Response to inappropriate behaviour

Response to Inappropriate Behaviour

Aligned with Landing Trail School's philosophy, which emphasizes a positive learning environment, respect for individual needs, and a commitment to teaching leadership through example, our approach to managing inappropriate behaviour is grounded in understanding, respect, responsibility, and safety. Our response strategies aim to foster growth, understanding, and positive change while supporting safe and productive learning environments.

Investigation and Confidentiality

Staff promptly and consistently investigate inappropriate behaviour, maintaining confidentiality for students and parents/guardians. Documentation is kept for major misconduct to support transparency and accountability.

Reports of unsafe behaviour are taken seriously and responded to in a manner appropriate to the situation. 

Consequences and Interventions

The following measures are tailored to the situation and are not necessarily sequential or automatic; they may be applied in combination depending on the nature of the behaviour.

Responses are individualized and may vary depending on safety considerations, age, developmental factors, severity, frequency, and individual circumstances. School administration will exercise professional judgment in determining appropriate supports, interventions, and consequences. 

Responses to behaviour may include supportive interventions, restorative practices, skill development, and/or consequences, depending on the situation and individual circumstances.

The response to violence and unsafe behaviour will take into account individual students’ cognitive, physical, and social-emotional abilities to understand consequences. School administration will also consider students' age, maturity, individual circumstances, frequency of misconduct, and the overall impact on safety and learning. Modifications to service delivery may be warranted in cases of unacceptable or unsafe behaviour.

• Interest Holder Meeting: A collaborative meeting to discuss behaviour, with the potential development of a behaviour contract outlining expected behaviour and consequences.

• In-School Suspension: The student remains in the school environment with suspended privileges, does not attend regular classes, and is expected to complete assigned work.

• Out-of-school suspension: This is applied for severe or persistent misconduct resulting in temporary exclusion from school. This action is accompanied by parental notification and documentation.

• Activity Restrictions: Based on the student's behaviour, curricular and extracurricular activities may be restricted.

• Restricted Privileges: Limits on the student's freedom within the school environment for a set period.

• Financial Restitution: For intentional property damage, restitution and, if required by law, police involvement.

• Community Agency Involvement: Engaging police or other agencies as needed, recognizing the broader community's role in supporting student conduct.

• Student Restraint: In situations where safety is at risk, reasonable measures may be employed to manage behaviour, prioritizing the well-being of all involved.

Our approach to discipline seeks to balance responsibility and support. We aim to guide students in making positive choices and understanding the impact of their actions, aligning with our shared values of honesty, respect, leadership, safety, and accountability.

The Division shall ensure that individuals in all schools have access to ongoing Therapeutic Crisis Intervention (TCI) training. Certain identified students may require Individual Program Plans, Student Behaviour Plans or Safety Plans. Planned physical restraints shall be used only in the student's best interests and shall be agreed upon in a collaborative stakeholder meeting among the student, their parents/guardians, and the school staff.