Border Land School Division

Border Land School Division is committed to fostering inspiring educational opportunities, meaningful relationships, and engaged citizens.

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Administrative Procedure: Code of Conduct
EFFECTIVE DATE: June 8, 2005	R E F E R E N C E S	ADMINISTRATIVE PROCEDURE CODE: 1.A.10
AMENDED DATE: June 2024 November 2025		Policy Reference
		Legal Reference	M.R. 155/05, M.R. 92/2013, MR 139/2011, PSA (47.1(1)b)

 

In keeping with our vision statement, to empower responsible citizens within our communities, the Board of Trustees supports a Code of Conduct that focuses more on education and restitution practices and less on exclusionary practices such as suspension. This Code of Conduct includes a statement of expectations of behaviour, and related responsibilities and expectations for students, staff and families in the system (Appendix A). The Border Land School Division Code of Conduct shall be reviewed annually by a committee. 

Each school, employee, student, and volunteer within Border Land School Division is expected to behave in a respectful manner and comply with the divisional code of conduct.

In Border Land School Division, there are many behaviours that warrant an intervention and response rooted in caring and support.  Some of these behaviours include but are not limited to the following: (See Appendix B for a glossary of terms)

 

• Harassment/discrimination based on protected characteristics from the Human Rights Code
• Bullying/cyberbullying behaviour
• Threats to others
• Theft
• Trafficking in drugs or sex
• Physical violence/aggression
• Sexual assault/aggression
• Hazing
• Threats to self and others
• Gang activity
• Abusing another person verbally, in writing, or electronically
• possession of a weapon, as “weapon” is defined in section 2 of the Criminal Code
• Possession or being under the influence of alcohol, cannabis, or an illicit drug
• Harmful use of the internet and electronic communication including AI-generated content (e.g> audio, images, video, text), doxing, swatting, cyber flashing, and sextortion
• Self or peer exploitation
• Threats and/or harm to self

There is no prescriptive response to the actions listed beyond approaching both the student engaged in such behaviour and those impacted with care and concern, while also balancing the need for safety of students and staff.

 

Collaborating with Parents/Caregivers

 Teaching self-regulation is a shared responsibility that hinges on a cooperative relationship between the school and parents. Parent refers to both parents and guardians and is used with a recognition that in some cases only one parent may be involved in a child’s education or that the significant adult in the lives of many students may not be their parent.  This term may also apply to a student who has reached the age of majority. 

 Students will feel safe when they see the adults from different parts of their lives, school and home, come together to focus on their interests.  When teachers and parents communicate regularly and work collaboratively, they are more likely to develop a degree of trust.

 School and parents may disagree on behaviour intervention, response, and consequence strategies.  When positive approaches to resolving disagreements are used, there are opportunities to build strong relationships and to set positive examples for our students.  Parents are encouraged to contact their school any time they have a concern regarding a behaviour inervention or response matter.  The process for appeal is found later in this procedure.

Student-Centred Behaviour Intervention and Response Strategies

 

All schools are expected to engage in positive and preventative practices – in other words, the use of instruction and programs that focus on student learning, social responsibility and positive behavior rather than the need for negative consequences. Many schools have successfully introduced restorative practices that aim to develop community and manage conflict and tensions by repairing harm and building relationships (eg. conflict resolution or peer mediation programs, restitution and restorative justice.) Consequences may be necessary when other approaches to behaviour are unsuccessful, but they are not effective when overused. Exclusionary practices may be necessary when other approaches to problem behavior are unsuccessful, however, they are not effective when overused.  The degree of exclusion for any reason should involve the least restrictive environment and not be punitive.  Although exclusionary practices can be viewed on a continuum, educators must take caution that students are not faced with undue hardship or feelings of alienation, as they may not hold the same perception.

Student-Centred Behaviour Intervention and Response Strategies

All schools are expected to engage in positive and preventative practices – in other words, the use of instruction and programs that focus on student learning, social responsibility and positive behavior rather than the need for negative consequences. Many schools have successfully introduced restorative practices that aim to develop community and manage conflict and tensions by repairing harm and building relationships (eg. conflict resolution or peer mediation programs, restitution and restorative justice.) Consequences may be necessary when other approaches to behaviour are unsuccessful, but they are not effective when overused. Exclusionary practices may be necessary when other approaches to problem behavior are unsuccessful, however, they are not effective when overused.  The degree of exclusion for any reason should involve the least restrictive environment and not be punitive.  Although exclusionary practices can be viewed on a continuum, educators must take caution that students are not faced with undue hardship or feelings of alienation, as they may not hold the same perception.

