Fostering Positive Student Relationships

Fostering Positive Student Relationships

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


2014 / 2015


Dr. Frank J. Hayden Secondary School

Principal or Vice Principal

Michelle Lemaire, Michael Gallant, and Jacqueline Newton


At Dr Frank J Hayden Secondary School, we are a school community and accept the responsibility to build a safe and inclusive campus for all.  We embrace the aforementioned parameters identified above. Rather than a committee to address bullying prevention, we believe everyone is part of our GOOGLE plus community and will engage in supports, research, and strategies to meet our school effectiveness goal:  building meaningful relationships with all students, staff, parents, and the community.

We believe our founding framework -  Wellness (physical & mental health), School Community, and 21st Century Learning - targets all the elements of the Bullying Prevention Plan template.  Please refer to our website for deeper understanding - framework.  Embedded in our training of Developmental Assets and the Link Boomerang curriculum, our defining moments on how we interact as a school community in building relationships with teens are identified .  To measure our actions and reflections, we will be using a multitude of data including weekly Howl Polls, TTFM survey, Our Kids Network Report Card & Neighbourhood Portal, Transitions, Student Achievement, Focus Groups, and Halton’s Developmental Asset Tool Kit Launch.

Non-Teaching Staff

See above


See above

Community Partner

See above


See above


(must be a staff member)

Email address

Types of bullying that exist in our school

(as identified through school based data and information)

According to TTFM data for 2013-2014,  the types of bullying identified are:


  • approximately 1% of students identified as being physically bullied daily

  • approximately 1% of students identified as being physically bullied 2 to 3 times a week

  • approximately 4% of students identified as being physically bullied once a week


  • approximately 3% of students identified as being verbally bullied daily

  • approximately 6% of students identified as being verbally bullied 2 to 3 times a week

  • approximately 10% of students identified as being verbally bullied once a week


  • approximately 5% of students identified as being socially bullied daily

  • approximately 5% of students identified as being socially bullied 2 to 3 times a week

  • approximately 10% of students identified as being socially bullied once a week


  • approximately 1% of students identified as being socially bullied daily

  • approximately 3% of students identified as being socially bullied 2 to 3 times a week

  • approximately 5% of students identified as being socially bullied once a week

School Bullying Prevention SMART Goal

At Hayden, our SMART Goal is:

Every student will have a caring adult within the school community.

Bullying Prevention and Awareness Strategies/Curricular Connections/Activities

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

At the School, In the Classroom, Students

Indicator 3.1

Equity, Inclusivity, Diversity Practices

  • LINK

  • Developmental assets -- Soft launch of Toolkit for Educational Sector

  • Mentoring Mornings

  • Hayden Sparks (Inclusivity)

  • Setting up multicultural group

  • Create lessons and assignments that have embedded choice and student voice

  • Co-create lesson

  • Your school, your way

  • Open gym

  • On-going feedback - conferencing, peer-evaluation, self-evaluation

  • Collaborative learning environment

  • Tell Them From Me Survey

  • Prayer Room

  • Social Justice student group

Indicator 3.2

Diversity, needs and interests of student population

  • Husky Poll (that reflect student voice, interest)

  • Discussion of school and the direction in which the school goals

  • Dialogue about different cultural celebrations

  • Student Groups: Athletic Council, Student Council, Arts Council, Social Justice

  • Passion Projects

  • Students suggesting programs for grade 11 and 12 through myblueprint

Educators collaborate and implement evidence-based conditions

  • PLCs … Collaborative Inquiries across curriculum

  • Feeder School Transitions -- Math, science, Language Arts

  • Feeder School Admin, Student Success, SERTS, Key Curriculum Leaders initial stage TOKTW Day on Nov 6th

  • staff grounded as LINK Crew trained and Developmental Asset trained

  • ICT Inquiry with AVPS and NHS

  • ICT Informal Inquiry

  • Aboriginal Education Conference

  • SHSM Conference

  • CEFR Webinar

  • Lots of IPL Support

  • Halton Cloud for curriculum writing, sharing, etc.

