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Bullying Prevention/Intervention Action Plan

Bullying Prevention and Intervention Action Plan  2018 / 2019

Providing students with an opportunity to learn and develop in a safe and respectful society is a shared responsibility in which the board and our schools

play an important role. Schools with bullying prevention and intervention strategies foster a positive learning and teaching environment that supports

academic achievement for all students and that helps students reach their full potential. Bullying prevention and intervention strategies must be modeled by all

members of the school community.

from HDSB Bullying Prevention and Intervention Administrative Procedure

Definition of Bullying

Bullying means aggressive and typically repeated behaviour by a student where,

a)    the behaviour is intended, or the student ought to know that the behaviour would be likely to have that effect of,

  • causing fear or distress to another individual, including physical, psychological, social or academic harm, harm to the person’s reputation or property, or

  • creating a negative environment at the school for another individual, and

b) the behaviour occurs in a context where there is a real or perceived power imbalance between the pupil and the individual based on factors such as size, strength, age, intelligence,

peer group power, economic status, social status, religion, ethnic origin, sexual orientation, family circumstances, gender, gender identity, gender expression, race, disability or the receipt

of special education.

Bullying behaviour includes the use of any physical, verbal, electronic, written or other means. For the purposes of the definition of bullying, bullying by electronic means (commonly known as

cyber-bullying), including, creating a web page or blog in which the creator assumes the identity of another person or impersonating another person as the author of content or messages posted on

the internet; communicating material electronically to more than one individual or posting material on a web-site that may be accessed by one or more individuals

from Accepting Schools Act 2012


2018 / 2019


Tiger Jeet Singh P.S.

Principal or Vice Principal

Jaz Sahdra


Gillian Wassmansdorf

Non-Teaching Staff

Leslie Lister


Stacey White-Ferris

Community Partner

Robert DelVillar


Claire and Samar


(must be a staff member)

Lisa Fraser

Email address


Types of bullying that exist in our school

(as identified through school based data and information)

Student Senate Representatives shared the following information:

  • Verbal and physical

  • Majority of talk/conversation is based in negativity

  • Slurs/inappropriate language (jokes)

  • Body shaming

  • Making fun of cultures/religious beliefs/backgrounds

  • Cultural associations

  • Spreading of rumours

  • Cyberbullying -

  • Primary/Junior: physical/too competitive/negative language

    • Groups of students that exclude others  “You can’t play with us because you’re ***”. vs “you can’t play with us today because yesterday you stole my ball and threw it”.

School Bullying Prevention SMART Goal

We will focus on empowering our students to build relationships and use their voice to report that they feel safe at TJS. From the 2016-2017 ‘Tell Them From Me’ and ‘Have Your Say’ Surveys, 62% of our students report feeling safe at school and this will increase by 8% by the end of June 2019.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

(for whole school, and those students at risk of bullying behaviours)

Primary: Education on how/when to include others on the playground (PALS program, KELSO’s Choices)

Junior: Online awareness and digital citizenship to prevent cyberbullying

Intermediate: Gender specific needs; female empowerment, male relationships

Education around consequences for actions and decisions being made (Safe TALK, ASIST)

Parent/Community: Information night for parents to discuss Cyber-bullying and Bullying


  • Invite guests speakers in that model former “bully behaviour” and also hear from those that have been bullied (Get Real Movement, Famous People Players)

  • Promote student voice, empowerment, leadership (Scott Graham)

Bullying Intervention and Support Strategies

(for individuals who cause harm, are impacted by harm and are witness to harm)

Our plan for the people affected by bullying:

Cause Harm

- Questionnaire to gather Information and set next steps

- Assess Safety/Make a Plan (including protection of victims)

- Act/Follow Up (CPS)

Impacted by Harm

-Questionnaire to gather Information and set next steps

- Acknowledge the Incident/Affirm

- Act/Follow Up (CPS)

Witness Harm

-Questionnaire to gather Information and set next steps

- Acknowledge the Incident/Affirm

Training Resources and Outreach Strategies for Members of the School Staff, Parents and Community


  1. On-going Restorative Practice training for all staff members

  2. Education and resource sharing for character education (Social Justice Begins With me)

  3. Staff aligning their daily practices with the “Top 5 Must-Do’s for Student Well-Being”

  4. Discussion time and professional development at Staff Meetings around Well-Being

  5. Kelso’s Choices, Safe TALK, and ASIST

Parents and Community:

  1. Code of Conduct is posted on the website

  2. Synervoice information for parents

  3. Encourage parent involvement in the daily routines of the school (volunteer in the classroom, volunteer in the school, participate in school community activities such as movie nights, dance-a-thon).

  4. School Council has a website to ensure parents understand school expectations.

  5. Invite parents and students to an evening guest speaker on the Wellness Night

Bullying Prevention and Awareness Responsibilities for:

Staff: To educate the students on the difference between incidents and bullying; To be an advocate for their disengaged student; To follow the protocol developed and to investigate students’ concerns (questionnaire); To focus on knowing their learner and utilize Community Circles to develop a sense of community; Include opportunities for student voice in their classrooms; To contribute to a safe and inclusive school climate

Students: To report what they see (activate the bystander); To Stand Up, Reach Out, Tell Someone,; To Fill Buckets with their words and actions; To treat one another with respect and kindness; Familiarize themselves with school expectations

Parents: To review the Code of Conduct (TJS Website) with their children; To report any bullying incidents that they are made aware of.

Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)

  •  Staff Meeting

  •  School Council Meeting

  •  Newsletter

  •  School Website (required)

  •  Other

Resources/Reference: Safe and Accepting Schools Policy

                                  HDSB Admin Procedure Bullying Prevention and Intervention

                                  HDSB Admin Procedure Positive School Climate

                                  TTFM Survey

Have Your Say

Code of Conduct

TJS Agreements

                                  Safe Schools Social Workers

                                Public Health Nurses