost of providing respondents with the opportunity to participate anonymously and voluntarily. With a large enough sample, errors have little effect on the aggregated results and do not impact the data in meaningful ways, as the exceptions do not change the overall pattern or trend that the data reveal. Despite these efforts, it is not possible to discard all data inaccuracies with 100% certainty. This is true of every research study, and hence the results should be interpreted with about 1% fluctuation in the reported percentages. This is true for both OCDSB and Statistics Canada baseline statistics. What does a 1% fluctuation mean exactly? Let's take a hypothetical gender breakdown as an example, where 45% of participants are female and 55% are male, and the total number of persons responding is 5,000:

GENDER

Category Frequency Percent

Female 2211 45.1%

Male 2689 54.9%

TOTAL RESPONSES 4900 of 5000 98.0%

MISSING RESPONSES 100 of 5000 2.0%

* This table will be explained in more detail later.

Methodology


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To change the 45% versus 55% ratio by only 1% will require 50* male respondents (whose responses otherwise appear to have been honest, as dubious responses have already been omitted) to either deliberately or mistakenly indicate that they are female. The opposite situation can also be true, where 50* female respondents erroneously indicated that they are male. (*50 respondents represent 1% of the 5,000 responses.) If both males and females equally gave the wrong response for whatever reason, the inaccuracy will balance each other out and neutralize the impact on the reported statistic. (In this case the percentages are actually accurate despite individual inaccuracies.) However, in practice, inaccuracies are seldom perfectly random and hence perfectly balanced. Thus, for a noticeable change in the reported percentages, it requires a large number of people to respond inaccurately in the same manner. For people to respond inaccurately in the same manner, there would have to be a good reason for them to do so (e.g., why would certain males choose to present themselves as females?). Theoretically, the effect of noticeable inaccurate responding becomes even smaller as the number of response categories within a question increases. Accommodating for a 1% fluctuation in responses in a sample of 23,014 respondents effectively means that for a question with only two response categories about 230 people belonging to one group must have provided the opposite response for good cause to make a 1% difference to the allowable fluctuation. This alone gives strong reason to state that not only the overall trends and patterns in the data, but also the percentages, are expected to be a very accurate reflection of the participants.

Sample size and response rate The realized response rate for OCDSB’s 7 to 12 Student Survey is 66.7%. There were 23,693 questionnaires submitted by Grade 7 to 12 students and 679 questionnaires were excluded from the analyses. OCDSB’s Grade 7 to 12 Student Survey is thus based on a realized sample of 23,014 respondents out of an enrolment of 34,512 students at the time the survey was administered. The following table presents a summary of questionnaires that were excluded from the analyses.

Reason Omitted Frequency Percent

Blank Questionnaire Forms 61 0.26%

Questionnaire Forms with Mostly Incomplete Responses 72 0.30%

Questionnaire Forms with Distinct Patterns of Questionable Responding (e.g., excessive options selected, inconsistent responses,

546 2.30%

TOTAL QUESTIONNAIRES OMITTED 679 of 23,693 2.87%

Survey Format The OCDSB Student Survey was administered in both web format and paper format. Of the 23,014 questionnaires in the realized sample for Grade 7 to 12 students, 21,106 are web-based and 1,908 are on paper. The percentage of questionnaires by survey medium that were submitted for Grade 7 to 12 students is 91.7% web survey and 8.3% paper survey.

Methodology


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Survey Language The OCDSB Student Survey was administered primarily in English, with alternative language versions available in Arabic, Chinese, Farsi, French, Somali, Spanish and Urdu. The representation of Grade 7 to 12 respondents by survey language of completion is summarized in the table below.

Language Frequency Percent

English 23005 99.96%

Arabic 4 0.02%

Chinese 1 <0.01%

Farsi 2 0.01%

French 0 0%

Somali 0 0%

Spanish 1 <0.01%

Urdu 1 <0.01%

TOTAL VALID QUESTIONNAIRES 23,014 100%

Methodology


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Interpreting and Understanding the Results

Presentation of the results Each question is presented as a stand-alone question with the purpose of comparing the district’s patterns and trends with that of the communities where it operates (where applicable, as derived from Canada Census figures provided by Statistics Canada). All readers will benefit from the question-by-question findings, regardless of their point of view. Further analysis from other perspectives is possible and highly recommended. The discussion of the findings is that of the authors and is by no means conclusive. District representatives will have knowledge and insights about the district and its schools that may provide additional context, meaning or depth to the results. Readers are encouraged to add their own ideas and creative perspectives and interpretations to the thoughts offered. After all, the results are only as good as the meaning we find for it.

How to read the tables

GENDER Ottawa

Category Frequency Percent Percent

Female 2211 45.1% 48.6%

Male 2689 54.9% 51.4%

TOTAL RESPONSES 4900 98.0%

MISSING RESPONSES 100 2.0%

Indicates the topic matter presented in the table

Indicates the number of persons selecting each response category

Indicates the percentage of persons selecting each response category

Based only on total responses, not total sample

Indicates the percentage of persons from the external population in each response category

The external comparison group is the City of Ottawa population

Indicates the response categories for the question

Indicates the number of persons who responded to the question, and the percentage of the overall survey sample that it represents

Indicates the number and percent of respondents who did not respond to the question

The top of the table only presents information for the portion of respondents who answered the question

The bottom of the table presents the respondents who answered the question against respondents who did not

Methodology


30

Things to keep in mind: The table format presented above (or a variation of this format) is the one used to present data for most

questions in OCDSB’s Student Survey.

For questions where external comparison data was not available from Statistics Canada (i.e., because the question was a custom question for OCDSB and thus not collected by the Canada Census), the Ottawa column is omitted altogether from the table.

Variations to the table format presented above occur in instances where alternative data presentations are appropriate to explore the data in a different way. The basic layout of the tables remains the same with response categories always presented in the first column, and corresponding data in subsequent columns.

Where available, data in the Ottawa column is based on data from Statistic Canada’s 2006 Canada Census – the most recent census data at the time of this report. If external comparison data is obtained from another source it will be specified. Data from the 2011 Canada Census will be released by late 2012 and data from the 2011 National Household Survey will be released in 2013.

For most questions, the Percent column sums to 100%. This occurs when respondents are only permitted to select one response option.

For questions where respondents are only permitted to select one response option, the Percent column is based solely on the percentage of responses and omits missing responses from the calculation. This enables a direct comparison to the data from Statistics Canada, which does not present missing values.

In some cases, the Percent column will not sum exactly to 100% due to rounding (i.e., when the number of decimal values are reduced by rounding into the closest approximate value).

The percentage reported in the Total Responses row is not a sum of the Percent column. The percentage reported is actually the percent of persons out of the census sample that responded to the question.

For some questions, the Percent column sums to more than 100%. This occurs for questions where respondents were permitted to select as many response options as apply to them. This will be noted at the bottom of tables for these questions.

For questions where respondents are permitted to select more than one response option, the Frequency column will sum to a value higher than the one reported in the Total Responses row. The value of the Total Responses is the number of respondents, not the number of responses.

For some questions where respondents are instructed to “Check all that apply”, the value of the Missing Responses is not always presented. This occurs because it cannot be determined whether an individual did not respond because no category was applicable, or, whether some categories did apply but the individual skipped or declined to answer the question.

Methodology


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Describing the results The student survey data were analyzed using social science software. For this investigation, descriptive statistical procedures such as frequency and percentage were used. General census statistics for the Canadian population are available through Statistics Canada for several questions that were asked in the student surveys. These were used as a baseline against which the internal student survey results were compared against the external population (i.e., the City of Ottawa). In each table of results, the Statistics Canada data (where available) are provided in the final column after the presentation of applicable survey results. The external comparison population is the Ottawa Census Sub-Division (CSD). This is the geographic category used by Statistics Canada to denote the City of Ottawa population. The most recent census data available at the time of this report is from the 2006 Canada Census. It is important to bear in mind that the population of the Ottawa municipality at the time of the student survey in April 2011 will have shifted in some areas of demographic composition compared to 2006. In 2011, components of the Canada Censes were moved to the voluntary National Household Survey (NHS). The 2011 Canada Census results will be released through 2012, and the 2011 NHS results will be released through 2013. Results are presented in terms of the how responses are distributed across categories by number (frequency) and the corresponding percentages that these numbers represent out of the total responses to the question. Where applicable, the external data presents the percentages for the comparison population along corresponding categories. This allows readers to observe the distribution of student participants beside the distribution of the general population across demographic categories. The external results provide valuable guidelines or benchmarks, but readers should be cautioned against focussing unequivocally on recreating the exact representation levels in external population. The internal composition of district schools cannot be expected to perfectly mirror external population as there are many other factors that affect the district’s composition (e.g., other school boards, student populations, etc.). While there is a lot of value in comparing the composition within district participants relative to the external population, the internal data on its own provides valuable information about diversity within the district’s students. It will be important to manage the internal diversity described by the workforce census report to ensure that the district keeps up with the ever more diverse needs within its student population. While all tables report results to one decimal place, within the charts and narrative components of the reports results are usually rounded to whole numbers to facilitate readability. When results are rounded to whole numbers, there is the potential for rounding error (i.e., numbers that do not sum to 100% because they have been adjusted upwards or downwards to remove the decimal values). Optimization of the data The student survey questionnaire forms one tool whereby these and other of OCDSB’s objectives can be put into action. Because the results offer insights and direction that stretch far beyond the Together – We Count initiative, OCDSB will determine further analysis on the student survey data at a future date based on the action plans to be developed. The data presented in this report will provide a rich source of information that can inform a multitude of initiatives and programs within OCDSB. It is possible to envision further research reports wherein the data can be explored more fully through inferential and multivariate statistics to promote the results to come to their full right.

Methodology


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This student survey report, in conjunction with the JK to 6 report, is the first phase of the district’s 5-point report plan. Going forward, the district’s 5-point report plan consists of: Phase One: District Wide Demographic Report on Student Survey The item-by-item analysis of the survey data contained within this report will be used to generate a district wide profile of the student population. It will provide a statistical representation of the answers to the survey questions (e.g., 32% of students reported that they participate in extra-curricular activities). This report will not require linking of the survey data with any student data. Phase Two: Aboriginal Self-Identification Summary Report The school district is required to undertake an annual voluntary self-identification survey of Aboriginal students and to report the number of Aboriginal students to the Ministry of Education. The second phase of the survey analysis is the generation of this report. To generate this report it will be necessary to link the survey data (surveys where students self-identified as Aboriginal) and student data (Ontario Education Number) for the purposes of reporting to the Ministry. Phase Three: School Level Demographic Reports on Student Survey This item analysis of the survey data will be used to generate a school profile of the student population for each one of our elementary and secondary schools. It will provide a statistical representation of the answers to the survey questions by school (for example, 3% of students reported yes to question #3). This report will require linking of the survey data with student data for the purpose of separating the data by school. The survey data will not be linked to student achievement results and will not report on any individual students. Phase Four: Sub-group Student Population Analysis In the fourth phase of the survey analysis, research staff will begin to analyze information obtained from the student survey in order to get a better understanding of the learning needs of particular subgroups of students. The sub-groups identified for further analysis are aligned with our Board Improvement Plan. At this time, the identified sub-groups are English Language Learners, Gender, Special Education Students, and Aboriginal Students. Additional sub-groups may be identified in future. In this phase, survey data will be linked with student achievement data at an aggregate level. Phase Five: Thematic Research Analysis The fifth phase of the survey analysis will examine key themes that merit further study. At the present time, three key themes have been identified; School climate/School safety, Student engagement, and Parental Involvement/Engagement. These three initial themes were chosen based on research evidence that links student outcomes to these areas. In this phase, the data linking will include crosstabulation analyses of survey data with student achievement data. Phase Six: Research Arising out of the Survey Data The sixth phase of the survey analysis will consider other factors that impact on student achievement. These factors will be determined based on evidence of trends or factors that arise in the district wide demographic profile. The data linking in this phase will include cross-tabulation analyses of survey data with student achievement data.

Part I: About the Student


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Part I: ABOUT THE STUDENT

Knowing and building on current strengths is one of the key ways to inspire learning and student success.

The questions in this section are designed to describe student backgrounds and to identify key areas where students have demonstrated strong interest and/or strengths. Questions in this section:

1. How often do you take part in the following activities in school?

2. How often do you take part in the following activities outside of school?

3. How do you see yourself in each of the following areas?

4. Have you received any awards, certificates, or recognition for your participation in the following activities?

5. At your current school, have you ever been asked to help students as a...?

6. a. At your current school, how often have you been asked to lead an activity, group, or a team?

b. If never, would you like to be asked?

7. Please indicate the language(s) spoken most often at home.

8. a. Do you have a disability, exceptionality, or special educational need that was tested by your doctor or school?

b. If yes, please check all that apply.

c. If yes, are you currently receiving special education support at school?

9. Where were you born?

10. Do you identify yourself as Canadian?

11. Are you of Aboriginal descent or ancestry?

12. What is your gender?

13. How do you identify your sexual orientation?

14. Have you thought about your future career or occupation?

15. Do you expect to graduate from high school?

16. Upon completing high school...?



34

1. How often do you take part in the following activities in school? Overview According to the responses of Grade 7 to 12 participants, the activities in school in which the highest percentage of participants take part are: 80% School Special Events (27% weekly/monthly), 76% Arts (56% weekly/monthly), and 73% Sports (47% weekly/monthly), and 53% School Clubs (29% weekly/monthly). Half or slightly less than half of participants indicated they take part in: 50% Other activities (30% weekly/monthly), 46% Leadership Programs (18% weekly/monthly), and, 43% Cultural Group activities (29% weekly/monthly). Less than one third of participants indicated they take part in Student Council activities, Religious events or activities, or School Publications. In every category, responses of participants who indicated they take part in a given activity area were generally split so they either participate weekly or only a few times a year (i.e., the monthly option was not selected as frequently). The following chart presents the percentage distribution of Grade 7 to 12 responses for frequency of participation in various activity areas in school:

49%

23%

8%

5%

5%

31%

5%

18%

2%

17%

8%

6%

10%

5%

22%

16%

8%

11%

5%

13%

20%

14%

27%

15%

53%

27%

18%

24%

10%

20%

24%

57%

54%

76%

20%

27%

69%

47%

84%

50%

0% 20% 40% 60% 80% 100%

Arts

Cultural group activities

Leadership programs

Religious events and activities

School special events

Sports

Student council activities

School clubs

Student publications

Other activities

Weekly Monthly A Few Times a Year Never



35

1. How often do you take part in the following activities in school? continued... The distribution of Grade 7 to 12 responses according to frequency of participation in various types of activities in school is presented below:

PARTICIPATION IN ACTIVITY TYPES IN SCHOOL

Category

Art

s

Cu

ltu

ral

gro

up

ac

tiv

itie

s

Le

ad

ers

hip

pro

gra

ms

Re

lig

iou

s

ev

en

ts a

nd

ac

tiv

itie

s

Sc

ho

ol

sp

ec

ial

ev

en

ts

Sp

ort

s

Stu

de

nt

co

un

cil

ac

tiv

itie

s

Sc

ho

ol

clu

bs

Stu

de

nt

pu

bli

ca

tio

ns

Oth

er

ac

tiv

itie

s

Percentage

Weekly 48.5% 23.4% 8.4% 5.0% 5.2% 31.0% 5.3% 18.2% 1.6% 17.2%

Monthly 7.8% 5.6% 10.2% 4.5% 21.9% 15.6% 7.6% 11.1% 5.1% 13.1%

A Few Times a Year 19.7% 13.7% 27.1% 14.9% 52.8% 26.5% 18.0% 24.0% 9.5% 20.3%

Never 24.0% 57.3% 54.3% 75.7% 20.1% 26.9% 69.1% 46.7% 83.8% 49.5%

Frequency

Weekly 10989 5199 1868 1102 1165 6967 1163 4081 359 3835

Monthly 1767 1242 2263 981 4884 3502 1688 2475 1134 2915

A Few Times a Year 4465 3034 6011 3269 11800 5962 3977 5373 2086 4527

Never 5429 12727 12044 16659 4485 6052 15303 10434 18446 11045

TOTAL RESPONSES out of 23014

22650 22202 22186 22011 22334 22483 22131 22363 22025 22322

TOTAL PERCENT 98.4% 96.5% 96.4% 95.6% 97.0% 97.7% 96.2% 97.2% 95.7% 97.0%

MISSING RESPONSES

364 812 828 1003 680 531 883 651 989 692

MISSING PERCENT 1.6% 3.5% 3.6% 4.4% 3.0% 2.3% 3.8% 2.8% 4.3% 3.0%



36

2. How often does your child take part in the following activities outside of school? Overview According to the responses of Grade 7 to 12 participants, the activities outside school in which the highest percentage of participants take part are: 81% Sports and Recreation (66% weekly/monthly), 64% Arts (47% weekly/monthly), and 63% Other activities (50% weekly/monthly). Slightly less than half of participants indicated they take part in: 46% Religious events or activities (26% weekly/monthly) and 45% Youth Group activities (25% weekly/monthly). Less than one third of participants indicated they take part in Leadership Programs, Cultural Group activities, or Youth Publications. The following chart presents the percentage distribution of Grade 7 to 12 responses for frequency of participation in various activity areas outside school:

36%

11%

7%

17%

52%

15%

3%

38%

11%

6%

7%

9%

14%

10%

4%

12%

17%

14%

19%

20%

15%

21%

10%

13%

36%

69%

67%

54%

19%

55%

83%

37%

0% 20% 40% 60% 80% 100%

Arts


Leadership programs


Sports and recreation

Youth group activities

Youth publications

Other activities

Weekly Monthly A Few Times a Year Never



37

2. How often do you take part in the following activities outside school? continued... The distribution of Grade 7 to 12 responses according to frequency of participation in various types of activities outside school is presented below:

PARTICIPATION IN ACTIVITY TYPES OUTSIDE SCHOOL

Category

Art

s

Cu

ltu

ral

gro

up

ac

tiv

itie

s

Le

ad

ers

hip

pro

gra

ms

Re

lig

iou

s

ev

en

ts a

nd

ac

tiv

itie

s

Sp

ort

s a

nd

rec

rea

tio

n

Yo

uth

gro

up

ac

tiv

itie

s

Yo

uth

pu

bli

ca

tio

ns

Oth

er

ac

tiv

itie

s

Percentage

Weekly 35.9% 11.4% 7.2% 17.2% 52.1% 14.6% 2.8% 37.7%

Monthly 10.8% 6.2% 7.1% 9.0% 13.8% 10.1% 4.2% 11.8%

A Few Times a Year 16.9% 13.7% 19.1% 20.3% 15.4% 20.8% 9.7% 13.2%

Never 36.4% 68.7% 66.6% 53.5% 18.7% 54.5% 83.3% 37.3%

Frequency

Weekly 8104 2538 1608 3825 11769 3245 617 8438

Monthly 2435 1379 1585 2003 3126 2244 933 2631

A Few Times a Year 3822 3063 4257 4509 3485 4604 2133 2957

Never 8202 15327 14836 11899 4226 12090 18359 8331

TOTAL RESPONSES out of 23014 22563 22307 22286 22236 22606 22183 22042 22357

TOTAL PERCENT 98.0% 96.9% 96.8% 96.6% 98.2% 96.4% 95.8% 97.1%

MISSING RESPONSES 451 707 728 778 408 831 972 657

MISSING PERCENT 2.0% 3.1% 3.2% 3.4% 1.8% 3.6% 4.2% 2.9%



38

3. How do you see yourself in each of the following areas? Overview The ability areas where the highest percentage of Grade 7 to 12 participants identified themselves as excellent or good are: 82% Social Skills (42% excellent), 79% Reading (41% excellent), 71% Physical activities (38% excellent), and 69% Arts (28% excellent). The proportion of participants identifying themselves as excellent or good in each of the remaining areas ranges from 55% to 66%. Math and Oral Communication were the areas with the highest percentage of respondents who indicated they are having difficulty (18% and 14%, respectively). The following chart presents the percentage distribution of Grade 7 to 12 participants by how they see their own ability in various areas:

28%

19%

24%

19%

38%

20%

41%

42%

28%

22%

41%

41%

34%

36%

33%

42%

38%

40%

38%

43%

22%

27%

23%

29%

20%

27%

17%

13%

25%

27%

5%

6%

18%

14%

6%

7%

3%

3%

7%

7%

4%

6%

2%

3%

3%

4%

1%

2%

3%

2%

0% 20% 40% 60% 80% 100%

Arts

Leadership

Math

Oral communication

Physical activities

Problem solving

Reading

Social skills

Technology

Writing

Excellent Good Fair Having Difficulty Not Sure



39

3. How do you see yourself in each of the following areas? continued... The distribution of Grade 7 to 12 participants according to how they see their own ability in various areas is presented below:

EVALUATION OF OWN LEVEL OF ABILITY

Category

Art

s

Le

ad

ers

hip

Ma

th

Ora

l

co

mm

un

ica

tio

n

Ph

ys

ical

ac

tiv

itie

s

Pro

ble

m

so

lvin

g

Re

ad

ing

So

cia

l sk

ills

Te

ch

no

log

y

Wri

tin

g

Percentage

Excellent 27.9% 19.4% 23.5% 18.9% 37.8% 20.3% 41.0% 42.0% 27.5% 21.8%

Good 41.1% 41.0% 33.6% 35.6% 33.3% 42.0% 37.6% 40.0% 38.2% 42.5%

Fair 21.7% 27.3% 22.7% 29.1% 20.0% 27.4% 16.6% 13.3% 25.1% 27.0%

Having Difficulty 5.4% 6.0% 18.3% 13.6% 6.2% 6.8% 3.4% 3.3% 6.5% 7.1%

Not Sure 3.9% 6.2% 1.8% 2.8% 2.7% 3.5% 1.4% 1.5% 2.7% 1.5%

Frequency

Excellent 6373 4417 5360 4285 8624 4620 9326 9576 6269 4981

Good 9399 9323 7668 8091 7587 9562 8558 9121 8717 9713

Fair 4962 6214 5186 6614 4568 6226 3783 3024 5718 6172

Having Difficulty 1227 1370 4173 3078 1418 1557 780 754 1482 1619

Not Sure 899 1418 421 646 613 795 313 334 624 344


22860 22742 22808 22714 22810 22760 22760 22809 22810 22829

TOTAL PERCENT 99.3% 98.8% 99.1% 98.7% 99.1% 98.9% 98.9% 99.1% 99.1% 99.2%

MISSING RESPONSES

154 272 206 300 204 254 254 205 204 185

MISSING PERCENT 0.7% 1.2% 0.9% 1.3% 0.9% 1.1% 1.1% 0.9% 0.9% 0.8%



40

4. Have you received any awards, certificates, or recognition for your participation in the following activities?

Overview In terms of awards, certificates or recognition received in school, according to the responses of Grade 7 to 12 participants the most common areas are: 55% Academics, 37% Sports and Recreation, and 28% Arts. The percentage of participants indicating they have received awards, certificates or recognition in school was less than 25% for the remaining areas. In terms of awards, certificates or recognition received outside school, according to the responses of Grade 7 to 12 participants the most common areas are: 56% Sports and Recreation, 34% Clubs and Activities, and 30% Arts. The percentage of participants indicating they have received awards, certificates or recognition outside school was less than 25% for the remaining areas. Charitable/Humanitarian activities and Leadership are the areas where the highest percentage of Grade 7 to 12 participants indicated they have not received awards, certificates or recognition in or outside school (70% and 57%, respectively). The following chart presents the percentage of Grade 7 to 12 participants who indicated they have received awards, certificates or recognition in various activity areas:

55%

28%

10%

23%

21%

37%

17%

13%

30%

18%

34%

24%

56%

41%

40%

50%

70%

49%

57%

29%

49%

0% 20% 40% 60% 80% 100%

Academics

Arts

Charitable/humanitarian activities

Clubs and activities

Leadership


Volunteering

In School Outside School Not Yet



41

4. Have you received any awards, certificates, or recognition for your participation in the following activities? continued...

The percentage of Grade 7 to 12 participants who indicated they have received awards, certificates or recognition in various areas is presented below:

AWARD, CERTIFICATES OR RECOGNITION IN VARIOUS AREAS

Category In school Outside School Not Yet*

Frequency Percent* Frequency Percent* Frequency Percent

Academics 12469 54.6% 3021 13.2% 9030 39.5%

Arts 6498 28.4% 6842 29.9% 11486 50.3%

Charitable or humanitarian activities

2273 9.9% 4099 17.9% 16080 70.4%

Clubs and activities 5349 23.4% 7810 34.2% 11265 49.3%

Leadership 4769 20.9% 5421 23.7% 13020 57.0%

Sports and recreation 8402 36.8% 12725 55.7% 6528 28.6%

Volunteering 3813 16.7% 9434 41.3% 11137 48.7%

TOTAL RESPONSES 22852 99.3% 22852 99.3% 22852 99.3%

MISSING RESPONSES 162 0.7% 162 0.7% 162 0.7%

* Percentages sum to more than 100% as more than one category may be applicable.



42

5. At your current school, have you ever been asked to help students as a...? Overview In terms of being asked at their current school to help other students, the most common roles identified by Grade 7 to 12 participants are: 31% Reading Buddy, 19% Peer Tutor, and 15% Monitor. The percentages for the remaining roles range from 8% to 12%. 44% of participants indicated that they have not yet been asked at their current school to help other students. The following chart presents the percentage of Grade 7 10 12 participants who indicated they have been asked to help students through various roles:

12%

11%

31%

8%

19%

12%

15%

8%

44%

5%

0% 20% 40% 60% 80% 100%

Peacemaker / peer mediator

Peer mentor

Reading buddy

School Ambassador

Peer tutor

Greeter

Monitor

Link crew member

Not been asked yet

Other



43

5. At your current school, have you ever been asked to help students as a...? continued... The percentage of Grade 7 to 12 participants who indicated they have been asked to help students at their current school through various roles is as follows:

ASKED TO HELP STUDENTS

Category Frequency Percent*

Peacemaker / peer mediator 2661 12.1%

Peer mentor 2467 11.2%

Reading buddy 6696 30.5%

School Ambassador 1644 7.5%

Peer tutor 4180 19.1%

Greeter 2637 12.0%

Monitor 3324 15.2%

Link crew member 1763 8.0%

Not been asked yet 9609 43.8%

Other 1194 5.4%



* Percentages sum to more than 100% as more than one category may be applicable.



44

6. a. At your current school, how often have you been asked to lead an activity, a group, or a team?

b. If never, would you like to be asked?

Overview 76% of Grade 7 to 12 participants indicated that they have been asked to lead an activity, group or team (15% many times, 28% sometimes, and 33% a few times). 24% of participants indicated they have never been asked to lead an activity, group or team. Within the participants who indicated that they have never been asked to lead, 45% indicated that they would like to be asked and 55% indicated they would not like to be asked.

The distribution of responses of Grade 7 to 12 participants by frequency with which they have been asked to lead an activity, group or team is presented below:

ASKED TO LEAD AN ACTIVITY, GROUP OR TEAM


Many times 3356 14.9%

Sometimes 6388 28.3%

A few time 7452 33.0%

Never 5364 23.8%



Many times 15%

Some-times 28%

A few times 33%

Never 24%

Asked to Lead

Yes 45%

No 55%

Never Asked - Would Like to Be



45

6. a. At your current school, how often have you been asked to lead an activity, a group, or a team? continued...

b. If never, would you like to be asked? continued...

Within the Grade 7 to 12 participants who indicated they have never been asked to lead an activity, group or team, the percentage who indicated they would like to be asked to lead is presented below:

WHETHER WOULD LIKE TO BE ASKED TO LEAD


Yes 2346 45.4%

No 2825 54.6%


MISSING RESPONSES 193 or 5364 3.6%



46

7. Please indicate the language(s) spoken most often at home. Overview According to the responses of Grade 7 to 12 participants, there are more than 150 languages represented within the homes of Grade 7 to 12 participants. 54% of participants indicated languages from more than one language family. 96% of Grade 7 to 12 participants indicated English is spoken often in their home. 58% of participants indicated they live in homes where one or more languages other than English are often spoken. 26% of participants indicated French is spoken in their homes and 12% indicated other European languages are spoken in their homes. 32% of Grade 7 to 12 participants specified languages outside of English, French and other European languages. This includes 11% Afro-Asiatic languages, 11% Asiatic languages, and 7% Indo-Iranian languages. Aboriginal languages, Turkic languages, African languages, Dravidian languages, Malayo-Polynesian languages, and Other languages (e.g., Creoles) were specified by 1% of participant or less.* The most common languages identified by participants include: 96% English, 26% French, 8% Arabic, 5% Mandarin, 3% Spanish, 3% Somali, 3% Cantonese, 2% German, 2% Persian (Farsi), 1.9% Hindi, 1.8% Vietnamese, 1.7% Urdu, 1.6% Russian, 1.5% Italian, and 1.4% Panjabi. Other individual languages were identified by 1% of participants or less. In terms of comparisons to external data, it is important to note that respondents were asked to identify the languages spoken most often at home. The external data is based on languages spoken in general. Although there is likely a very high correlation between languages spoken at home and languages spoken by an individual, there are qualitative differences in the information. It should also be noted that many languages are only known to a very small percentage of persons in the city of Ottawa (e.g., by less than 0.1% of the population). This makes it difficult to compare Grade 7 to 12 participant language results to the external population on an individual language level. The percentage responses from Grade 7 to 12 participants are lower than external levels for French, similar for most African languages, and comparable or slightly higher for many European languages. In general, however, participant results were higher for many languages in the remaining language families, particularly for some of the common languages within the Afro-Asiatic, Indo-Iranian, and Asiatic language families.

