Bullying Prevention Plan
2021 School Bullying Prevention Plan
SCHOOL: Parkinson Centennial DATE: October 1, 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,
- 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,
- causing harm, fear or distress to another individual, including physical, psychological, social or academic harm, harm to the individual’s reputation or harm to the individual’s property, or
- creating a negative environment at a school for another individual, and
- 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:
- Is used to upset, threaten or embarrass another person.
- Uses email, cell phones, text messages and social media sites to threaten, harass, embarrass, socially exclude or damage reputations and friendships.
- includes put downs, insults and can also involve spreading rumours, sharing private information, photos or videos or threatening to harm someone.
Examples of Bullying
- PHYSICAL AGGRESSION: e.g., hitting, pushing, stealing, damaging property
- VERBAL AGGRESSION: e.g., insults, threats, taunting someone in a hurtful way, name calling, making sexist, racist or homophobic comments
- SOCIAL OR RELATIONAL AGGRESSION: e.g., spreading rumors about someone, excluding someone, gossiping
- ELECTRONIC (Cyberbullying): e.g., spreading rumors and/or hurtful comments through the use of email, cell phones (texts) and on social media.
Safe Schools Committee
(Note: mandatory for all schools – an existing committee may assume this role)
School Administrator: Patricia Josephson (P)
Equity Rep: Vanessa Collie,
Teacher(s): Dayna Hoekstra
Support Staff: Shannon Kennnedy (CYC)
Student Rep: Student Council
Parent: Samantha Stevenson
Community Partner: Joan Heath (Public Nurse)
The role of this committee should include but is not limited to the following:
- Develop and annually review the School Bullying Prevention Plan
- Implement and analyze data from the School Climate Survey ( every two years)
- Identify and implement bullying prevention and intervention programs that address the needs of the school
- Identify relationship building and community building programs relevant to the needs of the school
- Assist with training and awareness raising strategies for staff, students and parents/ guardians
- Communicate bullying prevention and intervention strategies and reporting procedures to the school community
School Monitoring and Review Process
This Bullying Prevention and Inclusive School Plan was developed or reviewed by our Safe School Committee in 2021. We continue to use the data to make improvements and will be working on administering a new survey this year.
Our most recent school climate survey showed:
- 100% of students in grades 4-6 (compared to 87% in 2016)
- 95% of students in grades 7-8 (compared to 100% in 2016)
- 34% of parents (compared to 1% in 2016)
- 91% of staff members (compared to 66% in 2016)
Data from our most recent climate survey indicated that this school has created a safe environment for students:
- 42% of students in grades 4-6 feel somewhat safe, and 46% feel very safe, at school.
- 54% of students in grades 7-8 feel somewhat safe, and 43% feel very safe, at school.
- 14% of students in grades 4-6 reported being bullied often, and 15% reported being bullied almost every day at school over the last year.
- 4% grades 7-8 reported being bullied often, and 0% reported being bullied almost every day at school over the last year.
- 75% of students in grades 4-6 indicated that they told an adult about bullying that had occurred.
- 48% of students in grades 7-8 indicated that they told an adult about bullying that had occurred.
- 75% of parents who completed the survey felt that adults at school were helpful in resolving bullying issues.
- 58% 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:
- ☐Board professional development workshops
- ☐Online training for new employees
- ☐Staff meetings
- ☐Provision of professional development materials and resources
- ☐Other (please specify)
Parents/Community Communication and Outreach Strategies
We will communicate our Bullying Prevention and Equity & Inclusive strategies and initiatives by:
- ☐Including our Bullying Prevention and Equity & Inclusive Plan in our school/student handbook
- ☐Including information inserts in our school newsletters and other in-house publications
- ☐Sharing information during school assemblies and announcements
- ☐Sharing information through bulletin board postings
- ☐Sharing information at School Council and other parent meetings
- ☐Sharing information at staff meetings
- ☐Integrating Bullying Prevention and Equity & Inclusion into classroom instruction
- ☐Posting our Bullying Prevention Plan and Safe, Equitable and Inclusive Schools strategy on our school website
- ☐Informing parents and school volunteers of our procedures for reporting incidents of bullying and inequity
- ☐Assisting parents to build awareness and knowledge so they may support our school Bullying Prevention and Equity & Inclusive strategies
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):
- 100% of all 4/6 and 7/8 students will continue complete the survey this year
- 50% of all parents will complete the survey this year (increase from 34%)
- 72% of all grade 4-6 students will feel very safe at school (increase from 42%) and 74% of 7-8 students will feel very safe at school (increase from 54% )
- 80% of classroom teaching staf will very much feel equipped to foster strengths and positive development in each individual student in their class (increase from 63%)
- 80% of classroom teaching staf will be able to incorporate positive school climate and mental health initiatives in their classroom (increase from 67% )
- 100% of the staff will be aware of all the school initiatives being implemented to create a safe school environment and have support for their implementation
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:
- Students and staff will lead and inspire the student population via extra curricular activities like outdoor intramurals, games club, maker space, virtual assemblies, student lead morning announcements prepared by Student Council and friendship/spirit days lead by student Leadership Club under the guidance of our Equity representatives.
