Bullying Prevention

Bullying Prevention and Intervention Action Plan 2023/2024 

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 



School : Montclair P.S.

Principal or Vice Principal : E. Quist (P),  A. Gill (VP)

Teacher :  D. Semotok

Non-Teaching Staff : R. Shin (CYC)

Parent :  D. Airey

Community Partner : 

Students:  L. Tayer, L. Tran


V. Mann

Email address:  mannv@hdsb.ca

Types of bullying that exist in our school

(as identified through school based data and information)

1. Physical Bullying (predominantly during break times - pushing, hitting) 

2. Verbal Bullying - put downs, name calling, threats 

3. Social - excluding others, ignoring others 

4. Cyber Bullying - exclusions & putdowns, name calling, use of inappropriate language referencing others 

School Bullying Prevention SMART Goal

Students will learn to empathize with others and connect with each other in positive ways 

Students will learn appropriate ways of handling disagreements with their peers 

Students will become more familiar with school behaviour expectations and consequences for infractions 

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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


● Discriminatory and Harmful Language Protocol 

● HDSB Code of Conduct 

● Montclair Progressive Discipline 

● Focus on school motto: “Caring for All, Working Together, Striving for Excellence” 

Strategies to Promote Appropriate Student Behaviours and Inclusion: 

● Mindfulness strategies in each classroom to assist with student self regulation 

● Community building activities to encourage empathy & cooperation 

● Lessons based on Code of Conduct & Discriminatory and Harmful Language Protocol 

● Participation in school wide acknowledgement of days such as “Pink Day” 

● Rainbow posters in every classroom and common areas within the school 

● Rainbows painted in school driveway; raising of Rainbow flag during Pride month (June) 

● Character Trait posters in every classroom - lessons & activities centered on traits 

● Daily Announcements with positive messages of encouragement & affirmation 

● Staff & Admin follow-up with students after any bullying incidents (e.g., face to face apology; mediation facilitated by adult to solve the problem - may include a restorative task 

● Consequences appropriate to behaviour, which allow for reflection and brainstorming alternate, acceptable behaviour 

● Purposeful use of EA support for students requiring more long term support in developing self regulation skills 

● ‘Save One Student’ initiative: regular, intentional, focused check ins with individual students by teaching staff

Conflict Resolution Strategies: 

● The use of Collaborative Problem Solving Strategies 

● Class specific learning on respect, inclusion & acceptance, led by CYC & classroom teachers 

● Students, admin, teacher meetings - giving students opportunities to voice concerns 

● Regular class meetings and community circles 

● Seek parent support 

● Follow Up with parents - phone call, email 

Bullying Intervention and Support Strategies

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

Focus on ‘living’ the school motto: “Caring for All, Working Together, Striving for Excellence” 

● Ensure student understanding of what constitutes bullying 

● Use of school’s Progressive discipline model 

● CYC support - directly to individual or whole class or both 

● Student Success Teacher Support of student 

● Use of Collaborative Problem Solving 

● Use of Zones of Regulation 

● Restorative Practices (e.g. ‘community service’ around school) 

● Kelso’s choices (primary) 

● Parent/Family communication 

● Mindfulness strategies in each classroom; Use of Sensory/calming areas/alternate work locations 

● Community Liaison officer presentations to students, staff, parents 

● Presentations to divisions or whole school on inclusion, respect 

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

● Collaborative Problem Solving; Community Circles; Class meetings 

● Team building activities (classroom and school wide) 

● Referrals to School Team and School Resource Team 

● Restorative Practice training for select staff members - learning to be shared at PD sessions/staff meetings 

● Consultation with Child and Youth Counselor, 

● CAS Support worker 

● Mental Health liaison 

● Reach Out Centre for Kids - support for students & parents 

● Community Police Officer - presentations to students 4 

● Discriminatory and Harmful Language Protocol- staff & students 

● Monthly Montclair Character Traits -staff recognition of student efforts towards weekly & monthly character trait goals 

● Regular monthly acknowledgement of positive student actions on “Wall of Fame bulletin board & “Montclair Marvels” section of monthly newsletter 

Bullying Prevention and Awareness Responsibilities for:


Full implementation of Discriminatory and Harmful Language Protocol for all staff. Bullying should be addressed immediately by staff and documented accordingly. All staff responsible for using classroom teacher strategies on Progressive Discipline chart; Staff to use character traits & Montclair Marvels initiative to help create a safe, comfortable environment, giving students the opportunity to have open dialogue (e.g., community circles) using common language. When issues arise, students and staff are encouraged to use collaborative problem solving strategies. 


Students participate in creating an environment where they model kindness and inclusion to all members of the Montclair community. Students treat others with respect and kindness Students learn about what constitutes bullying Students are encouraged to stand up to bullying behaviours, by reporting incidents to staff Students are encouraged to ‘stand up’ and not ‘stand by’ when they witness acts of bullying. Students should report all racially-based bullying to staff. 


Continue to encourage their children to report all instances of bullying to school staff Parents should continue to maintain open lines of communication with school staff. Parents should bring any incidents they become aware of to staff.

Monitoring and Review Process/Timelines

This plan has/will be shared with staff and parents via: 

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 

● Student-Wide Wellbeing Surveys 

Discriminatory and Harmful Language Protocol 

Supporting Bias-Free Progressive Discipline in Schools