EGPS Bulling Prevention Intervention Action Plan

Bullying Prevention and Intervention Action Plan 2020/2021

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

2020/ 2021

School

Ethel Gardiner Public School

Principal or Vice Principal

Debbie de Chastelain (Principal)

Teaching Staff

Julie Fuentes

Lisa John

Kim LeBrun

Nadine Rohmann

Non-Teaching Staff

Julie Robinson (EA)

Parent/ Community Partner

Preshi Shanmugathasan

Students

TBD

WELL-BEING CONTACT PERSON

(must be a staff member)

Julie Fuentes

fuentesj@hdsb.ca

Types of bullying that exist in our school

(as identified through school based data and information)

HYS Student Survey:

64% feel students at school treat each other with respect.

The previous year is 57% (+7%)

75% “feel safe to be me at school.”

The previous year is 73% (+2%)

HYS Parent/Guardian Survey:

88% agree the school provides a safe environment for my child/children.

The previous year is 80% (+8%)

65% agree students treat each other with respect.

The previous year is 60 % (+5%)

85% indicated their child/children feel safe at school.

The previous year is 79% (+6%)

TTFM (Tell Them From Me) Data:

41% of students reported being a victim of at least one of the four types of bullying.

Bullying most often experienced by students:

Physical: 16% Verbal: 29% Social: 27% Cyber: 7%

24.9% of boys and 25.3% of girls were victims of moderate to severe bullying.

58% of students feel safe at school.

76% feel safe going to school as well as on the way home.

School Bullying Prevention SMART Goal

S: To improve the sense of respect felt by all members of the Grizzly community.

M: Assessed in the student responses to statements in the “Have Your Say” survey (“Students at my school treat each other with respect”, “My teachers treat me fairly and with respect”).

A: The total number of students agreeing with those statements will increase by 10% from the previous year.

R: Which will result in a greater sense of respect and well-being at school.

T: Baseline from May 2019, re-assessed in May 2020.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

Identifying what it means to be a Gardiner Grizzly (‘The Grizzly Way’)
Identifying collective commitments (defining staff actions)
Creating a sense of inclusiveness by promoting awareness of cultural celebrations and days of significance within our community
Bullying Prevention Week (daily announcements, teachers addressing bullying through in-class activities)
Use of RP circles in classrooms to address the impact of bullying behaviours
Share the Bullying Prevention and Intervention Action Plan with School Council, on the web-site, in school newsletter
On-line reporting system
Involvement of Child and Youth Counsellor, if appropriate
Involvement of Safe Schools Social Worker, if appropriate

Bullying Intervention and Support Strategies

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

Restorative circles
Progressive discipline
Use of Collaborative Problem Solving (CPS)
Parent involvement
Possible CYC or SW involvement (depending on situation)
Involvement of the community officer (when appropriate)
Use of exclusion when necessary and consultation with Senior Management to develop plan for re-entry
Threat risk assessment after formal suspension/expulsion (when appropriate)

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

Maintaining the majority of the staff as CPS trained
Additional CPS training offered for new staff, CPS refresher for existing staff
Maintaining the use of Restorative Practices
BMS training for full-staff and continually offered to new staff
Situation specific training for staff in the BRC
Bullying Prevention Training (Safe & Accepting Schools)
Access Developmental Asset training for self-selected Staff Members

Bullying Prevention and Awareness Responsibilities for:

Staff:

Facilitate restorative circles in the classroom
Maintain collective commitments to well-being
Create a safe, equitable and inclusive learning environment
Bring students forward to School Team when support may be required
Interrupt behaviours using the script: Stop, Identify, Explain, Ask

Students:

Participate in the Grizzly Way Assemblies
Demonstrate and model the Grizzly Way
Build empathy through participation in restorative circles in the classroom
Be kind

Intermediate Student Leadership:

Bullying awareness and prevention learning for younger students
Model and encourage the Grizzly Way
Support new Grizzlies (Grizzly Welcome Committee)

Parents:

Support the school in the way they speak at home and in the community
Inform the school if their child expresses “not feeling safe” at school
Facilitate the participation of their child in problem-solving at school (e.g., Restorative Practices, Collaborative Problem Solving)

Monitoring and Review Process/Timelines

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