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Bullying Prevention Plan

SCHOOL: CENTRE DUFFERIN DISTRICT HIGH SCHOOL

DATE: SEPT 2018

Everyone at our school is committed to making our school a safe, inclusive and equitable environment for all.  We treat each other with respect and we will refuse to tolerate inequities in any form at our school. We know that a “whole-school” approach where all stakeholders are involved in supporting our students helps create and maintain a positive school climate.

Definition of Bullying

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

  1. The behavior is intended by the pupil to have the effect of, or the pupil ought to know that the behavior would be likely to have the effect of,
  1. The behavior 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; (intimidation)

Bullying takes different forms of contexts with age.  It can be physical, verbal, social/emotional or through electronic means (cyber-bullying).  Bystanders contribute to bullying by doing nothing to prevent it or become actively involved in supporting it.

“Cyberbullying” includes electronic communication that:

Examples of Bullying

Safe Schools Committee

(Note: mandatory for all schools – an existing committee may assume this role)

School Administrator: Adam Rowden

Equity Rep: Rebecca Rose

Teacher(s): Matt Barlow,  Mark Greenfield, Jane Godbold, Bob Schiedel, Susan Trowell, Jeff Wellman

Support Staff: Geer Harvey, Social Worker

Student Rep:  (when appropriate) A. De Souza, A. Davis, A. Tyrrell, E. Lawler, J. Beckford

Parent: Julie Gordon, Kathleen McCauley

Community Partner:  (if possible) Shelburne Police Chief Kent Moore (or representative), M. Breadner (DCAFs)

The role of this committee should include but is not limited to the following:

School Monitoring and Review Process

This Bullying Prevention and Inclusive School Plan was developed or reviewed by our Safe School Committee on: October 5th, 2018

Our most recent school climate survey was conducted in: Winter 2018

62% of students in grades 9-12, 5 % of parents, and 49% of staff completed our most recent school climate survey.

Data from our most recent climate survey indicated that:

33% of students in grades 9-12 feel very safe at school.

29% of students in grade 9-12 identify that they have been bullied a few times at school over the last year.

29% of students in grade 9-12 indicated that they told an adult about bullying that had occurred.

100% parents who completed the survey felt that adults at school were helpful in resolving bullying issues.

50% of parents who completed the survey indicated that bullying stopped after their child told an adult about the bullying.

94% of staff who completed the survey indicated that when steps were taken to address specific incidents of bullying, the intervention was successful.

Training Strategies for Staff and Members of the School Community

Members of our school community will receive Bullying Prevention and Equity & Inclusive training through:

Parents/Community Communication and Outreach Strategies

We will communicate our Bullying Prevention and Equity & Inclusive strategies and initiatives by:

Bullying Prevention and Equity & Inclusive Strategies, Education Programs/Activities

Note:  Our Bullying Prevention and Equity & Inclusive goal(s) are determined after analysis of the results of our school climate survey.

School Bullying Prevention and Equity & Inclusive Goals(s):

  1. Promote equity and diversity throughout the school
  2. Build a culture of hope and inclusivity through community building
  3. Continue to build awareness about mental health and supports
  4. Continue to increase the the profile of First Nations, Metis and Inuit education in our school
  5. Continue to build on One Voice, One Team, One Community initiatives and partnerships between our school and the community

Bullying Prevention and Equity & Inclusive, Education Programs and Activities:

Our school currently implements or will implement the following bullying prevention and equity & inclusive education programs and activities that focus on developing healthy relationships and provide leadership opportunities for our students:

  1. One Voice One Team One Community Activities
  2. Social Equity club activities and meetings
  3. GSA activities and meetings
  4. Guest speakers and workshops related to equity and inclusive education
  5. Mental health awareness activities and Mental Health Week activities
  6. ASIST and Safetalk training for staff and students
  7. Offering courses and curriculum content that integrate equity and inclusivity. (For example NAC1O, NBV3E, diverse books and resources).

Bullying Prevention and Equity & Inclusive Responsibilities

Staff:

Students:

Parents:

Intervention Strategies

Our staff will use the following process when bullying is reported:

Acknowledge the Incident / Affirm

Gather Information / Ask Questions

Assess Safety / Make a Plan

Act / Follow-up

Reporting Incidents of Bullying

Students, parents, school staff and volunteers may use the following methods to report incidents of bullying as appropriate:

When responding to a bullying incident, our school staff uses a progressive discipline approach.  Use of Progressive Discipline supports a safe, inclusive and accepting learning and teaching environment in which every student can reach his or her full potential. Strategies may range from early intervention to more intensive intervention in cases of persistent bullying, with possible referral to board support personnel, community or social service agencies.

These may include but are not limited to:

Consequences are at the discretion of the Principal or Vice-Principal.  In the case of severe misbehavior, our format of progressive discipline consequences may be superseded.  As incidents arise, it is recognized that each situation is unique.  Mitigating circumstances will be considered for student age, frequency of incidents, nature and severity of incidents, student exceptionalities, extenuating circumstances, impact on the school climate.