The training and assessment of teachers’ competencies for working in a context of diversity concerns both government decision-makers and educational institutions. This article provides a cross-sectional comparative view on the training of school personnel on diversity, equity and ethnic relations in France, Quebec, French-speaking Belgium and Switzerland, in particular on policies, skill frameworks, programs, courses and training content. This comparative view of four French-speaking societies shows that each context has developed a discourse on these issues with very different orientations and training methods, but are still united by certain lines of convergence.