About

What do we stand for?

All Kids Included means that each and every child should feel a sense of belonging and acceptance in their community. Our work is grounded in the belief that all children are entitled to have their rights realized regardless of who they are and where they live. These rights should be integrated into all aspects of daily life across social, health and educational realms.

Unfortunately, despite policy and practice initiatives that purport inclusive spaces for all children, there are still children who are excluded. These children are usually those with disabilities, chronic illnesses or those who have been historically underrepresented (e.g. BIPOC: Black, Indigenous, People of Color).

What is our goal?

Our goal is to build a community of learners who care deeply about making every child feel welcome and valued in their schools, hospitals, and child care spaces. We promote the principles of social pediatrics, which considers how broader social determinants of health can shape children’s individual health, well-being, and academic success. From this equity-oriented lens, we strive to address the systemic factors that shape children’s lives such as ableism, racism, colonialism, and ethnocentrism, and work towards creating inclusive environments where every child’s needs and rights are upheld.  

Why is this work important?

Children’s rights are fundamental entitlements which include the right to education, safety, healthcare, and participation. As outlined in Article 12 of the United Nations Convention on the Rights of the Child (UNCRC, 1989), an emphasis on children’s participation in the real world provides them with the opportunity to share their perspectives and engage in their communities.

However, we live in an adult-centric world where children’s voices are still marginalized. Children’s capacities to understand what may be in their best interests continues to be undermined by adults, a notion often referred to as “childism”. As a result, children’s rights are not always realized, and in fact, dismissed across settings.

Even though children’s wishes cannot always be realized, we are obligated to give them a chance to share their thoughts. When we consider children’s views, their rights are activated in the real world and children are able to ascertain what they need to grow and prosper in the world. We must shift the focus from adult-centric perspectives to recognizing and incorporating children’s perspectives and insights in all matters that affect them.

As professionals who care for children, we must ensure that children's rights are not only acknowledged but actively brought to life in our work. Policies are meaningless if their principles are not enacted in the real world. 

  • Guralnick, M. J. (1999b). The nature and meaning of social integration for young children with mild developmental delays in inclusive settings. Journal of Early Intervention, 22(1), 70–86. https://doi.org/10.1177/105381519902200107