Teachers and Principals must ensure that interventions used are appropriate given the frequency and severity of the non-observance of the code of conduct, the student’s age or state of development, and the student’s degree of social-emotional and mental wellness.  The principal maintains the authority to determine which consequence is appropriate in  and each situation. In every situation, when selecting appropriate consequences, school staff should be sensitive to any student who has been the victim or target of unacceptable behavior, as well as to the student who committed this behaviour.  Reasonable accommodation is required for students with diverse needs that affect their behaviour, considering the student’s ability to access the information, the student’s understanding of the policy or rules, and whether the response used for the majority of students is appropriate for the individual student.

 

The Public Schools Act and the Appropriate Disciplinary Consequences in Schools Regulation (M.R. 92/2013) permits the use of suspension. Suspension may be determined to be the appropriate disciplinary consequence when a student’s unacceptable conduct or disruptive behaviour is found to be injurious to the school environment and/or deemed an imminent safety risk to students and staff. Alternatives must be considered before suspension.

 

It is expected that all disciplinary decisions will follow these guiding principles:

• Ensuring a safe, caring, and inclusive learning environment; policies and

procedures must support Manitoba’s Philosophy of Inclusion.

• Decisions shall appropriately address safety risk to students and staff, plan for

a safe and orderly learning environment, and reflect the best interests of the

students.

• Decisions shall respect the right and access to education for children and youth.

• Student success and well-being is a collective responsibility and requires active

agency on the part of all who are responsible for children and youth.

• Appropriate measures shall be taken to ensure that school discipline is

administered in a manner consistent with respecting the child’s human dignity.

• Disciplinary alternatives are to be informed by research and best practices.

• Relationships matter in providing a sense of safety and belonging for all students.

 

Interventions and consequences may be applied as appropriate to the context.  Options will be considered based on the individual needs of the student.  School staff will be sensitive to both a student who is impacted by behviour that does not meet expectations, as well as the student who engages in the behaviour.  As such, the responses listed below may apply to multiple students in any given situation. Schools may expand upon the list if the additional items are consistent with the Manitoba Education directive.

 Discussion with Trusted Adult

A trusted adult meets with the student to discuss behaviour and strategies to support the student moving forward in a positive way. A trusted adult may include a teacher, administrator, school counsellor, resource teacher or Elder or Knowledge Keeper. Parent(s) may be contacted in some circumstances. Students who are 18 years of age or older must give their consent to contact their parents.

Parental/Caregiver Involvement

Contact is made with the parent(s)/caregiver(s) to discuss the student’s specific behaviour and strategies that may be helpful in shifting behaviour in a positive way. The contact could vary from a telephone conversation to a formal conference at the school with parent(s), student, and school personnel.

Formal Meeting

A meeting is held with the student, parent(s)/caregiver(s), and other relevant members of the student’s circle of support, which may include teacher(s), administrator(s), school counsellor, resource teacher, or clinician. Elders or Knowledge Keepers may be in attendance where appropriate, and when they are supporting students, families and schools in this capacity.

A plan may be developed to enhance engagement in positive behaviour. Schools may conduct a functional behaviour assessment as a tool for learning more about the student and their behaviour, leading to possible interventions based on a function of that behaviour. The school team, along with the student and parent(s)/caregiver(s) may determine that a student specific plan is needed.

Restoring Community/Restitution

When a student damages school or division property through an intentional or negligent act, the student and/or parent(s)/caregiver(s) are required to compensate for the damages incurred. Compensation may be monetary and can also include actions that acknowledge responsibility and rebuild a sense of community.

Positive Behaviour Agreement

A positive behaviour agreement is a collaborative agreement between a student and school staff that clearly describes classroom and school behaviour expectations and sets the student up for success. Expectations are developed by school staff, the student, and parent(s)/ caregiver(s). The agreement usually comprises several elements, including a list of behaviour expectations, positive outcomes for engaging in positive behaviour, what will happen as a result of not meeting behaviour expectations, and specific goals set by the student. The key to such an agreement is allowing students to monitor their own progress while building the essential skills necessary for managing their behaviour. The student, parent(s)/caregiver(s), and school staff sign the agreement, and it can be modified over time as necessary.