* Examples of languages in each family are: Aboriginal – Cree, Ojibway; Indo European – Armenian, Azerbaijani; Turkic – Turkish; African – Igbo, Lingala; Afro-Asiatic – Arabic, Somali; Indo-Iranian – Hindi, Persian; Dravidian – Tamil, Telugu; Asiatic – Japanese, Mandarin; Malayo-Polynesian – Malay, Tagalog; and Other – Creoles, Sign Languages.

For a list of the language classifications used by Statistics Canada, please refer to Appendix G.



47

7. Please indicate the language(s) spoken most often at home. continued...

The distribution of Grade 7 to 12 participants by number of languages families represented in their homes (based on individual languages specified) is presented below:

NUMBER LANGUAGES IDENTIFIED


Languages from 1 Language Family 10447 45.6%

Languages from 2 Language Families 9635 42.1%



Languages from 5+ Language Families 56 0.2%

TOTAL RESPONSES* 22894 of 23014 99.5%


* The response total and missing response counts presented in this table apply to the remainder of the tables presented for Question 9.

Representation of Grade 7 to 12 participants by the general language families of the languages they specified are often spoken at home is as follows:

LANGUAGE FAMILIES†

Category* Frequency Percent**

English 22038 96.3%

French 5965 26.1%

Aboriginal languages (e.g., 169 0.7%

European languages 2797 12.2%

Indo-European languages 33 0.1%

Turkic languages 142 0.6%

African languages 252 1.1%

Afro-Asiatic languages 2545 11.1%

Indo-Iranian languages 1654 7.2%

Dravidian languages 154 0.7%

Asiatic languages 2441 10.7%

Malayo-Polynesian languages 181 0.8%

Other languages (e.g., Creoles) 232 1.0%

† External comparison data for language “families” are not available from Statistics Canada.

* Examples of languages in each family are: Aboriginal – Cree, Ojibway; Indo European – Armenian, Azerbaijani; Turkic – Turkish; African – Igbo, Lingala; Afro-Asiatic – Arabic, Somali; Indo-Iranian – Hindi, Persian; Dravidian – Tamil, Telugu; Asiatic – Japanese, Mandarin; Malayo-Polynesian – Malay, Tagalog; and Other – Creoles, Sign Languages

** Sums to more than 100% as more than one response category may be applicable for this question.



48


The following tables present the representation of Grade 7 to 12 participants by the languages they indicated are often spoken at home compared to actual census numbers

1. Each table presents the information for

individual languages grouped within a language family.

Official Languages of Canada Ottawa


English 22038 96.26% 96.84%

French 5965 26.05% 40.25%

Aboriginal Languages Ottawa


Algonquin 30 0.13% <0.01%

Cree 49 0.21% 0.02%

Inuktitut 36 0.16% <0.01%

Ojibway 73 0.32% 0.01%

Other (e.g., Iroquoian Language not specified, Michif, Mi’kmaq, Mohawk,Nisga’a, Tahltan, Not Specified)

<10 <0.04% --

European Languages Summary*


Celtic Languages 98 0.4%

Germanic Languages 733 3.2%

Romance Languages 1161 5.1%

Hellenic Languages 172 0.8%

Northeast Languages 133 0.6%

Slavic Languages 834 3.6%

* Composite data by language family is not provided by Statistics Canada.

European Languages Ottawa


Celtic Languages

Gaelic languages 64 0.28% 0.03%

Welsh 38 0.17% 0.01%

Other (e.g., Not Specified) <5 <0.02%



49


European Languages continued... Ottawa


Germanic Languages

Dutch 135 0.59% 0.42%

German 470 2.05% 1.65%

Yiddish 53 0.23% 0.06%

Danish 34 0.15% 0.06%

Norwegian 40 0.17% 0.04%

Swedish 48 0.21% 0.07%

Other (e.g., Afrikaans, Flemish, Icelandic, Luxembourgish, Swiss German)

17 0.07% --

Romance Languages

Italian 340 1.49% 2.02%

Latin <5 <0.02% --

Portuguese 115 0.50% 0.63%

Romanian 68 0.30% 0.30%

Spanish 762 3.33% 3.19%

Hellenic Languages

Greek 172 0.75% 0.36%

Northeast Languages

Latvian 21 0.09% 0.04%

Lithuanian <10 <0.04% 0.03%

Estonian 15 0.07% 0.03%

Finnish 34 0.15% 0.04%

Hungarian 60 0.26% 0.25%

Slavic Languages

Bosnian 86 0.38% 0.08%

Bulgarian 36 0.16% 0.11%

Croatian 53 0.23% 0.16%

Czech 47 0.21% 0.15%

Polish 109 0.48% 0.78%

Russian 377 1.65% 0.84%

Serbian 144 0.63% 0.20%

Serbo-Croatian 56 0.24% 0.08%

Slovak 37 0.16% 0.07%

Slovenian 12 0.05% 0.04%

Ukrainian 87 0.38% 0.29%

Other (e.g., Belarusian, Macedonian) <10 <0.04% --



50


Indo European Languages Ottawa


Albanian 27 0.12% --

Armenian 33 0.14% 0.07%

Azerbaijani <10 <0.04% 0.02%

Turkic Languages Ottawa


Turkish 132 0.58% 0.21%

Other (e.g., Kazakh, Kyrgyz, Turkmen, Uzbek) <10 <0.04% --

African Languages Ottawa


Akan (Twi) 21 0.09% 0.07%

Lingala 28 0.12% 0.11%

Rundi (Kirundi) 16 0.07% 0.07%

Rwanda (Kinyarwanda) 22 0.10% 0.08%

Swahili 124 0.54% 0.24%

Bantu languages n.i.e. (e.g., Chibemba, Setswana, Shona)

11 0.05% --

Eastern Sudanic languages (e.g., Anuak, Dinka, Kuku, Nuer)

<10 <0.04% --

Niger-Congo languages n.i.e. (e.g., Bambara, Bamum, Comorian, Dagbani, Efik Ewe, Igbo, Jola, Kicongo, Luganda,Ndebele, Pulaar, Wolof, Yoruba)

50 0.22% --

Afro-Asiatic Languages Ottawa


Amharic 91 0.40% 0.15%

Arabic 1790 7.82% 3.77%

Berber (Kabyle) <10 <0.04% <0.01%

Hebrew 135 0.59% 0.24%

Oromo 39 0.17% 0.02%

Somali 629 2.75% 0.88%

Tigrigna 65 0.28% 0.06%

Other (e.g., Arabic Regional Dialects, Harari, Hausa, Not Specified)

13 0.06% --



51


Indo-Iranian Languages Ottawa


Bengali 205 0.90% 0.32%

Gujarati 97 0.42% 0.18%

Hindi 441 1.93% 0.88%

Marathi 21 0.09% 0.05%

Nepali 44 0.19% --

Panjabi (Punjabi) 324 1.42% 0.61%

Sindhi 14 0.06% 0.03%

Sinhala (Sinhalese) 59 0.26% 0.09%

Urdu 392 1.71% 0.64%

Dari 16 0.07% --

Kurdish 70 0.31% 0.09%

Pashto 119 0.52% 0.08%

Persian (Farsi) 470 2.05% 0.79%

Other (e.g., Assamese, Garhwali, Konkani, Kutchi, Oriya, Sylheti)

20 0.09% --

Dravidian Languages Ottawa


Kannada 10 0.04% 0.02%

Malayalam 17 0.07% 0.04%

Tamil 116 0.51% 0.31%

Telugu 23 0.10% 0.05%

Other (e.g., Tulu) <10 <0.04% --



52


Asiatic Languages Ottawa


Japanese 183 0.80% 0.25%

Korean 167 0.73% 0.22%

Cantonese 627 2.74% 0.80%

Mandarin 1149 5.02% 0.83%

Chinese dialects (e.g., , Fujian, Hakka, Sichuanese, Taishanese, Taiwanese, Teochow, Wenzhou, Not Specified)

47 0.21% --

Lao 33 0.14% 0.07%

Thai 38 0.17% 0.06%

Khmer (Cambodian) 95 0.41% 0.16%

Vietnamese 405 1.77% 0.89%

Tibeto-Burman languages (e.g., Burmese, Hakha Chin, Karen, Not Specified)

36 0.16% --

Malayo-Polynesian Languages Ottawa


Ilocano 40 0.17% 0.03%

Malay 27 0.12% 0.09%

Tagalog (Filipino) 125 0.55% 0.65%

Other (e.g., Cebuano, Hawaiian, Indonesian, Maori, Pangasinan)

26 0.11% --

Other Languages Ottawa


Creoles (e.g., Acadian, Bajan, Bislama, Grenadian, Guyanese, Haitian, Jamaican, Mauritian, Papiamento, Patois, Trinidadian, Tobagonian, Not Specified)

193 0.84% 0.66%

Sign Languages (e.g., ASL, Not Specified) 26 0.11% <0.18%

Central and South American Aboriginal Languages (e.g., Aymara, Nahuatl)

<10 <0.04% --

Other (e.g., Language Isolates, Unknown) <10 <0.04% --

Not Specified 94 0.41% --



53

8. a. Do you have a disability, exceptionality, or a special education need that was tested by your doctor or school?

b. If yes, please check all that apply.

c. Are you currently receiving special education support?

Overview 14% of Grade 7 to 12 participants indicated that they have a disability, exceptionality or special education need. 14% equates to approximately 1 in 7 Grade 7 to 12 survey participants. This question is broader than a measure of disability, as it includes participants with exceptionalities and special education needs. It is difficult to make a meaningful comparison between the results for this question and the external disability data for Ontario as there is only partial overlap, not a full alignment, in the demographic of interest. For informational purposes, the percent representation of persons in Ontario with disabilities is: 4.7% of persons age 5 to 14, 5.3% of persons age 15 to 24, and 15.5% of persons age 15 to 74 years (working age). Representation of Grade 7 to 12 participants who indicated they have a disability, exceptionality or special education need is as follows:

DISABILITY, EXCEPTIONALITY, OR SPECIAL EDUCATION NEED

Ontario**

Age 15 to 74 Disability Only

Ontario*2

Age 15 to 24 Disability Only

Category Frequency Percent Percent Percent

No 16575 73.2% 84.5% 94.7%

Yes 3220 14.2% 15.5% 5.3%

Don’t Know 2855 12.6% -- --



* These data are from Statistics Canada’s 2006 Participation and Activity Limitation Survey (PALS). The PALS is a post-censal survey that collects information from census respondents who indicated that their daily activities are limited by a health-related condition. Age ranges are fixed in the PALS data, so they do not align perfectly with elementary school and secondary school age ranges. In 2011, disability data was collected through the National Household Survey (NHS); NHS results will be released in 2013.

Within the participants who indicated they have a disability, exceptionality or special education need, the most common types identified are: 38% Learning and 35% Gifted. This is equivalent to about 5% of all Grade 7 to 12 participants with respect to each type. The percentage of applicable participants selecting the remaining types of disability, exceptionality or special education need ranges from 0.5% to 8% (or about 1% or less of participants overall).



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8. a. Do you have a disability, exceptionality, or a special education need that was tested by your doctor or school? continued...

b. If yes, please check all that apply. continued...

c. Are you currently receiving special education support? continued...

Within Grade 7 to 12 participants who indicated that they have a disability, exceptionality, or special education need, the percentage by type specified is presented below:

TYPE OF DISABILITY, EXCEPTIONALITY OR SPECIAL EDUCATION NEED


Autism Spectrum 177 5.6%

Blind / Low Vision 90 2.8%

Communication (e.g., speech, language) 243 7.7%

Deaf / Hard of Hearing 115 3.6%

Developmentally Delayed 115 3.6%

Down Syndrome 17 0.5%

Gifted 1092 34.5%

Learning 1199 37.9%

Mental Health 234 7.4%

Other 72 2.3%



* Sums to more than 100% as more than one category may be applicable. 28% of Grade 7 to 12 participants who indicated they have a disability, exceptionality or special education need indicated they receive special education support, 56% indicated they do not, and 16% of applicable participants were unsure. Within Grade 7 to 12 participants who indicated that they have a disability, exceptionality, or special education need, the percentage who indicated they are receiving special education support is presented below:

RECEIVING SPECIAL EDUCATION SUPPORT


No 1732 55.6%

Yes 886 28.4%

Not Sure 498 16.0%





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9. Where were you born? Overview 61% of Grade 7 to 12 participants indicated they were born in Ottawa. 9% of participants indicated they were born in another city in Ontario and 10% in another province or territory in Canada. 20% of participants indicated they were born in a country other than Canada compared to 23% of persons in the external population.

The distribution of Grade 7 to 12 responses for place of birth compared to actual census numbers is presented below:

WHERE BORN Ottawa3


In Ottawa 13936 60.9% 56.7%

In Ontario, other than Ottawa 2137 9.3%

In Canada, in a province or territory outside Ontario 2279 10.0% 20.5%

Outside Canada, in another country 4518 19.8% 23.3%



Ottawa 61%

Ontario, other than

Ottawa 9%

Canada, other than

Ontario 10% Outside

Canada 20%

Where Born



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10. Do you identify yourself as Canadian? Overview 91% of Grade 7 to 12 participants identify themselves as Canadian and 9% do not.

The percentage of Grade 7 to 12 participants who identify themselves Canadian is presented below:

IDENTIFY SELF AS CANADIAN Ottawa1


Yes 20632 90.5% 56.7%

No 2154 9.5% 20.5%



Yes 91%

No 9%

Identify Self as Canadian



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11. Are you of Aboriginal descent or ancestry? Overview 6.9% of Grade 7 to 12 participants identified themselves as being of Aboriginal descent or ancestry. 5.5% of participants indicated they have First Nations, Métis or Inuit ancestry compared to 1.5% of persons in the external population. 4.1% of participants indicated they have First Nations ancestry (1.9% Status and 2.2% Non-Status), 1.1% Métis ancestry, and 0.3% Inuit ancestry. 0.8% of participants indicated they have ancestry from Aboriginal groups outside Canada. Specific Aboriginal ancestry was not indicated for 0.5% of participants. The overall percentage of responses for Aboriginal ancestry is higher than in the external population, and by extension, the representation of individual Aboriginal groups appears to be higher than in the external population across categories. The representation of Grade 7 to 12 participants who indicated they have Aboriginal ancestry compared to actual census numbers is as follows:

ABORIGINAL ANCESTRY Ottawa4


No 20392 93.1% 98.5%

Yes 1512 6.9% 1.5%

Yes, First Nations – Status 410 1.9% 0.3%

Yes, First Nations – Non-Status 491 2.2% 0.5%

Yes, Métis 72 1.1% 0.6%

Yes, Inuit 243 0.3% 0.1%

Yes, Aboriginal Person from Outside Canada 176 0.8% --

Yes, Not Specified 120 0.5% --





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12. What is your gender? Overview 49% of Grade 7 to 12 participants identified themselves as female, 50% as male, and 0.4% as transgender. 1% of participants preferred not to disclose their gender. 52% of persons in the external population are female and 48% are male.

The representation of Grade 7 to 12 participants according to gender is presented below:

GENDER Ottawa5


Female 11138 48.8% 51.6%

Male 11327 49.6% 48.4%

Transgender 94 0.4% --

Prefer not to disclose 278 1.2% --



Female 49%

Male 50%

Trans-gender 0.4%

Prefer not to

disclose 1.2%

Gender



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13. How do you identify your sexual orientation? Overview 88% of Grade 7 to 12 participants identify with a Heterosexual sexual orientation and 6% with another orientation (3.5% Bisexual, 0.5% Gay, 0.5% Lesbian, 0.5% Queer, 1.7% Questioning, 0.1% Transsexual, and 0.5% Two-Spirited). 4% of participants preferred not to disclose and 4% of participants indicated that they did not know their sexual orientation. It is difficult to determine whether the representation by sexual orientation within Grade 7 to 12 participants is comparable to the external population, especially with the young and narrow age range of the participants. Due to the sensitive nature of sexual orientation and concerns for privacy, Statistics Canada does not collect data of this type in the Canada Census. The 2003 Canadian Community Health Survey (CCHS) was the first initiative by the Canadian Government to collect statistics on sexual orientation. The data are drawn from the population age 18 to 59, and the resulting estimates are at the country level with limited estimates at the provincial level. The CCHS employed a conservative approach to measuring sexual orientation, and it is possible that the results underestimate the representation of persons of diverse sexual orientations in Canada. Studies in other countries report higher representation levels and a general rule of thumb is 5% to 10% of persons in major cities. For informational purposes, CCHS estimates for sexual orientation within persons age 18 to 59 in Ontario is: 98.5% Heterosexual and 1.5% Bisexual, Gay or Lesbian. The following chart presents the percentage of Grade 7 to 12 participants who identify with various sexual orientations:

3.5%

0.5%

87.9%

0.5%

0.5%

1.7%

0.1%

0.5%

3.6%

3.7%

0% 20% 40% 60% 80% 100%

Bisexual

Gay (male)

Heterosexual (straight)

Lesbian (female)

Queer

Questioning

Transsexual

Two-spirited

Prefer not to disclose

Do not know



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13. How do you identify your sexual orientation? continued... The percentage of Grade 7 to 12 participants who identify with various sexual orientations is as follows:

SEXUAL ORIENTATION

Ontario6

Age 18 to 59 Estimate

Category Frequency Percent* Percent**

Bisexual 764 3.5% 0.6%

Gay 108 0.5% 0.6%

Heterosexual 19374 87.9% 98.5%

Lesbian 103 0.5% 0.3%

Queer 106 0.5%

N/A

Questioning 371 1.7%

Transsexual 24 0.1%

Two-spirited 108 0.5%

Prefer not to disclose 795 3.6%

Do not know 824 3.7%

TOTAL RESPONSES 22029 of 23014 95.7 %


* Sums to more than 100% as more than one category may be applicable in this question.

** The external percentages for Bisexual, Gay and Lesbian are estimates. CCHS reported a combined representation of 1.5% for these groups in Ontario. The relative breakdown in the table was calculated based on the ratio of representation of the three groups in Canada: 41% Bisexual, 38% Gay, and 21% Lesbian.



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14. Have you thought about your future career or occupation? Overview 28% of Grade 7 to 12 participants indicated they have decided on their future career or occupation. 69% of participants indicated they have thought about their future career or occupation, but 51% remain undecided and 18% indicated they have no idea. 3% of participants have not yet thought about the matter.

The percentage of Grade 7 to 12 participants who indicated they have thought about their future career or occupation is presented below:

HAVE THOUGHT ABOUT FUTURE CAREER OR OCCUPATION


Yes, I have decided on my future career or occupation 6280 27.6%

Yes, I have been thinking about it 11611 51.1%

Yes, but I have no idea 4134 18.2%

No, I have not thought about my future career or occupation

716 3.1%



Within the participants who indicated they have decided on their future career or occupation, the most common occupational areas associated with the occupations specified are: 24% Education, Law, and Social, Community and Government, 23% Health, 18% Natural and Applied Sciences, and 14% Arts, Culture, Recreation and Sport. The percentage of applicable participants specifying occupations in the remaining areas is 6% or less. Within the participants who indicated they have decided on their future career or occupation, the most common skill levels associated with the occupations specified are: 3% Senior Leadership and Management occupations, 67% occupations associated with University education, and 24% occupations associated with College education or an Apprenticeship. Less than 1% of applicable participants indicated occupations that are not associated with post-secondary education.

Yes, have decided

28%

Yes, have been

thinking 51%

Yes, but no idea

18%

No, have not

thought about it

3%

Have Thought about Future Career or Occupation



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14. Have you thought about your future career or occupation? continued... Within Grade 7 to 12 participants who indicated that they have decided on their future career or occupation, the percentage by occupational area is presented below:

FUTURE OCCUPATIONAL GOALS BY AREA

Category* Frequency Percent

Management Occupations 156 2.8%

Business, Finance and Administrative Occupations 217 3.8%

Natural and Applied Sciences and Related Occupations

1042 18.5%

Health Occupations 1321 23.4%

Occupations in Education, Law and Social, Community and Government Services

1374 24.3%

Occupations in Art, Culture, Recreation and Sport 786 13.9%

Sales and Service Occupations 164 2.9%

Trades, Transport and Equipment Operators and Related Occupations

204 3.6%

Natural Resources, Agriculture and Related Production Occupations

13 0.2%

Multiple Occupations Specified - Different Areas 346 6.1%

Insufficient Occupation Information - Area Unknown 22 0.4%



* These categories are drawn Statistics Canada’s National Occupational Classification (NOC) matrix.

Within Grade 7 to 12 participants who indicated that they have decided on their future career or occupation, the percentage by occupational skill level is presented below:

FUTURE OCCUPATIONAL GOALS BY APPROXIMATE SKILL LEVEL


Leadership and Management Occupations 154 2.7%

Occupations Corresponding with University Education 3779 66.9%

Occupations Corresponding with College Education or an Apprenticeship

1328 23.5%

Occupations Corresponding with Secondary School Education

36 0.6%

Occupations Corresponding with On-the Job Training 9 0.2%

Multiple Occupations Specified - Different Levels 172 3.0%

Insufficient Occupation Information - Level Unknown 167 3.0%





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15. Do you expect to graduate from high school? Overview 97% of Grade 7 to 12 participants indicated they expect to graduate from high school, 0.6% do not, an 2.5% are not sure whether they will graduate.

The percentage of Grade 7 to 12 participants who indicated they expect to graduate from high school is presented below:

EXPECT TO GRADUATE


Yes 22209 96.91%

No 146 0.64%

Not sure 561 2.45%



Yes 97%

No 0.6%

Not sure 2.5%

Expect to Graduate



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16. Upon completing high school:

Overview The percentage of Grade 7 to 12 participants who indicated they plan to pursue various education options following high school are: 67% university, 17% college, and 1% apprenticeship. 3% of participants indicated a plan to go directly to work and 2% have other plans. 3% of participants indicated they plan to return to school for additional credits and 6.4% are unsure what they will do following high school. The expectation of parents/guardians indicated by participants closely resembled the participants’ own plans, but with more responses indicating parents/guardians expected the participants to attend university. The expectation of teachers and friends indicated by participants were similar in pattern to participants’ own plans, but with more unknown responses. Like the plans of the participants, the known expectations of the two groups focussed primarily on university and, to a lesser extent, college. The following chart presents the distribution of Grade 7 to 12 responses according to what participants indicated they plan to do after high school, and what participants think their parents/caregivers, their teachers, and their friends expect them to do after high school:

3%

1%

2%

1%

17%

15%

12%

11%

67%

72%

50%

53%

3%

3%

2%

3%

1%

1%

1%

1%

2%

1%

1%

3%

6%

8%

34%

29%

0% 20% 40% 60% 80% 100%

I plan to...

Parents expect...

Teachers expect...

Friends expect...

Additional Credits College University Work Apprentice Other Plans Not Sure



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16. Upon completing high school: continued... The distribution of Grade 7 to 12 responses according to what participants, their parents/caregivers, their teachers and their friends expect them to do after high school is presented below:

WHAT EXPECT TO DO UPON COMPLETING HIGH SCHOOL

Category I plan to...

My parents/ caregivers expect me

to...

My teachers expect me

to...

My friends expect me

to...

Percentage

Return to school for additional credits 2.7% 1.2% 1.5% 1.1%

Attend college 17.3% 15.0% 11.7% 11.2%

Attend university 66.5% 71.6% 50.0% 52.6%

Work 3.4% 2.7% 1.6% 2.9%

Enrol in an apprenticeship program 1.3% 0.6% 0.5% 0.5%

Other plans 2.4% 1.0% 0.6% 3.0%

Not Sure 6.4% 8.0% 34.2% 28.6%

Frequency

Return to school for additional credits 606 266 335 243

Attend college 3951 3346 2577 2484

Attend university 15161 16017 11053 11664

Work 779 607 355 648

Enrol in an apprenticeship program 295 136 105 118

Other plans 549 214 126 669

Not Sure 1471 1778 7553 6334

TOTAL RESPONSES out of 23014 22812 22364 22104 22160

TOTAL PERCENT 99.1% 97.2% 96.0% 96.3%

MISSING RESPONSES 202 650 910 854

MISSING PERCENT 0.9% 2.8% 4.0% 3.7%



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Part I Summary: About the Student Activities and Participation

In school, the most common activity types in which Grade 7 to 12 participants indicated they take part are: 80% School Special Events (5% weekly, 75% monthly or less), 76% Arts activities (49% weekly, 27% monthly or less), 73% Sports and Recreation activities (31% weekly, 42% monthly or less), 53% School Clubs (18% weekly, 35% monthly or less), and 50% Other activities (17% weekly, 33% monthly or less). The percentage of participants who take part in Leadership Programs, Cultural Group, Student Council, Religious, and Student Publication activities in school ranges from 46% to 16%. These results could be complemented with information about the availability various activities relative to demand and information indicating whether some activities can be promoted to encourage more participation. The district could also assess the quality of its programs across the district and determine whether existing program can be enhanced or new ones created.

Outside school, the most common activity types in which Grade 7 to 12 participants indicated they take part are: 81% Sports and Recreation activities (52% weekly, 29% monthly or less), 64% Arts activities (36% weekly, 18% monthly or less), 63% Other activities (38% weekly, 25% monthly or less), 46% Religious Activities (17% weekly, 29% monthly or less), and 45% Youth Group activities (15% weekly, 31% monthly or less). The percentage of participants who take part in Leadership, Cultural Group, and Youth Publication activities outside school ranges from 33% to 17%. It will be informative to evaluate how outside activities balance against school curricula to identify areas that are complementary and areas where there may be potential gaps. There is also an opportunity to use this information in conjunction with other data to understand differences across groups and potential contributors to the differences (e.g., lack of opportunities, lack of resources, perceptions of value, etc).

The ability areas where the highest percentage of Grade 7 to 12 participants identified themselves as excellent or good are: 82% Social Skills (42% excellent), 79% Reading (41% excellent), 71% Physical activities (38% excellent), 69% Arts (28% excellent), and 66% Technology (28% excellent). The percentage of participants who identified themselves as excellent or good in Writing, Problem Solving, Leadership, Math, and Oral Communication ranges from 64% to 55%. There is an opportunity to use this information in conjunction with other data to identify factors related to these self-evaluations (e.g., precursors or outcomes) and to enhance resources that promote development of key abilities.

55% of Grade 7 to 12 participants indicated they have been recognized in school for Academics, 37% for Sports and Recreation, and 28% for Arts. 56% of participants indicated they have been recognized outside school for Sports and Recreation, 34% for Clubs and Activities, and 30% for Arts. Less than 25% of participants have been recognized in the remaining areas either in school or outside school. Charitable/Humanitarian activities and Leadership were the areas where the highest percentage of participants indicated they have not received recognition in or out of school. These areas foster skills and interests that are valuable beyond individual development and relate to larger societal contributions. If the district aims to foster more achievement related to leadership and social/community development, it will be helpful to investigate possible explanations for the relative gaps in these areas (e.g., lack of opportunities, lack of interest, lack of metrics to gauge achievement, etc.).

At their current school, the most common ways in which Grade 7 to 12 participants have been asked to help other students are: 31% Reading Buddy, 19% Peer Tutor, and 15% Monitor. The percentage of participants indicating they were asked to be a Peacemaker/Peer Mediator, Greeter, Peer Mentor, School Ambassador, Link Crew Member, or Other ranges from 12% to 5%. 44% of participants indicated that they have not yet been asked to help other students. It may be helpful to evaluate whether schools should place more emphasis on providing opportunities for students to help and to ensure that opportunities are equitable and inclusive.



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76% of Grade 7 to 12 participants indicated that they have been asked to lead an activity, group or team (15% many times, 28% sometimes, and 33% a few times) and 24% have never been asked. This information (as well as the information about being asked to help) can be linked to other data to describe the relationship between being asked to help or lead and other positive factors (e.g., promoting engagement, self-esteem, competence, etc.). Within the participants who indicated that they have never been asked to lead, 45% indicated that they would like to be asked and 55% indicated they would not like to be asked. More information is required as to why more than half of applicable participants indicated they would not like to be asked.

Demographic Characteristics

There are more than 150 languages identified by Grade 7 to 12 participants as being spoken often in their homes. This suggests a strong pool from which to draw informal language interpretation assistance.

English is spoken often in the homes of 96% of Grade 7 to 12 participants. 58% of participants live in homes were one or more languages other than English are often spoken. 26% of participants indicated French is spoken in their homes and 12% indicated other European languages are spoken in their homes.

Languages outside of English, French and other European languages are spoken in the homes of 32% of Grade 7 to 12 participants. This includes 11% Afro-Asiatic languages, 11% Asiatic languages, and 7% Indo-Iranian languages. Aboriginal languages, Turkic languages, African languages, Dravidian languages, Malayo-Polynesian languages, and Other languages (e.g., Creoles) are represented in 1% or less of participant homes.

