Below, you will find information – policies, guidelines, and other resources – that relate to your work supporting and teaching students at the University of Toronto.
This section outlines the University’s commitment to developing an accessible learning environment that provides reasonable accommodations to enable students with disabilities to meet the essential academic requirements of the University’s courses and programs.
You can access more information on the academic accommodation (for class and exam scheduling) by selecting the following link to our dedicated page:
The Accessibility for Ontarians With Disabilities Act Office provides a number of resources that may assist with the accessibility of your scholarly activities (including tip sheets, training modules, resources, relevant policies, and building access notices).
Please refer to the University of Toronto AODA Website for more information.
University of Toronto AODA Office (Website)
This section outlines how the University will accommodate the needs of students whose religious holy days are not already accommodated through scheduling and statutory holidays.
Learn more about this policy including information on upcoming holy dates by selecting the following link: Accommodations: Religious
The University has developed two guidelines for internal and external researchers:
These Guidelines and Procedures provide the principles and processes for researchers who wish to conduct research with students, staff, and faculty at the University of Toronto or to gain access to data about students, staff, and faculty held by the University of Toronto. The aim is to prevent survey fatigue, protect confidentiality and employee rights, and ensure that access does not conflict with any current or planned research to be conducted by the University or its administrative/academic units.
Requests for access to students and student data at the University of Toronto should be directed to the Office of the Vice-Provost, Students at email@example.com.
You can access more information on Elections Canvassing in University Residences by selecting the following link:
Elections Canvassing in University Residences
If you have a concern that you think falls under the Code of Student Conduct, you should first seek advice and assistance from your home Faculty, Division, or College.
A registrar’s office or a divisional head’s office is a good first point of contact. These offices may be in the position to advise both individuals interested in bringing forward a complaint, and also students who have a complaint lodged against them. The staff members in these offices are not there to judge the merits of the complaint, but rather to provide support and guidance.
See a listing of Registrar Office Contact Information
12 Queen’s Park Crescent West
Toronto, ON M5S 1S8
— provides confidential advice and assistance if you have exhausted all procedural avenues open to you in a complaint against the University.
Office of the Governing Council Secretariat
27 King’s College Circle
Room 106, Simcoe Hall
— provides information about the process should you decide to appeal a Hearing Officer’s decision.
Law students who provide free legal representation to levy-paying members of the University community.
Fasken Martineau Building
655 Spadina Avenue
Toronto, ON M5S 2H9
Simcoe Hall, Room 106
27 King’s College Circle
Toronto, ON M5S 1A1
Provides consultations for students (and faculty or staff members who are noticing concerning behaviour) who are experiencing on going difficulties that may jeopardize their ability to engage in university life and meet expectations for their academic success.
Koffler Student Centre
214 College Street
Provides divisions with guidance and support on all matters related to the Students Code of Conduct.
27 King’s College Circle, Room 221
Academic offences are treated as a threat to the integrity of the institution and the penalties can be severe. These offences are outlined in the Code of Behaviour on Academic Matters .
Student Placements encapsulates many types of experiences, including, internships, practicums, service learning, and co-op. The University has created resources and supports for staff, and faculty organizing these experiences.
For more information visit our page dedicated to Student Placements.
Questions should be directed to Bridgid McNulty, Coordinator, Student Placements in the Office of the Vice-Provost, Students.
The University of Toronto is committed to creating an environment in which all members of the University community can study, work, and live free from sexual violence – including sexual assault and sexual harassment. See the Provost’s Office website for details of the University’s Action plan on Preventing and Responding to Sexual Violence and online sexual violence education and prevention training for all students, staff, and faculty members.
The University of Toronto Policy on Sexual Violence and Sexual Harassment pertains to all U of T students, staff, and faculty.
The University of Toronto’s Sexual Violence Prevention and Support Centre (the Centre) was established in 2017 as part of the University’s Action Plan on Preventing and Responding to Sexual Violence. The Centre has locations on all three campuses and provides support to members of the University community who have been affected by sexual violence or sexual harassment.
For more information visit the Centre website: www.svpscentre.utoronto.ca
Or contact the Sexual Violence Prevention and Support Centre:
The Supportive Leaves Policy provides a process to ensure supports and options are available in rare situations where concerning behaviour is believed to be a result of serious mental health or other issues. The Policy was created specifically for situations where concerning behaviour poses a risk of harm to others, or a student is unable to engage in the essential activities required to pursue an education. It is designed to be used in exceptional circumstances, and even then, only with very significant procedural safeguards for students and a rigorous approach to exploring accommodations and supportive resources. It is driven by compassion in responding to the needs of students and accepting our responsibility to intervene before safety issues drive our response.