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Introduction
Schools are about learning in a caring
environment. In order for effective learning to take place, students
need to feel safe and welcome. Students, their families, school staff
and the community have the right to expect that schools be safe and
free of violence.
At Thames Valley, we are committed to ensuring positive learning
environments at all our schools. Our focus on respect for others and
violence prevention is reflected in our policies, and codes of conduct
as well as in our curriculum. Our Safe Schools policy outlines a
three-pronged strategy for fostering and maintaining safe schools:
- developing partnerships among all stakeholders (staff, students
and parents) to create and maintain safe, positive learning
environments;
- ensuring a consistent, coordinated approach to handling violent
incidents that occur in schools;
- including violence prevention in the curriculum.
Working
Together
We believe that maintaining safe schools is
an ongoing process involving all partners within the broader school
community. At each school, parents/guardians, students, staff and
community are encouraged to be involved in the development,
implementation and review of the school’s Code of Conduct. We
recognize that preventing and dealing with violent and inappropriate
behaviours must be a cooperative partnership and that everyone must
communicate that violence will not be tolerated.
We are also working with eight area police departments so that
incidents that occur in our schools are reported and handled in a
consistent manner. These procedures are intended to deal with the
range of incidents that could occur in schools; we believe they help
prevent recurrence, thus making our schools safer.
Curriculum
Initiatives
Our Board’s proactive Safe Schools stance
is perhaps best exemplified by our efforts to integrate violence
prevention into all aspects of the curriculum, from Junior
Kindergarten to the end of secondary school.
At each school, relevant programs and learning activities enable
students to acquire the knowledge, skills and values necessary for
dealing with and preventing violence. In addition, throughout all
grades, innovative drama and discussion programs use theatre and
puppetry as a catalyst to help students talk openly about violence so
that they can develop skills and attitudes to prevent or end
aggression.
These programs focus on age-appropriate issues such as bullying,
respectful behaviour, abuse of power and control in relationships, and
how angry thoughts can become bitter words and ultimately hostile
actions. The dramatic presentations are performed by Thames Valley
secondary school drama clubs.
The follow-up discussion is often facilitated by students, either
from secondary schools for elementary and junior secondary students or
from the University of Western Ontario for senior secondary students.
These initiatives have earned the Board a reputation, both nationally
and internationally, as a leader in violence prevention.
Safe
School Characteristics
The Thames Valley District School Board is
committed to ensuring that the school environment is safe and
welcoming so effective teaching and learning can take place. Effective
violence prevention, intervention and crisis response plans operate
best in schools that:
Discuss safety issues openly - All students need to understand
that there are many different forms of violence and many factors which
lead to violence. Schools need to provide opportunities for students
where they can develop skills and strategies to deal with violence in
a non-confrontational, non-violent way.
Focus on academic achievement - Effective schools convey the
attitude that all children can excel in their courses and behave
appropriately. Adequate resources and programs help ensure that
expectations are met.
Involve families in meaningful ways - Students whose families
are involved in their growth, both in and outside school, are more
likely to experience school success and less likely to become involved
with violence. Effective schools support families in expressing
concerns about their children, and support families in getting the
help they need to address questionable behaviours.
Emphasize positive relationships among
students and staff - Effective schools provide opportunities for
adults to spend quality personal time with children. These schools
also foster positive student interpersonal relationships by
encouraging students to help each other, and to feel comfortable
assisting others getting help when needed.
Treat students with equal respect - Conflict exists in schools
when there is a perceived or real problem of bias and unfair treatment
of students because of ethnicity, gender, race, social class,
religion, disability, nationality, sexual orientation, physical
appearance or some other factor. Effective schools communicate to
parents and the community that all children deserve respect and are
valued. There must be a deliberate and systematic effort to respect
student diversity.
Create ways for students to share their concerns - Research
indicates that peers are often the most likely group to know in
advance about potential school violence. Therefore, mechanisms must be
in place where students can safely report potential problems without
fear of reprisal. Effective schools accomplish this by fostering
positive relationships between students and staff, and by implementing
safe reporting strategies.
Early
Warning Signs
It is not always possible to predict
behaviour that will lead to violence. However, parents, educators, and
students can learn to recognize certain early warning signs. A general
rule is to assume that these signs, especially when they are presented
in combination, indicate a need for further investigation.
