Bullying Prevention Plan
Bullying Prevention Plan
Embedded Files
Check out our Well Being and Bullying Prevention Plan for the 2025/26 school year!
Well-Being and Bullying Prevention/Intervention Action Plan 2025/26
Well-Being Team Membership
Administrator
-Judi Laman
-Christine Naresh
Teacher(s) including the Human Rights and Equity advocate(s)
-Chelsea Ito
-Margaux Croll
-Sharon Brodner
-Holly Moniz
Non-Teaching Staff Members
-Tara Sinclair
-Heather Rajewski
Parent/Guardian(s)
-Candice Gunoven
Community Partner(s)
-Aubrey Noronha
Student(s)
Student Well-being Leadership Team with representatives from each grade and each class
Inaaya Khan
Kevin Wang
Well-Being Contact Person (must be a staff member)
Margaux Croll, Chelsea Ito, Sharon Brodner
Contact Email Address
crollm@hdsb.ca, itoc@hdsb.ca, brodners@hdsb.ca
Human Rights and Equity advocate(s)
Jasmine Brioux
Email Address(es)
briouxja@hdsb.ca
Reflecting on Data
The greatest areas of need for individual schools will be identified through reflecting on ‘Have Your Say’ data in the categories: Bullying, Safety, and School Climate and Sense of Belonging as outlined in the Halton District School Board's Bullying Prevention and Intervention Plan 2025-2027
From the Have Your Say data, our results reflect:
Bullying- well above board average with positive responses for peer to peer relationships and having peers who care about and support them
Safety-strong results, if any, some areas we could work on are student reports of feeling nervous or worried, under pressure
School Climate and Sense of Belonging- overwhelmingly positive responses, vast majority responding Agree, or Strongly Agree, with the exception of “I feel my school rules are fair.”
To address (in the data): Actions taken to address each of these….
-how do we build in student voice in creating the norms of the school?
-which school rules are the students feeling are unfair?
-what can we do to continue to have positive reporting from students, what are we doing well to be sure to continue (some examples to consider; built in wellness and mindfulness in every classroom and as a whole school ex., Mindful Moment Friday/whole school, strong affinity groups ex., LBGTQ+ and Black Student Alliance), student leadership wellness groups leading student driven initiatives, etc.)
Well-Being Goals and Measures
The goals and measures for the SIPSA Well-Being Plans have been identified for all schools based on board level data.
SIPSA Goals
By June 2026, there will be a 5% increase in the percentage of students that enjoy being at school while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities
By June 2026, there will be a 5% increase in the percentage of students that feel accepted by students at school while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities
By June 2026, there will be a 5% decrease in the percentage of students that have experienced social and verbal bullying while engaging students in well-being strategies that are grounded in anti-racist, anti-colonial and anti-oppressive practices that support students' identities
Measures
Board
Have Your Say Survey System Results
School Self Assessments
Administrator and Staff Feedback through Superintendent visits
Schools
ongoing evidence gathered through classrooms, student focus groups, school surveys
collection and reflections of observations, conversations and products
suspension data/safe school incident reporting
Reflection at end of year on Bullying Prevention and Intervention Plan from the school year
School Self Assessment
School Actions: Reaching the Goals
Evidence-based actions to engage staff and students - focussing on what schools are to implement.
A number of recommendations are made throughout the PPM No. 144 “Bullying Prevention and Intervention” which directly inform the development of the School Improvement Plan for Student Achievement and Well-Being (SIPSA). All schools are required to include the following actions - for staff and students - in their Well-Being and Bullying Prevention/Intervention Action Plans.
Preventative Actions We Will Take To Support Reaching The Goals (select from the list below and add in additional school based items as reflected in your SIPSA)
Review the HDSB Code of Conduct with students at the start of the year, using lessons and resources to support understanding.
Teach students to identify the various forms of bullying, co-creating developmentally appropriate definitions that clarify the difference between rough play, conflict, and bullying.
Teach and apply prevention and intervention strategies, including:
Bias-free progressive discipline (considering mitigating and other factors)
The Bullying Response Protocol
Culturally responsive, identity-affirming anti-bullying resources
Provide supports and regular check-ins for students who have been bullied, engaged in bullying, or witnessed bullying.
