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Bullying Prevention Plan

Bullying Prevention Plan

SCHOOL:  Erin District High School                                          DATE:  September 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 behaviour by a student where,

  1. The behaviour is intended by the student to have the effect of, or the student ought to know that the behaviour would be likely to have the effect of,
  1. The behaviour 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: Ross Watson (Vice-Principal)

Equity Rep: Ashley Gibson

Teacher(s): Rachel Taylor

Support Staff: Kelly Diljee & Alicia McCay

Student Rep:  (when appropriate) TBD

Parent: Bertha Lopez

Community Partner:  (if possible) 

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 2021.

Our most recent school climate (WHY) survey was or will be conducted on: 2019

43% of students in grade 9-12, 10% of parents and 5% of staff completed our most recent school climate survey.

Data from our most recent climate survey indicated that:

86% of students in grades 9-12 feel very safe at school.

25% of students in grades 9-12 identified that they have been bullied a few times at school over the last year.

N/A% of students in grades 9-12 indicated that they told an adult about bullying that had occured.

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

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

N/A% 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. For all students to feel valued, included and accepted.
  2. Increase the number of students that agree that students are interested in them by 5%.
  3. Continue our focus on mental health.
  4. Increase engagement of parents on school council with virtual meetings (10% increase).
  5. Increase participation and presence of our Social Justice Group.

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. The Social Justice Committee is a safe space for students to meet and build relationships with like-minded individuals.
  2. The Social Justice Committee develops and facilitates social awareness school wide activities.
  3. Social Worker and online support for students under stress.
  4. Emphasis on bullying reporting tool on Website.
  5. Use of IST to monitor students.
  6. Use of LINK Crew for students to connect with peers.
  7. Introduce students to The Grove and other community support agencies.

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:

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.

(2021)