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It details how to distinguish bullying from rough play and conflict, address power imbalances and peer dynamics, and recognise factors such as bias, prejudice, and hate. 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 \n(b) impersonating another person as the author of content or messages posted on the internet; and  \n(c) communicating material electronically to more than one individual or posting material on a website that may be accessed by one or more individuals.  \nIn its communication efforts, the School will:  \n􀁸 Identify different types of bullying, including cyber-bullying.  \n􀁸 Understand the myths and realities of bullying behaviour.  \n􀁸 Identify bullying and differentiate bullying from rough play and conflict.  \n􀁸 Understand power and peer dynamics.  \n􀁸 Identify how biases, prejudice and hate can lead to bullying.  \n􀁸 Identify different manifestations and underlying factors of bullying, such as body image, racism, sexism, homophobia, disability, etc.  \n􀁸 Understand a whole school approach and the essential importance of a positive school climate for student achievement and well-being.  \n􀁸 Develop awareness and understanding of the factors that contribute to a safe, caring and inclusive school climate.  \n􀁸 Identify ways to make students aware of how they can help prevent and address bullying.  \n􀁸 Identify strategies to engage parents in conversations about bullying prevention and how to promote a positive school climate.  \n􀁸 Reach out to parents and the broader school community.  \nThe School will also communicate and share with the school community, policies and procedures including:  \n􀁸 School Code of Conduct;  \n􀁸 Board Code of Conduct Policy 6001;  \n􀁸 Equity and Inclusion Policy 1008;  \n􀁸 Student Discipline Policy 6008;  \n􀁸 Bullying Prevention and Intervention Policy 6009;  \n􀁸 Faith and Religious Accommodation Procedure AP1012;  \n􀁸 Student Discipline Procedure AP1260; and  \n􀁸 Student Bullying Prevention and Intervention Procedure AP1200 .  \nThe school will endeavor to increase education, awareness and outreach by using the following best practices:  \n􀁸 Annual review of the School and Board Codes of Conduct, Policies and Procedures with students, staff and parents/guardians/caregivers, through:  \no Assemblies, classroom review, publishing Code of Conduct in planners, on School website, providing links from school website to Board website;  \no Staff meeting presentations;  \no Sharing this information ","cbCaiju4TMBIW7qj","https://ap.wps.com/l/cbCaiju4TMBIW7qj","pdf",321868,"English","# Bullying Prevention and Intervention Plan\n## Definition of bullying and cyber-bullying\n## School-wide communication and required policies\n## Best practices, parent engagement, and outreach\n## Evaluation of evidence and pre-evaluation strategy","[{\"question\":\"What definition of bullying does the plan use, and what makes behaviour qualify as bullying?\",\"answer\":\"The plan treats bullying as evidence-based, using annual school climate surveys and other relevant information. It evaluates evidence to identify main concern areas, assesses physical-environment issues, reviews current procedures, and then updates strategies after gathering new information.\"},{\"question\":\"How does the plan address cyber-bullying specifically?\",\"answer\":\"Cyber-bullying is included as bullying by electronic means. Examples covered include creating a web page or blog that assumes another person’s identity, impersonating another person as the author of online content or messages, and communicating material electronically to more than one individual or posting it where others can access it.\"},{\"question\":\"What strategies does the school use to engage parents about bullying prevention?\",\"answer\":\"The plan lists parent/guardian/caregiver–teacher conferences, seminars and presentations, a parent council, the S.C. I.S. team, newsletters and other home communications, school websites with direct posts or links, and inviting community agencies and supports.\"}]","Bullying Prevention and Intervention Plan - School Implementation Template | PDF",1789210138]