2022

TVDSB GUIDELINES
FOR STUDENT DRESS
 Thames Valley students come from diverse backgrounds and have diverse
identities and experiences. Decisions about dress are personal and reflect
individual expression of identity and socio-cultural norms and are therefore
important to student well-being.
Dress codes in schools often create and maintain ideas about dress that is
‘normal’ or ‘appropriate’ that do not reflect students’ identities – including their
gender identity, cultural identity, race and creed. As a result, dress codes can
reinforce harmful stereotypes and treat certain groups of students differently
than others, resulting in discrimination. They may also devalue students’ ability
to exercise control over their own bodies by choosing how they dress.
Thames Valley learning and working environments must be free from
discrimination. All staff must ensure students feel safe and included and
are treated fairly at school. This means affirming students’ identities in
everyday practice, and supporting interactions between staff and students
that are based on individual dignity and mutual respect.

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Using the
Guidelines
Thames Valley’s Guidelines for Student Dress:
• Set expectations for student dress in all Thames Valley
schools that are equitable and non-discriminatory.
• Ensure consistent practices across the district in communicating
with students, families and staff about dress that is suitable for a K-12
learning environment, and in having conversations with students about dress that
are supportive and inclusive.
• Prioritize safety, while affirming and respecting students’ identities, choices, and
freedom of expression.
• Help to maintain school environments that are positive, anti-oppressive, and inclusive
of diverse identities.

These Guidelines apply to all Thames Valley students and employees. The Guidelines
describe dress expectations for students, AND the responsibilities of staff for
implementing, applying, and educating about these expectations. Employee dress
should be guided by collective agreements, health and safety regulations, professional
association codes of ethics and professional job requirements.

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Language

Bias-aware Differential Treatment foundation of heterosexism, transphobia

and homophobia.
Bias-aware refers to being aware Differential Treatment refers to a type
or acknowledging the existence of discrimination wherein an individual, Parent/ Guardian
of attitudes, reactions, stereotypes because of one or more of the prohibited
and categories, both conscious and grounds under Ontario’s Human Parent/ Guardian refers to an individual
unconscious, that affect behaviour and Rights Code, is treated differently and who is on record with the school as a
understanding. or excluded from consideration by parent or legal guardian of a student at
seemingly standard policies or practices, the school.
Cisnormative resulting in substantive unequal
Shaming
Cisnormative refers to the socially treatment, distinction, exclusion or
constructed and biased assumptions preference that imposes a burden upon, Shaming in this instance refers
that all human beings are cisgender limits and or withholds equal access or to any judgmental behavior that
(only male or female), have only a male benefits. reinforces discriminatory cultural rules/
or female gender identity which matches expectations related to dress, body,
the biological sex they were assigned at Headwear gender identity, gender expression
birth and, therefore, a congruent male Headwear refers to coverings or and or sexuality. This includes acts of
or female (binary) gender expression to accessories for the head, such as hats, “slut shaming” and “body shaming”
(humiliating, expressing mockery or
match. caps and scarves or other fabric.
criticism about a person’s shape or size),
as well as behaviours that negatively
Cultural Appropriation Heteronormative impact a person’s dignity and self worth.
Cultural Appropriation refers to taking Heteronormative refers to the belief
intellectual property, traditional that people fall into only two distinct Sizist
knowledge, cultural expressions, or and complementary gender identities
A Sizist refers to prejudice based on the
artifacts from someone else’s culture (male and female) with natural roles in
grounds of a person’s size. Sizist usually
without permission. This can include life based entirely upon the biological
refers to extremes in physical size, such
unauthorized use of another culture’s sex assigned at birth. It assumes that
as very tall or short, extremely thin or
dance, dress, music, language, folklore, heterosexuality is the norm or default
cuisine, traditional medicine, religious sexual orientation, and that sexual and obese.
symbols, etc. It’s most likely to be marital relations are most (or only)
harmful when the source community is a fitting between people of opposite sex.
Student Dress
minority group that has been oppressed A “heteronormative” view therefore Student Dress refers to the ways in which
or exploited in other ways or when the involves alignment of biological sex, students express themselves through
object of appropriation is particularly sexuality, gender identity and gender clothing, headwear, footwear and other
sensitive, (e.g., sacred objects).1 expression and roles. This socially accessories, hairstyles, jewelry and
constructed and dominant idea is makeup.
biased, prejudicial and discriminatory to
all non-cis gender identities and non-
heterosexual orientations and is the

