Bully Prevention


Please Note this is a Draft of our Prevention and Intervention and the data below is based on Data collected last year.


Bullying Prevention and Intervention Action Plan Template 2020 / 2021


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


WELL-BEING MEMBERSHIP


School Brookville Public School

Principal or Vice Principal Margaret Napier

Teacher Nancy Bradley

Non-Teaching TBD

Parent Melissa Pirillo

Community Partner Police Liaison Officer

Students Student Council Members

WELL-BEING CONTACT PERSON (must be a staff member) Nancy Bradley

Contact Email Address bradleyn@hdsb.ca



Types of bullying that exist in our school

(as identified through school-based data and information)

This Data was collected in November/ December 2019. The most prominent form of bullying at Brookville PS is social at 27%, followed by verbal at 24%, physical at 14%, and cyber at 7%. Students reported that their appearance (12%), academic standing(12%), and “other” (29%) were the most prominent reasons for being bullied/excluded. From our Tell, Them From Me data in May 2019 ~ 26% of the girls and 34% of the boys in this school were victims of moderate to severe bullying in the previous month (April 2019). The Canadian norm for girls is 25% and for boys is 29%.


School Bullying Prevention SMART Goal

To decrease the percentage of students who were victims of moderate to severe bullying from 26% of the girls and 34% of boys to 15 and 20 % respectively. (ultimately to 0%).

To increase the positive teacher-student relations from data collected on the TTFM survey to increase from 7.1 to 8.5 for girls and from 6.8 to 8.0 for boys. Ultimately we would like to increase the positive teacher-student relations to 10 for both boys and girls.


Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

(for whole school, and those students at risk of bullying behaviours)

Resources:

  • HDSB student services, IPL

  • Equity Team resources

  • Social Justice

  • How To Fill Bucket/Community Circles and Kelso’s Choices (problem-solving)


Strategies to Promote Appropriate Student Behaviours and Inclusion:

  • Bullying Prevention and Awareness Week November planned/organized with student leaders - Morning Announcements all virtual this year

  • Cooperative games taught to each class build relationships with peers and staff

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

  • Student Council - promoting of virtual class team- started in November 2020 first one was banner of class name

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


Conflict Resolution Strategies:

CPS

  • CYC to use Mind Up for targeted grades and social skills small groups

  • CYC to support grade 1 classes focussing on social skills


Bullying Intervention and Support Strategies

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

Examples:

  • community resources (ROCK, Nelson Youth Centre)

  • ASIST trained staff member in the building

  • Support students who want to make a difference and are interested in Anti-bullying, Anti-racism gender equality messaging- Leadership team

  • conferences in response to students who have been harmed, witnessed or who have harmed others ,using CPS strategies/resources

  • CYC supporting community circles in Intermediate division

  • CYC involvement where needed with individual students or groups of students and for class-wide education around bullying and problem solving

  • HDSB reporting protocol Bill 157, Reflection time

  • regular home/school communication

  • On-going messages in assemblies

  • On-going class conversations with Teachers

  • On-going messaging during staff meetings

  • 1:1 conversations privately with individual students

Preventative Through Whole School Education:

  • 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)

Prevention Through Student/Specific Grade Education:

  • Grade 1- 3 students use mindfulness strategies for self-regulation - embedded in lessons

  • How To Fill 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 targeted grades and social skills small groups

  • CYC to support grade 1 classes focussing on social skills

  • 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)


Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community


  • School website containing links related to Bullying prevention and school messenger used to promote bullying prevention workshops and/or presentations

  • Connections with the Community Liaison Officer

  • Utilize expertise from the staff members that 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

  • Connections to “Healthy and Positive Relationships


Bullying Prevention and Awareness Responsibilities for:

Staff:

  • 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

  • Teachers to use CPS language when supporting students

  • Implement and refer to training on Restorative Circles

  • 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:

  • Student participation - board sponsored events that promote diversity, inclusion, and tolerance

  • Student leadership opportunities (in class opportunities, announcements Council, clubs once they are able to run)

  • GSA meetings (Gay, Straight Alliance to begin in 2021 virtually)

  • 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 children in following the HDSB Code of Conduct.

  • Regularly review with your child any correspondence from the school/board and ministry pertaining to Bullying prevention.

  • Encourage your child to take responsibility for his/her actions.

  • Work with staff when dealing with disciplinary incidents involving your child. Provide strategies to their children to help them problem solve.

  • Ensure that incidents of bullying are reported.

  • Attend PIC conferences 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 (required)

  • Other


Resources/Reference: Safe and Accepting Schools Policy

HDSB Admin Procedure Bullying Prevention and Intervention

HDSB Admin Procedure Positive School Climate

TTFM Survey

Safe Schools Social Workers

Public Health Nurses