Bullying Prevention and Intervention Action Plan 2017 / 2018

Ethel Gardiner Public School

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



Types of bullying that exist in our school

(as identified through school based data and information)

34% of students grades four to eight were victims of moderate to severe bullying within the past month.

50% of students felt safe attending the school.


School Bullying Prevention SMART Goal

The student created goal is that students who report that they have experienced bullying will be reduced by half to 17%. During this school year, we aim to reduce the number of students experiencing bullying by 5% to 29%.

The student created goal is that students will report that they feel safe attending the school will increase to 75%. During this school year, we aim to increase the number of students indicating that they feel safe attending school by 5% to 55%.



Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

  • Promotion of language and ideas that helps students describe and manage their feelings: Kelso’s Choices (primary), Zones of Regulation (school-wide), Core Concepts (introduced in assemblies, continued in classrooms)

  • Build empathy, relationships, diversity awareness: Restorative circles, extra-curriculars that create a welcoming space (e.g., Me to We, GSA, Well-being team, Mindful Club)

  • Infuse curriculum with opportunities to expand awareness of others: diversity of experience/viewpoint in literature, understanding of our community, country, and world in social studies, examination of the cultures contributing to Canada in history, equity lenses across the curriculum, awareness of different perspectives in dramatic arts, safe relationships in health, appropriate social media use in health and media literacy



Bullying Intervention and Support Strategies

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

  • Issues will be addressed in the most productive/least punitive way: Parental involvement, Progressive discipline, Restorative circles, Collaborative problem-solving

  • Involvement of specialized professionals to address student needs: Child & Youth Counsellors, Board Social Worker, Safe School Social Worker, Community Officer, Children’s Aid Society




Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community
  • Restorative Practices two-day training for 9 staff members in addition to 2 already trained (core team of 11)

  • Mini-restorative practices half-day introduction for 8 staff members

  • Maintaining the majority of the staff as CPS trained (full staff training two years ago, new training offered as new staff arrives)

  • BMS training for full-staff and continually offered to new staff, plus situation specific training for staff in the BRC

  • Share the Bullying Prevention and Intervention Action Plan with School Council, on the web-site, in school newsletter

  • On-line reporting system



Bullying Prevention and Awareness Responsibilities for:

Staff:

  1. Maintain current training and awareness of: BMS, CPS, RP, Zones, Kelso

  2. Engage in practices that build and sustain relationships: greetings, mindfulness, circles, diverse extra-curricular opportunities

  3. Model personal self-care, well-being, positive relationships

Students:

  1. Responsibility for self: follow school expectations, be your best self

  2. Responsibility for our school: be an upstander not a bystander, involve a trusted adult, set a good example

  3. Responsibility to lead: join a club that does good work, be involved, create opportunities for change and growth

Parents:

  1. Work together with the school

  2. Be pro-active, timely, and constructive when addressing concerns

  3. Be a Grizzly booster -- take care how you talk about our school in the community and in your home. Be proud of our school and help make it even better

  4. Take opportunities to be involved: School Council, Well-being Team, volunteering

  5. Talk to your child about positive things from their day



Monitoring and Review Process/Timelines

This plan is being shared with staff and parents via:


☑     Staff Meeting

☑     School Council Meeting

☑     Newsletter

☑     School Website (required)




Resources/Reference:

  • Safe and Inclusive Schools Policy

  • Safe and Inclusive Schools Policy

  • Bullying Prevention and Intervention Admin Procedure

  • Bullying Prevention and Intervention Framework

  • HDSB Guide to Bullying Prevention and Intervention

  • TFFM Survey

  • Have Your Say Survey

  • Restorative Practices

  • BMS

  • CPS

  • Zones

  • Kelso

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We are pleased to announce that our school will have the Halton District School Board’s online reporting tool for  students to report bullying behaviours. This reporting tool will allow students to confidentially report incidents of bullying behaviours directly to the principal and vice principal.  Students are still encouraged to talk to an administrator or a trusting adult at school to report incidents of bullying and not feel that this is the only method of reporting available to them.


The reporting tool was developed with input from several stakeholder groups including student focus groups, members of the Safe Schools Advisory Team and administrators, in addition to consultation with other School Boards who have developed similar reporting tools.


Students may access the reporting tool from a computer or mobile device through their school website.  The link below will be a link to an online form that they will complete.  Once submitted, the form is sent directly to the principal/vice principal’s inbox. The principal will then investigate and respond to the incident to ensure that students feel safe and receive the most appropriate support.