Meadowcrest P.S. School Climate Survey 2016 SAST Meeting: October 3 “Bullying Awareness and Prevention Week has been established in subsection 300.0.2(1) of the Education Act as beginning on the third Sunday in November of each year. Its purpose is to heighten awareness and understanding of bullying and the impact it can have on the overall school environment.” (PPM 144)

Ignite Learning- Increase student achievement and well-being

Ministry of Education-Focus on Well-Being The Ministry has core values on well-being which are outlined in Foundations for a healthy school. The school climate survey helps boards and individual schools collect data to provide valuable information for school planning purposes.

Well-Being Four Domains of Well-Being Physical — the growth and development of the body, affected by physical activity, sleep patterns, healthy eating and healthy life choices. Cognitive — the development of abilities and skills such as critical thinking, problem solving, creativity, and the ability to be flexible and innovative. Emotional — the ability to learn about and experience emotions, and understand how to recognize, manage, and cope with them. It includes developing a sense of empathy, confidence, purpose and resilience. The four domains of well-being focused on by the MoE are ideally aligned with the work which the DDSB has done on promoting a whole school approach to safe and inclusive schools Social — the development of self-awareness, including the sense of belonging, collaboration, relationships with others, and communication skills.

DDSB Definition of Bullying for Use with Students: What is Bullying? DDSB Definition of Bullying for Use with Students: Bullying is an aggressive behaviour There is an intent, or reasonable assumption, to cause harm (to the individual, his or her reputation or property) It is typically repeated There is a real or perceived power imbalance There may be a negative impact on the learning environment of the school (Based on Accepting Schools Act, 2012) PPM 144 states that “for the purposes of policies on bullying prevention and intervention, school boards must use [the] definition of bullying , given in subsection 1(1) of the Education Act.” DDSB has taken the key elements from PPM 144 to form a more student friendly definition. Above is the definition often used with DDSB students.

Bullying Aggression Teasing Is intentional aggressive behaviour Has an intent to cause harm Is typically repeated There is a real or perceived power imbalance Has a negative impact on the school Is conflict that may be intentional or unintentional, direct or indirect It can take many forms It can be experienced in a number of ways (i.e., physical, mental, emotional, and psychological harm) Can be positive or negative Positive teasing: Illustrates closeness, affection, and familiarity Not distressing Occurs within a strong relationship Strengthens the relationship Negative teasing: Alienates, criticizes, and embarrasses Is distressing Occurs within a weak relationship Undermines the relationship Modified from: PREVnet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Teasing Aggression Bullying Can lead to Aggression Bullying Page 11 of document Source: PREVnet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Bullying is a Relationship Problem (Evidence-based) Bullying is a power relationship problem between the child and the child being bullied Relationship problems require relationship solutions Relationship solutions include all children and youth involved in bullying Children’s positive peer relationships depend on positive relationships with adults Source: PREVnet: Bullying Prevention and Intervention in the School Environment: Factsheets and Tools, 2014

Legislation Ministry of Education requires that all school boards in the province conduct school climate surveys with students in grades 4 – 12 every two years. Policy/Program Memorandum No.145, Progressive Discipline and Promoting Positive Student Behaviour

Overview of 2015-2016 Survey Surveys include students, staff and parent Survey was open from January to March 2016 Survey is a local survey based on a provincial template.

Parent survey results Highlights focused on how their children feel at Meadowcrest P.S. Specific locations Overall positive feedback and parents feel that their children are attending school in a safe and comfortable learning environment

Highlights at [Add School Name] [List your school highlights. These can be communicated through words, pictures, video, etc.]

Description of Interventions [Identify the programs/strategies that have been in place or introduced since the 2013-2014 survey]

Parent feedback re: student safety at school Locations Very Safe Safe Unsafe Lunchroom 55.6 40.7 3.7 Washroom 44.4 Classroom 63 37 Gym Changeroom 53.8 46.2 Yard 26.9 69.2 3.8 Hallway 59.3 Neighbourhood

Student survey results Highlights focused on how students feel at Meadowcrest P.S. Specific locations Overall positive feedback and students feel safe at school

Description of Interventions [Identify the programs/strategies that have been in place or introduced since the 2013-2014 survey]

Student feedback re: student safety at school Locations Very Safe Safe Unsafe Lunchroom 64 35.3 0.7 Washroom 42.4 49.6 7.9 Classroom 78.4 20.9 Gym 56.8 43.2 Changeroom 52.5 5 Yard 36.7 60.4 2.9 Hallway 57.7 40.1 2.2 Neighbourhood 55.5 42.3

Description of Interventions [Identify the programs/strategies that have been in place or introduced since the 2013-2014 survey]

Description of Interventions [Identify the programs/strategies that have been in place or introduced since the 2013-2014 survey]

Description of Interventions [Identify the programs/strategies that have been in place or introduced since the 2013-2014 survey]

Opportunities for Development The SAST developed the following goals for 2016-2017: 1. Adopt the “Own It, Fix It, Learn from It, Move On” process in problem solving/conflict resolution for staff and students 2. Support staff to learn to use restorative questions when problem solving with students 3. Plan at least one Parent Wellness evening in partnership with Public Health 4. Continue to educate the school community about the progression of teasing to aggression to bullying-whole school and individual class focus (Programs scheduled: NED, Aussie-X) 5. Safe schools representative to meet with the student council to plan a school wide initiative focussed on well-being and/or bullying prevention

Bullying Prevention and Intervention Plan (BPIP) Section 4: Policy Bill 13 and Ministry PPM 144 requires each school to have a Bullying Prevention and Intervention Plan DDSB Procedure #5148 states that every school must have a Bullying Prevention and Intervention Plan, and that the Plan must be posted on the school website Schools may choose the format for their school BPIP The Safe Schools Bullying Prevention and Intervention Plan (BPIP) template can be found on the Safe Schools Portal at: https://portal.ddsb.ca/group/n3fu2uk/Pages/default.aspx?RootFolder=%2Fgroup%2Fn3fu2uk%2FSSP%20Document%20Library%2FBullying%20Prevention&FolderCTID=0x0120005B685A5DEB11824DBEA8AFA04391D9A8&View={ACB800F2-D410-44C0-B3E6-EB922DFAE979}

Positive School Climate “A positive school climate is key to a healthy school. A positive school climate exists when all members of the school community feel safe, included, and accepted, and actively promote positive behaviours and interactions.” Foundations for a Healthy School, 2015