Alberta Education; “About Safe and Caring Schools”; 2008;
Alberta Education identifies safe and caring environments as essential to successful schools. The Department’s Safe and Caring Schools (SACS) initiative led to the development of numerous programs that encourage and assist education stakeholders in creating safer and more caring learning environments. In 1999, the initiative led to the amendment of the School Act. A new clause was added stating that a school board must ensure that each student is provided with a safe and caring environment that promotes respect and responsible behaviour (Section 45(8). Alberta Education offers the following six characteristics of a safe and caring school:

• a culture of respect and caring;
• safety and security;
• a focus on teaching and learning;
• positive student-staff relationships;
• social and behavioural expectations; and
• community involvement.

As part of developing safe and caring schools, Alberta Education stresses the importance character and citizenship education which promotes the core values of honesty, integrity, respect, fairness, caring, and responsibility. These values are essential for cultivating a healthy school culture, fostering respect for self and others, encouraging academic development, and learning how to be members of a community. More information about character and citizenship education can be found at http://education.alberta.ca/admin/resources/heart.aspx.

Preventing bullying is another important focus for ensuring safe and caring schools. In 2004, Alberta Education initiated a bullying prevention strategy that attempts to limit bullying by, amongst other things, educating youth and adults about causes, issues, and anti-bullying approaches. Through a joint effort with Alberta Children’s Services three websites were created: www.teamheroes.ca (aimed at children 3-11 years of age), www.b-free.ca (aimed at youth 12-17 years of age), and www.bullyfreealberta.ca (a resource for parents wanting more information on bullying prevention).

In addition, the Effective Behaviour Supports (EBS) program, part of the bullying prevention strategy, attempts to decrease disruptive behaviour, and increase appropriate behaviour through the use of a variety of strategies including the following:

• la data collection system that measures a school’s areas of problem behaviour, areas requiring improvement;
• a list of school expectations that are both taught and reinforced by model adults;
• the direct and explicit teaching of behaviour and social skills, which lay out the expected behaviour in different contexts and settings; and
• the effective and accurate assessment of problem behaviours in order to tailor interventions for students struggling to demonstrate appropriate behaviour.

The implementation and support of these components have resulted in documented improvements of problem behaviours.

Alberta Education offers several additional resources concerning safe and caring schools including: bullying fact sheets: adult, youth, child, and cyber-bullying (2007); Working Together for a Safe and Caring Schools, Grades 7-12: Resource Manual for Students, Staff and Parents (2003); Supporting the Social Dimension: Resource Guide for Teachers, Grades 7-12 (2002); Guidelines for Using Timeout in Schools (2002); and Supporting Safe, Secure and Caring Schools in Alberta (1999).

Alberta School Act
Section 12 of the School Act was amended to help educators and administrators develop and maintain safe and caring schools. The Alberta Teachers’ Association (ATA) describes the amended section as follows: “Section 12 of the School Act … provides a legislative base for school attendance and behaviour policies. The contents of this section are often valuable when dealing with parents and/or students. The code defines reasonable expectations regarding the conduct of students.” The code identifies the following six expectations for students:

1. Be diligent in pursuing the student’s studies;
2. Attend school regularly and punctually;
3. Cooperate fully with everyone authorized by the board to provide education programs and other services;
4. Comply with the rules of the school;
5. Account to the student’s teachers for the student’s conduct; and
6. Respect the rights of others.

CBelearn; Student Code of Conduct; 2005;
CBelearn’s code of conduct details expectations for student behaviour including the following limits pertaining to the use of technology and electronic information resources:

• Do not harm or attempt to harm any person, their assets or their reputation;
• Use appropriate language, and any opinions stated must relate to school work and must be respectful, fair, and not malicious;
• Do not plagiarize, respect the ownership and copyright of all persons;
• Be diligent and responsible in monitoring the use and decisions to use electronic information resources;
• Do not use CBE electronic information resources to access any inappropriate material or create, post, send, or download inappropriate material for any use;
• Do not post, publish, circulate or distribute personal information on the CBE electronic information resources except as requested in their course work and the release is in accordance with the Freedom of Information and Protection of Privacy Act;
• Keep account passwords confidential;
• Abide by the 15 stated expectations related specifically to use of the CBE electronic resources [as described in the Code of Conduct, see link above];
• Respect the school authority; others; ethnic, racial, religious, and gender differences; and property belonging to the school, the community, or other persons; and
• Be accountable for attendance in online courses, punctuality when submitting assignments, work habits, and textbooks, equipment, and software.

Their code also outlines nine steps that will be taken for noncompliance with these expectations.

