Code of Conduct

Highland Park Elementary School Code of Conduct

This code of conduct applies while at school, at school related activities, and in other circumstances where engaging in the activity will have an impact on our school environment. Please see SD83 Policy 310 Student Code of Conduct on which this school code of conduct is based. Please also see SD83 Policy 1030 Wellness in Schools, in particular regulation 1030.01 Safe, Caring and Orderly Schools in an effort to ensure that all people participating in a school activity have the right to take part in physical and psychological safety, and have a responsibility to neither harm nor threaten others. It is the responsibility of everyone to ensure that our school remains welcoming and safe.

At Highland Park Elementary School we believe in…

• RESPECT of self, others and property
• RESPONSIBILITY for actions that contribute to everyone’s sense of belonging
• SAFETY

To ensure our learning environment remains one where all students are respectful, responsible, and safe, students are expected to keep their hands, feet and objects to themselves and their bodies in their own spaces.  Students are expected to conduct themselves in ways that contribute positively to our school environment in an effort to prioritize learning.  CLICK HERE to access our 2024-2025 School Learning Plan.

We also believe in the importance of solving problems when problems are small, communicating about problems early.  We can only intervene if we are aware of the problem. It is important to report behaviour to the school as immediately as possible in order to be effective in making the problem stop. CLICK HERE to access the SD83 Problem Solving Brochure for parents. Students can access strategies to solve problems using our Problem Solving Wheel. They are also encouraged to seek help from a supervising staff member.

In an effort to build community, sense of belonging, as well as both personally and socially responsible behaviours with students, we are incorporating aspects related to the Circle of Courage at our monthly assemblies. CLICK HERE to access our Circle of Courage Assembly Schedule and related topics for the 2024 – 2025 school year. CLICK HERE to access additional information.

More specifically, here are some conduct expectations for all SD83 students based on SD83 Policy 310 Student Code of Conduct.

• Maintain courteous and respectful relationships with fellow students, teachers, support staff, and others involved in the school system;
• Respect public and personal property;
• Adhere to all classroom, school and district rules and policies, and comply with Interior Health and any other provincial government directives;
• Comply with the reasonable directives of a teacher or other employee of the Board;
• Maintain appropriate standards of hygiene, dress and language; (see SD83 Policy 315 Student Dress Guidelines)
• Attend school daily and promptly at the appointed hours;
• Work diligently and respectfully without disrupting the work of others;
• Demonstrate respect for all people, both in and outside school in compliance with the BC Human Rights Code;  
• Demonstrate respect for diversity including, but not limited to, race, ethnicity, gender, age, ability, culture, ancestry, language, religious beliefs, sexual orientation, gender identity, and socioeconomic background;
• All students in elementary school are encouraged to leave all personal digital devices at home. Personal digital devices are not allowed during school hours, including both instructional and non-instructional time. Any personal digital devices brought to an elementary school must be stored in a secure location, not on their person, not visible, and not used during school hours. This includes cell phones, and any other device that can access the internet through data or wifi. CLICK HERE for more information from the Superintendent.

In Reference to the BC Human Rights Code: Highland Park Elementary School promotes the values expressed in the BC Human Rights Code respecting the rights of individuals in accordance with the law- prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation and gender identity or expression. In addition, in accordance with School District Policy, we recognize homophobic and gender based comments, discrimination and bullying are demeaning to all regardless of their actual or perceived sexual orientation.  The school will not tolerate behaviour or communication that degrades, denigrates, incites hatred, prejudice or discriminates based on race, colour, ancestry, place of origin, religion, marital status, family status, physical status, physical or mental disability, sex or sexual orientation and gender identity or expression (prohibited grounds set out in the BC Human Rights Code).

Philosophy of Behaviour

Expectations for behaviour at school may be different from those at home. This is because we have policy in place to ensure that schools are safe, caring and orderly places. Schools are places of “work” for children that strive to be welcoming, focus on belonging and prioritize learning.

Behaviour is communicative and usually represents an individual’s best effort to meet their needs. A conflict usually arises when the efforts to meet one’s needs interferes with the needs of another. Conflict is inevitable in any group setting. Discipline provides an opportunity to learn a better way to meet an individual’s needs and fix mistakes with those affected. Learning takes time and patience and in order to determine the effectiveness of discipline intervention, time is needed. In addition, the goal of any discipline effort is restorative, where the individuals and relationships involved are strengthened. Learning involves recognizing the consequences of one’s actions – those intended and those not intended.  Individuals must be willing to accept responsibility for their part in a problem or conflict in order for restoration of self and others to occur. If unwilling, consequences are assigned from a least restrictive to more restrictive approach based on a progressive discipline model. Discipline will be fair, consistent, meaningful, and supportive for the purpose of making restitution and enhancing student responsibility and self-discipline. Discipline, like learning, happens internally. Making mistakes is how we learn, and with children, there’s a lot of growth that happens in the area of personal development and their understanding of socially responsible behaviour at school and beyond. Learning takes time and practice. We all have a role to play in doing what’s expected to keep our school safe, caring, and orderly thus contributing to a learning environment that promotes a sense of belonging for all.

