Statement of Purpose

The goal of this plan is to create a safe, supportive, and inclusive school environment where every student feels respected and valued. By clearly defining bullying and establishing a proactive, restorative, and progressive response, we aim to prevent bullying behaviours and effectively intervene when they occur.

This policy is anchored in our students' vision for our community (CTS Strategy document, 2023): "We are safe when we are in community and we look out for each other: where we are held accountable, where hate is called out and each of us is confident that everything will be okay." We believe that cultivating a strong sense of self and others is foundational to preventing harm. As our students noted, "When you are good within yourself and you feel strong within yourself, it's easier for you to be more empathetic and understand other people; you believe that others are just as powerful, complex and nuanced as you are." To support this, our school commits to three pillars of safety:

• Psychological Safety: Our school is a place where each of us can grow, and where everyone feels respected for their identities, thoughts, and feelings.
• Emotional Safety: Learning, unlearning, and relearning is hard, and safety does not always mean comfort. We honour the process of growth by creating space for each other to learn, make mistakes, and change.
• Physical Safety: Every member of our community must be able to express their racial, sexual, gender, religious, and other identities and perspectives without being hurt or intimidated.

With safety, our school will be a place of learning where "all of our peoples, ancestors and histories are powerful."

1. Definition of Bullying

Bullying is defined as any unwanted, harmful, and/or aggressive behaviour by a student or group of students that involves a real or perceived power imbalance. The behaviour is repeated over time or has the potential to be repeated. Bullying includes, but is not limited to, actions or statements that are:

• Physical: Hitting, kicking, pushing, tripping, or damaging a person’s belongings.
• Verbal: Name-calling, teasing, threatening, or making inappropriate remarks.
• Social/Relational: Spreading rumours, social exclusion, embarrassing someone in public, or damaging a person’s reputation.
• Cyberbullying: Using electronic devices to intimidate, harass, or humiliate others.

Intent vs. Impact: We focus on the impact of the behaviour rather than the stated intent. If the impact on the student is one of harm, we take it seriously and take steps to repair it. In instances of racial harassment, slurs, or identity-based harm, intent does not excuse the impact, and the behaviour will be addressed directly.

2. The "Notice, Name, Repair" Framework

This framework provides a clear and consistent path for students and staff to identify and report bullying, and for adults to respond effectively.

NOTICE: How to Identify Bullying

Students and staff will be taught to recognize the signs of bullying, whether it is happening to them or to a peer. Awareness is the first step toward safety. We encourage our community to pay attention to:

• Changes in behaviour: A friend who suddenly seems withdrawn, sad, anxious, or avoids school activities.
• Unexplained physical harm or damage to belongings: Frequent bruises, torn clothing, or "lost" items.
• Social exclusion: A friend being consistently left out of groups, games, or conversations.
• Distress caused by electronic devices: A friend becoming upset while using their phone or computer.

NAME: Speak to a Caring Adult

Once bullying is noticed, the most critical step is to name the problem by talking to a caring adult. We empower students (including those experiencing the harm and bystanders) to understand that speaking up is a sign of courage and strength. A caring adult is any trusted staff member, community worker, or relative, including:

• Teachers
• Guidance Counsellors
• School Administrators (Principal, Vice-Principal)
• Coaches or Club Advisors
• School-Based Safety Monitors
• Child and Youth Workers, Social Workers, or support staff
• Parents, Caregivers, or Guardians

REPAIR: Repair the Harm and Progress toward Resolution

The "Repair" phase is a multi-pronged approach that prioritizes both the restoration of well-being and, when necessary, progressive discipline.

A. Embedding a Trauma-Informed Lens

When intervening to repair harm, staff will utilize a trauma-informed approach. This means understanding that challenging or aggressive behaviours can be manifestations of underlying trauma, unmet needs, or systemic stress.

• We prioritize emotional and physical safety for all parties during the intervention process.
• We shift the operational question from "What is wrong with this student?" to "What has happened to this student, and what do they need?"
• We avoid punitive responses that re-traumatize or isolate students, ensuring instead that accountability is paired with targeted support, coping strategy development, and mental health resources.

B. Naming and Recognizing Oppression

We recognize that bullying does not occur in a vacuum; it often mirrors broader systemic inequalities. Staff are responsible for identifying and explicitly naming where oppression, such as racism, homophobia, transphobia, sexism, ableism, classism, or religious bigotry, is playing out in an interaction.

• Interrupting Bias: We will not minimize identity-based harm as simple interpersonal conflict. If a bullying incident involves a systemic power imbalance (e.g., using a racial slur or targeting a student's gender expression), staff will explicitly name the oppression occurring.
• Addressing the Root: By naming the specific systemic harm, we ensure our intervention addresses the historical and social dynamics at play, protecting the dignity of targeted students and educating those who caused harm on the broader impact of their words and actions.

C. Repairing Harm through Restorative Circles

Our primary goal is to support the person who was harmed and to help the person who engaged in the behaviour take responsibility for their actions. We utilize restorative circles to achieve this. A restorative circle is a structured discussion that brings together those affected by a conflict or harm, focusing on these questions:

1. What happened?
2. What were you thinking and feeling at the time?
3. Who has been affected, and how?
4. What needs to happen to make things right?

This process encourages empathy, accountability, and the collaborative development of solutions for repairing the harm caused.

D. Progressive Discipline Measures

Restorative practices and trauma-informed interventions are our primary approaches. However, if bullying behaviour persists after multiple interventions, or if there is a clear pattern of non-compliance and ongoing safety risks, progressive discipline measures will be enacted. The purpose of these measures is to escalate consequences in a structured manner to ensure the behaviour stops and school safety is maintained.