Bullying Prevention Plan

SCHOOL: Salem Public School

DATE: September 27, 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 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
  2. 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 rumours about someone, excluding someone, gossiping
    • ELECTRONIC (Cyberbullying): e.g., spreading rumors and/or hurtful comments through the use of email, cell phones (texts) or on social media.

Safe Schools Committee

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

School Administrator: Natasha Skerritt

Equity Rep: Lauren Katsuno

Teacher(s): Kelly Doerr

Support Staff: Dana Shantz

Student Representatives: HB, AP, AP, LM, TC

Parent: Ashley Watson, Jane Ridd

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 (WHY – Wellness Health of Youth 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 on: September 24, 2020

    Our most recent school climate (WHY) survey was conducted in the fall of 2019. However, the data was not able to be used for this Prevention Plan. The data for this plan is from the climate survey conducted on: April 2018

    100% of students in grades 4-6, 32% of parents, and 61% of staff completed our most recent school climate survey.

    Data from our most recent climate (WHY) survey indicated that:

    51% of students in grade 4-6 feel very safe at school.
    40% of students in grade 4-6 identified that they have been bullied a few times at school over the last year. 79% of students in grade 4-6 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. 43% of parents who completed the survey indicated that bullying stopped after their child told an adult about the bullying.
    100% 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

Parents/Community Communication and Outreach Strategies

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

  • Including information inserts on our school website and other publications sent from the school
  • Sharing information during school assemblies (virtually / in person) as well as on our daily 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 (WHY) survey.

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

  1. School Climate – Continue to create a feeling of kindness, compassion, respect, inclusion and acceptance. Work together as a community to develop a positive feeling in our school. We will work together to be resilient. We can do hard things. If we fall we can get back up and learn to fly.
  2. Safe Schools – Staff, students, parents and school community promote and sustain student well-being and positive student behaviour in a safe accepting, inclusive and healthy learning environment. Continue to use school wide collaborative problem solving and restorative practices.
  3. Voice – Students, staff and community members at Salem will be given the opportunity to voice their opinions, concerns and feel confident that concerns will be addressed. Students will be given opportunities to demonstrate leadership.
  4. Parent Community – Continue to increase the quality of home school connection and parent engagement using suggestions from parents on the School Council. Increased communication between home and school through email, Google Classroom, UGDSB App, and the school website.
  5. Equity – Deepen our understanding of the differences and similarities of all people, with a focus on being your own person within a supportive community. We will continue to celebrate differences, value uniqueness, and say something when there is injustice.

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. School Wide Events and Practices are in place to develop socially responsible students and inclusive education:
    • School meeting trees, community building
    • Respect all individuals’ differences.
    • Include all students, especially our new to Salem friends. When student leaders in our school see others by themselves they will invite them to join their games.
    • Staff will use gender inclusive language when addressing students.
    • Staff will use inclusive language when communicating with families.
    • Resources purchased for the Learning Commons will focus on Equity and Inclusion.
    • Events such as our school wide activities will occur where our school community will continue to strive to support global and local initiatives and develop socially responsible students. (e.g. Donating our Scholastic funds at a book fair to another school in need.)
  2. Classroom meetings and lessons occur to resolve conflicts, develop mentally healthy students, and build inclusion. Classes have class agreements about positive behaviour and expectations. (Resources may include Collaborative Problem Solving, Zones of Regulation, The Umbrella Project)
  3. Students will be given leadership and student voice opportunities. Students will be offered digital opportunities to share their leadership through Google assemblies and Google classrooms. Student leaders will be given the chance to work with younger students during recess breaks. Student leaders will create videos to help students with routines and rules at Salem. (i.e. new Crazy Carpet video.) Student leaders will develop land acknowledgement videos specific to Salem P.S.
  4. Participate in Bullying Awareness Week and other year round activities to promote awareness and inclusion. (e.g. pink shirt days, orange shirt day, snuggle up and read day, lessons, books, songs, videos and assemblies)
  5. Staff will participate in professional development and activities related to BIPOC inclusion and awareness. (e.g. Positive Black history, days of significance, culturally responsive texts, GSA’s and Pride etc.) Staff will also have the opportunity to participate in professional learning related to anti-racism and anti-oppression.
  6. “After the Fall” (Dan Santat), theme book for the 2021-2021 year. Focus on building perseverance and getting back up when we fall and learning to fly. The focus will be on growth mindset throughout the year. Staff will have in depth conversations with classes related to this book as well as incorporate additional picture books that will ignite conversations in classes.
  7. Reporting procedure process that is clear for students, staff and parents. (e.g. Staff are identifiable with orange vests when on duty. Parents are encouraged to email staff if a concern arises. Classroom teachers will work with classes to ensure all students have an opportunity to problem solve with peers if a concern arises.)

Bullying Prevention and Equity & Inclusive Responsibilities


  • Closely supervise students in all areas of the school and school grounds
  • Watch for signs of bullying and stopping it when it happens
  • Respond quickly and sensitively to bullying reports (Affirm, Ask, Assess, Act)
  • Take seriously parents’ concerns about bullying incidents
  • Assign consequences for bullying
  • Teach students our procedures for reporting incidents of bullying
  • Provide a safe environment for students who report bullying (protection from retaliation)
  • Treat others respectfully
  • Model positive ways of getting along with others


  • Treat each other respectfully
  • 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 child 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 child understand the value of accepting and celebrating individual differences
  • Be alert to signs their child is being bullied or may be bullying others

Intervention Strategies

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.”


  • “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 and 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)


Salem PS Bullying Prevention Plan 2021