EDIA-R Plugin Prototype DEMO

access documentation link

On the documentation page, you can review the current state of the prototype, how it works, how the content from the EDIA-R PDF has been implemented, the current limitations, and a general guide to the plugin.

Step 1 of 9

1 Start Here
2 Pathway
3 Learn
4 Tools & Checklists
5 Resources
6 Summary

Where do I fit in EDIA-R work?

EDIA-R is shared work across the organization. Different roles contribute in different ways by shaping decisions, leading teams, designing services, improving communication, and supporting respectful care. This map can help you see where your role fits and which parts of the toolkit may be most relevant to you.

Choose Your Pathway

Select the pathway that best describes your role or perspective. This will tailor the toolkit experience for you.

Learn the Basics

Before diving into the hands-on sections, take a moment to review the foundational concepts below. These will give you the shared language and context needed to get the most out of the toolkit.

Expand each section below to explore the content. Work through them in order, or jump to what's most relevant to you.

Effective use of the EDIA-R toolkit depends on a clear understanding of key relevant terms. Recognizing distinctions and nuances between key concepts will support accurate, intentional, and meaningful application of the toolkit. The following definitions are based on the Ontario Health Equity Framework.

Equity

Requires recognizing people have different needs, experiences and barriers, and responding in fair and meaningful ways. Rather than treating everyone the same, equity focuses on removing system barriers and providing the specific support people need to achieve comparable outcomes. Equity requires intentional decision-making, flexibility, and ongoing reflection to address unfair advantages and disadvantages.

Diversity

Refers to a range of visible and invisible qualities, experiences and identities that shape who we are, how we think, how we engage with, and how we are perceived by the world. These may include but not limited to; race, ethnicity, personality, culture, language, gender, gender identity, gender expression, sexual orientation, age, ability, religion or spiritual beliefs, values, perspective, skills, style, political ideologies, socioeconomic status, and lived experience.

Inclusion

Happens in environments where all people feel welcomed, respected, valued, and able to participate fully. Inclusion focuses on meaningful involvement, shared decision-making, and a sense of belonging. Inclusive practices ensure that diverse voices are heard, differences are respected, and people are supported to contribute in ways that reflect their identities and experiences.

Accessibility

Removes physical, social, cultural, communication, and system barriers so that everyone can access services, information, spaces, and opportunities. Accessibility recognizes that barriers may be visible or invisible, and that people require varying supports to participate fully. Accessible environments are proactive, flexible, and responsive to diverse abilities, needs, and circumstances.

Anti-Racism

Requires an active, on-going approach to identify, challenge, and address racism at all levels, individual, institutional and system. At its foundation, anti-racism requires acknowledging the existence and impacts of racism, including but not limited to Anti-Indigenous and Anti-Black racism, and taking deliberate actions to eliminate policies, practices, and beliefs that create or maintain racial inequalities through accountability, education, and sustained commitment to change.

A glossary with additional related key terms is included in Appendix A.

Using the core EDIA-R principles in your work will help make decisions fairer, more inclusive, and easier for everyone to access by thinking about who benefits, listening to diverse voices, and creating spaces where people feel safe and respected. Following these principles also helps build trust, improve services, and make sure actions make a positive difference. By reflecting, learning, and taking responsibility, we keep improving and responding better to the needs of the people we serve.

Equitable Decision-Making

Includes considering potentially unequal impacts of decisions and aims to reduce barriers and disparities through thoughtful and informed exploration of who benefits, who may be excluded, and what supports will lead to equitable outcomes.

Inclusion & Participation

Involves people with diverse identities and lived experiences meaningfully in decisions that affect them. Inclusion and participation support diversity in ways that respect different needs, voices, and forms of contribution.

Accessible Communication & Environments

Include information, services, and spaces designed to be usable and welcoming to everyone. Barriers that may include but are not limited to physical, communication, cultural, and system level are addressed in a respectable manner, with humility and a willingness to learn more.

Anti-Racist & Trauma-Informed Approaches

Actively recognize and address racism, colonialism, and the impacts of trauma. Practices prioritize humility, safety, respect, trust, and awareness of power, privilege, and harm.

Cultural Humility

Prioritizes listening and openness to others' lived and living experience and requires both continuous personal and system level reflection. Cultural humility acknowledges the limits of one's own knowledge and that harm is caused by maintaining current systems.

Cultural Safety

Creating environments free from discrimination and harm. Safety is defined by the individual or community receiving care or services. Many communities use the term “Safer Spaces” to remind system planners that we have a long way to go.

Intersectionality

People's experiences are shaped by multiple, overlapping identities and systems. This principle recognizes that inequities are complex and cannot be addressed in isolation. An intersectional approach helps make sure solutions to inequality work for everyone, especially those who are often left out.

Continuous Reflection, Learning & Accountability

EDIA-R work requires ongoing reflection, learning and improvement. Accountability ensures that commitments lead to meaningful and sustained action.

How prepared is our organization or team to apply EDIA-R principles in our everyday work? The Toolkit offers this section as a starting point to support reflection on:

Leadership and Commitment

Does leadership demonstrate visible commitment to EDIA-R through policies, decision-making, and resource allocation? Are equity, accessibility, and anti-racism treated as priorities or add-ons?

