Reducing Inequities in Children's Educational Success and Well-Being in Marginalized Communities Through Innovation in Education

• In Event: 18.016 - Equity Innovation in Teaching and Learning

Abstract

The present study investigates how the Toronto District School Board’s (TDSB) comprehensive, multi-pronged, system focused and holistic Model Schools for Inner Cities (MSIC) program works and what initial conditions and program features help contribute to sustainable improvements in educational success and well-being of students living in marginalized communities in Toronto, Canada. The research has implications for school systems aiming to find solutions around setting direction for support services to meet the educational success and well-being (e.g., physical development, language, and cognitive, social and emotional development) of children living in marginalized communities, and for educational practice and policy within school systems worldwide.

Authors

• Sejal Patel, Ryerson University

• Maria Yee-man Yau, Toronto District School Board