Across Canada, school boards have demonstrated that inclusive, compassionate learning environments, can be created through practical accommodations for students and staff living with Electromagnetic Radiation Syndrome (EMR-S). These measures are typically low-cost, straightforward, and rooted in a duty-of-care approach that seeks to reduce environmental triggers while preserving full participation in school life.

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For medically vulnerable staff, thoughtful scheduling adjustments have been made. Recess and yard duties were assigned outdoors, where exposures to ambient RF (one type of wireless EMR) is typically lower than in router dense outdoor environments. Division and staff meetings were intentionally held in RF-reduced rooms without active routers. During these meetings, all staff were respectfully asked to either select airplane mode on mobile devices and assure, cellular, Wi-Fi, and Bluetooth fully turned off, or not to bring devices into the meeting area. Laptops with all wireless functions turned off were used for presentations via the reliable connectivity of Ethernet cables and corded accessories.

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In school-wide assemblies and community gatherings, inclusive announcements were made inviting students, staff, volunteers and parents to place devices in airplane mode (not vibrate mode) with all wireless functions turned off to support those who have environmental sensitivities. These announcements were framed as acts of collective care (not as restrictions).

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Students and teachers who required accommodation were given notebook devices able to connect by cables or cords, without wireless transmissions. This enabled them to seamlessly connect using their personal Ethernet cable, turn off the wireless functions, and fully participate in digital learning. Whenever streaming would not be required, students were instructed to download information in advance and during class time keep their devices in airplane mode to minimize active wireless radiation transmission. This approach maintained curricular integrity, while reducing exposure.

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Clear and respectful EMR-S disability accommodation signage was posted in designated areas to remind everyone in the school community to keep wireless devices in airplane mode. Substitute teachers working near environmentally vulnerable staff were also informed in advance and asked to keep their cell phones in airplane mode while in the hallway and in any classrooms within approximately ten meters of the classroom of the teacher living with EMR-S, in order to help maintain a consistently reduced-RF environment.

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These measures reflect a culture of shared responsibility. Rather than isolating the individual requiring accommodation, these schools fostered awareness, cooperation, and dignity. By making small, intentional environmental adjustments, boards upheld inclusive education principles while supporting medically vulnerable members of their community in a manner that was both practical and humane.