Bullying Prevention and Intervention Action Plan Template 2017 / 2018


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

2017 / 2018

School

Brant Hills PS

Principal or Vice Principal

Drew Donaldson/Tracey Pulford

Teacher

Kelly Bourassa

Non-Teaching Staff

Allysa Antinori

Parent

Colleen Pinney

Community Partner

Constable Mary Repta


Students

Nicola Crichton

WELL-BEING CONTACT PERSON

(must be a staff member)

Kelly Bourassa


Email address

bourassak@hdsb.ca





Types of bullying that exist in our school

(as identified through school based data and information)

Students with positive behaviour at school

Students that do not get in trouble at school for disruptive or

inappropriate behaviour.

• In this school, 87% of students had positive behaviour; the Canadian norm for these grades is 87%.


Feel safe attending this school

Students who feel safe at school as well as going to and from school.

• 53% of students felt safe attending the school; the Canadian norm for these grades is 68%.


Bullying by Type at Brant Hills Public School

Physical- 17%

Verbal - 34%

Social  - 33%

Cyberbullying - 12%


Student Identified Issues with Preventative Measures

Teachers can tell when bullying occurs 39%



School Bullying Prevention SMART Goal

If we focus on developing a sense of belonging for staff and students through our actions (see strategies below), then we will see an increase/ improvement in their sense of belonging and feeling respected and safe at school.







Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

What are our Next Steps?


Students:

  • Lego Club for students

  • girl/boy social clubs/groups (eg. Girls INC, etc)

  • Whole school Hawk Groups focusing on school vision and character traits (assemblies)

  • Mindful Mondays: run by staff (extra curricular)

  • Mindful minute:  right after morning announcements

  • Hold the Door Campaign

  • Developing Community:  reading buddies, cross grade groupings, Playday, showcase (Talent Show, Art Exhibit, etc)

  • BRAVO (Gr. 6)

  • Use of class meetings to provide students and teachers with an opportunity to voice concerns and problem-solve solutions in a safe and caring environment

  • Restorative Practices with students

  • Intermediate Focus Group:  Feedback on sense of belonging


Lunch and learn sessions for Staff:  

  • Zones of Regulation

  • Wellness Series for staff

  • Restorative Practices



Bullying Intervention and Support Strategies

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

  • Progressive Discipline/Code of Conduct

  • Use of class meetings to provide students and teachers with an opportunity to voice concerns and problem-solve solutions in a safe and caring environment

  • Use of clear expectations and consequences

  • Zones of Regulation

  • Collaborative Problem Solving

  • Restorative Practices

  • Students will be reminded that reporting incidents of bullying is the right action to take as it will lead to quicker resolution of the situation

  • Games Clubs creating safe space for students with anxiety to connect with peers and build social skills




Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community
  • BMS training refresher

  • Well Being members will attend board conferences on Safe and Inclusive Schools to remain current with board best practices

  • Discussion of safe schools, mental health and school culture at staff learning sessions (e.g., Wellness, FASD workshop, zones of regulation, etc)

  • Staff advocacy for our most at-risk students who appear disengaged

  • Differentiation strategies and ongoing assessments to improve student achievement and student engagement










Bullying Prevention and Awareness Responsibilities for:

Staff:

  • To respond to student needs in preventing and addressing bullying as it occurs within the school

  • To report and communicate with students, parents and administration

  • Participate in Professional Learning with regards to Wellness and Safe Schools

  • To integrate wellness in classrooms to promote resilience, problem solving, emotional regulation(e.g.Minds UP, Zones of Regulation, Mindful Minute)

Students:

  • To communicate with peers, parents, teachers and administration

  • Participate in Hawks events

  • To participate in extracurriculars, community themes, and classroom activities and discussions around wellness and self-regulation

  • To play an active role in bullying prevention among their peers (not a bystander)

  • treat one another with respect and kindness

  • Include others in games, outdoor play and classroom activities

  • Include adults in problem solving if necessary



Parents:

  • To communicate with their children, teachers and administration

  • To attend school wide community events

  • To promote character development at home

  • The members of the Parent Council for our school will be invited to the events that are planned throughout the year in relation to Bullying Prevention







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 Inclusive Schools Policy

                                  HDSB Admin Procedure Bullying Prevention and Intervention

                                  HDSB Admin Procedure Positive School Climate

                                  TTFM Survey

                                  Safe Schools Social Workers

                                Public Health Nurses