Program Policies

The purpose of this policy is the same as the IB's own published Academic Integrity Policy, namely, that all stakeholders can trust an IB education. That IB grades must be a true reflection of the personal level of achievement of a student and not the result of an unreasonable advantage over others.  You will find that our other policies support and reflect the values in this Academic Integrity Policy, for example, our Assessment Policy. 

Our goal is that we all share the same understanding of what academic integrity is,  what is expected of all stakeholders, and what consequences can come if students are not upholding their responsibilities and expectations. It is the responsibility of all stakeholders to read and reference this policy, as it is with all our policies. 

Members of our school community have access to the complete policy. 

Definitions

Academic Integrity Definition

Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work.

Cheating

Cheating is that in test situations the use of prohibited material, such as books, notes and mobile phones, as well as unauthorized collaboration on individual tasks is used. It is also cheating to hand in the same material or piece of work for different subjects. When submitting information, it is cheating to use illegal methods to mislead and gain advantage, such as copying or printing someone else's text, in whole or in part into your own text without specifying the source so that it appears that you have created it yourself.

Collusion

This means working with someone else, perhaps a friend or parent, but not acknowledging their contribution. If you help another student to be academically dishonest this is collusion. (e.g. copying a friend’s work or allowing a friend to copy your work). It is not collusion if your teacher told you to work with someone and wants you to work collaboratively.

Duplication of work

This is the presentation of the same work for different assessment components or for different diploma requirements.

Plagiarism

The IB defines plagiarism “as the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment” (Assessment principles and practices - Quality assessments in the digital age). This includes the use of translated materials. It is the most common form of student academic misconduct identified by or reported to the IB.

School maladministration

The IB defines school maladministration as an action by an IB World School or an individual associated with an IB World School that infringes IB rules and regulations, and potentially threatens the integrity of IB examinations and assessments. It can happen before, during or after the completion of an assessment component or completion of an examination.

Note that when we as a school upload or send a candidate's work to the IB for moderation or external marking, we must verify that we are certain what we are submitting is the student's own original work.  If we cannot feel certain about that, then we cannot submit the work. If we did, it would be considered school maladministration.

Student academic misconduct

The IB defines student academic misconduct as deliberate or inadvertent behaviour that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment.

Behaviour that may disadvantage another student is also regarded as academic misconduct. It also includes any act that potentially threatens the integrity of IB examinations and assessments that happens before, during or after the completion of the assessment or examination, paper-based or on-screen. This includes behaviour in school, out of school and online.

Consequences

If we detect an issue with academic integrity on an official IB assessment component and it is prior to a final submission deadline, then there may still be time to investigate the situation, set up a learning and revision plan, and rectify the situation.  

The school will investigate what has happened and it is the student's responsibility to show and discuss their own work and learning process to satisfy any doubts the school has in regards to academic integrity. They may be asked to show notes they haven taken, draft work, resources and reference material, etc.  It will ultimately be the school's determination whether there is still doubt about the work's authenticity or not. If the work is deemed to be in breach of this policy, the school will not assess the component and will not send it to the IB for assessment (because that would count as maladministration). Students must be aware that this means that component isn't assessed and it results in a non-graded component, which in turn will result in not being able to earn the Diploma. 

If an issue with academic integrity is detected upon the teacher's receipt of a final submission and it is an official IB assessment component, then we cannot allow the student or school to submit the work. 

In the IBO's Academic Integrity Policy, it is stated that the IB organization and the individual schools are partners: "The IB needs to trust schools to complete due diligence and schools need to trust the IB to take its responsibility seriously in the interests of all their students. All stakeholders involved in IB education must meet the expectations and do what is required to embrace, promote and maintain academic integrity to ensure a fair and genuine assessment process." 

The primary purpose of assessment is to improve student learning as Dylan Wiliam puts it, “Assessment for Learning” as opposed to “Assessment of Learning”. Assessment informs teaching and learning, which are inextricably linked. Thus, formative and summative assessment data are to be used to inform the design and approach to teaching in order to benefit student learning and progression.

Ultimately our goal is the same as the IB organization: that our teaching, learning, and assessment practices lead to students gaining a strong sense of self-efficacy and agency.