The most common languages identified by participants include: 96% English, 26% French, 8% Arabic, 5% Mandarin, 3% Spanish, 3% Somali, 3% Cantonese, 2% German, 2% Persian (Farsi), 1.9% Hindi, 1.8% Vietnamese, 1.7% Urdu, 1.6% Russian, 1.5% Italian, and 1.4% Panjabi. The remaining languages were each specified by less than 1% of participant s. The percentage responses from Grade 7 to 12 participants is lower than external levels for French, similar for English and most African languages, and comparable or slightly higher for many European languages. In general, however, participant results were higher for many languages in remaining language families, particularly for some of the common languages within the Afro-Asiatic, Indo-Iranian, and Asiatic language families. These results describe the language diversity of participants and their families, which helps provide insight into emerging languages within the district and the region. This information can be used in conjunction with information about the percentage of students who are not proficient in English and the percentage of parents who prefer to communicate in a language other than English to understand the demand for language resources within the district.

14% of Grade 7 to 12 participants indicated they have a disability, exceptionality or special education need. Within the participants who indicated they have a disability, exceptionality or special education need, the most common types identified are: 38% Learning and 35% Gifted (each of which is equivalent to about 5% of Grade 7 to 12 participants overall). The percentage of applicable participants selecting the remaining types of disability, exceptionality or special education need ranges from 0.5% to 8% (or about 1% or less of participants overall).

Within the Grade 7 to 12 participants who indicated they a disability, exceptionality or special education need, 28% indicated they receive special education support at school, 56% indicated they do not receive support, and 16% are not sure. While some participants may have a disability, this does not necessarily mean that they have a need for support. It is necessary to understand what proportion of participants not receiving support would benefit from support and to investigate why it is not being received. These results can be compared against district records to evaluate whether there is demand for support of which the district is not aware.



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61% of Grade 7 to 12 participants indicated they were born in Ottawa, 9% in another city in Ontario, and 10% in another province in Canada. 20% of participants indicated they were born outside Canada, compared to 24% of persons in the external population. It will be helpful for the district to estimate the proportion of students born abroad that may be newer to Canada (i.e., that perhaps require more support) and for the district to estimate the proportion of students with parents that were born abroad, as these experiences may be associated with unique challenges related to cultural values and norms and language. This information may help the district reach out to parents and provide tools and resources that enable parents to be more fully involved in the education of their children.

91% of Grade 7 to 12 participants identify themselves as Canadian and 9% do not. It is important to note that while highly correlated, not all participants born in Canada identify themselves as Canadian just as many participants born abroad now identify themselves as Canadian. Canadian is just one of many ways that participants define themselves.

6.9% of Grade 7 to 12 participants indicated that they are of Aboriginal descent or ancestry. 5.5% of participants indicated they have First Nations, Métis or Inuit ancestry compared to 1.5% of persons in the external population. 1.3% of participants have Aboriginal ancestry from outside Canada or did not indicate a specific Aboriginal ancestry.

49% of Grade 7 to 12 participants indicated they are Female, 50% Male and 0.4% Transgender. 88% of Grade 7 to 12 participants identify with a Heterosexual sexual orientation and 6% with another orientation (3.5% Bisexual, 0.5% Gay, 0.5% Lesbian, 0.5% Queer, 1.7% Questioning, 0.1% Transsexual, and 0.5% Two-Spirited). 4% of participants preferred not to disclose and 4% indicated that they did not know their sexual orientation. These results underscore the importance of the district’s goals of ensuring that its schools promote welcoming, safe and inclusive environments. There is an opportunity to evaluate district policies and resources and work with students to advance these goals.

Future Goals

28% of Grade 7 to 12 participants indicated they have decided on their future career or occupation. 69% of participants indicated they have thought about their future career or occupation, but 51% remain undecided, and 18% have no idea. 3% of participants have not yet thought about the matter. It may be informative to review responses in relation to participant grade level to understand whether students are leaving high school with a direction or goal. This information can also be analyzed in conjunction with other demographic or characteristic variables to understand whether the district could be directing more resources toward helping particular groups think about and evaluate occupational options.

Within the Grade 7 to 12 participants who indicated they have decided on their future career or occupation, the most common occupational areas corresponding with the occupations specified are: 24% Education, Law, and Social, Community and Government, 23% Health, 18% Natural and Applied Sciences, and 14% Arts, Culture, Recreation and Sport. The percentage of applicable participants specifying occupations in each of the remaining areas was 6% or less. The district can compare this information against its curriculum and review the availability of courses and programs related to various areas.

Within the Grade 7 to 12 participants who indicated they have decided on their future career or occupation, the most common occupational skill levels associated with the occupations specified are: 3% Senior Leadership and Management occupations, 67% occupations associated with University education, and 24% occupations associated with College education or an Apprenticeship. Less than 1% of applicable participants indicated occupations that are not associated with post-secondary education. The occupational goals of most participants generally require post-secondary education.



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97% of Grade 7 to 12 participants indicated they expect to graduate from high school, 0.6% do not, and 2.5% are not sure whether they will graduate. The percentage of participants expecting to graduate exceeds the district’s aim to have a graduation rate of 90% by 2020. It will be informative for the district to break out this information by grade level, and in particular determine how the expectations of students in grade 12 compare to actual graduation rates. Does the district require more information about potential sources of disconnect between student expectations and actual outcome, or, is the challenge more on the side of finding ways to identify and assist students who expect they should be able to graduate, but may eventually encounter barriers to this goal?

The percentage of Grade 7 to 12 participants who indicated they plan to pursue various education options following high school are: 67% university, 17% college, and 1.3% apprenticeship. 3% of participants indicated a plan to go directly to work and 2% have other plans. 3% of participants plan to return to school for additional credits and 6% are unsure what they will do following high school. The expectations of parents/guardians indicated by participants closely resemble the participants’ own plans, but with more responses indicating parents/guardians expect their children to attend university. The expectation of teachers and friends indicated by participants were similar in pattern to participants’ own plans, but with more unknown responses. Like the plans of the participants, the known expectations of the two groups focussed primarily on attending university and, to a lesser extent, college. The results for self and parent expectations are consistent with the skill level breakdown of occupational goals identified in question 14. This places added importance on the district’s role in ensuring that students have tools and resources to succeed. This information can be used to help guide district goals beyond graduation rates (e.g., placement rates in post-secondary institutions).

Part II: Family Characteristics


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Part II: FAMILY CHARACTERISTICS

The relationship between parent/guardians and educators is a critical one to ensure student success.

The questions in this section are intended to help the district learn more about family values, culture and structure, information that is important to help the district serve its students better. Questions in this section:

17. What is the ethnic/cultural group(s) of your parents and grandparents? .................................... ###

18. What is your religious or spiritual affiliation? ................................................................................. ###

19. Which of the following best describes your background? ............................................................ ###

20. a. Who are the adult caregivers you live with most of the time? ................................................. ###

b. What level(s) of education have your parents/guardians completed in Canada or in any other country? .................................................................................................................... ###

c. What is the employment status of your parents/guardians? ................................................... ###

d. How many people live in your home on a regular basis? ......................................................... ###



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17. Please indicate the ethnic/cultural group(s) of your parents and grandparents.

Overview The identities indicated by Grade 7 to 12 participants span more than 150 categories of ethnicity and culture. 53% of respondents indicated ethnic or cultural groups from multiple ethnic origin families. In terms of how participants describe the ethnic and cultural origins of their parents and grandparents, 51% of participants specified British Isles origins, 19% French origins, 5% Aboriginal origins, 34% other North American origins (e.g., Canadian), and 34% European origins. 45% of participants specified origins from ethnic origin families outside of British Isles, French, Aboriginal, Other North American, and European origins, including 13% East and Southeast Asian origins, 9% Arab origins, 6% South Asian origins, and 7% African origins. Caribbean origins, Latin, Central and South American origins, West Asian origins, Oceania origins, and Other origins are each represented by 4% of responses or less. The most common ethnic or cultural groups identified by participants include: 38% English, 33% Canadian, 25% Irish, 24% Scottish, 18% French, 11% German, 9% Chinese, 5% American, 5% Italian, 4% First Nations, 4% Dutch, 4% Welsh, 3.4% Lebanese, 3.2% Polish, 3.1% Russian, and 3.1% Ukrainian. Each of the remaining ethnic or cultural groups is represented by 3% of responses or less. 51% of Grade 7 to 12 participants indicated they have British Isles origins compared to 46% of persons in the external population, and 33% indicated they have European origins compared to 27% externally. Some notable contrasts between Grade 7 to 12 participants and the external population in terms of representation of ethnic origins families include: East and Southeast Asian origins (13% vs. 7%), Arab origins (9% vs. 4%), African origins (7% vs. 3%), and South Asian origins (6% vs. 3%). Representation within Grade 7 to 12 participants is higher than the external population in every origin family except French origins. This may indicate a more diverse student population, but this should be tempered against the possibility that respondents provided broader responses than would be captured in the Canada Census and that the external data does not reflect the changes in diversity in the Ottawa region over the past 5 years.

For a list of the ethnic origin classifications used by Statistics Canada, please refer to Appendix E.



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17. Please indicate the ethnic/cultural group(s) of your parents and grandparents. continued... The distribution of Grade 7 to 12 participants by number of ethnic/cultural groups identified is presented below:

NUMBER OF ETHNIC/CULTURALFAMILIES IDENTIFIED


Identifies with 1 Ethnic/Cultural Family 10548 47.3%

Identifies with 2 Ethnic/Cultural Families 5909 26.5%



Identifies with 5+ Ethnic/Cultural Families 548 2.5%

TOTAL RESPONSES* 22313 of 23014 97.0%


* The total and missing response counts presented in this table apply to the remainder of the tables presented for Question 6.

The representation of Grade 7 to 12 participants by general ethnic/cultural origin families indicated compared to actual census numbers is presented below:

ETHNIC/CULTURAL ORIGIN FAMILIES Ottawa7

Category Frequency Percent* Percent

British Isles origins 11301 50.6% 45.7%

French origins 4215 18.9% 21.3%

Aboriginal origins 1210 5.4% 3.4%

Other North American origins 7639 34.2% 28.0%

Caribbean origins 934 4.2% 2.1%

Latin, Central and South American origins 405 1.8% 1.1%

European origins 7265 32.6% 27.8%

African origins 1637 7.3% 2.7%

Arab origins 1902 8.5% 4.0%

West Asian origins 878 3.9% 1.4%

South Asian origins 1388 6.2% 3.3%

East and Southeast Asian origins 2978 13.3% 6.5%

Oceania origins 184 0.8% 0.2%

Other origins ** 53 0.2% --

Unknown origins*** 749 3.4% --

* Sums to more than 100% as more than one category may be selected.

** Consists of participants whose “other” origin was not specified or whose origins that do not correspond to an origin family.

*** Consists of participants who are adopted or don’t know their ethnic/cultural origin.



73

17. Please indicate the ethnic/cultural group(s) of your parents and grandparents. continued... The following tables present the representation of Grade 7 to 12 participants within specific ethnic or cultural groups identified compared to actual census numbers

4. Each table presents the information for individual

origins grouped within an origin family.

British Isles Origins Ottawa


English 8401 37.65% 24.24%

Irish 5543 24.84% 22.17%

Scottish 5295 23.73% 19.22%

Welsh 849 3.80% 1.83%

Other (e.g., Manx, Northern Irish, Not Specified) 10 0.04% --

French Origins Ottawa


Acadian 391 1.75% 0.31%

French 3965 17.77% 21.13%

Aboriginal Origins Ottawa


North American Indian 939 4.21% 2.51%

Inuit 95 0.43% 0.09%

Métis 242 1.08% 0.84%

Other (e.g., Not Specified) <10 <0.04% --

Other North American Origins Ottawa


American 1044 4.68% 1.06%

Canadian 7399 33.16% 27.17%

Other (e.g., Cape Bretoner, Newfoundlander, Québécois) 17 0.08% --



74

17. Please indicate the ethnic/cultural group(s) of your parents and grandparents. continued...

Caribbean Origins Ottawa


Barbadian 81 0.36% 0.16%

Cuban 13 0.06% 0.07%

Guyanese 98 0.44% 0.14%

Haitian 172 0.77% 0.63%

Indo-Caribbean 25 0.11% --

Jamaican 464 2.08% 0.65%

Trinidadian/Tobagonian 123 0.55% 0.18%

West Indian 166 0.74% 0.17%

Other (e.g., Bahamian, Bermudian, Dominican, Grenadian, Puerto Rican, St. Lucian, Surinamese, Vincentian, Not Specified)

34 0.15% --

Latin, Central and South American Origins Ottawa


Argentinian 16 0.07% 0.03%

Brazilian 22 0.10% 0.05%

Chilean 22 0.10% 0.07%

Colombian 63 0.28% 0.12%

Mexican 147 0.66% 0.16%

Nicaraguan 7, <10 <0.04% 0.06%

Peruvian 38 0.17% 0.10%

Salvadorean 62 0.28% 0.26%

Venezuelan 15 0.07% 0.04%

Other (e.g., Belizean, Bolivian, Costa Rican, Ecuadorian, Guatemalan, Honduran, Panamanian, Not Specified)

39 0.17% --



75


European Origins Summary Ottawa


Western European origins 3356 15.0% 11.6%

Northern European origins 897 4.0% 2.2%

Eastern European origins 2342 10.5% 7.9%

Southern European origins 2072 9.3% 8.0%

Other European origins 613 2.7% 1.4%

European Origins Ottawa


Western European Origins

Austrian 202 0.91% 0.57%

Belgian 119 0.53% 0.48%

Dutch (Netherlands) 850 3.81% 2.67%

German 2403 10.77% 8.18%

Swiss 202 0.91% 0.44%

Other (e.g., Liechtensteiner/in, Luxembourger, Mennonite) <10 <0.04% --

Northern European Origins

Danish 234 1.05% 0.51%

Finnish 200 0.90% 0.34%

Icelandic 92 0.41% 0.15%

Norwegian 229 1.03% 0.64%

Swedish 314 1.41% 0.63%

Other (e.g,, Scandinavian n.i.e.) <10 <0.04% --

Eastern European Origins

Czech 196 0.88% 0.36%

Estonian 14 0.06% 0.09%

Hungarian (Magyar) 268 1.20% 0.82%

Latvian 52 0.23% 0.13%

Lithuanian 56 0.25% 0.14%

Polish 717 3.21% 3.10%

Romanian 186 0.83% 0.54%

Russian 700 3.14% 1.34%

Slovak 129 0.58% 0.22%

Ukrainian 694 3.11% 2.26%

Other (e.g., Byelorussian, Daghestanian, Roma, Siberian, Transylvanian)

11 0.05% --



76


European Origins continued... Ottawa

Category Frequency Category Frequency

Southern European Origins

Albanian 30 0.13% 0.06%

Bosnian 30 0.13% 0.08%

Bulgarian 47 0.21% 0.14%

Croatian 83 0.37% 0.27%

Greek 294 1.32% 0.65%

Italian 1037 4.65% 4.52%

Portuguese 199 0.89% 0.89%

Serbian 153 0.69% 0.23%

Slovenian 28 0.13% 0.10%

Spanish 376 1.69% 1.12%

Other (e.g., Basque, Cypriot, Kosovar, Macedonian, Montenegrin, Maltese, Yugoslavian)

32 0.14% --

Other European Origins

Jewish 610 2.73% 1.43%

Other (e.g., Not Specified) <5 <0.02% --

African Origins Ottawa


Black 537 2.41% 0.16%

Burundian 12 0.05% 0.07%

Cameroonian <10 <0.04% 0.02%

Congolese (Zairian) 44 0.20% 0.12%

Eritrean 81 0.36% 0.08%

Ethiopian 164 0.73% 0.18%

Ghanaian 33 0.15% 0.10%

Nigerian 76 0.34% 0.09%

Rwandan 22 0.10% 0.08%

Somali 642 2.88% 0.71%

South African 152 0.68% 0.08%

Sudanese 12 0.05% 0.04%

Other (e.g., Beninese, Botswanan, Chadian, Comorian, Dinka, Djiboutian, Gambian, Guinean, Ivorian, Kenyan, Liberian, Malagasy, Malian, Mauritian, Ndebele, Oromo, Senegalese, Seychellois, Sierra Leonean, Tanzanian, Togolese, Ugandan, Yoruba, Zambian, Zimbabwean, Not Specified)

89 0.40% --



77


Arab Origins Ottawa


Algerian 43 0.19% 0.06%

Egyptian 228 1.02% 0.35%

Iraqi 366 1.64% 0.22%

Jordanian 20 0.09% 0.06%

Kuwaiti 49 0.22% 0.06%

Lebanese 760 3.41% 2.19%

Libyan 33 0.15% 0.03%

Moroccan 65 0.29% 0.07%

Palestinian 308 1.38% 0.24%

Saudi Arabian 32 0.14% 0.03%

Syrian 144 0.65% 0.20%

Tunisian 12 0.05% 0.02%

Yemeni 72 0.32% 0.05%

Other (e.g., Emirati, Berber, Kabylie, Mazigh, North African,

Not Specified) 34 0.15% --

West Asian Origins Ottawa


Afghan 258 1.16% 0.23%

Armenian 34 0.15% 0.15%

Iranian 311 1.39% 0.63%

Israeli 109 0.49% 0.04%

Kurd 27 0.12% 0.06%

Turk 193 0.86% 0.26%

Other (e.g., Avarski, Azerbaijani, Georgian, Kazakh, Kyrgyz, Pashtun, Tatar, Uzbek, Not Specified)

16 0.07% --



78


South Asian Origins Ottawa


Bangladeshi 199 0.89% 0.15%

East Indian 501 2.25% 2.46%

Nepali 46 0.21% 0.03%

Pakistani 341 1.53% 0.28%

Punjabi 302 1.35% 0.07%

Sri Lankan 144 0.65% 0.22%

Tamil 101 0.45% 0.11%

Other (e.g., Bengali, Goan, Gujarati, Kannadigan, Kerala, Kirat, Malayali, Mizoram, Oriya, Rajasthani, Telugu)

16 0.07% --

East and Southeast Asian Origins Ottawa


Burmese 27 0.12% 0.04%

Cambodian 139 0.62% 0.17%

Chinese 2036 9.12% 4.13%

Filipino 186 0.83% 0.87%

Indonesian 34 0.15% 0.07%

Japanese 173 0.78% 0.25%

Karen 26 0.12% --

Korean 175 0.78% 0.24%

Laotian 31 0.14% 0.07%

Malaysian 28 0.13% 0.05%

Thai 29 0.13% 0.04%

Vietnamese 520 2.33% 0.83%

Other (e.g., Bruneian, Mongolian, Pangasinan, Singaporean, Taiwanese, Tibetan, Not Specified)

36 0.16% --



79


Oceanic Origins Ottawa


Australian 144 0.65% 0.11%

New Zealander 14 0.06% 0.03%

Pacific Islander 30 0.13% 0.02%

Other (e.g., Hawaiian, Maori, Papua New Guinean) 3

Other Origins Ottawa


Unknown 749 3.36% --

Not Specified 52 0.23% --



80

18. What is your religious or spiritual affiliation? Overview 28% of Grade 7 to 12 participants indicated they do not have a religious or spiritual affiliation. The most frequently identified religious or spiritual affiliations include: 15% Catholic, 14% Muslim, 14% Protestant, 8% Christian Orthodox, 4% Buddhist, 2% Jewish, and 2% Hindu, 1% other Christian, <1% Sikh, <1% Eastern Religions, and 2% Other. Each of the remaining religion categories is represented by less than 2% of participants. 36% of participants specified a Christian-based affiliation, such as Catholic, Christian, Christian Orthodox or Protestant. 25% of participants specified a religious or spiritual affiliation that is not Christian-based, such as Buddhist, Hindu, Jewish, Muslim or Sikh. Within the “Other” category, the most common religious or spiritual affiliations specified by respondents are Aboriginal spirituality and general spirituality. 28% of Grade 7 to 12 participants indicated they have no religious or spiritual affiliation compared to 16% of the external population. Meanwhile, 36% of participants have a Christian-based affiliation compared to 75% of the external population. Within the Christian affiliations, there is a noticeably lower percentage of respondents who indicated they are Catholic or Protestant compared to the external population. Similar to the diversity in ethnic origin responses, the representation of Grade 7 to 12 participants appears higher than external levels in most categories of religious affiliation. (The exceptions are Catholic, Protestant and other Christian.) This may indicate a more religiously diverse student population, but this should be tempered against the possibility that respondents provided broader responses than would be captured in the Canada Census and that the external data does not reflect the changes in diversity in the Ottawa region over the past 10 years since the last religion data was available.

For a list of religious and spiritual affiliation classifications used by Statistics Canada, please refer to Appendix F.



81

18. What is your religious or spiritual affiliation? continued...

The representation of Grade 7 to 12 participants by religious or spiritual affiliation specified compared to actual census numbers is as follows:

RELIGIOUS OR SPIRITUAL AFFILIATION Ottawa8

Category Frequency Percent** Percent*

Buddhist 797 3.6% 1.2%

Catholic 3386 15.3% 43.3%

Christian, not included elsewhere on this list 266 1.2% 1.8%

Christian Orthodox 1714 7.8% 2.1%

Eastern Religions 116 0.5% 0.2%

Hindu 457 2.1% 1.1%

Jewish 498 2.3% 1.5%

Muslim 3179 14.4% 5.2%

Protestant 3150 14.3% 27.6%

Sikh 168 0.8% 0.3%

Other 505 2.3% 0.2%

No religious or spiritual affiliation 6219 28.2% 15.7%

Prefer not to disclose 590 2.7% --

Don’t know 2414 10.9% --



* This data is from the 2001 Canada Census. It is the most recent census data available as Statistics Canada only collects data on religion every 10 years.

** Unlike the Canada Census where respondents identified a single religious affiliation, OCDSB Student Survey respondents were permitted to select multiple categories. The OCDSB are slightly elevated by the 6.5% of respondents who identified more than one category.

OTHER RELIGIOUS OR SPIRITUAL AFFILIATIONS


Aboriginal Spirituality 193 0.87%

General Spirituality 25 0.11%

Pagan 39 0.18%

Wicca 64 0.29%

Unity – New Thought – Pantheist 10 0.05%

Rastafarian 19 0.09%

Satanist 30 0.14%

Theist, not specified 25 0.11%

Other (e.g., Deist, Gnostic, New Age, Scientology) 54 0.24%

Not Specified 136 0.62%



82

19. Which of the following best describes your background? Overview Before reviewing the results for this question, it is important to recognize that although this question provides external data for racialized identity, not all respondents to the OCDSB Student Survey provided responses consistent with information about racialized identity. The phrasing of the OCDSB question uses the broad term “background”. As such, some respondents did not recognize this to be a question about race and provided responses based on ethnicity or citizenship or nationality. For example, “Canadian” is not a race, nor is it associated with a particular racial background. Another distinction is that questions about racialized identity focus on appearance, insofar as they are trying to gather information about a characteristic upon which basis a person may be excluded or treated unfairly. Many respondents to the OCDSB Student Survey, however, identified every category from which they might have some descent, no matter how little. The result of this difference in approach is that some respondents may have checked multiple categories regardless of whether the racial category is reflected in an individual’s appearance. For example, a person may be 1/8 or 1/16 of a particular race, but this probably does not show strongly in a person’s appearance compared to the other 7/8 or 15/16 of their descent. The inconsistencies between the intended characteristic and the actual responses provided means that caution is recommended when making any comparisons of OCDSB results for background with Canada Census data for racialized minorities. In an attempt to align the two sources of data, the OCDSB results were sorted into responses where “white” was the only category identified and responses where categories other than “white” were identified. 55% of participants were identified only by the category “white”. (There may have been other participants who are best described by this category, but could not be included because other categories were indicated as well.) The representation of Grade 7 to 12 participants who identified themselves as having a background other than “white” compared to actual census numbers for racialized minorities is as follows:

RACIALIZED IDENTITY Ottawa9


No 12313 55.5% 79.8%

Yes 9891 44.5% 20.2%





83

19. Which of the following best describes your background? continued... The most common racialized groups identified by Grade 7 to 12 participants are: 8% Chinese, 8% Arab, 7% Black, 7% Mixed Race, 6% South Asian, 3% Southeast Asian, 3% West Asian, and 2% Aboriginal. Each of the remaining categories is represented by less than 2% of participants. There appears to be a higher percentage of Grade 7 to 12 responses compared to external data for every category except for Filipino. The representation of Grade 7 to 12 respondents by background specified compared to actual census numbers for racialized group is as follows:

RACIALIZED GROUP* Ottawa9


Aboriginal* 545 2.5% --

Arab 1777 8.0% 3.0%

Black 1603 7.2% 4.9%

Chinese 1873 8.4% 3.8%

Filipino 171 0.8% 0.9%

Japanese 138 0.6% 0.2%

Korean 170 0.8% 0.3%

Latin American 374 1.7% 1.0%

Mixed Race 1552 7.0% 0.5%

South Asian (e.g., East Indian, Pakistani, Sri Lankan, etc.) 1246 5.6% 3.3%

Southeast Asian (e.g., Cambodian, Indonesian, Vietnamese,

etc.) 700 3.2% 1.3%

West Asian (e.g., Afghan, Iranian, etc.) 566 2.5% 0.8%

Other** 265 1.2% 0.2%

* Aboriginal is not a racial group measured by the Canada Census visible minority question. Aboriginal identity is measured under a stand-alone question.

** Examples of open responses for the “other” category include: Central Asian, Mauritian, Northeast African (e.g., Ethiopian, Eritrean, and Somali), Polynesian, Turkish, and West Indian. More than one third of participants who indicated “other” did not specify a background.



84

20. a. Who are the adult caregivers you live with most of the time? Overview The primary adult caregivers indicated by of 71% of Grade 7 to 12 participants are a mother and father. <0.1% of participants indicated they live with two mothers and <0.1% with two fathers. 5% of participants indicated they live with their mother and step-father and 1% with their father and step-mother. 20% of participants indicated they live with a single parent caregiver most of the time: 6% half time with each parent, 12% with their mother only most of the time and 2% with their father only most of the time. 2% of Grade 7 to 12 participants indicated they do not live with their mother or father: 1.4% with adult relatives/guardians, 0.3% with foster parents, <0.1% cared for by group home staff, and <0.5% under a different arrangement. The following chart presents the distribution of Grade 7 to 12 participants according to the adult caregiver(s) with whom they indicated they live with most of the time:

71%

12%

2%

6%

5%

1%

<0.1%

<0.1%

<0.1%

1%

<0.1%

<0.1%

1%

0% 20% 40% 60% 80% 100%

Mother and Father

Mother only

Father only

Half-time with each parent

Mother and step-father

Father and step-mother

Foster parent(s)

Two mothers

Two fathers

Adult relatives/guardians

Group home staff

None

Other



85

20. a. Who are the adult caregivers you live with most of the time? continued...

The distribution of Grade 7 to 12 responses by adult caregivers with whom one lives most is presented below:

ADULT CAREGIVERS


Mother and Father 16217 71.3%

Mother only 2681 11.8%

Father only 439 1.9%

Half-time with each parent 1335 5.9%

Mother and step-father 1071 4.7%

Father and step-mother 275 1.2%

Foster parent(s) 68 0.3%

Two mothers 32 <0.1%

Two fathers 26 <0.1%

Adult relatives/guardians (e.g., aunts, uncles, grandparents) 321 1.4%

Group home staff 31 <0.1%

Other (e.g., on own, in home of boyfriend/girlfriend, etc.) 113 0.5%





86

20. a. Who are the adult caregivers you live with most of the time? continued...

Grade 7 to 12 participants were asked to indicate the gender of their adult caregivers. There was no particular order in which the participants designated a caregiver as Parent/Guardian 1 or Parent/Guardian 2. The main difference between the first and second category was that students with a single parent/guardian as their primary caregiver only completed the information for one category. This is evident from the decrease in response rate from the first category to the second. Under Parent/Guardian 1, 42% were identified as female and 58% were identified as male. Under Parent/Guardian 2, 62% were identified as female and 38% were identified as male. The combined results are 52% female and 48% male. The genders of the adult caregivers identified by Grade 7 to 12 participants are presented below:

ADULT CAREGIVERS – GENDER

Parent/Guardian 1 Parent Guardian 2 Combined

Category Frequency Percent Frequency Percent Frequency Percent

Male 11805 58.2% 7097 37.8% 18902 48.4%

Female 8476 41.8% 11668 62.2% 20144 51.6%

TOTAL RESPONSES 20281 of 23014

88.1% 18765 of 23014

81.5%

MISSING RESPONSES 2733 of 23014

11.9% 4249 of 23014

18.5%

For the participants who indicated they live in a single parent home, the parent gender for participants who live with their mother only or father only is: 82% female single parent and 18% male single parent. Please note: participants who live half time with each parent were not included, as the tables are not designed to represent the shared half-time status and most participants have parents of differing genders which cancel each other out (i.e., both genders are represented about equally). Within the Grade 7 to 12 participants who indicated they live with their mother only or father only, the gender breakdown of the single parents is presented below:

GENDER


Female 2266 81.8%

Male 503 18.2%





87

20. b. Using your selection in 20a, what level(s) of education have your parents/ guardians completed in Canada or in any other country?

