STUDENT BEHAVIOUR AND CONDUCT

Administrative Procedure 350

STUDENT BEHAVIOUR AND CONDUCT

Background

Student achievement and the development of skills and attitudes necessary for positive participation in a civil democratic society are optimized in a welcoming, caring, respectful and safe learning environment. Such an environment is best built on a foundation of respect – respect for self, for others, for property, and for community. Wild Rose School Division affirms the rights of its staff and students and ensures they will be not be discriminated against as provided for in the Alberta Human Rights Act and Canadian Charter of Rights and Freedoms. The Division acknowledges the obligation entrusted to it by the School Act to set expectations for student conduct that it believes will contribute to the realization of such an environment.

Procedures:

1.  Scope of the Division Code of Conduct

     1.1  The Division Code of Conduct applies to students of the Division engaged in, present at, or attending: 

            1.1.1  School or any activity on school premises whether during a regular school day, on the way to / from school, outside the regular school day, or on a day that is not a school day;

            1.1.2  Travel on a school bus or other transportation contracted or arranged by the Division or a school;

            1.1.3  Any activity sponsored by, organized by or participated in by the school regardless of the time or place;

            1.1.4  Any activity in and around the school premises occurring during the school day that involves the property of neighbouring residents, or that constitutes a nuisance or abusive behaviour;

            1.1.5  Any activity which may have a connection with the maintenance of order and discipline at a school.

     1.2  The Principal has the authority to respond to student misconduct occurring outside the school day or school- related or -sponsored activities (e.g., cyberbullying in the evening), if, in the opinion of the Principal, the conduct may negatively impact the school environment.

     1.3  The Division and its schools will cooperate with the police in cases where students violate the law. This cooperation will be informed by the procedures outlined in Administrative Procedure 352 - Interrogation of Students.

2.  Conduct Expectations

     2.1 The Division expects students to conduct themselves in the following manner:

            2.1.1  Maintain courteous and respectful relationships with fellow students, staff and others involved in the Division;

            2.1.2  Respect public and personal property;

            2.1.3  Actively promote the general welfare of the school and the student body;

            2.1.4  Adhere to all classroom, school and Division rules and procedures;

            2.1.5  Comply with the reasonable directives of a teacher or other employee of the Division;

            2.1.6  Maintain appropriate standards of hygiene, dress and language;

            2.1.7  Maintain a healthy lifestyle and attitude;

            2.1.8  Attend school daily and promptly at the appointed hours;

            2.1.9  Work diligently at their studies without disrupting the work of others;

            2.1.10 Demonstrate respect for all people, both in and outside school;

            2.1.11 Demonstrate respect for diversity and recognition that all persons are equal in: dignity, rights and responsibilities without regard to race, religious beliefs, colour, gender, gender identity, gender expression, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family status or sexual orientation.

     2.2  The Division regards the following as examples of serious misconduct which are not acceptable in the Division’s schools and workplaces during the school day or by electronic means:

            2.2.1  Bullying (including cyberbullying by electronic means);

            2.2.2  Verbal or physical harassment, disrespect, and/or intimidation;

            2.2.3  Physical or emotional violence;

            2.2.4  Discrimination contrary to the Alberta Human Rights Act or Canadian Charter of Rights and Freedoms.

            2.2.5  The possession, use and/or trafficking of legal and illegal or restricted drugs, alcohol, or other harmful substances;

            2.2.6  The possession and/or use of weapons;

            2.2.7  The possession and/or use of fireworks or incendiary devices;

            2.2.8  The possession and/or use of noxious or toxic substances;

            2.2.9  Engage in conduct contrary to the Division or School Code of Conduct and/or any school rule or Board policy or Administrative Procedure.

