Handbook / Conduct

MARIGOLD Elementary School

Code of Conduct

Statement of Purpose: 

At Marigold, we promote and foster opportunities for all community members to fulfill their potential and positively contribute to our world.  This development is possible in a safe, healthy, and caring school environment, free from discrimination, and in line with the BC Human Rights Code.

The Code of Conduct will help guide behaviours to encourage and empower all students to make positive choices. It will help students develop a sense of self-discipline.   As a staff, we create conditions for each child to learn new behaviours after making a mistake, to fix and learn from each mistake, and return to their group strengthened.

Guidelines for School Behaviour

These Guidelines for School Behaviour are given to you so that you can understand what is expected of you as a student of Marigold School. You are encouraged to go over these Guidelines with your parents, and if any parts of the Guidelines are not clear to you, please talk with your teacher, administrator, parent, or guardian.

Marigold’s Code of Conduct:
Acceptable Conduct – At Marigold, we promote a climate of understanding and mutual respect where all people are equal in dignity and rights in accordance with the BC Human Rights Code.  We believe that everyone at Marigold has the right to feel physically, socially, and emotionally well and safe.   At Marigold, we commit to playing and working safely, responsibly, and with respect for all those involved.   We engage in purposeful learning each day as one learning community.  We support students in making positive choices through self-regulation as well as teaching empathy, conflict resolution, and social-emotional regulation.

Unacceptable Conduct – Unacceptable conduct is behaviours that interfere with the learning of self and others or create unsafe conditions in our school.  These behaviours may include refusal to comply with directions; inappropriate language; actions that may threaten or intimidate others; physical or verbal aggression towards others; or property damage.  As adults, we model our code in our interactions with each other and with the children of this community.  When students make choices that do not respect the code of conduct, staff may initiate some or all of the following interventions:

  1. On-the-spot conference or redirection.
  2. A follow-up meeting between the students.
  3. Contact with parent or guardian.
  4. When supporting students to deal with the poor choices they may have made, we emphasize restitution—how to undo, or make the injured party feel okay while honoring that all children are responsible for their choice.  We approach the situation respectfully.  Adults at Marigold School may use the following questioning process:

What were you thinking/feeling at the time?

What are you thinking/feeling now?

Who has been affected by what you have done? In what ways?

What do you think you could do to make this right?

Why is this a better plan?

  1. Supportive intervention and/or service to the school.
  2. Logical consequences including additional time for the student to work with the teacher or office staff during non-instructional times
  3. Referral to counseling, administration, and/or community support services.
  4. Serious or repeated actions could lead to a referral to the School-Based Team, including the Principal and Vice-Principal.

As per the BC Human Rights Code, our Code of Conduct prohibits discrimination based on any of the following grounds:

  • Race
  • Colour
  • Ancestry
  • Place of origin
  • Religion
  • Marital/ Family status
  • Physical or mental disability
  • Sex and/or Sexual orientation,
  • Gender identity, and
  • Age

Retaliation Prevention — Marigold’s Code of Conduct includes the standards from the Provincial Standards of Codes of Conduct.  All reasonable steps to prevent retaliation by a person against a student who has made a complaint of a breach of our code of conduct will be taken.

When students do not act responsibly, it is the adults’ responsibility to intervene.  The acquisition of skills related to positive social and pro-social behavior is developmental; as children become older, expectations regarding behavior will increase.  Occasionally, our school Police Liaison Officer may be called to assist the staff, students, and parents.