Background

 1. PURPOSE AND GUIDING PRINCIPLES  

West Vancouver Schools is committed to fostering safe, caring, and inclusive learning environments where all students, staff, and community members feel respected, valued, and supported. In accordance with the BC School Act, the BC Human Rights Code, and Ministerial Orders, this procedure outlines the district-wide expectations for behaviour, conduct, prevention and intervention to ensure school safety.  

1.1 THE SAFE SCHOOL ENVIRONMENT 

A safe school is one in which members of the school community are free of the fear of harm, including potential threats from inside or outside the school.  The attitudes and actions of students, staff, and parents/guardians support an environment resistant to disruption and intrusion. 

1.2 PRIVACY AND CONSENT 

Respecting the privacy of all individuals and adhering to established consent protocols are integral to fostering a safe, caring, and inclusive school environment. The district expects all members of the school community to protect personal information and to seek necessary consent, ensuring that everyone’s rights and dignity are upheld in compliance with the Freedom of Information and Protection of Privacy Act (FIPPA) and https://westvancouverschools.ca/ap-180-freedom-of-information-and-protection-of-privacy/. 

1.3 SCOPE OF APPLICATION 

A Code of Conduct outlines the expectations and procedures that guide behaviour and decision-making within a safe and respectful school environment. It applies to all members of the school community, including students, staff, parents/guardians, visitors, and volunteers, not only during school hours and school-sponsored or school-related off-site events, but also while traveling to and from school and in digital environments. The Code of Conduct also applies when behaviour negatively impacts the learning environment or the safety and well-being of the school community. 

2. ROLES AND RESPONSIBILITIES 

2.1 DISTRICT 

• • Provide guidance and oversight for school Codes of Conduct to ensure alignment with B.C Ministerial orders and legislation 

• • Ensure training and awareness related to safe, caring and inclusive schools Codes of Conduct for staff, students and families 

• • Support disciplinary actions, including appeals and long-term suspensions  

• • Develop and maintain systems for reporting, investigating, and resolving breaches of school Codes of Conduct 

• • Assist schools in fostering safe, caring and inclusive environments 

2.2 PRINCIPALS AND VICE-PRINCIPALS 

• • Lead and maintain a positive school culture that reflects safe, caring and inclusive schools  

• • Review, and update the school code of conduct annually, in collaboration with staff, students, and families 

• • Communicate expectations clearly and ensure all members of the school community understand the code of conduct 

• • Apply the school code of conduct consistently, fairly, and reasonably including investigating incidents and applying restorative actions and/or appropriate consequences 

2.3 STAFF 

• • Model appropriate behaviour and uphold the expectations outlined in the school code of conduct 

• • Communicate, educate and support students and families in understanding the conduct expectations 

• • Monitor and respond to student behaviour consistently in alignment with school processes 

• • Participate in training and/or professional development related to Codes of Conduct and Ministry of Education and Child Care safe, caring and inclusive schools’ directives 

2.4 STUDENTS:  

• • Follow the school code of conduct  

• • Fulfill their responsibilities as outlined in the School Act, associated regulations, and Ministerial Orders 

• • Behave respectfully towards members of the school community in person and online 

• • Report concerns or unsafe behaviour to trusted adults 

• • Take responsibility for their actions and choices 

2.5 PARENTS/GUARDIANS:  

• • Know and understand the school code of conduct 

• • Partner with schools in promoting respectful behaviour and communication  

• • Reinforce the school code of conduct at home and support students in accepting responsibility for their actions 

• • Collaborate with staff when issues or infractions of the school code of conduct arise 

• • Follow the code of conduct to ensure adult behaviour aligns with school and district expectations for safe, respectful participation  

• • Model respectful behaviour in all forms of communication including in person, email, social media and other online platforms 

2.6 VISITORS/VOLUNTEERS/COMMUNITY MEMBERS: 

• • Follow safety and behaviour expectations outlined in the school Code of Conduct while on school property or at school events 

• • Model appropriate behaviour for students. 

3. BEHAVIOURAL EXPECTATIONS 

3.1 ACCEPTABLE BEHAVIOUR: 

• • Respecting self, others, and school property 

• • Engaging in purposeful learning and contributing to a positive school culture 

• • Using inclusive, non-discriminatory, and respectful language and actions 

• • Acting in ways that promote safety and well-being 

3.2 UNACCEPTABLE BEHAVIOUR 

Unacceptable behaviour includes, but is not limited to: 

• • Discrimination, harassment, bullying, cyberbullying, intimidation, or exclusion based on the prohibited grounds under the BC Human Rights Code (including race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, gender identity or expression, and age) 

• • Threats, violence, unsafe actions, or encouraging unsafe behaviour 

• • Theft, vandalism, or damage to property 

• • Possession, use, or distribution of illegal or controlled substances, alcohol, smoking or vapor products 

• • Possession or use of weapons, replicas, or objects that imitate weapons (e.g., imitation firearms or knives) 

• • Inappropriate use of personal or school technology to harm, harass, or disrupt learning 

• • Interference with learning environments or school operations 

4.  DRESS CODE  

Students may express personal identity and cultural diversity through attire, provided it aligns with school-appropriate standards. To foster a respectful, safe, and inclusive learning environment, student and staff attire must adhere to the following principles: 