Staff Knowledge and Capacity

What is our collective understanding of EDIA-R concepts and what training or learning opportunities are available? Organizational readiness improves when teams feel confident applying EDIA-R principles in their roles.

Policies, Practices, and Processes

Do existing policies and procedures support or unintentionally hinder equity and inclusion? Is there organizational flexibility to adapt practices to different needs?

Resources and Support

Are sufficient time, staff, tools, and funding available to support EDIA-R work? Do limited resources affect the pace and scope of implementation?

Data, Feedback, and Learning

Is there a mechanism established to collect feedback, track equity related concerns, and learn from experience? Is there accurate data and consistent community input to inform decision making?

By assessing readiness, system planners will identify where they are starting from, and what level of support, coordination, or capacity-building may be needed to move forward with EDIA-R actions.

Reporting & Resources

Select a section below to explore at your own pace. Each section can be opened and closed independently. Open as many as you need.

Reporting Complaints & Follow-Up Tools

This tool ensures there are clear processes for reporting, follow-up, and EDIA-R accountability, and that concerns are tracked, addressed, and used to improve organizational practice over time. It is intended to support structured accountability systems and continuous learning.

When to use:

During implementation
At review and reporting stages

Stage: Developing / Integrating

Staff members are encouraged to make every attempt to resolve problems at the source. However, if a complaint is not resolved by those directly involved, staff, patients, and caregivers need multiple, accessible channels to raise concerns about inequity, discrimination, or unsafe practices. All concerns should be reviewed by designated staff, acknowledged within the fewest business days possible, investigated with accountability and follow-up, and resolved with documented outcomes that are shared as appropriate, ensuring timely, confidential, and transparent action. Mechanisms should exist to track, review, and report EDIA-R outcomes and improvements over time, and staff should be aware of accountability procedures and trained in how to report or escalate concerns and made aware of all resulting changes in policy or practice.

Reporting Process

How to Adapt and Use a Reporting Tool

Organizations do not need a separate reporting process for equity, diversity, inclusion, accessibility, or anti-racism concerns. Instead, the content in this section can be used to enhance existing complaint, incident, and accessibility processes. Where gaps exist, such as addressing discrimination, harassment, exclusion, or barriers to equitable and culturally safe care, these elements can be integrated into current procedures. This approach promotes consistency, reduces burden, and ensures all concerns are handled through an inclusive, comprehensive process.

1. Define Scope of Reportable Concerns

Concerns can include but are not limited to unfair treatment, discrimination, harassment, bullying, exclusion, unsafe practices, or other issues affecting safety, fairness, inclusion, well-being or safe and appropriate care. Organizational policies should align with the requirements and standards of governing and professional bodies, as well as applicable human rights laws, codes, and policies.

Clearly state that all concerns are welcome and will be taken seriously.
Provide assurance to individuals that reporting is confidential and there should be no fear of repercussions. Additional assurance should be provided with respect to a commitment for timely investigation, follow up and communication through the incident management process.
The Canadian Human Rights Act and the Ontario Human Rights Code establish what counts as discrimination, harassment, or inequity and help define reportable issues in policy.

2. Make Reporting Easy

Options such as email, phone call, online form, anonymous box, or telling a manager.
Make sure everyone knows these options exist and how to use them.
Be willing to respond if reporters choose other options.
Reinforce safety: remind people they can report without fear of retaliation.
Accessibility for Ontarians with Disabilities Act (AODA) and Integrated Accessibility Standards Regulation require accessible feedback processes, multiple reporting options, and consideration of accessibility barriers.

3. Decide Who Reviews Reports

Assign responsibility to HR staff, managers, or an EDIA-R coordinator.
Clearly define roles, including decision-makers, staff, and oversight responsibilities.
Make sure decision makers are well versed in the policies of their governing bodies.
Identify when issues are serious enough to escalate to senior leaders.
Ontario Human Rights Code and Occupational Health and Safety Act can guide your process by ensuring clear roles, decision-makers, and accountability for addressing discrimination, harassment, or unsafe practices.

4. Acknowledge Receipt of a Report and Inform People of Next Steps

Acknowledge receipt within the fewest business days possible. Establish a reasonable and manageable yet timely response time.
Ensure confidentiality is protected and explain next steps, including any potential risk that follow-up actions could indirectly identify the reporting individual, so they can consent and share any concerns about how the matter is handled.
Remind reporters that their concern is valued and raising it is safe.
Ontario Human Rights Code, Accessibility for Ontarians with Disabilities Act (AODA) and Integrated Accessibility Standards Regulation supports timely acknowledgment and confidentiality for complainants, including accessibility considerations.

5. Investigate and Follow Up

Review the concern, gather information, assign action(s), and set timelines for monitoring and follow up.
Document investigation steps and communicate updates when possible.
Aim to complete initial review in a timely manner.
Ontario Human Rights Code, Canadian Human Rights Act and Occupational Health and Safety Act all provide guidance for fair investigation, accountability, documentation, and safe workplace compliance.

6. Make Required Changes and Learn

Record what was done to resolve the concern.
Share lessons learned with leaders and others within and across the organization as appropriate and necessary.
Identify actions to be taken for repeat offenders.
Use lessons learned to improve rules, inform training, policy and practice.
Ontario Health Equity Framework & Health Equity Mandates and Truth and Reconciliation Commission (TRC) Calls to Action encourage continuous improvement, culturally safe practices, and organizational learning.