Student Services Referral

A referral may be made to school or school division student services personnel who, as part of the school team, can support students, parent(s)/caregiver(s), and staff. This involvement may include consultation with outside agencies. Parental/caregiver permission must be obtained for specialized assessments and/or interventions.

Outside Agency/Community Involvement

A referral to an outside agency or a community resource may be necessary to support the holistic needs of a student. Examples of outside agencies may include trauma-informed and culturally safe health and mental health services; harm reduction supports and addictions services; victim services; prevention programs; and other responsive programming and services available in the community. In some cases, parental/caregiver permission may be required. Information sharing between the school and agency may be supported by The Protecting and Supporting Children (Information Sharing) Act, C.C.S.M. c. P143.5.

Risk/Threat Assessment

Schools and school divisions have policies and procedures to foster a consistent response to threats that impact the school. Responses to threats consider the student’s age and state of development and may include administrative action, activation of a threat assessment protocol or the critical incident response plan, and a post-incident response plan. Threats are characterized as an expression of intent to do harm or act out violently against someone or something, and may be spoken, written, drawn, posted online, or made by gesture. Student baseline behaviour is considered within the analysis of the threat, and departures from baseline behaviour help determine the level of risk and subsequent actions taken to mitigate these risks. Outside agency and/or police involvement may be requested. Parent(s)/caregiver(s) must be informed.

Police Notification

Police notification does not mean that police will lay charges in every situation; however, police should be notified for serious incidents that happen at school, during school-related activities in or outside school, or in other circumstances if the incident has a negative impact on the school environment. Parents will be notified unless police direct otherwise. Unless directed otherwise by the police, parents will be provided with the option to be present should the police want to question their child.

The Use of Exclusionary Practices as a Behaviour Intervention, Response, and Consequence

Regardless of the name used or the intended purpose, exclusionary practices should be exercised with caution.  Use of these practices necessitates engagement with the student that addresses their behaviour and contributes to their personal growth and safety for all.

Examples of exclusionary practices may include the following:

Withdrawal from Classroom Setting

Where specific student conduct is deemed to have a negative impact upon the classroom learning environment, the student is withdrawn to a supervised alternate location to complete class assignments. Such withdrawal would normally be temporary, but when a prolonged withdrawal is recommended, parent(s) will be informed.

Detention

The student is detained at the school for specific unacceptable behaviour. Should a detention extend beyond regular school hours, parent(s) will be informed.

Removal of Privileges

Privileges such as access to the playground, cafeteria, library, extracurricular activities, and/or bus transportation are removed under certain circumstances. Parent(s) will be informed.

Time-out

Removal from school bus ridership, with parent/caregiver notification

Being sent home early, with parent/caregiver notification

Seclusion

Seclusion is a safety response.  It is never used as a punishment, a consequence of disciplinary action or a way to force compliance. Parents shall be informed when any seclusion occurs.

Suspension

In School Suspension (ISS): an instance where a student is temporarily removed from their regular classroom(s) for at least half a school day for disciplinary purposes but remains under the direct supervision of school personnel.  Direct supervision means school personnel are physically in the same location as the students under supervision.

Out of School Suspension (OSS): an instance where a student is dismissed from school for disciplinary purposes for a finite period of time when their peers are expected to be in attendance.

Managed Move

School boards are required to provide appropriate educational programming to all students within their schools. There must be reasonable accommodation of students’ special needs unless they demonstrably give rise to undue hardship due to cost, risk to safety, impact on others, or other factors. While attending the catchment school is appropriate for most students, there are times when it may not be.

When feasible, schools and school divisions may wish to engage in a managed move, a supportive and collaborative practice whereby students are transitioned from one school to another school or program (including enrolling in an adult learning centre or particpiating in an activity or program that is approved under Activities and Programs in the Learning to Age 18 Regulation). A managed move may occur for multiple reasons and may offer the student the opportunity to move to a new school or program. The transfer to the new school or program is carefully planned, taking into account the student’s diverse learning and behaviour needs, and ensuring the student is fully supported by both the outgoing school and receiving school or program.

The managed move process differs from school of choice in that the move is initiated by the outgoing school and the school division, and must involve the student, parent(s)/caregiver(s), both the outgoing and receiving schools, and any relevant support agencies.