• • Respect and Safety: Clothing must support personal safety and demonstrate respect for others 

• • Prohibited Content: Attire must not depict or promote drugs or alcohol, violence or weapons, racism, sexism, discrimination, or offensive or inappropriate language or imagery 

• • Learning Environment: Clothing must not disrupt learning or compromise the safety of others 

• • Health and Safety Compliance: Attire must meet health and safety requirements appropriate to the activity or setting 

• • Expression within Guidelines: Personal identity and cultural expression are supported within these parameters

5.  DISCIPLINE APPROACH 

Discipline in West Vancouver Schools is grounded in restorative practices, fairness, and progressive discipline. Responses are designed to: 

• • Address the harm caused 

• • Support student learning and growth 

• • Consider age, maturity, ability, and individual circumstances 

• • Provide opportunities for students to respond/be heard, take responsibility, and make amends 

Disciplinary responses will be reasonable, proportionate, and consistent with the principles of procedural fairness. 

Possible responses include: 

• • Informal discussions, counselling, or warnings 

• • Restorative dialogue or conferences 

• • Behaviour support plans 

• • Loss of privileges or temporary removal from certain environments and/or events 

• • In-school or out-of-school suspensions in response to serious or repeated violations 

• • Referral to community agencies or external support where appropriate 

Educational programming and inclusive education support services remain accessible during any disciplinary process. 

6.  SUSPENSIONS AND APPEALS  

Principals may impose suspensions for up to 5 days. Suspensions exceeding 5 days require District review.  

Disciplinary decisions will adhere to principles of procedural fairness, including:  

• • Informing the student and parents/guardians of the concerns and reasons for disciplinary action 

• • Providing the student an opportunity to be heard and to respond to the allegations 

• • Documenting suspension decisions in writing, including the reason, duration and an opportunity for consultation with the parent/guardian  

• • Providing access to the district appeals process for decisions involving significant consequences 

7.  REPORTING AND RETALIATION PREVENTION  

All incidents of unacceptable behaviour must be reported and addressed in a timely, fair, and confidential manner by school administration and appropriate district personnel. Schools will take reasonable and proactive steps to prevent retaliation against individuals who report concerns.  Follow-up support will be provided to those impacted, which may include access to appropriate resources, counselling, and ongoing monitoring. 

8.  ANNUAL REVIEW AND COMMUNICATION  

Each school will review its code of conduct annually, in consultation with students, staff, and parents/guardians, ensuring alignment with this Administrative Procedure.   

School Codes of Conduct will be communicated through: 

• School websites and newsletters 

• Student and parent/guardian handbooks or agendas 

• School assemblies and classroom discussions 

• Visual displays within the school environment 

District leadership will collaborate with school teams to support the annual review and refinement of school Codes of Conduct, to ensure alignment with ministry policies, district procedures, evolving best educational practices and the needs of the school community. 

9.  SPECIAL CONSIDERATIONS 

When responding to conduct concerns, schools will consider student needs and circumstances, and will apply the Code of Conduct in a fair, supportive, and legally compliant manner, including the following: 

1. Use developmentally appropriate expectations and processes. 
2. Apply the Code fairly and consistently, with attention to equity and disproportionate impacts. 
3. Support student well-being using trauma-informed approaches. 
4. Prioritize restorative and educational responses. 
5. Use supportive interventions (e.g., counselling, mentorship, behaviour support planning, or referrals) alongside, or in place of, consequences where appropriate. 
6. Include student voice where appropriate. 
7. Provide required accommodations and supports for students with disabilities and diverse learning needs. 
8. Provide culturally responsive supports and advocates for Indigenous students. 
9. Respect student privacy when responding to conduct concerns including:
   1. Protect student privacy throughout reporting, investigation, and follow-up.
   2. Comply with the Freedom of Information and Protection of Privacy Act (FIPPA) and applicable district privacy protocols 
   3. Document key decisions and supports provided, as appropriate and consistent with privacy requirements. 

10.REQUIREMENTS FOR SCHOOL CODES OF CONDUCT  

Each school must establish a written Code of Conduct that aligns with this administrative procedure and complies with BC School Act and the Codes of Conduct Ministerial Order. 

Each school’s Code of Conduct must: 

• • Be developed and reviewed annually with participation from students, parents, and staff 

• • Contain a statement of purpose that promotes safe, caring, inclusive and orderly learning environments 

• • Contain a statement that the code applies on school property, at all school related events and activities, while traveling to and from school and circumstances (including digital environments) where behaviour negatively impacts the learning environment, safety or well-being of the school community 

• • Reference the prohibited grounds of discrimination set out in section 7 and 8 of the Human Rights Code 

• • Include clear examples of acceptable and unacceptable behaviour including explicit references to: 

• • •  bullying, cyberbullying, harassment, intimidation, discrimination 

• • •  threatening or violent behaviours  

• • • possession of drugs, alcohol, weapons and replicas 

• • • Theft or damage to property vandalism 

• • • Inappropriate use of digital devices 

• • Outline possible consequences of unacceptable behaviours 

• • Include reference to a dress code that reflects student self-expression of personal identity and cultural diversity, provided it is appropriate for the school setting  

• • Include expectations for restricting the use of personal devices at school 

• • Contain an explanation that schools will take reasonable steps to prevent retaliation against individuals reporting incidents 

Last amended: May 2026