Our practices outlined in this policy, and the rights and responsibilities outlined for all stakeholders, are in place for the singular goal to positively effect student learning and achievement. The policy is available in full to members of our school community. 

Definitions

Summative assessment

Concerned with measuring student performance at the end of a unit of study or period of time. Also used to determine the readiness of the student to progress to the next stage of education.  Once in the IB Diploma Program, summative assessment is concerned with measuring student performance against Diploma Programme assessment criteria to judge levels of attainment and is completed at the end of the Diploma Program.

Most of the Diploma Program’s summative assessment is external and includes examinations or work completed during or at the end of the course in April/May and then sent to an external examiner. Some summative assessment is internal, requiring the teacher to mark the work before it is moderated by an external moderator.

Formative assessment

Formative assessment represents the process of gathering, analyzing, interpreting and using the evidence to improve student learning and to help students to achieve their potential. It is integrated into the curriculum and is part of regular classroom practices.

Moderation

A process used with internally assessed work to ensure a common standard across all schools. As a result of moderation, a school’s marks may be lowered, raised or remain the same. The aim of moderation is to check how accurately and consistently the teacher has applied the assessment criteria in his or her marking of the candidates work.

Standardization

A practice we utilize that involves at least two teachers assessing one piece of student work. The teachers use the assessment criteria from the IB DP and their subject knowledge to standardize their understanding of how the assessment criteria should be understood, applied, and evidenced in the student work. The practice aims to ensure reliable results.

Full Diploma Candidate

A student (candidate) who is registered to take the Full Diploma (six subjects, Theory of Knowledge, Extended Essay, and Creativity, Activity and Service).  A Full Diploma Candidate has the opportunity to gain an IB Diploma which grants basic eligibility to apply to Universities.

Course Candidate

A student (candidate) who is registered to take only specific courses or parts of the Diploma, but is not registered to take the Full Diploma.  A Course Candidate does not have the opportunity to try to gain an IB Diploma, however, they will still get a grade and a certificate in the subjects for which they are registered. 

What constitutes effective assessment practice?

Grading

In PreDP/Grade 10, grades are given according to the Swedish National Program system A-F where A is the highest grade. All grades are issued in June at the completion of the school year, except for Math 1c which issues a grade in January, after students have take the summative National Test.

In the IB Diploma Program, by the end of Grade 11 in June and once more in December of Grade 12, we record a predicted grade based on what has been studied and achieved to date. Predicted grades can go up, down, or stay the same all the way up until we report them to the IBO prior to exams. The IBO dictates that teachers use the grade descriptors when making a predicted grade.

IBDP Predicted Grades for university applications are only required for some international university applications.  The school will use the same predicted grades from Grade 11 or 12, depending on when the application is due.  The student may ask the school to review one or up to two predicted grades to ensure they are still accurate. It is the subject teachers who decides if a new PG should be issued or not.   Note that for early applications, the school will determine the extra points from Theory of Knowledge and Extended Essay by using a standard calculation (as these components are not completed until later in the course). 

Final IBDP grades are issued by the IBO Assessment Division.  They are based on a defined standard set by assessment criteria and/or grade descriptors. On a specific task, grades may be arrived at when one receives a specific amount of marks on the task. Those marks are checked against current grade boundaries, for example, where the grade can then be estimated on the task. Grades are between 1-7 in the six major subject groups and A-E on the Theory of Knowledge course and Extended Essay. Course grades are reflected descriptively by text in the IB published Grade Descriptors.  Creativity, Activity, and Service is a summative designation of pass or fail.

Earning the Diploma

A student registered as a Full Diploma candidate will get an IB Diploma if they meet all criteria as follows:

• Earn a total of 24 points total from their grades in 6 subjects + any extra points earned from the Theory of Knowledge and Extended Essay combined.

• Earn 12 HL points from their 3 HL subjects

• Earn 9 SL points from their 3 SL subjects

• Pass Theory of Knowledge with at least a D

• Pass Extended Essay with at least a D

• Creativity, Activity, and Service activities are complete and approved by the CAS coordinator

This list is simplified, and members of our school community can access the General Regulations for a full list of criteria that need to be met to receive the Diploma.