7. Keep It Safe and Honest

Maintain confidentiality whenever possible. However, if a concern involves safety, legal requirements, or serious misconduct, some information may need to be shared to address the issue. Even then, it is important to ensure openness about how concerns are addressed and what actions are taken, without revealing personal details.
Track and report EDIA-R occurrences and outcomes over time to show improvements and accountability.
Assign responsibility for tracking and reporting EDIA-R outcomes to designated roles, such as an EDIA-R lead or coordinator, Human Resources, Quality Improvement, or senior leadership, with appropriate oversight and accountability.
Accessibility for Ontarians with Disabilities Act (AODA), Integrated Accessibility Standards Regulation and Ontario Human Rights Code can offer guidance to this process as they require ongoing reporting of EDIA-R outcomes, accessibility compliance, and transparency in accountability measures.

“All concerns are treated confidentially, addressed in a timely manner, and used to drive meaningful improvement in EDIA-R practices. You will not get in trouble for speaking up.”

Additional Resources

Excellent Care for All Act (Ontario) - Provincial legislation supporting quality improvement and patient-centred care.
https://www.ontario.ca/laws/statute/10e14
Complaint Policy Example (Hospital Setting) - Queensway Carleton Hospital’s complaint policy provides a practical example of complaint handling processes.
https://www.qch.on.ca/uploads/Your%20Hospital%20Visit%20Group/Patient%20Rights/H-030%20Complaint%20Policy%20Final%20March%202021.pdf

Where to Take Unresolved Healthcare Complaints in Ontario

If a complaint in a healthcare setting is not resolved by talking to a manager, HR, or EDIA-R coordinator, staff, patients, or caregivers can contact external organizations.

In some circumstances, particularly where there are concerns related to safety, serious misconduct, or potential criminal activity, it may also be appropriate to involve legal authorities.

The appropriate organization to contact depends on the type of complaint, (for example discrimination, harassment, accessibility issues, patient care, or unsafe practices).

Here are some examples of where to go:

1. Ontario Human Rights Tribunal / Ontario Human Rights Commission

What it covers: Discrimination, harassment, unfair treatment, or rights violations under the Ontario Human Rights Code.
Who can file: Anyone - staff, patients, or caregivers.
Website: Ontario Human Rights Commission - How to File a Complaint

2. Ontario Ombudsman

What it covers: Problems with public services, including hospitals and provincial health organizations, if internal reporting did not work.
Who can file: Patients, families, or staff.
Website: Ontario Ombudsman - Health Services

3. Health Profession Regulatory Colleges

What it covers: Professional misconduct or unsafe practices by healthcare providers.
Examples:
- Doctors: College of Physicians and Surgeons of Ontario (CPSO)
- Nurses: College of Nurses of Ontario (CNO)
- Other regulated professionals: physiotherapists, occupational therapists, pharmacists, etc.
Websites:
- CPSO Complaints
- CNO Complaints

4. Ministry of Health / Ontario Health

What it covers: Systemic problems, policies, or hospital operations that were not fixed internally.
Who can file: Staff, patients, or caregivers.
Website: Ontario Ministry of Health - Contact

5. Accessibility Complaints

What it covers: Accessibility barriers (violations of AODA or IASR).
Who to contact: Ontario Ministry for Seniors and Accessibility.
Purpose: Make sure services, information, and workplaces meet accessibility standards.
Website: Ontario Accessibility

6. Patient Ombudsman (Ontario)

What it covers: Patient care, quality of service, or treatment issues in hospitals, long-term care, or other healthcare facilities.
Who can file: Patients, family members, or caregivers.
Website: Patient Ombudsman - File a Complaint

Practice Examples

The following real-life scenarios have been provided by people with lived/living experience and highlight how gaps in accessibility, provider knowledge, and system navigation place people at serious risk, and how listening, accountability, and proactive system change transforms outcomes, transforms lives. These real-life scenarios reinforce that equity in health care means ensuring every point of entry is informed, accessible, and capable of connecting people to the right care so that every door is the right door.

Scenario 1 – Closing the Gap: Building Truly Accessible Substance Use Treatment

In September a young woman several years into recovery from addiction shared she received little to no support from the health system and struggled with relapse. She uses a wheelchair and needs assistance with transfers and daily personal care. No center would accommodate her despite her usual PSW agreeing to come to the treatment center. When she approached a hospital where her personal care needs could be met, she was told she wasn’t sick enough.

Someone listening to her that day (and involved with an Ontario Health Team) knew he had the obligation and the opportunity to expose this significant gap in care to a Mental Health, Addictions and Substance Use Health Project Team already in the process of expanding local residential treatment services. The team listened and centred these concerns throughout their planning; the sites will be fully accessible and, while there won’t be PSWs on staff, individuals will be able to have their own caregiver as needed.

The young woman was very glad to hear of these significant improvements, but astutely wondered what was meant by, ‘fully accessible’ and learned that mechanical lifts will not be onsite – but if someone needs one, this will be addressed. Realizing things aren’t yet where they need to be, the advocate asked the team to develop a plan for reliable access to a lift and to ensure all those working in any local treatment centres are aware there are now accessible sites and will facilitate referrals to them.