A managed move may be for a finite period of time, as agreed upon by the outgoing school, receiving school or program, and the student and parent(s)/caregiver(s). It is important that the move be mutually agreed upon by all parties to ensure a supported transition process. A managed move decision is complex, just as students’ motivations and behaviours are complex. This intervention is often considered only after all other avenues have been exhausted.

The managed move will be preceded by information sharing between the in-school teams of the outgoing school and the new school or program. This may include information about past or current academic attainment and potential, risk/threat assessment, advice on effective risk management strategies, and attempted interventions, such as multi-agency support or any assessments that were done or explored prior to the managed move. The timely transfer of files will accompany the managed move process.

The new school must ensure that the student is provided with an effective entry strategy through a student-specific plan (SSP) as overseen by a case manager. This may include developing a wraparound or systems support process to support student success or family stability.

In cases where the school division, student and parent(s)/caregiver(s) determine that a managed move is appropriate, and the student will attend a school or program outside of their catchement or the school division, a transportation plan must be developed jointly with the parent(s)/caregiver(s). In many cases, the sending school division is responsible for transportation. Collaboration with the receiving school division is required.

Expulsion

The PSA and the Appropriate Disciplinary Consequences in Schools Regulation, M.R. 92/2013, allow school boards to expel students.  If a student engages in severe behaviour that is injurious to the school environment and/or is an imminent safety risk to students and staff, it may be determined that the student must be away from the school environment on a long term basis, and is therefore, expelled.  An out of school suspension lasting longer than six weeks shall be considered an expulsion.  Expulsions may be administered by the school board only.

Expulsions may occur from the school the student is attending but not from the school division entirely.  If a student is expelled, the expulsion will last only until the school board rescinds the expulsion or the end of the current school year, whichever comes first.

A case management approach is required to coordinate any support needed and to provide a stable point of contact to establish and maintain relationships with students who are expelled and the parent(s)/caregiver(s).  As such, the principal must designate a case manager to respond to and work with the student and their parent(s)/caregiver(s).  Throughout the expulsion, a mechanism for daily contact with the student must be developed to support their continued learning, safety, and well-being as well as to maintain a connection to the school community. This contact may be the responsibility of the case manager or another trusted adult at the school.  Examples of daiy contact include a phone call or virtual meeting, an email or text message, or a message through an educational platform used by the school.

During an expulsion, the school division is required to provide the student with alternative programing.  Alternative programming includes the following:

 

• Providing the student appropriate supports to perform schoolwork at home
• Permitting the student to enrol in a different school in the same school division, or a different program in the same or different school
• Facilitating the student’s participation in an activity or program that is an approved learning activity or program under the Activities and Programs – Learning to 18 Regulation, M.R. 139/2011
• Facilitating the student to become enrolled in an adult learning centre or in remote learning options administered by MEECL

 

When the expulsion comes to an end, a plan for review and re-entry must be developed by the school.  If the student is re-entering the school, please see the Safe and Caring Schools: A Policy Directive Enhancing Proactive Supports to Minimize the Use of Suspension for the re-entry process.

If at any point, it is decided an expelled student will not return to their current school, the school and school division must engage in a managed move process in order to support the student’s continued learning.

 

Supportive Student Discipline

Supportive student discipline should be about teaching and learning.  Providing students an opportunity to reflect on their behaviour and repair relationships is paramount to learning.  Appropriate consequences and support should help students improve behaviour while considering individual circumstances.

Although still viewed as an exclusionary practice, an in-school suspension should be considered as an alternative to an out of school suspension.  An in-school suspension allows for the opportunity to apply targeted intervention and supports that address behaviours and facilitate problem solving.

The decision to suspend should consider the following:

• the information gathered from the student, reporting staff, and others who may have witnessed or been affected
• whether a process should be initiated for determining the risk of threat to self or others, and the risk of the occurrence
• possible motivation or underlying reasons that lead to the incident
• previous disciplinary incidents
• previously employed interventions and their effectiveness,
• the students background and support network
• alternative approaches not previously employed
• whether the suspension will be a breach of probation, if applicable

The decision to suspend may also include the following:

• a discussion with the parents
• a discussion with the in-school team and/or divisional level staff

 

Suspension may not be used as a response to absenteeism.

Suspension duration must not be increased based on the number of suspensions a student has previously received.

