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Niagara Catholic District School Board

BULLYING PREVENTION & INTERVENTION POLICY
Issued: November 25, 2003
Revised:  February 1, 2008
  September 18, 2008
  January 26, 2010
  April 27, 2010
  February 26, 2013

Policy No. 302.6.8
Safe Schools

ADMINISTRATIVE GUIDELINES

In accordance with the Accepting Schools Act

Bullying” means aggressive and typically repeated behaviour by a pupil where,

  1. the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
    1. causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or
    2. creating a negative environment at a school for another individual, and
  2. the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence, peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt of special education;

Behaviour includes the use of any physical, verbal, electronic, written or other means.

Positive School Climate

The Niagara Catholic District School Board and its schools will actively promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, marital status, family status or disability.

The following are some characteristics of a positive school climate:

  • Students, staff members, and parents feel safe, and are safe, included, and accepted
  • All members of the school community demonstrate respect, fairness, and kindness in their interactions, building healthy relationships that are free from discrimination and harassment.
  • Students are encouraged and given support to be positive leaders and role models in their school community.
  • Open and ongoing dialogue takes place between the principal, staff members, parents, and students. All partners are actively engaged.
  • The learning environment, instructional materials, and teaching and assessment strategies reflect the diversity of all learners.
  • Every student is inspired and given support to succeed in an environment of high expectations.
  • Bullying prevention and awareness-raising strategies for students and staff are reinforced through curriculum-linked programs.

In recognition of the importance of addressing bullying, which can have a significant impact on student safety, learning, and the school climate, bullying has been added to the list of infractions for which suspension and/or expulsion must be considered.

The policy statement and guidelines are consistent with current legislation and apply to students, staff, parents, visitors and community members involved with the Niagara Catholic District School Board.

Prevention and Intervention and Supports

  1. Niagara Catholic Schools and Staff are expected to:
  • Take seriously all allegations of bullying behaviour and act in a timely, sensitive, and supportive manner when responding to students who disclose or report bullying incidents.
  • Provide a safe, caring, and supportive environment that upholds our Gospel values and encourages positive relationships between students, staff and parent, and all members of the Catholic school community. 
  • Provide programs, interventions, and other supports for students who have been bullied, students who have witnessed incidents of bullying, and students who have engaged in bullying.
  • Consider that the programs, intervention, and other supports may be provided by social workers, psychologists, or other professionals who have training in similar fields, as determined by the board.
  • Consider that programs, intervention, and other supports should be curriculum-linked and consistent with a progressive discipline approach.
  • Use resources that will assist in developing age-appropriate conflict resolution skills, social skills, positive relationships, and discourage bullying as unacceptable behaviours. 
  •  Consider that a range of supports should be available – from early prevention to more intensive interventions in cases of persistent bullying, with possible referral to community-based service providers.
  • Consider that ongoing intervention and support may be necessary to sustain and promote positive student behaviour
  • Emphasize intervention strategies that are preventative in nature. 
  • Model appropriate language and actions for students. 
  • Increase awareness and understanding of the dynamics of bullying and develop a school-wide bullying prevention and intervention plan. 
  • Encourage students to report incidents of bullying; and support, monitor and act upon all reported incidents, to ensure the safety of all students. 
  • Recognize that all bullying behaviours are serious and may require more comprehensive intervention. 
  • Keep open lines of communication between the home, school parish, and community members. 
  • address behaviours that are contrary to provincial, Board and School Codes of Conduct, which include, but is not limited to, inappropriate sexual behaviour, gender-based violence,, and harassment on the basis of sex, gender identity, sexual orientation, race, colour, ethnicity, culture, citizenship, ancestry, origin, religion, creed, family status, socio-economic status, disability and/or any other immutable characteristic or ground protected by the Human Rights Code.
  • support pupils who want to establish and lead activities and organizations that promote a safe and inclusive learning environment, the acceptance of and respect for others and the creation of a positive school climate, including,
    1. activities or organizations that promote gender equity;
    2. activities or organizations that promote anti-racism;
    3. activities or organizations that promote the awareness and understanding of, and respect for, people with disabilities; or
    4. activities or organizations that promote the awareness and understanding of, and respect for, people of all sexual orientations and gender identities.
  1. The name of an activity or organization described in subsection (1) must be consistent with the promotion of a positive school climate that is inclusive and accepting of all pupils.

    Delegation of Authority - Regarding Student Discipline

    It is the expectation of the Board that, provided that there is no immediate risk of physical harm to any individual, staff members who work directly with pupils on a regular basis, including but not limited to, administrators, teachers, educational assistants, social workers, child and youth workers, psychologists, speech and language pathologists, and Chaplaincy Leaders, shall, in accordance with Board procedures, respond to any such inappropriate and disrespectful behaviour.

    Under recent amendments to the Education Act, Principals must suspend a student for bullying and consider referring that student for expulsion if (1) the student has previously been suspended for bullying, and (2) the student’s continuing presence in the school creates, in the principal’s opinion, an unacceptable risk to the safety of another person. When both of these conditions are met, the principal must suspend the student and consider referring the student for an expulsion hearing.

    Student Suspension Policy #302.6.4 and Student Expulsion Policy# 302.6.5
    Principals must also suspend a student, and consider referring that student for expulsion, for any incident under subsection 306(1) of the Education Act, including bullying, that is motivated by bias, prejudice or hate, based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression, or any other similar factor (e.g., socio-economic status, appearance).

    The Board, and school administrators, must consider all mitigating and other factors, as required by the Education Act, set out in Ontario Regulation 472/07 and reflected in student discipline settlements with the Human Rights Commission.

