Brookville Public School

Bullying Prevention and Intervention Action Plan 

2018-2019



Providing students with an opportunity to learn and develop in a safe and respectful society is a shared responsibility in which the board and our schools play an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports academic achievement for all students and that helps students reach their full potential. Bullying prevention and intervention strategies must be modeled by all members of the school community.

 

from HDSB Bullying Prevention and Intervention Administrative Procedure


Definition of Bullying

Bullying means aggressive and typically repeated behaviour by a student where,

a)   the behaviour is intended, or the student ought to know that the behaviour would be likely to have that effect of,

  • causing fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or

  • creating a negative environment at the school for another individual, and

 

b) 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.

 

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. For the purposes of the definition of bullying, bullying by electronic means (commonly known as cyber-bullying), including, creating a web page or blog in which the creator assumes the identity of another person or impersonating another person as the author of content or messages posted on the internet; communicating material electronically to more than one individual or posting material on a web-site that may be accessed by one or more individuals







from Accepting Schools Act 2012


SSAT MEMBERSHIP

2018/2019

School

Brookville Public School

Principal or Vice Principal

Margaret Napier (Principal)

Curtis Morton (Vice-Principal)

Teacher

Leanne O’Neill, Nancy Bradley

Non-Teaching Staff

James Logan

Parent

Parent Council Member

Community Partner

Mike Hunchuk

Students

Student Parliament Rep

SSAT CONTACT PERSON

(must be a staff member)

Leanne O’Neill

Nancy Bradley

 

Email address

oneilll@hdsb.ca

bradleyn@hdsb.ca




Types of bullying that exist in our school

(as identified through school based data and information)

From Spring 2017 TTFM:


The most prominent form of bullying at Brookville PS is social at 27%, followed by verbal at 24%, physical 14% and cyber 7%.  Students reported that their appearance (12%), academic standing(12%) and “other” (29%) were the most prominent reasons for being bullied/excluded. 


Brookville is a Bring It School, where students are encouraged to bring electronic devices that will support and enrich their learning experiences.  Our cyberbullying data indicates that this is the lowest form of bullying in school at 7%


With respect to where bullying occurs, students reported that the library (0%), gymnasium (0%) and washrooms (3%) are the areas in which bullying is less likely to occur.  Outside of school (54%), the school bus (18%) and during lunch (17%) are the most common areas.  


When bullying occurs: 68% during recess, 16% during lunch and 14% after school.  


2018/19 In School Survey for Brookville Students from Grades 4 - 8:


  • 79.5 % of students in grades 4 - 8 agree with the statement “I feel safe when I am at school” 

  • 15% of students from grades 4 - 8 agree with the statement “I sometimes feel safe when I am at school”

  • 5% of students in grades 4 - 8 disagree with the statement “I feel safe when I am at school”


  • 4% of students attending Brookville in grades 4 - 8 have reported that they experienced bullying at school.


A new survey will be done this year to inform this information.



School Bullying Prevention SMART Goal

The overall level of Grades 4 - 8 students sense of belonging will increase by at least 5% as measured by the TTFM spring 2017.  The current rate is 77%.


The overall rating of feeling safe at school as well as to and from the school of students in grades 4 - 8 will increase 5%.  Our current rate is 61% above the Canadian norm of 68%. Safety at school also includes the bus. We will establish seating plans and bus monitors on buses requiring extra support and structure.  


The overall percentage of Grades 4 - 8 students experiencing some form of bullying will continue to stay below the Canadian norm  21% of grades 4 - 8 of Brookville students report being bullied. The Canadian norm is 26%. We would like to see our rates drop below 20%


All Brookville students will continue to demonstrate safety and responsibility when using wireless internet and technology in the building.  Our perceptual data indicates that Brookville students will benefit from increased opportunities to experience diversity through curriculum board sponsored events, and excursions that expose our students to diversity.   



  • Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

  • (for wholeschool, and those students at risk of bullying behaviours)

Preventative Through Whole School Education:


  • Bullying Prevention and Awareness Week November 19 - 23 planned/organized with student leaders - Morning Announcements 

  • Student-led by each class Social Justice Assemblies that promote each month’s social justice focus

  • Ally mediators circulating on the schoolyard, helping prevent and solve conflict amongst their peers

  • Peer mediation offered by trained allies as an alternative to or the first step before teacher intervention

  • Me to We club that focuses on global issues and shares with the community

  • Kindness initiative to acknowledge all who show kindness.  Celebrate this on video announcements

  • Kindness Cards: Students fill out a card for other students when they demonstrate an act of kindness.  These get posted on a bulletin board in the front hall of the school.


Prevention Through Student/Specific Grade Education:


  • Kindness tree created by primary classes displayed in the hall.  This tree celebrates how students share kindness with others.