Scenario 2 – The Cost of Waiting: How Delayed Gender-Affirming Care Puts Lives at Risk

Several years ago, a small-town Ontario Grade 12 student realized she was a trans woman and after 6 months thinking about what exactly that meant for her, she came out to her parents and sought gender affirming care (GAC). Her local, rural, physician knew nothing about GAC despite recently graduating, so she waited to start university hoping city providers would be better informed. But the two university health centre physicians were not comfortable providing GAC, nor would they review the resources she provided them; one finally referred her to a nearby Community Health Centre (CHC) with a 10-month waitlist.

After a year being aware of her trans identity and 6 months actively seeking GAC, she was experiencing intense gender dysphoria and feeling so hopeless she attempted suicide. Thankfully her friend stopped her and the very next day she learned that a program expansion at the CHC had reduced her wait. So, after a long 18 months she started low dose hormones and was referred back to the care of the university physician with the same resources she had previously shared. However, best practices were not followed by the university provider and for over a year she was prescribed inappropriate doses of hormones and androgen blockers.

More recently the same small-town Family Health Team took the initiative to provide Gender Diversity training to their entire staff. When one primary care provider heard the above story, and learned the time between a trans person recognizing their identity and gaining access to GAC is one of the most vulnerable times in their life, this provider stepped up, became fully informed and has developed a rural focused Trans Health Program including referral and mentorship processes which is now saving lives! Trans folks live in every town and every city; without informed, accessible primary care, their lives are at risk.

Scenario 3 – Honouring Joyce Echaquan: Advancing Culturally Safe Health Care

A few years ago, an Indigenous woman sought care at a hospital in Quebec. During her visit, she experienced racist treatment from staff and received inadequate medical attention, despite clearly needing care. Her attempts to raise concerns were dismissed, leaving her feeling unsafe and unheard. Tragically, she passed away, highlighting the devastating impact of anti-Indigenous racism in health systems.

Following this, Indigenous leaders and health advocates worked with federal, provincial, and territorial partners to address systemic gaps. Joyce’s Principle was developed to guarantee all Indigenous Peoples equitable access to health and social services without discrimination, emphasizing culturally safe and inclusive care.

Health professionals and hospital administrators who learned from Joyce’s experience realized the urgent need for concrete change. They began implementing mandatory anti-racism and cultural safety training, establishing clear reporting pathways for discriminatory treatment, and creating supports for Indigenous patients to have advocates or Elders present. These initiatives now guide regional and local health programs, ensuring Indigenous patients are respected, heard, and provided the care they need.

Joyce’s legacy continues to inspire health system improvements. By centering lived experiences and acting on systemic failures, these initiatives are transforming policy and practice—working to prevent harm and save lives.

References

¹ Ontario Health. (n.d.). Equity, Inclusion, Diversity and Anti-Racism Framework. Retrieved January 2, 2026 from https://www.ontariohealth.ca/system/equity/framework

² EQUIP Health Care. Equity-oriented health care principles. https://equiphealthcare.ca

³ National Centre for Truth and Reconciliation. (n.d.). Truth and Reconciliation Commission of Canada: Calls to Action. Retrieved January 2, 2026, from https://nctr.ca/about/history-of-the-trc/truth-and-reconciliation-commission-of-canada-calls-to-action/

⁴ National Collaborating Centre for Healthy Public Policy (NCCHPP). Understanding the role of privilege in relation to public health ethics and practice (video). https://ccnpps-ncchpp.ca/video-understanding-the-role-of-privilege-in-relation-to-public-health-ethics-and-practice/

⁵ CAPSA. Flipping the Pyramid (video). https://youtu.be/NhL2zBb-Zuw

⁶ Wabano Centre for Aboriginal Health. Racism in Healthcare | Share Your Story Project (video). https://youtu.be/cESd90UJ9gw

⁷ Niagara Ontario Health Team (OHT). Health Equity Assessment Progress Tracker. https://noht-eson.ca/health-equity-toolkit/

⁸ Canadian Human Rights Act, R.S.C. 1985, c. H-6. Government of Canada. https://laws-lois.justice.gc.ca/eng/acts/H-6/

⁹ Employment Equity Act. R.S.C., 1985, c. E-5. Government of Canada. https://laws-lois.justice.gc.ca/eng/acts/e-5/

¹⁰ Ontario Human Rights Code, R.S.O. 1990, c. H.19. Government of Ontario. https://www.ontario.ca/laws/statute/90h19

¹¹ Accessibility for Ontarians with Disabilities Act (AODA) Alliance. Providing Accessible Formats and Communication Supports. Available at: https://aoda.ca/providing-accessible-formats-and-communication-supports/

¹² Ontario. Integrated Accessibility Standards Regulation (IASR), Ontario Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act, 2005. Available at: https://www.ontario.ca/laws/regulation/r11191

¹³ Occupational Health and Safety Act (OHSA), R.S.O. 1990, c. O.1. https://www.ontario.ca/laws/statute/90o01

¹⁴ Excellent Care for All Act, S.O. 2010, c. 14. Retrieved from https://www.ontario.ca/laws/statute/10e14

