Administrative Procedure 351: Code of Conduct

Legal References

Education Act: Section 265 Duties of Principal; Education Act: Part XIII Behaviour, Discipline and Safety; Guideline - Ontario Schools Code of Conduct; Ministry of Education Policy and Program Memorandum PPM 119 Developing and Implementing Equity and Inclusive Education Policies in Ontario Schools; PPM 128 The Provincial Code of Conduct and School Board Codes of Conduct; PPM 144 Bullying Prevention and Intervention; PPM 145 Progressive Discipline and Promoting Positive Student Behavior; Cannabis Control Act, 2017; Cannabis Act, 2018

Related Reference

Board Policy 13 Appeals and Hearings Regarding Student Matters; Administrative Procedure (AP) 138 Positive Workplace Environment; AP 140 Technology Responsible Use and Security; AP 142 Religious Accommodation; AP 160 Access to School Premises; AP 175 Accidents, Incidents and Occupational Illnesses; AP 179 Lockdown and Hold/Secure; AP 266 Field Trips and Excursions; AP 350 Bullying Prevention and Intervention; AP 352 Progressive Discipline and Promoting Positive Student Behaviour; AP 353 Student Suspension; AP 354 Student Expulsion; AP 355 Student Dress Code; AP 356 Substance Abuse by Students; AP 357 Violence Threat Risk Assessment; AP 359 Police and School Board Protocol; AP 364 Search and Seizure Guidelines; AP 405 Allegations Against Employees and Volunteers; AP 467 Delegation of Authority; AP 495 Volunteer Programs in the Schools

1.0 Introduction

1.1 Schools should promote responsibility, respect, civility, and academic excellence in a safe and supportive learning environment. A positive school climate exists when all members of the school community feel safe, included, and accepted and actively encourage positive behaviours and interactions.

1.2 Building and maintaining a positive school climate is a complex challenge that requires evidence-based solutions. A whole-school approach, which engages all members of the school community, is critical to ensuring that schools remain safe, inclusive, and welcoming environments for all. This approach leads to systemic changes that benefit students and the broader community.

2.0 Purpose and Goals

2.1 The Code of Conduct aims to:

- Ensure that all members of the school community, particularly those in positions of authority, are treated with respect and dignity.
- Encourage responsible citizenship through active participation in the school community.
- Foster an environment where conflicts and differences can be resolved with respect and civility.
- Promote the use of non-violent methods to resolve conflict.
- Ensure the safety of everyone in the school.
- Discourage the use of alcohol, illegal drugs, and cannabis (except for medical purposes).
- Prevent bullying in schools.

This Code of Conduct complies with all applicable federal, provincial, and municipal laws.

3.0 Scope: Who Must Follow the Provincial Code of Conduct?

3.1 The Provincial Code of Conduct applies to everyone in the school community, including:

- Individuals on school property.
- Individuals on school buses.
- Participants in school-related events or activities.
- Individuals in virtual learning environments.
- Anyone in situations that could affect the school climate.

4.0 Standards of Acceptable Behaviour

4.1 Respect, Civility, and Responsible Citizenship

- Respect and comply with all federal, provincial, and municipal laws.
- Follow the policies and procedures of the Ministry of Education and the Avon Maitland District School Board.
- Treat one another with dignity and respect, especially during disagreements or conflicts.
- Respect and treat others equitably, 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.
- Demonstrate honesty and integrity.
- Show proper care and respect for school property and the property of others.
- Take steps to assist those in need.
- Seek help from school staff to peacefully resolve conflicts.
- Avoid swearing, especially towards those in positions of authority.
- Respect the need of others to work in an environment that is conducive to learning and teaching.

4.2 Safety
All members of the school community must not:

- Engage in racist and/or hate propaganda and other forms of behaviour motivated by hate or bias.
- 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.
- Cause injury to any person with an object.
- Possess or be under the influence of alcohol, cannabis (unless for medical purposes), or illegal drugs.
- Provide alcohol, cannabis, tobacco, electronic cigarettes, or illegal drugs to others.
- Inflict or encourage others to inflict bodily harm on another person.
- 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.

4.3 Smoking and Vaping
Smoking (including tobacco and cannabis) and vaping (use of electronic cigarettes) are strictly prohibited on school property, including all public areas within 20 meters of school grounds. Violations may result in legal consequences under the Smoke-Free Ontario Act.

- Selling or supplying tobacco, cannabis, or e-cigarettes to students under 19 years of age is also prohibited and may result in legal action.
- Parents/Guardians/Caregivers will be notified if a student is found in possession of tobacco, cannabis, or vaping products. The student must surrender these items to an educator or administrator.

4.4 Personal Mobile Devices and Social Media
Personal mobile devices, such as laptops, cell phones, tablets, or smartwatches, must not be used during instructional time unless:

- Directed by an educator for educational purposes.
- Needed for health or medical purposes.
- Used to support special education needs.

4.4.1 Specific Guidelines:

Grades 7 to 12: Students may use personal mobile devices during non-instructional times but must store them out of view and ensure they are powered off or set to silent during instructional time, unless permitted by an educator.

