Policy Manual

F-110-AR: Student Conduct

References:

A-150 Discrimination and Harassment
A-160 Sexual Orientation and Gender Identity
F-110 Student Conduct
F-110-BR Student Conduct
F-120 Student Suspensions, Disciplinary Hearings and Expulsions
Safe and Caring Schools Manual, Alberta Education
St. Albert Public Schools’ Code of Student Conduct

DEFINITIONS
Restorative practice is a philosophy and approach to addressing harm and conflicts within a community. It is based on the idea that when harm or conflict occurs, it creates ripples of negative effects that extend beyond the individuals directly involved. Restorative practice seeks to repair these harms and conflicts by bringing the people involved together to discuss the harm that was caused, the impact it had, and how to move forward in a positive way.

Discrimination is the denial of individual rights and freedoms in a manner which contravenes the Alberta Human Rights Act, and the Canadian Charter of Rights and Freedom. The Alberta Human Rights Act prohibits discrimination on the basis of race, religious beliefs or lack of, colour, gender, gender identity, gender expression, physical disability, mental disability, age, ancestry, place of origin, marital status, source of income, family status, sexual orientation of
that person or class of persons.

Harassment refers to unwelcome and offensive behaviour that consists of objectionable conduct, comment, material or display that demeans, belittles, intimidates or humiliates another person. Harassment may include, but is not limited to, references related to age, nationality or ethnic origin, religion, gender, sexual orientation, physical/mental disability or race. It may involve abuse of authority but does not include the legitimate exercise of an individual’s supervisory or administrative authority.

Sexual Harassment is any unwelcome behaviour that is sexual in nature. It includes, but is not limited to, behaviour such as unwanted touching (e.g. pinching, patting, rubbing), leering, sexist jokes, the display of sexually suggestive material, derogatory, or degrading comments, sexually suggestive gestures and unwelcome propositions, innuendoes, demands or inquiries of a sexual nature. Unwanted sexual advances, unwanted requests for sexual acts, and other verbal or physical conduct of a sexual nature constitute sexual harassment when:

Such conduct undermines another individual's personal dignity by causing embarrassment, discomfort, humiliation or offence; or
Such conduct interferes with an individual's work performance or learning opportunities by creating an intimidating/hostile work or learning environment; or
Submission to such conduct is made either explicitly or implicitly a term of condition of employment or educational services; or
Submission to, or rejection of, such conduct affects decisions regarding that individual's employment or educational advancement including matters such as promotion, salary, benefits, job security, grades, or employment references.

