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A school should be a place that promotes responsibility, respect, civility, and academic excellence in a safe learning and teaching environment. A positive school climate exists when all members of the school community feel safe, comfortable, and accepted. All students, parents, teachers, and staff members have the right to be safe, and to feel safe, in their school community. With this right comes the responsibility to contribute to a positive school climate.
The promotion of strategies and initiatives such as Student Success and character development, along with the employment of prevention and intervention strategies to address inappropriate behaviour, fosters a positive school climate that supports academic achievement for all students.
The provincial Code of Conduct sets clear provincial standards of behaviour. These standards of behaviour apply not only to students, but also to all individuals involved in the publicly funded school system – parents, volunteers, teachers, and other staff members – whether they are on school property, on school buses, at school-related events or activities, or in other circumstances that could have an impact on the school climate. Responsible citizenship involves appropriate participation in the civic life of the school community. Active and engaged citizens are aware of their rights, but more importantly, they accept responsibility for protecting their rights and the rights of others.
All members of the school community are:
Students are to be treated with respect and dignity. In return, they
must demonstrate respect for themselves, for others and for the
responsibilities of citizenship through acceptable behaviour. Respect and
responsibility are demonstrated when a student:
Parents play an important role in the education of their children, and
can support the efforts of school staff in maintaining a safe and
respectful learning environment for all students. Parents fulfill their role
The police play an essential role in making our schools and communities
Police investigate incidents in accordance with the protocol developed
with the local school board. These protocols are based on a provincial
model developed by the Ministry of the Solicitor General and the
Ministry of Education.
Expulsion is the removal of a student by the Board from the regular
services of the Board for reasons as set out in the Education Act and by
the Expulsion Policy of the Niagara Catholic District School Board.
Principals may recommend to the Committee of the Board expulsions of
students from their schools.
When a principal has reasonable grounds to believe that a student has
committed one or more infractions outlined below on school property,
during a school-related activity or event, and/or in circumstances where
the infraction has an impact on the school climate, the principal will
suspend the student. The principal will also contact the police consistent
with the Police and School Response Protocol if the infraction the
student is suspected of committing requires such contact. When in
doubt, the principal will consult with his or her Superintendent.
The enumerated activities are:
All members of the school community must:
All members of the school community must not:
When a principal’s investigation of an incident, which should include
consultation with the adult student or the student’s parent/guardian and
student, determines that a student has committed one or more
infractions outlined below on school property, during a school-related
activity or event, and/or in circumstances where the infraction has an
impact on the school climate, a principal will consider whether that
student should be suspended, taking into account any mitigating and
other factors that might be applicable in the circumstances.
(As per NCDSB STUDENT SUSPENSION POLICY, a progressive discipline
approach will be followed.)
The principal will also contact the police consistent with the Police and
School Response Protocol if the infraction the student is suspected of
committing requires such contact. When in doubt, the principal will
consult with his or her Superintendent.
The infractions for which a suspension may be imposed by the principal
substances without a valid prescription
A student may be suspended only once for any one instance of an
infraction and may be suspended for a minimum of one (1) school day
and a maximum of twenty (20) school days.
Bullying is typically a form of repeated, persistent, aggressive behaviour
that is directed at an individual and is intended to cause (or should be
known to cause) fear, distress and /or harm to another person’s body,
feelings, self-esteem, or reputation. Bullying occurs in a context where
there is real or perceived power imbalance.
Bullying has been identified as a widespread problem with serious
implications for students, schools, and the entire community.
Bullying is predominantly a learned behaviour, which must be addressed
by teaching students to build positive relationships, and develop
effective communication strategies. Educators will endeavour to create
opportunities to model and encourage behaviours and interactions that
help create a classroom and positive school climate.
Bullying will not be accepted on school property, at school-related
activities, on school buses, or in any other circumstances where
engaging in bullying will have a negative impact on the school climate.
A positive school climate exists when all members of the school
community feel safe, comfortable, and accepted. To help achieve a
positive school environment in their schools, the Niagara Catholic
District School Board and its schools will actively promote and support
positive behaviours that reflect their catholic gospel values. They should
also endeavour to ensure that parents and members of the broader
community are involved in the school community.
The Niagara Catholic District School Board and its schools will actively
promote a positive school climate in their Schools. The following are
some characteristics of a positive school climate:
Students and staff feel safe and are safe.
Healthy and inclusionary relationships are promoted.
Students are encouraged to be positive leaders in their school
All partners are actively engaged.
Bully prevention messages are reinforced through programs addressing
discrimination based on such factors as age, race, sexual orientation,
gender, faith, disability, ethnicity, and socio-economic disadvantage.
Improvement of learning outcomes for all students is emphasized.
Bullying may include but is not limited to:
|Sexist Comments||Inappropiate Gestures|
|Relational Bullying||Cyber Bullying|
|Manipulating Friendships||Internet Misuse|
|Making False Statements||Telephone (3 Way Calling)|
In recognition of the importance of addressing bullying, which can have
a significant impact on student safety, learning, and the school climate,
bullying has been added to the list of infractions for which suspension
must be considered.
STUDENTS ARE EXPECTED TO:
Current Legislation and the Provincial Code of Conduct require all
schools in consultation with their Catholic School Councils, staff,
students and parents to develop local Codes of Conduct. These locally
developed Codes of Conduct shall be in compliance with the Ministry’s
and the Board’s Code of Conduct.
The Niagara Catholic District School Board requires that each school
include and address the following bullying prevention statement in their
local school Code of Conduct.
In keeping with the teachings of Christ, St. Francis
Catholic Secondary School will strive to create a safe,
caring and supportive school environment, free of
bullying, for all members of the school community.
Each school has in place a safe school team responsible for school
safety that is composed of at least one student (where appropriate),
parent, teacher, support staff member, a community partner, and the
principal. The team must have a staff chair.
Through the development of school level plans, which address
prevention and intervention strategies, schools will implement a bullying
prevention and intervention plan.
Schools must also establish a monitoring and review process to
determine the effectiveness of their ullying prevention and intervention
plans (i.e. school improvement plans).
The following persons are permitted access:
These rights to access do not entitle the person to have access to all
areas of the school.
The principal of a school may direct a person to leave the school
premises if the principal believes that the person is prohibited by
regulation or under a Board policy from being there.
Threat and Risk Assessment
The general purpose of a student threat assessment team in school
jurisdictions is to assist in creating and maintaining an environment
where students, staff, parents and others feel safe. The primary
purpose of a multidisciplinary threat assessment team is to identify
indicators that suggest a student may be moving on a pathway of
justification to use violence and to intervene in such a way to decrease
the risk, prevent injury to self or others, and assist the student in
receiving the help he or she needs to address the issues contributing to
the high-risk student behaviour.
All threatening and high-risk behaviours must be taken seriously and
students engaging in the behaviours must be assessed accordingly. Any
student engaging in threatening and/or high-risk behaviours must be
brought to the attention of the Principal/Vice Principal of the school. In
the majority of the cases, the threat maker needs to be protected from
the target; this is due to the prior victimization that the threat maker
has previously experienced.
For more detailed information on Threat and Risk Assessment, please
refer to the Board website at www.niagaracatholic.ca and proceed to
the Procedures and Protocols, Police and School Board Protocol section
under the Board tab.
For a complete reference to all policies and protocols, please
access the Board website www.niagararacatholic.ca