Bullying Prevention and Intervention Action Plan 2021-2022

Dr. Charles Best BPIA 2021


Once completed, please pdf and submit using this form: BPIA Submission


Bullying Prevention and Intervention Action Plan Template 2021/ 2022


Providing students with an opportunity to learn and develop in a safe and respectful society is a shared responsibility in which the board and our schools play an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential. Bullying prevention and intervention strategies must be modeled by all members of the school community.

from HDSB Bullying Prevention and Intervention Administrative Procedure


Definition of Bullying

Bullying means aggressive and typically repeated behaviour by a student where,

a) the behaviour is intended, or the student ought to know that the behaviour would be likely to have that effect of,

  • causing fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or

  • creating a negative environment at the school for another individual, and

b) 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.

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. For the purposes of the definition of bullying, bullying by electronic means (commonly known as cyber-bullying), including, creating a web page or blog in which the creator assumes the identity of another person or impersonating another person as the author of content or messages posted on the internet; communicating material electronically to more than one individual or posting material on a web-site that may be accessed by one or more individuals


from Accepting Schools Act 2012












WELL-BEING MEMBERSHIP

2021 / 2022

School

Dr. Charles Best

Principal or Vice Principal

Paul Thomson

Teacher

Lucie Harber, Jennifer Preston

Non-Teaching Staff

Alaina Attard, Teresa Gagnon

Parent


Community Partner

YMCA

Students


WELL-BEING CONTACT PERSON

(must be a staff member)

Jennifer Preston

Contact Email Address

prestonj@hdsb.ca



Types of bullying that exist in our school

(as identified through school based data and information)

2020-2021 Have Your Say (93% Response Rate) indicate:

  • 97% of students report sexualized bullying happens ‘not at all’.

  • 91% of students report physical bullying happens ‘not at all’.

  • 87% of students report cyber/electronic bullying happens ‘not at all’ (note this survey was conducted in a year where students were in virtual learning scenarios often due to the pandemic)


  • 76% of students report verbal bullying (name-calling, hurtful teasing, humiliating or threatening someone, racial or sexist comments) happened ‘not at all’.

    • However, 6% of respondents shared that this happens daily, 3% shared it happens every week and 15% shared that this type of bullying happens once or twice in 4 weeks

  • 70% of students report social bullying (excluding others from the group, gossip or spreading rumours, setting others up to look foolish and damaging friendships) happened ‘not at all’.

    • However, 3% of respondents shared that this happens daily, 9% shared it happens every mat times per week, 6% shared it happens every week and 12% shared it happens once or twice in 4 weeks.


  • Open text sharing suggested:

    • Building more awareness around bullying through:

      • Class discussions

      • Announcements

      • Presentations and speakers

      • Spirit days (wear pink days)

    • A wish to see teachers respond immediately to bullying in the classroom. Common themes or quotes suggest that students feel that teachers choose to ignore these behaviours

    • Students would like to see more supervision at nutrition breaks. Students share that they feel “kids will stop bullying if they see a teacher”






School Bullying Prevention SMART Goal

If we explicitly address, develop strategies to manage and rehearse the following concepts:

  • Emotion Management

  • Empathy & Kindness

  • Feelings Recognition

  • Perspective Taking

  • Accepting Differences

  • Disagreeing Respectively

  • Problem Solving

  • Decision Making

facilitated by our CYC in 3, 5-week cycles per year for 3 years, our students will express less frequent issues of verbal and social bullying in successive Have Your Say surveys.

This year’s focus is on Emotion Management and Problem Solving.

After:

  • adding an additional Teacher supervisor to outdoor recess times,

  • integrating monthly character asset-based spirit walks,

  • engaging 2 guest speakers to reinforce the work we are doing focussed on verbal and social bullying,

  • And creating a Student Voice Ambassador group for grades 3,4 and 5,

70% of our students will highlight at least one of these proactive actions to combat bullying on the 2022 Have Your Say survey.






Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

(for whole school, and those students at risk of bullying behaviours)

Resources:

  • Second Step Social-Emotional Elementary Program

  • Halton Discriminatory and Harmful Language Protocol

    • Staff Lanyard

  • Develop a functional understanding with the staff of restorative practices informed by CPS influences when required


Strategies to Promote Appropriate Student Behaviours and Inclusion:

  • Consistently follow the HDSB Discriminatory and Harmful Language Protocol

    • Follow each of the 5 steps


Conflict Resolution Strategies:

  • Teach and use Conflict Corner in grade 5

  • Ensure impacted students are escorted to the office by ‘aggressor/instigator’ when concerning behaviour leads to needing to come to the office.

    • Ensure aggressor/instigator is brought over to the supervising teacher to take responsibility for their actions that impacted another student.

  • Facilitate restorative conversations with students that lead to relationship repair





Bullying Intervention and Support Strategies

(for individuals who cause harm, are impacted by harm and are witness to harm)

Responding to bullying will address the victim, the person(s) bullying and the bystanders who witness the bullying.

  • the affirmation of the incident will be through observations, interviewing all parties involved, actively engaging fellow staff members to intensify observations; online bullying reporting

  • re-assure victim that all measures will be taken to monitor their safety (including discussion of plans/measures with parents/guardians of the victim. Safety includes physical, psychological and emotional monitoring. Involvement of other school partners (e.g. CYC, Social Worker, Youth Settlement worker, community agencies). Promote engagement of student to other activities that provide support through peer activities

  • respond to the needs/concerns with the person bullying including working through self-regulation strategies, CPS strategies, restorative justice practices, progressive discipline measures that consider mitigating circumstances consistent with the expectations of Bill 212 (e.g. ongoing communication with parents, review of expectations, loss of privileges, recess and/or periods spent in office, suspension)

  • using a continuum of responses and supports to address inappropriate behaviour and promote positive behaviour. Involving the student with school personnel including guidance, CYC, other school workers to recognize the impact of their actions and steps they can take to alter their behaviour.

