Bullying Prevention and Intervention Action Plan Template 2017 / 2018

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


2017 / 2018


Martin Street

Principal or Vice Principal

Dan Albrecht, Christine Blakeley


Stacey Bewick

Non-Teaching Staff

Lily Martalog


Louis Thewlis

Community Partner



(must be a staff member)

Stacey Bewick

Email address


Types of bullying that exist in our school

(as identified through school based data and information)

Verbal Bullying - name calling, teasing, threatening

Physical bullying - hitting, fighting, damaging property, theft

Social Bullying - exclusion

School Bullying Prevention SMART Goal

To build a sense of community and belonging at new Martin Street (where old and new communities have merged), so that all students, staff, and parents feel accepted, safe, involved, and supported in the new school environment.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

  • Weekly Community Circles in every classroom

  • Entire school is using the “School of Belonging” resource. This resource includes one lesson plan for each week of the year based on the norms of Communication, Caring, and Trust. These lessons occur in all 26 classrooms

  • Staff have received the following resources:

School of Belonging” (David Levine)

Lost at School” (Dr. Ross Greene)

Lost and Found” (Dr. Ross Greene)

  • Lost at School Book Club” facilitated for staff by the school CYC

  • Over half of the staff have been Tier 1 trained in Collaborative Problem Solving (CPS)

  • All classrooms co-created common “Behaviour Commitments” for 7 different areas of the school. All results were collated to create one document entitled “Martin Street Behaviour Commitments”. These commitments are posted in every classroom and at least one section is reviewed daily on morning announcements

  • School Council has and will continue to provide a variety of culturally diverse events throughout the year to invite families into the school (e.g., Fall Fair, Family Dinner Night, Family Movie Night). Families are invited into the school for events at least once per month

  • School Council has provided a weekly school Breakfast Program and a Healthy Snack Bin for students

  • A “Buddy Bench” is available to all students every recess to foster friendship on the playground

  • Spirit Days headed by Student Council are held the last Friday of every month

  • Extra-Curricular Activities with an Academy-Style approach

  • Provision of various clubs and teams (e.g., Chess Club, Yoga Club, The Amazing Race, Floor Hockey, plus many more) during nutrition breaks

  • CPS employed as the main form of conflict resolution for all students

  • Regular and ongoing communication with parents by all teaching staff and admin

  • Mantra: “Good teachers start teaching at the door

  • School consistently promotes a clear, moral stand against bullying

  • Monthly Character Education Themes (respect, compassion, empathy, etc.)

  • PSAs created by senior students for morning announcements

  • School Climate is one of Martin Street’s front burner SIPSA goals

  • Anti Bullying Power of One Assembly

  • Scott Graham presentation to students on bullying

Bullying Intervention and Support Strategies

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

  • Regular Collaborative Problem Solving sessions for all transgressions (facilitated by teachers, admin, or CYC)

  • Guiding Questions:

    • What happened?

    • Who was impacted?

    • How do we fix this or make this right?

  • School Team

  • School Resource Team

  • Ongoing meetings with parents and staff

  • Behaviour Plans in place for select students

  • Safety Plans in place for select students

  • Intervention immediately to address bullying incidents

  • Monitoring students for several days after incidents, maintaining a log if necessary

  • Focus on strengthening the victims with strategies when they feel bullied

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

CPS Training

Lost at School Book Club

Special Assemblies (Power of One, Scott Graham CYC, Tyler Fergus Magic Show / Anti Bullying Messaging)

School Team

School Resource Team

Girls Group (and various other social skills groups)

Bullying Prevention and Awareness Responsibilities for:


  • Promote the creation of a cohesive Martin Street School community, founded upon explicitly shared and articulated Core Values, Behaviour Commitments, and Collective Commitments, and provide opportunities for exchange, sharing, collaboration and cooperation among all stakeholders

  • As adults, we need to foster the kind of school atmosphere that nurtures and encourages a culture of compassion

  • Give students pertinent, realistic information, adapted to their age and developmental stage, about forms of bullying and prevention strategies

  • Use various programs and strategies to ensure the school environment is inclusive. This includes the use of the resource School of Belonging (weekly lessons in every classroom), weekly community circles, observance of Bullying Awareness Week in November, and monthly character education traits

  • All staff intervene and address instances of bullying

  • CPS and Restorative Practices in place

  • Foster non-violent conflict resolution within the school

  • Maintain regular communication with parents

  • Creation and promotion of common Behaviour Commitments school-wide

  • Select staff participate on Personal Well-Being and Climate and Culture Teams

  • Climate and Culture woven into School Improvement Plan

  • Ensure that students and parents have access to a range of effective community resources that respect their rights (e.g., referral to ROCK, information on PREVNet, etc.)

  • Provide information about Kids Help phone line  1-800-668-6868

  • Live the Martin Street Core Values (“COMMIT”)

  • Arrange presentations about Bullying Prevention and Awareness (e.g., Power of One anti-bullying assembly, Scott Graham assembly)

  • Foster students’ awareness of their value as individuals, their rights and their responsibilities, as well as those of others

  • Encourage the development of students’ abilities and skills

  • Increase the range of choices available to students in their daily lives

  • Foster mutual support and cooperation among students and develop problem solving skills


  • Follow instructions provided on what to do when bullied or when a bystander

  • Develop an understanding of what bullying is

  • Report instances of bullying and learn the difference between reporting and tattling

  • Learn to express support for a student who is bullied

  • Seek help from other friends or adults (at school or elsewhere)

  • Refuse to laugh along or watch the bullying behaviour

  • Develop the ability to perform small, everyday acts of courage and kindness that have the potential to create a healthy school environment

  • Join school activities, clubs, teams, etc.


  • Become involved in the Martin Street community: volunteer, attend our monthly events, join the School Council, etc.

  • Meet with teacher and/or principal/vice principal when required

  • Provide school with specific information gathered about bullying incidents

  • Work with their child and school personnel on a plan to address what their child needs right now to feel safe; what their child can do to avoid being bullied and to stand up to any future bullying; and who their child can go to for help

  • Listen to your children and encourage them to share their feelings and experiences with respect to their social relationships and to their life at school

  • Adjust response so that it mirrors the child’s assessment of the situation’s gravity when a young person confides in us. For example, we may be tempted to minimize certain situations involving social humiliation, and to take very seriously situations involving physical danger

  • Be aware of the power dynamics at play in students’ social interactions

  • Get involved in students’ social life in order to promote pro-social behaviours; for example, initiate and participate in games and discussions with children

  • Make sure we understand and that we help children understand the difference between “tattling” and “reporting”, and getting adult help

Monitoring and Review Process/Timelines

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

  • X  Staff Meeting

  • X  School Council Meeting

  •  Newsletter

  • X  School Website (required)

  •  Other

Resources/Reference: Safe and Inclusive Schools Policy

                                  HDSB Admin Procedure Bullying Prevention and Intervention

                                  HDSB Admin Procedure Positive School Climate

                                  TTFM Survey

                                  Safe Schools Social Workers

                                Public Health Nurses