¹⁵ Queensway Carleton Hospital. (2021). Complaint policy (Policy No. H 030). Retrieved from https://www.qch.on.ca/uploads/Your%20Hospital%20Visit%20Group/Patient%20Rights/H-030%20Complaint%20Policy%20Final%20March%202021.pdf

¹⁶ Ontario Human Rights Commission. Filing claims of discrimination / How to file a complaint. Ontario. Retrieved from https://www3.ohrc.on.ca/en/filing-claims-discrimination

¹⁷ Ontario Ombudsman. Health services. Retrieved from https://www.ombudsman.on.ca/what-we-do/topics/health-services

¹⁸ College of Physicians and Surgeons of Ontario (CPSO). Complaints and concerns. Retrieved from https://www.cpso.on.ca/Public/Services/Complaints

¹⁹ College of Nurses of Ontario (CNO). Complaints and reports. Retrieved from https://www.cno.org/en/protect-public/complaints-and-reports

²⁰ Ontario Ministry of Health. Contact the Ministry of Health. Government of Ontario. Retrieved from https://www.ontario.ca/page/ministry-health

²¹ Patient Ombudsman. File a complaint. Government of Ontario. Retrieved from https://www.patientombudsman.ca/Complaints/File-a-Complaint

²² Government of Canada honours Joyce Echaquan’s spirit and legacy. Indigenous Services Canada. Government of Canada. Retrieved from https://www.canada.ca/en/indigenous-services-canada/news/2021/09/government-of-canada-honours-joyce-echaquans-spirit-and-legacy.html

²³ Western Ottawa Community Resource Centre. (2026). Definition of belonging.

²³ AODA.ca. Providing accessible formats and communication supports. Retrieved from https://aoda.ca/providing-accessible-formats-and-communication-supports/

²⁴ Government of Canada. Plain language, accessibility, and inclusive communications. Retrieved from https://www.canada.ca/en/government/system/government-communications/communications-community-office/communications-101-boot-camp-canadian-public-servants/plain-language-accessibility-inclusive-communications.html

²⁵ Accessible Canada. Emergency communication guidelines for federal organizations. Retrieved from: https://accessible.canada.ca/resources/emergency-communication-guidelines-federal-organizations

²⁶ Office de la qualité et de la sécurité de la santé et des services sociaux (Québec). Élaborer et produire des documents accessibles : un guide de bonnes pratiques. Retrieved from: https://www.ophq.gouv.qc.ca/publications/guides-de-loffice/elaborer-et-produire-des-documents-accessibles-un-guide-de-bonnes-pratiques.html

²⁷ Egale Canada. (2020, June 8). Affirming and inclusive language. Retrieved from: https://egale.ca/awareness/affirming-and-inclusive-language/

²⁸ Abouzeid, T., Dehghani, M. L., & Manseau, C. (2025, December). Community engagement in action: A practical guide for Ottawa West Four Rivers Ontario Health Team. In collaboration with the Lived Experience Partner (LEP) Council, OWFR OHT Community Service Learning Project, Telfer School of Management, University of Ottawa.

²⁹ Shrouder, A. (2005), Guidelines for Policy Creation with an Equity, Diversity, and Inclusion (EDI) Lens, Building Belonging. https://www.annemarieshrouder.com

³⁰ British Columbia Centre for Disease Control. (2024). Public health language guide: Guidelines for inclusive language for written and digital content. https://www.bccdc.ca/Health-Professionals-Site/Documents/public_health/Language_Guide.pdf

³¹ Huron Perth & Area Ontario Health Team. (2024). A guide for inclusive language. https://hpaoht.ca/wp-content/uploads/2025/01/2024-07-25-HPA-OHT_Inclusive-Language-Guide.pdf

³² Western Ottawa Community Resource Centre. (n.d.). Careers at the Western Ottawa Community Resource Centre. Retrieved from: https://www.wocrc.ca/careers