Suspension Procedures

Categories for student suspension

Misconduct – this may include insubordination, physical altercation with another individual, verbal altercation with another individual, threats, bullying or harassing.

Substance Use – this includes alcohol or tobacco use

Illegal Drugs – this may include being under the influence of, in possession or, or trafficking of any drug deemed illegal

Weapons – this may include being in possession of, threating with, or attacking with a weapon.

Property Damage – this may include damage to Border Land School Division property as well as damage to other individuals’ personal property.

Inappropriate ICT Use– this includes any action on a technological device, on or off school property, that violates the Border Land School Division Acceptable Use Agreement.

 

1. Notification to Parents

 

If a student is to be suspended, parents must be notified promptly of the reason and period of suspension by the principal or superintendent, whoever is suspending the student. No student shall be dismissed from school who presents an imminent safety risk to self or others before parents have been notified.

 

Within 24 hours of the decision to suspend, a written letter/suspension form will be sent to the parents/guardians with information that includes

• the student’s name, birthdate, and MET number
• the nature of the suspension (in-school or out-of-school)
• the reason(s) for the decision to suspend in relation to the code of conduct
• the period of the suspension (with beginning and end dates)
• information regarding the re-entry process
• the date, time, and location of the re-entry meeting
• information regarding the opportunity for parents to be provided with accommodations such as an interpreter or support person to accompany them to the re-entry meeting
• the name and contact of the school personnel who will serve as the parent initial contact for the purpose of arranging appropriate educational programming and maintaining regular contact with the student
• information about the parents right to make an appeal and the appeal procedures
• clarity of any other restrictions

 

All student suspensions are to be recorded on the Suspension of Student form (Appendix B) and reported to the Superintendent’s office within 24 hours of the suspension.  The report must be entered into PowerSchool within 48 hours of the suspension.

1. Access to Educational Programming during Suspension

   Schools must arrange educational programming for students who are suspended for more than five days.  During suspension, access to learning should be maximized by providing students with the resources they need and by utilizing universal design principles. Students must have an opportunity to maintain connection to the school community, to continuity of programming, and to build skills rather than to feel a sense of punishment or discipline.

    

2. Re-Entry Meetings

Re-entry meetings are an opportunity to bridge and repair relationships. The student, parent, and appropriate school/divisional staff should be present.  If a parent is unable or refuses to attend the re-entry meetings, schools must document the reasons for the refusal and/or actions taken by the school to obtain consent and/or resolve concerns.

The discussion at the re-entry meeting should

• review the division’s code of conduct, including the appeal process
• restore a sense of safety and belonging (i.e., establish a connection with an adult in the building who provides daily check-ins for positive feedback and problem-solving)

• structure transitions, resources, and environmental considerations to be in place for a safe return
• determine programming needs (e.g., academic support, increased opportunities to attend to social-emotional learning and regulation)
• review planning needs if a student-specific plan is already in place
• develop a student-specific plan for a student who has been suspended out of school more than two times during a school year (MEECL, Standards for AEP,2022)
• determine whether individual counselling and/or divisional supports are needed (i.e., determine and support student’s protective factors)
• refer to community-based/agency supports, as appropriate
• reaffirm goals for personal and/or school success, respecting the student’s right to be heard, and participate in decisions that affect them
• designate staff to case manage (i.e., ensure planning needs are met and follow-up is embedded for ongoing support)
• review recommendations and update plans as necessary
• encourage the repair of relationships with those who may have been harmed or affected and who also should be treated with courtesy, compassion, and respect for their dignity and privacy (YCJA)

The completion of schoolwork must not be used as a condition of re-entry.

A student’s suspension must not be prolonged due to the parent inability to be present at the re-entry meeting.

Out of School Suspension (OSS)

During an out of school suspension, students will not be permitted at school and at the discretion of the principal, may not be permitted to participate in school sponsored activities, whether they occur inside or outside the school, on the school bus, or on school property.

The principal will ensure that expectations are communicated to the student, staff, parents, and divisional staff as appropriate. This communication should include:

• the period of the suspension (with beginning and end dates)
• the name of the school personnel who will serve as the initial contact for any questions/concerns
• arrangement of appropriate educational programming and regular contact with professional staff (eg. Virtual, phone, in person)
• clarification of expectations, noting any restrictions
• information regarding the date, time, and location of the re-entry meeting
• additional people or agencies and their contact information and any expectations set forth (if relevant)

Students who have been suspended out of school more than two times during a school year are required to have a student specific plan.

