The staff of Begbie View Elementary School is committed to fostering positive and supportive relationships between students, staff, parents, and our school community. We believe in building a safe, caring and orderly school community where all of its members are valued.
Our Code of Conduct is designed to provide guidelines for appropriate behaviour at school, and at school-sponsored functions. School expectations have been established for everyone’s protection, safety and well-being. Students at Begbie View are expected to maintain behaviour that is cooperative, courteous and respectful and they will assume responsibility for their behaviours/actions. The staff supports students in developing skills for problem solving, resolving conflicts, and decision making that is appropriate to their age and development. We promote the Code of Conduct for our students within our community as well as at school.
Annual review of our code of conduct occurs with students, parents and staff to encourage the promotion of the expectations in the code of conduct. Student conduct is consistently monitored to ensure codes reflect current and emerging situations that contribute to school safety and a positive school environment.
A Non-Discriminatory Environment
At Begbie View Elementary School we are committed to providing an environment as per the Human Rights Code (RSBC 1996) that is based on the equality of persons and is free from discrimination. A person must not imply or present any statement or communication (written, spoken, electronic or drawn) that intends to, or indicates discrimination against a person, group or class of persons, or is likely to expose them to hatred or contempt because of race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression and age. Accommodation, service or facility must not be denied without a bona fide and reasonable justification.
Encouraging Appropriate Behaviours
Staff at Begbie View Elementary School will teach, identify and expect non-discriminatory and positive behaviours. Although our students consistently demonstrate appropriate choices, there are occasions when some may demonstrate behaviours that are deemed inappropriate. Behaviours that require intervention are identified in the following and act as a guideline for students, parents and school staff. It is recognized that each incident may have several contributing factors that must be considered and the child will be given the opportunity for restitution to help resolve the behaviour and learn from his/her mistake(s).
|Expectation violations that are disruptive to learning or are without regard to others or the school environment. Behaviours typically are unintentional infractions with no intent to harm and are generally isolated or rare incidences.
|Infractions are primarily teaching opportunities which may result in a reminder of school expectations resulting in a correction.
Student restitution/resolution and/or consequences appropriate to the infraction may be imposed as necessary.
|Behaviours that may be chronic, more serious in nature, unsafe, disrespectful or hurtful. Moderate infractions are typically intentional and purposeful and may affect the tone and safety of the school.||Student restitution/resolution and parent/guardian contact. Restorative action and/or consequences appropriate to the infraction may be imposed.|
|Behaviours that are illegal, violate the human rights, well-being and safety of others or have the potential to impact the personal safety of the student.||Parent contact and conference including limits to classroom or school contact as necessary for personal safety and safety of others. District protocols including district Threat Assessment Protocols will be followed and multi-agency consultation may occur to provide appropriate support for student safety, compliance and success.|
Behaviour Intervention Responses
- Whenever possible and appropriate, consequences for breaches of the code are fair and reasonable and restorative in nature.
- Age, maturity and special needs of students are considered when determining appropriate action.
- School officials may have the responsibility to advise other parties of serious breaches of the code of conduct (e.g. parent, school district officials, police and/or other agencies as per fair notice guidelines).
- All reasonable steps will be made to prevent retaliation against a student who has made a complaint of a breach of a code of conduct.
- Behaviours that require intervention may include bullying, cyberbullying, harassment, intimidation, or behaviours that are threatening, or violent while at school, at a school related activity or in other circumstances where engaging in the activity will have an impact on the school environment.
Community School Threat Assessment: Fair Notice
Our school community is committed to creating and sustaining school environments in which students, staff, parents and others feel safe. All reported threats and incidences of violence will be investigated.
The purpose of the threat assessment process is to use the best knowledge, skill and experience available to assess high-risk behaviours so that appropriate interventions can be identified to protect individuals from harm and ensure a climate of safety in schools and the community.
Any student whose behaviour or actions appear to pose a high risk to self-harm or who threatens harm to others will undergo the threat assessment process. This assessment will be extensive in scope and may include the involvement of community partners such as MCFD and the RCMP. High risk behaviours include, but are not limited to:
- Possession of weapons
- Bomb threats
- Any threats to kill or injure others or self. (Threats may be written, verbal, drawn, posted electronically, or made by gesture only and may be direct, indirect, conditional or veiled).
Duty to Report
To keep school communities safe, staff, students, parents, and community members will report all threat related behaviours to the school principal.
Behaviour Expectations Matrix
To further support our student’s ongoing development of social responsibility our behaviour expectations matrix was developed and regularly updated by students and staff. The matrix contains all elements of our code of conduct as well as specific examples of expected behaviours. We acknowledge that students who know what is expected of them will help our school community to continue to achieve high levels of social responsibility.
Peer Conflict, Unkind Behaviour And Bullying: What’s the difference?
When a child is having a problem with her or his peers, it can be hard for parents to know what is really happening – is it bullying? Or is it something else?
Each type of behaviour must be handled differently, to keep children safe and help them learn how to get along with others.
Peer Conflict Conflict between and among peers is a natural part of growing up. Children will have times when they disagree and can’t solve their own problems. They may even become so frustrated that they say mean things or act out physically by hitting, kicking or trying to hurt.
If it’s peer conflict you will be aware that these children:
- usually choose to play or hang out together;
- have equal power (similar age, size, social status, etc.);
- are equally upset;
- are both interested in the outcome; and
- will be able to work things out with adult help (after calming down).
Unkind Behaviour Children may try out behaviours to assert themselves – sometimes saying or doing unkind things – such as making fun of others, using a hurtful name, taking something without permission, leaving a child out, or “budging” in line.
If it is unkind behavior, usually:
- it is not planned and seems to happen spontaneously or by chance;
- it may be aimed at any child nearby;
- the child being unkind may feel badly when an adult points out the harm they’ve caused.
Bullying Behaviour Bullying is serious behaviour that has three key features – all three must be present for the situation to be considered bullying:
- Power imbalance — One child clearly has power over the other(s), which may be due to age, size, social status, and so on.
- Intention to harm — The purpose of the bullying behaviour is to harm or hurt other(s) – it’s intended to be mean and is clearly not accidental.
- Repeated over time — bullying behaviour continues over time, and gets worse with repetition. There is a real or implied threat that the behaviour will not stop, and in fact will become even more serious.
Adapted from: https://blogs.vsb.bc.ca/mjorgensen/2013/01/20/peer-conflict-mean-behaviour-and-bullying-whats-the-difference/