Edmonton Public School Board; Edmonton Public School Policy for Student Behaviour and Conduct; 2008;
The Edmonton Public School Board (EPBS) provides a Policy for Student Behaviour and Conduct to support the efforts of staff, parents, students, and the community in fostering appropriate behaviour of students. The board expects that parents and students share responsibility for developing student self-discipline. The policy, as implemented by McCauley Public School, covers eight topics.

1. Where and when students shall be responsible and accountable for behaviour and conduct (e.g., while on school property, while involved in school activities, while travelling to school, etc.).
2. The expectations of parents in developing student behaviour and conduct (e.g., being aware of board policies and regulations, working with the school to resolve student behavioural issues, etc.).
3. What students shall show respect for (e.g., school authority, others and their property, school attendance and punctuality, school property, differences amongst their peers, etc.).
4. The consequences for failing to comply with the stated expectations (e.g., referral to attendance board, temporary removal of privileges, temporary exclusion of student from class, involvement of police, suspension, etc.).
5. The grounds for disciplinary action that could result or culminate in the suspension or expulsion of a student (e.g., the possession or use of a weapon, the possession or use of illegal drugs, alcohol, or inhalants, etc.).
6. The expectations of the principal following the notification of the police given the discovery of a student believed to be trafficking drugs (e.g., notification of the involved student’s parents and the application of educational disciplinary measures such as suspension or expulsion).
7. The development and communication of expectations for student behaviour to parents and students.
8. The annual communication to students and parents of the board policy and regulations as well as the school’s expectations for student behaviour and conduct.

Radisson Park School; Code of Conduct; Retrieved February 5, 2009;
Radisson Park School in Calgary has developed structured rules that they believe foster harmony between students and between adults and students, and thereby promote a safe and respecting school environment. Their code of conduct focuses in part on encouraging respect in students; respect for themselves, respect for others, and respect for their school. It consists of the following five student responsibilities.

1. Active involvement and responsibility for learning (e.g., attendance, homework, class participation).
2. Respect for others and responsible for words and actions on the way to school, at school, at school functions, and on the way home from school (e.g., accept others regardless of age, race, sex, ability, gender, or culture, and treat school property with respect, making restitution for damage caused).
3. Ensure a safe and caring learning environment at all times (e.g., avoid aggression and violence, use washrooms responsibly, abide by Calgary Board of Education’s technology use policy, avoid excluding others).
4. Dress appropriately for school (e.g., wear indoor shoes, no make-up, no hats during class time, no offensive logos or graphics).
5. Play on the playground in a safe and cooperative manner (e.g., no skateboards, rollerblades, heelies, or scooters; walk bikes on school property; no violent toys).

The code also encourages regular praise for appropriate behaviour as well as prescribes consequences for non-compliance with the code (e.g., a phone call home, removal from the situation, loss of privileges, community service, and suspension).

St. Paul Education Regional Division; Student Conduct; 2007;
The St. Paul Education Regional Division has developed a student conduct policy in accordance with the Edmonton Public School Board Policy on Student Behaviour and Conduct. This policy outlines guidelines to help staff, students, parents, and the community ensure positive student behaviour. The first section includes the six guidelines from Section 12(a-f) of the School Act. The second section consists of 18 points related to rights, responsibilities, and procedures for determining and communicating expectations of student behaviour. Many of these are taken directly from the Edmonton Public School Board policy. Expectations that do not explicitly overlap with those stated previously include the following:

• Students shall be treated with dignity, respect, and fairness by peers and staff;
• Learning environments shall be free from physical, emotional, and social abuse;
• In the event of student misbehaviour, students and parents shall have the right to offer an explanation as well as to be informed about consequences of behaviour;
• Students are responsible to use their abilities and talents to gain the most from their learning experiences, contribute to a climate of mutual trust and respect, and attend school regularly and punctually;
• Students shall be provided with opportunities for consultation and involvement;
• Students shall comply with the stated expectations while on school property or at a school-sponsored function;
• Staff members shall inform the Principal of suspected illegal activities at school;
• Expectations for student behaviour shall
  • be developed with opportunity for input from students, staff, parents and the community;
  • be communicated to these parties annually;
  • be reviewed and revised as necessary; and
  • include consequences for failing to comply with expected behaviour, conduct, dress, discipline, deportment, and attendance;
• Staff shall work with student’s parents or staff from the Division or community agencies in the event of disciplinary action; and
• The principal or a designated individual shall keep records of disciplinary action taken by school staff as a result of unacceptable student behaviour.

Abbotsford Board of Education of School District; District Student Code of Conduct; 2008
The Abbotsford Board of Education established expectations of student behaviour in its District Code of Conduct for Students. This code establishes the responsibilities of school staff, students, and parents. For example, staff are responsible for applying the code as well as communicating it to volunteers and parents. They are also expected to develop a secure, positive environment in which students can learn self-discipline and responsibility. Students are responsible for their behaviour and conduct; they should respect the rights, dignity, and property of themselves and others as well as act in a way free from discrimination as set forth in the BC Human Rights Code. They are also responsible to actively pursue their own academic and social growth. Parents/guardians are responsible for knowing the code and communicating its expectations to their children.

