Code of Conduct and Standards of Behaviour

Catholic Schools promote responsibility, respect, civility, human rights & equity, and academic excellence in a safe and inclusive learning and teaching environment. A positive school climate exists when all stakeholders of the school community feel safe, welcomed, and accepted. As a Catholic School 91pro视频, we believe that this environment is achieved when the conduct of all stakeholders upholds the Ontario Human Rights Code and supports the Mission, Vision and Values of the 91pro视频 (HCDSB), in alignment with the Multi-Year Strategic Plan.

In accordance with the Progressive Discipline and Safety in Schools Act, 2007, the Code of Conduct and Standards of Behaviour supports 91pro视频鈥檚 Progressive Discipline and Safety in Schools Policy II-39 and Administrative Procedure VI-44 which outlines Suspension and Expulsion Procedures.

Updated August 2024

Guiding Principles & Purposes of The Code of Conduct

It is the policy of the HCDSB to provide a safe, welcoming, and inclusive working and learning environment for staff and students. The HCDSB鈥檚 Progressive Discipline and Safety in Schools Policy and the Ontario Code of Conduct apply to students, teachers, staff members, parents or guardians, and volunteers, whether they are on school property, in virtual environments, on school buses, at school-related events or activities, or in other circumstances that take place off school property or outside the regular school day that could have an impact on the school climate. The HCDSB upholds the fundamental beliefs outlined in the Ontario Code of Conduct and the rights and responsibilities of all under the Ontario Human Rights Code.

Standards of Acceptable Behaviour

As per the Ontario Code of Conduct, HCDSB upholds the following Standards of Acceptable Behaviour:

Respect, civility and responsible citizenship

All members of the school community must:

comply with all applicable federal, provincial, and municipal laws
comply with all Ministry of Education, school board and school policies
demonstrate honesty and integrity
treat one another with dignity and respect, both in person and online, especially when there is disagreement or difference
respect and treat others fairly, regardless of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status, or disability
respect the rights of others
show proper care and regard for school property and the property of others
take appropriate measures to help those in need
seek assistance from a member of the school staff, if necessary, to resolve conflict peacefully
refrain from using abusive language or swearing at another person
respect the needs of others to work in an environment that is conducive to learning and teaching
not use personal mobile devices during instructional time except under the following circumstances:
- for educational purposes, as directed by an educator
- for health and medical purposes
- to support special education needs

Safety

All members of the school community must not:

engage in bullying behaviours, including cyberbullying
commit sexual assault or sexual harassment
traffic in weapons or illegal drugs
commit robbery or theft
be in possession of any weapon, including firearms
threaten or intimidate another person
be in possession of alcohol, cannabis, and illegal drugs
- for students, this would also include being in possession of electronic cigarette, tobacco and nicotine products
use, or be under the influence of alcohol, cannabis, tobacco, electronic cigarettes, illegal drugs or related products
provide others with alcohol, illegal drugs, tobacco, electronic cigarettes, cannabis and related products
inflict or encourage others to inflict bodily harm on another person
engage in hate propaganda and other forms of behaviour motivated by hate or bias
commit an act of vandalism that causes damage to school property, to property located on the premises of the school or to the property of a member of the school community
record, take or share non-consensual recordings or photos of members of the school community

Roles and Responsibilities

The HCDSB will provide direction to schools to ensure opportunity, excellence, and accountability in the education system. The HCDSB will:

develop policies that set out how schools will implement and enforce the code of conduct and all other rules developed as related to the provincial standards that promote and support respect, civility, responsible citizenship, and safety
seek input from the Bullying Prevention and Intervention Committee, Catholic Parent Involvement Committee, Catholic School Councils, Indigenous Education Advisory Council, Special Education Advisory Committee, students, staff, parents, volunteers, and the community members
review these policies regularly with students, staff, parents, volunteers, and the community members
establish a process that clearly communicates the HCDSB code of conduct to all parents, students, staff, and members of the school community to gain their commitment and support
ensure an effective approach to intervene and respond to all violations that relate to the standards for respect, civility, responsible citizenship, and safety
provide opportunities for all staff to gain the knowledge, skills, and attitudes they need to promote student achievement and well-being in a safe, inclusive, and accepting learning environment
uphold the Ontario Human Rights Code and create an environment that is free of discrimination and harassment

Principals, under the direction of the HCDSB, take a leadership role in the daily operation of a school. They provide this leadership when they:

demonstrate care for the school community and commitment to academic excellence in a safe, welcoming, and inclusive teaching and learning environment
uphold the Ontario Human Rights Code and create an environment that is free of discrimination and harassment
hold everyone under their authority, accountable for their behaviour and actions
empower students to be positive leaders in their school and community
communicate regularly and meaningfully with all members of their school community
model the standards of respect, civility and responsible citizenship

Teachers and other school staff members, under the leadership of principals, maintain order in the school and are expected to hold everyone to the highest standards of respectful and responsible behaviours. As Catholic role models, staff uphold these high standards when they:

help students work to their full potential and develop their self-worth
empower students to be positive leaders in their classroom, school, and community
communicate regularly and meaningfully with parents
maintain consistent standards of behaviour for all students
demonstrate respect for all students, staff, parents, volunteers, and the members of the school community
prepare students for the full responsibilities of citizenship as outlined in the Ontario Catholic Graduate Expectations
uphold the Ontario Human Rights Code and help to create an environment that is free of discrimination and harassment
model the standards of respect, civility and responsible citizenship. This includes modelling appropriate use of personal mobile devices. Educators are not to use personal mobile devices during instructional time, unless explicitly for work-related purposes.