Consequences  

Scenario 1: If a teacher finds that here is a lack of enough student work and/or there is a lack of attendance to lessons and/or engagement in lessons, then the teacher cannot

• give feedback.

• follow the student's knowledge progression.

• determine or give a grade or predicted grade.

And this can lead to

• inability for the teacher to verify Academic Integrity.

• potential registration switch to become a Course Candidate.

• potential failure in the respective subject and/or program.

Scenario 2: If a teacher finds that here is a pattern of late work being submitted, then the teacher shall

• flag to the DP Coordinator or student health team about the issue.

And this will lead to

• a meeting with the student and/or guardians.

• an investigation into why this keeps happening.

• a plan to support the student to make his/her way back to fulfilling their responsibilities.

• the teacher not being obligated to give feedback on late submissions which weren’t previously approved.

Scenario 3:  If a teacher finds that hey have not been able to sufficiently see how a student’s knowledge has developed over time, then the teacher

• is not able to verify the student is presenting their own work for evaluation.

And this will lead to

• an inability for the teacher or school to validate the academic integrity of the student work to the IBO, as required by IB standards of practice.

• potential registration switch to become a Course Candidate.

• potential failure in the subject/program.   

Registration Status in Grades 11-12

Full Diploma or Course Candidate?

The IB path at Hvitfeldtska is a university preparedness path. When students are offered a place in the Pre-Diploma Program, the school’s goal is that they will be on track to become a Full Diploma Candidate in the Diploma Program. 

We have several checkpoints where the Principal, teaching team, and the student health team follow up student progress and the students’ own educational goals. A final decision about their registration status can be made any time in the program, as early as possible, and it can come from either the school or the students’ perspective. It is the Principal who makes the final decision regarding a student’s registration status with the IB. When course candidacy becomes a consideration, the student is offered a meeting with the Study and Career Counselor for guidance and advice.

A breach in any of our IB policies within a subject will result in being de-registered from that subject’s final assessment with the IB, which means the student would no longer be a Full Diploma Candidate.

Rules for continuation from Pre-Diploma into Diploma Program by results in each subject.

English:  

E for English in Group 2. Note that we do not always have the opportunity to offer English in Group 2.

C to take English in Group 1.

Math 1c:

E to take Math AI SL

Math 2c: E

D to take Math AA SL

C to take Math AI HL

B to take AA HL

Civics 1b:  E

History 1b: E

Swedish 1 or Swedish as a 2nd language: E

Natural Sciences 1b: E in each unit of study Bio, Chem, and Physics respectively

Physical Education: E

If a student at the end of Grade 10 doesn't have the grade needed for a particular partner subject in Grades 11-12, then the student cannot take that subject in the Diploma Program. This means the student may then no longer be registered as a Full Diploma Candidate.  Example: History and Civics are in the social sciences category. In the Diploma Program, this is Group 4. If the student hasn't passed a social science subject in the year preceding the Diploma Program, then they are not eligible to have a social science in the Diploma Program.  

There are various levels where complaints or appeals may arise. The first level is more general about the education at Hvitfeldtska before the IBDP exams. The second level could happen after the results are issued. The policy is available in full to members of our school community. 

Prior to Issuance of Final Results                       

Embracing the learner profile attributes of being open-minded, communicative, principled, and caring, students who have a concern or complaint should first request a meeting with the person and/or write an email or Vklass message to him/her. The concern should be phrased with respect and at the earliest possible moment so that the other person has a chance to address it immediately. It is important to remember that there are several perspectives involved. Students who feel insecure about talking directly to the concerned person(s) can seek help or support from the DP Coordinator (DPC). Even when this help is sought out, ultimately the goal is to support students to have direct communication with the person(s) directly involved in their concerns. 

If there continues to be a matter to be addressed, the DPC will take the issue further and involve the IB Principal if needed.  The Principal will follow a similar working method and take any further necessary actions.

If the student or parent is dissatisfied with the outcome or decision taken by the school in connection to a complaint or concern, the next step is to go to the municipality's handling of complaints.