In School Suspension (ISS)

An in-school suspension is to be carried out in a supervised educational environment with restricted contact to peers during the instructional day.  During an in-school suspension, a student may be restricted from attending one or more classes and/or school sponsored activities.

Providing there is no safety risk to students or staff, the principal may determine that a student observing an in-school suspension can continue to participate in school sponsored activities, with direct supervision, to maintain connection, relationships, and a sense of belonging.

The principal will ensure that expectations are communicated to the student, staff , parent/guardians, and divisional staff as appropriate. This communication should include:

• the period of the suspension (with beginning and end dates)
• location of the alternative supervised learning environment
• the name of the school personnel who will serve as the initial contact for any questions/concerns
• instructions for non-instructional times such as lunch and recess
• a structured plan outlining the appropriate educational programming the student is to be engaged in during the suspension
• information regarding the date, time, and location of the re-entry meeting

 

If a student received two or more in-school suspensions during a school year, school teams should consider ways to support that student to decrease future suspensions.  The repeated use of an in-school suspension may indicate that a student specific plan should be developed or revised.

Appeal Process

Parent(s)/caregiver(s) who disagree with the placement of their child may access and must follow the appeal process. Appeal processes protect the rights of students and parents(s)/caregiver(s), and address differences of opinion regarding the education of students. It is important that the partnership between schools and parent(s)/caregiver(s) is strong and that issues are resolved at the local level whenever possible.

If a student and/or parents are not satisfied with a behaviour intervention and response decision, they should speak first to the teacher who made the decision and then to the school principal if the issue is not resolved.  If there is still an unsatisfactory response, an appeal in writing, see Appendix C, can then be made to the superintendent of schools, and if necessary, then to the school board. Exceptions to this are suspensions in excess of five days and expulsions, in these cases the appeal goes directly to the school board, which must permit the student and their parent(s)/caregiver(s) to make representation to the board.  The school board may confirm the suspension, modify it, or reinstate the student (M.R. 92/2013; Manitoba Education and Training, Provincial Code of Conduct, 2017).

 The discipline appeal form can be found in Appendix D.

APPENDIX A

Rights and Responsibilities regarding Student Discipline

Students

Rights

• to expect that appropriate measures shall be taken to ensure that any behaviour intervention, response, or consequence is administered in a manner consistent with respecting human dignity
• to be treated with care and concern irrespective of situation
• to be accompanied by a parent/caregiver or other adult to assist and make representations to the school board in an appeal when the decision has been made to suspend beyond five days
• to be accompanied by a parent/caregiver or other adult to assist and make representations to the school board before a decision is made to expel
• to access appropriate educational programming during suspension and/or expulsion
• to be accompanied by a parent/caregiver or other adult to assist in consultation during the managed move process

Responsibilities

• to attend school and classes regularly and punctually (See Safe and Caring Schools: A Policy Directive and Action Plan to Enhance Student Presence and Engagement [Manitoba Education and Early Childhood Learning].)
• to observe school and school division behaviour management expectations and intervention and response policies
• to observe the divisional student code of conduct
• to actively participate in behaviour intervention and response planning
• to complete assignments and other related work required by teachers or other employees of the school or school division
• to be respectful of school property and the property of others who are employed by or attending the school
• to assume responsibility if school and/or division property is destroyed, damaged, or lost as a result of an intentional or negligent act

 

Parents

Rights Parent(s)/caregiver(s) have the following rights:

• to be informed regularly of the attendance, behaviour, and academic achievement of their child in school
• to be informed of the behaviour management, intervention, and response policies of the school and/or school division
• to accompany their child and assist them in making representations to the school board regarding a suspension of more than five days or before a decision is made to expel the child
• to accompany their child and assist them in collaboration during the managed move process

Responsibilities

Parent(s)/caregiver(s) have the following responsibilities:

• to cooperate with teachers and other school and/or division employees to ensure their child observes the school and/or division behaviour management, intervention, and response policies, and the school’s code of conduct
• to take all reasonable measures to ensure the student attends school regularly
• to assume responsibility, with the student, where school and/or division property is destroyed, damaged, or lost as a result of an intentional or negligent act of that student (Note: Teachers and students whose personal property is damaged or lost may bring action under The Parental Responsibility Act.)