Overview The analysis of this question was adjusted to reflect differences in responding by persons who completed the questionnaire. Participants were asked to indicate all education levels that applied, but many participants only checked the highest level of education (e.g., indicating university was completed, but not indicating elementary school or high school were completed). In order to make the responses consistent across all respondents the analysis was adjusted to capture the highest level of education indicated. On the whole, the responses of Grade 7 to 12 participants indicate that more than 72% of parents/guardians of have completed a post-secondary diploma, certificate or degree. The breakdown of highest level of post-secondary education completed by parents/guardians is: 54% university, 17% college, and 2% trades or apprenticeship program. The breakdown for other categories of education is: 2% elementary school and 11% secondary school. The percentages in each category are underestimated due to the 14% of participants who indicated they do not know the education completed by their adult caregivers. The distribution of Grade 7 to 12 participants’ adult caregivers by highest level of education is presented below:

ADULT CAREGIVERS – EDUCATION

Parent/Guardian 1 Parent/Guardian 2 Combined


Elementary School 382 1.7% 402 2.0% 784 1.8%

Secondary School 2363 10.7% 2282 11.2% 4645 10.9%

Trades or Apprenticeship 481 2.2% 470 2.3% 951 2.2%

College 3788 17.2% 3542 17.3% 7330 17.3%

University 12251 55.6% 10652 52.1% 22903 53.9%

Don`t Know 2772 12.6% 3093 15.1% 5865 13.8%


95.8% 20441 of 20442

>99.9%


4.2% 1 of 20442 <0.1%



88

20. c. Using your selection in 20a, what is the employment status of your parents/ guardians?

Overview Overall, 83% of Grade 7 to 12 participants indicated their parents/guardians are employed. The breakdown by type of employment arrangement is: 64% full time, 9% part time, and 9% self-employed. According to participants’ responses, 3% of parents/guardians are unemployed, 8% are stay at home parents and 2% are retired. 0.1% of participants indicated they do not know the employment status of their adult caregivers. The distribution of Grade 7 to 12 participants’ adult caregivers by employment status is presented below:

ADULT CAREGIVERS – EMPLOYMENT STATUS

Parent/Guardian 1 Parent/Guardian 2 Combined


Employed Full-Time 14855 67.5% 12347 60.6% 27202 64.2%

Employed Part-Time 1737 7.9% 2203 10.8% 3940 9.3%

Self- Employed 2091 9.5% 1763 8.7% 3854 9.1%

Unemployed 573 2.6% 603 3.0% 1176 2.8%

Stay at Home Parent 1330 6.0% 1986 9.8% 3316 7.8%

Retired 421 1.9% 399 2.0% 820 1.9%

Don’t Know 978 4.4% 1047 5.1% 2025 4.8%

Other 11 0.1% 13 0.1% 24 0.1%


95.6% 20361 of 23014

88.5%


4.4% 2653 of 23014

11.5%



89

20. d. How many people live in your home on a regular basis? Overview 56% of Grade 7 to 12 participants indicated they have two adults living in their home on a regular basis. (It is important to note that the two adults do not necessarily equate to two parents.) 11% of participants indicated one adult lives in their home. 21% of participants indicated three adults live in their home and 5% indicated four or more adults live in their home. 73% of Grade 7 to 12 participants indicated they live in a home where one or two children reside on a regular basis. 33%% of households have one child and 40% have two children. 17% of participants indicated three children live in their home and 10% indicated four or more children live in their home.

The distribution of the number of adults and children living in the homes of Grade 7 to 12 participants is presented below:

ADULTS AND CHILDREN LIVING IN HOME ON REGULAR BASIS

Category Adults Children

Frequency Percent Frequency Percent

One 2400 11.0% 6579 33.0%

Two 12224 55.9% 8044 40.3%

Three 4698 21.4% 3374 16.9%

Four 1677 7.7% 1169 5.9%

Five 548 2.5% 438 2.2%

Six or more 335 1.5% 358 1.8%

TOTAL RESPONSES 21882 of 23014 95.1% 19962 of 23014 86.7%

MISSING RESPONSES 1132 of 23014 4.9% 3052 of 23014 13.3%

One 11%

Two 56%

Three 21%

Four 8%

Five 3%

Six+ 2%

Number of Adults Living in Home

One 33%

Two 40%

Three 17%

Four 6%

Five 2%

Six+ 2%

Number of Children Living in Home



90

Part II Summary: Family Characteristics Ethnic, Religious and Racial Characteristics

The identities of Grade 7 to 12 participants span more than 150 ethnic or cultural origins, and every general origin family is represented within the participants. OCDSB students are fortunate to attend school in a district with a diverse student population. There are opportunities for experiences and learning that will extend into the larger world outside school.

51% of Grade 7 to 12 participants indicated they have British Isles origins, 19% French origins, 5% Aboriginal origins, 33% European origins, and 34% Other North American origins (e.g., Canadian). 45% of Grade 7 to 12 participants indicated ethnic/cultural origins outside of British Isles, French, Aboriginal, Other North American, and European origins. This includes 13% East and Southeast Asian origins, 9% Arab origins, 6% South Asian origins, and 7% African origins. Caribbean, Latin, Central and South American, West Asian, Oceania, and Other origins are each represented by 4% of participants or less. The percentage representation within Grade 7 to 12 participants is higher than the external population in every origin family except French origins.

The most common ethnic or cultural groups identified by participants include: 38% English, 33% Canadian, 25% Irish, 24% Scottish, 18% French, 11% German, 9% Chinese, 5% American, 5% Italian, 4% First Nations, 4% Dutch, 4% Welsh, 3.4% Lebanese, 3.2% Polish, 3.1% Russian, and 3.1% Ukrainian. Each of the remaining ethnic or cultural groups is represented by 3% of responses or less. The high degree of diversity means that it is important to ensure that schools are inclusive and welcoming and that every student has the opportunity and resources to participate fully.

28% of Grade 7 to 12 participants indicated they do not have a religious or spiritual affiliation. 36% of participants identified a Christian-based religious affiliation: 15% are Catholic, 14% Protestant, 8% Christian Orthodox, and 1 % another Christian affiliation. 25% of participants identified a religious or spiritual affiliation that is not Christian-based: 14% are Muslim, 4% Buddhist, 2% Jewish, 2% Hindu, <1% Sikh, <1% Eastern Religions, and 2% Other. 11% of participants did not indicate an affiliation (3% preferred not to disclose and 8% don’t know). The percentage of Grade 7 to 12 participants is noticeably lower than external levels for the Catholic and Protestant categories. The former is likely affected by the low representation of Catholic students due to a separate school board, and both are offset by the higher than external percentages reported in the remaining categories and the unknown responses. District policies and practices should be reviewed to ensure they account for the extent of the religious diversity indicated by survey results.

45% of Grade 7 to 12 participants indicated a racialized background other than white. The most frequently identified backgrounds are: 8% Chinese, 8% Arab, 7% Black, 7% Mixed Race, 6% South Asian, 3% Southeast Asian, 3% West Asian, and 2% Aboriginal. The Filipino, Japanese, Korean, Latin American, and Other categories are each represented by less than 2% of participants. Compared to the external population, there are a higher percentage of responses in every category but Filipino, with the largest gaps in relation to Mixed Race, Arab, Chinese, South Asian, and Black. This data can be analyzed in conjunction with other indicators to investigate possible ways a racialized background impacts participants’ experiences of school, which will help point to potential actions (e.g., awareness education).



91

Family Structure and Education/Employment Characteristics

77% of Grade 7 to 12 participants live with two adult caregivers: 71% with their mother and father, <0.1% with two mothers, <0.1% with two fathers, 5% with their mother and stepfather, and 1% with their father and step-mother. 20% of Grade 7 to 12 participants live with a single parent/caregiver most of the time: 6% half with each parent, 12% mainly with their mother, and 2% mainly with their father. 2% of Grade 7 to 12 participants indicated they do not live with a parent: 1.4% live with adult relatives/guardians, 0.3% live with foster parents, <0.1% are cared for by group home staff, and 0.5% live under a different arrangement.

14% of Grade 7 to 12 participants indicated that they do not know what education their parents/guardians have completed. 73% of participants indicated that their parents/guardians have completed a post-secondary diploma, certificate or degree. The breakdown by highest level of post-secondary education completed is: 54% university, 17% college and 2% trades or apprenticeship program. The breakdown for other categories of education is: 2% elementary school and 11% secondary school. The educational credentials reported for parents/guardians are higher than those reported in the general population.

5% of Grade 7 to 12 participants indicated that they do not know the employment status of their parents/guardians. 83% of participants indicated their parents/guardians are employed. The breakdown by type of employment arrangement is: 64% full time, 9% part time, and 9% self-employed. 3% of parents/guardians were identified as unemployed, 8% as stay at home parents, and 2% retired. A lower percentage of participant parents/guardians appear to be unemployed compared to the general population where the unemployment rate has been reported around 6% in recent years.

56% of Grade 7 to 12 participants indicated they have two adults residing in their home on a regular basis (but not necessarily two parents). 11% of participants indicated they live in a home with one adult, 21% in a home with three adults, and 12% in a home with four or more adults.

33% of Grade 7 to 12 participants indicated they live in a home where one child resides on a regular basis, 40% a home with two children, and 17% a home with three children. 10% of participants indicated they live in a home where four or more children reside on a regular basis.

Part III: Learning Environment


92

Part III: LEARNING ENVIRONMENT

Creating and sustaining a positive learning environment is critical to student success.

The questions in this section are designed to capture the experience of students within their learning environment Questions in this section:

21. How do you feel about school? ........................................................................................................ ###

22. a. Do you feel that you belong at your school? ............................................................................. ###

b. If no, do you think it is because of any of the following? ......................................................... ###

23. In your school, how often have you learned about the experiences and/or achievements of...? ............................................................................................................................ ###

24. In your school, how often are people of different backgrounds and abilities seen and/or included in...? ......................................................................................................................... ###

25. a. Do you feel there are barriers that stand in the way of your learning in school? .................. ###

b. If yes, do you think that these barriers exist because of any of the following? ..................... ###

26. In general, how do you feel you are treated by school staff? ....................................................... ###

27. a. Do you understand your school’s expectations regarding...? ................................................. ###

b. Do you feel that these expectations have been applied to you in a fair manner? ................. ###

28. a. At your current school, have you requested a religious accommodation? ............................ ###

b. If yes, please indicate the type of accommodation requested. ................................................ ###



93

21. How do you feel about school? Overview Responses were generally positive for most questions about the frequency to which the Grade 7 to 12 participants experience feelings of enjoyment, feeling welcome and being accepted in their school. The percentage of participants indicating frequent (always/often) positive feelings in relation to other persons are: 86% get along with other students (39% often), 80% accepted by adults in one’s school (42% always), and 78% accepted by other students (38% always). The percentage of participants indicating frequent (always/often) positive feelings in relation to school in general are: 71% school is a friendly and welcoming place, 67% school building is and inviting place to learn (29% always), and 61% enjoy school (17% always) The percentage of participants indicating frequent (always/often) positive feelings in relation to school offerings are: 77% extra help is available when needed (44% always), 66% school offers courses of interest (28% always), and 56% school offers extracurricular activities of interest (27% always). The following chart presents the percentage distributions of responses for the Grade 7 to 12 participants’ feelings about various aspects of school:

17%

30%

29%

39%

38%

42%

28%

27%

44%

44%

41%

38%

46%

40%

38%

38%

29%

34%

28%

21%

23%

11%

16%

14%

23%

23%

16%

8%

6%

7%

2%

5%

4%

8%

13%

5%

4%

3%

4%

1%

2%

2%

3%

8%

2%

0% 20% 40% 60% 80% 100%

I enjoy school

My school is a friendly and welcoming place

My school building is an inviting place to learn

I get along well with other students in my school

I feel accepted by students in my school

I feel accepted by adults in my school

My school offer courses that I am interested in

My school offers extracurricular activities that I am interested in

Extra help is available at my school when I need it

Always Often Sometimes Rarely Never



94

21. How do you feel about school? continued... The distribution of Grade 7 to 12 participants according to the frequency with which they indicated they experience positive feelings at school is presented below:

HOW STUDENT FEELS ABOUT SCHOOL

Category I

en

joy s

ch

oo

l

My

sc

ho

ol is

a f

rie

nd

ly

an

d w

elc

om

ing

pla

ce

My

sc

ho

ol b

uil

din

g i

s a

n

inv

itin

g p

lace

to

le

arn

I g

et

alo

ng

we

ll w

ith

oth

er

stu

de

nts

in

my

sc

ho

ol

I fe

el a

cc

ep

ted

by

stu

de

nts

in

my

sch

oo

l

I fe

el a

cc

ep

ted

by

ad

ult

s

in m

y s

ch

oo

l

My

sc

ho

ol o

ffe

rs

co

urs

es

th

at

I a

m

inte

res

ted

in

My

sc

ho

ol o

ffe

rs

ex

tra

cu

rric

ula

r a

cti

vit

ies

tha

t I

am

in

tere

ste

d in

Ex

tra

he

lp i

s a

va

ila

ble

at

my

sch

oo

l w

hen

I n

ee

d

it

Percentage

Always 17.0% 29.7% 28.7% 39.2% 38.3% 42.1% 27.8% 26.5% 43.6%

Often 43.9% 40.8% 37.5% 46.3% 39.5% 37.6% 38.2% 29.2% 33.6%

Sometimes 27.6% 20.9% 23.4% 11.4% 15.7% 14.0% 22.6% 23.4% 16.0%

Rarely 8.0% 5.5% 6.8% 2.1% 4.5% 4.0% 8.0% 13.2% 4.5%

Never 3.5% 3.0% 3.6% 0.9% 2.0% 2.3% 3.4% 7.6% 2.4%

Frequency

Always 3879 6762 6497 8908 8697 9536 6280 5973 9827

Often 10031 9280 8479 10526 8966 8515 8631 6582 7574

Sometimes 6294 4756 5287 2596 3552 3160 5118 5275 3607

Rarely 1829 1254 1549 472 1015 899 1802 2976 1008

Never 794 693 804 213 452 523 770 1715 531


22827 22745 22616 22715 22682 22633 22601 22521 22547

TOTAL PERCENT 99.2% 98.8% 98.3% 98.7% 98.6% 98.3% 98.2% 97.9% 98.0%

MISSING RESPONSES 187 269 398 299 332 381 413 493 467

MISSING PERCENT 0.8% 1.2% 1.7% 1.3% 1.4% 1.7% 1.8% 2.1% 2.0%



95

22. a. Do you feel that you belong at your school? b. If no, do you think it is because of any of the following?

Overview 89% of Grade 7 to 12 participants indicated they feel like they belong at their school and 11% indicated that they do not feel like they belong at their school.

The percentage of Grade 7 to 12 participants who feel they belong at their school is presented below:

STUDENT FEELS BELONGS AT SCHOOL


Yes 19727 89.3%

No 2367 10.7%



Yes 89%

No 11%

Student Feels Belongs at School



96

22. a. Do you feel that you belong at your school? continued... b. If no, do you think it is because of any of the following? continued...

Within the subset of the 11% of Grade 7 to 12 participants who indicated they did not feel they belong at their school, the most frequently selected reasons why they did not feel like they belong at their school are: 42% Appearance and/or Clothing, 36% Grades or Marks, 26% Perceived Body Image, 18% Ethnocultural or Racial Background, and 18% Exceptionality. Categories that fell in the middle in terms of frequency include: 12% Religion or Faith, 12% Family’s Income Level, 10% Disability, and 10% Family Structure/Composition. Responses for the remaining categories range from 2% to 7% of applicable participants. The following chart presents Grade 7 to 12 participants who indicated various reasons why they think they do not belong at their school:

3%

18%

2%

7%

10%

18%

36%

42%

12%

12%

7%

6%

26%

10%

0% 20% 40% 60% 80% 100%

Gender

Ethnocultural or racial background

Aboriginal background

First language

Disability

Exceptionality

Grades or marks

Appearance and/or clothing

Religion or faith

Family's income level

Sexual orientation

Perceived sexual orientation

Perceived body image

Family structure/composition



97

22. a. Do you feel that you belong at your school? continued... b. If no, do you think it is because of any of the following? continued...

Within the Grade 7 to 12 participants who do not feel they belong at school, the percentage of participants endorsing various reasons why they feel like they do not belong is presented below:

REASON STUDENT DOES NOT FEEL BELONGS AT HIS/HER SCHOOL


Gender 61 3.4%

Ethnocultural or racial background 331 18.2%

Aboriginal background (First Nations, Métis, Inuit) 44 2.4%

First language 130 7.2%

Disability 185 10.2%

Exceptionality 317 17.5%

Grades or marks 650 35.8%

Appearance and/or clothing 763 42.1%

Religion or faith 225 12.4%

Family's income level 218 12.0%

Sexual orientation 131 7.2%

Perceived sexual orientation 105 5.8%

Perceived body image 476 26.2%

Family structure/composition 174 9.6%



* Sums to more than 100% as more than one response category may be applicable for this question.



98

23. In your school, how often have you learned about the experiences and/or achievements of...?

Overview In this set of questions, Grade 7 to 12 participants were asked to indicate the frequency with which they have learned about the experiences and/or achievements of diverse persons and groups. The groups with a relatively larger percentage of responses indicating they are generally (often/sometimes) represented in school curricula are: 80% Women and Girls (32% often), 67% Ethnocultural and Racial Groups (22% often), and 65% Aboriginal Peoples (25% often). The remaining categories received often/sometimes ratings from about half of participants, such as: 56% People of Diverse Income Levels, 54% People with Disabilities/Exceptionalities, 53% Religion/Faith Communities, and 48% Persons of Different Sexual Orientations. The following chart presents the percentage distributions of responses for how often in school Grade 7 to 12 participants indicated they have learned about the experiences or achievements of various diverse groups:

32%

25%

22%

16%

15%

14%

17%

48%

40%

45%

37%

39%

34%

39%

15%

25%

24%

32%

34%

33%

28%

5%

10%

9%

16%

13%

19%

16%

0% 20% 40% 60% 80% 100%

Women and girls

Aboriginal peoples (First Nations, Métis, Inuit)

Different ethnocultural or racial groups

Different religious/faith communities

People with disabilities or exceptionalities

People of different sexual orientations/identities

People of different income levels

Often Sometimes Rarely Never



99

23. In your school, how often have you learned about the experiences and/or achievements of...? continued...

The distribution of Grade 7 to 12 participants according to the frequency with which they indicated they have learned about the experiences and/or achievements of various diverse groups is presented below:

HOW OFTEN IN SCHOOL STUDENTS LEARN ABOUT DIVERSE GROUPS

Category Women and

girls Aboriginal

peoples

Different ethno-

cultural or racial

groups

Different religious

/faith communities

People with disabilities

or exception-

alities

People of different sexual

orientations/identities


Percentage

Often 32.3% 25.1% 21.7% 15.7% 14.9% 14.4% 17.2%

Sometimes 47.6% 40.3% 45.0% 36.5% 38.5% 33.8% 38.7%

Rarely 15.1% 24.5% 24.3% 32.3% 33.6% 32.9% 28.3%

Never 5.0% 10.1% 9.0% 15.5% 13.0% 18.8% 15.7%

Frequency

Often 7087 5523 4724 3417 3240 3130 3753

Sometimes 10456 8845 9808 7956 8396 7365 8428

Rarely 3326 5372 5295 7038 7338 7165 6160

Never 1099 2229 1958 3381 2838 4102 3417

TOTAL RESPONSES out of 23014 21968 21969 21785 21792 21812 21762 21758

TOTAL PERCENT 95.5% 95.5% 94.7% 94.7% 94.8% 94.6% 94.5%

MISSING RESPONSES 1046 1045 1229 1222 1202 1252 1256

MISSING PERCENT 4.5% 4.5% 5.3% 5.3% 5.2% 5.4% 5.5%



100

24. In your school, how often are people of different backgrounds and ability seen and/or included in...?

Overview In this set of questions, Grade 7 to 12 participants were asked to indicate the frequency with which persons of different backgrounds and abilities are seen in the school environment. The areas in the school environment in which a relatively larger percentage of Grade 7 to 12 participants indicated persons of diverse backgrounds are generally (often/sometimes) seen are: 79% Pictures/Posters (50% often), 79% Class Materials (48% often), 78% Displays of Student Work (50% often), 77% Special Events/Celebrations (48% often), and 77% Discussions/Presentations in Class (42% often). The areas with the fewest responses indicating representation of diverse persons are: 65% School Council, 66% Volunteers, and 68% School Staff. The following chart presents the percentage distributions of Grade 7 to 12 responses according to how often people of different background and abilities are seen in the school environment:

50%

50%

48%

42%

48%

48%

37%

38%

37%

49%

29%

28%

31%

35%

26%

29%

31%

27%

29%

24%

7%

8%

9%

10%

9%

8%

14%

11%

11%

8%

3%

2%

2%

2%

3%

3%

4%

4%

4%

2%

11%

12%

10%

11%

14%

12%

14%

20%

20%

16%

0% 20% 40% 60% 80% 100%

Pictures or posters

Displays of student work

Materials used in class

Discussions/presentations in class

School publications

Special events and celebrations

School staff

School council

Volunteers

Other students

Often Sometimes Rarely Never Don't Know



101

24. In your school, how often are people of different backgrounds and ability seen and/or included in...? continued...

The distribution of responses according to how frequently people of different backgrounds and ability are seen or included in the schools of Grade 7 to 12 participants is presented below:

HOW OFTEN IN PEOPLE OF DIFFERENT BACKGROUNDS AND ABILITY SEEN IN SCHOOL

Category

Pic

ture

s o

r

po

ste

rs

Dis

pla

ys o

f

stu

de

nt

wo

rk

Ma

teri

als

use

d

in c

las

s

Dis

cu

ss

ion

s/

pre

se

nta

tio

ns

in c

las

s

Sc

ho

ol

pu

bli

ca

tio

ns

Sp

ec

ial

ev

en

ts/

ce

leb

rati

on

s

Sc

ho

ol

sta

ff

Sc

ho

ol

co

un

cil

Vo

lun

tee

rs

Oth

er

stu

de

nts

Percentage

Often 50.2% 50.4% 47.5% 41.7% 47.7% 47.5% 36.5% 37.8% 37.1% 49.4%

Sometimes 28.7% 28.2% 31.3% 35.1% 26.1% 29.3% 31.0% 27.1% 28.5% 24.1%

Rarely 7.0% 7.9% 8.5% 9.6% 8.9% 8.4% 14.2% 11.1% 10.9% 8.4%

Never 2.6% 1.9% 2.3% 2.4% 3.0% 2.5% 4.1% 4.1% 3.6% 2.4%

Don’t Know 11.4% 11.6% 10.4% 11.1% 14.3% 12.3% 14.1% 19.9% 19.9% 15.8%

Frequency

Often 11038 11053 10398 9086 10393 10359 7951 8211 8053 10670

Sometimes 6314 6192 6854 7655 5692 6383 6749 5877 6204 5199

Rarely 1543 1738 1854 2102 1951 1823 3100 2418 2368 1819

Never 581 418 504 530 659 553 899 892 784 518

Don’t Know 2518 2537 2269 2412 3115 2683 3061 4325 4324 3411


21994 21938 21879 21785 21810 21801 21760 21723 21733 21617

TOTAL PERCENT 95.6% 95.3% 95.1% 94.7% 94.8% 94.7% 94.6% 94.4% 94.4% 93.9%

MISSING RESPONSES

1020 1076 1135 1229 1204 1213 1254 1291 1281 1397

MISSING PERCENT 4.4% 4.7% 4.9% 5.3% 5.2% 5.3% 5.4% 5.6% 5.6% 6.1%



102

25. a. Do you feel that there are barriers that stand in the way of your learning in school? b. If yes, do you think these barriers exist because of any of the following?

Overview 57% of Grade 7 to 12 participants indicated that they do not feel that there are barriers that stand in the way of their learning in school, 17% indicated that there are barriers, and 26% of participants were undecided.

The percentage of Grade 7 to 12 participants who feel there are barriers that stand in the way of their learning in school is presented below:

STUDENT FEELS THERE ARE BARRIERS TO LEARNING IN SCHOOL


Yes 3815 16.8%

No 12870 56.8%

Not Sure 5978 26.4%



Yes 17%

No 57%

Not Sure 26%

Feels There are Barriers that Stand in Way of Learning inSchool



103

25. a. Do you feel that there are barriers that stand in the way of your learning in school? continued...

b. If yes, do you think these barriers exist because of any of the following?

continued... Within the subset of the 17% of Grade 7 to 12 participants who indicated there are barriers that stand in the way of their learning in school, the most common types of barriers indicated are: 51% Grades or Marks, 21% Appearance and/or Clothing, 20% Disability, 15% Exceptionality, and 15% Perceived Body Image. Categories that fell in the middle in terms of frequency include: 12% Family Structure/Composition, 11% Family’s Income Level, 10% First Language, and 9% Ethnocultural or Racial Background. Responses for the remaining categories range from 2% to 7% of applicable participants. The following chart presents the percentage of Grade 7 to 12 participants selecting various reasons they think they have barriers that stand in the way of their learning in school:

7%

9%

2%

10%

20%

16%

51%

21%

7%

11%

4%

4%

15%

12%

0% 20% 40% 60% 80% 100%

Gender



First language

Disability

Exceptionality

Grades or marks


Religion or faith


Sexual orientation






104

25. a. Do you feel that there are barriers that stand in the way of your learning in school? continued...

b. If yes, do you think these barriers exist because of any of the following?

continued... Within the Grade 7 to 12 participants who feel there are barriers that stand in their way of learning in school, the percentage of participants endorsing various possible reasons for the barriers is presented below:

REASON STUDENT DOES NOT FEEL BELONGS AT HIS/HER SCHOOL


Gender 213 6.8%




Disability 633 20.2%















105

26. In general, how do you feel you are treated by school staff?

Overview 77% of Grade 7 to 12 participants feel that school staff treat them the same as everyone else. 13% of participants feel that they are treated better than other students by school staff, while 10% feel that they are treated worse than other students.

The percentage of responses according to how Grade 7 to 12 participants feel they are treated by school staff relative to other students is as follows:

HOW STUDENT TREATED BY SCHOOL STAFF


The same way as everyone else 17423 77.0%

Better than others 2939 13.0%

Worse than others 2252 10.0%



The Same 77%

Better 13%

Worse 10%

How Treated by School Staff Compared to Other Students



106

27. a. Do you understand your school’s expectations regarding...?

b. Do you feel that these expectations have been applied to you in a fair manner? Overview Nearly all responses were affirmative to questions asking whether the Grade 7 to 12 participants understood the expectations of their school. The percent of participants who indicated that they understood the expectations in each area is: 94% Academic Success, 93% Attendance, 91% Code of Conduct, and 87% Community of Character. The following chart presents the percentage of Grade 7 to 12 participants who indicated they understand the expectations of their school in various areas:

The percentage of Grade 7 to 12 participants who indicated they understand various expectations of their school is presented below:

UNDERSTAND EXPECTATIONS OF SCHOOL

Category Academic Success

Attendance Behaviour /

Code of Conduct

Community of

Character

Percentage

Yes 93.7% 93.3% 90.7% 86.8%

No 6.3% 6.7% 9.3% 13.2%

Frequency

Yes 21081 20950 20315 19302

No 1406 1508 2089 2925


TOTAL PERCENT 97.7% 97.6% 97.3% 96.6%



94%

93%

91%

87%

6%

7%

9%

13%

0% 20% 40% 60% 80% 100%

Academic Success

Attendance

Behaviour / Code of Conduct

Community of Character

Yes No



107

27. a. Do you understand your school’s expectations regarding...? continued...

b. Do you feel that these expectations have been applied to you in a fair manner?

continued... Responses were also generally positive when Grade 7 to 12 participants were asked to indicate whether the expectations were applied in a fair manner.

Within the participants who indicated they understand each expectation, the percentage who indicated the expectations were generally applied in a fair manner is: 86% Academic Success (53% always), 84% Attendance (54% always), 82% Code of Conduct (52% always), and 82% Community of Character (52% always). The following chart presents the frequency with which Grade 7 to 12 participants feel that school expectations have been applied to them in a fair manner:

53%

54%

52%

52%

33%

30%

30%

30%

10%

11%

12%

10%

2%

3%

3%

3%

1%

1%

1%

1%

2%

2%

3%

4%

0% 20% 40% 60% 80% 100%

Academic Success

Attendance



Always Often Sometimes Rarely Never Not Sure



108

27. a. Do you understand the expectations of you school regarding...? continued...

b. Do you feel that these expectations have been applied to you in a fair manner?

continued... The distribution of responses according to the frequency with which Grade 7 to 12 participants think expectations have been applied to them in a fair manner is presented below:

FEEL EXPECTATIONS OF SCHOOL APPLIED IN FAIR MANNER

Category Academic Success

Attendance Behaviour /

Code of Conduct

Community of

Character

Percentage

Always 53.3% 53.5% 51.8% 52.3%

Often 32.5% 29.8% 29.6% 30.3%

Sometimes 9.7% 10.8% 11.7% 9.7%

Rarely 1.7% 2.7% 3.2% 2.5%

Never 0.6% 1.0% 1.3% 0.9%

Not Sure 2.1% 2.2% 2.5% 4.2%

Frequency

Always 11111 11077 10392 9968

Often 6776 6163 5932 5768

Sometimes 2026 2226 2344 1856

Rarely 361 564 645 467

Never 128 202 253 179

Not Sure 434 459 501 807


20691 of 20950

20067 of 20315

19045 of 19302

TOTAL PERCENT 98.8% 98.8% 98.8% 98.7%





109

28. a. At your current school, have you requested a religious accommodation?

b. If yes, please indicate the type of accommodation requested. Overview 4% of Grade 7 to 12 participants indicated they have requested a religious accommodation at school.