After the Issuance of Results from the IBO

The school follows the General Regulations as published by the IBO and our Assessment Policy outlines the routines we have in place to support students to achieve their personal best.  While every measure is taken to predict student outcomes as accurately as possible, it can happen that a student is dissatisfied with their results which are given by the IB DP Final Award Committee.

After the results are issued, a complaint coming into the school will be handled as feedback. We will take it seriously and investigate it to see if we need to make any needed improvements, however, the school is not able to take any remediative action for a student regarding something that happened several months earlier and is no longer happening.  This is why it is important that if a concern arises, the student or guardians communicate as early as possible with the school: preferably with the person(s) directly involved as a first step. This way the school has time to rectify or clarify the situation as quickly as possible.

If a student is dissatisfied with his/her DP results there are number of courses of action to take and it is the role of the DP Coordinator to help guide and advise students in this process, if needed.  There is essentially a ladder of actions that can be taken which starts with retakes or issuing an "Enquiry Upon Results" (EUR) or making a formal appeal, if necessary. It is only through the DPC that a student can undertake these actions, as the IB does not communicate directly to students or their legal guardians about results.  To read more about enquiry upon results or an appeal as well as the Governing Law and Arbitration read Article 15, 22, 26, and 27 in the General Regulations, which are available to our school community. 

The IB has stated that "Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers" (IBO 2016). We value and support inclusion as integral to our way of working to constantly improve. We recognize that barriers to learning can come especially in the form of:

Approaches to teaching and learning: This can be in the form of individual or collective approaches. Our attendance routines are also connected to this aspect in that attendance problems may also become a barrier to learning already from a 10% absence rate.

Buildings and physical obstacles: This is describing physical accessibility.

Relationships among the community: This describes the culture and how we interact. Barriers can be in the form of discrimination, offensive treatment, or behavior that interrupts a calm and secure learning environment. Students learn better if they feel emotionally and physically safe and included.

The school and program do not tolerate discrimination in any form or at any time in connection with one of the seven grounds of discrimination: gender, transgender identify or expression, sexual orientation, ethnicity, disability, religion or other belief, or age.  

All students are welcome to apply to our program following our admissions routine, and the school works systematically to prevent discrimination and harassment in all forms. We take all complaints of discrimination of offensive treatment seriously and investigate all claims.   

We value the traits of the IB learner profile* as they exemplify to us traits we will maintain and keep active in our inclusive environment. 

*The IB learner profile traits: knowledgeable, caring, inquirer, thinker, communicator, risk-taker, balanced, reflective, principled, open-minded

The policy is available in full to members of our school community. 

Steering Documents

The Swedish Education Act (2010:800)

Grade 10 practices are regulated under this act. The principal conducts systemic quality work throughout every school year in which each aspect of school law is followed up and evaluated.  Strategic plans are created for any areas of prioritized need for improvement.

These legal requirements are specific only to Grade 10 students, however, the systemic quality work is conducted with the program as a whole whereby the IB Programme Standards and Practices have been mapped into the Swedish requirements.

IB Programme Standards and Practices (IBO, 2020 (PSP)

Grade 11-12 practices are regulated by the PSP , whereby, in order to operate as an authorized IB World School,  we articulate an Inclusion Policy as per mandate. The processes in place to comply with the IB regulations are done both through the systematic quality work just described, as well as preparation and follow up for the 5 year IB evaluation. 

Discrimination Act (2008:567)

Grades 10-12 are also regulated under this act.

The Student Health Team

The student health team is composed of the principal, school nurse, career counsellor, mental health counsellor and Special Education Needs (SEN)-teacher. The school also has access to a school psychologist and school physician in cases when their expertise might be needed. The path for diagnosis can start with the teachers noticing an issue and referring to the team, or it can start with entering students having already been diagnosed and referred to the teachers. The Student Health Team meets every other week. The entire team will also meet the teachers every term, divided by class and occasion, to go through the students to see if something has developed that would require intervention, diagnosis, or counselling. 

