Non-discrimination, equal opportunity & accessibility

1. Commitment and scope

SSLCC is committed to educational and employment decisions based on relevant, fair, and consistently applied criteria. The College seeks to provide equal access to admission, instruction, advising, assessment, financial and administrative services, employment, events, facilities, technology, communications, and community activities. Discrimination is inconsistent with that mission even when the conduct falls outside the narrowest definition of an unlawful act.

This policy applies to conduct by or affecting an applicant, prospective student, student, employee, job applicant, volunteer, contractor, vendor, visitor, guest, or other participant in a College program or activity. It can apply on campus, online, at a College-sponsored event, during travel, in a placement or work-based learning setting, and in off-campus conduct that creates a substantial connection with access, safety, employment, or the learning environment.

The College will interpret and apply this policy together with applicable federal, Utah, and local law and with the procedure appropriate to the person's role and the reported conduct. Legal coverage may depend on institutional status, federal funding, employment thresholds, the location and nature of the activity, and other facts. This policy does not prevent the College from addressing harmful or unprofessional conduct that is not ultimately found to violate a civil-rights law.

2. Protected characteristics and equal-opportunity categories

SSLCC prohibits discrimination based on a characteristic protected by applicable law or College policy. The precise legal list can differ by law and context. College policy is intended to protect people from decisions, exclusion, unequal treatment, or harassment based on identity or status that is unrelated to legitimate academic, safety, or job requirements.

A protected characteristic may be actual or perceived. Discrimination based on association with a person or group may also violate this policy. For example, a person should not be treated differently because of assumptions about a name, accent, place of birth, disability, family relationship, religious practice, gender expression, or the identity of a spouse or community.

Nothing in this policy prevents the College from using a lawful and genuinely necessary qualification. Any qualification that may screen out a protected group should be connected with the essential academic or job purpose, applied consistently, and reviewed for a reasonable modification or less discriminatory alternative where required.

• Race, color, ethnicity, ancestry, or national origin.
• Religion, creed, sincerely held religious belief, or nonbelief.
• Sex, pregnancy, childbirth, pregnancy-related condition, sexual orientation, gender identity, or gender expression.
• Disability, perceived disability, or a record of disability.
• Age where protected by law or College policy.
• Genetic information, veteran or military status, marital or familial status, and any other category protected in the applicable context.
• Citizenship or immigration status to the extent protected by law, including protection from national-origin discrimination and document abuse.

3. Discrimination, harassment, hostile environment, and retaliation

Discrimination includes an adverse decision, denial of access, unequal condition, segregation, or other materially different treatment because of a protected characteristic. It may be intentional, or it may result from a neutral policy that has an unjustified discriminatory effect where the law recognizes that form of claim. A disagreement, personality conflict, critical feedback, or unfavorable decision is not automatically discrimination; the surrounding facts and reason for the conduct matter.

Discriminatory harassment is unwelcome conduct based on a protected characteristic that is sufficiently serious, persistent, or pervasive under the applicable standard to limit or deny a person's ability to participate in or benefit from a College program, activity, or employment. One severe incident may be enough. Harassment can include slurs, threats, degrading images, mocking an accent or disability, repeated unwanted comments, targeted exclusion, online conduct, or physical behavior. Academic discussion of difficult ideas is not harassment merely because it is challenging or unpopular, but the educational setting does not excuse targeted discriminatory conduct.

Retaliation is an adverse action taken because a person made a good-faith report, requested an accommodation, opposed conduct believed to be discriminatory, participated in an investigation or hearing, supported another person, or exercised a protected right. Retaliation can include threats, pressure, schedule or grade manipulation, exclusion, rumor spreading, surveillance, employment action, or interference with an outside complaint. The College may address retaliation even if the original report is not substantiated.

4. Sex-based discrimination, sexual harassment, and relationship misconduct

Sex-based discrimination can include unequal treatment connected with sex, sex stereotypes, pregnancy, childbirth, pregnancy-related conditions, sexual orientation, gender identity, or other sex-based status protected in the applicable context. Sexual harassment can include unwelcome sexual advances, requests for sexual conduct, sex-based verbal or physical behavior, quid pro quo demands, or conduct that creates a hostile environment under the applicable standard.

Sexual assault, dating violence, domestic violence, stalking, sexual exploitation, and retaliation may be addressed under this policy and any more specific safety or sex-based misconduct procedure. Consent must be voluntary, informed, and present; it cannot be inferred from silence, a prior relationship, or a person's inability to resist. Incapacitation, coercion, force, threats, or misuse of authority can invalidate consent.

A person may seek information or supportive measures without first deciding whether to request a formal investigation. The College should explain the available process, limits on confidentiality, emergency resources, preservation of evidence, academic or workplace options, and external reporting choices. Rules governing a formal sex-discrimination process can change, so the procedure supplied for a specific report should identify the current legal framework and decision standard.

5. Disability access, reasonable modifications, and effective communication

SSLCC seeks to provide qualified individuals with disabilities equal access to programs, services, employment, facilities, information, and activities. Depending on the setting and applicable law, access may include reasonable modifications to policies or procedures, academic adjustments, accessible technology or materials, auxiliary aids and services, testing changes, communication support, or physical access. A modification does not have to remove an essential academic or job requirement or fundamentally alter the nature of a program.