Engage staff in ongoing learning to consistently and immediately interrupt and address acts of racism and discrimination that they witness or have been made aware of, consistent with:
Implement anti-oppression and anti-racism practices
Adults model emotional validation with students regularly and make themselves available for supportive conversations
Educate staff, students, and families on Indigenous rights and human rights, including:
The Ontario Human Rights Code
UNDRIP (United Nations Declaration on the Rights of Indigenous Peoples)
HDSB’s Indigenous Education Policy
Create and support affinity spaces (e.g., GSA, Black Student Advisory)
Build healthy, supportive relationships (student–student and student–educator) and promote student voice and engagement opportunities (e.g., Well-Being Teams).
Foster inclusive learning environments by:
Using anti-colonial and critically conscious approaches to curriculum
Reviewing teaching/learning materials for bias, accessibility, and representation
Integrating culturally responsive and relevant social-emotional learning (SEL)
Support overall student well-being by:
Encouraging daily physical activity, physical education, and outdoor experiential education
valuing the strengths, talents and gifts that every student brings to a classroom
Helping students strengthen their mental health literacy
Strengthen school-wide accountability and harm-repair by identifying response protocols and ensuring adults are actively involved.
Teach students appropriate use of reporting tools and reinforce trusted pathways for reporting concerns to adults.
Engage parents, caregivers, and families as partners in well-being and bullying prevention.
Ensure adults know students as whole people by learning about their identities, cultures, traditions, strengths, and interests
Create student well-being clubs “Mental Health Matters Club” (Intermediate) run by Holly and Heather; Junior and Primary run by Chelsea and Margaux, start up in January of 2026; explicit teaching of self regulation strategies for mental well being
Intervention Actions We Will Take To Support Reaching The Goals:
use ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
respond to any student behaviour that is likely to have a negative impact on school climate or learning environments
staff build their competency in exploring and responding to microaggressions through applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
engaging in ongoing, meaningful learning about the rights of Indigenous People and the United Nations Declaration on the Rights of Indigenous People (UNDRIP)
provide supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
work with school and board supports to identify and reduce barriers to student engagement and success
adults reach out to students and their parents/caregivers when they are concerned about the student’s physical social or emotional safety and well-being
engage parents/caregivers in the Circle of Support by listening and valuing their expertise and knowledge of their child, sharing strategies and developing collaborative goals
identify and connect students to culturally relevant school supports, inclusive clubs and safe spaces
provide ongoing intervention and support to promote and sustain student well-being
provide a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)
follow up after bullying incidents with students, parents, teachers, and other school staff as per HDSB Bullying Response Protocol
participate in ongoing staff professional learning to build capacity and critical consciousness when addressing bullying
understand the roles and responsibilities of principals, teachers and students
Planning School Strategies: Instruction
Schools select a manageable balance of instructional strategies that are developmentally appropriate and focus on bullying prevention and intervention to be implemented by all staff.
Prevention Strategies include:
co-creating developmentally appropriate definitions of the various forms of bullying
explicitly teaching the five steps from the Discriminatory and Harmful Language Protocol and the HDSB Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
including students in decision making and creating opportunities for student engagement (e.g., students on the Well-Being Team, student consultation, ongoing collaboration, etc.)
affirming student identity, voice, and choice
using proactive measures to intentionally create inclusive learning spaces for every student
creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory)
connecting with historically marginalized and racialized students (consider consultation with the Indigenous Rights and Education team as necessary for Indigenous students)
knowing and planning for students’ strengths, areas for growth and interests
using an Inclusive Design approach to planning
implementing and monitoring inclusive, culturally responsive, and relevant teaching (CRRP) (The Way Forward: Halton DSB Human Rights Equity Action and Accountability Plan (2020 - 2024; One Page That Matters: Culturally Responsive and Relevant Pedagogy)
highlighting equity and inclusive education principles in daily classroom instruction and school activities
engaging student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code
implementing and monitoring strategies for supportive learning environments and mental health literacy (Well-Being Expected Practices)
adults model emotional validation with students regularly and make themselves available for supportive conversations
Intervention Strategies include:
coaching students how to effectively and intentionally interrupt and report bullying
providing opportunities for regular check-ins with students who have been bullied, engaged in bullying or witnessed incidents of bullying, as per expectations from the HDSB Bullying Response Protocol
ensuring every student can identify one caring adult in their school community
learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
applying the steps from the Discriminatory and Harmful Language Protocol and the HDSB Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
addressing any student behaviour that is likely to have a negative impact on school climate or learning environments
Follow the HDSB Bullying Response Protocol to repair harm and ensure accountability
providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying, as per the HDSB Bullying Response Protocol
adults reaching out to students and their parents/caregivers when they are concerned about the student’s physical, social or emotional safety and well-being
Planning School Strategies: Student Engagement and Learning
Schools to select a manageable balance of developmentally appropriate strategies that will engage students in to learn about bullying prevention and intervention.
