Vankleek Hill Collegiate Institute and The Upper Canada District School Board takes the issues of bullying and school safety very seriously. Parents and students are encouraged to report incidents of bullying or other school safety incidents as soon as they happen. Students or parents should contact their teacher and/or school administration to provide information about the situation. If this is an emergency, please call the school administration and/or Police immediately. Using a variety of strategies and initiatives such as: The WITS program, School Restorative Programs, Gay Straight alliances and Equity Clubs, WEB and LINK Crew activities, initiatives to embrace FNMI stories and culture, as well as the “See my Voice” Campaign, the UCDSB strives to ensure that all students feel secure and cared for in their respective schools. VCI administration and staff continuously work with student, their families and the school council to create a welcoming and inclusive school where all students can experience a sense of belonging. We recognize that bullying affects a student's sense of safety and security, and some people may not feel comfortable reporting bullying or other school safety incidents. To help

ease this worry, students and parents are welcome to use the Upper Canada District School Board Report Bullying or School Safety Incidents Form (Please see link below) to report incidents of bullying or school safety incidents that have not already been reported to your school. The information provided will be forwarded to the appropriate school administration for action. The more information that you provide, the better we will be able to assist you. You may report an incident anonymously if you wish, but we do need to know where and when the incident took place, as well as the people involved, in order for the school administration to investigate the situation. If you do not provide any contact information, we will be unable to provide any feedback or follow-up. For more information related to the definition of bullying or types of bullying visit To view the Upper Canada District School Board Report Bullying or School Safety Incidents Form please visit: initiatives/Pages/Anti-Bullying.aspx

Five ways to help prevent bullying

Putting an end to bullying is everyone’s responsibility. Whether at home, school or elsewhere, it’s important that we’re proactive. Here are five ways that kids and parents can do their part. 1. Don’t be a bystander. It’s true that it takes a lot of courage to stand out from the crowd and defend a vic- tim of bullying. After all, the risk is that you’ll become the next target simply for speaking up. But reporting bullying and being there for someone who needs it are actions you’ll be proud of for the rest of your life. 2. Stop sibling bullying at home. You may think it’s harmless, but it’s not. Disdainful eye rolling, relentless teasing, humiliating taunts, hitting and verbal abuse directed at a sibling can cause depression and anxiety. Make sure your home is a safe place for everybody who lives there. 3. Enlist the help of adults. If you see a need for increased adult supervision at high-risk times and places at school or at home, ask for help from a trusted adult. 4. Get on board with an anti-bullying campaign at school. These campaigns show kids that bullying is not cool and won’t be tolerated any longer. Make an anti-bullying banner and use social media to advertise

the fact that you stand up against verbal and physical violence. 5. Parents: get involved. If your child is a victim of bullying, you need to take the situation seriously. Schools, the police and child psychology experts vigorously object to the belief that bullying is a childhood rite of passage. If the problem doesn’t stop, talk to the school authorities, and then to the police if there are no further improvements. At home, be vigilant about sibling bullying, and make it stop. Bullying is no longer seen as a normal rite of passage for children; it’s a preventable behaviour that we can eradicate through education, awareness and action.


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