Elementary School Guidelines for Supporting and Promoting Socially Responsible Behaviour

A caring, orderly and safe school is the foundation for a successful learning environment. In Saanich School District, our Code of Conduct for elementary students is designed to reflect Social Responsibility Performance Standards established by the Ministry of Education.

Conduct Expectations in Saanich School District Elementary Schools

Children contribute to the classroom and community by:

  • Being caring, considerate and helpful;and
  • Participating positively in and demonstrating commitment to classroom and group activities.

Children demonstrate that they value diversity by:

  • Treating others fairly and respectfully; and
  • Showing support for others.

Children learn to appreciate the relationship between rights and responsibilities by:

  • Following classroom and school expectations;
  • Understanding that they have a right to a safe, secure and orderly learning environment; and
  • Taking responsibility for their own actions.
  • Understanding and demonstrating safe and appropriate uses of internet resources.

Children solve problems in peaceful ways.

Plan of Action to Promote Positive Outcomes

In Saanich School District Elementary Schools, when students do not demonstrate age-appropriate social responsibility, these times are viewed as learning opportunities. We have established inclusive school communities and we endeavor to implement strategies that will enable each child to be successful in his/her school environment. Unacceptable behaviour includes, but is not limited to, bullying, cyberbullying, harassment, intimidation, threatening or violent behaviours. The frequency and severity of the unacceptable conduct is considered when determining the appropriate intervention. As we support children to make better choices, we help them to develop skills in the following areas: empathy, impulse control, anger management and problem solving. A variety of strategies, including appropriate consequences such as reflection time, restorative activities and restricted privileges may be used. Dialogue with parents/guardians is ongoing and occurs in a variety of ways as described below:

  • Restitution strategies are used with all students at the elementary level, to encourage positive behaviours.
  • School-Based Team meetings, including parents/guardians, and students on occasion, school staff and appropriate District personnel and/or agencies when warranted, focus on identifying appropriate strategies to support the student.
  • The District Behaviour Support Team is accessed when the School-Based Team requires additional expertise/resources to address the student's needs.
  • The District Screening Committee designates students according to Ministry guidelines.
  • In serious cases, the Student Review Process takes place at the District level.

Home/School Communication

In Saanich District Elementary Schools, we believe that children learn best when teachers and parents work together. We also believe that learning to develop age-appropriate social responsibility is a natural part of the learning process for all children. If the classroom teacher has ongoing concerns regarding the social responsibility of a child, he/she will ensure that this is communicated to the parent or guardian. For all serious incidents, the parents/guardians of the children involved will be contacted by the School Administration.

Students shall not discriminate against others on the basis of race, colour, ancestry, place of origin, religion, family or marital status, physical or mental disability, age, sex or sexual orientation, gender identity or gender expression, or for any other reason set out in the Human Rights Code of British Columbia, nor shall a student publish or display anything that would indicate an intention to discriminate against another, or expose them to contempt or ridicule on the basis of any such grounds. All reasonable steps will be taken to prevent retaliation against a student who has made a complaint of a breach in the Code of Conduct.