The percentage of Grade 7 to 12 participants who indicated they have requested a religious accommodation at their current school is as follows:

REQUESTED A RELIGIOUS ACCOMMODATION


No 962 4.3%

Yes 21198 95.7%



Yes 4%

No 96%

Requested Religious Accommodation



110

28. a. At your current school, have you requested a religious accommodation?

continued...

b. If yes, please indicate the type of accommodation requested. continued...

In terms of the types of religious accommodation requested, 67% of applicable participants indicated that they requested time away from school to observe a religious holiday and 54% indicated a request for permission to observe a religious practice during school hours. These were the most common responses by a large margin. 12% of applicable participants indicated that they requested permission to wear an item of clothing connected with a religious belief and 14% indicated a request for a curriculum modification based on religious belief. 15% of applicable respondents requested another type of religious accommodation, such as dietary standards, an area to practice one’s religion, or permission to opt out of certain celebrations. Within Grade 7 to 12 participants who indicated they have requested a religious accommodation, the percentage requesting various types of religious accommodation is as follows:

TYPE OF RELIGIOUS ACCOMMODATION REQUESTED


Permission to observe a religious practice during school hours

491 54.4%

Permission to wear an item of clothing connected with a religious belief

182 20.2%

Time away from school to observe a religious holiday 608 67.3%

Curriculum modification based on religious beliefs 130 14.4%

Other 134 14.8%






111

Part III Summary: Learning Environment Feeling Welcome, Accepted and Like One Belongs

Responses indicating how Grade 7 to 12 participants feel about aspects of school related to enjoyment, feeling welcome and being accepted were generally positive. 86% of Grade 7 to 12 participants indicated they regularly (always/often) feel they get along well with other students, 80% feel accepted by adults, 78% feel accepted by other students, 77% feel extra help is available when needed, and 71% feel their school is a friendly and welcoming place. The percentages for feeling the school building is an inviting place to learn, the school offers course of interest, enjoying school, and the school offers extracurricular activities of interest ranges from 66% to 56%. It is a welcome finding that the majority of Grade 7 to 12 participants feel positively about many aspects of their school environment. The challenge for the district will be to understand and improve the experience for students who do not feel as positive. The district can also assess whether there are ways to improve particular areas where the ratings were not as strong (e.g., courses and extracurricular activities that interest and engage students and levels of general enjoyment).

89% of Grade 7 to 12 participants described themselves as feeling like they belong at their school and 11% indicated they do not feel they belong. The widely-shared sense of belonging is another positive result for the district and suggests the district is fostering inclusive learning environments for its students. For those Grade 7 to 12 participants who do not feel like they belong, the most commonly identified reasons were their: 42% appearance and/or clothing, 36% grades or marks, 26% perceived body image, 18% ethnocultural or racial background, and 18% exceptionality. The percentages for the nine remaining categories range from 2% to 12%.

Diverse Groups and Persons in the District Curriculum and Environment

When asked about how frequently they have learned about the experiences and achievements of various diverse groups, the most common groups identified by Grade 7 to 12 participants as being generally (often/sometimes) represented school curricula are: 80% Women/Girls, 67% Ethnocultural/Racial groups, and 65% Aboriginal people. The percentages for persons with different Income Levels, Abilities, Religions/Faiths, and Sexual Orientations range from 56% to 48%.

The areas in the school environment in which there are relatively larger percentages of Grade 7 to 12 responses indicating persons of diverse backgrounds are generally (often/sometimes) seen are: 79% pictures/posters, 79% class materials, 78% displays of student work, 77% special events/celebrations, and 77% discussions/presentations in class. The percentages for school publications, other students, school staff, volunteers, and student council range from 74% to 65%. It is interesting to note that participants think diverse persons are most represented in the abstract (e.g., media and materials), while least represented in actual persons within the district (i.e., student council members, volunteers, staff and other students).



112

Students’ Experiences

17% of Grade 7 to 12 participants feel that there are barriers that stand in the way of their learning in school, 57% do not, and 26% are not sure. Within the participants who feel there are barriers, the most common barrier identified is: 51% grades or marks. Results for other categories include: 21% appearance and/or clothing, 20% disability, 15% exceptionality, and 15% perceived body image. Results for the remaining nine categories range from 2% to 12%.

77% of Grade 7 to 12 participants feel that school staff treat them the same as other students. 13% of participants feel that school staff treat them better than other students and 10% feel that school staff treat them worse than other students. A companion question might be to evaluate students’ level of satisfaction with how they are treated. It bears further investigation to understand why 1 in 10 participants feel they are treated worse than other students, and to investigate possible links between this response and other factors.

The responses of most Grade 7 to 12 participants were affirmative to questions asking whether they understand the expectations of their school. The percentage of participants who agreed that they understood the expectations in each area is: 94% Academic Success, 93% Attendance, 91% Code of Conduct, and 87% Community of Character.

Within the participants who indicated they understand each expectation, the percentage who indicated the expectations were generally (always/often) applied in a fair manner is: 86% Academic Success (53% always), 84% Attendance (54% always), 82% Code of Conduct (52% always), and 82% Community of Character (52% always). The data on expectations can be used as a benchmark against which to evaluate perceptions in future years. The information can also be analyzed in relation to other variables to identify whether there are particular groups where the expectations are not as understood or where they feel the expectation have not been applied fairly.

4% of Grade 7 to 12 participants indicated they have requested a religious accommodation at their current school. 67% of applicable participants indicated they requested time away from school to observe a religious holiday, 54% permission to observe a religious practice during school hours, 20% permission to wear an item of clothing connected with a religious belief, and 14% a curriculum modification based on religious beliefs. There will likely be a need for a wide-scale review, restructuring and standardization of policy and scheduling as religious diversity increases and needs for accommodation become more varied and more complex. Consultation with religious leaders, parent representatives and student representatives will be a key source of information and collaboration to identify and understand student needs.

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Part IV: SAFETY

Safety is an important part of ensuring student success. “Feeling safe” means feeling comfortable, relaxed, and not worried that someone could harm you physically or emotionally.

The questions in this section are designed to identify the extent to which students have experienced bullying/harassment, and to describe the nature, context and impact of these experiences.

For the purposes of this survey, bullying is defined as, “the use of one’s strength or popularity to injure, threaten, or embarrass another person.” Bullying can be physical (e.g., hitting, kicking or shoving), verbal (e.g., teasing, putting down or insulting someone on purpose), or social (e.g., encouraging deliberate and repeated exclusion of someone). It is not bullying when two students of similar strength and status argue, fight or tease one another. Questions in this section:

29. How often do you feel safe...?

30. a. Within the current and last school years, have you been bullied/harassed in any of the following ways?

b. If you have been bullied/harassed by anyone at your current school, do you think it is because of any of the following?

c. Where and how often have you been bullied/harassed?

d. When and how often have you been bullied/harassed?

e. Who do you go to for help when you have been bullied/harassed?

f. If you have been bullied/harassment, has it affected...?

31. a. Does your school promote character development (e.g., acceptance, cooperation, fairness, integrity and respect)?

b. If yes, do you believe that your school’s focus on character development helps to create a safe, welcoming and inclusive learning environment?

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29. How often do you feel safe...? Overview For the most part, Grade 7 to 12 participants feel safe. The percentage of Grade 7 to 12 participants who indicated that they rarely or never feel safe was about 3% in each of three general environments of one’s neighbourhood, one’s school, and the route in between. The percentage of participants who indicated they only sometimes feel safe was 8% or less in each environment. A strong majority of participants indicated that they frequently feel safe. “Always” responses ranged from 69% to 65% and “often” responses ranged from 26% to 31%, combining for a total of at least 89% of responses across the three environments. The following chart presents the distribution of Grade 7 to 12 participants according to the frequency with which they indicated they feel safe in their general environment:

59%

59%

65%

31%

30%

26%

7%

8%

6%

2%

2%

2%

2%

1%

1%

0% 20% 40% 60% 80% 100%

At school

On the way to and from school

In your neighbourhood


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29. How often do you feel safe...? continued...

The distribution of Grade 7 to 12 participants according to the frequency with which they indicated they feel safe in their general environment is presented below:

HOW OFTEN STUDENT FEELS SAFE

Category At school On the way to and from

school

In your neighbourh

ood

Percentage

Always 59.2% 59.4% 65.2%

Often 30.5% 29.7% 25.7%

Sometimes 7.3% 8.0% 6.2%

Rarely 1.6% 1.5% 1.6%

Never 1.5% 1.4% 1.4%

Frequency

Always 13439 13463 14760

Often 6919 6739 5823

Sometimes 1651 1814 1393

Rarely 359 343 359

Never 343 306 313

TOTAL RESPONSES out of 23014 22711 22665 22648

TOTAL PERCENT 98.7% 98.5% 98.4%

MISSING RESPONSES 303 349 366

MISSING PERCENT 1.3% 1.5% 1.6%

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Overview The types of bullying and harassment most commonly identified by Grade 7 to 12 participants are: 60% verbally with insults (34% often/sometimes, 26% rarely), 43% socially by exclusion (20% often/sometimes, 23% rarely), 33% verbally with threats (15% often/sometimes, 19% rarely), and 27% physically by an individual (10% often/sometimes, 16% rarely). Results for the remaining categories range from 15% to 25%. The percentage of participants indicating that they have experienced the other types of bullying within the current and last school years ranges from 15% to 26% (8% to 11% often/sometimes, 7% to 16% rarely). The following chart presents the distribution of Grade 7 to 12 responses according to how often participants indicated they have been bullied or harassed in various ways over the current and last school years:

11%

5%

3%

3%

7%

3%

4%

3%

23%

10%

7%

5%

14%

7%

7%

5%

26%

19%

16%

11%

23%

16%

14%

7%

40%

67%

73%

82%

57%

75%

75%

85%

0% 20% 40% 60% 80% 100%

Verbally with insults or name calling

Verbally with threats

Physically by an individual

Physically by a group of individuals

Socially by being excluded or shut out from a group

Socially by theft or destruction of your personal property

Electronically via e-mails, Facebook, texting, etc.

Other


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30. a. Within the current and last school years, have you been bullied/harassed in any of the following ways? continued...

The distribution of Grade 7 to 12 responses according to the frequency with which participants indicated they have been bullied or harassed in various ways is presented below:

BULLIED OR HARASSED IN VARIOUS WAYS

Category

Ve

rba

lly

wit

h

ins

ult

s o

r n

am

e

ca

llin

g

Ve

rba

lly

wit

h

thre

ats

Ph

ys

icall

y b

y a

n

ind

ivid

ua

l

Ph

ys

icall

y b

y a

gro

up

of

ind

ivid

ua

ls

So

cia

lly b

y b

ein

g

ex

clu

de

d o

r sh

ut

ou

t fr

om

a g

rou

p

So

cia

lly b

y t

he

ft o

r

de

str

uc

tio

n o

f

pe

rso

na

l p

rop

ert

y

Ele

ctr

on

ica

lly

via

e-

ma

ils

, F

ace

bo

ok,

tex

tin

g, e

tc.

Oth

er

Percentage

Often 11.1% 4.6% 3.4% 2.8% 6.9% 3.1% 4.0% 3.4%

Sometimes 22.6% 10.1% 7.1% 4.5% 13.6% 6.6% 7.2% 4.7%

Rarely 26.1% 18.7% 16.0% 10.5% 22.5% 15.7% 13.9% 6.7%

Never 40.1% 66.5% 73.4% 82.3% 57.1% 74.6% 74.8% 85.3%

Frequency

Often 2493 1029 763 615 1535 684 875 453

Sometimes 5083 2265 1596 1005 3030 1477 1579 631

Rarely 5870 4196 3586 2336 5015 3489 3028 898

Never 9007 14890 16412 18345 12734 16570 16302 11502


TOTAL PERCENT 97.6% 97.2% 97.1% 96.9% 97.0% 96.5% 94.7% 58.6%


MISSING PERCENT 2.4% 2.8% 2.9% 3.1% 3.0% 3.5% 5.3% 41.4%

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30. a. Within the current and last school years, have you been bullied/harassed in any of the following ways? continued... Respondents who answered “often”, “sometimes”, or “rarely” to any one of the 8 sub-questions about types of bullying or harassment experienced were asked to continue through additional questions exploring the nature of the bullying/harassment. Respondents who only answered “never” were instructed to skip past the exploratory questions. Based on this distinction, 68% of Grade 7 to 12 participants indicated they have experienced some form of bullying/harassment within the current or last school years and 32% indicated they have not.

The percentage of Grade 7 to 12 participants according to whether or not they indicated they have been bullied or harassed within the current and last school years in any of the ways measured above is as follows:

BULLIED/HARASSED WITHIN CURRENT AND LAST YEARS


No 7162 31.8%

Yes 15363 68.2%



Yes 68%

No 32%

Student Bullied/Harassed within Current or Last School Year

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30. b. If you have been bullied/harassed by anyone at your current school, do you think it is because of any of the following? Overview The 68% of Grade 7 to 12 participants who have been bullied/harassed within the current and last school years were asked to select from a list of attributes the reasons why they think they may have been bullied. The possible reasons selected most frequently by participants are: 50% Appearance and/or Clothing, 30% Perceived Body Image, and 28% Grades or Marks. Categories that fell in the middle in terms of frequency include: 18% Ethnocultural or Racial Background, 13% Exceptionality, and 11% Religion or Faith. Responses for the remaining categories range from 2% to 8% of applicable participants. The following chart presents the percentage of Grade 7 to 12 participants who have selected various attributes that they think may be a basis upon which they were bullied/harassed:

8%

18%

2%

6%

8%

13%

28%

50%

11%

7%

5%

7%

30%

6%

0% 20% 40% 60% 80% 100%

Gender



First language

Disability

Exceptionality

Grades or marks


Religion or faith


Sexual orientation




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30. b. If you have been bullied/harassed by anyone at your current school, do you think it is because of any of the following? continued...

Within the Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, the percentage of endorsing various attributes they think may be a basis upon which they were bullied/harassed is presented below:

BASIS ON WHICH STUDENT BULLIED/HARASSED


Gender 659 8.1%




Disability 654 8.1%













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30. b. If you have been bullied/harassed by anyone at your current school, do you think it is because of any of the following? continued...

The attributes in Q30B are the same as the ones used in Q22B about why students may feel like they do not belong and Q25B about what student feel may be barriers to learning at school. While there are some similarities in the relative frequency with which some attributes were selected, there were some differences in the context of each question. The categories of Appearance and/or Clothing, Perceived Body Image, Grades or Marks, and Ethnocultural or Racial Background were within the top five categories by frequency of endorsement for all three questions. The table below presents the ranking from most to least common attributes, in the context of Grade 7 to 12 participants who have been bullied/harassed in recent years and in the context of Grade 7 to 12 participants who do not feel they belong at their school or feel there are barriers to their learning in school:

COMPARISON OF RELATIVE RANKING OF ATTRIBUTES IN CONTEXT OF BULLYING COMPARED TO CONTEXTS OF BELONGING AND BARRIERS TO LEARNING*

Category

Q30B Rank –

Why Bullied/ Harassed

Q22B Rank –

Why Do Not Feel Belongs

Q25B Rank –

Barriers to Learning at

School

Rank Rank Diff. Rank Diff.

Appearance and/or clothing 1 1 0 2 -1

Perceived body image 2 3 -1 5 -3

Grades or marks 3 2 +1 1 +2

Ethnocultural or racial background 4 4 0 9 -5

Exceptionality 5 5 0 4 +1

Religion or faith 6 6 0 10 -4

Gender 7 13 -6 11 -4

Disability 8 8 0 3 +5

Family's income level 9 7 +2 7 +2

Perceived sexual orientation 10 12 -2 13 -3

Family structure/composition 11 9 +2 6 +5

First language 12 11 +1 8 +4

Sexual orientation 13 10 +3 12 +1

Aboriginal background (First Nations, Métis, Inuit) 14 14 0 14 0

* Please note, these are only relative rankings in terms of order, and do not speak to the actual number of respondents for which the category is applicable.

** Minus (-) differences indicate a lower rank in Q22b/Q25b than Q30b (i.e., relatively less commonly identified as a possible basis for not feeling like one belongs or a barrier to learning compared to possible basis for being bullied/harassed), while plus (+) differences indicate a higher rank in Q22b/Q25b than Q30b (i.e., relatively more commonly identified as a possible basis for not feeling like one belongs or a barrier to learning compared to possible basis for being bullied/harassed).

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30. c. Where and how often have you been bullied/harassed? Overview Within participants who indicated they have been bullied/harassed in recent years, the most commonly identified settings where bullying/harassment is indicated to have taken place are: 50% hallways (7% often, 17% sometimes, 25% rarely), 44% classrooms (6% often, 15% sometimes, 23% rarely), 40% areas off school property (5% often, 13% sometimes, 22% rarely), and 37% lunchroom/cafeteria (5% often, 13% sometimes, 20% rarely). Results for the remaining categories range from 11% to 33%. 34% of applicable participants indicated they have experienced bullying/harassment electronically, 33% in school playgrounds, 30% in hallways, 29% in gyms, 27% in cloakrooms or locker rooms, and 25% in school entrances or exits. The percentage of applicable participants who indicated they have experienced bullying/harassment in other school areas ranges from 11% to 20%. Offices and libraries were the least common areas, indicated by 11% and 15% of applicable participants, respectively.

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30. c. Where and how often have you been bullied/harassed? continued... The following chart presents the percentage distributions of the frequency with which applicable Grade 7 to 12 participants indicated they have been bullied/harassed in various school areas:

5%

3%

6%

2%

2%

5%

2%

6%

4%

7%

4%

6%

3%

13%

8%

15%

4%

3%

13%

2%

11%

9%

17%

8%

11%

5%

22%

15%

23%

11%

11%

20%

7%

17%

16%

25%

14%

16%

12%

60%

73%

56%

82%

85%

63%

89%

66%

71%

50%

75%

67%

80%

0% 20% 40% 60% 80% 100%

Areas off school property

Cloakrooms or locker rooms

Classrooms

Computer rooms

Library

Lunchroom or eating area/cafeteria

Office

Electronically (e.g., Facebook, twitter)

Gym

Hallways

School entrances and exits

School playground

Washrooms


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30. c. Where and how often have you been bullied/harassed? continued... The distribution of applicable Grade 7 to 12 responses according to the frequency with which participants indicated they have been bullied/harassed in various school areas is presented below:

LOCATIONS WHERE STUDENTS BULLIED/HARASSED

Category

Are

as

off

sc

ho

ol

pro

pe

rty

Clo

ak

roo

ms

or

lock

er

roo

ms

Cla

ss

roo

ms

Co

mp

ute

r ro

om

s

Lib

rary

Lu

nc

hro

om

or

ea

tin

g

are

a/c

afe

teri

a

Off

ice

Ele

ctr

on

ica

lly

(v

ia

Fa

ce

bo

ok

, tw

itte

r, e

tc.)

Gy

m

Ha

llw

ay

s

Sc

ho

ol

en

tra

nc

es

an

d

ex

its

Sc

ho

ol

pla

yg

rou

nd

Wa

sh

roo

ms

Percentage

Often 5.2% 3.2% 5.8% 2.0% 1.6% 4.7% 1.6% 6.0% 3.7% 7.3% 3.6% 6.1% 3.1%

Sometimes 12.6% 8.2% 14.9% 4.4% 3.4% 12.9% 2.2% 11.1% 8.7% 17.2% 7.6% 11.0% 5.1%

Rarely 22.0% 15.4% 23.2% 11.4% 10.6% 19.8% 6.9% 16.5% 16.4% 25.2% 14.0% 16.4% 11.6%

Never 60.3% 73.2% 56.2% 82.2% 84.5% 62.6% 89.3% 66.4% 71.2% 50.3% 74.7% 66.5% 80.2%

Frequency

Often 688 424 768 261 213 629 207 802 491 979 482 810 404

Sometimes 1674 1088 1982 581 443 1706 289 1475 1151 2301 1002 1459 676

Rarely 2920 2038 3096 1507 1398 2624 909 2188 2171 3374 1856 2188 1529

Never 8015 9706 7488 10873 11168 8317 11784 8808 9431 6725 9877 8852 10590


13297 13256 13334 13222 13222 13276 13189 13273 13244 13379 13217 13309 13199

TOTAL PERCENT 97.4% 57.6% 57.9% 57.5% 57.5% 57.7% 57.3% 97.2% 97.0% 98.0% 96.8% 97.5% 96.7%

MISSING RESPONSES 359 400 322 434 434 380 467 383 412 277 439 347 457

MISSING PERCENT 1.6% 1.7% 1.4% 1.9% 1.9% 1.7% 2.0% 2.8% 3.0% 2.0% 3.2% 2.5% 3.3%

* In Question 30a, 15,363 Grade 7 to 12 participants indicated they have been bullied/harassed. This block of questions has responses from 13,565 participants. This means that 11.1% of participants for which this question was applicable did not have responses. As shown in the above table, within the 13,565 participants who had data for this block of questions, there was missing data on an item by item basis.

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30. d. When and how often have you been bullied/harassed? Overview Within participants who indicated they have been bullied/harassed in recent years, the most commonly identified times of day when bullying/harassment is indicated to have taken place are: 49% during breaks (7% often, 16% sometimes, 26% rarely), 40% between classes (5% often, 12% sometimes, 23% rarely), 37% during classes (5% often, 11% sometimes, 21% rarely), and 35% after school (4% often, 11% sometimes, 21% rarely). Results for the remaining categories range from 18% to 26%. 26% of applicable participants indicated they have experienced bullying/harassment during weekends, 21% before school, and 21% during extracurricular activities. The percentage of applicable participants who indicated they have experienced bullying/harassment during other times ranges from 18% to 20%. The following chart presents the percentage distributions of the frequency with which Grade 7 to 12 participants indicated they are bullied/harassed during different periods of the day:

2%

4%

5%

7%

5%

2%

2%

2%

2%

3%

5%

11%

12%

16%

11%

5%

5%

5%

5%

7%

14%

21%

23%

27%

21%

14%

14%

12%

11%

16%

79%

65%

60%

51%

63%

79%

80%

81%

82%

74%

0% 20% 40% 60% 80% 100%

Before school

After school

Between classes

During breaks (e.g., spares, lunch)

During classes

During extracurricular activities

On school field trips


School bus

On weekends


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30. d. When and how often have you been bullied/harassed? continued... The distribution of applicable Grade 7 to 12 responses according to the frequency with which participants indicated they have been bullied/harassed during different periods of the day is presented below:

TIME PERIODS WHEN STUDENTS BULLIED/HARASSED

Category

Be

fore

sc

ho

ol

Aft

er

sc

ho

ol

Be

twe

en

cla

sse

s

Du

rin

g b

rea

ks

(e.g

., r

ec

es

s,

lun

ch

)

Du

rin

g c

las

se

s

Du

rin

g

ex

tra

cu

rric

ula

r

ac

tiv

itie

s

On

sc

ho

ol

fie

ld t

rip

s

On

th

e w

ay

to

an

d f

rom

sc

ho

ol

Sc

ho

ol

bu

s

On

we

ek

en

ds

Percentage

Often 2.1% 3.9% 4.6% 6.5% 4.6% 2.1% 2.0% 2.1% 2.3% 3.0%

Sometimes 5.4% 10.5% 12.3% 15.7% 11.1% 5.1% 5.0% 5.0% 4.5% 7.1%

Rarely 13.8% 21.1% 22.8% 26.5% 21.2% 13.5% 13.5% 12.4% 10.9% 16.1%

Never 78.6% 64.5% 60.2% 51.3% 63.2% 79.4% 79.5% 80.5% 82.2% 73.9%

Frequency

Often 294 534 635 895 630 284 275 288 311 408

Sometimes 744 1447 1695 2171 1523 693 682 678 620 965

Rarely 1892 2907 3140 3668 2916 1841 1849 1692 1496 2204

Never 10780 8863 8277 7084 8697 10835 10852 11002 11236 10103


13710 13751 13747 13818 13766 13653 13658 13660 13663 13680

TOTAL PERCENT 97.4% 97.7% 97.7% 98.2% 97.8% 97.0% 97.0% 97.0% 97.1% 97.2%

MISSING RESPONSES

367 326 330 259 311 424 419 417 414 397

MISSING PERCENT 2.6% 2.3% 2.3% 1.8% 2.2% 3.0% 3.0% 3.0% 2.9% 2.8%


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30. e. Who do you go to for help when you have been bullied/harassed? Overview Within participants who indicated they have been bullied/harassed in recent years, the most common people they have gone to for help are: 49% friends, 38% parents/caregivers, 20% teachers, and 16% other family/relatives. Results for the remaining categories range from 2% to 9%. 30% of applicable participants indicated that they did not go to anyone for help. The following chart presents the responses of Grade 7 to 12 participants who indicated they have been bullied/harassed by the percentage who have turned to various persons for help:

20%

8%

9%

8%

3%

3%

49%

38%

16%

2%

5%

30%

0% 20% 40% 60% 80% 100%

Teachers

Guidance Counsellors

Principal

Vice-Principal

Social Worker

Coach

Friends

Parents/Guardians/Caregivers

Other Family/Relatives

Teen Hotline

Other

No One

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30. e. Who do you go to for help when you have been bullied/harassed? continued... Within Grade 7 to 12 participants who have been bullied/harassed, the percentage who indicated have gone to various persons for help is presented below:

PERSON ONE GOES TO FOR HELP WHEN BULLIED/HARASSED


Teachers 2635 19.8%

Guidance Counsellors 1001 7.5%

Principal 1134 8.5%

Vice-Principal 1092 8.2%

Social Worker 332 2.5%

Coach 347 2.6%

Friends 6528 49.0%

Parents/Guardians/Caregivers 4990 37.5%

Other Family/Relatives 2105 15.8%

Teen Hotline 193 1.5%

Other 628 4.7%

No One 4033 30.3%




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30. f. If you have been bullied/harassed, has it affected...? Overview Within Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, 34% indicated that it has made them feel differently about going to school (17% always/often, 17% sometimes). 24% of applicable participants indicated that experiencing bullying/harassment has affected their school performance (12% always/often, 12% sometimes) and 15% indicated it has affected their attendance (8% always/often, 7% sometimes). With 68% of participants indicating experiences with some form of bullying/harassment in recent years, the “always” and “often” responses would be equivalent to about 12%, 8%, and 5% of all Grade 7 to 12 participants, respectively. There are also effects that occur outside of school specific indicators. 13% of applicable participants indicated that they have experienced other consequences, whether socially (e.g., trust, friendships), emotionally (e.g., depression, self-confidence), and behaviourally (e.g., angry outbursts, avoiding places or people). The following chart presents the percentage of Grade 7 to 12 participants who indicated that their school perception or behaviour has been affected by being bullied:

8%

5%

4%

5%

9%

7%

4%

3%

17%

12%

7%

5%

18%

16%

11%

3%

49%

61%

74%

84%

0% 20% 40% 60% 80% 100%

Feelings about going to school

Performance in school (e.g., grades)

Attendance (e.g., skipping classes)

Other


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30. f. If you have been bullied/harassed, has it affected...? continued… Within Grade 7 to 12 participants who indicated they have been bullied/harassed, the percentage whose feelings and behaviour at school may have been affected is presented below:

WHETHER BULLYING HAS AFFECTED STUDENTS’ SCHOOL PERCEPTIONS OR BEHAVIOURS

Category Feelings

about going to school

Perform-ance in

school (e.g., grades)

Attendance (e.g.,

skipping classes)

Other

Percentage

Always 7.7% 5.0% 4.2% 4.7%

Often 8.6% 6.5% 3.8% 3.1%

Sometimes 17.0% 11.7% 7.0% 5.0%

Rarely 18.2% 16.0% 11.0% 3.1%

Never 48.5% 60.8% 74.1% 84.0%

Frequency

Always 1076 698 566 292

Often 1200 898 517 190

Sometimes 2363 1626 953 310

Rarely 2542 2221 1500 192

Never 6757 8439 10092 5172


TOTAL PERCENT 99.6% 99.2% 97.4% 44.0%


MISSING PERCENT 0.4% 0.8% 2.6% 56.0%


Part IV: Safety


131

31. a. Does your school promote character development (e.g., acceptance, cooperation, fairness, integrity and respect)?

b. If yes, has your school’s focus on character development helped in creating a safe, welcoming and inclusive learning environment? Overview 74% of Grade 7 to 12 participants think their school promotes character development, 7% of participants do not agree, and 20% of participants are undecided. Within the participants who think their school promotes character development, 71% think that it contributes to a safe, welcoming and inclusive learning environment, 11% do not agree, and 18% are undecided.