  • encourage bystanders to report bullying incident(s), seek the support of other peers to address the bully, provide comfort and involvement with the victim, speak out etc

  • communicate with appropriate parent/guardians for students of bullying and the student responsible for bullying, have conferences as appropriate to bring about change in behaviour





Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community


  • Continued understanding of self-regulation and associated strategies using Second step

  • CPS

  • Restorative Practices

  • Continued reinforcement of effective recess supervision strategies





Bullying Prevention and Awareness Responsibilities for:

Staff:

  • Facilitate Second Step with assistance from the CYC,

  • Adopt a CPS mindset for processing challenging behaviour,

  • Engage in restorative justice practices to process conflict and repair relationships

  • Confront unwanted or unwelcome behaviour and use the HDSB Discriminatory and and Harmful Language Protocol

  • Respond to students (who initiate and/or receive bullying)

  • Communicate to parent(s)/guardian(s)

  • Refer to School Team and School Resource Team meeting

  • Refer incidents to Principal

  • Complete “Green Sheet” as appropriate

  • Provide effective adult supervision


Students:

  • use Second Step strategies

  • Engage in restorative conversations, voluntarily accompany impacted student to the office when hrm has been done

  • Demonstrate care and concern for others

  • Respond to bullying appropriately by saying stop, walking away and reporting it to an adult supervisor

  • Work to resolve conflicts peacefully

  • Respond to adult supervision appropriately including remaining in designated play areas and expectations for accessing the washroom



Parents:

  • Parent representative on School Well Being Team

  • Respond to and support their child in bullying incidents










Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)


  • Staff Meeting

  • School Council Meeting

  • Newsletter

  • School Website (required)

  • Other



Resources/Reference: Safe and Accepting Schools Policy

HDSB Admin Procedure Bullying Prevention and Intervention

HDSB Admin Procedure Positive School Climate

TTFM Survey

Safe Schools Social Workers

Public Health Nurses



Dr. Charles Best School Dress Code

Dr. Charles Best


School Dress Code 2021/ 2022



Dr. Charles Best

Principal

Paul Thomson

Contact Email Address

thomsonp@hdsb.ca




To promote a positive learning environment in school consistent with the values of Dr. Charles Best Public School and to ensure a safe and inclusive learning and working environment for all students, staff and the community, regardless of their race, age, ability, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, socio-economic circumstances, or body type/size.


Dress codes must be presented in a manner that does not reinforce stereotypes. We believe students have a right to learn in a safe and caring space that is free of bias and discrimination, and that students have a right to respectfully express their individuality. To ensure our learning environments are safe and respectful spaces, our Board has adopted a shared set of standards for student dress as detailed in the Administrative Procedure: Student Dress Code.



STANDARDS FOR SCHOOL DRESS CODES taken from HDSB Dress Code Policy


We believe students have a right to learn in a safe and caring space that is free of bias and discrimination, and that students have a right to respectfully express their individuality. To ensure our learning environments are safe and respectful spaces, our Dr. Charles Best Public School has adopted a shared set of standards for student dress.


Our values and beliefs:


  • All students should be able to dress for school without fear of unnecessary discipline, body shaming, bias or discrimination.

  • Individuals are responsible for managing their own personal biases, behaviours and or perspectives/opinions (“distractions”) related to others’ choices of clothing.

  • All students are treated equitably regardless of their race, age, ability, sex, gender identity, gender expression, sexual orientation, ethnicity, religion, cultural observance, socio-economic circumstances, or body type/size.

  • Students have a right to wear clothing of their choice that expresses their self-identified gender. Students have a right to wear religious attire without fear of discipline or discrimination.

  • Dress codes must avoid using language that reinforces stereotypes.

  • Student dress code enforcement must not result in unnecessary barriers to school attendance.

  • Courses that include attire as part of the curriculum (for example, public speaking and job readiness) may include assignment-specific dress. Schools need to be aware that there may be diverse culturally-specific attire that would also meet the requirements of a course.

  • Schools must maintain a safe learning environment in classes where protective or supportive clothing is required. For example, activity-specific shoe requirements are permitted (e.g., athletic shoes for Physical Education).

  • Dress codes must prevent students from wearing clothing or accessories that display (but are not limited to) the following: images, logos or language that portray ethnic prejudice, racism, sexism, vulgarity, gang-related markings, obscenities, profanity, hate speech, and/or pornography.

  • Dress codes must prevent students from wearing clothing or accessories that denote, suggest, display or reference alcohol, drugs or related paraphernalia, or other illegal conduct or activities.

  • Dress codes must prevent students from wearing clothing that exposes or makes visible genitals and nipples.


  • Clothing and/or accessories that have images, brands or messages that connect with tobacco, vaping, alcohol and/or drugs will not be permitted in our learning environment as these are inappropriate for elementary school students.

  • Clothing and/or accessories that have images denoting violence (e.g., guns/knives/weapons of any kind) will not be permitted in our learning environment



Staff Responsibility

(School staff need to be able to explain the dress code and address dress code infractions without using body-shaming language)


Principal Responsibility



  • Dress codes must be reviewed annually with the school council, staff and students.

  • The dress code must be posted to the school website and shared annually with all members of the school community and posted to the school website.



Date Reviewed

November 30, 2021