Code of Conduct

2025/2026

STATEMENT OF PURPOSE

At Mayne Island School, we believe in a community of learners. Every individual in the community is special, has gifts and deserves to explore and share their gifts with others in a safe, respectful, and fun environment. We encourage exploration, teamwork, compassion, and understanding at all times. We support individuality, creativity and a strong holistic relationship with nature.

The purpose of our code of conduct is to:

Establish and maintain a safe, caring, and orderly school environment that fosters optimal learning for all students.

Empower students to develop self-awareness and self-regulation skills necessary to respect themselves, others, and their environment.

Provide clear guidelines for teaching, modelling, and encouraging socially responsible behaviour that contributes positively to the school community.

Promote values of respect, inclusion, and equity, ensuring that all members of our community feel valued and supported.

Provide shared expectations for students, staff, parents, and visitors that guide us in creating a safe, caring, and inclusive school community.

The Code of Conduct involves inclusion of diverse learning needs and recognizes that students learn best when provided with multiple pathways to access, engage with, and demonstrate learning.

All staff and adults in our school should model the respectful and caring behaviours we expect from our students.

Behavioural expectations must be actively taught, reinforced, and promoted consistently across all settings.

Our Code of Conduct should be communicated clearly and adapted to meet the developmental levels and diverse needs of all students.

Every student is unique, and we approach behaviour through a strengths-based lens, focusing on the inherent potential and capabilities of every individual.

At Mayne Island School, we will ensure that:

Our expectations are preventive and restorative, focusing on building relationships and repairing harm.

Interventions consider the severity and frequency of behaviour, its impact on others, and the student’s age, maturity, and development.

Students with intellectual, physical, sensory, emotional, or behavioural challenges are treated with equity and dignity, and consequences are tailored to their needs.

Interventions aim to address underlying causes of behaviour while maintaining each student’s dignity. Alternatives such as counselling, mediation, and restorative justice measures are used whenever possible.

Students experience natural consequences that help them learn while feeling supported and respected.

Classrooms remain safe, inclusive, and focused on learning, and students who demonstrate empathy, responsibility, and respect are acknowledged as role models.

Persistent or harmful behaviours are met with timely, clear, and proportional responses, which may include reflection time, behaviour support plans, increased home–school communication, or short-term removal from the learning environment.

Families are key partners; we maintain open communication about supports and expectations, especially when repeated harm or disruption affects the classroom community.

Expectations:

Mayne Island School promotes the values expressed in the BC Human Rights Code, respecting the rights of all individuals in accordance with the law. We are committed to upholding a learning environment free from discrimination based on race, colour, ancestry, place of origin, religion, marital status, family status, physical or mental disability, sex, sexual orientation, or age.

Be Respectful to Self (caring about your learning and yourself) Some examples include:

Keep track of your materials and responsibilities.

Practice eating, resting, and moving in ways that support your body and mind.

Clean up after yourself and take responsibility for your actions.

Check in when arriving late or leaving early.

Understand and express your feelings and emotions with care.

Be Respectful to Others (considerate of others’ personal feelings and properties) Some examples include:

Acknowledge and appreciate each person’s unique gifts and abilities.

Respect the materials and belongings of others.

Include others in your activities and foster a sense of belonging.

Use kind, encouraging language and support each other.

Respect each other’s learning time by staying attentive and on task.

Be Respectful to the Environment (caring about your school and your environment) Some examples

include:

Show care for all living things.

Care for spaces by leaving them better than when you arrived.

Responsibly sort and dispose of garbage, recycling, and composting.

Be Safe (learn and follow school expectations) Some examples include:

Be aware of and adhere to boundaries.

Stay within the school grounds.

Report any dangerous situations or bullying to an adult.

Resolve conflicts peacefully and seek help when needed.

Move carefully and safely around the school, whether indoors and outdoors, by walking and being mindful of your surroundings.

Be Ready (have materials, and self, ready for activities) Some examples include:

Wear appropriate clothing for activities and the environment.

Ask for help and advocate for your needs respectfully.

Practice active listening and bring necessary materials to each activity.

Respond promptly when the bell sounds.

Technology Use:

At Mayne Island School, we are committed to nurturing responsible and respectful digital citizenship in our students. We encourage students to use digital tools thoughtfully, focusing on creating, learning, communicating, and engaging with others in ways that support community and learning. To ensure online safety and a supportive environment, personal digital devices such as phones are not permitted in classrooms, during lunch, or at recess. Devices will be stored in a designated area and are to be picked up at dismissal. Exceptions may be made for specific needs, such as accessibility, medical requirements, or to support equitable learning opportunities, as outlined in Ministerial Order Number M89. By following these guidelines, we aim to help students develop balanced digital habits that contribute to their overall well-being and success, both academically and socially.

Response to Unexpected Behaviour:

Mild Behaviours (e.g., hurtful comments, not cleaning up)

Review of expectations and redirection of behaviour.

Facilitate conversations between students to address conflict and learn from the experience.

Support students in making amends and correcting their actions.

Moderate Behaviours (e.g., swearing, breach of privacy)

Implement restorative actions that establish accountability, restore relationships, and repair harm.

Document the behaviour and inform parents/guardians as needed.

Severe Behaviours (e.g., harmful or unsafe actions)

Document the behaviour and consult with staff and/or parents/guardians.

Consider short-term suspension (in-school or at home), with continued access to educational programming.

Consult with external agencies when necessary.

When behaviours persist despite initial restorative and support measures, the school will escalate interventions in a timely manner to protect the learning environment.

Duty to Report:

All school personnel are responsible for reporting suspected child abuse and neglect and cooperating with resulting investigations. Identifying and supporting students who have experienced trauma is essential in fulfilling these responsibilities.

Code of Conduct – Ongoing Support

The Code of Conduct will be reviewed with students and staff at the beginning of the school year and revisited as needed. It will be shared with families and displayed prominently in the school.

We are committed to fostering a positive school community by celebrating successes, encouraging responsible and compassionate engagement, and addressing issues proactively through classroom instruction, school meetings, and outdoor activities.

Families can expect timely communication about incidents that affect their child’s learning environment, and the school will offer opportunities for dialogue when needed to build shared understanding.