The percentage of Grade 7 to 12 participants who believe their school promotes character development, and the percentage who feel their school’s focus on character development has helped create a safe, welcoming and inclusive environment is presented below:

SCHOOL FOCUS ON CHARACTER DEVELOPMENT

Category

School Promotes Character Development

School’s Focus on Character Development Helps Create a

Safe, Welcoming and Inclusive Environment

Frequency Percent* Frequency Percent*

Yes 16454 74.0% 11592 71.2%

No 1453 6.5% 1768 10.9%

Not Sure 4338 19.5% 2926 18.0%



Yes 74%

No 7%

Not Sure 20%

School Promotes Character Development

Yes 71%

No 11%

Not Sure 18%

Character Development Contributes to a Safe and Inclusive Environment

Part IV: Safety


132

Part IV Summary: Safety

For the most part, Grade 7 to 12 participants indicated they feel safe. The percentage of participants who rarely or never feel safe was about 3% in each of three general environments of one’s neighbourhood, one’s school, and the route in between. The percentage of participants who only sometimes feel safe was 8% or less in each environment. A strong majority of participants indicated that they frequently (always/often) feel safe, including: 91% in their neighbourhood (65% always), 90% at school (59% always), and 89% on the way to and from school (59% always). This is a positive finding in relation to school environments within the district.

68% of Grade 7 to 12 participants indicated that they have experienced some form of bullying/harassment within the current or last school years and 32% did not. This is a significant proportion of participants, and surprising in light of positive findings of 89% of participants feeling like they belong and about 90% of participants feeling safe. This can partially be explained by the variability in the type and degree of bullying experienced, but the effects of experiencing bullying/harassment can be far reaching and need to be investigated further through other indicators.

The most common types of bullying and harassment experienced, as indicated by the responses of Grade 7 to 12 participants, are: 60% verbally with insults (34% often/sometimes), 43% socially by exclusion (21% often/sometimes), 33% verbally with threats (15% often/sometimes), and 27% physically by an individual (10% often/sometimes). Results for theft/destruction of personal property, electronically, physically by a group, or other range from 25% to 15%.

The possible bases upon which one was bullied/harassed that were selected most frequently by applicable Grade 7 to 12 participants are: 50% appearance and/or clothing, 30% perceived body image, 28% grades or marks, and 18% ethnocultural or racial background. Results for the 10 remaining categories range from 2% to 13%.

Within Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, the most commonly identified settings where the bully/harassment has taken place are: 50% hallways (25% often/sometimes), 44% classrooms (21% often/sometimes), 40% areas off school property (18% often/sometimes), and 37% lunchroom/cafeteria (18% often/sometimes). Results for the 9 remaining categories range from 11% to 33%. The district might consider evaluating whether implementing location-specific measures would help reduce the incidence of bullying/harassment.

Within Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, the most commonly identified times during the day when the bully/harassment has taken place are: 49% during breaks (23% often/sometimes), 40% between classes (17% often/sometimes), 37% during classes (16% often/sometimes), and 35% after school (15% often/sometimes). Results for the 6 remaining categories range from 18% to 26%.

Within Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, the most commonly identified people they have gone to for help are: 49% friends, 38% parents/caregivers, 20% teachers, and 16% other family/relatives. Results for the 7 remaining categories range from 2% to 9%. 30% of applicable participants indicated that they did not go to anyone for help. If about 1 in 3 participants who indicated they have experienced bullying/harassment did not turn to anyone for help, then it is important to explore the reasons why not (e.g., did not feel have anyone to go to, did not feel it would help, embarrassment due to the bullying/harassment, fear of retribution, etc.) and to use this information to improve resources for students. The results point to a tendency to approach informal sources of help, rather than seeking out district staff.

Part IV: Safety


133

Within Grade 7 to 12 participants who indicated they have been bullied/harassed in recent years, 34% indicated it has made them feel differently about going to school (17% always/often, 17% sometimes). 24% of applicable participants indicated that experiencing bullying/harassment has affected their school performance (12% always/often, 12% sometimes) and 8% indicated it has affected their attendance (8% always/often, 7% sometimes). With 68% of participants indicating experiences with some form of bullying/harassment in recent years, the “always” and “often” responses would be equivalent to about 12%, 8%, and 5% of all Grade 7 to 12 participants, respectively. There are also effects that occur outside of school specific indicators. 13% of applicable participants indicated that they have experienced other consequences to experiencing bully/harassment, whether socially (e.g., trust, friendships), emotionally (e.g., depression, self-confidence), or behaviourally (e.g., angry outbursts, avoiding places or people). The nature of the altered feelings could be investigated further to describe the changes and how they impact attitudes, cognitions and behavior, and to identify possible interventions that could be implemented to assist students.

74% of Grade 7 to 12 participants think that their school promotes character development, 7% do not agree, and 20% are undecided. Within the participants who think their school promotes character development, 71% think that it contributes to a safe, welcoming and inclusive learning environment, 11% do not agree, and 18% are undecided. This is support for character development’s efficacy and value. There are still, however, participants who are not convinced about the efficacy character development (i.e., the 29% who indicated “no” or “not sure”) and it raises questions as to whether this is due to having experienced negative experiences at school or perhaps from a lack of understanding as to what comprises character development and how it benefits people, communities and society.

Part V: Learning Support, Tools and Resources


134


Various tools and resources can contribute to a student’s success.

This section of questions will help identify additional support or resources that may be required to achieve success. Questions in this section:

32. Do your parents, guardians or caregivers...? ................................................................................. ###

33. After school, if needed, who usually helps you with your homework? ........................................ ###

34. Outside of school, who usually gives you advice about school and career opportunities? ..... ###

35. Have you had your eyesight or hearing tested in the last two years? ......................................... ###

36. Have you been to a dentist in the last year? ................................................................................... ###

37. How often do any of the following prevent or delay you from finishing your homework? ........ ###

38. About how many hours a week (including weekends) do you spend on...? ................................ ###

39. On a regular school day, how much time do you spend on the following activities before or after school? .................................................................................................................................. ###

40. During the school week, how often do you...? ................................................................................ ###

41. How often do you use a computer? ................................................................................................. ###



135

32. Do your parents, guardians, or caregivers...? Overview 97% of Grade 7 to 12 participants strongly (always/often) believe their parents/guardians expect them to succeed in school. The percentage of participants who indicated their parents/guardians/caregivers are regularly (always/often) involved in activities related to their schooling is: 71% help set goals and make plans (46% always), 69% talk about schoolwork (42% always), and 49% attend parent-teacher interviews (29% always). The percentage of participants indicating their parents/guardians regularly communicate with teachers, attend school meetings and event, volunteer at school, or other participate in other activities ranges from 37% to 11%. The following chart presents the percentage distribution of Grade 7 to 12 responses for frequency of parent, guardian or caregiver participation in various activity areas related to the participant’s schooling:

85%

46%

42%

19%

29%

13%

6%

9%

12%

25%

27%

18%

20%

13%

5%

3%

2%

16%

19%

27%

21%

21%

12%

3%

0%

7%

8%

22%

16%

24%

22%

4%

0%

4%

3%

10%

12%

24%

47%

40%

1%

2%

1%

4%

2%

5%

8%

41%

0% 20% 40% 60% 80% 100%

Expect student to succeed in school

Help student set goals and make plans

Talk to student about schoolwork

Communicate with teachers

Attend parent-teacher interviews

Attend meetings and events at school

Volunteer at the school

Other

Always Often Sometimes Rarely Never Not Sure



136

32. Do your parents, guardians, or caregivers...? continued... The distribution of Grade 7 to 12 responses according to frequency to which they indicated their parents, guardians or caregivers participate in activities related to the participant’s schooling is presented below:

PARENTAL PARTICIPATION IN SCHOOL-RELATED ACTIVITIES

Category

Ex

pe

ct

stu

de

nt

to

su

cc

ee

d i

n s

ch

oo

l

He

lp s

et

go

als

an

d m

ak

e p

lan

s

Ta

lk t

o s

tud

en

t

ab

ou

t sc

ho

ol

wo

rk

Co

mm

un

ica

te

wit

h t

ea

ch

ers

Att

en

d p

are

nt-

tea

ch

er

inte

rvie

ws

Att

en

d m

ee

tin

gs

an

d e

ve

nts

at

sc

ho

ol

Vo

lun

tee

r a

t th

e

sc

ho

ol

Oth

er

Percentage

Always 84.8% 46.4% 42.0% 19.0% 28.7% 12.9% 6.0% 8.7%

Often 12.0% 24.8% 27.0% 17.5% 20.0% 13.1% 5.4% 2.7%

Sometimes 1.8% 15.8% 18.6% 27.4% 20.8% 21.2% 11.5% 3.3%

Rarely 0.3% 7.4% 8.2% 21.9% 16.0% 23.9% 22.2% 4.0%

Never 0.2% 4.1% 3.2% 10.3% 12.2% 24.1% 47.4% 40.3%

Not Sure 0.9% 1.5% 1.0% 3.9% 2.3% 4.8% 7.5% 40.9%

Frequency

Always 19074 10429 9424 4245 6432 2884 1318 535

Often 2703 5569 6073 3919 4476 2923 1184 167

Sometimes 396 3540 4175 6136 4666 4746 2537 204

Rarely 71 1667 1844 4912 3578 5338 4900 246

Never 53 920 722 2311 2724 5372 10442 2466

Not Sure 207 335 215 878 504 1072 1644 2501


TOTAL PERCENT 97.8% 97.6% 97.6% 97.3% 97.2% 97.0% 95.7% 26.6%


MISSING PERCENT 2.2% 2.4% 2.4% 2.7% 2.8% 3.0% 4.3% 73.4%



137

33. After school, if needed, who usually helps you with your homework? Overview The most commonly identified persons who Grade 7 to 12 participants indicated they turn to for homework help after school are: 52% parents/guardians, 42% friends, 25% siblings, and 15% teachers. Results for the 7 remaining categories range from 2% to 7%. 12% of participants indicated they do not receive help from anyone and 17% indicated they do not need homework help. The following chart presents the percentage of Grade 7 to 12 participants who turn to various persons for help with homework after school:

52%

16%

25%

7%

42%

2%

2%

7%

3%

12%

17%

2%

0% 20% 40% 60% 80% 100%

Parents/guardians/caregivers

Teachers

Brother(s)/sister(s)

Other family members

Friends

People in the community

On-line tutors

Paid tutors

Free tutor(s) offered in school/community

No one

I do not need homework help

Other



138

33. After school, if needed, who usually helps you with your homework? continued... The percentage of Grade 7 to 12 participants who indicated they go to various persons for help with homework after school is presented below:

PERSON ONE GOES TO FOR HELP WITH HOMEWORK


Parents/guardians/caregivers 11687 52.3%

Teachers 3515 15.7%

Brother(s)/sister(s) 5481 24.6%

Other family members 1656 7.4%

Friends 9349 41.9%

People in the community 334 1.5%

On-line tutors 425 1.9%

Paid tutors 1497 6.7%

Free tutor(s) offered in school/community 559 2.5%

No one 2557 11.5%

I do not need homework help 3853 17.3%

Other 494 2.2%






139

34. Outside of school, who usually gives you advice about school and career opportunities?

Overview The percentage of Grade 7 to 12 participants who indicated they receive advice from various persons about school opportunities is: 86% parents/guardians, 62% friends, 61% teachers, 42% siblings, and 38% other family members. Results for the 6 remaining categories range from 1% to 34%. The percentage of participants who indicated they receive advice from various persons about career opportunities is: 84% parents/guardians, 46% friends, 41% other family members, and 39% teachers. Results for the 8 remaining categories range from 2% to 34%. The following charts present the percentage of Grade 7 to 12 participants who indicated they receive advice about school and career opportunities from various persons:

86%

33%

42%

38%

17%

62%

61%

34%

11%

4%

1%

0% 20% 40% 60% 80% 100%

Parents/guardians/caregivers

Grandparents

Brother(s)/sister(s)

Other family members

People in the community

Friends

Teachers

Guidance counsellors

Other counsellors

No one

Other

School Opportunities

84%

34%

32%

41%

20%

46%

39%

30%

9%

4%

2%

0% 20% 40% 60% 80% 100%

Career Opportunities



140

34. Outside of school, who usually gives you advice about school and career opportunities? continued...

The percentage of Grade 7 to 12 participants who indicated they receive advice about school and career opportunities from various persons is presented below:

WHO USUALLY GIVES STUDENT ADVICE ABOUT SCHOOL AND CAREER OPPORTUNITIES

Category SCHOOL OPPORTUNITIES CAREER OPPORTUNITIES

Frequency Percent* Frequency Percent*

Parents/guardians/caregivers 18253 85.6% 16639 84.4%

Grandparents 7098 33.3% 6738 34.2%

Brother(s)/sister(s) 8869 41.6% 6218 31.5%

Other family members 8057 37.8% 7979 40.5%

People in the community 3628 17.0% 3959 20.1%

Friends 13172 61.8% 9152 46.4%

Teachers 12930 60.7% 7600 38.5%

Guidance counsellors 7319 34.3% 5824 29.5%

Other counsellors 2438 11.4% 1798 9.1%

No one 886 4.2% 803 4.1%

Other 297 1.4% 311 1.6%






141

35. Have you had your eyesight or hearing tested in the last two years? Overview 72% of Grade 7 to 12 participants indicated they have had their eyesight tested within the last two years, 22% indicated they have not, and 6% do not know. 32% of Grade 7 to 12 participants indicated they have had their hearing tested within the last two years, 56% indicated they have not, and 13% do not know.

The percentage of Grade 7 to 12 participants who indicated they have had an eyesight or a hearing exam within the last two years is presented below:

EYESIGHT OR HEARING TESTED WITHIN THE LAST TWO YEARS

Category Eyesight Hearing

Frequency Percent* Frequency Percent

Yes 16185 72.2% 6463 30.6%

No 4839 21.6% 11919 56.4%

Don’t Know 1399 6.2% 2748 13.0%



Yes 72%

No 22%

Don't Know

6%

Eyesight Tested

Yes 31%

No 56%

Don't Know 13%

Hearing Tested



142

36. Have you been to a dentist in the last year? Overview According to Grade 7 to 12 participants, 88% have been to a dentist within the last year, 9% have not, and 2% do not know.

The percentage of Grade 7 to 12 participants who indicated they have been to a dentist within the last year is presented below:

BEEN TO A DENTIST WITHIN THE LAST YEAR


Yes 19844 88.2%

No 2098 9.3%

Don’t Know 550 2.4%



Yes 88%

No 9%

Don't Know

2%

Been to a Dentist in Last Year



143

37. How often do any of the following prevent or delay you from finishing your homework?

Overview The percentage of Grade 7 to 12 participants who indicated they are frequently (always/often) prevented or delayed from finishing their homework due to various reasons is: 40% spending time on internet (16% always), 34% spending time with friends (12% always), 32% sports or recreation (11% always), 25% difficulty of homework (7% always), and 25% watching television (9% always). The percentage of participants indicating household chores, part-time job, health reasons, a lack of proper space at home or study material, or religious/faith activities prevent them from finishing their homework ranges from 10% to 14%. The following chart presents the distributions Grade 7 to 12 responses according to the frequency with which various circumstances prevent or delay participants from finishing their homework:

7%

2%

3%

2%

2%

3%

2%

16%

12%

11%

9%

18%

4%

7%

4%

4%

6%

2%

23%

22%

20%

14%

35%

14%

18%

9%

12%

11%

6%

25%

29%

25%

22%

26%

32%

28%

18%

23%

11%

11%

16%

19%

17%

23%

14%

47%

45%

68%

59%

69%

79%

20%

19%

27%

31%

0% 20% 40% 60% 80% 100%

Difficulty of homework

Health reasons

Household chores

No proper space at home

No study materials

Part-time job

Religious/faith activities

Spending time on internet

Spending time with friends

Sports or recreation activities

Watching TV




144

37. How often do any of the following prevent or delay you from finishing your homework? continued...

The distribution of Grade 7 to 12 responses according to the frequency with which various circumstances prevent or delay participants from finishing their homework is presented below:

LOCATIONS WHERE STUDENTS BULLIED/HARASSED

Category

Dif

ficu

lty o

f

ho

mew

ork

Healt

h r

easo

ns

Ho

useh

old

ch

ore

s

No

pro

per

sp

ac

e a

t

ho

me

No

stu

dy m

ate

rials

Part

-tim

e j

ob

Relig

iou

s/f

ait

h

acti

vit

ies

Sp

en

din

g t

ime o

n

inte

rnet

Sp

en

din

g t

ime w

ith

frie

nd

s

Sp

ort

s o

r re

cre

ati

on

acti

vit

ies

Watc

hin

g T

V

Percentage

Always 7.1% 2.0% 2.9% 2.4% 2.0% 3.3% 1.5% 16.2% 11.9% 11.3% 9.0%

Often 17.8% 4.4% 6.9% 3.8% 3.6% 6.0% 2.2% 23.3% 21.8% 20.3% 14.2%

Sometimes 35.1% 14.2% 18.1% 8.5% 11.8% 10.8% 6.0% 25.0% 28.5% 24.6% 22.2%

Rarely 26.0% 32.4% 27.7% 17.9% 23.3% 10.9% 11.3% 15.8% 18.9% 17.1% 23.3%

Never 14.0% 47.0% 44.5% 67.5% 59.3% 69.1% 78.9% 19.7% 18.9% 26.7% 31.3%

Frequency

Always 1561 435 628 509 424 703 330 3535 2602 2454 1967

Often 3921 961 1489 815 770 1289 479 5096 4748 4405 3089

Sometimes 7730 3077 3926 1840 2548 2321 1285 5460 6199 5348 4851

Rarely 5736 7010 6023 3857 5029 2362 2429 3446 4122 3718 5090

Never 3074 10175 9658 14586 12804 14908 16928 4299 4110 5810 6833


22022 21658 21724 21607 21575 21583 21451 21836 21781 21735 21830

TOTAL PERCENT 95.7% 94.1% 94.4% 93.9% 93.7% 93.8% 93.2% 94.9% 94.6% 94.4% 94.9%

MISSING RESPONSES 992 1356 1290 1407 1439 1431 1563 1178 1233 1279 1184

MISSING PERCENT 4.3% 5.9% 5.6% 6.1% 6.3% 6.2% 6.8% 5.1% 5.4% 5.6% 5.1%



145

38. About how many hours a week (including weekends) do you spend on...? Overview 91% of Grade 7 to 12 participants indicated they spend time on homework. The percentage of participants by amount of time indicated per week is: 55% 1 to 5 hours, 22% 6 to 10 hours, and 14% 11 hours or more. 34% of Grade 7 to 12 participants indicated they work part-time for pay. The percentage of participants by amount of time indicated per week is: 15% 1 to 5 hours, 8% 6 to 10 hours, and 11% 11 hours or more. 33% of Grade 7 to 12 participants indicated they perform community service. The percentage of participants by amount of time indicated per week is: 28% 1 to 5 hours, 3% 6 to 10 hours, and 2% 11 hours or more. The following chart presents the distribution of Grade 7 to 12 responses according to the hours per week participants spend on various activities:

9%

66%

67%

55%

15%

28%

22%

8%

3%

9%

6%

1%

5%

5%

1%

0% 20% 40% 60% 80% 100%

Homework and studying

Part-time work for pay

Community service

None 1 to 5 hours 6 to 10 hours 11 to 15 hours More than 15 hours



146

38. About how many hours a week (including weekends) do you spend on...? continued...

The distribution of Grade 7 to 12 responses according to the hours per week participants spend on various activities is presented below:

HOURS PER WEEK SPENT ON ACTIVITIES

Category Homework

and studying

Part-time work for

pay

Community service

Percentage

None 9.2% 65.9% 66.9%

1 to 5 hours 54.6% 15.3% 28.0%

6 to 10 hours 22.4% 7.8% 3.3%

11 to 15 hours 8.9% 5.6% 0.8%

More than 15 hours 4.9% 5.4% 1.0%

Frequency

None 2037 14368 14525

1 to 5 hours 12136 3329 6081

6 to 10 hours 4980 1704 717

11 to 15 hours 1985 1219 174

More than 15 hours 1100 1174 208

TOTAL RESPONSES out of 23014 22238 21794 21705

TOTAL PERCENT 96.6% 94.7% 94.3%

MISSING RESPONSES 776 1220 1309

MISSING PERCENT 3.4% 5.3% 5.7%



147

39. On a regular school day, how much time do you spend on the following activities before or after school?

Overview The percentage of Grade 7 to 12 participants who indicated they spend 1 hour or more per day on various leisure activities before or after school is: 64% other leisure activities (34% more than 2 hours), 60% sports and recreation (24% more than 2 hours), 60% internet/e-mail/social media (29% more than 2 hours), 55% watching television (20% more than 2 hours), 49% playing computer/video games (24% more than 2 hours), and 38% reading (12% more than 2 hours). Results for the remaining categories range from 7% to 21%. The percentage of Grade 7 to 12 participants who indicated they spend 1 hour or more per day on various commitments before or after school is: 20% looking after siblings/family members (7% more than 2 hours), 11% religious/faith activities (4% more than 2 hours), and 7% helping with a family business (2% more than 2 hours). The following chart presents the distributions of Grade 7 to 12 participants according to the amount of time they indicated they spend on various activities before or after a regular school day:

18%

61%

82%

16%

28%

21%

75%

11%

22%

8%

61%

20%

12%

29%

24%

20%

14%

25%

40%

32%

18%

13%

5%

35%

25%

36%

7%

30%

26%

31%

3%

7%

2%

20%

24%

24%

4%

34%

12%

29%

0% 20% 40% 60% 80% 100%

Household chores

Looking after siblings/family members

Helping with family business

Watching TV

Playing computer/video games

Sports and recreation activities


Other leisure activites

Reading

Internet/e-mail/social media sites

None Less than one hour 1 to 2 hours More than 2 hours



148

39. On a regular school day, how much time do you spend on the following activities before or after school? continued...

The distribution of applicable Grade 7 to 12 participants according to the amount of time they spend on various activities before or after a regular school day is presented below:

TIME SPENT ON ACTIVITIES BEFORE AND AFTER REGULAR SCHOOL DAY

Category

Ho

us

eh

old

ch

ore

s

Lo

ok

ing

aft

er

sib

lin

gs

/fa

mil

y

me

mb

ers

He

lpin

g w

ith

fam

ily

bu

sin

es

s

Wa

tch

ing

TV

Pla

yin

g

co

mp

ute

r/v

ide

o g

am

es

Sp

ort

s a

nd

rec

rea

tio

n

ac

tiv

itie

s

Re

lig

iou

s/f

ait

h

ac

tiv

itie

s

Oth

er

leis

ure

ac

tiv

itie

s

Re

ad

ing

Inte

rne

t/e

-

ma

il/s

oc

ial

me

dia

sit

es

Percentage

Often 17.7% 60.7% 81.6% 16.0% 27.6% 20.7% 75.1% 11.2% 21.9% 8.1%

Sometimes 61.1% 20.2% 11.5% 28.9% 23.7% 19.7% 14.3% 24.7% 40.4% 31.8%

Rarely 18.4% 12.5% 4.5% 35.1% 25.2% 35.6% 6.7% 30.1% 25.6% 30.8%

Never 2.8% 6.6% 2.4% 20.0% 23.5% 23.9% 3.9% 33.9% 12.2% 29.3%

Frequency

Often 3888 13290 17736 3524 6042 4528 16071 2434 4760 1779

Sometimes 13458 4428 2509 6368 5204 4308 3063 5386 8784 6966

Rarely 4057 2740 975 7726 5531 7785 1432 6564 5576 6732

Never 620 1447 523 4402 5154 5227 833 7388 2649 6405


22023 21905 21743 22020 21931 21848 21399 21772 21769 21882

TOTAL PERCENT 95.7% 95.2% 94.5% 95.7% 95.3% 94.9% 93.0% 94.6% 94.6% 95.1%

MISSING RESPONSES

991 1109 1271 994 1083 1166 1615 1242 1245 1132

MISSING PERCENT 4.3% 4.8% 5.5% 4.3% 4.7% 5.1% 7.0% 5.4% 5.4% 4.9%



149

40. During the school week, how often do you...? Overview The percentage of Grade 7 to 12 participants who indicated they regularly (every day/most days) have various meals during the school week is: 97% dinner (88% every day), 84% lunch (65% every day), 70% breakfast (53% every day), 69% snack during school day (52% every day), and 66% snack after dinner or before bed (46% every day). The following chart presents the distribution of Grade 7 to 12 participants according to how often they indicated they have various meals during the school week:

53%

65%

88%

52%

46%

17%

19%

9%

17%

20%

18%

13%

3%

19%

23%

12%

4%

1%

12%

11%

0% 20% 40% 60% 80% 100%

Eat breakfast before coming to school

Eat lunch

Eat dinner

Have a snack during the school day

Have a snack after supper or before bed

Every day Most days Some days Never



150

40. During the school week, how often do you...? continued...

The distribution of Grade 7 to 12 participants according to how often they indicated they have various meals during the school week is presented below:

HOW OFTEN IN SCHOOL STUDENTS LEARN ABOUT DIVERSE GROUPS

Category

Eat breakfast

before coming to

school

Eat lunch Eat dinner

Have a snack

during the school day


Percentage

Every day 53.4% 64.6% 87.7% 51.8% 46.2%

Most days 16.7% 18.9% 8.5% 16.6% 19.9%

Some days 17.9% 12.5% 3.1% 19.3% 22.8%

Never 11.9% 4.0% 0.7% 12.3% 11.1%

Frequency

Every day 11846 14309 19385 11404 10204

Most days 3710 4177 1885 3663 4389

Some days 3977 2777 683 4237 5024

Never 2634 888 151 2706 2450

TOTAL RESPONSES out of 23014 22167 22151 22104 22010 22067

TOTAL PERCENT 96.3% 96.3% 96.0% 95.6% 95.9%

MISSING RESPONSES 847 863 910 1004 947

MISSING PERCENT 3.7% 3.7% 4.0% 4.4% 4.1%



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41. How often do you use a computer? Overview The percentage of Grade 7 to 12 participants who indicated they regularly (every day/several times a week) use a computer from various locations is: 77% at home (2% every day), 19% at school (3% every day), 17% in the community (10% every day), and 11% at the library (7% every day). The following chart presents the distribution of Grade 7 to 12 responses according to how often participants use a computer in various settings:

3%

2%

10%

7%

16%

75%

7%

4%

26%

17%

9%

7%

46%

5%

31%

34%

9%

2%

43%

48%

0% 20% 40% 60% 80% 100%

At school

At home

In the community

At the library

Every day Several times a week Not very often Almost never Not available



152

41. How often do you use a computer? continued...

The distribution of Grade 7 to 12 responses according to how often participants use a computer in various settings is presented below:

HOW OFTEN USE COMPUTER

Category At school At home In the

community At the library

Percentage

Every day 2.5% 1.5% 10.0% 7.4%

Several times a week 16.0% 75.3% 6.5% 3.9%

Not very often 26.1% 17.0% 9.2% 7.3%

Almost never 46.1% 4.8% 31.1% 33.8%

Not available 9.3% 1.5% 43.1% 47.6%

Frequency

Every day 562 330 2197 1618

Several times a week 3546 16788 1430 858

Not very often 5793 3794 2019 1602

Almost never 10251 1070 6836 7446

Not available 2062 324 9465 10481


TOTAL PERCENT 96.5% 96.9% 95.4% 95.6%





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Part V Summary: Learning Support, Tools and Resources

97% of Grade 7 to 12 participants believe their parents/guardians expect them to succeed in school. The percentage of participants who indicated their parents/guardians/caregivers are regularly (always/often) involved in activities related to their schooling is: 71% help set goals and make plans (46% always), 69% talk about schoolwork (42% always), and 49% attend parent-teacher interviews (29% always). The percentage of participants indicating regular communication with teachers, attendance at school meetings and event, volunteering at school, or other activities ranges from 37% to 11%. While parents tend to participate regularly in activities directly involving their children, voluntary participation in other activities is not as frequent (which can in part be explained by demands on time and trust in the school system, but may also be due to other reasons such as barriers to communication or perceptions of it being unnecessary). Increased parental involvement may enable parents to provide more support at home, while also providing valuable contributions to the school through information, collaboration and goal-sharing. This is an important component for strengthening the relationship between students, parents, district, and the larger community.

The most commonly identified persons Grade 7 to 12 participants turn to for homework help after school are: 52% parents/guardians, 42% friends, 25% siblings, and 15% teachers. Results for the 7 remaining categories range from 2% to 7%. 12% of participants indicated they do not receive help from anyone and 17% indicated they do not need homework help. These results could be complemented with information about whether there is adequate assistance to meet students’ needs for homework assistance inside and outside school, and whether this could be supplemented with additional assistance from the school. There is also addition information required to explain why 12% of participants indicated they did not receive help (e.g., did not ask due to lack of options, asked for help, but did not received help, etc.)

The percentage of Grade 7 to 12 participants who indicated they receive advice from various persons about school opportunities is: 86% parents/guardians, 62% friends, 61% teachers, 42% siblings, and 38% other family members. Results for the 6 remaining categories range from 1% to 34%. The percentage of participants who indicated they receive advice from various persons about career opportunities is: 84% parents/guardians, 46% friends, 41% other family members, and 39% teachers. Results for the 8 remaining categories range from 2% to 34%. Given that most students seek advice from their parents/guardians, the district could evaluate whether more information and resources should be make available to parents/ guardians to help them advise students.