    Expectations of Staff:

    Principal Responsibilities with Employees:

    A Principal and/or Vice Principal shall investigate any matter reported regarding bullying under subsection (1) of the Education Act.

    After investigating a matter reported under subsection (1), the Principal shall communicate the results of the investigation,
    1. to that teacher if the matter was reported by a teacher, ; or
    2. to that employee if the matter was reported by an employee who is not a teacher, unless, in the due diligence of the Principal, it would not be appropriate to do so. The Principal shall not disclose more personal information than is reasonably necessary for the purpose of communicating the results of the investigation.

    Principal Responsibilities with Parents/Guardians:

    If the Principal of a school believes that a pupil of the school has been harmed as a result of an activity described under subsection (1) of the Education Act, the Principal shall, notify,
    1. the parent or guardian of the pupil who the Principal believes has been harmed; and
    2. the parent or guardian of any pupil of the school who the Principal believes has engaged in the activity that resulted in the harm.

    When notifying a parent or guardian of a pupil under clause (1) (a), the Principal shall disclose,

    1. the nature of the activity that resulted in harm to the pupil;
    2. the nature of the harm to the pupil;
    3. the steps taken to protect the pupil’s safety, including the general nature of any disciplinary measures taken in response to the activity; and
    4. the supports that will be provided for the pupil in response to the harm that resulted from the activity.

    When notifying a parent or guardian of a pupil, the Principal shall not disclose the name of or any other identifying or personal information about a pupil who has been harmed as a result of the activity, except in so far as is necessary.

    When notifying a parent or guardian under this section, the Principal shall invite the parent or guardian to have a discussion with the principal about the supports that will be provided for his or her child.

Vice-Principal Responsibilities

Delegation may include all authority of the principal under Part XIII of the Education Act except the final decision regarding a recommendation to the board to expel a student and suspensions for more than 5 school days.

Teacher Responsibilities

Teachers may be delegated the authority to initially deal with situations involving activities that occur that must be considered for suspension and/or expulsion.

A teacher may be delegated limited authority to contact the parent of a student who has been harmed as the result of an activity for which suspension or expulsion must be considered. The information provided to the parents by a teacher must be limited to the nature of the harm to the student and the nature of the activity that resulted in the harm.

The teacher must not be delegated the authority to discuss the nature of any discipline measures taken in response to the activity.

If the teacher is not clear on whether to call the parent or guardian, the teacher should contact the principal, or if unavailable the Supervisory Officer for direction. The Principal or Vice Principal will follow-up with the parent as soon as possible.

Student Responsibilities

  • promote a safe, caring and positive environment for all by developing an awareness of bullying issues.
  • refuse to bully others or to be a bystander to acts of bullying. 
  • report all acts of bullying that they may experience or observe to appropriate school personnel for assistance. 
  • assist and co-operate in the implementation of school-wide bully prevention initiatives.
  1. Parents/Visitors/Community Member Responsibilities
    • promote a safe, caring and positive environment for all by developing an awareness of bullying issues. 
    • inform the school if bullying is suspected. 
    • encourage their children to discuss any incidents of bullying and reinforce the need to speak out. 
    • support the school when resolving identified incidents of bullying. 
    • support the school through Catholic School Councils, in promoting local school bully prevention initiatives. 
    • support the school in training and communication strategies for members of the school community.
  2. Current Legislation and the Provincial Code of Conduct require all schools in consultation with their Catholic School Councils, staff, students and parents to develop local Codes of Conduct. These locally developed Codes of Conduct shall be in compliance with the Ministry’s and the Board’s Code of Conduct.
  3. When the Niagara Catholic District School Board is entering into an agreement with another person or entity respecting the use of a school operated by the board it will require the person or entity to follow standards that are consistent with the provincial code of conduct.
  4. The Niagara Catholic District School Board requires that each school include and address the following bullying prevention statement in their local school Code of Conduct.

    In keeping with the Mission, Vision and Values of the Niagara Catholic District School Board, _______________ Catholic School will strive to create a safe, caring and supportive school environment, free of bullying, for all members of the school community that strives to create a safe, caring and supportive school environment, free of bullying, for all members of the school community.

SAFE SCHOOLS TEAMS

Each school must have in place a safe school team responsible for school safety that is composed of at least one student (where appropriate), parent, teacher, support staff member, a community partner, and the principal. The team must have a staff chair.

Through the development of school level plans, which address prevention and intervention strategies, schools will implement a bullying prevention and intervention plan.

School Plans may include:

  • Bullying Awareness and Prevention Week, specifically the week beginning on the third Sunday in November in each year is proclaimed as Bullying Awareness and Prevention Week.
  • opportunities for all pupils, their parents and guardians, and all teachers and other staff members in a school to increase their understanding and awareness of inappropriate pupil behaviour;
  • opportunities for all teachers and other staff members in a school to increase their ability to respond to inappropriate pupil behaviour;
  • training for all teachers and other staff;
  • procedures for responding appropriately and in a timely manner to inappropriate behaviour;
  • resources to support pupils who are impacted by inappropriate behaviour;
  • resources to support pupils who have engaged in inappropriate behaviour.

School Climate Surveys

Schools are required to conduct anonymous School Climate Surveys, developed by the Ministry of Education and the Board, of their students every two years.

Schools should also survey staff and parents to assess their perception of safety in the school in order to inform prevention and intervention planning.

These School Climate Surveys are to be shared with the Safe School Teams and to build strategies into the school improvement plans to improve the school climate regarding issues identified through the school climate surveys.

Schools must also establish a monitoring and review process to determine the effectiveness of their bullying prevention and intervention plans (i.e. school improvement plans).

Appendices:

 

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