  • Team-teaching ENG1P/2P, SBU3U

  • Staff LINK

  • Developmental Assets

  • Applied Learning Steering Committee

  • Mentoring Partnerships between math teachers

  • LINK advanced training

  • Transportation subject council

  • Safe Schools Team

  • Google Doc Curriculum Collaboration

  • STAO

  • Outdoor Ed. Inquiry

  • IEP Inservice

  • See Engine

  • Wellness Mornings during PD Days

  • March Madness

  • Database Driveby

  • OSSLT Prep

  • EQAO Prep

Engaging Learning Experiences

  • Field Trips -- MAC, Rock Climbing, Zoo, Corn Maze, Self Defence …

  • Ontario Student Leadership Conference

  • Football Team Dinner for Community

  • Passion Projects

  • Outdoor Education Experiential

  • Ultimate Hang Out @ Haber Community Centre - Weekdays FREE 3:00 to 5:30 pm

  • Community Speaking Series -- Ryan Porter’s “Make Your Own Lunch”; Mountain Series for Internal Motivation and Resilience

  • Fun, engaging and active library- we’re adding furniture to meet the demands

  • #HuskyNation

  • Tens in the Den Day - Nov 6th -- Community Leaders offering choice

  • Try It Activities

  • Zombie Game

  • Manic Mondays

  • Teacher Inquiry on embedding outdoor experiential learning and Critical Thinking

Instruction is differentiated

  • Take outside of the classroom - co-curriculars

  • Talking and playing with students at lunch (magic shows, rap battles, dance shows)

  • More morning time to chat before class starts

  • Oh Canada before class starts

  • Common lunch with open fitness centre, gym time & student-led intramural activities for variety of activities / interests; diverse range of clubs and councils also meeting at this time

  • Google+ communities

  • Passion Projects

  • Link Crew relationships - saying hi in the halls

  • Student Council - students building it (exploring models)

  • Request for clubs from students - they are being represented, their voices are heard (initiative)

  • Instant feedback from polls, etc.

  • Spirit wear from staff and students (commitment - positive environment)

  • Community relationships - inviting people in, having kids do magic, perform, etc.

  • Scavenger Hunts

Students and educators building safe learning / collaborative ….

  • LINK philosophies and Developmental Assets in class

  • LINK leaders are staff so students are connected to another adult throughout the year and it’s another avenue for students to voice their questions and concerns and share their ideas

  • Theatre Production Crew (learning together, and ultimately teaching each other skills for the sake of the community)

  • HAL gr. 9 classes set goals based on the 40 Developmental Assets and work throughout the semester to reach their goals; thereby, increasing their assets. Final 30 includes a Proclamation about their work to meet these goals and its impact on them as they prepare for the next semester/year

Learning experiences are engaging, collaborative, innovative…

  • End goal, backwards design with students (Passion Project again a good example of this

Providing choice in activities

  • relevant, authentic, connected to their daily lives, learning by DOING

  • making ties with community partners/organizations

  • student inquiry project in family studies

Ongoing feedback

  • Assessment leading to evaluation (post it note gallery walks,

  • Peer assessment & self assessment

  • Practicing specific skills leading to final task (feedback along the way)

  • science--working together to create ‘answers’ for a level 4++ lab write up based on the feedback that they have been given by the teacher...students post their responses around the room (i.e. questions, hypotheses etc) as a reference for future labs

Students reach ambitious goals

  • Creative Risk built into Art / Design Projects - leaving the possibility of failure without mark penalty.  Framework for allowing a more ambitious goal

  • Passion Project - The end of the project could totally fail and the project is still a success, allowing students to restructure, reassess or reflect --- that comfort level allows for ambitious goals

Indicator 3.3

Student input is sought

  • Howl polls

  • Google Forms

  • Tell Them From Me Survey

  • Focus groups

  • Bringing in personal life learning experiences (Nunavut)

  • Passion project stuff (show and tell - building relationships)

  • History/English combination - 2 periods with same kids

  • Taking the time to ask about their personal life

  • Positive relationships with teachers

  • Oatmeal mornings in 212 and 218 (relationship building)

  • Positive feedback and compliments

  • Technology - options to connect with kids (remind 101, more tech savy, following through)

  • Choice built into all the classroom tasks (is. history 5 concepts)

  • Collaborative learning through google docs

  • Leadership skills - through more classroom collaboration

  • Real world learning (out of the classroom - Geo.)

  • Utilizing the extra space (trust relationships)

  • Co-collaboration and co-constructing criteria

  • Them teaching the class (WW2 unit)

  • Self reflections and meta-cognition pieces

  • interactive components to our library website- kids “buy” the books

  • Knowing our learners on many levels-  interests, passions, equity lenses

  • art displays around the building - walls, windows

  • art contest - brought in the community - police as judges

  • Flipped classes (math and…?) allow for flexible groupings in class and more one on one with students.  More student talk with each other in class.