According to Grade 7 to 12 participants, 72% have had their eyesight tested within the last two years, 22% have not, and 6% do not know. Annual eye exams are generally recommended for person under age 20 and supported by OHIP. There is a need to understand why more than one in five participants have not been examined in two years or more (e.g., lack of knowledge/information, lack of time, no physician, etc.). Given the importance of healthy vision and the potential of exams to detect other conditions, the district may be able to play a role in helping ensure that students receive eye examinations.

According to Grade 7 to 12 participants, 31% have had their hearing tested within the last two years, 56% have not, and 13% do not know. Hearing is another easily diagnosed sensory system that can affect an individual’s attention and learning as well as potentially impacting social skills and behaviour. Hearing can be screened by a physician who can recommend next steps if full testing is required.

According to Grade 7 to 12 participants, 88% have been to a dentist within the last year, 9% have not, and 2% do not know. With the long-term impact of dental health and its relationship to other health conditions, it is important to identify why at least 9% of participants have not been to a dentist in over a year (especially when more frequent visits are generally recommended). The district could look into whether it is in a position to provide more educational/informational resources related to dental health and whether there are ways the district can facilitate access to dental professionals.



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The percentage of Grade 7 to 12 participants who indicated they are frequently (always/often) prevented or delayed from finishing their homework due to various reasons is: 40% spending time on internet (16% always), 34% spending time with friends (12% always), 32% sports or recreation (11% always), 25% difficulty of homework (7% always), and 25% watching television (9% always). The percentage indicating household chores, part-time job, health reasons, a lack of proper space at home or study material, or religious/faith activities ranges from 10% to 14%.

The percentage of Grade 7 to 12 participants who indicated they spend time (1 hour or more) on general work activities per week is: 91% homework and studying (36% 6+ hours), 34% part-time work for pay (19% 6+ hours), and 33% community service (5% 6+hours).

The percentage of Grade 7 to 12 participants who indicated they spend time on various responsibilities or leisure activities before or after school is: 64% other leisure activities (34% more than 2 hours), 60% sports and recreation (24% more than 2 hours), 60% internet/e-mail/social media (29% more than 2 hours), 55% watching television (20% more than 2 hours), 49% playing computer/video games (24% more than 2 hours), and 38% reading (12% more than 2 hours). Results for the remaining categories range from 7% to 21%. For the most part, during the school week students dedicate a sizable proportion of their time toward leisure activities. Some of the most common activities identified are the same ones that participants commonly indicate prevent or delay them from completing their homework (e.g., internet, sports and recreation, watching television). Does the district have guidelines as to what constitutes a sufficient level of leisure activities to promote well-being and how this should be balanced against ensuring that learning and studies continue to move forward? Students may require more education or resources that can help them prioritize and achieve balance.

The percentage of Grade 7 to 12 participants who indicated they regularly (every day/most days) have various meals during the school week is: 97% dinner (88% every day), 84% lunch (65% every day), 70% breakfast (53% every day), 69% snack during school day (52% every day), and 66% snack after dinner or before bed (46% every day). These responses do not indicate the reasons for missed meals (e.g., habit/preference, lack of access to or availability of meals, lack of time, or other factors). These results also do not speak to the nutritional sufficiency or quality of student diet. It may be worthwhile to evaluate the educational, informational and other resources available in the district to help promote nutrition education and access to meals.

The percentage of Grade 7 to 12 participants who indicated they regularly (every day/several times a week) use a computer from various locations is: 77% at home (2% every day), 19% at school (3% every day), 17% in the community (10% every day), and 11% at the library (7% every day). These results would be complemented with information about whether students’ access is sufficient to complete school-related activities (e.g., homework, research).

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Results At-A-Glance The following pages present a description of OCDSB’s Grade 7 to 12 Student Survey results at a glance.

Part I: About the Student Grade 7 to 12 participants have various interest, strengths and backgrounds. According to the responses provided by participants: Q1 – Activities In School: In school, 80% of participants take part in School Special Events (5% weekly),

76% in Arts (49% weekly), 73% in Sports (31% weekly), 53% in School Clubs (18% weekly), and 50% in Other Activities (17% weekly). Results for the remaining activity types range from 16% to 46%.

Q2 – Activities Outside School: Outside of school, 79% of participants take part in Sports and Recreation (52% weekly), 64% in Arts (36% weekly), 63% in Other Activities (38% weekly), 46% in Religious Events/ Activities (17% weekly), and 45% in Youth Group Activities (15% weekly). Results for the remaining activity types range from 17% to 33%.

Q3 – Evaluation of Own Ability: The percentage of participants who see themselves as skilled (excellent/good) in various ability areas are: 82% in Social Skills (42% excellent), 79% in Reading (41% excellent), 71% in Physical Activities (38% excellent), and 69% in Arts (28% excellent). 55% to 66% consider themselves skilled in the remaining areas.

Q4 – Awards, Certificates or Recognition: In school, 55% of participants have been recognized for Academics, 37% for Sports and Recreation, and 28% for Arts. Outside school, 56% of participants have been recognized for Sports and Recreation, 34% for Clubs and Activities, and 30% for Arts. Less than 25% of participants have been recognized in the remaining areas in school or outside school.

Q5 – Asked to Help: The most common help roles in school identified by participants are: 31% Reading Buddy, 19% Peer Tutor, and 15% Monitor. Results for the remaining roles range from 5% to 12%. 44% of participants had not yet been asked to help other students.

Q6 – Asked to Lead: 76% of participants have been asked to lead an activity, group or team (15% many times, 28% sometimes, and 33% a few times). 24% of participants have never been asked, and within this group 45% indicated they would like to be asked.

Q7 – Languages Spoken at Home: More than 150 languages are represented across the homes of participants. Languages from more than one language family are spoken in the homes of 54% of participants.

English is often spoken in 96% of participant homes, French in 26% of homes, and European languages in 12% of participant homes.

Languages from families other than English, French and European languages are spoken in the homes of 32% of participants, including 11% Afro-Asiatic languages, 11% Asiatic languages, and 7% Indo-Iranian languages. Each of the remaining language families are represented in 1% or less of participant homes.

The most frequently identified languages include: 96% English, 26% French, 8% Arabic, 5% Mandarin, 3% Spanish, 3% Somali, 3% Cantonese, 2% German, 2% Persian (Farsi), 1.9% Hindi, 1.8% Vietnamese, 1.7% Urdu, 1.6% Russian, 1.5% Italian, and 1.4% Panjabi. Each of the remaining languages is spoken in less than 1% of participant homes.

Q8 – Disability, Exceptionality or Special Education Need: 14% of participants indicated they have a disability, exceptionality, or special education need. The most common types indentified are: 38% Learning, 35% Gifted, 8% Communication, 7% Mental Health, and 6% Autism Spectrum. Other types were identified by less than 4% of applicable participants. 28% of participants with a disability, exceptionality or special education need indicated they are receiving special education support at school.

Highlights


156

Part I: About the Student continued... Q9 – Where Born: 61% of participants were born in Ottawa, 9% in another city in Ontario, 10% in another

province in Canada, and 20% in another country.

Q10 – Identify as Canadian: 91% of participants identify themselves as Canadian and 9% do not.

Q11 – Aboriginal Ancestry: 6.9% of participants identify themselves as having Aboriginal ancestry (5.5% as having First Nations, Inuit or Métis ancestry).

Q12 – Gender: 50% of participants identify as Male, 49% Female, and 0.4% Transgender.

Q13 – Sexual Orientation: 88% of participants identify with a Heterosexual sexual orientation, 3.5% Bisexual, 1.7% Questioning, 0.5% Gay, 0.5% Lesbian, 0.5% Queer, 0.5% Two-Spirited, and 0.1% Transsexual. 7% of participants preferred not to specify or did not know their sexual orientation.

Q14 – Future Occupation: 28% of participants have decided on their future career or occupation, 51% have been thinking about it, but are undecided, 18% have been thinking about it, but have no idea, and 3% have not thought about their future career or occupation.

Within the participants who have decided, the most common occupational areas are: 24% Education, Law, and Social, Community and Government, 23% Health, 18% Natural and Applied Sciences, and 14% Arts, Culture, Recreation and Sport. Endorsement of other areas was 6% or less.

3% of applicable participants have decided on Senior Leadership and Management occupations, 67% on occupations that require University education, and 24% on occupations that require College education or an Apprenticeship. Less than 1% of participants indicated occupations that are not associated with post-secondary education.

Q15 – Expect to Graduate: 97% of participants expect to graduate from high school, 0.6% do not, and 2.5% are not sure whether they will graduate.

Q16 – Plan after High School: Following high school, 67% of participants plan to attend university, 17% to attend college, and 1.3% to take an apprenticeship. 3.4% of participants plan to go directly to work, 2.7% of participants plan to return to school for additional credits, 2.4% have other plans, and 6.4% are unsure. Participants’ characterization of the expectations of parents/caregivers, teachers or friends had a similar pattern, though with a higher degree of the expectations being unknown.

Part II: Family Characteristics Grade 7 to 12 participants have diverse family values, cultural and structural characteristics. According to the responses provided by participants: Q17 – Ethnic or Cultural Origin: Participant identities span more than 150 ethnic and cultural groups.

53% of participants identify with ethnic or cultural groups from more than one origin family.

51% of participants have British Isles origins, 19% have French origins, 5% have Aboriginal origins, 34% have other North American origins (e.g., Canadian), and 34% have European origins.

45% of participants have ethnic or cultural origins outside of British Isles, French, Aboriginal, other North American, and European origins, including 13% East and Southeast Asian origins, 9% Arab origins, 6% South Asian origins, and 7% African origins. Each of the remaining origin families is represented by less than 5% of participants.

The most frequently identified ethnic or cultural groups include: 38% English, 33% Canadian, 25% Irish, 24% Scottish, 18% French, 11% German, 9% Chinese, 5% American, 5% Italian, 4% First Nations, 4% Dutch, 4% Welsh, 3.4% Lebanese, 3.2% Polish, 3.1% Russian, and 3.1% Ukrainian. Each of the remaining ethnic or cultural groups is represented by less than 3% of respondents.

Highlights


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Part II: Family Characteristics continued... Q18 – Religious or Spiritual Affiliation: 60% of participants have a religious or spiritual affiliation and

28% do not (and 12% did not disclose or don’t know). 36% of participants specified a Christian-based affiliation and 25% specified a religious of spiritual affiliation that is not Christian-based.

The most frequently identified religious or spiritual affiliations include: 15% Catholic, 14% Muslim, 14% Protestant, 8% Christian Orthodox, 4% Buddhist, 2% Jewish, and 2% Hindu. Each of the remaining religion categories is represented by less than 2% of participants.

Q19 – Background: 45% of participants specified a racialized background other than white. The most frequently identified racialized backgrounds are: 8% Chinese, 8% Arab, 7% Black, 7% Mixed Race, 6% South Asian, 3% Southeast Asian, 3% West Asian, and 2% Aboriginal. Each of the remaining categories is represented by less than 2% of participants.

Q20A – Adult Caregivers Live with Most: 77% of participants live in a two-parent home most of the time: 71% with their mother and father, <0.1% with two mothers, <0.1% with two fathers, 5% with their mother and step-father and 1% with their father and step-mother.

20% of participants live with a single parent most of the time: 6% half with each parent, 12% with their mother, and 2% with their father.

2% of participants do not live with their mother or father: 1.4% with adult relatives/guardians, 0.3% with foster parents, <0.1% cared for by group home staff, and 0.5% live under a different arrangement.

Q20B – Adult Caregiver Education: The educational breakdown of participant parents/guardians is: 2% elementary school, 11% secondary school, 2% trades or apprenticeship, 17% college, and 54% university. 14% of participant did not know the education of their parents/guardians.

Q20C – Adult Caregiver Employment Status: The employment statuses of participant parents/guardians are: 64% full-time, 9% part-time, 9% self-employed, 3% unemployed, 8% stay-at-home parent, 2% retired, and 0.1% other. 5% of participant did not know the employment status of their parents/guardians.

Q20D – Number of Adults/Children Living at Home: The number of adults living in participant homes on a regular basis is: one - 11%, two - 56%, three - 22%, four – 8%, and five or more - 5%. The number of children living in participant homes on a regular basis is: one - 33%, two - 40% three - 17%, four - 6%, and five or more - 4%.

Part III: Learning Environment The experiences of Grade 7 to 12 participants within their learning environment are generally positive. According to the responses provided by participants: Q21 – How Feels about School: The percentage of responses indicating frequent (always/often) positive

feelings are: 86% get along with other students, 80% accepted by adults, 78% accepted by other students, and 77% extra help is available when needed. Results for the remaining categories range from 56% to 71%.

Q22 – Feels Belongs at School: 89% of participants feel like they belong at school. Within the 11% who do not feel they belong, the most commonly identified possible reasons include: 42% appearance and/or clothing, 36% grades or marks, 26% perceived body image, 18% ethnocultural or racial background, and 18% exceptionality.

Q23 – Learning about Diverse Groups: The diverse group types whose experiences/achievement have been learned most (often/sometimes) by participants in school are: 80% women/girls (32% often), 67% ethnocultural/racial groups (22% often), and 65% Aboriginal people (25% often). Results for the remaining categories range from 48% to 56%.

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Part III: Learning Environment continued...

Q24 – Diverse Groups in School Environment: The school media and populations where diverse groups are represented most frequently (often/sometimes) are: 79% pictures/posters (50% often), 79% class materials (48% often), 78% displays of student work (50% often), 77% special events/celebrations (48% often), and 77% discussions/presentations in class (42% often). Results for the remaining categories range from 65% to 74%

Q25 – Barriers to Learning: 17% of participants feel that there are barriers that stand in the way of their learning in school, 57% do not, and 26% were not sure. Within the 17% who feel there are barriers to their learning, the most commonly identified possible reasons include: 51% grades or marks, 21% appearance and/or clothing, 20% disability, 15% exceptionality, and 15% perceived body image. Results for the remaining categories range from 2% to 12%.

Q26 – How Treated by School Staff: 77% of participants feel they are treated the same as other students by school staff, 13% feel they are treated better, and 10% feel they are treated worse.

Q27 – School Expectations: The percentage of participants who feel they understand various school expectations are: 94% academic success, 93% attendance, 91% code of conduct, and 87% community of character. Within the participants who understand each expectation, the percentage who think the expectations are generally (always/often) applied in a fair manner is: 86% Academic Success (53% always), 84% Attendance (54% always), 82% Code of Conduct (52% always), and 82% Community of Character (52% always).

Q28 – Religious Accommodation: 96% of participants have not requested a religious accommodation at their current school. Within the 4% who have requested a religious accommodation, the types requested are: 67% time away from school, 54% permission to observe a practice during school hours, 20% permission to wear an item of clothing connected with a belief, 14% curriculum modification, and 15% other.

Part IV: Safety Most Grade 7 to 12 participants feel safe, but many have had their school experience affected by bullying/harassment. According to the responses provided by participants: Q29 – How Often Feels Safe: The percentage of participants who generally (always/often) feel safe are:

91% in their neighbourhood (65% always), 90% at school (59% always), and 89% on the way to and from school (59% always).

Q30A – Bullied/Harassed: 68% of participants indicated they have experienced some form of bullying or harassment within the current and last school years.

The most commonly identified types of bullying harassment are: 60% verbally with insults (34% often/sometimes), 43% socially by exclusion (21% often/sometimes), 33% verbally with threats (15% often/sometimes), and 27% physically by an individual (10% often/sometimes). Results for the remaining categories range from 15% to 26%.

Q30B – Possible Basis for Being Bullied/Harassed: Within participants who indicated they have been bullied/harassed in recent years, the most common attributes that were identified as a possible the basis for being bullied/harassed are: 50% appearance and/or clothing, 30% perceived body image, 28% grades or marks, and 18% ethnocultural or racial background. Results for the remaining categories range from 2% to 13%.

Q30C – Where Bullying/Harassment Occurs: Within participants who indicated they have been bullied/harassed in recent years, the most commonly identified settings where bullying/harassment takes place are: 50% hallways (25% often/sometimes), 44% classrooms (21% often/sometimes), 40% areas off school property (18% often/sometimes), and 37% lunchroom/cafeteria (18% often/sometimes). Results for the remaining categories range from 11% to 33%.

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Part IV: Safety continued... Q30D – When Bullying/Harassment Occurs: Within participants who indicated they have been

bullied/harassed in recent years, the most commonly identified times during the day when bullying/harassment takes place are: 49% during breaks (23% often/sometimes), 40% between classes (17% often/sometimes), 37% during classes (16% often/sometimes), and 35% after school (15% often/sometimes). Results for the remaining categories range from 18% to 26%.

Q30E – Who Goes to for Help if Bullied/Harassed: Within participants who indicated they have been bullied/harassed in recent years, the most common people they have gone to for help are: 49% friends, 38% parents/caregivers, 20% teachers, and 16% other family/relatives. Results for the remaining categories range from 2% to 9%. 30% of applicable participants indicated that they did not go to anyone for help.

Q30F – Effect of Bullying/Harassment on Student: The percentage of participants who have been affected (always/often/sometimes) by bullying/harassment in various ways are: 34% feelings about going to school, 24% performance in school, 15% attendance, and 13% other.

Q31 – School’s Focus on Character Development: 74% of participants think their school promotes character development, 7% do not agree, and 20% are undecided. Within the participants who think their school promotes character development, 71% think this contributes to a safe, welcoming and inclusive learning environment, 11% do not agree, and 18% are undecided.

Part V: Learning Support, Tools and Resources Grade 7 to 12 participants often have various tools, resources and support. There are areas where the district can direct resources to help their Grade 7 to 12 participants succeed. According to the responses provided by participants: Q32 – Parent/Guardian Participation: 97% of participants believe their parents/guardians expect them to

succeed in school. The percentage of participants who indicated their parents/guardians/caregivers are regularly (always/often) involved in activities related to their schooling is: 71% help set goals and make plans (46% always), 69% talk about schoolwork (42% always), and 49% attend parent-teacher interviews (29% always). Results for the remaining categories range from 11% to 37%.

Q33 – Who Helps with Homework: The percentage of participants who receive homework help from various persons after school is: 52% parents/guardians, 42% friends, 25% siblings, and 15% teachers. Results for the remaining categories range from 2% to 7%. 12% of participants indicated they do not receive help from anyone and 17% indicated they do not need homework help.

Q34 – Who Provides Advice about School/Career Opportunities: The percentage of participants who receive advice from various persons about school opportunities is: 86% parents/guardians, 62% friends, and 61% teachers. Results for the remaining categories range from 1% to 42%.

The percentage of participants who receive advice from various persons about career opportunities is: 84% parents/guardians, 46% friends, 41% other family members, and 39% teachers. Results for the remaining categories range from 2% to 34%.

Q35 – Eyesight/Hearing Tested: 72% of participants have had their eyesight tested within the last two years, 22% have not, and 6% don’t know. 31% of participants have had their hearing tested within the last two years, 56% have not, and 13% don’t know.

Q36 – Visited Dentist: 88% of participants have been to a dentist within the last year, 9% have not, and 2% don’t know.

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Part V: Learning Support, Tools and Resources continued... Q37 – Barriers to Finishing Homework: The percentage of participants who are frequently (always/often)

prevented or delayed from finishing their homework due to various reasons is: 40% spending time on internet (16% always), 34% spending time with friends (12% always), 32% sports or recreation (11% always), 25% difficulty of homework (7% always)., and 23% difficulty of homework (9% always). Results for the remaining categories range from 4% to 10%.

Q38 – Time Spent on General Activities Per Week: 36% of participants spend more than 5 hours per week on homework and studying (14% more than 10 hours), 19% on part-timework for pay (11% more than 10 hours), and 5% on community service (2% more than 10 hours).

Q39 – Time Spent on Activities Per Day: The percentage of participants who spend one hour or more per day, before or after school, on various responsibilities or leisure activities is: 64% other leisure activities (34% more than 2 hours), 60% sports and recreation (24% more than 2 hours), 60% internet/e-mail/social media (29% more than 2 hours), 55% watching television (20% more than 2 hours), 49% playing computer/video games (24% more than 2 hours), and 38% reading (12% more than 2 hours). Results for the remaining categories range from 7% to 21%.

Q40 – Meals During School Week: The percentage of participants who regularly (every/most days) have various meals during the school week is: 97% dinner (88% every day), 84% lunch (65% every day), 70% breakfast before school (53% every day), 69% snack during school (52% every day), and 66% snack after dinner or before bed (46% every day).

Q41 – How Often Use Computer: The percentage of participants who regularly (every day or several times a week) use a computer from various places is: 77% at home (2% every day), 19% at school (3% every day), 17% in the community (10% every day), and 11% at the library (7% every day).

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Select Findings In this section, there are tables for select diversity demographic questions. These tables present the representation of Grade 7 to 12 participants next to results for JK to 6 participant and workforce census participants (overall, and broken out by Secondary School teachers and those who work at Secondary Schools who are not teachers). The tables also display data for the external population where available. The demographic questions are presented below:

Diversity Demographics

Q7: Please indicate the language(s) spoken most often at home.

Q9: Where were you born?

Q11: Are you of Aboriginal descent or ancestry?

Q12: What is your gender?

Q13: How do you identify your sexual orientation?

Q17: Please indicate the ethnic/cultural group(s) of your parents and grandparents.

Q18: What is your religious or spiritual affiliation?

Q19: Which of the following best describes your background? To make the data user-friendly and facilitate comparison across groups, the information in this section consists of summary tables where only percentage values are reported (i.e., frequencies are not reported). Some of the data in this section are based on subgroups that often have low numbers. With smaller participant numbers, larger fluctuations are caused by each individual. It is important to keep this in mind when attempting to assign meaning to differences. Seemingly noticeable differences may not be meaningful if based on a small number of respondents. In cells where there are low respondent numbers, the corresponding percentage is presented as a range. It is also important to note differences in question style and information gauged between OCDSB’s Student Survey, OCDSB’s Workforce Census, and census results for the external population. Differences, where applicable, are described in the item-by-item question presentation in the main body of the report.

Select Findings


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Q7: Please indicate the language(s) spoken most often at home. The representation of Grade 7 to 12 participants by languages families of languages spoken at home compared to languages known by OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

LANGUAGE FAMILIES†*

Category

Secondary Students

Elementary Students

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

English 96.3% 88.2% 99.0% 99.5% 99.1%

French 26.1% 15.2% 45.5% 31.8% 44.6%

Aboriginal languages 0.7% 0.2% <0.4% <0.8% 0.1%

European languages 12.2% 7.5% 15.3% 12.2% 13.0%

Indo-European languages 0.1% <0.1% 0% 0% <0.1%

Turkic languages 0.6% 0.5% <0.4% <0.8% 0.2%

African languages 1.1% 0.7% <0.4% 0% 0.2%

Afro-Asiatic languages 11.1% 8.7% 2.4% 3.1% 2.8%

Indo-Iranian languages 7.2% 7.6% 1.1% 1.8% 1.6%

Dravidian languages 0.7% 1.2% <0.4% <0.8% 0.2%

Asiatic languages 10.7% 10.1% 2.0% 2.4% 1.9%

Malayo-Polynesian languages

0.8% 0.5% <0.4% <0.8% 0.1%

Other languages (e.g., Creoles) 1.0% 0.5% <0.4% <0.8% 0.3%


17238 of 17308

1018 of 1022

548 of 550 5051 of 5064


70 of 17308

4 of 1022 2 of 550 13 of 5064

TOTAL PERCENT 99.5% 99.6% 99.6% 99.6% 99.7%

MISSING PERCENT 0.5% 0.4% 0.4% 0.4% 0.3%

† External comparison data for language “families” are not available from Statistics Canada.

* Categories sum to more than 100% as more than one response category may be applicable for this question.

Select Findings


163

Q9: Where were you born? The distribution of Grade 7 to 12 participants by birth location compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

WHERE BORN

Category Secondary Students

Elementary Students

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

Ottawa3

In Ottawa 60.9% 73.1% 61.9% 64.1% 61.1% 56.7%

In Ontario, other than Ottawa 9.3% 7.0%

In Canada, in a province or territory outside Ontario

10.0% 6.7% 23.5% 18.5% 23.8% 20.5%

Outside Canada, in another country

19.8% 13.3% 14.6% 17.4% 15.1% 23.3%


17156 of 17308

1008 of 1022

535 of 550 4985 of 5064


152 or 17308

14 of 1022 15 of 550 79 of 5064

TOTAL PERCENT 99.4% 99.1% 98.6% 97.3% 98.4%

MISSING PERCENT 0.6% 0.9% 1.4% 2.7% 1.6%

Select Findings


164

Q11: Are you of Aboriginal descent or ancestry?

The representation of Grade 7 to 12 participants by Aboriginal ancestry compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

ABORIGINAL ANCESTRY


Elementary Students

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

Ottawa4

No 93.1% 96.2% 97.4% 97.4% 97.6% 98.5%

Yes 6.9% 3.8% 2.6% 2.6% 2.4% 1.5%

Yes, First Nations – Status* 1.9% 0.8% <0.4% <0.8% 0.3% 0.3%

Yes, First Nations – Non-Status*

2.2% 1.4% 0.9% 0.9% 1.0% 0.5%

Yes, Métis 1.1% 0.8% 1.2% <0.8% 1.0% 0.6%

Yes, Inuit 0.3% 0.2% <0.4% <0.8% 0.1% 0.1%

Yes, Aboriginal Person from Outside Canada

0.8% 0.3% -- -- -- --

Yes, Not Specified 0.5% 0.2% -- -- -- --


16763 of 17308

1002 of 1022

532 of 550 4944 of 5064


545 of 17308

20 of 1022 18 of 550 120 of 5064

TOTAL PERCENT 92.1% 96.9% 98.0% 96.7% 97.6%

MISSING PERCENT 8.8% 3.1% 2.0% 3.3% 2.4%

* The status vs. non-status breakdown for data from the workforce census is an estimate, as the format of questions differed between surveys.

Select Findings


165

Q12: What is your gender?

The representation of Grade 7 to 12 participants by gender compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

GENDER


Secondary Teachers

Secondary Schools,

Excluding Teachers*

OCDSB Workforce

Ottawa5

Female 48.8% 60.1% 60.9% 73.2% 51.6%

Male 49.6% 39.9% 39.1% 26.8% 48.4%

Transgender* 0.4% -- -- <0.09% N/A

Prefer not to disclose 1.2% -- -- -- --


1012 of 1022

549 of 550 >5034 of

5064


10 of 1022 1 of 550 <30 of 5064

TOTAL PERCENT 99.2% 99.0% 99.8% >99.4%

MISSING PERCENT 0.8% 1.0% 0.2% <0.6%

* This information is not provided for workforce sub-groups due to the low respondent numbers at the overall workforce census level.

Select Findings


166

Q13: How do you identify your sexual orientation?

The representation of Grade 7 to 12 participants by sexual orientation compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual CCHS* numbers for the external population is as follows:

SEXUAL ORIENTATION

Category Secondary Students**

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

CCHS Ontario

6

Heterosexual 87.9% 94.8% 94.8% 95.7% 98.5%

Bisexual, Gay, Lesbian, Queer, Questioning, Transsexual, Two-Spirited***

6.1% 5.2% 5.2% 4.3% 1.5%

Prefer not to disclose**** 3.6% -- -- -- --

Do not know**** 3.7% -- -- -- --


992 of 1022 524 of 550 4809 of 5064


30 of 1022 26 of 550 255 of 5064

TOTAL PERCENT 95.7% 97.1% 95.3% 95.0%


* Refers to the 2003 Canadian Community Health Survey (CCHS) conducted by Statistics Canada.

** Unlike the CCHS and the OCDSB Workforce Census where respondents identified a single sexual orientation, the OCDSB Student Survey respondents were permitted to select multiple categories. The OCDSB student results presented above have a 1.4% overlap between the first two categories.

*** The Queer and Transsexual response categories were not provided in the Workforce Census nor used in the CCHS. The Questioning and Two-Spirited response categories were not used in the CCHS.

**** Unlike the Canada Census and the OCDSB Workforce Census, respondents were permitted to indicate they preferred not to disclose or did not know their religious or spiritual affiliation. The OCDSB student results in other categories are slightly diminished by the 7% of responses that were not provided or were unknown.

Select Findings


167

Q17: Please indicate the ethnic/cultural group(s) of your parents and grandparents. The representation of Grade 7 to 12 participants by ethnic/cultural origin family compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

ETHNIC/CULTURAL ORIGIN FAMILIES*


Elementary Students

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

Ottawa7

British Isles origins 50.6% 53.1% 74.5% 69.1% 67.6% 45.7%

French origins 18.9% 18.3% 20.4% 19.1% 24.8% 21.3%

Aboriginal origins 5.4% 4.5% 4.6% 4.9% 4.2% 3.4%

Other North American origins 34.2% 31.1% 24.3% 28.5% 27.2% 28.0%

Caribbean origins 4.2% 3.6% 1.8% 3.4% 2.0% 2.1%

Latin/Central/South American origins

1.8% 1.6% <0.05% <0.8% 0.4% 1.1%

European origins 32.6% 35.2% 36.2% 32.0% 32.8% 27.8%

African origins 7.3% 4.9% 1.4% 1.7% 1.5% 2.7%

Arab origins 8.5% 8.3% 2.4% 3.2% 2.6% 4.0%

West Asian origins 3.9% 3.3% <0.05% <0.8% 0.6% 1.4%

South Asian origins 6.2% 8.5% 0.9% 2.2% 1.8% 3.3%

East and Southeast Asian origins

13.3% 14.3% 1.8% 1.9% 1.9% 6.5%

Oceania origins 0.8% 0.6% <0.05% 0% 0.3% 0.2%

Other origins** 0.2% 0.2% <0.05% 0% <0.1% --

Unknown origins*** 3.4% 0.9% 0.9% 0.9% 0.9% 0.2%


17046 of 17308

1004 of 1022

534 of 550 4950 of 5064


262 of 17308

18 of 1022 16 of 550 114 of 5064

TOTAL PERCENT 97.0% 98.5% 98.2% 97.1% 97.7%

MISSING PERCENT 3.0% 1.5% 1.8% 2.9% 2.3%

* Sums to more than 100% as more than one category may be selected.