Inclusive Access Arrangements

We acknowledge learning diversity and embrace differentiation which can be planned for in content, process, and product. This happens at the group and individual level as needed.  Differentiation also happens within the frame of the lessons in the classroom. 

When entering our program, students are asked to inform us of special education needs.  This is given to the special needs educator who will work with students and their teachers or to ensure work strategies align with individual needs. Students who believe they have an access requirements which was not formerly known should communicate this to their mentor as soon as possible, for referral to the special needs teacher.   

Typical support measures in this regard are help in preparing homework, basic skills tutoring, developing strategies for overcoming obstacles to learning.  More extensive support needs are decided by the Principal and may result in a Support Management Plan. A copy of the plan is communicated to the involved stakeholders.

Prior to November15 (in the final year, grade 12) the school must make a request to the IB if any access arrangements must be made for the official IB Examinations and require IB approval. Most arrangements require both medical documentation as well as the school’s own documentation to support that the arrangement is the students’ usual way of working. 

Buildings and Physical Obstacles

The buildings are accessible and have wheelchair ramps, automatic doors and elevators for use for those who need them. Adjustments are made for students where it is identified they have a specific physical need in regards to their learning and engagement, for example placement in physical space, lighting and acoustics. 

Within the Hvitfeldtska community, many languages exist side by side. We always try to adhere to the IBO principles about language learning in an international context. At Hvitfeldtska, we believe that:

• Language is a vehicle for inquiry and is central to the development of the whole learner.

• Effective communication provides a foundation for learning and intercultural understanding.

• All Hvitfeldtska teachers are language teachers, whatever their teaching subject.  We strive to base our teaching in this respect according to the four principles outlined in the IB Approaches to Teaching: activating prior learning, scaffolding learning, extending language, affirming identity. 

• Home language development is crucial for cognitive progression and in maintaining cultural individuality.

• Acquisition of the Swedish language as a second language facilitates and enhances integration in the school and wider community.

• Language learning in general leads to personal development and learning. It encourages international mindedness and the IB Learner Profile.

At Hvitfeldtska we aim to fulfil students’ linguistic potential in the languages offered in the school by:

• Providing students with the skills, strategies and tools to become confident and effective communicators.

• Fostering a sense of open-mindedness towards different cultures and the language spoken.

The policy is available in full to members of our school community. 

Language profile

The school has a multilingual profile with an average over a twenty different home languages being used by its families which represent around a wide range of different nationalities. The school has a multilingual profile with an average over twenty different mother tongues being used by its families. Languages include - but are not limited to - Arabic, English, French, German, Hindu, Mandarin, Polish, Russian, Spanish, Thai, Ukrainian, and Vietnamese.

The linguistic diversity of the student body is mirrored in the staff profile where languages spoken and written include Swedish, English, French, Spanish, Polish, Italian, Estonian, Malay, Mandarin, and German.

Current language practices

The language of instruction at Hvitfeldtska for the IB programme is English, except in other language courses.  On occasion other languages may be used to facilitate the understanding of a concept.  Outside of class, students are permitted to communicate in other languages when it is done without causing the exclusion of other students.

Prior to enrolment, students are expected to be proficient in English since this is the language of tuition.  No prior knowledge of Swedish is required.

Pre-DP (grade 10)

Swedish is normally offered for all Pre-DP students in grade 10, on different levels:  home language as well as Swedish as a second language and Swedish ab initio.  Also, French, German and Spanish are offered at an intermediate level (level 3) for students who have had 3-4 years prior knowledge of the language from middle school.  These languages are also offered at a beginners’ level, together with Japanese and Italian.  At this level, however, students are expected to understand a contrastive language tuition approach, with the teacher using Swedish as the language of explanation. If students elect to take some of these language courses in Pre-DP they can then receive extra credit (merit points) from Universities in Sweden if further education is sought. Note that the language of instruction is either the target language or Swedish.

Beyond being enrolled in English and Swedish classes, students are encouraged to take extra classes in their home language, if different from the two mentioned.  Home language courses may be organised upon request, providing that there is sufficient demand and that a suitably qualified teacher can be found, and while these courses may not fall under the umbrella of the IB programme, they are falling under the umbrella of the school. The cost of these extra courses is paid for by the Swedish government and are usually timetabled outside regular school hours. 