  • Farzad’s Buddy Project

  • Students are setting up the auto shop (and other classes) the way they want

  • Student run events (inner peace day)

  • Grade 11 Leadership class of grade 10s - students placed in grade 9 classes to mentor

  • Civic Mirror

  • After School Programs (Math help, Literacy, homework help, tech)

  • Juice Box Club

  • lunch hour help

  • Halton Food For Thought

  • Teacher vs Student games (basketball, volleyball)

  • community centre - kids buying from concession stand

  • library - mendi, lego, tye-dye, duct-tape wallets, candy sushi

  • Book Divas and Dudes and Writer’s Club - author visit; students purchase the books

  • Tie Tuesdays (students and staff every week)

  • Classroom twitter

  • Kids volunteering with Toddlers and Tots

  • 56 library volunteers

  • Students can and do work outside of the classroom

  • Building relationships with trustees

  • Taking a stand with one voice (students) re: internet filtering

  • classroom twitter

  • Take a Stand

  • Take Flight and Write

  • Writing Wednesdays

  • Coffee House

  • Movie Nights

  • Watching Olympics (caf for hockey games)

  • Foods classes prepare snacks for staff meetings

  • Movember

  • Halton Skills

  • Students select books for library

  • Community mentors - i.e.: Sherina and Jeff Mahoney

  • Robotics with Eggs

  • Movie nights in the theatre

  • Random Science Experiments (kids playing with science at lunch, informal)

  • Cell phone reaction time with community police officers

  • Skateboard building

  • Candy Sushi

  • Hayden Hits the Slopes

  • Quebec 2014


  • Chill spaces

  • lip dub (over 5600 views)

  • Open houses

  • community football outreach

  • eco stuff

  • community clean-up

  • Pink Day

  • Semester 2 Breakfast to share data

  • high attendance rates

  • high academic success

  • minor discipline issues

  • book talks - kid-selected

  • Sears Festival

  • Diverse Student leaders

  • 110 students apply for Link Crew

  • Play-in-a-Day

  • Divergent Day with BPL

  • English goes to the Movies

  • Book Diva Movie Trip

  • Zoo field trip

  • Crawford Lake

  • McMaster

  • Bronte Creek

  • Brant Museum

  • Glendon French trip

  • Francoconnexion

  • Halton Community Fair

  • 3-on-3 Tournament

  • Hosting tournaments

  • Student Leadership Conference

  • Citizenship Court

  • International Women’s Day Breakfasts

  • WACC and MACC

  • Wheelchair basketball tournament

  • Boys and Literacy photo - football team

  • Stitch - kids own the yearbook

  • Faces of Hayden

  • Spirit Day Fridays

  • Photoshow

  • Halton Math Contest (hopefully 200 students participate)

  • Ping Pong Room

  • Free Oatmeal

  • Hayden Huskies instagram account

  • Quebec writer project to populate the French section of the library

  • Multicultural week

  • Speak Up! Grant

  • Mikayla Goldie - trunk show

  • We Day!

  • The Daily Howl

  • Table Top club

  • Be the Change conference

  • HOST Conference

  • Extreme Hangout

  • Inside Ride

  • Relay for Life team

  • Dance team

  • Caring Adult Program

  • GSA

  • Mental Health conference - Disable the Label

  • Halton Computer Contest

  • Iron Chef in gr. 10 foods class

  • Gizmos

Bullying Intervention and Support Strategies

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

  • Restorative justice for all parties affected

  • Educate students on types of bullying, peer intervention (being an upstander, instead of being a bystander)

  • Caring adult in the school community

  • Support services to help individuals who cause harm, are impacted by harm, and witness to harm.

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


  • Developmental assets

  • Link Crew

  • Leadership class

  • Mentoring mornings


  • Parent engagement mornings

  • Take you parent to school day


  • work with community liaison officer

  • work with community partners (BPL, COB) to foster positive relationships with students

Bullying Prevention and Awareness Responsibilities for:


School Goal:  SEF 1.4  Student Engagement and Building Meaningful Relationships


School Goal:  SEF 1.4  Student Engagement and Building Meaningful Relationships


School Goal:  SEF 1.4  Student Engagement and Building Meaningful Relationships

Monitoring and Review Process/Timelines

This plan has been shared with staff and parents via: (Underline)

  •  Staff Meeting

  •  School Council Meeting

  •  Newsletter

  •  School Website (required)

  •  Other

Resources/Reference: Safe and Inclusive Schools Policy

                               Bullying Prevention and Intervention Admin Procedure

                                  Bullying Prevention and Intervention Framework

                                  HDSB Guide to Bullying Prevention and Intervention

                                  Promoting a Positive School Climate

                                  TFFM Survey

                                  Safe Schools Social Workers

                              Public Health Nurses