The code also details expectations for the environment or climate in which students must learn (e.g., all students should feel safe, valued, and trusted; disciplinary action when applied should be preventative and restorative not simply punitive) and expectations concerning student actions and behaviour (e.g., refrain from lying, cheating, and stealing; respect the diversity of the school community). Finally, the code describes the expectations concerning the communication and notification of individual school codes of conduct as well as the expectations for consequences given a student’s failure to comply with the code.

Chicago Board of Education; Student Code of Conduct for Chicago Public Schools for the 2008-2009 School Year; Chicago Public Schools Policy Manual; 2008;

To help create a safe environment for all members of the school community, the Chicago Board of Education reviewed and re-established the Student Code of Conduct (SCC) in 2008-09. Its specific purposes, as defined, are to “(1) create a consistent set of expectations for student behaviour for the Chicago Public Schools system and all students; (2) outline the interventions and consequences for students who engage in inappropriate behaviour; and (3) reinforce positive behaviour and provide students with opportunities to develop appropriate behavioural skills.” This 35 page document outlines the scope of the code, provides an overview of the student discipline process, describes when and how the police should be notified, describes the responsibilities of the principal and superintendent, and identifies inappropriate behaviours and corresponding consequences.

The Code also includes 8 appendices, which provide resources such as a glossary of terms, a sample misconduct report, a description of balanced and restorative justice strategies, and a procedural guide for students with disabilities.

Ontario Ministry of Education; Policy/Program Memorandum 128: Code of Conduct; 2007;
In response to changes made in Ontario’s Education Act concerning suspension and expulsion, the Ontario Ministry of Education revised its provincial Code of Conduct. The revisions require all school boards to change or develop local codes of conduct to meet the new provincial code, and discuss how schools can specialize or review their local codes to address the unique needs of their individual school. Despite revisions to the provincial code, the purposes of the code remain as described below:

1. Ensure the respectful and dignified treatment of all members of the community, especially people in positions of authority;
2. Promote respectable citizenship by encouraging appropriate participation in the civic life of the school community;
3. Maintain an environment where conflict and difference can be addressed in a manner characterized by respect and civility;
4. Encourage the resolution of conflict through non-violent means;
5. Promote the safety of people in schools; and
6. Discourage the use of alcohol and illegal drugs.

The remainder of the code describes what is labelled as “Standards of Behaviour” and “Roles and Responsibilities.” The standards are divided into the following two sections:

• Respect, Civility, and Responsible Citizenships: This section describes the expectations for all members of the school community (e.g., respecting the rights of others).
• Safety: This section details what all members of the school community must do to ensure a safe and secure learning environment (e.g., do not engage in bullying).

Roles and responsibilities are identified for six groups of education stakeholders including school boards, principals, teachers and other staff, students, parents, and community partners and the police.

Toronto District School Board; Code of Conduct; 2008;
The Toronto District School Board (TDSB) established a Code of Conduct to govern the actions and behaviour of students, parents, employees, and community partners while at school or school functions. This governance is in accordance with legislated provincial requirements and the TDSB’s vision and goal to develop “learning environments that are safe, nurturing, positive, and respectful.” The TDSB code contains seven sections as follows:

1. General: details expectations for all members of the school community in terms of helping to develop a safe and caring environment (e.g., actions that jeopardize the emotional well-being or physical safety of any person are prohibited).
2. Role of School Principals: details the responsibilities of the principal in maintaining order and discipline in the school (e.g., developing a local school code of conduct as well as handling suspensions and referrals for expulsion).
3. Teachers and Other Staff Members: details the responsibilities of teachers and staff to act as role models for appropriate behaviour and help the principal maintain order and apply discipline where needed.
4. Students: details the responsibilities of students to act in ways that demonstrate citizenship and respect for self and others(e.g., exercising self-discipline, showing respect for property, and coming to school prepared, on time, and ready to learn).
5. Parents: details the responsibilities of parents in helping to maintain a safe and caring school environment and supporting their children’s education.
6. Community Partners, Including Police Services: describes the relationship between extra-school partners and the school in developing safe communities.
7. Local School Codes of Conduct: sets the requirements and expectations of principals for the development of local codes of conduct (e.g., schools shall seek input from school councils, parents, students, staff members, and members of the school community).

In its appendices, the TDSB code lists references and resources, describes the legislative framework for the code, and outlines consequences for varying degrees of non-compliance with the code.

