2006 Discrimination, Assault, Bullying, and Harassment

POLICY NO.:   2006                                        DATE APPROVED:      02-17-2014

 SUBJECT:        Discrimination, Assault, Bullying, and Harassment

Policy

School District # 60 will provide a safe, welcoming, and inclusive learning environment free from, discrimination, assault, bullying and harassment.

Regulations:

Students, employees, and the general public must feel physically, psychologically, and emotionally safe in all district/school activities.  Discrimination, assault, bullying, or harassment in any form against others on the basis of appearance, capacity, disability, color, ethnicity, religion, real/or perceived sexual orientation, transgender, transsexual, or any other reason set out in the Human Rights Code of British Columbia is not acceptable.  The board will encourage its employees to “work actively” with students and the community to accomplish this goal.

Definitions:

Assault:  a harmful physical, verbal, or non-verbal attack, slur, or demeaning gesture directed against another individual or their property.

Bullying (including Cyber-Bullying):  any attempt to threaten, frighten, tyrannize, or intimidate another, including acts of aggression that are real or implied, verbal or non-verbal aggression, and/or social alienation where one individual attempts to exert their will or control over another person.

Discrimination:  the unjust or prejudicial treatment of different categories of people or things

Harassment:  to continuously trouble, torment, gesture, or speak inappropriately toward another individual in a manner that causes discomfort to that individual.

Sexual Orientation:  Includes:  lesbian, gay, bisexual, transgender, two-spirit, and questioning persons (LGBTQ); persons who are labeled as such, whether they are or not; and persons with immediate family members who are of a sexual minority.

Working Actively:  will be understood to include, but is not limited to: workshop presentations, the encouragement of proactive, preventative groups or clubs, counseling, positive re-enforcement and recognition, team and buddy alliances, active caring, positive behaviour support, and community outreach.

Expectations:

Schools, through their code of conduct, will identify behavioral expectations, consequences, and communication strategies in order to proactively ensure safe and caring school communities in accordance with the District Code of Conduct (attached) and related ministry documentation.

 

District Student Code of Conduct

 

School District 60

Peace River North 

 

Purpose for the Code:

  • To ensure that School District 60 environments are safe, caring and orderly, by expecting Pro-Social behaviours
  • Students are academically and socially successful.
  •  Provides a process by which students take ownership of acceptable and unacceptable behaviours and where conflict is used as an opportunity for growth.

 

Conduct Expectations:

 

Pro-social Behaviours Promoting Pro-social Behaviours
  • Independence
  • Belonging
  • Responsibility
  • Generosity
  • Mastery
  • Integrity
  • Respect
  • Accountability
  • Privacy
  • Dress Appropriately
  • Be Heard and Ask Questions
  • Common Sense
  • Attendance
  • Resourceful
  • Mentor
  • Safe
  • Learning
  • Compassionate
  • Global
  • Leadership
  • Make amends instead of excuses
  • Empathy
  • Interdependence (me to we)
  • Centered
  • Collaboration
  • Dignity intact
  • Evidence of effectiveness
  • Right to express self
  • Sensitive age/ gender/ developmental stages/ social situations
  • Process to support expectations
  • Proactive social/ emotional support.
  • Culturally rich and relevant
  • Actively teaching expected behaviours in all environments
  • Recognition of the value of the collaborative processes
  • Classroom circle talks/ meetings

These expectations apply to behaviour at school, during school-organized or sponsored activities (including on-line behaviour) that negatively impacts the safe, caring or orderly environment of the school, and/or student learning.

The School District promotes the values expressed in BC Human Rights code respecting the rights of all individuals in accordance with the law. The School District will treat seriously, behaviour or communication that discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, gender, age, or sexual orientation (prohibited grounds set out in the BC Human Rights Code).

Unacceptable Conduct:

 

Unacceptable Conduct
  • Interferes with learning of others
  • Interferes with an orderly environment
  • Creates unsafe conditions
  • Bullying, harassment or intimidation including cyber-bullying
  • Physical violence
  • Retribution against a person who has reported incidents
  • Possession, use or distribution of illegal or restricted substances
  • Possession or use of a weapon
  • Theft or damage to property
  • Unexcused absences

 

Guiding Principles of Response:

The guiding principles of response are used to ensure that the rights of individuals and the general school population are considered.

 

Guiding Principles of Response
  • Logical consequences versus punishment
  • Consequences appropriate to the offence
  • Preserve the relationship/ attachment
  • Inclusive versus negative consequences
  • Restorative
  • Dignity intact
  • Exercise judgment/ relationships
  • Evidence of effectiveness
  • Student focused, shows students what they have done wrong and gives them ownership of the problem
  • Sensitive age/ gender/ developmental stages/ social situations
  • Proactive social/ emotional support
  • Culturally rich and relevant
  • Levels not lock-step
  • Ability to honor pain while dealing with unexpected behaviours
  • Healing Circle
  • Community service
  • Consideration of individuals with Special needs

 

Consequences:

Guiding principles (mentioned in above table)  set parameters to ensure that unacceptable conduct is examined in light of individual circumstance, frequency and severity of behaviour. Guiding principles ensure that:

  • Responses to unacceptable conduct are planned, consistent and fair.
  • Disciplinary action, wherever possible is preventative and restorative, rather than merely punitive.
  • Students as often as possible, are encouraged to participate in the development of meaningful consequences for violations of the established code of conduct.
  • Students that are referred to the conduct committee for problematic or severe behaviour will receive due diligence.
  • Consequences for unacceptable behaviour may include, but are not limited to – community service, healing circles, suspension, placed on alternate learning programs, etc.
  • Student(s) who are suspended for longer than 5 days or have committed a serious offence, will be referred to the District Conduct Committee (please see appendix for District Conduct Committee process).

Notification:

The school district has the duty to report unacceptable behaviour to involved personnel where deemed appropriate. This includes:

 

  • Parents/ Guardians of student offender(s).
  • Parents/ guardians of student victim(s).
  • School district officials – as required by school district policy. Usually the principal of enrolling student and if necessary district staff (see conduct committee for details).
  • Police and/ or other agencies as required by law.
  • All parents – (when deemed to be important) to reassure members of the school community that school officials are aware of a serious situation or incident and are taking appropriate action to address it.
  • The School Board will take all reasonable steps to prevent retaliation against a student who has made a complaint of a breach of the code of conduct.

Rising Expectations:

We understand that behaviour like academics needs to be taught and the children’s understanding of the concepts of respect, responsibility, and safety deepens with maturity and experience. Therefore, behaviour expectations will be on a continuum to reflect the child’s developmental stage.

Originally Approved: February 17, 2014

Revised: June 15, 2015, October 17, 2016

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