Community Action Report: We Are Secure

01

Host more (and/or increase access to) inclusive public events and opportunities that create space for communities to come together, build relationships, and connect after long periods of isolation. Regional examples: festivals; Community examples: street or block parties, bbqs. Ensure these events are catered to the entire community (and not just families or younger children)

More community events and activities for youth.

– Sense Making Sessions

Neighbours should get together more often and have a street party so they can get to know each other

– YIS Qualitative Data

Promote healthy neighbourhood relationships.

– YIS Qualitative Data

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02

Adults and decision makers in our community need to build their capacity, confidence and awareness in areas like: cultural sensitivity, anti-racism, homophobia, transphobia, 2SLGBTQ+ community, Islamophobia, ableism etc …. (add as more actions come up) to better address situations that arise. Adults and youth need to work together to develop strategies or ways to hold people accountable when discrimination occures.

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03

Work to create more inclusive and welcoming spaces in our communities and schools. Educate everyone on topics like:  

  • 2SLGBTQ+ community (particularly Trans and Non-Binary experiences) Visible and invisible disabilities (and ableism)
  • Anti-racism (and discrimination based on race and ethnicity)
  • Be mindful of the small ways we can create welcoming spaces (e.g. smiling and waving, reaching out to those who are alone), and ways the broader community can better support inclusivity in our spaces.

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04

Create more opportunities for children and youth that support young people in:

  • Exploring interests (including local and global issues)
  • Building stronger communities
  • Gaining employment skills and experiences
  • Gaining life-skills
  • Navigating available resources and supports (particularly for “youth minorities”)
The opportunities should be easily accessible and take into consideration the various physical, mental, and socio-economic barriers young people may experience when engaging with an opportunity. Leverage existing youth spaces both physical and virtual (e.g. social media) to accomplish this.

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05

Create more spaces and opportunities for intergenerational discussion between youth and adults. Use these as opportunities to build relationships but also engage in conversation about issues that impact youth and the broader community.

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06

Create more spaces and ways for youth voices to impact and influence decision making. Involve young people in discussions that impact them in real ways, to better understand the diverse perspectives of youth in our communities. Ensure these opportunities vary and are accessible in multiple ways, and that the follow-up actions are made public and youth can see how their voice/participation is impacting broader decisions and actions.

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07

Create spaces where mental health conversations are normalized, and resources and supports are constantly shared/promoted. This may include:

  • Mental health focused clubs and programs in schools
  • Specific programs aimed to support youth with particular mental health concerns (e.g. anxiety)
  • Sharing and promoting current/existing counselling and therapy resources
  • General spaces for conversation and where youth know support is available if they need it
Shift narratives to recognize that everyone has mental health, and by acknowledging and destigmatizing mental health in everyday spaces and conversations, we are actually creating spaces of belonging.

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08

More opportunities and/or supports for immigrant, newcomer, and/or ESL families. For example:

  • Programs that focus on belonging for families
  • Recreational activities to support with English language learning

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09

More acknowledgement and recognition for various cultural and religious holidays and practices in community spaces, especially schools. In community this could mean:

  • More cultural or religious programs
  • Grocery stores promoting different food and cultures/making cultural staples easily accessible and available
  • Public celebrations of holidays (not only the Christian holidays that have been built into calendars and school breaks) - widely accessible as opportunities to learn more about cultural and religious practices within our communities
In schools this could mean:
  • Schools asking about/taking into consideration students’ religious and/or cultural accommodations
  • Culture days at schools for both students and teachers/administration (spaces for mutual learning)
  • Public celebrations of holidays (not only the Christian holidays that have been built into calendars and school breaks)

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10

Ensure children, youth and families have their basic needs met.

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