British Columbia Ministry of Education; Developing and Reviewing Codes of Conduct: A Companion to the Provincial Standards for the Codes of Conduct Ministerial Order and Safe and Caring Schools: A Guide; 2008;
The British Columbia Ministry of Education created this resource to assist school boards in ensuring that their codes of conduct align with the provincial standards, British Columbia’s School Act, and the Provincial Standards for Codes of Conduct Order. The goal is to encourage school boards to attain their lawful requirement as well as to build safe, caring, and orderly learning environments. The resource provides responses to the following questions:

• How does the BC Human Rights Code apply to codes of conduct?
• What processes must be used in developing and reviewing codes of conduct?
• What other processes are helpful in building effective codes of conduct?
• Who must be involved in the development and review of codes of conduct?
• How can schools ensure that codes of conduct are effectively communicated to everyone in the school community?
• How can schools ensure that their codes continue to address the needs of the school community?
• What content standards must be included in all codes of conduct?
• How can codes address student differences in age and ability?
• How can codes affect negative behaviour outside of the school environment that detrimentally impacts the school community?

The resource also offers specific suggestions for the development of content in the purpose, conduct expectations, and consequence sections of a student code of conduct. A “Codes of Conduct Checklist” is provided that can be used to assess whether a code complies with provincial standards.

Manitoba Education; The Safe Schools Charter: Various Acts Amended; Retrieved February 5, 2009;

Manitoba Education, through the Legislative Assembly of Manitoba, amended the Public Schools Act to include the following two clauses: (b.1) “ensure that each pupil enrolled in a school within the jurisdiction of the school board is provided with a safe and caring school environment that fosters and maintains respectful and responsible behaviours;” and (b.2) “establish a policy respecting the appropriate use of electronic mail and the Internet at schools.” To address these clauses, the amended Public Schools Act states that the principal of each school should develop a code of conduct with the following content requirements:

• A statement obliging pupils and staff to behave in a respectful manner and adhere to the code of conduct;
• A statement outlining certain generic and specific behaviours deemed inappropriate or unacceptable (e.g., bullying);
• A statement strongly prohibiting dangerous activities at school or school-related functions (e.g., possessing a weapon);
• A statement positing the school’s policies for appropriate use of electronic mail and the Internet; and
• The disciplinary consequences for failing to comply with the requirements and expectations of the code of conduct as well as the process for appealing disciplinary decisions.

The Education Administration Act was also amended to address the new clauses as follows:

• In developing a code, the principal must respect the establishment of a committee, composed of other stakeholders, designed to advise in the development process;
• Administrators must respect the conduct of students and staff as stated in the code of conduct as well as in 47.1 of the Public Schools Act; and
• Administrators must respect any other matters that further the goal of fostering safe and caring learning environments.

Saskatoon Catholic Schools; Safe and Positive Schools: Code of Conduct; Retrieved February 5, 2009;
The Student Code of Conduct for the Greater Saskatoon Catholic Board of Education provides guidelines and expectations for the development and implementation of local student codes of conduct in consultation with parents, students, and staff. The guidelines and expectations clarify the purpose of establishing standards against which behaviour, rules and procedures are evaluated; identify how the code should be developed, communicated and reinforced; and describe how the code should be enforced.

Media Awareness Network; Acceptable Use Policies for Internet Use; 2009;

The Media Awareness Network recommends the implementation of Acceptable Use Policies (AUPs) in school settings to accommodate the growing use of electronic and internet resources. AUPs are defined as written contracts between administrators, teachers, parents, and students that outline the terms and conditions for Internet use. It describes the access privileges, rules of online behaviour, and the consequences for failing to adhere to the stated rules. AUPs are designed to ensure that school computers are used in a safe, relevant, and appropriate manner. To attain its intended purpose, the content of an AUP should consist in the following:

• A description of the schools vision and goals and how those are supported by the use of Internet access;
• An explanation of where and which computer networks are available for access;
• A statement about the effective use of the Internet for educational goals;
• A description of educators’ and parents’ roles in students internet use;
• A code of conduct governing behaviour on the Internet;
• An outline of the consequences for failing to comply with the AUP;
• An explanation of what constitutes acceptable and unacceptable Internet use;
• A description of the rights of individuals using school networks;
• A disclaimer removing the school from responsibility/liability in certain situations;
• An acknowledgment recognizing the AUP’s compliance with provincial and national telecommunication rules and regulations; and
• A form for all network users to sign, declaring that they will abide by the requirements and expectations of the AUP.

The Media Awareness Network also states that an effective AUP should serve as a legal document; be complete, adaptable and localized; protect students, and inform parents. For examples of AUPs currently in place, see the Ottawa-Carlton School Board’s AUP or the Network Access and Use Policy for Nova Scotia Education.