1. Meadowcrest P.S. School Climate Survey 2016
SAST Meeting: October 3
“Bullying Awareness and Prevention Week has been established in subsection (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)

2. Ignite Learning- Increase student achievement and well-being

3. 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.

4. 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.

5. 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.

6. 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

7. 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

8. 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

9. 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

10. Overview of 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.

11. 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

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

14. Description of Interventions
[Identify the programs/strategies that have been in place or introduced since the survey]

15. 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

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

17. Description of Interventions
[Identify the programs/strategies that have been in place or introduced since the survey]

18. 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

19. Description of Interventions
[Identify the programs/strategies that have been in place or introduced since the survey]

20. Description of Interventions
[Identify the programs/strategies that have been in place or introduced since the survey]

21. Description of Interventions
[Identify the programs/strategies that have been in place or introduced since the survey]

22. Opportunities for Development
The SAST developed the following goals for :
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

23. 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:

24. 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