Grade 6 and below: Students are not allowed to use personal mobile devices during the school day unless directed by an educator for educational, health, or special education purposes. Devices must be stored out of view and powered off or set to silent mode during instructional time.
If a device is not stored out of view, the educator will remind the student and direct them to store it properly. If the student fails to comply, they will be required to hand in the device, which will typically be stored in the office for the instructional period (Grades 7-12) or the entire school day (Grades 6 and below). Parents/Guardians/Caregivers must be notified of any confiscation.

4.4.2 Social Media: Access to social media platforms is prohibited on school networks and devices unless authorized by a school administrator for educational purposes. ITS will block access to these platforms for student logins on school networks and personal devices. SMS (text messaging) is not included in this ban and can be used for communication purposes.

5.0 Addressing and Documenting Unacceptable Behaviour

5.1 The school community, including students, staff, volunteers, visitors, and community members, must uphold behaviour that fosters a positive school climate. Any actions that negatively impact this climate will be addressed and documented in accordance with this procedure and all other related board procedures.

5.2 Reporting and Documenting Violent Incidents: As part of our commitment to safety and accountability, all violent incidents involving students, as defined in PPM 120 will be reported and documented following the direction in the Provincial Model for a Local Police and School Board Protocol and PPM 145 Progressive Discipline and Promoting Positive Student Behaviour.

5.3 Accessibility of Procedures: The procedures related to this Code of Conduct will be made available to the public on the Board’s website and provided in other accessible formats upon request to ensure transparency and access for all members of the community.

5.4 Partnership Agreements: When individuals or entities enter into agreements with the Avon Maitland District School Board, they are expected to follow standards consistent with this procedure and all related board policies. These agreements help maintain the integrity and positive climate of our schools.

5.5 Reporting to Regulatory Colleges: Where necessary, any concerning conduct will be reported to relevant regulatory bodies, such as the Ontario College of Teachers or the College of Early Childhood Educators, under applicable legislation.

5.6 Technology Use and Enforcement: Clear responsibilities and expectations regarding the use of technology in the school environment will be enforced. This includes the shared responsibility of students, educators, and principals, as outlined in AP 140 Technology Responsible Use and Security.

6.0 Roles and Responsibilities

6.1 School Boards

6.1.1 School boards provide leadership by:

- - Developing procedures to implement and enforce the Provincial Code of Conduct.
  - Communicating the policies and procedures clearly to all members of the school community.
  - Sending annual notifications to parents and students about policies regarding cell phones and consequences for non-compliance.
  - Posting signs in school entrances and other visible locations outlining behaviour expectations.
  - Providing professional development opportunities to promote student achievement and well-being in a safe, inclusive, and accepting environment.

6.2 Principals

6.2.1 Principals hold the key responsibility for maintaining order and discipline within the school environment. In collaboration with their school team, principals will develop and implement school-specific Codes of Conduct that align with the Board's overall Code of Conduct. These school codes must reflect the board's commitment to safety, inclusivity, and respectful behaviour, ensuring consistency across all schools.

6.2.2 In accordance with the Education Act, Principals have the authority to take appropriate disciplinary measures, including suspending students when necessary. In more severe cases, principals can refer matters to the Board’s Discipline Committee for expulsion decisions, following procedures outlined in board policies.

6.2.3 Beyond discipline, Principals play a leadership role in the daily operation of their school, ensuring that the school climate remains safe, inclusive, and focused on student success. Principals demonstrate this leadership by:

- - Demonstrating care for the school community and a commitment to student achievement and well-being in a safe, inclusive, and accepting learning environment.
  - Holding individuals accountable for their actions.
  - Empowering students to be positive leaders.
  - Communicating regularly and meaningfully with the school community.
  - Modeling respect, civility, and responsible citizenship.

6.3 Teachers and School Staff

6.3.1 Under the guidance of the Principal, Teachers and School Staff play a critical role in creating and maintaining a positive learning environment. They are expected to model and uphold the highest respectful and responsible behaviour standards. As role models for students, teachers and support staff demonstrate these standards when they:

- - Help students reach their full potential and develop a sense of self-worth.
  - Empower students to be leaders in their school and community.
  - Communicate regularly with parents.
  - Maintain consistent and equitable standards of behaviour for all students.
  - Model respect, civility, and responsible citizenship, including appropriate use of personal mobile devices.
  - Demonstrate respect for one another, all students, parents, volunteers, and other members of the school community.
  - Prepare students for the full responsibilities of citizenship, in particular the skill of respectful communication, both in person and online.

6.3.2 Teachers and Support Staff are vital in working closely with Principals to ensure a strong connection between the school and its community. They help maintain a consistent approach to disciplinary practices, supporting the principal in fostering a safe and respectful school environment.