1
Susan Scafidi (2005)

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Rights and Responsibilities

A student and their administration to support the the Guidelines and their
parent(s)/guardian(s) successful implementation of effective implementation.
are responsible for the the Guidelines. Principals are also responsible
student’s attire at school. for supporting staff in
Principals and their understanding of the
Vice-Principals
Students Guidelines and for ongoing
Principals and Vice-Principals dialogue with staff about their
Students have a right to are responsible for ensuring application in the school.
express themselves, including consistent and fair application
through dress, as part of Principals are responsible for
of the Guidelines. Specifically,
their personal style. They determining, in collaboration
principals and Vice-Principals
have a right to make choices with parents/guardians,
are responsible for ensuring
about their dress and to feel accommodations related to
student dress does not
comfortable in what they wear. student dress expectations
interfere with student or staff
In doing so, students exercise as required under Ontario’s
health and safety requirements,
autonomy over their own Human Rights Code, and for
and that the application of
bodies and are affirmed in their communicating a student’s
the Guidelines does not lead
ability to make choices that accommodation(s) to vice-
to discriminatory outcomes,
impact their bodies. principals and staff as needed.
differential treatment, or
Students are responsible increased marginalization or Superintendents of
for respecting the rights of oppression. Principals and Student Achievement
other students to express Vice-Principals are responsible
themselves, make choices, and for balancing the need to Superintendents of Student
feel comfortable. Students ensure student health, safety Achievement are responsible
are responsible for following and well-being with both the for facilitating access to
the Student Dress Guidelines obligation to foster a positive professional learning for
and for supporting a school and inclusive school climate principals and vice-principals
environment that is safe, and the requirement to respect regarding the Guidelines, for
positive and inclusive. student choices and freedom of overseeing their application
expression. of the Guidelines, and for
All Thames Valley staff supporting them to resolve the
Principals are responsible for concerns of students, parents/
All Thames Valley staff are
communicating with school guardians and staff that may
responsible for following
councils, parents/guardians, arise with respect to the
the Guidelines and working
caregivers and families about Guidelines.
in collaboration with

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 Decisions about dress are recognized
as personal and reflective of individual
expression of identity and socio-
cultural norms, and therefore as
important to student well-being.

The following Students come from diverse backgrounds,

identities and experiences. Thames Valley’s

will apply in Student Dress Guidelines communicate

expectations to students and families
regarding dress that is suitable for a
all Thames learning environment, acknowledging
that ultimately the right to make
Valley schools decisions about dress lies with the
student’s family, or with the student if

with respect to the student is 18 years old.

student dress: Specific courses, classes or activities

may indicate the need for student
dress that complies with specific
health and safety protocols or
considerations.

Student dress that could reasonably be construed

to symbolize, suggest, display, promotes or
incite recreational drug or alcohol use, illegal
or criminal activity; profanity; pornography;
violence; the promotion of racial, creed-
based, or other identity-based hatred; or
that otherwise threatens health and safety,
is not consistent with ensuring a safe
and inclusive learning environment for
all students and is therefore not
permitted.

Footwear must be worn,

with consideration for
health and safety. 

Dress that is suitable for a K-12 education

environment will include a top and
bottom layer made from opaque (not
see-through or transparent) material.
Bottom layers of clothing will cover the groin
and buttocks; top layers will cover the nipples.
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 Student dress will not interfere with a student’s
functional comfort in the classroom and
school environment or with their learning.

Students may wear clothing that

exposes their shoulders, abdomens,
cleavage, legs, thighs and hips.

Undergarments (e.g., boxers, briefs, bras or any

form of lingerie) worn as the only layer of clothing,
and swimwear worn other than as required for an
activity with the permission of a principal, are not suitable for
a K-12 education environment. Students may wear clothing that exposes
straps and waistbands of undergarments.

