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Bullying Prevention Plan

SCHOOL: Centre Dufferin DHS                                                          DATE: September 30, 2021

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 student where,

  1. The behavior is intended by the student to have the effect of, or the student 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 student 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 special education needs.

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:   Stacey-Ann Dunkley

Equity Rep: Rebecca Rose-Peacock

Teacher(s): Trinna Thompson

Support Staff: Geer Harvey, Social Worker

Community Partner:  Niketa Peters 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: September 14, 2021

Our most recent school climate survey was conducted on: September 02, 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. Create equity and inclusivity professional development opportunities for staff
  2. Identify community partners to work with teachers and student groups to increase bully awareness
  3. increase equity and inclusivity by creating the space for students to share their own experiences, stories and perspectives
  4. Continue to build awareness about mental health and supports
  5. Continue to increase the profile of First Nation, Métis and Inuit education in our school

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. Social Equity club activities and meetings eg. Day of Pink, Orange Shirt Day
  2. GSA activities and meetings eg. Transgender Day of Remembrance
  3. Black Chapter activities and meetings eg. Black History Month celebrations
  4. Muslim Student Association activities and meetings
  5. Guest speakers and workshops related to equity and inclusive education
  6. Mental health awareness activities and Mental Health Week activities
  7. Supporting students through a Mental Health group at CDDHS

Bullying Prevention and Equity & Inclusive Responsibilities




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:

Student to Student:

When responding to a bullying incident, our school staff uses a progressive discipline approach.  Use of Progressive Discipline supports a safe, inclusive and equitable 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.