CODE OF CONDUCT

 Purpose

The student, staff and parents at our school believe we can work together to provide a healthy, caring environment that will ensure the total growth of each child.

The Departure Bay school promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law – prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation – in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment.

Conduct Expectations

These expectations apply to behaviour at school, during school-organized or sponsored activities, and behaviour beyond these times (including on-line behaviour) that negatively impacts the safe, caring or orderly environment of the school, and/or student learning.

Acceptable Conduct

We believe everyone has:

• the right to be safe at all times
• the right to learn and work in a supportive environment
• the right to be respected
• the right to be presented with a proactive program of processes which assist to resolve conflicts in social situations
• the responsibility to inform if the rights of individuals or groups are at risk.
• the responsibility to inform DBS staff members of incidents which threaten the learning environment
• the responsibility to know and abide by school and district code of conduct
• the responsibility to know and understand the consequences of unacceptable behaviour
• the responsibility to participate in daily school routines to ensure the maintenance of a positive learning environment

Unacceptable Conduct

The following are examples and are not an all-inclusive list   

Behaviours that:

• Interfere with the learning of others
• Interfere with an orderly environment
• Create unsafe conditions

Acts of:

• Bullying, harassment or intimidation
• Physical violence
• Retribution against a person who has reported incidents

Illegal acts, such as:

• Theft of or damage to property
• Possession, use or distribution of illegal or restricted substances such as firecrackers or ‘stink bombs’ or alcohol or drugs
• Possession or use of weapons or replicas

Discriminatory Practices which:

1. • Publish, issues or display, or cause to be published, issued or displayed, any statement, publication, notice, sign, symbol, emblem or other representation that:
     • indicates discrimination or an intention to discriminate against a person or a group or class of persons, or
     • is likely to expose a person or a group or class of persons to hatred or contempt because of the race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, or age of that person or that group or class of persons.

• • Without a bona fide and reasonable justification:
    • deny a person or class of persons any accommodation, service or facility customarily available to the public, or
    • discriminate against a person or class of persons regarding any accommodation service or facility customarily available to the public because of the race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation of that person or class of persons.

Personal Digital Device Restrictions (Sept 2024)

Research suggests that restricting the use of personal digital devices at school leads to improved student wellness and academic focus.  The use of personal digital devices during the school day, inclusive of outdoor recess breaks, is limited to instructional purposes and digital literacy in a way that is appropriate to the students’ age and developmental stage, under the direction of the classroom teacher.

Consideration will be given to:

• accessibility and accommodation needs;
• medical and health needs;
• equity to support learning environments.

The school team will work collaboratively with families to ensure students have the support needed to manage their device usage in a healthy and safe manner.

Consequences

We believe it is essential to be proactive regarding negative behaviours.  Whenever possible the focus on consequences will be restorative rather than punitive.

Think Programs, Behaviour Management Programs and Social Responsibility Training must be utilized and reflected upon to avoid negative consequences.  These skills are shared in the classroom, through school publications and at assemblies.

The school will treat seriously behaviour or communication that discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation (prohibited grounds set out in the BC Human Rights Code).

Rising Expectations

As students become more mature expectations for behaviour reflecting these rights and responsibilities increase.  Consequences for poor behaviour choices or patterns of misconduct may increase in severity or frequency.  Consequences may include a student behaviour support program.  This program will outline predetermined positive and punitive consequences.  Special considerations may apply to students with special needs if these students are unable to comply with the code of conduct due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.  Parents will be notified and encouraged to be part of such a plan.

Notification

If deemed necessary, conduct forms, letters home and newsletter announcements are used to advise parties of serious breaches of the Code of Conduct and follow up action.  School wide efforts to build ‘community’ fostering respect, inclusion and fairness are an important part of our notification process.  We believe it is essential to be proactive about negative behaviours.  Social Skill Development, Stop and Think Programs and Social Responsibility Training must be utilized and reflected upon.