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Bullying Prevention Plan

SCHOOL: WELLINGTON HEIGHTS SECONDARY SCHOOL           DEVELOPED SEPTEMBER 2017

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: Jennifer Meeker, Principal & Kevin Taylor, Vice-Principal

Equity Rep: Jessica Rowden

Teacher(s): Sarah Drost, Blair Klemp, Matthew Timberlake, Rob Drost

Support Staff: Jenni Jenkins

Student Rep:  (when appropriate) Jana Edgar, Scotia Sharpe

Parent: Tammy Ball

Community Partner:  (if possible) Greg Eurig, OPP

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 21, 2017

Our most recent school climate survey was or will be conducted on: May 2017

26% of students in grades 9-12, 3% of parents, and 40% of staff completed our most recent school climate survey.

Data from our most recent climate survey indicated that:

47% of students in grades 9-12 feel very safe at school.

31% of students in grades 9-12 identified that they have been bullied a few times at school over the last year.

37% of students in grades 9-12 indicated that they told an adult about bullying that had occurred.

35% parents who completed the survey felt that adults at school were helpful in resolving bullying issues.

100% 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:

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. Continue to strengthen our Social Equity Club (eg. Week of Empathy, What is Consent?, Equity Walk, Den video)
  2. Through staff meetings & PD provide first-hand information from our student’s lived experience and the barriers they face at school and at school events such as field trips.
  3. Continue to use Restorative Practice and Collaborative Proactive Solutions when issues arise.
  4. LINK CREW – engaging our students leaders with the grade 9’s at camp and 2 more times in the semester.
  5. Expand the Alternative Education Program to work with Seniors in 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. ASIST training for staff
  2. EGALE training for staff
  3. Week of Empathy for all students and staff
  4. Establishment of a mental wellness committee
  5. Positive Consent – sexual health week
  6. LINK CREW
  7. More in depth climate survey data collected by MDM4U class

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.