A Culture of Non-Violence

A culture of non-violence will be developed within all Board schools and work locations. Every effort will be made to:

• Prevent, reduce and try to eliminate the incidence of violence
• Provide opportunities far students and staff to develop the skills to effectively prevent and handle potentially violent and violent situations
• Promote the long term prevention of violence by preparing students and staff to manage their lives and relationships in non-violent ways
• Ensure that school officials respond appropriately, without delay and In a consistent fashion when violent incidents threaten the safety and security of our schools and the well-being of our students, staff and larger community
• Ensure that there are serious consequences for any student who commits a violent act up to and including expulsion as outlined in 5.309,310, 311 of the Safe Schools Act, 2000 which replaces 5.23 of the Education Act.

Many aspects of society contribute to the development of values, attitudes and behaviours. The Peel District School Board fully recognizes that it shares responsibility within society to develop respect for social justice and human rights. The Board is committed to forming cooperative working relationships with the whole community, including students, staff, parents or guardians, school councils, social agencies and services, racial and ethnocultural minority organizations, the Aboriginal community, businesses and labour and other groups to establish and maintain a culture of non-violence.

Goals

The Peel District School Board approves the implementation of the Safe Schools Policy to achieve the following goals:

1.  To establish and maintain a positive school climate for all members of the school learning community.

• Student learning and school success are built an the foundation of safe, orderly, nurturing, positive and respectful environments
• Students and staff demonstrate behaviours, including language, that promote the well-being of others
• Positive school climate is free from violence, harassment, verbal, physical or sexual abuse, bullying, threatening, unethical use of technology, hate-related graffiti, gang- related activities, vandalism, intimidation, extortion and discrimination an the basis of race, faith, gender, socio-economic status, ability, age, sexual orientation, or any other attribute.

2.  To promote shared responsibility for learning among school staff, students and parents.

• Students have a right to learn and experience success in schools where all partners are committed to ensuring safe learning environments
• Students have a responsibility to demonstrate a commitment to the learning process, to honour the school Code of Conduct, and to demonstrate age-appropriate social behaviour
• School staff, parents and guardians and school councils have a responsibility to support student success through knowledge of and active support for the Peel District School Board Safe Schools Policy and the school Code of Conduct

3.  To develop a respect of self, of the rights of others and of the school physical environment.

• The development of and support for the self-respect of an individual student or staff "" member is a prerequisite to the understanding of and respect for the individual differences of others

• All members of the school community need to demonstrate respect for others and appreciate the diversity which enriches our school environments
• Staff, students, parents and school council members will use language that is inclusive and productive, supporting the Board's commitment to the spirit of mutual respect for the dignity and worth of all individuals
• The school social and physical environment must be protected from symbols of hate and prejudice or behaviours and attitudes inconsistent with the Peel Safe Schools Policy
• Discrimination on the basis of race, faith, gender, socio-economic status, ability, age, sexual orientation, or any other attribute will not be tolerated in Peel schools
• The Board acknowledges and respects the rights of victims and witnesses of violent or discriminatory behaviour to receive appropriate support

4.  To promote the self-esteem and self-worth of all members of the school community (students, staff, parents and school council members).

• The empowerment of each member of the school community is a critical component of individual dignity and school success
• The recognition of positive student behaviour, academic achievement and participation in co-curricular activities provides a foundation for the social, emotional and physical health and well-being of students
• All members of the school community deserve recognition
• Opportunities for the development of leadership skills to enable students, staff, parents and school council members to create confidence and experience a sense of ownership of the school environment

5.  To assist students in the development and practice of honesty and integrity.

• Honesty in personal behaviour and in academic activities is critical to the development of a lifelong and enduring value system
• The application of these values must be taught and demonstrated to be understood and internalized
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6. To promote open and honest communication among all members of the school community.

• Open and ongoing communication encourages mutual understanding within the school community and helps identify priorities to be included in the planning for school success
• The Board recognizes that in many school communities, translation into other languages is critical to both school success and a sense of inclusion in the learning community

7. To assist students in the development of self-control and self-discipline.

It is a shared responsibility among parents, schools and the community:

• to assist students in managing their lives and relationships in non-violent ways
• to enable students in developing the knowledge, skills and attitudes necessary to prevent violence and to deal with violent and potentially violent situations

Violence, harassment, verbal, physical or sexual abuse, bullying, threatening, unethical use of technology, hate-related graffiti, gang-related activities, vandalism, intimidation, extortion, and discrimination on the basis of race, faith, gender, socio-economic status, ability, age, sexual orientation, or any other attribute are not tolerated in Peel schools.

• Any student who demonstrates behaviour inconsistent with Board policy or the school Code of Conduct will face a range of consequences which may include loss of privileges, detention, community service, making restitution, suspension from school or full expulsion from any school in the province
• Any staff member who violates Board policy may be subject to consequences as per the Peel District School Board Human Resources policies and procedures

8.  To assist staff to acquire the knowledge, skills and values necessary to establish and maintain a safe and orderly school  environment.

• Staff development begins at the recruitment level with the hiring of staff whose philosophy and values align with those of the Peel District School Board
• Staff development and training are essential components to the establishment and maintenance of safe and orderly learning environments