How YRDSB creates caring, safe and inclusive schools
Keeping schools safe and welcoming is a shared responsibility that involves the whole school community.
Our approach to progressive discipline begins with:
- promoting positive student behaviour through a code of conduct for everyone
- building healthy and respectful relationships throughout the whole school community
- preventing inappropriate behaviour through initiatives like community circles and restorative practices, caring and safe schools presentations, bullying prevention programs, etc.
- addressing inappropriate behaviour through bias-aware and trauma-informed progressive discipline
How YRDSB addresses inappropriate student behaviour
When students exhibit inappropriate behaviour, in the YRDSB, we use a bias-aware, trauma-informed progressive discipline approach that shifts the focus from one that is solely punitive to one that is both corrective and supportive.
Bias-aware progressive discipline recognizes that each student is unique. A student’s social identities, experiences and individual circumstances can influence their behaviour.
Trauma-informed progressive discipline recognizes that many students may have experienced trauma. Trauma can affect a student’s behaviour.
Progressive discipline lets school administrators choose from a range of options through a bias-aware and trauma-informed approach to help students who have engaged in inappropriate behaviour and caused harm:
- improve their behaviour
- learn from their choices
- prevent inappropriate behaviour from happening again
Frequently Asked Questions
When students engage in inappropriate behaviour, schools will consider a range of interventions, supports and consequences to respond, such as:
- understanding and addressing the root causes of the behaviour
- helping students identify alternative behaviour choices
- communicating and teaching behavioural expectations
- collaborating with families
- helping students deal with conflict and learning how to manage emotions
- using restorative practices to repair harm to people and relationships
- reflecting through learning tasks
- equipping students with the social-emotional and communication skills needed to manage themselves and develop healthy behaviour
- providing counselling and mental health supports (with parental permission and where available)
Principals may use progressively more targeted interventions, supports, or consequences for inappropriate behaviour that is repeated or for progressively more serious inappropriate behaviour, taking into account mitigating and other factors. Principals may also consider consequences such as:
- withdrawal of privileges
- withdrawal from class
- detention
- restitution for damages
- alternative to suspension
- suspension
- suspension and expulsion
Depending on the incident, York Regional Police may also be contacted. Please read the Police and School Boards Protocol to learn more about instances when police are contacted for inappropriate student behaviour.
When deciding on the type of discipline, schools consider :
- the student’s age and development
- the nature and severity of the behaviour
- the impact on the school environment
- whether the student’s continuing presence in a school creates an unacceptable risk of safety to others
- the student's history (for example, personal history, such as a recent trauma in the student's life)
- whether the activity was related to any harassment of the student because of their race, ethnic origin, religion, disability, gender or sexual orientation or to any other harassment
- disciplinary measures that shift the focus from solely punitive to both corrective, supportive, and restorative.
If a student has special education needs and an individual education plan (IEP), the principal must also consider whether:
- the behaviour was a manifestation of a disability identified in the student's plan
- appropriate accommodation has been provided
- suspension is likely to aggravate or worsen the student's behaviour or conduct
The principal will decide on supports, interventions and consequences based on each student's individual circumstances and mitigating factors. For example, two students may be involved in an incident, but the principal may suspend only one student, or suspend one student for five days while applying a different support, intervention, or consequence to another student.
Restorative practices are rooted in Indigenous practices that continue to be used by Indigenous communities in and around York Region, emphasizing a sense of belonging and accountability to the community.
Restorative practices are a valued part of the progressive discipline process and can be used as a consequence when students engage in inappropriate behaviour. Restorative practices:
- holds students accountable for their behaviour through restorative conversations or restorative circles
- empowers students to learn positive behaviours and to take responsibility for solving the problems they have caused, while leaving the student with their dignity intact and a positive sense of accomplishment
- encourages students to reflect on how their behaviour affected others, and create a concrete plan to prevent inappropriate behaviour from happening again
- helps to build, strengthen and restore healthy relationships following an incident
- includes caring adults following up with students on their plan and holding them accountable
- may be used throughout all stages of the progressive discipline process
A student who is suspended from a school is not permitted to be on Board property or participate in school-related activities or events, including, but not limited to, all school buildings, grounds, transportation, and field trips, except for the purposes of attending the Alternative Classroom and Counselling for Expelled and Suspended Students (ACCESS).