Headwear that fully obscures a student’s face,

except as an accommodation under the Human
Rights Code, may not be worn. All other
headwear may be worn.

All students must have a choice of athletic wear.

Choices must afford different levels of coverage,
including short and long-sleeved tops
and short and full-length bottoms. All
students must be given the same choices
regardless of gender identity. Choices of
athletic dress must be easy to change into,
taking into consideration students of all sizes and
abilities, and include a top layer that can be easily
pulled over the head and any headwear that is
not to be removed at school (i.e., that has a wide or
zippered neck).

Students’ dress must not appropriate a culture that is not their

own. This includes Halloween costumes and special dress for theme
days or days of significance that may be permitted at the principal’s
discretion. Understanding and identifying dress that constitutes
cultural appropriation is an important area of learning for students,
parents/guardians, and all TVDSB employees. Dialogue with students
will focus on the impact of dress choices on other students.

Where these Guidelines are not inclusive of all dress choices connected to
aspects of a student’s identity protected by the Ontario Human Rights Code,
the student has a right to accommodation to the point of undue hardship
and consistent with all other applicable human rights law principles.
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Implementation Commitment to
ongoing learning
Principals, Vice-Principals and staff will have
access to ongoing opportunities for professional
learning related to the Guidelines and their
application in schools. It is important that all Thames
Valley employees with responsibilities under the
Guidelines have the tools, training, and opportunities
to explore fact-specific issues or questions related to
their application.
Students and families also need to understand
the student dress expectations in the Guidelines.
The Guidelines will be provided to each student
and parent/guardian and to new students and their
parents/guardians upon registration. Students and
families will receive education on harassment and
discrimination, diversity, and the need to ensure
a safe and inclusive school environment as these
concepts relate specifically to student dress.

Input from School Councils

Principals will ask for input from school councils on
the expectations for student dress provided by the
Guidelines and the implementation of the Guidelines
in their schools. These expectations, however, to
the extent that they are based on Thames Valley’s
obligations under the Human Rights Code, may not
be altered in any way that results in discrimination or
increased marginalization or oppression of students.

Addressing dress-related
concerns through
education and dialogue
Implementation of the Guidelines by
Principals, Vice-Principals and staff will
consider students’ individual needs and
circumstances to ensure they are applied
equitably and effectively.
Principals and Vice-Principals are responsible
for identifying and responding to potential
violations of these Guidelines. Principals and
Vice-Principals will engage in dialogue with
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 the individual student involved and the student’s family (unless the student is 18 years
old) and will approach this dialogue in a manner that is bias-aware, affirms the student’s
identity and protects privacy. Under no circumstances will dialogue with a student about
their dress have the effect of shaming the student.
Determinations by Principals and Vice-Principals that a student’s dress does not align
with the Guidelines will also be bias-aware and will be evidence based. Student dress
that does not align with the Guidelines and that threatens health and safety or promotes
violence or hatred will be treated as a serious violation of Thames Valley’s Safe Schools
Policy and Procedure; all other student dress conversations will focus on education and
awareness. Corrective action on a continuum, according to the principles of progressive
discipline as described in the Safe Schools Procedure, will be considered to address
persistent or blatant non-compliance with student dress expectations in the Guidelines.
To address student dress that does not meet the expectations in the Guidelines,
Principals and Vice-Principals may ask the student to change, remove or cover the aspect
of dress that is of concern.

Superintendent support
Principals’ questions or concerns regarding application of these Guidelines are to be
addressed to the responsible Superintendent of Student Achievement, who will support
their resolution.

NOTES on:
1. DISCRETIONARY DECISIONS
These Guidelines must be interpreted and applied in a manner that
is consistent with their rationale and objective. Student dress exceptions
to the Guidelines (e.g., Human Rights Code accommodations, activity-specific
athletic wear or sports equipment, Halloween costumes and special dress, etc.) are the
responsibility of principals, and must be consistent with the Human Rights Code, and the
Canadian Charter of Rights and Freedoms.
Principals, Vice-Principals and staff may not use subjective discretion in applying the
Guidelines to individual student situations in a way that results in discriminatory outcomes or
that reinforces or increases marginalization or oppression.