 

Responsibilities and Authority of Teachers

 

Teachers have the following responsibilities:

• to maintain a safe and caring environment for students attending or participating in activities that are sponsored or approved by the school, whether inside or outside of the school building
• to treat students with care and concern irrespective of situation
• to comply with the divisional code of conduct
• to participate in planning, implementing, reviewing behaviour intervention and repsonses
• to ensure the interventions, responses, and consequences implemented in performing duties to maintain a safe and caring environment are appropriate given the frequency and severity of the code of conduct non-observance and taking into account the student’s age and state of development as well as their degree of social-emotional and mental wellness
• to report to the principal non-observance of the code of conduct while at school or at a prescribed school-approved activity as soon as reasonably possible*
• to report to the principal, as soon as reasonably possible, harmful use of the Internet, electronic communication, and AI-generated content (e.g., audio, images, video, or text) whether it occurs during school hours or not*
• to report to the principal, as soon as reasonably possible, that a student may have engaged in or been impacted by bullying/ cyberbullying behaviour, or any other behaviour that would require an intervention and response, whether it occurs during school hours or not*
• to seize or cause to be seized and take possession of any offensive/ dangerous weapon brought to school by a student and entrust it to the principal
• to promptly document and report to the principal a student suspension from the classroom
• to participate in, when deemed appropriate by the principal, the reentry process to support student transition
• to participate in, when deemed appropriate by the principal, the managed move process to support student transition

*The duty to report to the principal also applies to employees of a school board, school division, or school district and persons who have care and charge of one or more pupils during a prescribed school-approved activity.

 

Responsibilities and Authority of Principals

 

Principals have the following responsibilities:

• to treat students with care and concern irrespective of situation
• to establish, in consultation with the School Advisory Committee, a school code of conduct, and to review that code of conduct at least annually
• to ensure that a school’s behaviour management policies—including behaviour intervention, response, and consequences for nonobservance of the school’s code of conduct—are consistent with any ministerial or policy directives
• to supervise or ensure supervision of buildings and grounds during school hours, checking for safety, repairs, and cleanliness
• to remove, or cause to be removed, persons from the school premises who are causing a disturbance or interruption, who are trespassing, or who are present for a purpose not reasonably associated with the normal functioning of the school
• to provide behaviour intervention and response, appropriate to the needs of each student, from the time the student arrives at school until the student departs for the day, except during any period that the student is absent from school at the request of their parent(s)/ caregiver(s)
• to provide behaviour intervention and response for students on their way to and from school, while travelling to and from school, on school division transportation, and while at school-related activities
• to ensure that the interventions, responses, and consequences implemented in performing duties to maintain a safe and caring environment are appropriate, given the frequency and severity of any code of conduct non-observance, and taking into account the students’ age and state of development, as well as their degree of social-emotional and mental wellness 24 Safe and Caring Schools: Provincial Code of Conduct
• to notify the parent(s)/caregiver(s), as soon as reasonably possible, if the principal believes that a student has been harmed as a result of another person’s behaviour
• to inform the student’s parent(s)/caregiver(s), as soon as reasonably possible, of any suspension and the reasons for the suspension
• to give the school board or designate, within 24 hours of a student being suspended, a written report setting out the student’s name, the period of suspension, and a description of the incident for which the student was suspended
• to keep a record of each student suspension
• to develop categories of the reasons for which a student may be suspended, and to ensure that each suspension is accordingly categorized
• to keep records on the nature and duration of all suspensions, both in-school and out-of-school
• to ensure that educational programming is available to a student who has been suspended for more than five days
• after consultation with the superintendent, to participate in, and direct appropriate staff to participate in, the managed move process in order to support student transition

 

Responsibilities and Authority of Superintendents

 

• to inform the student’s parent(s)/caregiver(s) of a suspension beyond five days and up to six weeks and the reasons for the suspension where the behaviour has been deemed injurious to the school environment and/or an imminent safety risk to students and/ or staff
• to give the school board or designate a written report setting out the student’s name, the period of suspension, and a description of the incident for which the student was suspended
• to advise the school board if and when a student will participate in the managed move process in any capacity
• to engage in consultation with the school principal about the appropriateness of a managed move in any capacity
• To report all serious incidents to MEECL and/or MACY