A person does not need to use a particular legal phrase to begin an accommodation conversation. The request should identify the barrier or functional need and the activity involved. Documentation, when needed, should be reasonable and limited to information necessary to understand the disability-related need and possible modification. Prior accommodations and the person's knowledge of effective communication methods should receive meaningful consideration.

Effective communication may require an accessible electronic document, captioning, qualified sign-language interpreter, real-time transcription, assistive listening, large print, Braille, qualified reader, accessible form, additional communication time, or another aid appropriate to the nature and complexity of the interaction. The College should not require a person with a disability to bring another person to interpret, and a minor child should not be used to interpret except in the narrow emergency circumstances allowed by law.

Questions about website accessibility, facility access, classroom participation, testing, events, or communication should be raised as early as practical, but a late request should still be considered. If a requested modification cannot be provided, SSLCC should discuss another effective option where possible and explain the decision through the applicable review process.

• Admissions and application access, including alternative formats and accessible communication.
• Classroom, laboratory, online, assessment, attendance, and course-material access.
• Mobility, seating, service-animal, communication, sensory, and technology access.
• Employment application and workplace accommodation.
• A review or appeal path when a person disagrees with an access decision.

6. Language access, national origin, religion, pregnancy, and parenting

National-origin discrimination can involve a person's or ancestor's place of origin, ethnicity, cultural characteristics, accent, language, or association with a national-origin group. English proficiency may be relevant to a specific academic or job function, but decisions should be based on the communication actually required and not on stereotypes. A person may request an explanation in a clearer format or ask whether qualified language assistance is available for a significant college interaction.

SSLCC will consider reasonable requests related to sincerely held religious belief or practice in accordance with applicable law and the essential requirements of the program or job. A request may concern scheduling, dress, grooming, diet, observance, prayer, or another practice. The College and the requester should communicate about the conflict, timing, possible alternatives, and effect on essential requirements rather than assuming that every request must be granted or denied in the same way.

Applicants, students, and employees should not be excluded or treated less favorably because of pregnancy, childbirth, pregnancy-related conditions, lactation, recovery, or related needs. Depending on the context, support may include schedule or attendance changes, breaks, access to water or seating, temporary physical adjustments, leave, lactation space, or another reasonable measure. A person should not be required to stop participating solely because of pregnancy when the person can safely meet essential requirements with appropriate support.

Parenting and caregiving are not protected identically in every law, but sex-based or marital-status stereotypes should not shape decisions. Students and employees are encouraged to raise a time-sensitive conflict early so the College can identify the policy, essential requirement, and possible option that applies.

7. How to report discrimination, harassment, retaliation, or an access barrier

A concern may be reported by the person affected or by another person who witnessed or learned about the conduct. Reports may be made by email, phone, mail, or an in-person request using the contact information below. A report should include what happened, when and where it occurred, the people involved, any immediate safety or access need, and any records or witnesses the reporter wants the College to consider. A person does not need to investigate the matter before reporting it.

Do not use the public inquiry form for an emergency or for detailed medical, immigration, sexual-misconduct, disciplinary, or identity records. Begin with a short request for a private conversation and ask for the secure method used for supporting documents. A person may request disability access, interpretation, translated explanation, a support person, or another reasonable communication method for the reporting process.

Reports sent to a supervisor, instructor, admissions staff member, or other College representative should be forwarded to the responsible civil-rights contact when the employee's role requires that action. Before sharing sensitive details, a person may ask whether the recipient is confidential, what information must be forwarded, and what support can be provided without a formal complaint. SSLCC cannot promise complete confidentiality when information indicates a safety risk, legal duty, or need to respond, but information should be shared only with people who need it for a legitimate purpose.

• Call 911 when there is an immediate threat, medical emergency, or crime in progress.
• Use the Civil Rights and Access Contact for discrimination, harassment, retaliation, or policy questions.
• Use the accessibility process for an academic, website, event, communication, or facility barrier.
• An employee may also use the employment reporting channel described in the applicable handbook or notice.
• A report may identify desired support without requiring the reporter to know the name of the policy violation.

8. Immediate safety, supportive measures, and preservation of access

The College may take reasonable non-disciplinary steps to preserve safety, access, and the integrity of a review. Supportive measures are individualized and should avoid unnecessarily burdening another person. They do not establish that a policy violation occurred. Measures may be adjusted as information, schedules, safety needs, or the status of a report changes.

Possible measures include a change in communication arrangements, academic or work schedule, deadline, seating, supervision, campus access, parking, escort, no-contact direction, remote participation, leave, referral, safety planning, or another appropriate step. The College should consider the person's stated need, essential program or job requirements, privacy, feasibility, and the rights of everyone affected.

Preserve messages, images, documents, dates, names, and other information that may help explain what happened. Do not access another person's account, secretly obtain protected records, or place anyone at risk to collect evidence. The College may issue a preservation instruction when a report is received.