Senior administration will provide support for principals and designates to ensure professional learning regarding restorative practice occurs annually.
Each principal shall:
1. maintain a copy of St. Albert Public Schools’ Code of Student Conduct in the school office and share that code on an annual basis with staff, students, parents/guardians, school councils and others upon request;
2. develop a written school code of student conduct in consultation with students, parents/guardians, the school council and staff which reflects the intent of the St. Albert Public Schools’ Code of Student Conduct.
3. be knowledgeable of the process and application of restorative practice;
4. ensure all staff are aware of the principles of restorative practice;
5. make copies of the School Code of Student Conduct and Drug-Free Protocol available to students, parents/guardians and staff.
6. review the School Code of Student Conduct at regular intervals.
A School Code of Student Conduct shall include:
1. expectations for student behaviour;
2. a range of specific corrective measures that will be taken when students are found responsible for unacceptable behaviour;
3. provisions regarding safety and security offenses;
4. any other matter which the principal deems necessary.
Students will be held responsible and accountable to the St. Albert Public School Division and its agents for their behaviour and conduct:
1. during involvement in school sponsored or related activities;
2. on school board property;
3. during any recess or lunch periods on school property;
4. on division leased, sanctioned or owned vehicles used for the transportation of students to and from school and school activities;
5. while traveling directly to and from school;
6. beyond the hours of school operation if the behaviour or conduct has a detrimental impact on the welfare of individual students or the governance, climate or efficiency of the school.
Students and their parents/guardians, when applicable, are accountable for:
1. school attendance and punctuality;
2. their work habits including completion of assignments and homework;
3. proper use of textbooks, equipment, and property of theirs, others and the school;
4. treating others with dignity and respect;
5. full cooperation with school authority and personnel authorized to provide educational programs and other services throughout the school day and during all school sponsored activities;
6. adherence to the St. Albert Public Schools’ Code of Student Conduct and School Code of Student Conduct; and
7. all expectations as articulated in the Education Act.
Consequences including suspension, disciplinary hearing and/or expulsion, depending on individual circumstances, may be imposed when a student fails to meet the expectations for student conduct articulated in the St. Albert Public Schools’ Code of Student Conduct and/or the Education Act [Suspensions 36: 1 (a) or (b) or Expulsions 37:1 (a) or (b)]. Some examples of unacceptable behaviours include:
1. conduct which verbally, physically or emotionally threatens the safety of students or staff;
2. bullying, students have the responsibility to refrain from, report and not tolerate bullying or bullying behaviour directed toward others in the school, whether or not it occurs within the school building, during the school day or by electronic means;
3. possession of a weapon, or anything used, or intended for use in causing injury to any person, or for the purposes of threatening or intimidating any person;
4. assault;
5. possession, distribution, or use of illegal drugs, alcohol, inhalants or any other illicit substances in school or on school property;
6. distribution or use of prescription drugs outside of the directed prescription;
7. willful damage to school or other's property;
8. discrimination or harassment;
9. participating in froshing or hazing activities;
10. extortion;
11. disruptive behaviour, willful disobedience or defiance of authority;
12. interference with the orderly conduct of classes or the school;
13. tampering with items such as fire alarms, or safety equipment;
14. criminal activity;
15. contravention of the St. Albert Public Schools’ Code of Student Conduct and School Code of Student Conduct; and
16. bystander encouragement or involvement in instigating or escalating aggressive behaviour (e.g. taunting, fighting).
When disciplining a student, a teacher or principal will consider:
1. whether the student has failed to comply with section 36 of the EducationAct, the Student’s Code of Conduct or with the St. Albert Public Schools’ Code of Student Conduct;
2. the effect of the student's behaviour upon other students, the staff, the school and the community;
3. the nature of the action or incident that calls for disciplinary measures;
4. whether consultation with the student’s parents/guardians is warranted;
5. the student's previous conduct;
6. the student's unique circumstances (age, maturity, extenuating circumstances);
7. the impact of proposed action on the student's future behaviour;
8. any other information the teacher or principal considers appropriate or relevant; and
9. whether the student’s conduct is injurious to the physical or mental well-being of others in the school.

APPENDIX
Restorative practices focus on repairing relationships, rather than simply punishing the offending party. They aim to help individuals understand the root causes of the harm and take responsibility for their actions, as well as to provide support and resources to help them make amends and prevent future harm. Restorative practices can be used in a variety of settings, including schools, workplaces, and criminal justice systems.

Some examples of restorative practices include:

Restorative circles: Group meetings in which individuals discuss the harm that was caused, the impact it had, and how to move forward in a positive way.

Restorative conferences: Meetings between the person who caused the harm, the person who was harmed, and other stakeholders, such as teachers or counselors, to discuss the harm and work towards a resolution.

Restorative justice: A process in which the person who caused the harm takes responsibility for their actions and works with the person who was harmed to repair the harm and find a way to move forward.

It's important to note that restorative practices should be used in conjunction with other approaches, such as education and support, to address the underlying issues and prevent future harm.

A restorative justice circle is a structured group process that brings together individuals who have been involved in or affected by harm or conflict. It is a way for people to come together and talk about what happened, the impact it had, and how to move forward in a positive way.

Support will be provided for students who are impacted by inappropriate behavior, as well as for students who engage in inappropriate behavior.

Each principal will ensure that appropriate documentation procedures are implemented to record disciplinary actions.