6.3.3 In addition to these responsibilities, Teachers and Support Staff assist by:

- - Reporting incidents that could lead to suspension or other disciplinary measures.
  - Responding promptly and appropriately to all incidents of misconduct, ensuring that behaviour is addressed in a timely manner.
  - Supporting the Principal in conducting investigations, when necessary, to ensure that a thorough understanding of the situation is reached, allowing for fair and just consequences.
  - By working collaboratively, Teachers, Staff, and Principals ensure that the school remains a space where expectations are clear, and everyone is held accountable in a consistent and fair manner.
  - Supporting the Principal in conducting investigations, when necessary, to ensure that a thorough understanding of the situation is reached, allowing for fair and just consequences.

6.3.4 By working collaboratively, Teachers, Staff, and Principals ensure that the school remains a space where expectations are clear, and everyone is held accountable in a consistent and fair manner.

6.4 Community Partners

6.4.1 Community-based service providers are resources that boards can use to deliver prevention or intervention programs. Protocols are effective ways of establishing linkages between boards and community-based service providers and of formalizing the relationship between them. These partnerships must respect all applicable collective agreements.

6.5 Police

6.5.1 The police play an essential role in making our schools and communities safer. The police investigate incidents in accordance with the protocol developed with the local school board. These protocols are based on the Provincial Model for a Local Police/School Board Protocol, 2015, developed by the Ministry of Community Safety and Correctional Services and the Ministry of Education.

7.0 Progressive Discipline

7.1 In the event of a breach of the Code of Conduct, students will face consequences aligned with the principles of progressive discipline. This approach engages the entire school community in implementing a continuum of interventions, supports and corrective measures to address inappropriate behaviour and reinforce positive behaviour.

7.2 Progressive discipline is designed to ensure that consequences are fair, corrective, and supportive, rather than solely punitive. This method helps students understand the impact of their behaviour and provides opportunities to learn from their actions, encouraging them to make better choices in the future.

7.3 Schools are expected to implement a range of interventions and support tailored to the needs of the individual student and the situation. These may include:

- Conversations with a Teacher, Support Staff, Vice-Principal, or Principal
- Attendance, performance, or behaviour agreements
- Time-outs
- Reflection assignments
- Parental involvement in addressing the issue
- Loss of privileges for specific school activities
- Peer mediation
- Individual or group counselling
- Behavioural assessments
- Detentions
- Restitution for damage or stolen property
- Participation in community service
- Restorative justice practices

7.4 The aim of progressive discipline is to foster an environment where students are supported in their growth, both academically and personally, through fair and transparent processes. All disciplinary actions will be carried out in alignment with the [name of school]'s Code of Conduct and relevant school board policies.

8.0 Suspension

8.1 Principals may consider suspension for serious breaches of the Code of Conduct, where behaviour compromises the safety and well-being of others or disrupts the school community. The following actions may warrant suspension:

- Uttering threats of serious bodily harm to another person
- Possession of alcohol or illegal drugs
- Being under the influence of alcohol
- Swearing at a teacher or someone in a position of authority
- Committing acts of vandalism that cause significant damage to school property or property on school premises
- Bullying, including cyberbullying
- Willful destruction of school property
- Use of profane or inappropriate language
- Use of tobacco or cannabis (unless for medical purposes)
- Theft
- Encouraging or aiding harmful behaviour
- Physical assault
- Being under the influence of illegal substances
- Engaging in fighting or physical altercations
- Possession or misuse of harmful substances
- Extortion
- Inappropriate use of electronic devices, including harassment or bullying
- Any act deemed by the Principal as a serious violation of the school's or Board's Code of Conduct

8.2 These behaviours are subject to investigation and disciplinary action, including suspension, based on the severity and impact on the school environment. Principals will ensure that the suspension process is consistent, fair, and in accordance with board policies and relevant legislation.

9.0 Expulsion

9.1 A Principal may recommend to the Board's Discipline Committee that a student be expelled for serious violations of the Code of Conduct that endanger the safety and security of others in the school community. Behaviours that may lead to expulsion include:

- Possession of a weapon, including firearms
- Using a weapon to inflict or threaten bodily harm
- Physical assault causing bodily harm that requires medical attention
- Committing sexual assault
- Trafficking in weapons or illegal drugs
- Committing robbery
- Supplying alcohol to a minor
- Engaging in bullying, if:
  - The student has previously been suspended for bullying, and
  - The student's continued presence poses a risk to the safety of others
- Sexual harassment
- Racial harassment
- Hate-motivated actions
- Distribution of hate materials
- Possession of explosive substances
- Any act listed in section 306(1) of the Education Act that is motivated by bias, prejudice, or hate, based on factors such as race, national or ethnic origin, language, religion, sex, age, disability, sexual orientation, gender identity, gender expression, or other similar factors.
- Any act considered by the Principal to be a serious violation of the school's or Board's Code of Conduct.

9.2 In cases where expulsion is considered, the Principal will follow the appropriate procedures to refer the matter to the Board’s Discipline Committee. The committee will review the circumstances, considering mitigating factors and any prior incidents, before making a final decision. This process ensures a fair and thorough investigation in the interest of maintaining a safe and inclusive school environment.

Revised January 2025

351 Code of Conduct