Prevention Strategies include:
co-creating definitions of the various forms of bullying
identifying ways to prevent bullying in their class; in their grade; in their school
learning and applying the five steps from the Discriminatory and Harmful Language Protocol and the HDSB Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
everyone understanding and accepting their role and responsibilities as part of bullying prevention
developing skills for healthy and respectful relationships
engaging in awareness raising strategies (e.g., social-emotional learning, empathy, development of self regulation skills)
learning through constructivist approaches (shared meaning and understanding)
adhering to the Responsible Use Procedures for Information and Communication Technology (ICT) regarding the use of personal electronic devices in school/classrooms
using mentor texts, social stories and scenarios that align with the Selection of Instructional and Library Resources Administrative Procedure and the Bullying Prevention and Intervention Library Resource List
participating in accountable talk, including CPS
engaging in inquiry-based, experiential learning opportunities
participating in Bullying Awareness and Prevention Week activities
working with student groups and other partners to create school-based anti-racism education campaigns to educate all stakeholders on the Human Rights Code and the United Nations Declaration on the Rights of Indigenous People (UNDRIP)
engaging in opportunities related to equity and inclusive education, bullying prevention, and leadership initiatives within the school
Intervention Strategies include:
explicitly apply the five steps from the Discriminatory and Harmful Language Protocol and the HDSB Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and ensure accountability
effectively interrupt and report real or perceived bullying incidents to an adult or school staff member
report activities motivated by bias, prejudice or hate to an adult or school staff member as indicated in the Discriminatory and Harmful Language Protocol and the Bullying Prevention and Intervention Protocol
Other: complete Learning Assignments alongside perpetrators of racial harm (e.g., Anti-Black racism, Islamaphobia, Derogatory generalizations) to pair punishment/follow through with learning opportunity
Planning School Strategies: Professional Learning
A year-long professional learning plan must be developed to ensure staff have the required knowledge and skills to lead the learning with students. Identify topics that will be part of the professional learning plan. Professional Learning will occur through staff meetings, professional learning days, system professional learning opportunities, school based release time, self - directed Annual Learning Plans, etc. Schools to select the activities and learning they will engage in during this learning period.
