Equity, Diversity and Inclusion Plan

An Equity, Diversity and Inclusion Plan is more than a document—it is a clear statement of values and purpose at a particular moment in time. While the plan offers a structured guide for the school and community’s collective efforts, it is also a living document. As our understanding grows, as the school community evolves, and as the world shifts, the way SMUS approaches this work will necessarily grow and improve too. The plan gives direction, but it also leaves room for adaptation, reflection and deeper learning.

The EDI Plan is also a result of over a year’s worth of work and engagement across all three SMUS divisions—Junior, Middle and Senior School. That time allowed for listening, reflection, and collaboration. It also meant that learning happens not just through the plan, but in the very act of developing it. The values and intentions expressed in the plan have already begun to take root. In that way, the plan does not mark the beginning of our EDI work, but rather a renewed commitment to continuing it connected to shared understanding and a plan for the work ahead.

Boarding House Games

Equity

We commit ourselves to providing students and staff with what they need to fully participate in their endeavours and meet with success throughout their educational and career journeys. The pursuit of equity requires that we explore and amend systemic imbalances and barriers faced by some members of our community.

A group of senior students sit together on the field with the school in the background.

Diversity

We honour the range of social experiences, conditions, thinking and identities that include race, ethnicity, colour, ancestry, place of origin, political belief, religion, marital status, family status, physical ability, learning style, sex, gender identity or expression, sexual orientation, age, class, and/or socio-economic situation.

NDTR Orange Shirt Day Flags hang on the Crothall balcony.

Inclusion

We cultivate an environment where everyone is able to thrive in authentic ways. Inclusion means that we value and cultivate full and meaningful engagement of all our members in a healthy and affirming climate.

Portrait photo of Dacia Douhaibi, EDI Coordinator

"“I am excited about the next phase of this work. In the coming months, we will begin developing targeted implementation plans for each area of the EDI Action Plan, and we will roll out a benchmarking process to assess our starting point and track progress over time. These next steps will help us move from intention to action and impact—and I look forward to continuing this important journey with all of you.”" — Dacia Douhaibi, April 2025

Additional Information

In 2020, Dr. Moussa Magassa was announced as SMUS's Equity, Diversity and Inclusion Guide. Dr. Magassa is a prominent EDI and Human Rights Educator. Dr. Magassa guided the selection of the community-nominated EDI Advisory Committee who helped advise and support the work. The purpose of the EDI Advisory Committee was to represent stakeholder groups in the SMUS community related but not limited to themes of equity, diversity and inclusion, as well as the intersectionality of those themes. The Committee represented a cross-section of our community, including alumni, parents, students, faculty and staff.

The work of this committee and Dr. Magassa laid important foundation for this work to continue.

Over 750 individuals responded to a 38-question survey drafted by the Advisory Committee. In response to the survey, focus group, and individual interviews data, the Advisory Committee began to shape recommendations for the Board of Governors’ consideration. An EDI Recommendations Report was one of the outcomes of the work done by the EDI Advisory Committee alongside Dr. Magassa. This report was developed and approved by the SMUS Board of Directors in 2023.

The first set of recommendations was categorised according to common themes and the needs of various stakeholder groups - SMUS’ commitment to EDI, leadership/faculty diversity, the role of socioeconomic status diversity, gender and sexuality, disability and accessibility, and anti-racism work. The recommendations were then re-ordered to target operational areas - facilities and infrastructure, policy and procedures, human resources, student life and curriculum.

One of the first recommendations of the report was the establishment of the EDI Coordinator role. This person's role was to be accountable for overseeing the coordination of collaborative processes that will be central to the success of the work.

The report also covered recommendations to do with policy and procedures, student life and curriculum, facilities and infrastructure, professional development and human resources.

One of our core values at St. Michaels University School is respect.

With this in mind, we acknowledge that our school rests in the heart of Straits Salish territory, a living culture with its own rites, ceremonies, and unfolding history.

We honour the Esquimalt, Songhees, and W̱SÁNEĆ peoples – whose homelands we share and whom we recognize as our neighbours.

Learn more about Indigenous Connections at SMUS

The Accessible British Columbia Regulation, under the Accessible British Columbia Act, came into force on September 1, 2022. These regulations identify schools as prescribed organizations, school districts, and independent schools will be required to have an Accessibility Committee, an Accessibility Plan, and a tool to receive feedback on accessibility by September 1, 2023. The goal of the act is to improve opportunities for people with disabilities and involve them in identifying, removing, and preventing barriers to their full participation in the life of the province.

One of the key priorities for the Accessibility Committee is website accessibility. 

If you encounter accessibility barriers using the SMUS website or if you have any feedback generally on the accessibility of the site, please contact: