Bullying Prevention & Fair Notice

Bullying Prevention and Intervention Action Plan

Pine Grove Public School 2021/22 (currently being updated)

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



Pine Grove Public School

Principal or Vice-Principal

Loui Silvestri, Principal

Cameron Dalgleish, Vice-Principal


Tania Griffiths, Student Success, SERT, Student Well-Being & Equity and Inclusive Education Lead

Meghan Wilson, Special Education Resource Teacher

Andrea Logan, Intermediate French Teacher

Genevieve Vessio, Intermediate French Teacher

Non-Teaching Staff

Sherry Gallant, CYC (Child and Youth Counsellor)


Tracy Stirling, School Council Co-Chair

Community Partner

Halton Region Public Health Nurse for Pine Grove

Community Liaison Officer Halton Regional Police Services


C.H., Grade 8 student and Pine Grove Public School Student Senator

C.O., Grade 8 student and Pine Grove Public School Well-Being Representative

WELL-BEING CONTACT PERSON (must be a staff member)

Meghan Wilson, SERT

Tania Griffith, Student Success, SERT, Student Well-Being & Equity and Inclusive Education Advocate

Types of bullying that exist in schools

(as identified through school based data and information)

Four categories of bullying include: Physical (e.g., hitting, kicking, punching, taking belongings), Verbal (e.g., teasing with mean intent, using hurtful names), Social (e.g., excluding other students, talking behind backs to make you look bad, spreading rumours), Cyber/Electronic (e.g., teasing through the use of email, cell phones, text messaging, social media websites)

At Pine Grove…

  • Verbal bullying - takes place mostly during unstructured times of the school day: lunch, recess, before/after school/on bus, in hallways/washrooms/less frequently monitored areas by school staff

  • Cyber-bullying/Electronic bullying - students use social media platforms, such as Instagram or SnapChat, to bully other students in the school

  • Social bullying - students use social power to exclude peers

  • Physical bullying - students using physical interactions to bully students in school (e.g., during unstructured times and in areas, busing, lockers, changerooms)

School Bullying Prevention SMART Goal

IF we provide a school environment that focuses on inclusion and teamwork/collaboration for all members of the school community to maximize student learning, and students feel a greater connection to nature, then they will improve their feelings of well-being and belonging at school, as measured by the TTFM/Have Your Say survey.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

  • Significant 72

  • Social activism and community building messages and discussions sparked by literacy/woven throughout the curriculum

  • PALs groups and activities (cross-grade groupings) (will resume when cohorts can mix again)

  • Restorative Practices (RP)

  • Collaborative Problem-Solving (CPS)

  • Community Circles in classrooms

  • Right to Play philosophy

  • Right to Play recognition assemblies

  • Bravo Bandit/Fun Friday award draws to recognize positive student actions

  • Pink Shirt Days and Orange Shirt Day

  • November 15-19, 2021 - Bullying Prevention Week class activities

  • November 15-19, 2021 - Bullying Prevention Week daily announcements

  • Halton Community Liaison Officer, as needed

  • Principal classroom visits

  • Global Issues Club

  • GSA Club

  • Extra-curricular programs

  • Student leadership opportunities (e.g., Student Well-Being Rep, Student Parliament, coaching Junior Teams)

  • Second Steps Program with Child and Youth Counsellor

  • Teachers devote time and genuine effort towards developing positive relationships with their students, and getting to know them as individuals

  • Kids Help Phone Posters displayed in classrooms around the school

  • Healthy Transitions program (when it resumes)

  • Halton Women's Place & SAVIS workshops (e.g., healthy friendships, relationships, social media)

  • Kids Have Stress Too with SERT

  • Kids Help Phone Counsellor in the Classroom

  • Guest speakers

  • Mental health and well-being activities/conversations with Student Success teacher

  • School Mental Health Ontario

  • Wellness focus in SIPSA (e.g., increase outdoor learning time)

Bullying Intervention and Support Strategies

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


  • Referrals to outside agencies (e.g., ROCK, Nelson Youth Centre)

  • Restorative Practices (RP)

  • Collaborative Problem-Solving (CPS)

  • Pine Grove’s “Progressive Discipline Pyramid of Interventions” to support students (both proactive and reactive)

  • Safe School Social Worker

  • Individual Education Plans - IEPs (accommodations, modifications, alternative programs)

  • Parent involvement - two-way communication

  • Halton Community Liaison Officer

  • Halton Region Public Health Nurse

  • Halton Region Public Mental Health Nurse

  • Halton Women's Place & SAVIS workshops (e.g., healthy friendships, relationships, social media)

  • Student Success monitoring/support and programs

  • Pine Grove Public School “Student Technology Use Agreement”