Prevention Strategies include:
strengthening inclusive and culturally responsive and relevant teaching
participate in professional learning to build capacity and critical consciousness when addressing bullying
understanding and implementing a whole child approach to learning
understanding learner profiles (e.g., academic, physical, social, emotional, cognitive, self/spirit) and how to differentiate instruction to meet individual student strengths and needs
reviewing teaching and learning materials and activities regularly to identify and remove barriers to accessibility, negative bias, and discrimination
developing the skills to intentionally interrupt racism, oppression, and discrimination
Implementation of identity affirming bullying prevention resources that specifically address disproportionalities and support schools in their learning and understanding of ways to engage students in increasing their cultural awareness and inclusive climates
implementing inclusive design to intentionally plan for ways to challenge existing barriers to student well-being: responding to student voice; designing instruction (CRRP); engaging parents, families, and communities; the environment as the third teacher; analyzing data; building leadership capacity
creating affinity (safe and inclusive spaces) within the school (i.e., GSA, Black Student Advisory)
engaging in ongoing learning to consistently and immediately interrupt and address acts of anti-Black racism that they witness or have been made aware of, consistent with the OCT Advisory
engaging in ongoing, meaningful learning about The Way Forward - Human Rights, Action and Accountability Plan
implementing culturally responsive and relevant practice to guide teaching practice (high expectations, critical consciousness (Critically Conscious Guiding Questions), and cultural competence)
framing teaching and learning around the gradual release model/level of support, based on class and student profiles
learning to engage families to bring an awareness of bullying prevention and intervention strategies and to recognize the signs of bullying behaviour
Intervention Strategies include:
understanding the Board’s comprehensive strategy to address incidents of bullying including reporting protocols (staff and student), and appropriate and timely responses
learning about a bias-free progressive discipline approach as well as mitigating and other factors that influence behaviour
using proactive measures to intentionally create inclusive learning spaces for every student
using ‘teachable moments” within a progressive discipline approach to address inappropriate behaviour and understand that adult intervention is necessary to interrupt bullying
responding to any student behaviour that is likely to have a negative impact on school climate or learning environments
Staff build their competency in exploring and responding to microaggressions through applying the steps from the Discriminatory and Harmful Language Protocol and the Bullying Response Protocol to interrupt different forms of bullying: stop and identify; explain; support; report; and, ensure accountability. h all stakeholders
providing supports for students who have been bullied, engaged in bullying or witnessed incidents of bullying
ensuring that for students with special education needs, interventions, supports and consequences are consistent with the child’s strengths and needs, as well as with the program goals and learning expectations documented in their Individual Education Plan (IEP)
providing a variety of asset based, anti-oppressive supports and resources for students - from early prevention to more intensive interventions (in cases of persistent bullying)
following up after bullying incidents with students, parents, teachers, and other school staff as appropriate
participating in ongoing professional learning to build capacity and critical consciousness when addressing bullying
understanding the roles and responsibilities of principals, teachers and students
Monitoring
Schools will identify ways to monitor student well-being throughout the year by considering what will be monitored, by whom, as well as when and how it will be monitored to ensure this important work takes place. Schools must consider and plan for: conversations (e.g., with students, staff, and parents); observations (e.g., walk-throughs); and, products (e.g., intervention plans, notes). Creating intervention cycles to monitor student well-being also supports the identification of students most at risk and provides the opportunity to create intervention plans for these students who may be the bully, the victim, or a witness.
What will be monitored, and by whom?
Once a year in the fall, looking back at the conclusion of the previous year’s data listed below with the Admin team and shared as a component of reflection cycle with Superintendent.
What types of evidence were collected from conversations, observations and products?
1-ALPs of all teaching staff responding to teacher-identified goal connected to “The Way Forward”
2-Learning Assignment completions
3-Google form of interviews documenting discipline/actions
4-Have Your Say
5-Initiative outcomes of affinity groups, discrete data, listening to the voices of these students during sharing times
6-PALS participation
7-Anonymous Teacher Survey defining their comfort level with the protocols
8-Student feedback/voice at the Well Being Clubs
Post Assessment- End of Year
What were the greatest successes with students? What grade level(s) experienced the most success? How do you know?
What challenges were encountered? What grade level(s) experienced the most challenges? Why? How could this be improved next year?
What are the next steps? Which students need more support? How can they best be supported?
Monitoring Progress
School administrators and the Well-Being Team will meet on a regular basis to discuss the effectiveness of selected intervention and prevention strategies as well as the use of resources and planned professional development/. The Well-Being Team should determine what strategies are working, what may not be working and what may need adjusting in order to keep the focus on improving student well-being.
When monitoring progress of the School Actions, consider the following questions as a reflection guide:
What evidence of progress towards the goals were collected?
ongoing evidence gathered through classroom and school surveys
collection and reflections of observations, conversations and products
suspension data
Have Your Say Survey data
school based surveys/questionnaires
other:Learning Assignments
What successes occurred as a result of the Action Plan? What successes occurred as a result of the teaching and learning of Bullying Prevention and Intervention Strategies?
What resources were used to support teacher and student learning?
What professional learning was considered to be the most important and helpful? Why?
What challenges were encountered when implementing the Action Plan? Why?
What are the next steps? What bullying prevention and intervention strategies need to change?
What needs to be included in the next year’s professional learning plan?
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