  • Grade 1- 3 students are using mindfulness strategies for self-regulation - embedded in their lessons

  • Grade-specific presentations (primary focus, verbal bullying, junior cyber and social. Intermediate, human rights)

  • How To Fill a Bucket/Community Circles and Kelso’s Choices (problem solving) to be integrated into the primary classrooms.  Primary students will use a common language for problem-solving  

  • CYC to use Mind Up for grade 5 and social skills small groups

  • CYC to run grade 1 games club one break a week focussing on social skills

  • Connections to Health and Phys. Ed curriculum focusing on healthy relationships

  • Assertive communication and problem-solving techniques to be purposefully taught in the drama program (ie role plays about how to respond to and deal with bullying situations)

  • Purposeful teaching of bullying concepts (ie conflict vs. power, relationships, what does bullying look like, sound like and feel like?) into language arts (through resources purchased.social justice)

  • Purposeful teaching of the systemic forms of bullying/power inequity (ie racism, gender inequity, classism) through grades 7 and 8 history curriculum

  • Pastor Ruben St. Louis to share Kairo’s Blanket Activity with Grade 6 students


Prevention Through Student Leadership:


  • Student participation - board sponsored events that promote diversity, inclusion, and tolerance (ie Making the Change Diversity Conference, Our Voices Conference)

  • Student leadership opportunities (ie Allies, Athletics Council, Student Executive Eco-Council, Me to We) 

  • Train students to be peer mediators supporting students who may need an “Ally” or friend - run the Ally group during break times for students to be able to drop in when needed

  • Introduce and run weekly GSA meetings (Gay, Straight Alliance)

  • Weekly Primary/Junior games club run by Allies to help teach social skills through playing games

  • Athletic Council are running games during the nutritional breaks to increase student engagement and collaboration through sport.

  • Student Allies will use post it notes on lockers to send positive messages to students throughout school during a one week campaign.

  • Student allies will create tear-off sheets which have compliments on them that students can tear off and give to each other during a one week campaign.


Prevention Through Teacher Training:


  • Teachers on Safe Schools Action Team to attend Safe Schools Conference and share information with staff 

  • Teacher(s) on Safe Schools Team attend Our Voices Conference

  • Teachers trained on mindfulness and how to infuse strategies into the classroom 

  • Trained teachers on mindfulness mentoring teachers who would like to begin in classroom


Prevention Through Parent Education:


  • Information shared on Website, synervoice or School Council Bulletin Board about upcoming workshops and keynote presentations 



Bullying Intervention and Support Strategies

(for individuals who cause harm, are impacted by harm and are witness to harm)

When Responding to a bullying incident, staff will:


  • acknowledge the incident/affirm

  • gather information/ask questions

  • assess student safety and make a plan with students involved

  • act and follow up

  • report bullying to Admin or designate

  • admin will report to parents of students involved

  • admin will provide parents with contact information of staff and support personnel (Child and Youth Counsellor, community agencies, Ministry of Education website supports)

  • Collaborative Problem Solving


In addition, students who have been known to bully or have been bullied are brought to school team meetings for problem-solving and subsequently, school resource team meetings to explore further support.  An individual staff member (caring adult) will be assigned to support students. Those students who bully, are victims of bullying or bystanders to the bullying are equally supported in all cases of substantiated bullying.  Depending on the frequency and severity of the bullying, the following support services and agencies are considered: child and Youth Counsellor, Reach Out Centre for Kids, Nelson Youth Centres, Community Liaison Officers, Restorative Practices.



Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community
  • Brookville School website containing links related to Bullying prevention and school messenger used to promote bullying prevention workshops and/or presentations

  • Active Safe Schools Action Team that attends workshops and/or conferences

  • Connections with the Community Liaison Officer (Bravo Program)

  • Four staff members have been CPS trained and use the approach to promote collaboration in problem-solving

  • Social Justice student-led assemblies highlighting each month’s social justice focus

  • Valuing of diversity, prosocial behaviour, and student interests through the school mantra “something for everyone” - a variety of extracurricular activities are offered in athletics, arts, IT and leadership as a means of fostering a sense of belonging in students

  • Connections to Health and Physical Education curriculum “Healthy and Positive Relationships



Bullying Prevention and Awareness Responsibilities for:

Staff: Empower students to be positive leaders in their classrooms, school, and community and to report incidents of bullying.  Keep parents informed of any bullying incidents and problem solve collaboratively. Take a whole school approach to Community, Culture and Caring so that every student feels safe, accepted and included in the school environment by building classrooms of trust, cooperation, and inclusion where diversity is valued by demonstrating respect for all members of the community.

Students: Understand diversity and inclusion and contribute positively to the school climate at Brookville.  Learn to be an upstander rather than a bystander and take action by reporting incidents of bullying and supporting the student who is bullied and who bullies.   Take responsibility for your own actions and respect the safety, property, and the rights of all members of our community. Practice, responsible digital citizenship as a Bring IT school.

Parents: Encourage and assist your child in following the HDSB Code of Conduct.  Regularly review with your child any correspondence from the school/board and ministry pertaining to Bullying preventions. Encourage your child to take responsibility for his/her actions. Work with staff when dealing with disciplinary incidents involving your child.  Provide strategies to help them problem solved. Please ensure that incidents of bullying are reported. Attend PIC conference and special evenings, community or school-related parent workshops that will inform and support you in helping your child. Maintain regular and consistent contact with school staff.  



Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)


  • Staff Meeting

  • School Council Meeting

  • Newsletter

  • School Website 

  • Halton Cloud)

  • Other



Resources/Reference: Safe and Inclusive Schools Policy

                                  Bullying Prevention and Intervention Admin Procedure

                                  Bullying Prevention and Intervention Framework

                                  HDSB Guide to Bullying Prevention and Intervention

                                  Promoting a Positive School Climate

                                  TFFM Survey

                                  Safe Schools Social Workers

                                 Public Health Nurses