Discipline Process for Inappropriate Behaviour

The progressive process starts in the classroom with an individual conversation or correction by the classroom teacher. If the inappropriate behaviour continues, the classroom teacher will contact home and discuss the situation with the parent. Having first tried the above procedure for behaviour management, the student will be referred to the principal.  Discipline outcomes are typically communicated to parents and are determined based on students’ level of involvement in the problem. For some behaviours, depending upon their significance and impact on others in the classroom or playground, an immediate referral to the office may be warranted.  Restorative and other measures, including student suspension and exclusion from school or the playground may be necessary for those occasions when efforts fail to result in a student complying with expected conduct standards. Please see SD83 Policy 310 Student Code of Conduct , in particular regulation 9060.1, Student Suspension. In all cases, discipline efforts are reflective of the age, maturity, and developmental level of the student and the severity and frequency of the unacceptable conduct. For example, as students become older, behaviour expectations change and consequences of unacceptable behaviour will reflect this.

First referral:

A conference with the principal resulting in time in the office and a thinking sheet completed by the student. Depending upon the significance of the incident, an electronic behaviour record may be completed. Restoration is attempted with the persons affected and consequences may be assigned based on a progressive discipline model – least restrictive to most restrictive. Alternative behaviour management strategies may be explored with the teacher. Contact with parents is usually made by follow up notice or phone call.

Second referral:

Another conference with the principal resulting in time in the office and a thinking sheet completed by the student. Depending on the incident, a behaviour record of the incident is documented in the student’s electronic file. Contact with parents by phone call is made along with a follow up behaviour notice. More restrictive consequences are assigned based on a progressive discipline model. Alternative behaviour management strategies may be explored with the teacher.  An action plan in collaboration with the student, teacher, parents, and principal is developed and implemented.  Restoration is attempted made with the persons affected.

Third referral or more:

Another conference with the principal resulting in time in the office and a thinking sheet completed by the student. An electronic behaviour record of the incident is completed and contact with parents is made by phone call and follow up Behaviour Notice. Even more restrictive consequences are assigned based on a progressive model and could include an in or out of school suspension. A meeting may occur to review the action plan with teacher, parents, and principal. Possibly a school based team meeting referral completed to seek input from additional district staff to develop a more formal and comprehensive behaviour plan.  Restoration is attempted with the persons affected.

Each referral is dealt with on a case-by-case basis and expeditiously as possible.  If the problem behaviours persist we will devise additional plans that may include additional conferences with parents, school based team, district support staff which may include Counsellors, District Principal and/or Director of Inclusive Education as well as the Director assigned to our school.  As stated in SD83 Regulation 9060.01, Student Suspension, the Board assigns to School Principals the responsibility of enforcing the code of conduct and other school rules and policies of the Board. School Principals are charged with exercising paramount supervisory and disciplinary authority within their school. 

Discipline outcomes may include any of the following depending on circumstance:

1. Restitution
2. Natural and logical consequences to ensure a Safe, Caring and Orderly School
3. Time out of Class/Playground Restrictions/Time off the Playground/Direct Supervision
4. Parent/Teacher/Principal/Student Conferences
5. In-school suspension
6. Out of school suspension
7. School Based Team Meeting
8. District level support including recommendations for Assessment

Discipline process for Bottom Line Behaviours –   CLICK HERE to access SD83 Policy Manual

Bottom Line Behaviours result in immediate referral to the office and include the following:

1. Ongoing Inappropriate Behaviour – See Policy 310 Student Code of Conduct , in particular Regulation 9060.01, Student Suspension
2. Weapons – See SD83 Policy 1030 Wellness in Schools, in particular regulation 1030.07
3. Drugs and Alcohol (Possession of or under the influence) – See SD83 Policy 1030 Wellness in Schools, in particular regulation 1030.06
4. Violent Behaviour including threats – SEE THREAT ASSESSMENT PROTOCAL AND FAIR NOTICE
5. Dangerous or Outright defiance – See Policy 310 Student Code of Conduct
6. Stealing or vandalism – In cases of property damage, the School Act assigns a liability for costs to the parents and student(s) involved (See Policy 310 Student Code of Conduct )
7. Smoking/Vaping or possession of related materials –See SD83 Policy 1060, Smoking, Tobacco and Vapour Products on SD83 Property
8. Bullying and Harassment – Intentional intimidation, harassment, disrespect (including threats) resulting in emotional and/or physical harm including Cyberbullying. CLICK HERE to learn more about what BULLYING is, the difference between bullying, unkindness and conflict. Ways to support your child are included.  (See SD83 Policy 121 Sexual Orientation and Gender Identity , Policy 122 Digital Citizenship , and Policy 390 Anti-Racism.

When students are referred to the office for “Bottom Line” behaviours or other ongoing behaviours where student safety is a concern, School District 83 Policy is referenced and Regulation 9060.01, Student Suspensions, will be considered and implemented where appropriate.  Special consideration may apply to students with special needs, if they are unable to comply with this Code of Conduct due to having a disability of intellectual, physical, sensory, emotional, or behavioural nature.

More information about Threats and Threat Making Behaviour

Please CLICK HERE to access information about the Threat Assessment Protocol and Fair Notice. Please CLICK HERE to access the 2025 FAIR NOTICE Letter from our Superintendent, Donna Kriger, outlining the importance of reporting any potential threats.  A threat is an expression of intent to do harm or act out violently against someone or something. Threats may be verbal, written, drawn, posted on the Internet or made by gesture. Threats must be taken seriously, investigated and responded to.  To keep school communities safe and caring, staff, parents, students and community members have a duty to report all threat-related behaviours to the school principal or RCMP.