1. Ethics & Boundaries In the School Setting
“Ethics is knowing the difference between what you
have a right to do and what is right to do.”
Potter Stewart

2. ALWAYS REMEMBER…
You are in a position of power and with that comes great responsibility

3. Professional Boundaries
Do the choices you are making reflect how you see yourself?
How others view you?
As we go through this presentation consider how you think your behaviors and values might impact your work place values.

4. What Do I Value as a Professional?
What do you value as a school employee? Name three things that are the most important/or that you value the most in your role.

5. Perceptions and Choices
What are the perceptions I want students, families, administration, all district employees, and the community to have of me?
Do the choices I make impact this in a positive or negative way?
*verbal and non-verbal actions, social media use

6. Teacher, Neighbor, Coach,
Small School
+ Small Community
Multiple Roles
Teacher, Neighbor, Coach,
Friend, Family

7. Crossing Professional Boundaries
No one starts out thinking they are
going to cross boundaries.
Most common reason for crossing the line of professional boundaries is:
Insufficient clarity about our roles

8. Potential boundary violations:
Becoming too personally involved with students – friend, confidant, surrogate parent. Students have parents, they are not “your kids.”
Serving as a confidant with regard to a student’s decision about his/her personal issues. Your pupil services team will coordinate this. Do not get seduced into feeling special.
Driving individual students to or from school.

9. Giving a student(s) undue attention.
Confidentiality - sharing personal information about a student with a third party or another parent.
Inviting a student to your home or an overnight at your house.
Exchanging notes, texts, s, or letters that are personal in nature.
Having students as your friends on Facebook. If I am your adult friend on Facebook I don’t want students knowing my business.

10. Share two more examples with a partner
Hugging or touching students. Is there a need to be touching students? If not, don’t do it.
Sharing your personal problems with students.
Seeing students in private or non-school settings.
Flirting with students or making comments about their appearance or clothing.
Confusing being friendly with being a friend.
Share two more examples with a partner

11. Self-Reflection Crossing a boundary involves a
behavior that meets your needs
and not the students,
colleagues, or community.
What needs are met for the adult?
How might this result in emotional or
physical harm to child?

12. Poor Boundaries result in:
Students may not feel valued.
Inconsistency may be present resulting in more discipline issues.
Poor staff and student morale.
Staff may begin to split as those with poor boundaries may be viewed as the more desirable staff.
Disengagement from learning.

13. Poor Boundaries result in:
Poor community image.
Upset parents.
Staff and students are vulnerable to harm.
Confused expectations.
Loss of power in your classroom or work area.
(Do not allow students to answer your phone, sit at your desk and just
hang out in your classroom when they belong elsewhere.)
Loss of job, legal consequences

14. Some boundary violations are crimes. What might these be?
Percent of Student Targets by Job Title of Offender
Source: Shakeshaft, 2003, AAUW, 2001

15. Protective Strategies
Learning about the law and your liability as a staff member.
Have doors open or windows uncovered.
Complimenting students without hugging them or touching them. (Define what kind of touch is appropriate for the age level you are involved with.)
Report any any reasonable suspicion of child abuse to the identified authorities
Have another adult present when attending to the personal needs of students.

16. Protective Strategies
Getting parent(s) and principal’s approval regarding all activities off school property.
Letting students know when they are overstepping your personal boundaries.
Seek input from colleagues or other professionals if unsure of the appropriateness
of your plans or actions.
Know our school district’s policies regarding your job.

17. Interpersonal Boundaries
The tone we use with each other.
The attitude and approach co-workers use with each other.
The ability to focus on work; even with people you don’t like or have conflicts with.
The ability to set limits with others who have poor boundaries.
Defining consequences when a boundary is violated and sticking with it.

18. Summary Perceptions and Choices Crossing Professional Boundaries
How do others see you?
How do you want to be seen?
Crossing Professional Boundaries
How much is too much?
Results of Poor Boundaries
What are the consequences?
Protective Strategies
How can you protect yourself?
Interpersonal Boundaries
How will you interact with co-workers?