Responsibilities and Powers of School Boards

 

• to establish written policy* respecting the appropriate use of– the Internet, including social media, text messages, direct messages, websites, email, and AI-generated content (e.g., audio, images, video, or text)– cameras, cell phones, and any other electronic or personal communication devices identified by the board
• to establish written policy on respect for human diversity and ensure that the policy is implemented in each school—the policy must promote and enhance a safe and inclusive learning environment, the acceptance of and respect for others, a positive school environment, and the training of teachers and other staff on bullying behaviour prevention and respect for human diversity
• to permit a student and their parent(s)/caregiver(s) to make representations to the school board about a suspension of more than five days
• to confirm or modify the suspension or reinstate the student after receiving such a representation
• to suspend or expel any student who has engaged in behaviour deemed injurious to the school environment and/or an imminent safety risk to students and/or staff
• to ensure that alternative programming is made available for students of compulsory school age who are expelled
• to limit or place conditions on the teacher’s right to suspend, either with respect to an individual student or generally, if the board is of the opinion that the teacher has repeatedly– suspended an individual student for reasons that are not justified – suspended students for reasons that are not justified

 

*Appropriate-use policies may include provisions that prohibit accessing, uploading, downloading, sharing or distributing information or material that the school board has determined to be objectionable or not in keeping with the maintenance of a positive school environment.

APPENDIX B

Glosssary

Bullying

“A damaging social process that is characterized by [a real or perceived] imbalance of power driven by social, societal, and institutional norms. It is often repeated and manifests as unwanted interpersonal behaviour among students or school personnel that causes physical, social, psychological, and emotional harm to the targeted individuals or groups, and the wider school community.” (UNESCO)

 

It may be direct or indirect; it may take place through written, verbal, physical, and sexual forms of expression. Various forms of electronic communication may be used (See: cyberbullying).

 

Case-Manager

A member of the school-based student support team designated by the principal to coordinate the team’s collaborative work to meet individual student needs through the student-specific planning process and student-specific plan (SSP) development and monitoring.

Cyberbullying

Bullying behaviour by means of various electronic communication, including social media, text messages, direct messages, websites, email, or using AI-generated content (e.g., audio, images, video, or text).

 

Cyber flashing

When a person receives uninvited requests for sexual images or messages, or is sent unsolicited sexual images or messages. (Canadian Centre for Child Protection, “Online Sexual Violence”)

Doxing

Publicly releasing someone’s personal, identifying information, such as their name, address, phone number, email address, or school, online without their consent. (“Doxing,” Cambridge Dictionary)

Expulsion

When a determination is made that a student has engaged in severe behaviour that is found to be injurious to the school environment and/or deemed an imminent safety risk to students and staff, and the student must be removed on a long-term basis. An out-of-school suspension lasting longer than six weeks shall be considered an expulsion. Expulsions may be administered by the school board only. Expulsions may occur from the school the student is attending, but not from the entire school division. If a student is expelled, the expulsion will last until the school board rescinds the expulsion or the end of the current school year, whichever comes first.

In-school team

The core team, other school staff, and parent(s)/caregiver(s) who have the knowledge and skills

to identify student needs and develop and implement a plan to meet those needs.

Managed move

The transfer of a student to a new school or program that is characterized by careful planning and full support by both the outgoing school and receiving school or program.

Parent(s)/caregiver(s)

Refers to parents and caregivers and is used with the recognition that in some cases only one parent /caregiver may be involved in a child’s education or that the significant adult in the life of many students may not be their parent. The term may also apply to a student who has reached the age of majority.

Reasonable accommodation

The school’s obligation to address students’ diverse needs that stem from the protected characteristics specified in Manitoba’s Human Rights Code, such as physical or mental disabilities, and that affect the individual’s ability to access educational/school services or facilities. The measures to accommodate diverse needs will be reasonable and required unless they demonstrably cause undue hardship due to cost, risk to safety, impact on others, or other factors.

Sextortion

When someone threatens to release personal sexual images or videos of another person unless demands are met, often for money, more sexual content, or sexual favours. (Canadian Centre for Child Protection, “Sextortion”)

Swatting

The deliberate, malicious, and illegal act of reporting a false crime or emergency to evoke an aggressive response from first responders or law enforcement agencies to attend someone’s residence or place of work.

Discipline Appeal Form to Superintendent