Students are to be treated with respect and dignity. In return, they must demonstrate respect for themselves, for others, and for the responsibilities of citizenship through acceptable behaviour. Respect and responsibility are demonstrated when a student:

comes to school prepared, on time and ready to learn
shows respect for themselves, and for others, and for those in positions of authority
refrains from bringing anything to school that may compromise the safety of others
follow the established rules and takes responsibility for their own actions
upholds the Ontario Human Rights Code and helps to create an environment that is free of discrimination and harassment
refrains from:
- using harmful language or behaviour which may be intentional or unintentional. The Ontario Human Rights Code focuses on impact. Even if a person does not explicitly object to the comment or behaviour, it can be construed as harassment and must be addressed appropriately
- making epithets, remarks, jokes or innuendos related to a person鈥檚 race, gender identify, gender expression, disability, sex, sexual orientation, creed, age, and/or any other Code-protected ground
- posting or circulating offensive/harmful pictures, graffiti or materials, whether in print form, via e-mail or other electronic means
- singling out a person by humiliating, demeaning, 鈥渢easing鈥� or humor because they are a member of a Code-protected group
- making comments ridiculing a person because of characteristics that are related to a Code-protected ground of discrimination (for example, this could include comments about a person鈥檚 dress, speech or other practices that may be related to their sex, race, gender identity or creed)

Parents/Guardians/Caregivers play an important role in the education of their children and can support the efforts of school staff in maintaining a safe and respectful learning environment for all students. Parents/Guardians/Caregivers fulfil their role when they:

share an active interest in the child鈥檚 schoolwork and progress
communicate regularly with the school
help their child to meet the requirements of the uniform policy and dress code of the school
ensure that their child attend school regularly and on time
promptly report their child鈥檚 absence or late arrival
show that they are familiar with the provincial Code of Conduct, the HCDSB鈥檚 code of conduct and the school’s code of conduct
encourage and assist their child in following the rules of behaviour
assist school staff in dealing with disciplinary issues involving their child
uphold the Ontario Human Rights Code and help to create an environment that is free of discrimination and harassment

The Police play an essential role in making our schools and communities safer. They investigate incidents in accordance with the protocol developed between the 91pro视频 and the Halton Regional Police Service. This protocol is based on a provincial model developed by the Ministry of the Solicitor General and the Ministry of Education.

Progressive Discipline

Progressive discipline is an approach that makes use of a continuum of interventions, supports, and consequences when inappropriate behaviours have occurred. The focus of the Progressive Discipline model builds upon strategies that promote positive behaviours for all students. For students with special education and/or disability related needs, interventions, supports and consequences are consistent with the expectations in the student鈥檚 IEP and/or their demonstrated abilities. Progressive discipline includes early and/or on-going intervention strategies.

Suspension of Students

The HCDSB also supports the use of suspension and expulsion as outlined in Part XIII of the Education Act where a student has committed one or more of the infractions outlined below on school property, during a school-related activity or event, and/or in circumstances where the infraction has an impact on the school climate.

The infractions for which a suspension may be imposed by the principal include

uttering a threat to inflict serious bodily harm on another person
possessing alcohol, illegal or restricted drugs/substances
being under the influence of alcohol and/or illegal restricted drugs/substances
swearing at a teacher or at another person in a position of authority
committing an act of vandalism that causes extensive damage to school property at the student鈥檚 school or to property located on the premises of the student鈥檚 school
bullying which includes cyberbullying
any activity motivated by bias, prejudice, or hate, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression or any other similar factor
any act considered by the principal to be injurious to the moral tone of the school
any act considered by the principal to be injurious to the physical or mental well-being of the members of the school community or
any act considered by the principal to be contrary to the HCDSB or School Code of Conduct as outline in Policy II-39 Progressive Discipline and Safety in Schools and Administrative Procedure VI-44 Progressive Discipline and Safety in Schools

A student may be suspended only once for an infraction and may be suspended for a minimum of one (1) school day and maximum of twenty (20) school days.

