Granite Ridge Education Centre
DRAFT: BullyingPrevention and Intervention Plan
First Draft, August 2011
Bullying will not beaccepted on school property, at school-related activities, on school buses, orin any other circumstances (e.g. on-line) where engaging in bullying will havea negative impact on the school climate.
Taken from PPM 144, pg 4.
LDSB Administrative Procedure 356 states:
The Limestone District School Board is committed to buildingand sustaining a positive school climate for all students enrolled in theBoard’s schools in order to provide to our students the opportunity to reachtheir full potential. To that end, the Board has implemented programs and activitiesthat focus on bullying prevention and intervention.
Providing students an opportunity to learn and develop in asafe and respectful environment is a shared responsibility in which the boardand schools play an important role. Bullying prevention and interventionstrategies contribute to a positive learning and teaching environment that supportsacademic achievement for all students and that helps students reach their fullpotential.
What is Bullying?
Bullying is typically a form of repeated, persistent, and aggressivebehaviour directed at an individual or individuals that is intended to cause(or should be known to cause) fear and distress and/or harm to another person’sbody, feelings, self-esteem, or reputation. Bullying occurs in a context where thereis a real or perceived power imbalance. (Mandated by the Ministry ofEducation; PPM 144, pg.2)
Bullying can take many forms: physical (hitting, pushing, tripping),verbal (name calling, mocking, making sexist, racist or homophobic comments)social ( excluding others from a group, spreadinggossip or rumours) or it can occur through the use of technology (spreadingrumours, images or hurtful comments through the use of e-mail, cell phones,text messaging, internet websites or other technology). PPM 144, pg.3
Barbara Coloroso’s definition of bullying does state that asingle incident may suffice:
Bullying is a conscious, willful, deliberate activity intended to harmwhere the perpetrator(s) get pleasure from the targeted child’s pain and/ormisery. It can be verbal, physical,and/or relational; have as it’s overlay race, ethnicity, religion, gender (includingsexual orientation), physical, or mental ability; includes all forms of hazingand cyber bullying. It can be andoften is continuous and repeated over time, but does not have to be. Once is enough to constitutebullying.
THE PPM 144 elaborates on the requirement for a real orperceived power imbalance:
Students may attain or maintain power over others in the school throughreal or perceived differences. Someareas of difference may be size, strength, age, intelligence, economic status,social status, solidarity or peer group, religion, ethnicity, disability, needfor special education, sexual orientation, family circumstances, gender, andrace. PPM 144, Page 2-3.
Prevention andawareness-raising strategies
Ø Bullyingprevention week activities
Ø WITS: Walk Away, Ignore it, Talk it out, Seek help
Ø 3 Minute strategy for addressing harassment in the hallways
Ø Studentcouncil Activities: Spirit Days
Ø Recognition Assemblies
Ø Outreach Activities: (e.g. Terry Fox Run,, Food and Toy drive, Earth Day Clean-up, Relay for Life)
Ø Lunch Hour activities: games room, gym time, study rooms,
Ø ColourHouse activities focus on team work and collaboration
Intervention and supportstrategies, including plans to protect victims
Ontario’s Education Act mandates that it is the duty of thePrincipal to maintain order and discipline in the school, to give assiduousattention to the health and comfort of the pupils, and subject to an appeal tothe board, to refuse to admit to the school or classroom a person whosepresence in the school or classroom would, in the principal’s judgment, bedetrimental to the physical or mental well-being of the pupils. (Education Act, R.S.O> 1990, c. E.2,s.265 (a), (j) and (m).)
Ø Recognize bullying reports and incidents asserious – label the behaviour and act upon them each time
Ø Teach students the difference between rattingand telling: Ratting: ratting onsomeone in order to get them in trouble; Telling: getting help when you or someone youknow is being hurt or when rights to be safe are taken away
Ø Reports of bullying must be directed to theadministration for tracking and support purposes
Ø Involvement of community partners: Pathways, OPP, NFCS, KAIROS
Ø Referral to STAR
Ø Social skills support by our ACW
Interventionand support will be consistent with our progressive discipline approach (MEND).Strategies could range from early interventions to more intensive interventionsin cases of persistent bullying, with possible referral to community or socialservice agencies. Ongoing intervention and support may be necessary to sustainand promote positive student behaviour. For a student with special education needs, interventions, supports andconsequences will be consistent with the student’s strengths, needs, goals andexpectations contained in his/her Individual Education Plan (IEP).
All employees of the board must take seriously all allegations ofbullying behaviour and act in a timely, sensitive, and supportive manner whenresponding to students who disclose or report bullying incidents. PPM 144, pg. 5.
Inreporting, the employee must consider the safety of others and the urgency ofthe situation in reporting the incident, but, in any case, must report it tothe principal no later than the end of the school day. In cases where an immediate action isrequired, a verbal report to the principal may be made. A written report mustbe made when it is safe to do so, using the “Safe Schools Incident ReportingForm – Part I”.
Inaddition to all employees of the board, school bus drivers must also reportsuch incidents in writing to the principal of the school. Bus driver reportingrequirements will be included in transportation contracts and procedures.
Studentswill be encouraged and invited to report confidentially through our StudentServices office or in the main office.
Training strategies for members of the schoolcommunity
Ø Action Plan to be shared with staff and School Council
Ø Bullying prevention training moments at Staffmeetings
Ø Guest speakers for students and staff (OPP,Theatre Complete, cyber bullying presentations)
Ø Training on MEND for staff
TheSchool Board will provide training strategies on bullying prevention andintervention for Administrators, teachers, and non-teaching staff. Training may be available for otheradults who have significant contact with students such as bus drivers,yard/lunch supervisors and volunteers.
The training will include strategies forresponding to gender-based and homophobic bullying that is consistent with equitytraining on cultural sensitivity, on respect for diversity, and on specialeducation needs.
Communication and outreach strategies
Ø Presentations to parents at School council
Ø Grade Forum presentations for students
Ø Communicate initiatives in school newsletter andschool web page
Ø Updated Bullying Prevention brochure (LDSBproduced) available in Student Services
Ø Involvement of outside resources as needed: e.g. OPP community officer
Procedureson bullying prevention and intervention will be communicated to students, parents,teachers and other school staff, school councils, and school bus operators anddrivers. Roles and responsibilitiesof all members of the school (e.g. principals, vice-principals, teachers,student, and parents) will be clearly articulated and understood.
Monitoring and review processes
Ø Review plan at staff meetings
Ø On-going meetings of the Safe Schools Team toreview progress and initiatives for plan
Ø Monitor incidents of bullying based on teacher,student and community feedback, tracking of incident forms
Ø Review Tell Them From Me data – student feedback