IBDP (grades 11-12)

Below is a description of languages and levels (Higher Level=HL and Standard Level = SL) normally offered at IB Hvitfeltdska. However, due to staffing, block scheduling, and the ever changing demographics of the student population, these offerings may vary in scope and quantity from year to year. 

Group 1 Languages = the student's first language

In Grade 11 and 12, we normally offer English Literature, English Language and Literature, and Swedish Language and Literature in group 1 both at SL and HL, although this can vary depending on student interest. 

IB the Diploma students can also take the ‘school-supported self-taught’ home language option in IB Grades 11 and 12, only at Standard Level. This has recently taken place at Hvitfeldtska in languages such as Chinese, German, Arabic, Russian, Polish, and French.  A member of staff is responsible for supervising the home language group 1 self-taught courses with the students. However, the student must hire their own native-speaking tutor for support. This tutor must be familiar with the IB assessment components and policies, and will be given the proper documentation by the school for training purposes. The cost for this home language tutor will need to be paid by the student.

Group 2 Languages = the student's second language

In group 2, the B levels (offered at HL or SL) are Swedish, French, German and Spanish.  English as a Group 2 language is only offered at HL, if at all, seeing as most of our students are proficient above this level.  In addition, Swedish Ab Initio at SL is offered for Swedish Language beginners. 

For all B languages except ab initio, the level is predicated on at least four years of prior study.  As part of this policy we delineate placement decisions in our Subject Selection portion of the website.  

Library and Resources

The school library has generous opening hours and functions as a study hall.  It is staffed with two librarians and two assistants.  There are many resources in English - beyond Swedish - and the electronic resources such as databases and newspapers are listed on the library’s website, accessible via the Hvitfeldtska general website. The librarian is closely involved in the Extended Essay process, providing the students with an overview that prepares the students for their meetings with the respective supervisors.   

We also encourage students to use the main library located in central Gothenburg and very close to our school, as well as local libraries in respective communities.  

The overall goal of the school's work against discrimination and offensive treatment is that all students should be able to feel safe regardless of gender, transgender identity or expression, sexual orientation, ethnicity, religion or other belief, functional variations and age.

Harassment, sexual harassment and abusive treatment are not accepted at the school. If this does happen, it should be possible to quickly get help and support so that the violations stop.

This plan is available in full to members of our school community. It must be known to staff, students and guardians. Pupils and staff must be familiar with the legislation relating to pupils' rights and staff obligations, which aims to ensure a safe school and workplace for all.

The work concerning the rights of pupils and the obligations of the staff shall permeate the entire operation and be reflected in approaches, teaching, rules and procedures. Together we create a school for everyone.

This action plan is for you as a student at Hvitfeldtska Upper Secondary School, so that you feel safe and feel good when you are at school. Both students and staff have a shared responsibility to create a school where we respect each other and no one is treated badly.

If you notice that someone is being victimized or if you are being victimized yourself, you need to talk to an adult at the school. There are many people to turn to, such as mentors, counsellors, school nurses or principals. All adults at the school have a duty to listen to and act on what you say.  

In order for our young people at Hvitfeldtska Upper Secondary School to feel safe and thrive, students, school and parents need to take joint responsibility. Your task will be to talk to your young person about how to treat other people, but also push them to dare to tell an adult at school if they see or otherwise perceive something that feels wrong.

If you suspect that your young person or any other student at the school is being exposed to something, we expect you to contact the school, primarily with a mentor, counsellor or principal.

Note: Pupils' right to equal treatment and the school's obligation to work actively to prevent discrimination and offensive treatment are described in the Convention on the Rights of the Child, the Discrimination Act, Chapter 1. 3 

Everyday disputes

Conflicts are part of everyday life and are part of life. Sometimes conflicts can lead to positive changes or be a driving force forward, while in other cases it can affect the people negatively and create difficult situations that are difficult to get out of. Students can often resolve conflicts on their own but sometimes need guidance from adults.

