A. Langley School District: Code of Conduct.pdf
B. The Canadian Public Health Association (CPHA) Effective anti-bullying programs in other countries have core program elements. Throughout each element, a basic anti-bullying message like ‘bullying is not accepted in our class/school, and we will see to it that it comes to an end’ is demonstrated. It is important for the school staff to meet and discuss expectations for technology use, supervision & acceptable behaviors. CPHA has developed checklists to assist schools in planning for an anti-bullying climate.
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Student Harassment
Written Complaint Process (to be completed by a student)
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C. BC Ministry of Education Resources:
•Focus on Bullying (elementary). focus_on_bullying.pdf
Based on a comprehensive program first developed by the Vancouver School Board, this resource promotes an approach in which all members of the school community contribute to the development of a school-wide bullying prevention plan. This resource contains resources and training for teachers, school administrators, and support staff. Focus on Bullying includes practical ideas, activities and strategies, including a series of skill-building lesson plans that actively engage students in discussions about bullying and in devising solutions to stop bullying when it occurs in elementary schools.
•Focus on Harassment & Intimidation (secondary) sec_responding_on_bullying.pdf
Focus on Harassment and Intimidation defines key concepts and processes associated with a safe learning environment and describes a collaborative process for safe-school policy development. It also provides suggestions for teaching these concepts and processes in the classroom. Also included, are examples of promising practices from around the province; and guidelines for responding to incidents of harassment and intimidation effectively, respectfully, and consistently.
D. United Kingdom Ministry of Education Resources:
•Safe to learn: Embedding anti-bullying work in schools
53 page pdf <Safe2Learn.pdf>
The DCSF (UK Ministry of Education) has worked with children’s charity Childnet International to provide this guidance, which forms part of the anti-bullying guidance Safe to Learn: Embedding Anti-Bullying Work in Schools. This document will help schools by providing important information and clear advice on the subject.
•AUPs in context: Establishing safe and responsible online behaviours
63 page pdf <aups_context_online_behaviours.pdf>
Effective AUPs will become increasingly important as a tool to promote safe and responsible behaviours in using technology both at school and in the home. This document therefore aims to help schools and other providers of education and services to children and young people to develop effective AUPs within a framework of wider e-safety measures, within their local context. It does not take a template approach, as to do so would diminish the value of the resulting document. Instead it provides a number of prompts and action points to help schools consider their local context for e-safety.
•E-safety: Developing whole-school policies to support effective practice
63 page pdf <esafety.pdf>
Covering the requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound.
•Focus on Bullying (elementary). focus_on_bullying.pdf
Based on a comprehensive program first developed by the Vancouver School Board, this resource promotes an approach in which all members of the school community contribute to the development of a school-wide bullying prevention plan. This resource contains resources and training for teachers, school administrators, and support staff. Focus on Bullying includes practical ideas, activities and strategies, including a series of skill-building lesson plans that actively engage students in discussions about bullying and in devising solutions to stop bullying when it occurs in elementary schools.
•Focus on Harassment & Intimidation (secondary) sec_responding_on_bullying.pdf
Focus on Harassment and Intimidation defines key concepts and processes associated with a safe learning environment and describes a collaborative process for safe-school policy development. It also provides suggestions for teaching these concepts and processes in the classroom. Also included, are examples of promising practices from around the province; and guidelines for responding to incidents of harassment and intimidation effectively, respectfully, and consistently.
D. United Kingdom Ministry of Education Resources:
•Safe to learn: Embedding anti-bullying work in schools
53 page pdf <Safe2Learn.pdf>
The DCSF (UK Ministry of Education) has worked with children’s charity Childnet International to provide this guidance, which forms part of the anti-bullying guidance Safe to Learn: Embedding Anti-Bullying Work in Schools. This document will help schools by providing important information and clear advice on the subject.
•AUPs in context: Establishing safe and responsible online behaviours
63 page pdf <aups_context_online_behaviours.pdf>
Effective AUPs will become increasingly important as a tool to promote safe and responsible behaviours in using technology both at school and in the home. This document therefore aims to help schools and other providers of education and services to children and young people to develop effective AUPs within a framework of wider e-safety measures, within their local context. It does not take a template approach, as to do so would diminish the value of the resulting document. Instead it provides a number of prompts and action points to help schools consider their local context for e-safety.
•E-safety: Developing whole-school policies to support effective practice
63 page pdf <esafety.pdf>
Covering the requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound.