STUDENT CODE OF CONDUCT
As stated in The Education Act, Section 33, the district is committed
to providing welcoming, caring, respectful and safe learning
environments that respect diversity and foster a sense of belonging.
Each member shares responsibility for the well-being of every other
member of the district. As such, a code of conduct must be established
and reviewed yearly and shared publically with staff, parents/legal
guardians, and students.
The following elements will be common to the code of conduct in each district school:
1.Statement of Purpose:
Calgary Catholic School District’s value statement is as follows:
“All members of our community are sacred and must be treated with
dignity and respect. We value excellence in Catholic education, guided
by shared responsibility and the moral authority of the Church.”
This statement guides all district stakeholders as they work to
support student success and achievement. The school should be a positive
learning environment in which students are safe, secure and successful.
The code of conduct will outline expectations for student behaviour
while at school, at a school-related activity, or while engaging in an
activity that may have an impact on others in the school. The school’s
code of conduct will be communicated to parents, students and staff
annually and reviewed regularly.
2.The Alberta Human Rights Act:
Section three of the Alberta Human Rights Act prohibits
discrimination on the basis of an individual’s race, religious beliefs,
colour, gender, gender identity, gender expression, physical disability,
mental disability, age, ancestry, place of origin, marital status,
source of income, family status or sexual orientation of that person or
class of persons. Any behaviour that supports this discrimination is
All district schools have established Catholic Community of Caring
programs that focus on building respectful and caring school
environments, rooted in Catholic values. Catholic Communities of Caring
programs align with the School Act’s requirement to provide welcoming,
caring, respectful and safe learning environments. Within our schools,
we are building communities that are inclusive and celebrate respect for
one another, community and diversity. This includes placing a strong
- Respecting all others, regardless of race, religious beliefs, colour,
gender, gender identity, gender expression, physical disability, mental
disability, age, ancestry, place of origin, marital status, source of
income, family status or sexual orientation.
- Respecting the school authority.
- Respecting the school and district property, as well as the property of others.
- Respecting yourself and the rights of others in the school.
- Making sure your conduct contributes to a welcoming, caring,
respectful and safe learning environment in the school that respects the
diversity and fosters a sense of belonging of others in your school.
- Refraining from, reporting and refusing to tolerate bullying or
bullying behaviour, even if it happens outside of the school or school
hours or electronically.
- Informing an adult you trust in a timely manner of incidents of
bullying, harassment, intimidation or other safety concerns in the
- Acting in ways that honour and appropriately represent you and your school.
- Attending school regularly and punctually.
- Being ready to learn and actively engage in and diligently pursue your education.
- Knowing and complying with the rules of your school.
- Cooperating with all school staff.
- Being accountable for your behaviour to your teachers and other school staff.
- Contribute positively to your school and community.
Behaviours that do not support the Community of Caring program, and
therefore interfere with the establishment of welcoming, caring,
respectful and safe learning environments are considered unacceptable.
These include, but are not limited to:
Behaviours that interfere with the learning of others and/or the school environment, or that create unsafe conditions;
- Acts of bullying, cyber-bullying, harassment, or intimidation;
- Retribution against any person in the school who has intervened to
prevent or report bullying or any other incident or safety concern;
- Breaches of digital on-line safety;
- Inappropriate use of mobile devices as outlined in the student handbook;
- Inappropriate student dress as outlined in the student handbook;
- Physical violence or threats;
- Personal or sexual harassment;
- Illegal activity such as:
- Gang activity;
- Possession or use of weapons;
- Possession, use or distribution of illegal or restricted substances
(including drugs, alcohol, tobacco, or e-cigarette products);
- Theft or damage to property.
As outlined in Alberta’s Education Act, students can be held accountable
for conduct that occurs outside of the school building or school day
and electronically (e.g. social media), if the conduct negatively
affects a member of the school or interferes with the school
5.Progressive discipline plan:
Students who engage in unacceptable behavior will be held accountable
through the school’s progressive discipline plan. Consistent and
logical consequences, rather than punitive measures, are important to
support students in making appropriate choices and help shape their
In any disciplinary situation, each student will be dealt with on an
individual basis, and will take into account the student’s age, maturity
and individual circumstances. As well, parental or district involvement
may be requested to support school discipline procedures.
The school’s use of the progressive discipline plan will determine
the expectations, consequences and the progression of actions to be
taken depending on the severity and/or frequency of the occurrences. At
all times, teachers and administrators will use their professional
judgment in applying consequences.
Consequences must have a positive effect on the student’s journey
through reconciliation, either formally or informally, with the school
community and those affected by the student’s behaviour. The following
consequences are progressive in their degree of intervention and will be
enacted depending on the frequency and severity of occurrences. They
will be applied consistently and equally to all students,
notwithstanding the individual differences of children and the
uniqueness of specific circumstances and situations.
Progressive discipline is a whole-school approach that utilizes a
continuum of interventions, supports, and consequences, including:
- prevention measures and initiatives;
- early and ongoing intervention strategies;
- strategies to address unacceptable behaviour.
- Interventions and consequences increase when:
- the concerning behavior is persistent;
- the concerning behavior escalates;
- there is a very serious infraction of the code of conduct.
- Interventions and consequences may include, but are not limited to, the following:
- informal conferences;
- restriction of privileges;
- parent conferences;
- in-school suspensions;
- risk assessment;
- suspension / expulsion (AP 356);
- student redirection
- Behaviour Support Plan (as part of the Learner Support Plan);involvement of Instructional Services and supports;involvement of external services and supports.
The principal may involve police in disciplinary matters when
criminal activity has become evident. When police are involved, the
principal will conduct a separate, parallel investigation at the school
level and provide disciplinary action separate from any criminal charges
that may be issued.
Support will be provided to students impacted by inappropriate
behaviour and to those students who engage in inappropriate behaviour.
This is significant because while the student code of conduct must
address the consequences for inappropriate behaviour, such as bullying,
it also ensures that support (not just consequences) is provided to
those students who engage in unacceptable behaviour. Examples of how
support could be provided to students who have engaged in unacceptable
behaviour include mentoring, restorative processes, regular check-ins
with teachers or schools counsellors, counselling, etc.
7.Consideration of student diversity:
The School Act requires that the student code of conduct address
consequences for unacceptable behaviour and that these reasonable
consequences take into account the student’s age, maturity, and
individual circumstances. The specific circumstances of the situation
and of the student need to be taken into account when determining
appropriate consequences. For example, any diverse needs that the
student has – whether they are physical, behavioural, communicational,
mental health, trauma, etc. – must be considered. The age and maturity
of students involved should be considered when determining the
consequences and support required.
The district prohibits students from possessing weapons or engaging
in violent or threatening acts on school property, and at school
sponsored functions and activities. "Weapon" means any object, device,
or instrument designed or through its use is capable of threatening or
producing bodily harm to oneself or others. By this definition, air
rifles/guns are therefore considered weapons. As it is challenging to
visually identify these weapons as air rifles/guns, school staff,
Calgary Police Services and the RCMP will likely respond in the same
manner as they would an actual rifle/gun. For the safety of all
students, staff and visitors in the school, these items are not allowed
on school property or at school-related activities under any