9. Intake, informal resolution, investigation, decision, and review

The College begins by assessing the report, immediate safety and access needs, the people and programs involved, possible policy coverage, conflicts of interest, and the process that appears to apply. The responsible contact may ask clarifying questions, explain confidentiality limits, discuss supportive measures, identify urgent deadlines, and provide written information about formal and informal options.

Some concerns can be addressed through an informal or educational resolution when participation is voluntary and the circumstances make that approach appropriate. Examples may include facilitated communication, an agreed schedule or access change, training, a written expectation, or another remedy. Informal resolution is not appropriate for every report and should not be used to pressure a person to waive a formal process. The College or a participant may end an informal process as allowed by the applicable procedure.

When formal fact finding is appropriate, the College should provide notice of the allegations and procedure, use an impartial investigator or reviewer, give the parties a reasonable opportunity to identify relevant evidence and witnesses, consider available inculpatory and exculpatory information, and keep the parties informed about significant delays. Relevant privacy, safety, privilege, and legal limits may restrict access to some information.

A decision should apply the standard of evidence identified in the governing procedure, explain the findings and policy conclusions to the extent permitted, and identify any available review or appeal. Remedies may be designed to restore access, prevent recurrence, correct a record or decision, provide education, or address harm. Disciplinary action, when appropriate, follows the process and authority applicable to the respondent's role.

The College seeks a prompt and equitable process but does not promise one universal number of days for every matter. Complexity, safety issues, law-enforcement activity, witness availability, disability access, language support, academic calendars, and other good cause may affect timing. The parties should receive notice of a material extension and a revised expectation.

• A neutral intake and conflict check.
• Clear notice of the conduct and policy under review.
• A meaningful opportunity to provide relevant information.
• An impartial assessment using the published standard for the applicable process.
• A written outcome and review information to the extent permitted by privacy and employment or student-record rules.

10. Privacy, records, conflicts of interest, and protection from retaliation

Civil-rights and accommodation records can contain sensitive personal information. SSLCC limits access to people who need the information to provide support, evaluate the report, carry out a decision, satisfy a legal duty, or protect safety. Information may still need to be shared with a respondent, witness, decision-maker, service provider, regulator, court, law-enforcement agency, or other authorized recipient. The College will not promise secrecy that prevents a fair or legally required response.

A person involved in intake, investigation, decision, or review should disclose an actual or reasonably perceived conflict of interest or bias. The College should evaluate the concern and, when appropriate, assign another qualified person or explain why the reported circumstance does not prevent impartial service. Prior professional knowledge, training, or a role at the College does not automatically establish bias, but a personal, financial, supervisory, or close relationship may require attention.

Retaliation should be reported promptly. The College may separate a retaliation review from the underlying allegation so that new conduct does not delay support. Protective action should not be used to silence lawful speech, prevent a person from gathering support, or punish participation. All participants should avoid public disclosure of private records, witness pressure, rumor campaigns, or contact that violates a supportive direction.

11. Community responsibilities, education, and policy administration

Everyone in the SSLCC community is expected to treat others with dignity, follow access and safety directions, avoid discriminatory conduct, cooperate honestly with authorized reviews, preserve relevant information, and refrain from retaliation. Supervisors, instructors, advisors, and other people with authority have an additional responsibility to respond to a known barrier or report consistent with their role rather than promising a result they cannot deliver.

The College should provide periodic education appropriate to the role. Admissions and student-facing staff need to recognize access requests and know where to refer a concern. Investigators and decision-makers need training on impartiality, relevant policy, evidence, privacy, and the procedure they administer. Technology and communications staff need to consider accessible design and effective communication rather than waiting for an individual complaint.

This policy should be reviewed when law, institutional status, programs, facilities, reporting channels, or procedures materially change. Public contact information must remain current. The College should monitor patterns, barriers, remedies, and repeat concerns in a way that protects privacy and helps prevent recurrence.

12. External civil-rights and employment options

A person may have the option to contact an outside agency in addition to using the SSLCC process. Agency jurisdiction depends on the institution, funding, employment relationship, protected basis, conduct, and timing. An agency may decline a matter that falls outside the laws it enforces. External filing deadlines can continue to run while a College process is pending, so a person considering an outside complaint should review the agency's current instructions directly.

The U.S. Department of Education Office for Civil Rights enforces specified federal civil-rights laws in education, including Title VI, Title IX, Section 504, the Age Discrimination Act, and Title II of the ADA where those laws and OCR jurisdiction apply. OCR provides an electronic and PDF complaint process. The U.S. Department of Justice publishes ADA requirements and may handle disability matters within its authority.

For employment matters, the U.S. Equal Employment Opportunity Commission and the Utah Antidiscrimination and Labor Division administer different federal and state requirements. The Utah division states that it investigates employment discrimination under the Utah Antidiscrimination Act. Filing windows can be short and vary by claim; contact the agency rather than relying on a general website summary.

Using an outside process does not authorize retaliation. A person who receives contact from an agency, subpoena, attorney, or law-enforcement office should preserve the communication and send it promptly to the College contact responsible for the matter.