3.  Consequences for Unacceptable Conduct

As a general rule, consequences for unacceptable conduct is to be preventative and restorative in nature and is to provide students with the opportunity to correct behavioural issues. More punitive measures, including student suspension and exclusion from school, may be necessary for those occasions when corrective efforts fail to result in a student complying with the expected conduct standards or when the incident is of such a nature to demand such immediate action. In such instances, disciplinary actions must recognize and adhere to certain principles:

     3.1  Each instance of student misconduct must be dealt with on an individual basis taking into consideration the individual circumstances of the student;

     3.2  Each case of student misconduct shall be dealt with as expeditiously as possible;

     3.3  Students who contravene the Division or School Code of Conduct will be subject to discipline reflective of the age and maturity of the student and the severity and frequency of the unacceptable conduct:

            3.3.1  Consequences are to be progressive in nature;

            3.3.2  As students become older, behaviour expectations become higher and consequences of unacceptable behaviour become greater;

            3.3.3  Severe, pervasive or retaliatory behaviour will warrant stronger consequences and may lead to a recommendation for expulsion

     3.4  Consequences will be fair, consistent and meaningful, for the purpose of making restitution and enhancing student responsibility and self-discipline.

     3.5  Supports will be provided for students who are impacted by inappropriate behaviour, as well as for students who engage in inappropriate behaviour.

     3.6  Special considerations may apply to students with special needs if these students are unable or do not comply with a Code of Conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature. When students with identified special needs require intervention regarding their conduct, the Principal will ensure that:

            3.6.1  Such students have been adequately assessed;

            3.6.2  Appropriate interventions are applied before discipline is considered;

            3.6.3  The grounds for suspension are clear and appropriate;

            3.6.4  Meaningful education programs or interventions are offered during any period of suspension;

            3.6.5  Planning is undertaken for successful re-entry of the student if suspension is imposed.

     3.7  In cases of property damage, the School Act assigns a liability for costs to the parents/guardians and student(s) involved.

4.  Suspensions/Expulsions

Suspension from school is an action of last resort when all other corrective efforts have failed, or in those instances in which the misconduct is deemed to be of a serious enough nature that the student’s continued presence in the school may be detrimental to the well being of students, others or to the overall school environment. In such cases, principals are to adhere to the expectations outlined in Administrative Procedure 355 Suspension/Expulsion of Students.

5.  Record-Keeping

The Superintendent expects that Division and school administration will maintain accurate and reliable records which allow the monitoring and tracking of individual, school and Division-wide student conduct data over time.

6.  Appeals

The Principal responsible for imposing consequences on a particular student shall advise parents/guardians and students that discipline decisions significantly affecting the education, health, or safety of a student entitled to an educational program in the Division are subject to appeal as provided by Administrative Procedure 390 - Appeals Concerning Student Matters.

7.  School Codes of Conduct

Within the framework of the Division Code of Conduct, each Principal shall establish a written School Code of Conduct that will govern student conduct. Principals will ensure these codes are:

     7.1  Reflective of the expectations of Section 45.1 of the School Act requiring school authorities to provide safe and caring environments for students;

     7.2  Developed collaboratively with staff, parents and students;

     7.3  Made available to the public;

     7.4  Distributed to students, parents and employees of the Division at the beginning of each school year;

     7.5  Provided to students and parents who enroll in the school during the school year;

     7.6  Provided to Division employees who are assigned to the school during the school year when they are so assigned;

     7.7  Displayed prominently in the school;

     7.8  Reviewed annually with individuals or groups the Principal considers are representative of

            7.8.1  Division employees,

            7.8.2  Parents, and

            7.8.3  Students

            In order to assess the effectiveness of the School Code of Conduct in addressing current school safety issues;

     7.9  Actively “taught” as part of the regular classroom and school experience.

8.  In cases of persistent unacceptable behaviour, a review of current educational programming will occur with possible referral for educational/psychological assessment, family counselling or to community or government agencies.

Reference: Section 12, 14, 16, 16.1, 16.2, 18, 20, 24, 25, 45, 45.1, 60, 61, 113 School Act

Occupational Health and Safety Act

Prevention of Youth Tobacco Use Act

Smoke-free Places Act

 

Reviewed/Revised: July 2011,     January 2015,   April 2017,     February 2018