Safe Schools and Bullying Prevention


Ryerson - Year 2019)

School Bullying Prevention Statement:

At Ryerson P.S. we are committed to maintaining a safe, respectful and inclusive environment free of bullying behaviours with increased awareness of cultural and societal differences, allowing students to develop to their fullest potential. We believe that it takes the engagement of school staff, students and parents to fully support this school culture. We need to build resiliency in our students to handle the ups and downs in daily life.


STEP ONE: Data Collection and Assessment Strengths:

 Inclusion of character education through the use of our Ryerson Raven Road Map

 Peaceful playground for all students

 Strong community involvement and support for bullying prevention and antibullying initiatives

 Proactive approach to bullying and safety

 Diversity Gaps:

 Building self-advocacy and resiliency in Students School

 Stigma of reporting (don’t want to be a “rat”)


STEP TWO: Creating/Revising the Plan;

1. Education – Awareness Raising and Skill Building: (Programs and Initiatives) Students:

 Extra-curricular opportunities during break times, i.e., Recess Recreation, Library Helpers, Choreography Club, Me to We, etc.

 Me to We Committee, including involvement of many charitable organizations and awareness building activities for students

 Several student-to-student appreciation activities throughout year (“Kindness Counts,” “Me to We” initiative for Valentine’s Day)

 Grade 7 & 8 helpers (Office helpers, lunchtime helpers, milk and popcorn helpers, etc.)

 Awareness of Mental Health Issue and how to cope, and where to seek help (community partners and organizations)

 Bi-monthly school-wide use of the Ryerson Raven Road Map to focus on a specific and measurable character traits, with students getting recognition during Spirit Assemblies

 ASIST-trained staff member: Parent(s): Maggie McDermott Teacher(s): Eleonora Rutkevich Student(s): Nigel M., Siya D. Non-teaching staff: Tonya Silva Community partner(s): Nancy Ticknor Parents/Community:

 Invite parents and community partners to spirit assemblies, performance evenings and to classroom open house events

 Communication to parents about initiatives and activities at School Council meetings

 School Website recognizes efforts and offers links for further reading

 Mass email communication to the community

 Frequent involvement by parent volunteers

 Classroom teacher communication for positive feedback and early intervention

2. Curricular Connections:

 Cross-curricular focus on character education in Media Literacy, Social Studies, Health and Physical Education

 Strong focus on community and global citizenship

 “Stand Up to Bullying” resource kept in library and discussed at staff meetings

 “Diversity: Embracing Who We Are” resource for K-8

 Use of mentor texts for continued self-awareness and character building

 Indigenous education resources 

3. Training Opportunities for Staff:

 Discussions at staff meetings of effective practices and resources

 Staff Training videos around mental health and wellness

 Online bullying prevention modules at

 Continued development of knowledge and skills to build student resilience

4. Leadership: Student:

 Safety and bus patrollers, grade 6-8

 Grade 6-8 lunchroom helpers for primary grades

 Grade 7/8 Student Spirit Council representatives

 Me to We Committee

 Extra-curricular activities for Grades 1-8

 Grade 7/8 helpers; members and leaders of councils, teams and intramurals

 Wishtree Committee Staff:

 Student Spirit Council / Student Leader advisors- Mrs. Yu, Miss Baxendale

 Me to We Committee organizer - Miss Rutkevich Parent/Community: Strong advocacy for student success, safety, and well-being.

5. Community Connections/Resources:

 Community Police Officer

 School Support Counsellor

6.The school Code of Conduct has been reviewed and updated to address bullying and reflect core values and expectations. X Yes  No

7. When developing supervision plans, consideration has been made to address bullying where and when it happens as identified through school climate surveys and other feedback. X Yes  No

8. Responding: Staff:

 To respond positively and consistently

 Will address all inappropriate language and behaviours with common strategy

 Develop positive relationships with students and be vigilant of changes in behaviours and dynamics within the classroom and the school that might impact the climate

 Include current and historical figures as positive role models and agents of change in class lessons

 Model respect, compassion, empathy and appropriate relational skills

 Identify students’ needs for emotional or academic support

 Establish and maintain positive and open communication with parents and guardians

 Include parents in developing an action plan and encourage their help in ending the bullying behaviours

 Communicate with parents regarding unusual or worrying student behaviours

 Continue to encourage students to respond appropriately first, but also to report when necessary

 Reinforce self-advocacy/resiliency skills

 Reframing Responses

 Diversity, FNMI, Mental Health and Bullying Kits in Library

 Held Social Media / Internet Safety Parent Engagement Night Students:

 Be aware of bullying behaviours in self and others

 Use positive yet assertive language to communicate feelings and needs to other students

 Build resilience/coping skills  Use problem-solving skills Parents/Community:

 Establish and maintain open and positive communication with the school

 Be involved with the school in resolving bullying situations and help with the development of a school/community action plan

9. Reporting:

 Continue to report inappropriate and bullying behaviours to trusted teachers and adults

 Encourage use of other forums for reporting, if available (Anonymous on-line reporting)

 Staff complete the Safe Schools Incident Reporting Form when applicable

10. Support Strategies :

Students who engaged in bullying:

Use strategies in “A Guide to Creating The School Bully Prevention and Intervention Plan” (Identify the problem, Ask questions, Apply consequences, Generate solutions, Follow up using formative consequences) refer to page 95

Students who have been bullied:

Coach the student who has been harmed using Affirm, Ask, Identify,Generate solutions, and Follow up. To occur in and outside the classroom Students who witness bullying: Determine the student’s role (Ex. An upstander who reported) and discuss his/her feelings after witnessing this inappropriate behaviour

11. Follow Up:

Set a time to check-in with the student, ensure parents and staff are in the loop and also checking in

12. Communication: Students:

Plan will be communicated during first of the year assemblies Parents/Community – BPIP will be updated on the Ryerson Website Staff – Share on PD Day in June and review in the fall


STEP THREE: Implementation Plan Timelines.

September: Admin and Staff share with students during first of the year assemblies


STEP FOUR: Monitor/Reflect Timelines Who How Sept to June Meeting Date: 1- June 2019

Monitor Regularly review plan with staff and students – discuss at staff meetings Reflect Evaluate effectiveness and adjust if necessary based on feedback from staff, students and parents Indicators of Success Continuation of peaceful culture as indicated by no incidents of hurtful behavior and creating a culture of acceptance by all feeling welcome Celebration of Success Recognition Assemblies based on staff feedback, announcements, in class recognition Our BPIP will be reviewed annually and posted on our school website by June 28th for implementation the following school year