Bullying Prevention and Intervention Plan
SCHOOL:
Date:
St. John Guelph
October 16, 2015
The Education Act, as amended by the Accepting Schools Act, 2012, requires every board and its schools to establish and implement a bullying prevention
and intervention plan. A safe, inclusive and accepting school environment is essential for student achievement and well-being. There is conclusive
research that shows that to reach their full potential, children and youth must feel safe, included and engaged in school. Bullying is associated with a range
of physical and mental health problems, as well as educational problems, antisocial problems, and relationship problems. Experts call for early intervention
for both the child who is victimized by bullying and the child who bullies. Without support, children who bully appear to learn how to use power and
aggression to dominate others.
Needs Assessment
Goals
Education, Awareness, and Outreach
School Climate Survey Results – Spring 2015:
Our Spring 2015 Parent survey sample was too low to give us meaningful data.
Our Spring 2015 Survey results indicated 100% participation from grades 4-6 and 82% from Gr. 7 and 8
90% Jr. and 87% Interm. students reported feeling safe at school
33% Jr. and 34% Interm. have reported being bullied and that 82% and 54% have told an adult
100% and 90% reported that telling an adult was helpful
59% Jr and 61% Interm. Reported that they very much understood their own personal personal strengths
51% Jr. and 43% Interm. Reported that they know how to use their personal strengths at school
Attendance/Lates Data
Monthly School Success Team Meetings (Youth worker, Special Education teachers, Principal, Vice Principal)
Class Profile Meetings (by term) – all classes with School Success Team
Tracking Number of reported incidences per month
Data from Needs Assessment provides the Safe Schools Team (Parent representative, student representative, Principal,
VP and Youth Worker) with evidence to lead an informed discussion to improve school climate.
Goal: St. John School recognizes that a whole-school vision of students appreciating and developing their God given
strengths and the strengths of others will help to create a culture that is safe and inclusive.
-Values Influences and Peers presentations (Gr. 6) and Police safety assemblies (i.e. Cyberbullying)
-School-wide presentation - TBA
-Classroom activities and lessons based on Strength Based Approach and Growth Mind Set
-School Newsletter inserts - explanation of Accepting Schools Act and Bills, information of appropriate Social Media use,
Growth Mind Set, Strengths Based Approach
-Staff Training – ongoing at each Staff Meeting i.e. Code of Conduct, Equity and Inclusive Education Policy, Progressive
Discipline
-Staff awareness/instruction/training and steps to solve/prevent unsafe, uncaring environment, defining and understanding
what is a “conflict” and what is “bullying”
-Discussion of Bullying Prevention and Intervention Plan, Strengths Based Aprroach and Growth Mindsets at Catholic
School Council
-Book Study Mindsets in the Classroom by M. Ricci
-Publishing websites http://www.edu.gov.on.ca/eng/teachers/safeschools.html
http://www.safeacceptingschools.ca
-Classroom visits by P/VP to increase awareness and review steps to prevent and deal with conflicts and bullying
-Continue to Implement a Strengths Based and whole School approach to promoting a positive school culture (i.e.
Touchstone Attributes, Gotchas, CATS Awards, Winits, Applause Program, Spirit Assemblies)
-Continue promoting a mentally healthy school (support document – “Leading Mentally Healthy Schools”)
Prevention Strategies
Intervention and Support Strategies
Monitoring
Evaluation
VIA website
Strengths in Education website
-Character education strategies – My Blue Print, VIA Strengths Survey, daily Gotcha Nominations, Monthly “CATS” Awards,
Applause Program
-School-wide programs (i.e. Peer-mentorship, Reading Buddies, Recess Buddies, JK Helpers, Green Team, Youth Sports
Nights, Intramurals, Social Justice, Various clubs)
-Reinforcing the Code of Conduct and behavioral expectations at beginning of the year and as needed dialogue and
reflection
-Focus on our Mission/Vision “Christian and Friendly”, and how it connects to Catholic Graduate Expectations, citizenship
and a safe and caring environment
-Daily religion lessons – teaching, discussing, modeling behavior that is “Christ-like”, respectful and inclusive to all
-Youth Worker prevention, intervention and support
-Tools for Life - teaching and supporting healthy communication, self regulation and direct teaching of social skills K to gr. 4
-Roots of Empathy - to be implemented in L. Webber/R. Wagner’s JK/SK class
-Emphasis on School Touchstone CHRIST (Christian and Friendly, Humility, Respect, Integrity, Service, Teamwork)
-Promoting positive School Climate (Spirit Assemblies, whole school Masses/Liturgies, various clubs
-Principal/Vice Principal are engaged with students in hallways and in the yard at recesses each day
-Consistent positive language (i.e. Nice Matters……Choose Kindness…..Using Put ups and Filling our Buckets) and
strengths language
-Opportunities for individual and extra support available (i.e. picnic group, social skills groups, groups led by Youth worker)
-Student led activities that focus on respect and character development (i.e. Hospitality Committee, Social Justice Club etc.)
-Use of Restorative Practice – classroom student meeting circles led by teacher, YW and/or P/VP
-Reporting procedures reviewed and followed
-Opportunities for professional development for all members of staff
-Advertise Board wide presentations to parents on areas (i.e. resiliency, cyberbullying or web-safe presentations by police)
-Spirit Assemblies that focus on respect, goal setting, leadership, recognition and character education
-Librarian to provide books/videos to teach and stimulate discussion
-Bullying Prevention and Intervention Week (Nov. 16-20 includes actvities based on understanding strengths
-VIA Strengths Survey
Qualitative and Quantitative – Use of School Climate Survey, VIA Survey, office referrals, recess incidents, student
reflections, developing plans of action with students, anecdotal observations and tracking of incidences
Ongoing monitoring, modify goals accordingly following the “ PLAN—ACT—OBSERVE—REFLECT” model