** Consists of participants whose “other” origin was not specified or whose origins that do not correspond to an origin family.

*** Consists of participants who are adopted or don’t know their ethnic/cultural origin.

Select Findings


168

Q18: What is your religious or spiritual affiliation? The representation of Grade 7 to 12 participants by religious or spiritual affiliation compared to OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

RELIGIOUS OR SPIRITUAL AFFILIATION

Category Secondary Students**

Elementary Students**

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

Ottawa*8

Buddhist 3.6% 2.7% 1.0% <0.8% 0.9% 1.2%

Catholic 15.3% 13.2% 20.0% 26.4% 26.1% 43.3%

Christian, not included elsewhere

on this list 1.2% 0.7% 0.5% <0.8% 0.6% 1.8%

Christian Orthodox 7.8% 4.3% 4.8% 5.6% 4.9% 2.1%

Eastern Religions 0.5% 0.4% 0.7% 0% 0.4% 0.2%

Hindu 2.1% 2.9% <0.5% 0.9% 0.7% 1.1%

Jewish 2.3% 2.0% 1.6% 2.7% 2.0% 1.5%

Muslim 14.4% 14.1% 1.5% 1.8% 2.5% 5.2%

Protestant 14.3% 29.9% 33.3% 31.8% 33.9% 27.6%

Sikh 0.8% 1.0% 0% <0.8% <0.3% 0.3%

Other 2.3% 1.2% 2.9% 2.7% 1.7% 0.2%

No religious or spiritual affiliation

28.2% 29.5% 33.3% 22.5% 26.2% 15.7%

Prefer not to disclose*** 2.7% 3.0% -- -- -- --

Don’t know*** 10.9% -- -- -- -- --


16836 of 17308

998 of 1022

518 of 550 4904 of

5064


472 of 17308

24 of 1022 32 of 550 160 of 5064

TOTAL PERCENT 96.0% 97.3% 97.7% 94.2% 96.8%

MISSING PERCENT 4.0% 1.7% 2.3% 5.8% 3.2%

* This data is from the 2001 Canada Census. It is the most recent census data available as Statistics Canada only collects data on religion every 10 years.

** Unlike the Canada Census and the OCDSB Workforce Census where respondents identified a single religious or spiritual affil iation, the OCDSB Student Survey respondents were permitted to select multiple categories. The OCDSB student results are slightly elevated by the 6% of respondents who identified more than one category.

*** Unlike the Canada Census and the OCDSB Workforce Census, respondents were permitted to indicate they preferred not to disclose or did not know their religious or spiritual affiliation. The OCDSB student results in other categories are slightly diminished by the 14% of responses that were not provided or were unknown.

Select Findings


169

Q19: Which of the following best describes your background? Before reviewing the results for this question, it is important to recognize that although this question provides workforce data and external data for racialized identity, not all respondents to the OCDSB Student Survey provided responses consistent with information about racialized identity. For more information about the difference and how this impacts comparison of results, please refer to description in the main body of the report. The representation of Grade 7 to 12 participants who were identified as having a background other than “white” compared to the representation of racialized groups within OCDSB workforce census participants (secondary school teachers, other secondary school staff, OCDSB overall) and actual census numbers for the external population is as follows:

RACIALIZED IDENTITY

Category

Secondary Students

Elementary Students

Secondary Teachers

Secondary Schools,

Excluding Teachers

OCDSB Workforce

Ottawa9

No 55.5% 58.6% 94.1% 89.9% 92.3% 79.8%

Yes 44.5% 41.4% 5.9% 10.1% 7.7% 20.2%

Aboriginal* 2.5% 1.2% -- -- -- --

Arab 8.0% 7.6% 1.1% 1.3% 1.4% 3.0%

Black 7.2% 4.4% 1.4% 2.4% 1.7% 4.9%

Chinese 8.4% 8.6% 0.9% 1.1% 1.0% 3.8%

Filipino 0.8% 0.6% <0.5% 0% <0.1% 0.9%

Japanese 0.6% 0.7% <0.5% <0.8% 0.2% 0.2%

Korean 0.8% 0.7% <0.5% <0.8% <0.1% 0.3%

Latin American 1.7% 1.3% <0.5% <0.8% 0.3% 1.0%

Mixed Race 7.0% 7.0% 0.7% 1.5% 1.0% 0.5%

South Asian (e.g., East Indian,

Pakistani, Sri Lankan, etc.) 5.6% 7.6% 0.8% 2.6% 1.6% 3.3%

Southeast Asian (e.g.,

Cambodian, Indonesian, Vietnamese, etc.)

3.2% 2.5% <0.5% <0.8% 0.2% 1.3%

West Asian (e.g., Afghan,

Iranian, etc.) 2.5% 2.3% <0.5% <0.8% 0.4% 0.8%

Other 1.2% 0.6% <0.5% <0.8% 0.3% 0.2%


17005 of 17308

1000 of 1022

535 of 550 4947 of 5064


303 of 17308

22 of 1022 15 of 550 117 of 5064

TOTAL PERCENT 96.5% 98.2% 97.8% 97.3% 97.7%

MISSING PERCENT 3.5% 1.8% 2.2% 2.7% 2.3%

* Aboriginal is not a racial group measured by the Canada Census visible minority question, nor in the corresponding OCDSB workforce census question. Aboriginal identity is measured under a stand-alone question.

Appendix A: Student Survey Questionnaire


170



171



172



173



174



175



176



177



178



179



180



181



182



183

Appendix B: Alternative Charts

OCDSB Grade 7 to 12 Students Survey Report © 2012 TWI Inc. All rights reserved.

184

Alternative Charts This appendix contains alternative chart versions for questions that use a rating scale with more than three response categories. These charts reduce the information to responses that are generally positive or affirmative. This provides a simplified representation of the results that can more easily be compared across areas. To view the original chart with all rating categories presented, use the link in the question above each chart. The applicable charts are presented below.




3. How do you see yourself in each of the following areas? Part III: Learning Environment

21. How do you feel about school?


24. In your school, how often are people of different backgrounds and ability seen and/or included in...?

27. a. Do you understand the expectations of your school regarding...? Part IV: Safety



30. c. Where and how often have you been bullied/harassed?

30. d. When and how often have you been bullied/harassed?

30. f. If you have been bullied/harassed, has it affected...? Part V: Learning Support, Tools and Resources

32. Do your parents, guardians, or caregivers...?


38. About how many hours a week (including weekends) do you spend on...?


40. During the school week, how often do you...?

41. How often do you use a computer?



184



49%

23%

8%

5%

5%

31%

5%

18%

2%

17%

8%

6%

10%

5%

22%

16%

8%

11%

5%

13%

56%

29%

19%

10%

27%

47%

13%

29%

7%

30%

0% 20% 40% 60% 80% 100%

Arts


Leadership programs


School special events

Sports

Student council activities

School clubs

Student publications

Other activities

Weekly

Monthly

185



184


36%

11%

7%

17%

52%

15%

3%

38%

11%

6%

7%

9%

14%

10%

4%

12%

47%

18%

14%

26%

66%

25%

7%

50%

0% 20% 40% 60% 80% 100%

Arts


Leadership programs



Youth group activities

Youth publications

Other activities

Weekly

Monthly

186



184

3. How do you see yourself in each of the following areas?

28%

19%

24%

19%

38%

20%

41%

42%

28%

22%

41%

41%

34%

36%

33%

42%

38%

40%

38%

43%

69%

60%

57%

55%

71%

62%

79%

82%

66%

64%

0% 20% 40% 60% 80% 100%

Arts

Leadership

Math

Oral communication

Physical activities

Problem solving

Reading

Social skills

Technology

Writing

Excellent

Good

187



184

Part III: Learning Environment 21. How do you feel about school?

17%

30%

29%

39%

38%

42%

28%

27%

44%

44%

41%

38%

46%

40%

38%

38%

29%

34%

61%

71%

66%

86%

78%

80%

66%

56%

77%

0% 20% 40% 60% 80% 100%

I enjoy school

My school is a friendly and welcoming place

My school building is an inviting place to learn

I get along well with other students in my school

I feel accepted by students in my school

I feel accepted by adults in my school

My school offer courses that I am interested in

My school offers extracurricular activities that I am interested in

Extra help is available at my school when I need it

Always

Often

188



184


32%

25%

22%

16%

15%

14%

17%

48%

40%

45%

37%

39%

34%

39%

80%

65%

67%

52%

53%

48%

56%

0% 20% 40% 60% 80% 100%

Women and girls

Aboriginal peoples (First Nations, Métis, Inuit)

Different ethnocultural or racial groups

Different religious/faith communities

People with disabilities or exceptionalities

People of different sexual orientations/identities


Often

Sometimes

189



184

24. In your school, how often are people of different backgrounds and ability seen and/or

included in...?

27. a. Do you understand the expectations of your school regarding...?

50%

50%

48%

42%

48%

48%

37%

38%

37%

49%

29%

28%

31%

35%

26%

29%

31%

27%

29%

24%

79%

78%

79%

77%

74%

77%

68%

65%

66%

73%

0% 20% 40% 60% 80% 100%

Pictures or posters

Displays of student work

Materials used in class

Discussions/presentations in class

School publications

Special events and celebrations

School staff

School council

Volunteers

Other students

Often

Sometimes

53%

54%

52%

52%

33%

30%

30%

30%

86%

84%

82%

82%

0% 20% 40% 60% 80% 100%

Academic Success

Attendance



Always Often

190



184

Part IV: Safety



59%

59%

65%

31%

30%

26%

90%

89%

91%

0% 20% 40% 60% 80% 100%

At school


In your neighbourhood

Always Often

11%

5%

3%

3%

7%

3%

4%

3%

23%

10%

7%

5%

14%

7%

7%

5%

34%

15%

10%

8%

21%

10%

11%

8%

0% 20% 40% 60% 80% 100%

Verbally with insults or name calling

Verbally with threats

Physically by an individual

Physically by a group of individuals

Socially by being excluded or shut out from a group

Socially by theft or destruction of your personal property

Electronically via e-mails, Facebook, texting, etc.

Other

Often

Sometimes

191



184

30. c. Where and how often have you been bullied/harassed?

5%

3%

6%

2%

2%

5%

2%

6%

4%

7%

4%

6%

3%

13%

8%

15%

4%

3%

13%

2%

11%

9%

17%

8%

11%

5%

18%

11%

21%

6%

5%

18%

4%

17%

12%

25%

11%

17%

8%

0% 20% 40% 60% 80% 100%

Areas off school property

Cloakrooms or locker rooms

Classrooms

Computer rooms

Library

Lunchroom or eating area/cafeteria

Office

Electronically (e.g., Facebook, twitter)

Gym

Hallways

School entrances and exits

School playground

Washrooms

Often

Sometimes

192



184

30. d. When and how often have you been bullied/harassed?

2%

4%

5%

7%

5%

2%

2%

2%

2%

3%

5%

11%

12%

16%

11%

5%

5%

5%

5%

7%

7%

15%

17%

23%

16%

7%

7%

7%

7%

10%

0% 20% 40% 60% 80% 100%

Before school

After school

Between classes

During breaks (e.g., recess, lunch)

During classes

During extracurricular activities

On school field trips


School bus

On weekends

Often

Sometimes

193



184

30. f. If you have been bullied/harassed, has it affected...?


32. Do your parents, guardians, or caregivers...?

8%

5%

4%

5%

9%

7%

4%

3%

17%

12%

8%

8%

0% 20% 40% 60% 80% 100%

Feelings about going to school

Performance in school (e.g., grades)

Attendance (e.g., skipping classes)

Other

Always

Often

85%

46%

42%

19%

29%

13%

6%

9%

12%

25%

27%

18%

20%

13%

5%

3%

97%

71%

69%

37%

49%

26%

11%

12%

0% 20% 40% 60% 80% 100%

Expect student to succeed in school

Help student set goals and make plans

Talk to student about schoolwork

Communicate with teachers

Attend parent-teacher interviews

Attend meetings and events at school

Volunteer at the school

Other

Always

Often

194



184


7%

2%

3%

2%

2%

3%

2%

16%

12%

11%

9%

18%

4%

7%

4%

4%

6%

2%

23%

22%

20%

14%

25%

6%

10%

6%

6%

9%

4%

40%

34%

32%

23%

0% 20% 40% 60% 80% 100%

Difficulty of homework

Health reasons

Household chores

No proper space at home

No study materials

Part-time job


Spending time on internet

Spending time with friends

Sports or recreation activities

Watching TV

Always

Often

195



184

38. About how many hours a week (including weekends) do you spend on...?


22%

8%

3%

9%

6%

1%

5%

5%

1%

36%

19%

5%

0% 20% 40% 60% 80% 100%

Homework and studying

Part-time work for pay

Community service

6 to 10 hours

11 to 15 hours

16 hours +

18%

13%

5%

35%

25%

36%

7%

30%

26%

31%

3%

7%

2%

20%

24%

24%

4%

34%

12%

29%

21%

20%

7%

55%

49%

60%

11%

64%

38%

60%

0% 20% 40% 60% 80% 100%

Household chores

Looking after siblings/family members

Helping with family business

Watching TV

Playing computer/video games

Sports and recreation activities


Other leisure activites

Reading

Internet/e-mail/social media sites

1 to 2 hours

More than 2 hours

196



184

40. During the school week, how often do you...?

41. How often do you use a computer?

53%

65%

88%

52%

46%

17%

19%

9%

17%

20%

70%

84%

97%

69%

66%

0% 20% 40% 60% 80% 100%

Eat breakfast before coming to school

Eat lunch

Eat dinner

Have a snack during the school day


Every day

Most days

3%

2%

10%

7%

16%

75%

7%

4%

19%

77%

17%

11%

0% 20% 40% 60% 80% 100%

At school

At home

In the community

At the library

Every day

Several times a week

197

Appendix C: Parent/Guardian Gender Splits


184

Parent/Guardian Education and Employment Status – Gender Splits

This appendix presents the results for education level and employment status of parents/guardians split out by gender.

20. b. Using your selection in 20a, what level(s) of education have your adult caregivers completed in Canada or in any other country?

In terms of gender differences in the education of parents/guardians, a somewhat higher percentage of males compared to females completed education up to the trades or apprenticeship level (3% vs. 1.5%), and a higher percentage completed education up to the university level (56% vs. 52%). A lower percentage of male parents/guardians completed education up to the college level (16% vs. 19%). The distribution of Grade 7 to 12 participants’ adult caregivers by highest level of education by gender is presented below:

ADULT CAREGIVERS – EDUCATION

Male Female Combined


Elementary School 345 1.9% 348 1.8% 693 1.8%

Secondary School 1752 9.5% 2416 12.3% 4168 10.9%

Trades or Apprenticeship 566 3.1% 292 1.5% 858 2.2%

College 2919 15.8% 3725 18.9% 6644 17.4%

University 10439 56.4% 10266 52.1% 20705 54.2%

Don’t Know 2479 13.4% 2656 13.5% 5135 13.4%

* Some respondents specified gender, but not education, and vice versa. This results in missing cases.

198

Appendix C: Parent/Guardian Gender Splits


184

20. c. Using your selection in 20a, what is the employment status of your adult caregivers?

In terms of gender differences in the employment status of parents/guardians, a higher percentage of males than females are employed full-time (73% vs. 56%) and a somewhat higher percentage are self-employed (11% vs. 8%). A lower percentage of males compared to females are employed part-time (5% vs. 14%) and a lower percentage of males are stay at home parents (2% vs. 14%). The distribution of Grade 7 to 12 participants’ adult caregivers by employment status by gender is presented below:

ADULT CAREGIVERS – EMPLOYMENT STATUS

Male Female Combined


Employed Full-Time 13564 73.4% 10964 55.8% 24528 64.3%

Employed Part-Time 896 4.8% 2683 13.7% 3579 9.4%

Self- Employed 1970 10.7% 1565 8.0% 3535 9.3%

Unemployed 466 2.5% 586 3.0% 1052 2.8%

Stay at Home Parent 314 1.7% 2694 13.7% 3008 7.9%

Retired 452 2.4% 293 1.5% 745 2.0%

Don’t Know 814 4.4% 855 4.4% 1669 4.4%

Other 6 0.0% 15 0.1% 21 0.1%

* Some respondents specified gender, but not employment status, and vice versa. This results in missing cases.

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Appendix D: External Data Sources


184

List of Sources of External Data

1 Q7 Adapted from: Statistics Canada, 2006 Census of Population, Statistics Canada catalogue no. 97-555-XCB2006010.

2 Q8a Adapted from: Statistics Canada, Participation and Activity Limitation Survey, 2006.


4 Q11 Adapted from: Statistics Canada, 2006 Census of Population, Aboriginal Population Profile, Statistics Canada Online Catalogue 92-594-XWE.


6 Q13 Adapted from: Statistics Canada, 2003 Canadian Community Health Survey, Health indicators (82-221-XIE).


8 Q18 Adapted from: Statistics Canada, 2001 Census of Population, Community Profile, Online Catalogue.


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Appendix E: Ethnic Origin Classifications


182

The ethnic origin classifications used by Statistics Canada for the 2006 Canada Census are presented below according to their respective origin families. British Isles origins

Cornish English Irish Manx Scottish Welsh British Isles, n.i.e

French origins

Acadian French

Aboriginal origins

Inuit Métis North American Indian

Other North American origins

American Canadian Newfoundlander Nova Scotian Ontarian Québécois Other provincial or regional groups

Caribbean origins

Antiguan Bahamian Barbadian Bermudan Carib Cuban Dominican, n.o.s. Grenadian Guyanese Haitian Jamaican Kittitian/Nevisian Martinican Montserratan Puerto Rican St. Lucian Trinidadian/Tobagonian Vincentian/Grenadinian West Indian Caribbean, n.i.e

Latin, Central and South American origins

Aboriginal from Central/South America Argentinian Belizean Bolivian Brazilian Chilean Colombian Costa Rican Ecuadorian Guatemalan Hispanic Honduran Maya Mexican Nicaraguan Panamanian Paraguayan Peruvian Salvadorean Uruguayan Venezuelan Latin, Central or South American, n.i.e.

European origins Western European origins

Austrian Belgian Dutch (Netherlands) Flemish Frisian German Luxembourger Swiss

Northern European origins

Finnish Scandinavian origins Danish Icelandic Norwegian Swedish Scandinavian, n.i.e.

Eastern European origins Baltic origins Estonian Latvian Lithuanian Byelorussian Czech and Slovak origins Czech Czechoslovakian Slovak Hungarian (Magyar) Polish Romanian Russian Ukrainian

European origins continued... Southern European origins

Albanian Bosnian Bulgarian Croatian Cypriot Greek Italian Kosovar Macedonian Maltese Montenegrin Portuguese Serbian Sicilian Slovenian Spanish Yugoslav, n.i.e.

Other European origins Basque Gypsy (Roma) Jewish Slav (European) European, n.i.e.

African origins

Afrikaner Akan Amhara Angolan Ashanti Bantu Black Burundian Cameroonian Chadian Congolese (Zairian) Congolese, n.o.s. Dinka East African Eritrean Ethiopian Gabonese Gambian Ghanaian Guinean, n.o.s Harari Ibo Ivorian Kenyan Malagasy Malian Mauritian Nigerian Oromo Peulh Rwandan Senegalese Seychellois Sierra Leonean

African origins continued... Somali South African Sudanese Tanzanian Tigrian Togolese Ugandan Yoruba Zambian Zimbabwean Zulu African, n.i.e.

Arab origins

Egyptian Iraqi Jordanian Kuwaiti Lebanese Libyan Maghrebi origins Algerian Berber Moroccan Tunisian Maghrebi, n.i.e. Palestinian Saudi Arabian Syrian Yemeni Arab, n.i.e.

West Asian origins

Afghan Armenian Assyrian Azerbaijani Georgian Iranian Israeli Kurd Pashtun Tatar Turk West Asian, n.i.e.

South Asian origins Bangladeshi Bengali East Indian Goan Gujarati Kashmiri Nepali Pakistani Punjabi Sinhalese Sri Lankan Tamil South Asian, n.i.e

East and Southeast Asian origins

Burmese Cambodian Chinese Filipino Hmong Indonesian Japanese Khmer Korean Laotian Malaysian Mongolian Singaporean Taiwanese Thai Tibetan Vietnamese East or Southeast Asian, n.i.e. Asian, n.o.s.

Oceania origins

Australian New Zealander Pacific Islands origins Fijian Hawaiian Maori Polynesian Samoan Pacific Islander, n.i.e.

n.i.e. = not included elsewhere

n.o.s. = not otherwise specified

Adapted from: Statistics Canada, 2006 Census of Population, Statistics Canada catalogue no. 97-562-XCB2006015.

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Appendix F: Religion Classifications


165

The religion variable categories used by Statistics Canada for the 2001 Canada Census are presented below according to their respective parent religions. Catholic

Roman Catholic Armenian Catholic Chaldean Catholic Greek or Byzantine Catholic, n.o.s. Maronite Melkite Syrian Catholic Ukrainian Catholic Eastern Catholic, n.i.e. Polish National Catholic Church Other Catholic

Protestant Adventist, Seventh-day Anglican Apostolic Christian Church Apostolic, n.o.s. Associated Gospel Baptist Born-again Christian, n.o.s. Brethren in Christ Charismatic Renewal Christadelphian Christian and Missionary Alliance Christian or Plymouth Brethren Churches of Christ, Disciples Church of God, n.o.s. Church of the Nazarene Christian Congregation Doukhobors Evangelical Free Church Evangelical, n.o.s. Iglesia ni Cristo Jehovah’s Witnesses Lutheran Mission de l’Esprit Saint Moravian New Apostolic Pentecostal Presbyterian Protestant, n.o.s. Quakers Salvation Army Spiritualist Standard Church Swedenborgian (New Church) Unitarian United Church Vineyard Christian Fellowship Wesleyan Worldwide Church of God Interdenominational Non-denominational

Protestant continued... Anabaptist

Amish Mennonite Hutterite Mennonite

Latter-day Saints (Mormons) Church of Jesus Christ of Latter-day Saints Reorganised Church of Latter-day Saints

Methodist Bodies Evangelical Missionary Church Free Methodist Methodist, n.i.e.

Reformed Bodies Christian Reformed Church Canadian and American Reformed Church Dutch Reformed Church Reformed, n.i.e.

Orthodox (Christian)

Antiochian Orthodox Christian Armenian Apostolic Armenian Orthodox Bulgarian Orthodox Coptic Orthodox Ethiopian Orthodox Greek Orthodox Macedonian Orthodox Romanian Orthodox Russian Orthodox Serbian Orthodox Ukrainian Orthodox Orthodox, n.o.s. Other Orthodox

Christian, n.i.e. Other Christian Christian, n.o.s.

Muslim Ahmadiyya Druze Ismaili Shi’a, n.i.e. Muslim, n.i.e.

Jewish

Buddhist

Hindu

Sikh

Eastern Religions Baha’i Eckankar Jains Shinto Taoist Zoroastrian Eastern Religions, n.i.e.

Aboriginal Spirituality Pagan Wicca Unity - New Thought - Pantheist Scientology Rastafarian New Age Gnostic Satanist Other Religions, n.i.e. No Religious Affiliation

Agnostic Atheist Humanist No Religion Other, n.i.e.

n.i.e. = not included elsewhere

n.o.s. = not otherwise specified

Adapted from: Statistics Canada, 2001 Census of Population, Statistics Canada catalogue no. 92-378-XIE.

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Appendix G: Language Classifications


166

The language classifications used by Statistics Canada for the 2006 Canada Census are presented below according to their respective language families. English French Aboriginal Languages

Algonquin Atikamekw Blackfoot Cree Malecite Mi'kmaq Montagnais-Naskapi Ojibway Oji-Cree Algonquian languages, n.i.e. Carrier Chilcotin Chipewyan Dene Dogrib Kutchin-Gwich'in (Loucheux) North Slave (Hare) South Slave Athapaskan languages, n.i.e. Haida Mohawk Iroquoian languages, n.i.e. Kutenai Shuswap Thompson (Ntlakapamux) Salish languages, n.i.e. Siouan languages (Dakota/Sioux) Tlingit Gitksan Nisga'a Tsimshian Nootka Wakashan languages, n.i.e. Inuinnaqtun Inuktitut, n.i.e. Aboriginal languages, n.i.e.

European Languages

Italian Portuguese Romanian Spanish Romance languages, n.i.e. Dutch Flemish Frisian German Yiddish Danish Icelandic Norwegian Swedish Germanic languages, n.i.e. Gaelic languages Welsh Celtic languages, n.i.e.

European Languages Belarusian (Byelorussian) Bosnian Bulgarian Croatian Czech Macedonian Polish Russian Serbian Serbo-Croatian Slovak Slovenian Ukrainian Slavic languages, n.i.e. Latvian Lithuanian Estonian Finnish Hungarian Greek

African Languages

Akan (Twi) Lingala Rundi (Kirundi) Rwanda (Kinyarwanda) Shona Swahili Bantu languages, n.i.e. Edo Igbo Wolof Niger-Congo languages, n.i.e. African languages, n.i.e.

Indo-European and Turkic Languages

Armenian Azerbaijani Turkish Turkic languages, n.i.e.

Afro-Asiatic Languages

Berber languages (Kabyle) Oromo Somali Amharic Arabic Hebrew Maltese Tigrigna Semitic languages, n.i.e. Afro-Asiatic languages, n.i.e.

Indo-Iranian Languages Bengali Gujarati Hindi Konkani Marathi Panjabi (Punjabi) Sindhi Sinhala (Sinhalese) Urdu Kurdish Pashto Persian (Farsi) Indo-Iranian languages, n.i.e.

Dravidian Languages

Kannada Malayalam Tamil Telugu Dravidian languages, n.i.e.

Asiatic Languages

Japanese Korean Cantonese Chaochow (Teochow) Fukien Hakka Mandarin Shanghainese Taiwanese Chinese, n.o.s. Tibetan languages Sino-Tibetan languages, n.i.e. Lao Thai Khmer (Cambodian) Vietnamese

Malayo-Polynesian Languages

Bisayan languages Ilocano Malay Pampango Tagalog (Pilipino, Filipino) Malayo-Polynesian languages, n.i.e.

Creoles Sign Languages

American Sign Language Quebec Sign Language Sign languages, n.i.e.

Other Languages n.i.e. = not included elsewhere

Adapted from: Statistics Canada, 2006 Census of Population, Statistics Canada catalogue no. 97-555-XCB2006010.

203

Appendix H: About TWI Inc.


167

TWI Inc. Company Profile Incorporated in 1996, TWI Inc. is a global full-service consulting firm in the area of diversity, inclusion and

Human Equity. TWI has developed a worldwide reputation based on our strategic and universal approach to diversity and inclusion. The company was founded on the work of Trevor Wilson, who has been active in the diversity, inclusion and equity field for three decades. TWI’s approach to creating fair and equitable work environments is based on Trevor Wilson’s highly acclaimed book, Diversity at Work: The Business Case for Equity (2006). As human resource and diversity management consultants, our mission is to create Human Equity

® strategies

that optimize the diverse talents and experiences of our clients’ total workforce. We take the discussion of diversity out of the realm of legislation and social justice into the realm of organizational effectiveness and business outcomes. Six principles guide our operations:

It is about business not just the right thing to do Equity is not equality Equity is for all No group has a monopoly on bias or discrimination Representation is only one way to measure success Actions speak louder than words

Our Clients Our current active client list includes approximately 30 organizations in Canada, the United States, Europe and Africa. We have experience in the technology sector (Apple, TELUS, Chubb, Microsoft, IBM, Seagate, Raytheon, Lexmark), in retail (The Home Depot Canada, Winners), in consumer products (Coca-Cola, Nike, South African Breweries), in the labour sector (OPSEU), in oil and gas (Nexen, Syncrude, Shell, Chevron), in the public sector (Ontario Public Services, Ottawa Police Services, Region of Halton, Environmental Protection Agency), in the professional and financial services sector (TD Bank, Scotiabank, BNP Paribas, Ernst & Young, Deloitte & Touche, Fraser Milner Casgrain LLP), in education (University of Saskatchewan), and in NGO’s (Oxfam International, The World Bank). Contact Information TWI Inc. Phone: 416-368-1968 660 Eglinton Ave. E, Box 50034, Email: [email protected] Toronto, ON M4G 4G1 Web: www.twiinc.com Canada

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Documents

OCDSB Student Census Report: Grade 7 to 12