G-08 DSBN Code of Conduct

District School Board of Niagara (DSBN) believes that 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, included, accepted, and agree that it is the responsibility of all individuals to actively contribute to a positive school climate. Everyone has a role in promoting healthy relationships and a school climate that encourages appropriate student behaviour. To foster a positive school climate that supports student achievement and well-being, a focus should be on prevention and early intervention strategies to address inappropriate behaviour. A whole-school approach involving all education and community partners is needed to foster a culture of dignity, mutual respect, and care.  This approach involves the whole school and focuses on:

• Promoting mutual well-being and affirming healthy and respectful relationships throughout the whole school community

• Preventing inappropriate behaviour and addressing inappropriate behaviour through progressive discipline and restorative practices.

• Collaboratively promoting positive student behaviour through a Code of Conduct

• Reviewing practices through a lens of lens of equity, inclusion, and anti-racism; showing sensitivity to students’ lived experiences, cultural and special education needs

The provincial Code of Conduct outlined in PPM 128, revised April 28, 2024, sets clear provincial standards of behaviour. The Provincial Code of Conduct, the District School Board of Niagara (DSBN) Code of Conduct, the Education Act,  Policy Program Memorandum (PPM) 128 (Provincial and school board codes of conduct), 144 (bullying prevention), and 145 (progressive discipline), together with the DSBN’s discipline policies create expectations for behaviour for all persons on school property, on school busses, or other transportation means supplied by DSBN, at school-related events or activities or in any other circumstance that could impact the school climate, and outline strategies to be taken to promote positive behaviour for students. The Human Rights Code of Ontario has primacy over provincial legislation and school board policies and procedures, such that the Education Act, regulations, Ministry of Education Program Policy Memoranda, and DSBN’s policies and procedures are subject to, and shall be interpreted and applied in accordance with the Human Rights Code of Ontario.

All DSBN schools will have a link to policy G-08: Code of Conduct on their website and if applicable, in their school agendas.

PURPOSES OF THE CODE

Subsection 301(1) of Part XIII of the Education Act states that “the Minister may establish a code of conduct governing the behaviour of all persons in schools”. Subsection 301(2) sets out the purposes of this provincial code of conduct, as follows:

1. To ensure that all members of the school community, especially people in positions of authority, are treated with respect and dignity
2. To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community
3. To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility
4. To encourage the use of non-violent means to resolve conflict
5. To promote the safety of people in the schools
6. To discourage the use of alcohol, illegal drugs and, except by a medical cannabis user, cannabis
7. To prevent bullying in schools

STANDARDS OF BEHAVIOUR

Respect, Civility, and Responsible Citizenship

All members of the school community must:

• Respect and comply with all applicable federal, provincial, and municipal laws and all Ministry of Education, School Board policies
• Demonstrate honesty and integrity
• Respect differences in people, their ideas, and their opinions
• Treat one another with dignity and respect always, and especially when there is disagreement
• Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability
• Respect the rights of others
• Show proper care and regard for school property and the property of others
• Take appropriate measures to help those in need
• Seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully
• Respect all members of the school community, especially persons in positions of authority
• Respect the need of others to work in an environment that is conducive to learning and teaching
• Refrain from using abusive language or swearing at another person
• Use of personal mobile devices during instructional time only under the following circumstances:
  • for educational purposes, as directed by an educator
  • for health and medical purposes as outlined in a student’s Prevalent Medical Plan of Care
  • to support special education needs, as documented in the student's IEP

Safety

All members of the school community must not:

• Engage in bullying behaviours, including cyber bullying
• Commit sexual assault
• Traffic in weapons or illegal drugs
• Give alcohol or cannabis to a minor
• Commit robbery
• Be in possession of any weapon, including firearms
• Use any object to threaten or intimidate another person
• Cause injury to any person with an object
• Be in possession of, or be under the influence of alcohol, cannabis (unless the individual has been authorized to use cannabis for medical purposes), and illegal drugs or related products
  • For students, this would also include being in possession of electronic cigarettes, tobacco and nicotine products
• Provide others with alcohol, illegal drugs, tobacco, electronic cigarettes, cannabis or related products
• Inflict or encourage others to inflict bodily harm on another person
• Engage in hate propaganda and other forms of behaviour motivated by hate or bias
• Commit an act of vandalism that causes extensive damage to school property or to property located on the premises of the school
• Record, take or share non-consensual recordings or photos of a member of the school community

According to PPM 128, the following responsibilities for all members of school communities are outlined to support collaborative ownership of the code of conduct.

Roles and Responsibilities

School Administrators

Under the direction of DSBN, school administrators take a leadership role in the daily operation of a school. They provide this leadership by:

• Modeling the standards of respect, civility and responsible citizenship
• Demonstrating care for the school community and a commitment to student achievement and well-being in a safe, inclusive, and accepting learning environment
• Holding everyone under their authority accountable for their own behaviour and actions
• Empowering students to be positive leaders in their school and community
• Communicating regularly and meaningfully with all members of their school community

Teachers and Other School Staff

Under the leadership of their principals, teachers and other school staff maintain a positive learning environment and are expected to hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and other school staff uphold these high standards when they:

• Demonstrate respect for one another, all students, parents, volunteers, and other members of the school community, especially when there is disagreement
• Help students work to their full potential and develop their sense of self-worth
• Empower students to be positive leaders in their classroom, school, and community
• Communicate regularly and meaningfully with parents
• Maintain consistent and fair standards of behaviour for all students
• Prepare students for the full responsibilities of citizenship
• Model the standards of respect, civility, and responsible citizenship. This includes modeling appropriate use of personal mobile devices. Educators are not to use personal mobile devices during instructional time, unless explicitly for work-related purposes

Students

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 students:

• Show respect for themselves, and for others, and for those in positions of authority
• Come to school prepared, on time, and ready to learn
• Refrain from bringing anything to school that may compromise the safety of others
• Follow the established rules and take responsibility for their own actions
  • For students, this would also include turning over items which do not comply with DSBN’s Code of Conduct such as mobile devices, nicotine products, and/or electronic cigarettes

Parents/Guardians

Parents/Guardians play an important role in the education of their children andsupporting the efforts of school staff in maintaining a safe, inclusive accepting, and respectful learning environment for all students.  Parents/Guardians fulfill their role when they:

• Follow the provincial Code of Conduct, the DSBN Code of Conduct, and, if applicable, the school’s Code of Conduct
• Demonstrate respect for one another, all students, parents, volunteers, and other members of the school community, especially when there is disagreement
• Are engaged in their child’s schoolwork and progress
• Communicate regularly with the school
• Help their child be appropriately dressed and prepared for school
• Ensure that their child attends school regularly and on time
• Report in a timely manner to the school their child’s absence or late arrival
• Encourage and assist their child in following the rules of behaviour
• Assist school staff in dealing with disciplinary issues involving their child
• Follow the DSBN Complaints Resolution Policy G-38 when addressing concerns.

Community Partners

Through outreach, existing partnerships may be enhanced and new partnerships with community-based service providers and members of the community (e.g., Elders, Senators, Knowledge Keepers) may also be created. Community-based service providers and resources, that boards can use to deliver prevention or intervention programs, may help to promote healthy relationships and well-being. Protocols are effective ways of establishing linkages between boards and community-based service providers and of formalizing the relationship between them.  These partnerships must respect all applicable collective agreements.

Police

The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the DSBN. These protocols are based on the Provincial Model for a Local Police/School Board Protocol, 2015, developed by the Ministry of Community Safety and Correctional Services and the Ministry of Education.