A suspension shall be for no less than one school day and no more than 20 school days.
The ACCESS program is a supervised school setting connected to various school sites for elementary and secondary students. During the suspension, students work with a teacher and Child Youth Worker to continue their academic studies and reflect on the circumstances connected to their suspended incident.
The activities that lead to a suspension are outlined in the Education Act and Board procedure.
Where a grade 4-12 student has committed one or more of the infractions outlined below, where the infraction, whether on or off school property, or during a school-related activity or event, the principals shall consider suspension as part of a progressive discipline approach:
- uttering a threat to inflict serious bodily harm on another person
- possessing alcohol or illegal drugs, including cannabis
- being under the influence of alcohol or illegal drugs, including cannabis
- swearing at a teacher or at another person in a position of authority
- bullying or cyberbullying
- opposition to authority
- habitual neglect of duty, committing an act of vandalism that causes extensive damage to school or Board property or to property located on school/Board premises
- any act considered by the principal to be injurious to the moral tone of the school
- any act considered by the principal to be injurious to the physical or mental well-being of members of the school community
- any act considered by the principal to be contrary to the Board or school code of conduct
A student who is expelled is removed from all schools within the Board but is allowed to continue their education through the Alternative Classroom and Counselling for Expelled and Suspended Students (ACCESS) program.
If a principal recommends expulsion, additional details about the process, including expulsion mediation, hearings, and appeals will be provided. For more information, refer to the YRDSB Caring and Safe Schools Policy 668.0 on the Board’s website.
The activities that lead to a suspension are outlined in the Education Act and Board procedure.
If a student has engaged in any of the activities listed below, the principal will immediately suspend the student and investigate the incident to determine whether the student should be expelled.
If a student in junior kindergarten to Grade 3 has engaged in any of the activities listed below, the principal will investigate the allegations to determine if the student should be suspended or expelled.
The principal will suspend the student and shall consider expulsion for:
- possessing a weapon, including a firearm
- using a weapon to cause or threaten bodily harm to another person
- committing physical assault on another person that causes bodily harm requiring treatment by a medical practitioner
- committing sexual assault
- trafficking in weapons or illegal drugs
- committing robbery
- giving alcohol or cannabis to a minor
- bullying – if the student was suspended before for bullying and the student's presence in the school creates an unacceptable risk to the safety of another person
- any activity for which a student can be suspended that is motivated by bias, prejudice or hate
To appeal a suspension, call the Superintendent of Schools or submit a written notice to your school’s superintendent stating the reason for the appeal. This must be done within 10 school days of the suspension start date.
The superintendent will review and decide whether to uphold, modify or remove the suspension. If upheld, and you wish to continue the appeal, send a written notice to your school’s superintendent, principal, and the Superintendent of Caring and Safe Schools.
Appeals are heard by the Student Discipline Committee; a Board of Trustees committee for suspension and expulsion hearings.
For more information, contact the Caring and Safe Schools Office at 905-727-0022 ext. 2193.
Students suspended for more than five days will have a re-entry meeting with the principal, school and board staff,and their parent or caregiver, when possible. Community agencies may also be involved, if appropriate.
The purpose of this meeting is to:
- support the student’s successful and smooth transition back to school
- identify any academic or behavioural supports needed for success
Still have questions?
Please contact the Caring and Safe Schools Office at 905-727-0022 ext. 2193.
For more information, please see the YRDSB Caring and Safe Schools Policy and The Ontario Ministry of Education Parent Guide on Progressive Discipline.