Appendix A: Glossary of Terms

Accessibility: The design and delivery of environments, services, programs, and information that enable all individuals, including people with disabilities, to participate fully and independently. Accessibility focuses on identifying and removing physical, technological, communication, and attitudinal barriers.
Anti-Black Racism: Policies, practices, and attitudes embedded within institutions that result in the marginalization and inequitable treatment of Black people. Anti-Black racism reflects historical and ongoing discrimination that contributes to disparities in health, education, employment, and justice.
Anti-Indigenous Racism: The ongoing race-based discrimination, negative stereotyping, and systemic inequities experienced by First Nations, Inuit, and Métis Peoples. It is rooted in colonial policies and practices and continues to create unequal outcomes and power imbalances within systems and institutions.
Anti-Racism: A proactive and deliberate approach that recognizes the existence of racism, including systemic and structural racism, and takes action to identify, challenge, and eliminate racial inequities. Anti-racism focuses on transforming policies, practices, and power structures that sustain inequitable outcomes.
Belonging: Belonging is the deep human need to feel accepted, valued and authentically connected within a community, organization or society. It requires ongoing effort to create spaces where individuals can fully express themselves without fear of rejection or judgement, while fostering equity, shared purpose and meaningful relationships.
Community-Based Participatory Research (CBPR): A collaborative research approach that actively involves community members as equal partners throughout all stages of the research process. CBPR values lived experience, shared decision-making, and aims to produce knowledge that directly benefits communities.
Cultural Humility: A lifelong process of self-reflection and learning that involves recognizing the limits of one’s own knowledge and addressing power imbalances in relationships. Cultural humility emphasizes learning from individuals and communities and supports respectful, person-centred, and equity-oriented practice.
Diversity: The presence of a wide range of differences among individuals and groups, including race, ethnicity, gender, sexual orientation, age, disability, socioeconomic status, culture, language, and lived experience. Diversity also includes differences in perspectives, skills, values, and ways of knowing. Beyond representation, diversity is about building meaningful relationships and trust with different communities. Without trust, diversity risks being seen as performative or disconnected.
Equality: Equality involves treating all individuals the same by providing the same resources or opportunities. While equality emphasizes uniformity, it does not account for systemic barriers or differing needs and therefore may not result in fair or equitable outcomes.
Equity: The absence of avoidable, unfair, or remediable differences among groups of people. Equity involves recognizing and addressing systemic barriers by allocating resources and supports based on need, ensuring the creation of fair and just environments.
Health Disparities: Health disparities are differences in health outcomes, access to services, or quality of care that are preventable and rooted in racial and gender discrimination as well as systemic disadvantages.
Health Equity: A state in which all individuals and communities have a fair opportunity to achieve their full health potential without disadvantage due to social position or other socially determined circumstances.
Inclusion: The intentional creation of environments where individuals feel welcomed, respected, valued, and supported. Inclusion ensures that diverse individuals can participate fully and meaningfully in decision-making and organizational life.
Intersectionality: A framework for understanding how multiple social identities, such as race, gender, class, and ability, interact compounding experiences of advantage or disadvantage. Intersectionality highlights how overlapping identities intensify inequities.
Implementation: Implementation refers to the process of putting policies, strategies, and initiatives into practice. Effective implementation requires accountability, ongoing evaluation, and adaptation to ensure equity goals are realized.
Lived Experience Partners (LEPs): Individuals who contribute knowledge and insight based on their lived and living experiences and experience to inform planning, decision-making, research, and evaluation. Engaging LEPs supports more responsive and equitable approaches.
Marginalized Populations: Groups that experience exclusion from social, economic, or political systems due to systemic barriers and power imbalances. Marginalization contributes to inequitable access to resources, opportunities, and poorer health outcomes than members of the dominant culture.
Mitigation: Mitigation involves actions taken to reduce or prevent negative impacts, particularly those that disproportionately affect individuals. Mitigation specifically focuses on minimizing harm and addressing inequities within all spaces.
Power Dynamics: The ways in which power, influence, and authority are distributed and exercised within relationships, organizations, and systems. Power dynamics shape decision-making, access to resources, and whose voices are heard.
Privilege: Privilege is the unearned advantage some people have simply because of who they are.
Structural Racism: A system in which public policies, institutional practices, cultural norms, and historical factors collectively reinforce racial inequities over time. Structural racism operates across institutions and generations.
Systemic Discrimination: Organizational policies, practices, or structures that result in unfair treatment or disadvantage for equity-deserving groups. These impacts are often unintentional but persist without deliberate intervention.
Systemic Racism: Policies, practices, and organizational cultures that appear neutral but create or maintain racial inequities. Systemic racism privileges certain groups while harming others.
Trauma and Trauma-Informed Care: Trauma refers to experiences that cause lasting physical, emotional, or psychological harm. Trauma-informed care is an approach that recognizes the prevalence of trauma and integrates principles of safety, trust, choice, collaboration, and empowerment into policies and practices to avoid re-traumatization.
Traditional, Ancestral, and Treaty Lands: Terms that acknowledge Indigenous Peoples’ historical and ongoing relationships to land. Traditional and ancestral lands reflect long-standing stewardship; treaty lands are defined through agreements, and unceded lands were never surrendered to the Crown.

Template for Inclusive Policy Development

The following is a sample template based on insights from Anne Marie Shrouder’s Guidelines for Policy Creation with an Equity, Diversity, and Inclusion (EDI) Lens, Building Belonging, a document created for Carefor.

1. Policy Basics

Item	Notes / Fill In
Audience	Who does this policy serve?
Goal	What is the purpose of the policy?
Intended Impact	How should it positively affect employees?
Clarity Check	Will someone unfamiliar with the organization understand it? (Y/N)
Modifications for Clarity	If no, what changes are needed?

2. Diversity Considerations

For each factor, identify potential barriers and how the policy addresses them.

Diversity Factor	Potential Barriers / Needs	How Policy Addresses This
Skin tone / Racism
Gender / Sexism
Gender Identity / Cissexism
Religion / Discrimination
Culture / Oppression
Socioeconomic Status (SES)
Physical Ability / Ableism
Mental / Intellectual Ability
Age / Ageism

3. Policy Design Elements

Element	Notes / Fill In
Content	How does the policy acknowledge diverse needs and barriers?
Language	Is the language inclusive? Are pronouns and terms neutral?
Needs / Options	Are options or alternatives provided where needed?
Access	How are barriers to access mitigated?
Barriers	Are potential barriers explicitly addressed?

4. Review Checklist (For Existing Policies)

Who might be left out or negatively impacted?
What are the potential unintended consequences?
Are there assumptions/biases that may not apply to everyone?
What modifications are needed to improve inclusivity, clarity, and accessibility?

