Bullying prevention and Intervention Action Plan 2019-20


Bullying Prevention and Intervention Action Plan 2020 / 2021

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


2020 / 2021

School Brookdale PS

Principal Bob Hewson

Teachers Deb Langlois, Tamara Alexander, Jacqueline Phillipson, Mike Adamson

Non-Teaching Staff Sherry Gallant

Parent Katherine Garber

Community Partner



Deb Langlois

Contact Email Address: langloisd@hdsb.ca

Types of bullying that exist in our school

(as identified through school based data and information)

Cyberbullying, verbal, physical, emotional, social

School Bullying Prevention SMART Goal

Increase​ ​students’​ feelings of “being safe at school” as seen in the School’s, “Have Your Say” and “Tell Them For Me Surveys”

NOTE: No data from surveys was collected during the spring of 2020, due to school closures related to Covid 19

Historical data:

2016/2017 - Have Your Say - I feel safe 88%,

2017-2018 - Have Your Say - I feel safe -78%,

2018-2019 - Have your Say - I feel safe - 78%,

2016-2017 - Tell Them For Me - I feel safe 72%, I have been bullied (1 of the four types) in the last month leading up to the survey (26%)

2018-2019 - Tell Them For Me - I feel safe 68%, I have been bullied (1 of the four types) in the last month leading up to the survey (26%)

Other variables to consider...

Students are experiencing more “ stress and anxiousness”


2016-2017 - How often do I feel stressed /anxious 16% (all/most of the time)

2018-2019 - How often do I feel stressed /anxious 28% (all/most of the time)

2016/2017 - How often do I feel stressed /anxious 26% (all/most of the time)

2017-2018 - How often do I feel stressed /anxious 32% (all/most of the time)

2018-2019 - How often do I feel stressed /anxious 32% (all/most of the time)


-to reduce the incidents of bullying by 10%

-to increase the sense of “feeling safe” by 10%

Data will be collected using the “Have Your Say” and/or “Tell Them for Me Survey” in the Spring

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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


Fostering​ ​Inclusion:​ ​Halton​ ​Seven​ ​Equity​ ​Lens​ ​Framework

(Ability; Faith; First Nations, Metis & Inuit; Race, Culture & Language; Sex, Gender

Identity, Gender Expression; Sexual Orientation; Socio-economic)

● food drives

● Day of Pink

● Orange Shirt Day

● Purple Shirt Day

Safe​ ​School​ ​Pillars

● Collaborative Problem Solving

● Developmental Assets

● Restorative Practice

● Friendship Bench

● Mental Health Week for all students

● Kelso Problem Solving strategies - Primary

● Community Police Liaison Officer- Lindsay Brown

CPS- Collaborative Problem Solving

Significant 72 - positive relationship building program

Kelso Choices - Conflict Strategies and Community Circles

Digital Citizenship- responsible use of technology

Introduction of Brookdale Attributes: Work Hard, Be Kind Make a Difference

Tribes/Restorative Circles - adult lead discussion to restore relationship

Prevention Through Student/Specific Grade Education

● Bullying Assembly (TBA)

  • Grade K- 4 students are using mindfulness strategies for self-regulation - embedded in their lessons.

  • Grade specific presentations (Primary focus, conflict - Reinforcement of Kelso Strategies for solving “small problems.” Big problems require adult assistance.

  • Junior/Int (cyber and social bullying) Intermediate (human rights)

  • Primary - How To Fill a Bucket/Community Circles and Kelso’s Choices (problem solving) integrated into the K-4 classrooms. Primary students will use a common language/strategies for problem solving

  • Pri/Jr/Int - Class meetings/Community circles/ Significant 72 to discuss issues and problem solve solutions

  • Connections to Health and Phys. Ed curriculum focusing on healthy relationships

  • CYC (Child and Youth Counsellor) led program in Junior - “Kids Have Stress Too!”

  • CYC led program in Primary - “Zones of Regulation”

  • Purposeful teaching of bullying concepts (ie conflict vs. power, relationships, what does bullying look like, sound like and feel like?)

