What programs, services and supports are available for newcomer and culturally diverse families in the Model Schools for Inner Cities initiative?

What are the challenges experienced by newcomer and culturally diverse families?

Newcomer and culturally diverse families can face unique challenges and marginalization, particularly as it relates to learning how to navigate the education system in Canada. The Model Schools for Inner Cities (MSIC) initiative aims to support all families and reduce inequities in their children’s educational success and well-being through innovation in public education. Programs and resources offered board-wide, through MSIC, and at the local school-level contribute to diverse families’ sense of well-being and belonging in their schools and communities. 

Our approach

Researchers spoke to TDSB administrators and parents in 2019 to gather their perspectives on the MSIC Initiative. They were asked specifically about what their school was doing to engage newcomer and culturally diverse families.

Findings

The following categories of programming, services, and supports were noted as contributing to newcomer and culturally diverse families’ sense of well-being:

  • Child and/or family focused programming and supports
  • Health and nutrition programming
  • Community outreach and getting to know families
  • Supporting settlement
  • Celebrating diversity
  • Equity-focused staff professional development and training

Recommendations and Implications for Practice

Equity, community, inclusiveness, and expectations are the goals of MSIC1. These principles can be exemplified and enhanced through the school-based MSIC and board-wide programs and services aimed at improving health and well-being for newcomer and culturally diverse families. Findings demonstrate that MSIC’s philosophy along with its enriched program features help to provide comprehensive supports for students and families from newcomer and culturally diverse communities.

  • Positive family-staff relationships and open communication are vital to newcomer and culturally diverse family engagement. A welcoming and supportive school culture helps families to feel that they are not alone. 
  • Professional development for staff is needed, including conversations related to power and privilege, identity, anti-oppression and anti-Black racism. Families emphasize the importance of educators and administrators understanding how their own identity and privilege can influence their teaching and work.
  • Celebrations and acknowledgement of diversity are an important way to showcase various cultures and ethnicities and can contribute to an increased sense of belonging. 
  • Including the voices of newcomer and culturally diverse families in decision making around school and educational policy is key to upholding the goals of MSIC, and should help to inform practice in schools and communities. 
  • Results highlight the importance of school staff outreach and getting to know your community of families.

1. Toronto District School Board. (2005, May). Model Schools for Inner Cities task force report. Retrieved February 13, 2019 from: http:// www.tdsb.on.ca/Portals/0/ Community/ModelSchools/ InnerCityReportMay2005.pdf 

Click here to read more about programs, services and supports for newcomer and culturally diverse families within MSIC.

To read more about the TDSB’s MSIC initiative, and GEEC’s research, click here.

Document citation: Patel, S., Bemister, K. & Yau, M. (2020). Programs, Services and Supports for Newcomer and Culturally Diverse Families within Model Schools for Inner Cities (MSIC): Knowledge mobilization summary report. Toronto, ON: School of Early Childhood Studies, Ryerson University

This is an ongoing study funded by the Social Sciences and Humanities Research Council of Canada, Partnership for Change: The RBC Immigrant, Diversity and Inclusion Project, Ryerson University, and the Toronto District School Board.  

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