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EDIA-R Commitment

Before you finish, identify one concrete action your team or organization will take based on this toolkit. Revisiting this commitment over time is an important part of accountability and follow-through.

This commitment should be:

Specific and actionable
Assigned to a person or role
Linked to an existing process or decision point

Our EDIA-R commitment is:

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Thank you for using the OWFR EDIA-R Toolkit. EDIA-R is something you do, not something you get done. Return to this toolkit as your work evolves.

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Examples of simple, low-barrier actions organizations can take if they are not sure where to start and need concrete entry points.

Suggested First Steps for Organizations Early in EDIA-R Work

Learn the Basics

Build a shared understanding of equity, diversity, inclusion, and anti-racism using simple resources and short learning sessions.

Listen First

Invite staff, volunteers, and community members to share their experiences through a safe and anonymous route. Invite them to comment on what works and where barriers exist in your organization.

Make Your Commitment Known

Clearly and publicly state your organization's commitment to EDIA-R. Keep it honest and realistic expressing, you don't know what you don't know, but you intend to learn and make change as needed.

Review Current Practices

Look at your current policies, programs, hiring practices, and communications (including website) to find what works, what doesn't work well and where barriers exist.

Start with Accessibility

Make quick improvements such as plain language on the website and in all patient facing documents, captions on videos, accessible formats, and asking people what supports they need.

Assign Responsibility

Give EDIA-R duties to a small group and ensure leadership supports their work.

Set Small, Clear Goals with a Plan to Measure Progress

Choose one or two actions you can complete soon, such as updating an accessibility statement or improving feedback options.

Keep Improving: Keep Paying Attention

EDIA-R is something you do, not something you get done. Check your progress, listen again, and continue to make change and adjust as you learn more.

Making Information and Communications Accessible

Doing so ensures everyone, regardless of differing abilities, can receive, understand, and use information independently and effectively. Removing barriers fosters equity, supporting individuals to participate more fully in society, access services, and make informed decisions.

1. Offer Accessible Formats

Give information in usable formats, such as large print, Braille, screen-reader-friendly files, audio, captions, and transcripts.

AODA: Accessible Formats and Communication Supports

2. Provide Communication Supports

Use tools like sign language interpreters, access to interpreters, captions, audio description, assistive listening devices, or other helpful supports.

3. Use Plain Language

Use sentences and everyday words (sometimes called "living room language"), avoid jargon and put the important points first.

Canada.ca: Plain Language Accessibility

Hemingway App: Simplify Written Communications

4. Ensure Videos and Media Are Accessible

Caption videos, add audio descriptions, and use players that work with keyboards and screen readers.

5. Share Information in More Than One Way and Language

Offer print, email, phone, text, and in-person options.

6. Ask What People Need

Ask each person what format or support works best for them and provide it promptly at no extra cost.

7. Design with Accessibility in Mind

Use clear headings, readable fonts, strong colour contrast, alt text for images, accessible document structure and accessible "living room" language.

Useful Resource Links

Tips for Using Inclusive, Gender-Neutral Language

Language can unintentionally assume gender in ways beyond pronouns and names. Being mindful of your wording helps create a welcoming environment and affirms everyone's identity. The following tips are adapted and summarized from guidance provided by Egale Canada (2020).

✅ Do	❌ Avoid
Use neutral or inclusive terms when referring to people collectively (e.g., "folks" or "everyone").	Using gendered greetings or labels for groups (e.g., "ladies and gentlemen").
Refer to individuals by the pronouns or titles they have chosen.	Assuming pronouns or only using binary options (he/she).
Use gender-neutral and inclusive descriptions for relationships and roles (e.g., partner/parent/sibling/kid).	Defaulting to terms that imply traditional gender roles (e.g., "husband/wife").
Use affirming and respectful terminology for 2SLGBTQIA+ communities.	Using outdated, offensive, or dehumanizing labels.
Describe gender in ways that respect a person's identity over time.	Framing gender as a temporary "change" or as something someone "decides to switch." Using a person's "deadname".

Key Guidelines

Center language on the person, not their gender identity.
Respect pronouns, terms and labels whether or not they are familiar to you.
Understand that gender is not the same as sex and that gender is enduring and living authentically is a process.
Avoid language that implies judgment or reduces identity to a single moment or choice.
For more detailed guidance and downloadable resources, visit Egale Canada: Affirming and Inclusive Language.

Example of Vision, Mission, Values and Guiding Principles

The following example is adapted from the Ottawa West Four Rivers Ontario Health Team (OWFR OHT) and illustrates how organizations can articulate commitment to health equity, collaboration, and community-centered care.

Our Mission

Together, building healthier communities.

Our Vision

A simplified and coordinated health and community support system for all members of our diverse population.

Our Values

Accountability
Collaboration
Respect
Sustainability
Transparency

Our Guiding Principles

We are committed to improving the health and well-being of the diverse communities we serve by:

Addressing systemic inequities using a population health approach, centering the needs of marginalized groups
Ensuring community and primary care inform our priorities
Working across sectors with partners and neighbouring OHTs to address local needs and spread proven initiatives
Demonstrating improvement through local OHT initiatives

This second example is Western Ottawa Community Resource Centre's Guiding Beliefs which they post publicly in their program spaces so that their clients can see them.