Student Health Team at the IB Pre and Diploma Programme 

Krista Baker, Principal

Kristina Weiler, Counselor

Helena Lönn Ljungqvist, Nurse

Marie Hamlin, Special Educator

The Hvitfeldtska IB community embraces the IB Learner Profile and we support one another to strive to demonstrate a balance of all ten of the attributes. By embracing and demonstrating the LP attributes, we work proactively towards a respectful community that values learning together.

However, there are some actions we must outline which are not to be tolerated by any member of our IB school community or those actions which must simply be followed. By their nature, these actions work against the Learner Profile Attributes and the mission for learning we have in the program.

We do not tolerate:

• Offensive behavior on the grounds of any of the seven grounds for discrimination, according to Swedish law.

• Offensive behavior that results in a person or persons feeling de-valued or disrespected.

• Knives or other weapons being brought to school.

• Stealing or harboring stolen goods

• The use or possession of drugs such as narcotics, anabolic steroids, or alcohol at school, or anyone being under the influence of drugs during school hours.

• Smoking on the school premises, including vaping or e-cigarettes.

• Mobile phones that are disrupting the learning atmosphere (one’s own or others).

• Putting up posters or advertising without permission.

• Unauthorized students or other visitors on the school grounds.

• Graffiti, littering or damage.

• Gambling.

• Academic dishonesty.

Consequences

In cases of repeated failure to follow school rules, or even in a first case of a very serious offense, the following can immediately be applied, as per School Law, Chapter 5, paragraphs 6-23: 

• Physically intervention to prevent violence, abuse or other disturbances.

• Expulsion from the teaching premises/classroom

• Detention

• Temporary relocation

• Temporary placement outside of the program

• Suspension

• Confiscation and/or disposal of objects

• Written warning whereby guardians are informed as well (if student is under 18)

Note that consequences are always intended to support students to improve and to ensure a safe, calm, healthy working environment for all stakeholders.

Members of our school community can access the complete school and program code of conduct. 

Research shows that absence and performance are strongly connected. For those few students from Hvitfeldtska who do not earn the Diploma, there is a direct correlation to a high absence rate. But really the most important reason why attendance matters has to do with students' well-being and we want all students to feel healthy and happy which in turn can positively affect their learning. 

Since it is clear that non-attendance can be a barrier to learning, these attendance routines are part of our Inclusion Policy. Below is an overview of our routines to promote attendance: 

• Teaching and learning practices that emphasize student autonomy, competence, and relatedness

• Mentor teachers and mentor routines

• Welcome letter from Principal includes attendance and absence routines

• Welcome assemblies and meetings for students and parents in which the Principal and the DP Coordinator emphasize the importance of attendance and the routines - along with other important policies in the program

• Health talks with School Nurse

• Development talks

Student Health Team  

School nurse: works systematically, proactively and preventatively.  Follows vaccination schedule and has health talks with all new students. Feeds back to the team and teachers as relevant. 

Special Pedagogue:  visits lessons, works in small groups and one on one with specific students. Ideally is a partner/advisor to teachers when they need advice.

Counselor:  social/emotional support for students and meets them mostly one on one.  Also visits classrooms for some preventative or proactive work regarding stress and/or wellness in general.

SYV:  study and career counselor, helps with guidance both at the group and individual level. 

Principal:  attempts to see the broad overview of the program’s quality as well as ensuring students’ individual needs are met.  

Meeting time is given for teachers and student health team to collaborate regarding the needs of individual students. 

What happens when we become concerned about high absence rates? 

The Principal confers with the student health team and any of the following actions may follow: 

A letter of concern is sent, it initiates dialogue and details next steps

There is a separate institution to which we are accountable and that is with an outside agency called CSN (Centrala studiestödsnämnden).  These measures are only relevant to those who receive the CSN study support money.

CSN warning will be received, as part of concern letter. It is the only warning the student will get in a school year.

Note: A warning letter is only a warning and it is not a statement that we have reported a student to CSN. It is a warning that if things do not improve, the school must report the student to CSN. Only one warning will be sent in a school year, even if there is improvement in between periods of concern or non-concern.

CSN revocation can happen at any time after a warning letter has been sent if there was a temporary improvement. The Principal decides on informing CSN.