Expulsion of Students

The infractions for which the principal shall suspend and may consider recommending to the HCDSB that a student be expelled from the student鈥檚 school or from all schools of the HCDSB include:

possessing a weapon, including possessing a firearm or a replica
using a weapon to cause or to threaten bodily harm to another person
committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
committing sexual assault
trafficking in weapons or replica, illegal or restricted drugs
committing robbery
giving alcohol to a minor
bullying, if the student has previously been suspended for engaging in bullying, and/or the student鈥檚 continuing presence in the school creates an unacceptable risk to the safety of another person
any activity that is motivated by bias, prejudice or hate based on race, national or ethnic origin, language, colour, religion, sex, age, mental or physical disability, sexual orientation, gender identity, gender expression or any other similar factor
an act considered by the principal to be significantly injurious to the moral tone of the school and/or to the physical or mental well-being of others
a pattern of behaviour that is so inappropriate that the student鈥檚 continued presence is injurious to the effective learning and/or working environment of others
activities engaged in by the student on or off school property that cause the student鈥檚 continuing presence in the school to create an unacceptable risk to the physical or mental well-being of other person(s) in the school or HCDSB
activities engaged in by the student on or off school property that have caused extensive damage to the property of the HCDSB or to goods that are/were on HCDSB鈥檚 property
the student has demonstrated through a pattern of behaviour that they have not prospered by the instruction available to them and that they are persistently resistant to making changes in behaviour which would enable them to prosper
any act considered by the principal to be a serious violation of the HCDSB or School Code of Conduct as outline in Policy II-39 Progressive Discipline and Safety in Schools and Administrative Procedure VI-44 Progressive Discipline and Safety in Schools

Note: In accordance with the Police and School Response Protocol, Police may be contacted for but not limited to the above noted infractions. Consequences resulting from criminal charges related to school incidents are independent of those imposed under the Education Act.

Mitigating Factors

During the investigative process leading to a possible suspension and/or expulsion, the principal will consider:

whether the student has the ability to control his or her behaviour
whether the student has the ability to understand the foreseeable consequences of his or her behaviour
whether the student鈥檚 continuing presence in the school does or does not create an unacceptable risk to the safety of any other individual at the school

Other Factors

Where the student is able to control their behaviour and is able to understand the foreseeable consequences of their behaviour, the principal will consider whether the following factors mitigate the length of a suspension or the decision to apply a suspension as a form of discipline for the student:

The student鈥檚 academic, discipline and personal history; including mental health
Whether progressive discipline has been attempted with the student, and if so, the progressive discipline approach(es) that has/have been attempted and any success or failure
Whether the infraction for which the student might be disciplined was related to any harassment of the student because of race, ethnic origin, religion, creed, disability, gender or gender identity, sexual orientation or harassment for any other reasons
The impact of the discipline on the student鈥檚 prospects for further education
The student鈥檚 age, socioeconomic background, family circumstances and mental health
Where the student has an Individual Education Plan (IEP) or disability related needs
- Whether the behaviour causing the incident was a manifestation of the student鈥檚 disability
- Whether appropriate individualized accommodation has been provided
- Whether a suspension is likely to result in aggravating or worsening the student鈥檚 behaviour or conduct or whether a suspension is likely to result in a greater likelihood of further harmful conduct
Whether or not the student鈥檚 continuing presence at the school creates an unacceptable risk to the safety of anyone in the school

Human Rights and Equity Factors

The Ontario Human Rights Commission鈥檚 Report on the Ontario Safe Schools Act states that in the Greater Toronto Area (GTA) and other parts of Ontario, there is some empirical evidence that the Act and school board policies have a disproportionate impact on racialized students. More recently, Ontario鈥檚 Education Equity Action Plan (2017), and research data collected in several district boards across the GTA point to the evidence that suspensions and expulsions have a disproportionate impact on students with disabilities, and Indigenous, racialized and Black students. 鈥疻hen considering mitigating factors, the principal and other decision makers should intentionally review factors that influence decision making, such as systemic racism, socioeconomic status, and the family circumstances of students. Decision makers must also consider their own social location and be cognizant of stereotypes and prejudices.

Additional Information

What are suspended students expected to do while away from school?

A student who is subject to a suspension of five (5) or fewer school days will be provided with schoolwork to complete at home while serving the suspension. A Student Action Plan (SAP) will be developed for every student subject to a suspension of six (6) or more school days. A student subject to suspension for eleven (11) or more school days will be provided with both academic and non-academic supports, which will be identified in the student鈥檚 SAP. Students subject to a suspension of fewer than eleven school days may be offered non-academic supports where such supports are appropriate and available. Suspended students are not allowed on school property, on school buses or at school-authorized events or activities throughout the suspension period.

What is the difference between a suspension and an expulsion?

Suspension is an imposed absence from school to a maximum of 20 days.

School expulsion is an expulsion from the school of the 91pro视频 that the student was attending at the time of the incident.

91pro视频 expulsion is an expulsion from all schools of the 91pro视频.

A parent, guardian or adult student may appeal a suspension or an expulsion.

How do school programs support Safe Schools?

The Progressive Discipline and Safety in Schools Act, 2007 and the Halton Catholic District School HCDSB鈥檚 Code of Conduct are supported by programs that provide students with academic and non-academic skills. Religion and Family Life, Health and Social Skills and Bullying Prevention programs provide students with key learnings that foster healthy relationships and encourage students to respect the needs, feelings, rights, and cultures of other individuals.

鈥淵ou shall love your neighbour as yourself鈥�
(Matthew 22:39)

For further information, please contact your School Principal or School Services of the 91pro视频 at (905) 632-6300 or from North Halton at 1-800-741-8382