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Code of Conduct
The Provincial Code of Conduct

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:

  • To ensure that all members of the school community, especially people in positions of authority, are treated with respect
    and dignity
  • To promote responsible citizenship by encouraging appropriate participation in the civic life of the school community
  • To maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility
  • To encourage the use of non-violent means to resolve conflict
  • To promote the safety of people in the schools
  • To discourage the use of alcohol and illegal drugs

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
  • Demonstrate honesty and integrity
  • Respect differences in people, their ideas, and their opinions
  • Treat one another with dignity and respect at all times, and especially when there is disagreement
  • Respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, religion, gender, sexual orientation, age, 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
  • Not swear at a teacher or at another person in a position of authority
Safety
All members of the school community must not:

  • Engage in bullying behaviours
  • Commit sexual assault
  • Traffic weapons or illegal drugs
  • Give alcohol 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, be under the influence of, or provide others with alcohol or illegal drugs
  • 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

Roles and Responsibilities

School Boards

School boards provide direction to their schools to ensure opportunity, academic excellence, and accountability in the education system. It is the responsibility of school boards to:

  • Develop policies that set out how their schools will implement and enforce the provincial Code of Conduct and all other rules related to the provincial standards that promote and support respect, civility, responsible citizenship, and safety
  • Review these policies regularly with students, staff, parents, volunteers, and the community
  • Seek input from school councils, their Parent Involvement Committee, their Special Education Advisory Committee, parents, students, staff members, and the school community
  • Establish a process that clearly communicates the provincial Code of Conduct and school board codes of conduct to all parents, students, staff members, and members of the school community in order to obtain their commitment and support
  • Develop effective intervention strategies and respond to all infractions related to the standards for respect, civility, responsible citizenship, and safety
  • Provide opportunities for all of the staff to acquire the knowledge, skills, and attitudes necessary to develop and maintain academic excellence in a safe learning and teaching environment
Wherever possible, boards should collaborate to provide coordinated prevention and intervention programs and services, and should endeavour to share effective practices.

Principals

Under the direction of their school boards, principals take a leadership role in the daily operation of a school. They provide this leadership by:

  • Demonstrating care for the school community and a commitment to academic excellence in a safe teaching and learning environment
  • Holding everyone under their authority accountable for his or her 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 Members
Under the leadership of their principals, teachers, and other school staff members, maintain order in the school and hold everyone to the highest standard of respectful and responsible behaviour. As role models, teachers and school staff uphold these high standards when they:

  • 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 standards of behaviour for all students
  • Demonstrate respect for all students, staff, parents, volunteers, and the members of the school community
  • Prepare students for the full responsibilities of citizenship

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 a student:

  • Comes to school prepared, on time, and ready to learn
  • Shows respect for himself or herself, for others, and for those in authority
  • Refrains from bringing anything to school that may compromise the safety of others
  • Follows the established rules and takes responsibility for his or her own actions

Parents

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 when they:

  • Show an active interest in their child's school work and progress
  • Communicate regularly with the school
  • Help their child be neat, appropriately dressed, and prepared for school
  • Ensure that their child attends school regularly and on time
  • Promptly report to the school their child's absence or late arrival
  • Show that they are familiar with the provincial Code of Conduct, the board's code of conduct, and school rules
  • Encourage and assist their child in following the rules of behaviour
  • Assist school staff in dealing with disciplinary issues involving their child

Community Partners and the Police

Through outreach, partnerships already in place may be enhanced and new partnerships with community agencies and members of the community (e.g., Aboriginal Elders) may be created. Community agencies are resources that boards can use to deliver prevention or intervention programs. Protocols are effective ways of establishing links between boards and community agencies and of formalizing the relationship between them. These partnerships must respect all applicable collective agreements.

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 local school board. These protocols are based on a provincial model that was developed by the Ministry of the Solicitor General and the Ministry of Education.

Appendix: Excerpts From the Legislation

Education Act

Part XIII contains the following requirements that apply to school boards and schools:

  • Every board shall take such steps as the Minister directs to bring the code of conduct to the attention of pupils, parents, and guardians of pupils and others who may be present in schools under the jurisdiction of the board. s. 301(3)
  • Every board shall establish policies and guidelines with respect to the conduct of persons in schools within the board's jurisdiction and the policies and guidelines must address such matters and include such requirements as the Minister may specify. s. 302(1)
  • When establishing policies and guidelines under [section 302], a board shall consider the views of school councils with respect to the contents of the policies and guidelines. s. 302(8)
  • The board shall periodically review its policies and guidelines established under [section 302] and shall solicit the views of pupils, teachers, staff, volunteers working in the schools, parents and guardians, school councils, and the public. s. 302(9)
  • A board may direct the principal of a school to establish a local code of conduct governing the behaviour of all persons in the school, and the local code must be consistent with the provincial code established under subsection 301(1) and must address such matters and include such requirements as the board may specify. s. 303(1)
  • A board shall direct a principal to establish a local code of conduct if the board is required to do so by the Minister, and the local code must address such matters and include such requirements as the Minister may specify. s. 303(2)
  • When establishing or reviewing a local code of conduct, the principal shall consider the views of the school council with respect to its contents. s. 303(3)
  • Education Act, as amended by the Education Amendment Act (Progressive Discipline and School Safety), 2007
  • Relevant excerpts from the sections of the Education Act, as amended by the Education Amendment Act (Progressive Discipline and School Safety), 2007, are provided below for reference.

Suspension

Activities leading to possible suspension

306.   (1)  A principal shall consider whether to suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity, or in other circumstances where engaging in the activity will have an impact on the school climate:

  • Uttering a threat to inflict serious bodily harm on another person
  • Possessing alcohol or illegal drugs
  • Being under the influence of alcohol
  • Swearing at a teacher or at another person in a position of authority
  • Committing an act of vandalism that causes extensive damage to school property at the pupil's school or to property located on the premises of the pupil's school
  • Bullying
  • Any other activity that is an activity for which a principal may suspend a pupil under a policy of the board

Suspension, Investigation, and Possible Expulsion

Activities leading to suspension

310.   (1)  A principal shall suspend a pupil if he or she believes that the pupil has engaged in any of the following activities while at school, at a school-related activity, or in other circumstances where engaging in the activity will have an impact on the school climate:

  • Possessing a weapon, including a firearm
  • Using a weapon to cause or to threaten bodily harm to another person
  • Committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
  • Committing sexual assault
  • Trafficking in weapons or in illegal drugs
  • Committing robbery
  • Giving alcohol to a minor

Any other activity that, under a policy of a board, is an activity for which a principal must suspend a pupil and, therefore in accordance with this Part, conduct an investigation to determine whether to recommend to the board that the pupil be expelled.