- Student Leadership will work to build sense of community via, Community calendar. School Improvement Plan student leadership board, student lead Spirit Days and Monthly Virtual Assemblies focused on Mental Health and resilience, race awareness lessons (picture books, videos)
- Beyond the Hurt (CYC)
- “What Is and Is Not Bullying” Resources for staff/presentation for students by students – GSA club – take place in individual classrooms
- Work towards dismantling systemic racism through book studies, articles and creating a Google Classroom with resources for teachers to support awareness and education.
Bullying Prevention and Equity & Inclusive Responsibilities
- Continue to closely supervise students in all areas of the school and school grounds
- students are separated by age and grade level to promote age appropriate activities
- Watch for signs of bullying and stopping it when it happens
- Identify racist behavior and statements by naming them
- Focus on working towards dismantling systemic racism through book studies, articles and creating a Google Classroom with resources for teachers to support awareness and education
- Respond quickly and sensitively to bullying reports (Affirm, Ask, Assess, Act)
- Take seriously parents’ concerns about bullying incidents – when and where did it happen
- Assign consequences for bullying with a focus on taking responsibility for our actions (PCPS Restorative Circle and how to correctly apologize so everyone feels heard, seen and valued
- Teach students our procedures for reporting incidents of bullying – ask a teacher for support
- Provide a safe environment for students who report bullying (protection from retaliation)
- Treat others respectfully at all times – “walk the talk”
- Model positive ways of getting along with others
- Focus on teaching about racism, respect and treating others with kindness
- Create a multi-cultural wall to promote cultural and ethnic diversity
- Treat each other respectfully at all times
- Refuse to bully others
- Refuse to let others be bullied
- Refuse to watch, laugh or join in when someone is being bullied
- Include everyone in play, especially those who are often left out
- Report bullying to an adult
- Model positive ways of getting along with others
- Help their son/daughter find ways to express anger that do not involve hurting others physically or emotionally
- Teach problem solving skills
- Inform school staff if their child tells them about a bullying incident
- Support the schools bullying-prevention efforts
- Help their son/daughter understand the value of accepting and celebrating individual differences
- Be alert to signs their child is being bullied or may be bullying others
Our staff will use the following process when bullying is reported:
Acknowledge the Incident / Affirm
- “You were right to report/get help from an adult.”
- “I’m glad you asked for help with this.”
Gather Information / Ask Questions
- “Tell me more about what happened.”
- “Has this happened before?”
- “Did anyone try to help you?”
- “Are you telling me this is to get someone in trouble or to keep someone safe?”
Assess Safety / Make a Plan
- Determine what the student needs to feel safe now
- What can the student do if the bullying continues
- What steps need to be taken to limit the possibility of retaliation for the person reporting the bullying
- Who the student will tell if there is another incident
Act / Follow-up
- Determine “next step” or refer the student to an administrator
- Tell them what will happen next
- Check with the student to determine the success of the intervention
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:
- Safe Schools Incident Reporting (on-line)
- On-line Bullying Reporting Tool
- Tell an adult in the building (phone, in person, email etc.)
- Parent / Teacher interviews
- Make an appointment to meet with school staff
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:
- Well-Being strategies and programs;
- providing students with the opportunity to learn life skills such as conflict resolution, anger management and communication skills;
- collaborative problem solving;
- utilizing models based on the concepts of peer mediation;
- documenting incidents requiring disciplinary measures;
- use of progressive discipline;
- consideration of mitigating factors;
- ensuring that contact is made with the parent(s)/guardian(s) of students, under the age of 18, early in the disciplinary process and involving them in a plan to improve the behaviour;
- CYC support
- referral to outside agencies (e.g., CMHA, DCAFS)
- restorative justice practices (e.g., written or verbal apology, community service)
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.
- 42% of students in grades 4-6 and 60% of students in grades 7-8 reported that they feel somewhat safe when they are at school.
- 46% of students in grades 4-6 43% of students in grades 7-8 reported that they feel very safe when they are at school.
- 28% of parents who completed the survey indicated they believe their child(ren) feel somewhat safe, and 66% indicated they believe their child(ren) feel very safe, while at school.
- 48% of students in grades 4-6 and 47% of students in grades 7-8 reported that they somewhat feel like an important, respected and valued part of the school community.
- 17% of students in grades 4-6 and 26% of students in grades 7-8 reported that they very much feel like an important, respected and valued part of the school community.
- 43% of students in grades 4-6 and 55% of students in grades 7-8 reported feeling somewhat included at school
- 41% of students in grades 4-6 and 43% of students in grades 7-8 reported feeling very included at school.
- 46% of parents reported that they feel some what part of the community and 39% indicated that they very much feel, like an important, respected and valued part of the community
- 43% of parents reported they are very satisfied, and 21% reported they are extremely satisfied, with the steps their school has taken to build a positive, supportive, and welcoming school climate.
Resolving Bullying issues at school:
- 75% of students in grade 4-6 and 48% of students in grades 7-8 reported that they told an adult about it.
- 71% of parents indicated an adult at school was informed.
- 75% of those parents indicated that an adult was helpful to their child and 58% reported the bullying stopped.
- 70% staff reported that to the best of their knowledge, steps were taken to address the situation and 94% reported those steps were successful.