2. HUMAN RIGHTS AND FREEDOM OF EXPRESSION

Thames Valley acknowledges the importance of freedom of thought, belief, opinion and
expression under the Canadian Charter of Rights and Freedoms. Ensuring all students have
equitable opportunities to have their identities affirmed, including through various forms of
expression, is critically important for student well-being.
Thames Valley recognizes, however, that rights and freedoms may be limited where they interfere
with the rights of others, and/or with the school board’s responsibility and legal obligation under
the Code to provide learning and working environments free from discrimination, including acts
of hate or hate speech. Conversations with students and parents/guardians regarding balancing
of rights or addressing situations in which rights appear to conflict with one another, must focus
on education and awareness. 9
Best Practices The following tips and
for Staff suggestions for staff
dealing with matters
of dress were shared by
students.
1. NEED FOR DIGNITY, RESPECT AND PRIVACY
WHEN DISCUSSING DRESS WITH STUDENTS.
Students shared that staff should approach dress-
related conversations in a way that respects the
dignity and privacy of the students involved.
Conversations about what students are wearing
can be embarrassing if conducted in front of others.
Special consideration should be given to not make
dress code decisions based on biased opinions
related to: race, sex, gender identity, class,
religion/creed, body type and size and other
grounds protected by the Ontario Human Rights
Code.

2. CONNECTION TO CULTURALLY RELEVANT

AND RESPONSIVE PEDAGOGY
What students wear/don’t wear can have important
connections to their identity and culture. Staff should
be sensitive to this when having conversations
about dress with students. Staff should also be
aware that not all students from a particular
background experience their identity in a
similar way. It is presumptive to assume that
students from a particular identity will want
to embody their culture and/or identity in
the same way. Staff are invited to engage
in dress discussions with students in a
way that upholds their rights to individual
self expression in ways protected by the
Ontario Human Rights Code and Thames
Valley’s commitment to equity, inclusion
and pedagogy that is culturally relevant and
responsive.
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Furthermore, students have shared the following examples of times when schools must
consider student identity when having conversations about dress:
Students with enhanced modesty needs: some students may require extra support in
regards to modesty. Specifically, some students from various faith/creed backgrounds
may require head coverings and clothing that covers arms and legs. Students indicated
these needs are challenging during certain times of the school day, especially during
Health and Physical Education classes. Students recommended that staff discreetly speak
with students ahead of time to determine appropriate supports. A choice of full pants
and long sleeve shirts and shirts that can easily be put on over head wear were identified
by students as something schools should consider.
Need for double layering with sports uniforms: some students may require two or
more layers for sports uniforms. Transgender and non-binary students may want to wear
binding or a extra layers under their sports uniform. Staff should discreetly speak with
students about what uniform options would support them the best.
Importance of head and hair coverings/wear: head and hair coverings/wear can be
very significant for students of several backgrounds and identities. Staff are reminded
that students from similar backgrounds may experience/express their identity differently
from their peers. Staff should be responsive to student’s individual cultural backgrounds
when discussing head and hair coverings.
Dress codes need to apply to students equally regardless of sex, gender, race,
religion/creed and body size: Dress codes need to be the same for all students,
regardless of the student’s sex, gender and body size. Dress codes cannot treat students
differently because of aspects of their identity.

AUTHORITY and REFERENCES

Ontario’s Human Rights Code
Canadian Charter of Rights and Freedoms
Ontario College of Teachers Act and Professional Misconduct Regulation, O.Reg.
437/97
TVDSB Employee Code of Conduct
TVDSB Equity and Inclusive Education Policy
TVDSB Safe Schools Policy and Procedure
Policy/Program Memorandum (PPM) 119, Developing and implementing equity
and inclusive education policies in Ontario schools
Policy/Program Memorandum (PPM) 128, The provincial code of conduct and
school board codes of conduct
Ontario’s Education Equity Action Plan, 2017

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For more information, contact us at:

Thames Valley District School Board

1250 Dundas Street
London, ON N5W 5P2

www.tvdsb.ca/Equity