Policy 2.1.15 SAFE SCHOOL - PROGRESSIVE DISCIPLINE

Approved: February 19, 2002

Revised: December 15, 2020

1.0 Rational

Progressive discipline is a non-punitive, whole-school approach that uses a continuum of corrective and supportive interventions, supports and consequences to address inappropriate behaviour and to build upon strategies that promote positive behaviours. Consequences include learning opportunities for reinforcing positive behaviour and assisting pupils to make good choices.

Prevention and early intervention are important for assisting pupils to achieve their potential and for maintaining a positive school environment. Our schools are inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability. A positive school environment is effected through programs and activities that focus on building healthy relationships, character development, and civic responsibility, which encourage positive participation of the school community in the life of the school.

2.0 Definitions

The following definitions apply for the purposes of pupil discipline.

Adult Pupil: a pupil who is 18 years or older or 16 or 17 and has removed him/herself from parental control.

Board Expulsion: an expulsion from all schools of the Board.

Bullying: aggressive and typically repeated behaviour by a pupil where,

the behaviour is intended by the pupil to have the effect of, or the pupil ought to know that the behaviour would be likely to have the effect of,
1. 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
2. creating a negative environment at a school for another individual, and
the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil 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 the receipt of special education.

For the purposes of this definition, behaviour includes the use of any physical, verbal, electronic, written or other means.

Cyber-bullying: bullying by electronic means, including, (a) creating a web page or blog in which the creator assumes the identity of another person, (b) impersonating another person as the author of content or messages posted on the internet, and (c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.

Although cyber bullying usually occurs outside the school, it can negatively affect the learning environment and student safety in the school. Where there is evidence that a student who has been intimated is impaired in their ability to progress in school, or that the cyber bullying affects school safety and security, the Principal will intervene as if the inappropriate behaviour was initiated in the school setting.

Daily Care: an adult person (18 years or older) who is not the custodial parent/guardian of a pupil who is less than 18 years old, but is a person who cares for the pupil on a daily basis and is known by the school to provide daily care, for example a grandparent, aunt, uncle, older brother or sister.

Discipline Committee: a committee of three (3) or more Trustees designated to determine suspension appeals and recommendations for expulsion.

Harassment: words, conduct or action that is directed at an individual and serves no legitimate purpose and which annoys, alarms or causes that individual emotional distress. (These words, conduct, or action include, but are not limited to, hate propaganda, notes, electronic messaging, etc.)

Parent/guardian: the custodial parent or guardian of a minor child who is not an Adult Pupil.

Impact on School Climate: an incident or activity which has a negative impact on the school community.

School Climate: the sum total of all of the personal relationships within a school. A positive climate exists when all members of the school community feel safe, comfortable and accepted.

School Community: the staff, pupils and parents of the school and feeder schools/family of schools, as well as the community of people and businesses that are served by or located in the greater neighbourhood of the school.

School Expulsion: an expulsion from the school of the Board that the pupil was attending at the time of the incident.

Vandalism: the willful or malicious damage, defacement or destruction of board buildings, grounds, equipment, or property as well as staff or student property.

Weapon: any object or thing used to threaten or inflict harm on another person, and includes, but is not limited to, knives, guns, replica guns and animals.

3.0 Policy

It is the policy of District School Board Ontario North East to support a safe, inclusive and accepting learning and teaching environment in which every student can reach their full potential.

At DSB Ontario North East, progressive discipline is a whole-school approach that utilizes a continuum of prevention programs, interventions, supports and consequences to address inappropriate student behaviour and to build upon strategies that promote and foster positive behaviours. When inappropriate behaviour occurs, disciplinary measures should be applied within a framework that shifts the focus from one that is solely punitive to one that is both corrective and supportive. Schools should utilize a range of interventions, supports and consequences that are developmentally and socio-emotionally appropriate and include learning opportunities for reinforcing positive behaviour while helping students to make better choices.

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