Code of Conduct

Acceptable Conduct Expectations

While at school (including online behaviour), travelling to and from school or while attending any school organized or sponsored activities at any location, students are expected to conduct themselves in a manner that reflects our values and expectations for behaviour.  Examples include but are not limited to:

  • respecting self, others and the school
  • helping to make the school a safe, caring and orderly place
  • informing an adult, in a timely manner (in advance, if possible) of incidents of bullying, harassment or intimidation
  • engaging in purposeful learning activities in a timely manner
  • attending school and classes
  • being punctual
  • being polite, respectful and cooperative at all times
  • acting in a manner that brings credit to the school

Unacceptable Conduct Expectations

A list of unacceptable behaviours is presented below.

This is a general list and should not be considered an all-inclusive list.

Behaviours that:

  • interfere with the learning of others
  • interfere with an orderly environment
  • create unsafe conditions
  • discriminate based on colour, race, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation

Acts of:

  • bullying, harassment or intimidation
  • physical violence
  • retribution against a person who has reported incidents

Illegal acts, such as:

  • possession, use or distribution of illegal or restricted substances
  • possession or use of weapons
  • theft of or damage to property

Classroom Conduct and Expectations for Students

Students are expected to behave in an appropriate manner in all classes at all times.  The key to successfully altering a student’s negative behaviour is early recognition of the problem and the development of an effective change strategy.  It is expected that contact be made with parents and the counsellors so that the most effective success plan can evolve.  In general, the following steps will be used:

  1. Warning/discussion between the teacher and student regarding the issue. Parent contact may occur.
  2. Parent contact and possible counsellor referral.
  3. Parents notified and meeting to be set up with counsellor. (Student/counsellor/teacher and/or parent.  Referral slips outlining the behaviours exhibited and actions taken should be used.)
  4. Administrative involvement.

 

Rising expectations

Increasingly greater behavioural and academic expectations are held for students as they become older and more mature.  While moving through successive grades there will be an increasing expectation on personal responsibility and self-discipline as well as increased consequences for inappropriate behaviour.

Special Considerations

Special considerations may apply to students with special needs if these students are unable to comply with a code of conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.

Definition of Terms:

BULLYING:

Bullying behaviour is serious, unwelcome and/or aggressive behaviour. Bullying behaviour has three key features, all three of which must be present in order for the situation to be considered bullying:

1)   Power imbalance – one child clearly has “power” over another (or others), due to age, size, social status, and so on.

2)   Intention to harm – the purpose of the behaviour is to hurt or harm and clearly not accidental.

3)   Repeated over time – the behaviour continues over time, and sometimes gets worse with repetition; there is a real or perceived threat that the behaviour won’t stop. The impact of bullying behaviour on the child being bullied is fear, apprehension and distress. Supports for both the bully and the bullied are important; the student engaged in bullying behaviour needs to learn to take responsibility for their actions and to change their behaviour. The student being bullied needs to regain confidence and a sense of feeling safe.

Bullying behaviour may be:

  • physical actions (such as hitting, kicking, tripping, pushing, pinching, and so on);
  • verbal actions (such as name-calling, insults, teasing, intimidation, and so on);
  • social actions (such as behavioural actions designed to harm a child’s reputation or cause humiliation – like lying or spreading rumours, negative facial gestures, playing jokes intended to embarrass, mimicking, orchestrating social exclusion, and so on);
  • cyber actions (such as taunting or humiliation through social media, humiliating others while interacting online, unacceptable comments through instant messaging/texting, posting photos or other youth on social media, and so on)

DISCRIMINATION:

The Code of Conduct upholds the discrimination sections of the British Columbia Human Rights Code. Specifically, the school will not allow the publishing, issuing, commenting or displaying of any statement, publication, notice, sign, symbol, emblem or other representation that indicates discrimination or an intent to discriminate against a person or a group or class of persons, or is likely to expose a person or group or class of persons to hatred or contempt because of their race, colour, ancestry place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, and/or age.

HARASSMENT:

Harassment is a form of discrimination. It involves continued unwanted and annoying physical or verbal behaviour that offends or humiliates a person. Generally, harassment is a behaviour that persists over time.

Harassment may be:

  • remarks or jokes about a person’s race, colour, ancestry place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, and/or age;
  • threats or behavior that intimidates; and/or • unwelcome physical contact, such as touching, patting, pinching, punching.

MEAN BEHAVIOUR:

Some students may engage in behaviours that are considered “mean” in order to assert themselves. This type of behaviour may be such things as making fun of someone, using a hurtful name, taking something without permission, excluding a child, and so on. This type of behaviour is typically not planned (seems to be spontaneous) and may be aimed at any child who happens to be nearby. The child engaged in the “mean” behaviour usually feels badly when the harm caused by the behaviour is pointed out to them by an adult. In order to stop students from developing a pattern of mean behaviour, which could, over time, escalate into bullying behaviour, incidents need to be addressed quickly, firmly and respectfully.

PEER CONFLICT:

Students will, from time to time, find themselves in a situation of conflict with a peer. Students learn, over time, how to solve problems effectively and on their own. As they learn, they may become frustrated and say and/or do things that are not appropriate to solving the problem, such as saying something mean, hitting, kicking, and so on. If the students involved in such behaviour are typically “friends,” have equal “power (similar age, size, etc), are equally upset, are equally interested in resolving the issue, and are willing and able to work things out (usually with an adult’s help), we consider this behaviour as peer conflict. Adults will work through these situations with the students involved, and will guide each student to see the other’s perspective. This learning leads to developing empathy.

SUCCESS PLAN:

If a student is struggling with attendance, achievement or behaviour, school counselors and administration will create a success plan to support the student. This is a contract agreed upon by the student, the parent and an administrator which outlines specific supports and consequences to help the student achieve to their full potential. The school will treat seriously any acts of discrimination, peer conflict, mean behaviour, bullying, and/or harassment, and will investigate any complaints made thereof.