The following recommendations are designed to help faculty and staff recognize how policies are roots in colonialism and systemic trauma, and to inspire reflection on how you can contribute to creating a more restorative campus environment in your role.
Confront historical and ongoing harm
Acknowledge the colonial and systemic inequities embedded in traditional student conduct systems. Recognize how policies and processes have disproportionately impacted equity-deserving communities.
For example, research and data have shown that Black students are often overrepresented in student misconduct cases, meaning they are more likely to be reported (Eaton, 2022).
- How do you identify and confront patterns of institutional bias in your work?
- What steps are you taking to support equity-deserving communities in moments of conflict?
- What actions can you take within your role to ensure fairness and inclusion?
- Are you engaging in continuous learning about anti-racism?
Make conduct policies fair and inclusive
Review and revise conduct policies to eliminate bias, incorporate trauma-informed and restorative practices. Shift away from punishment as the default response and prioritize healing.
For example, Zara, a second-year international student is reported for being “aggressive” during a class discussion. Navigating both language and cultural barriers, her communication style was misinterpreted. Rather than proceeding with formal discipline, a restorative circle is offered, where Zara and her classmates share how the conversation felt.
- Do you have the ability to influence or review student-related policies? If not, what are some practical ways you can incorporate trauma-informed and restorative practices into your interactions with students?
- When a student causes harm or concern, do you always turn to formal discipline? What are other approaches that you could try instead?
Center equity-deserving student voices
Students with lived experience should help shape the development and review of conduct policies to ensure they are inclusive and fair. While students should not be involved in peer-to-peer adjudication, they can be trained, mentored, supported, and compensated, to serve as peer mediators. In this role, they can assist with early conflict resolution, de-escalation, and prevention efforts, contributing to a safer and more connected campus environment.
For example, at the University of Toronto, the Grad Conflict Resolution Centre once ran a G2G Peer Advisors program, where trained graduate students served as trained peer conflict coaches. They supported fellow students in navigating conflict before they escalate, by facilitating emotionally charged discussions and offering tools.
- Are there opportunities on your campus to learn more about conflict resolution? Have you explored available trainings or workshops?
- As a student leader, how can you contribute to creating a safer, more connected campus community
- [Tip: Check out the More Feet on the Ground training for ways to recognize, respond and refer your peers.]
Redefine safety and accountability
Expand definitions of safety and harm to reflect diverse realities and ensure fairness in all disciplinary practices. Embrace definitions that reflect cultural and psychological safety and ensure accountability measures consider context and power dynamics.
For example, Tina, a trans student, reports being continuously misgendered by their roommate. At first, the residence assistant sees it as a simple miscommunication. However, through a trauma-informed lens, the harm is acknowledged as real and ongoing. A restorative conference is organized bringing together those involved to acknowledge the impact, rebuild trust and ensure both students receive support.
- What does safety mean to you?
- How do you define harm in your role and what are some harms that might go unnoticed?
- What does accountability look like in a situation like this? Is it about punishment, education, or something else?
Discrimination and harm can also occur toward faculty/staff, especially those from equity-deserving groups. Institutions need to acknowledge and address this harm through appropriate support and accountability.
For example, a faculty member who is a person of colour receives a complaint from a white student who questions their teaching competence due to their accent. Rather than dismissing the comment as ignorance, the faculty member brings the concern forward. The Conduct Office arranges a facilitated conversation and refers the student to an anti-racism learning module, while ensuring the faculty member receives support.
- What supports exist for staff facing harm?
Campus Spotlights
- York University introduced its Decolonizing, Equity, Diversity and Inclusion (DEDI) Strategy (2023–2028), which acknowledges the impact of colonial structures and integrates decolonization efforts across the institution. The strategy clearly defines its core principles, including decolonization, connects them to broader equity goals, while also recognizing the various forms of discrimination and oppression present in higher education. It builds upon and enhances existing frameworks, such as the Indigenous Framework and the Framework and Action Plan on Black Inclusion.
- The Office of Equity, Diversity, Inclusion, and Anti-Racism (EDI-R) at the University of Waterloo is advancing the implementation of 88 recommendations from the President’s Anti-Racism Taskforce (PART), underscoring the university’s commitment to addressing and dismantling systemic racism. These efforts involve integrating equity, anti-racism, and anti oppression principles into institutional systems, decision-making processes, policies, and practices. To support this work, the university has developed tools such as a Consultation Guide and an Evaluation Guide to help policymakers embed these principles throughout all stages of policy development and review.
