Lord Byng Code of Conduct
Statement of Purpose
To establish and maintain a safe, caring and orderly environment for purposeful learning.
To establish and maintain appropriate balances among individual and collective rights, freedoms and responsibilities
To clarify and publish expectations for student behaviour while at school, while going to and from school, while attending any school function or activity and/or in any circumstance which may impact on the school community
Lord Byng Secondary School promotes the values expressed in the BC Human Rights Code respecting the rights of all individuals in accordance with the law prohibiting discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex or sexual orientation – in respect of discriminatory publication and discrimination in accommodation, service and facility in the school environment.
Lord Byng Secondary is organized and operated on the assumption that students in a Grade 8-12 school are on the verge of adulthood and thus are attending with the desire to participate and learn. This means that students at Lord Byng must accept personal responsibility for learning, for attending classes, and for completing work or assignments. In pursuing their education, students are expected to respect the rights of others. Students who have chosen to come to Lord Byng should understand that certain specific regulations must be enforced so the school can operate in the best interests of all.
Lord Byng’s pro-active behaviour plan, as outlined on the next page is the responsibility of each student. It is our expectation that students at Lord Byng will demonstrate positive, school-wide behaviour as outlined in BYNG “CARES”. The core values reflect what is important in our community. These core values determine expectations for our actions as outlined in the Byng C.A.R.E.S. acronym.
LORD BYNG CODE OF CONDUCT
BYNG C A R E S
We strive through our actions to have a positive effect on all members of our community
We acknowledge the expectations of our roles as students, parents and teachers and we are dedicated to fulfilling these responsibilities.
We will create an accepting environment and endeavour to understand individual differences. We care for ourselves and all members of our community equally.
We motivate ourselves to pursue excellence in all areas while maintaining personal balance.
We strive to establish a physically and emotionally safe environment
- Behaviours that:
- Interfere with the learning of others
- Interfere with an orderly environment
- Create unsafe conditions
- Acts of:
- Bullying, harassment or intimidation
- Discrimination (as defined by the BC Human Rights Code – on the basis of race, colour, ancestry, place of origin, political belief, marital status, family status, physical or mental disability, sex, sexual orientation, age and unrelated criminal or summary convictions)
- Physical violence
- Retribution against a person who has reported incidents
- Illegal acts, such as:
- Possession, use or distribution of illegal or restricted substances
- Possession or use of weapons
- Theft of or damage to property
Note: Behaviours (both acceptable and unacceptable) cited in the code of conduct are examples only and not an all-inclusive list. Special considerations may apply if a student is unable to comply with the expectations due to having a disability of an intellectual, physical, sensory, emotional or behavioural nature.
As students become older, more mature, and move through successive grades:
- they are expected to develop increasing personal responsibility and self-discipline.
- there are increasing consequences for inappropriate behaviour/ unacceptable conduct.
The severity and frequency of unacceptable conduct as well as the age and maturity of students are considered in determining appropriate disciplinary action:
- responses to unacceptable conduct are consistent and fair.
- disciplinary action, wherever possible, is preventative and restorative, rather than punitive
- students, as often as possible, are encouraged to participate in the development of meaningful consequences for violations of the established code of conduct
The school staff may have a responsibility to advise other parties of serious breaches of the code of conduct. For example:
Parents of the student offender(s)
Parents of the student victim(s)
School district officials – as required by school district policy
Police and/or other agencies – as required by law
All parents – when deemed to be important to reassure all members of the school community that school officials are aware of a serious situation or incident and are taking appropriate action to address it