Guiding Beliefs: WOCRC

The WOCRC has four core deeply held beliefs, which guide our approach to serving our community and are demonstrated through our day-to-day interactions with clients, partners, volunteers, members and staff.

Empowerment

We believe that people have the right to make their own choices, and take control, individually and collectively, of their lives. Therefore, we are committed to providing information and resources which will enable people to make informed decisions. We are dedicated to creating an environment where people participate in activities that promote social change.

Equity

We believe that dignity, respect and justice are rights of all people regardless of age, language, race, ethnicity, culture, religion, ability, gender, gender identity, gender expression, income, geographical location or sexual orientation. We acknowledge that there are systemic, social and cultural barriers that prevent people from having equal access to resources and opportunities. Therefore, we are committed to recognizing and addressing barriers such as violence, poverty, isolation, exclusion, oppression and discrimination, so as to enable people to reach their full potential.

Partnership

We believe that by working together we can achieve more than we can on our own. Therefore, we are committed to creating partnerships with individuals and groups that build on equality, respect, integrity, accountability and responsibility. We will engage with others in a supportive, non-judgmental environment where everyone can share knowledge, experience, strengths and skills.

Innovation

We believe that we will transform our vision into reality by developing innovative solutions to the complex and diverse issues facing our community. Therefore, we are committed to creating a learning culture that is flexible, dynamic, embraces change, and encourages evolutionary thinking. We are dedicated to sharing our learning, knowledge and best practices for the benefit of the people with whom we interact.

In addition to these four Guiding Beliefs, the WOCRC also stands by its commitment to Client Rights.

WOCRC Guiding Beliefs

Community Engagement in Action

A Practical Guide for Ottawa West Four Rivers Ontario Health Team:

Shows how to plan and conduct respectful, inclusive community engagement.
Explains why engagement matters and how to build strong relationships using equity, accessibility, cultural safety, plain language, and trauma-informed practices.
Includes practical tools like surveys, scripts, checklists, and multilingual resources for use in different communities, including rural areas.
Explains how to share results, use feedback in decisions, and build long-term trust.

OWFR OHT Engagement Guide

Template for Inclusive Policy Development

The following is a sample template based on insights from Anne Marie Shrouder's Guidelines for Policy Creation with an Equity, Diversity, and Inclusion (EDI) Lens, Building Belonging, a document created for Carefor.

1. Policy Basics

Item	Notes / Fill In
Audience	Who does this policy serve?
Goal	What is the purpose of the policy?
Intended Impact	How should it positively affect employees?
Clarity Check	Will someone unfamiliar with the organization understand it? (Y/N)
Modifications for Clarity	If no, what changes are needed?

2. Diversity Considerations

For each factor, identify potential barriers and how the policy addresses them.

Diversity Factor	Potential Barriers / Needs	How Policy Addresses This
Skin tone / Racism
Gender / Sexism
Gender Identity / Cissexism
Religion / Discrimination
Culture / Oppression
Socioeconomic Status (SES)
Physical Ability / Ableism
Mental / Intellectual Ability
Age / Ageism

3. Policy Design Elements

Element	Notes / Fill In
Content	How does the policy acknowledge diverse needs and barriers?
Language	Is the language inclusive? Are pronouns and terms neutral?
Needs / Options	Are options or alternatives provided where needed?
Access	How are barriers to access mitigated?
Barriers	Are potential barriers explicitly addressed?

4. Review Checklist (For Existing Policies)

Who might be left out or negatively impacted?
What are the potential unintended consequences?
Are there assumptions/biases that may not apply to everyone?
What modifications are needed to improve inclusivity, clarity, and accessibility?

Guidelines for Inclusive Language

Using inclusive and affirming language is essential for creating respectful, accessible, and welcoming communications for all individuals, regardless of gender, culture, ability, or background. Guidelines help organizations reduce bias, avoid assumptions, and ensure that written, spoken, and digital content reflects the diversity of the communities they serve.

Example Resources

Inclusive Hiring Statements

Inclusive hiring statements signal commitment to equity, diversity, and accessibility and communicate to potential applicants the organization values all individuals regardless of background, identity, or ability, attracting a broader, more diverse talent pool.

Example Statement: WOCRC

Careers at the Western Ottawa Community Resource Centre

At the Western Ottawa Community Resource Centre (WOCRC), we are dedicated to building a stronger, more inclusive community by offering services that reflect the diverse needs of the people we serve. As an equal opportunity employer, we are committed to fostering a workplace that values equity, respect, and opportunity for all.

Accessibility

WOCRC is committed to providing an accessible recruitment process. If you require accommodation due to a disability or medical need, please let us know how we can support you during the hiring process.

Equity & Inclusion

We're proud to be an equal opportunity employer. All hiring decisions are based on qualifications and business needs, never on personal characteristics or background.

Example of Patient Facing Poster: How to Share a Concern

Poster-ready content designed to be easy to read with clear headings and simple language.

Do You Have a Concern About Your Care?

We Are Here to Listen

Tell Us

If something feels unfair, disrespectful, or unsafe, please tell us. You can talk to a staff member, send an email, call, use an online form, or share your concern anonymously.

We Will Review It

A trained staff member will review and investigate your concern. Serious concerns are shared immediately with leaders. Confidentiality will be respected at all times.