Handbook for Supporting Inclusive Teaching & Mentorship

Department of Psychology, University of Toronto Scarborough

As mentors and educators, we are deeply committed to providing good mentorship and instruction to all our students and trainees. Our students and trainees, in turn, represent a wonderfully diverse community, bringing unique backgrounds, experiences, and strengths. To support them effectively, it’s essential to adopt best practices that foster inclusive and supportive mentorship and teaching.

This handbook is designed to serve as a valuable resource for anyone in a mentorship or instructional role within the department—including faculty, post-docs, and graduate students. The handbook aims to be broadly helpful, supporting members of our department, campus, university, and beyond in their efforts to provide outstanding care and guidance to students. As a ‘living document,’ this handbook will be continually updated and refined under the stewardship of our department’s Equity, Diversity, and Inclusion (EDI) steering committee. We encourage you to share your ideas and suggestions for future additions!

The handbook is organized into chapters covering specific topics, grouped within broader sections for ease of use. If you navigate to “CONTENTS” in the top-left corner of this page, you will find the following parts, which you can select to reveal the chapters embedded within. Here’s an overview of what to expect:

• Part I introduces the demographics of our student population and provides an overview of existing resources to support students, such as inclusive onboarding, orientation practices, and financial support mechanisms.
• Part II focuses on creating inclusive classrooms. Topics include promoting inclusivity, addressing how race and ethnicity appear in classroom dynamics, demystifying academia for students unfamiliar with its norms (e.g., the hidden curriculum), incorporating Indigenous approaches, and best practices for giving and receiving feedback.
• Part III addresses accessibility, offering guidance on fostering accessibility in research environments, classrooms, and collaborations with AccessAbility Services.
• Part IV highlights strategies for supporting students with marginalized lived experiences. This includes chapters on supporting 2SLGBTQIA+ students, neurodivergent and disabled students, and navigating issues related to religion and faith.
• Part V provides additional resources and invites your feedback to ensure this handbook continues to evolve and meet the needs of its users.

Together, these chapters provide practical guidance to help mentors and instructors support the success and well-being of all students and trainees.