  • Class discussions re: Discriminatory and Harmful Language Protocol

  • Pine Grove Dress Code, 2021

Strategies to Promote Appropriate Student Behaviours and Inclusion:

  • Child and Youth Counsellor (CYC) support

  • Safe School Social Worker, as warranted

  • Classroom Community Circles - restoration of relationship, safety, trust

  • “Report Bullying” button on school website for anonymous online reporting

  • Investigate the report, act accordingly and follow up frequently with those involved

  • Parent involvement - two-way communication

  • Communicate with students, teachers and parents

  • Bill 157: Keeping Kids Safe at School online incident reporting by staff

  • Individual Education Plans - IEPs (accommodations, modifications, alternative programs)

  • School Team - ST and School Resource Team - SRT

  • Parent involvement - two-way communication

  • Halton Community Liaison Officer

  • Student Success monitoring/support and programs

  • Staff mentoring groups

  • Pine Grove Public School “Student Technology Use Agreement”

  • Pine Grove Dress Code, 2021

Conflict Resolution Strategies:

  • Communicate with students, teachers and parents

  • Student Success monitoring/support and programs

  • Staff mentoring groups

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

  • Restorative Practices (RP) refreshers

  • Collaborative Problem-Solving (CPS) refreshers

  • HDSB public website

  • myHDSB website for staff

  • Halton Community Liaison Officer support

  • Halton Region Public Health Nurse

  • Halton Region Public Mental Health Nurse

  • HDSB Safe Schools Conference

  • ASIST suicide training protocol

  • “Elementary Student Who Are THinking About Suicide” protocol

  • Behaviour Management System (BMS) retraining

  • Community agencies (e.g. SafetyNet, Rebecca’s Gifts/CAS, Halton Women’s Place)

  • Right To Play initiatives

  • Tell Them From Me (TTFM)/Have Your Say (HYS) surveys

  • Professional development for staff (e.g., Unlearn)

  • Indigenous Perspectives, Anti-Racism and Anti-Discrimination sessions

Bullying Prevention and Awareness Responsibilities for:


  • Teachers work collaboratively as a team (e.g., SERT, ESL teacher) to proactively support student needs and lagging skills;

  • Empower students to be positive leaders in their classrooms, school and community;

  • Encourage and remind students of the importance of and their responsibility to report incidents of bullying, whether at school, outside of school or online;

  • Keep parents/guardians informed of any bullying incidents;

  • Facilitate community circles regularly in the classroom to discuss feelings, define bullying/cyberbullying, resolve conflicts and maintain or restore relationships;

  • Establish and support a positive school culture;

  • Set clear expectations and maintain a code of conduct;

  • Support students in developing healthy relationships;

  • Integrate bullying awareness and prevention into the curriculum (e.g., Big Ideas connected to social justice, Learning Skills, Health Education);

  • Use the Progressive Discipline Pyramid of Interventions (BOard and School created);

  • Use resource staff and agencies;

  • Remain current regarding Ministry and Board policies;

  • Participate in staff meeting Equity, Anti-Racism and Anti-Discrimination training.


  • Demonstrate an open mind and respect towards diversity and inclusion

  • Contribute positively to the school climate through words and actions toward others;

  • Be an "upstander," taking action by reporting incidents of bullying/supporting victims;

  • Understand the impacts that technology/social-media can have if used inappropriately;

  • TELL, TELL, TELL to get someone out of trouble, NOT into trouble;

  • Follow the HDSB Code of Conduct;

  • Follow school and Board expectations;

  • Respect self, others and our environment;

  • Implement initiatives organized by the Well-Being Team;

  • Participate in initiatives (e.g., Right to Play, PALs, student leadership opportunities).


  • Encourage and assist their child(ren) in following the HDSB Code of Conduct;

  • Regularly review with their child(ren) any correspondence from the school, Board and Ministry pertaining to bullying prevention, and their responsibilities and actions/steps to take to prevent bullying;

  • Support the school with programs, and discuss what kindness, tolerance and acceptance look like at home, at school and in the community, and model behaviour;

  • Check in regularly with their child to ensure that they are not targets of bullying/bullies;

  • Promptly report any bullying issues to the school;

  • Monitor their child(ren)’s online activity regularly;

  • Parent member to represent parents on the Well-Being Team;

  • Volunteer within the school, engage through School Council meetings and initiatives;

  • Participate in community building events;

  • Participate in student-led conferences with teachers and students;

  • Attend School Council sponsored speakers at school and within the HDSB.

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

Tell Them From Me/TTFM and Have Your Say/HYS surveys

Safe Schools Social Workers

Halton Region Public Health Nurse

Halton Region Public Mental Health Nurse