Bullying Intervention and Support Strategies

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

When responding to a bullying incident, staff will:

  • acknowledge the incident/affirm

  • gather information/ask questions

  • assess student safety and make a plan with students involved

  • act and follow up

  • report bullying to Admin or designate

  • admin (designate) will report to parents of students involved

  • Collaborative Problem Solving

  • Restorative conversation between parties to repair relationships

  • Follow the HDSB “Progressive Discipline Model”

  • Admin will provide parents with contact information of staff and support personnel (Child and Youth Counsellor, community agencies, Ministry of Education website supports)

In addition, a student that has been known to bully or have been bullied are brought to school team meetings for problem solving and subsequently, school resource team meetings to explore further support. An individual staff member (caring adult) will be assigned to support students. Those students who bully, are victims of bullying or bystanders to the bullying are equally supported in all cases of substantiated bullying. Depending on the frequency and severity of the bullying, the following support services and agencies are considered: Child and Youth Counsellor, Reach Out Centre for Kids, Nelson Youth Centres, Restorative Practices, Community Police Liaison Officer.

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

  • Brookdale School website containing links related to Bullying prevention and synervoice used to promote bullying prevention workshops and/or presentations

  • Active Safe Schools Action Team that attends workshops and/or conferences

  • Connections with the Community Police Liaison Officer, as appropriate.

  • Six Staff members have been CPS and use the approach to promote collaboration in problem solving

  • Character Development/Leadership focus with student led assemblies highlighting learning skills, positive character traits and school motto: work hard, be kind and make a difference

  • Valuing of diversity, pro social behaviour, and student interests through the school mantra “something for everyone” - variety of extracurricular activities are offered in athletics, arts, IT and leadership as a means of fostering a sense of belonging in students

  • Connections to Health and Physical Education curriculum “Healthy and Positive Relationships”

  • Significant 72 (Sept-June)

  • Teaching Digital Citizenship (Grade 4-8) (Sept, reviewed throughout the year)

Bullying Prevention and Awareness Responsibilities for:

Staff: Empower students to be positive leaders in their classrooms, school and community and to report incidents of bullying. Keep parents informed of any bullying incidents and problem solve collaboratively. Take a whole school approach to Community, Culture and Caring so that every student feels safe, accepted and included in the school environment by building classrooms of trust, cooperation and inclusion where diversity is valued by demonstrating respect for all members of the community.

Establish a positive culture, set clear expectations and promote positivity.

Brookdale community Attributes: Work Hard, Be Kind, Make a Difference

CPS- Collaborative Problem Solving - refresher training for staff

Significant 72 - Positive relationship building program

Kelso Choices - Community Circles

Digital Citizenship

Tribes/Restorative Circles - Adult mediated discussion with students to restore relationship

Students: Understand diversity and inclusion and contribute positively to the school climate at Brookdale. Learn to be an upstander rather than a bystander and take action by reporting incidents of bullying and “unkind” behaviour. Support the student who is bullied and who bullies. Take responsibility for your own actions and respect the safety, property and rights of all members of our community.

Follow our key character traits of “Work Hard, Be Kind, Make a Difference”

Become involved in leadership opportunities and lead through example.

Student leadership and engagement opportunities (e.g., Student helpers, WE team, Student Parliament, pizza helpers, extracurricular involvement in teams/clubs,, Peer Mentoring (in social and sport activities), Learning Buddies, Friendship Bench, Mindfulness Club

NOTE: Opportunities will begin once Public Health measure are reduced to prevent the spread of Covid 19

Fill their conflict resolution toolbox with Kelso Choices Strategies

Practice, responsible digital citizenship to move towards a Bring IT school.


Parents: Encourage and assist your child in following the HDSB Code of Conduct. Regularly review with your child any correspondence from the school/board and ministry pertaining to Bullying prevention. Encourage your child to take responsibility for his/her actions. Work with staff when dealing with disciplinary incidents involving your child. Provide strategies to help them problem solve. Please ensure that incidents of bullying are reported. Attend PIC conferences and special evenings, community or school related parent workshops that will inform and support you in helping your child. Maintain regular and consistent contact with school staff

Monitoring and Review Process/Timelines

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

  • Staff Meeting

  • School Council Meeting

  • School Website (required)

Resources/Reference: Safe and Accepting Schools Policy

HDSB Admin Procedure Bullying Prevention and Intervention

HDSB Admin Procedure Positive School Climate

TTFM Survey

Safe Schools Social Workers

Public Health Nurses