Such signs may or may not indicate a serious problem. Rather, they
allow us to get help for the student before the problem escalates.
Early warning signs include:
Social withdrawal
Excessive feelings of isolation and being alone
Excessive feelings of rejection
Being a victim of violence
Feelings of being picked on and persecuted
Low school interest and poor academic performance
Expressions of violence in writings and drawings
Uncontrolled anger
Patterns of impulsive and chronic hitting, intimidating, and
bullying behaviours
History of discipline problems
School Staff Response
Document your concern in writing and pass
this information on to the principal. Principals will follow the
Procedures for Safe Schools and may contact the parents/guardians.
Referral may also be made to the appropriate professional such as the
school psychologist, social worker, or counsellor.
Parent/Guardian Response
Share your concern with the school
administration. The principal/vice-principal will be able to offer
referral assistance to the appropriate professional such as the school
psychologist, social worker, counsellor, etc.
Student Response
It is important that you tell someone that
you trust and respect. This could be a family member, teacher, coach,
guidance counsellor, clergy, social worker, nurse, etc.
The key to preventing violence is asking an adult for help. Above
all, be safe. Don’t spend time alone with people who show warning
signs. Don’t go it alone!
Imminent
Warning Signs
Imminent warning signs indicate that a
student is very close to behaving in a way that is potentially
dangerous to themselves and/or others. They require an immediate
response.
Imminent warning signs are usually presented as a sequence of
overt, serious, hostile behaviours or threats directed at peers,
staff, or other individuals. Usually these signs are evident to more
than one staff member, and to the student’s family. If you see these
imminent warning signs, violence is a serious possibility:
- Significant vandalism or property damage
- Serious physical fighting with peers or family members
- Severe rage for seemingly minor reasons
- Detailed threats of lethal violence
- Possession and/or use of weapons
- Enjoyment of hurting animals
- Self injurious behaviour or threats of suicide
Imminent warning signs require an
immediate response!
School Staff Response
Safety is above all the first and
foremost consideration. Report the signs to the
principal/vice-principal without delay and document your concerns in
writing. Administrators will follow the Procedures for Safe Schools,
and will inform the parents/guardians of the concern. In addition,
administrators will seek assistance from school support personnel and
appropriate community agencies.
Parent/Guardian Response
Don’t ignore these signs. Address your
concerns to your child and seek professional assistance.
Agencies/professionals which may be helpful include: police,
Children’s Aid Society, psychologists, doctors, social workers and
counsellors. In addition, it is important that parents/guardians
contact their child’s school and inform the administration of their
concerns.
Student Response
Safety must be your foremost concern -
don’t spend time alone with people who show these signs. It is very
important that you act immediately and report the signs to an adult
that you trust and respect. Consider talking to a family member,
teacher, coach, guidance counsellor, clergy, social worker, nurse,
etc. People who show imminent warning signs may harm others or
themselves. The key to preventing violence is asking an adult for
help. Don’t go it alone.
If
You Think Your Child is Being Bullied
- Ask the child directly. Often children do not
wish to tell their parents due to shame or fear that bullies will
retaliate. Look for signs such as: fear of going to school, lack
of friends, missing belongings and torn clothing, and increased
fearfulness and anxiety.
- If threats of violence are made against your
child, bring these issues to the attention of school personnel.
- Work with the school immediately to make sure
your child is safe, that effective consequences are applied toward
the bully, and that monitoring at school is adequate. Advocate for
involvement of the bully’s parents. If the bullying is happening
to and from school, arrange for the child to get to school with
older, supportive children, or take him or her until other
interventions can take place.
- If your child is timid, and lacks friends, try to
arrange for your child to participate in positive social groups
which meet his or her interests.
- Suggest that the school implement a comprehensive
anti-bullying program.
Together, we can make a difference.
To find out more about Safe School programs in your community, contact
your local school.
The "Safe Schools" section of the Board’s web site also
has resources for students and parents. Go to: www.tvdsb.on.ca/safeschools.
© Thames
Valley District School Board
1250 Dundas Street
London, Ontario
N5W 5P2
Tel: (519) 452-2000
Fax: (519) 452-2395
www.tvdsb.on.ca
revised 2002 June
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