TVDSB is committed to ensuring that it provides learning and working environments that are safe, accepting, and inclusive for all. Feeling unsafe or excluded? Need information to make safe online decisions? Looking to find out how to find allies and caring adults at your school?
Wanting to ensure your voice is heard? We invite you to explore this page, including the tips, resources, and opportunities to share your voice.
The Essential Conditions for Learning
At Thames Valley District School Board, we know that students learn best in a safe and caring environment. Based on research, we have created the Essential Conditions for Learning framework which promotes relationships, safety, connection, and regulation to support student learning. When students feel safe and connected to their teachers, their learning, their peers and the school community, they are better able to regulate, interact with others in healthy ways, and learn. All of which supports their mental health and overall well-being. Watch this 2-minute introductory video about the Essential Conditions for Learning.
Schools are about learning in a safe and caring learning environment. For effective learning to take place, you need to feel safe, connected, and welcome. You, your family, school staff, and the community have the right to expect that schools are safe and free of violence.
The triangle image centers on the Essential Conditions for Learning focusing on the values of safety, relationships, compassion, and a strength-based approach in all learning environments. Caring and consistent relationships between you and school staff act as the foundation when creating a classroom where you feel safe, connected, and regulated, and can participate in your learning. This happens when staff get to know you, respond to your cues, and adjust supports and interventions. When these strategies and practices are used within the classroom with the Essential Conditions for Learning, overall mental health and well-being is supported, allowing for you to be available for learning.
For additional information regarding the Essential Conditions for Learning and resources supporting these ideas, please visit the 'Safe Schools and Well-Being' Families and Caregivers webpage'.
Bullying Prevention and Intervention
All TVDSB students deserve to learn in a place where they feel safe and supported. We want to know about incidents of bullying or other safety concerns, and we encourage you to report them as soon as they occur, so that we can address them and act to prevent further incidents from happening. Speak with a teacher, school staff, or school administration to provide information about the situation. Some people may not feel comfortable reporting bullying or school safety incidents. To help ease this worry, students and parents are welcome to use the Anonymous Reporting Form found on each school website.
The information you provide is forwarded to the appropriate school administrator for action. The more detailed this information is, the better we can support you in finding a resolution to the situation. Providing your name will allow for updates on the action taken, but this is not required.
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People sometimes confuse conflict with bullying, but they are different. While bullying and conflict are separate, they can be experienced at the same time in different ways. It is important to be able to know and identify the difference between the two because conflict between students does not always lead to bullying. Conflict occurs between people who have a disagreement, a difference of opinion, or different views. When there is conflict, each person feels comfortable sharing their ideas to settle the differences and come to a resolution. On the other hand, bullying is aggressive behaviour that is typically repeated over time and can happen when there is a real or possible power imbalance. It is meant to cause harm, fear, distress, or create a negative setting for another person. The connection between these two concepts is further explored below:
Understanding Conflict vs. Bullying Do you know the difference between conflict, rude, and mean behaviours, or bullying? Check out and refer to this quick reference guide which compares the four terms. View the "Is It Bullying?" Quick Reference Guide
Problem-Solving Conflict 'Universal Way of Addressing Concern' - Stop It - Name It - Explain It - Ask for Change This four-step model can be used to help problem-solve incidents of conflict and bullying, if they arise. Before using this approach to address a concern, it is recommended that you consult a trusted adult to ensure proper understanding and comfort level. It may be implemented across all age levels, including Kindergarten to Grade 12. View the "Speak Up: The Universal Way of Addressing Concern" Guide
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| Bullying | ||||
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Types of Bullying
What To Do If You Are Being Bullied If you find yourself in a bullying situation, the following steps are recommended:
For more information and tips related to conflict and bullying check out the Ontario Ministry of Education website. Supporting ResourcesBullying - What Kids Need to Know Bullying - What Teens Need to Know Cyberbullying – What Teens Can Do Cyberbullying Hurts - Respect for Rights in the Digital Age (Youth Guide) In this report, the Standing Senate Committee on Human Rights examines ways to address cyberbullying. This guide was co-created through conversations with experts in the field and Canadian youth. Link: Cyberbullying Hurts: Respect for Rights in the Digital Age (Youth Guide) Bullying Canada - Giving Bullied Kids a Brighter Future |
School Climate & Culture
The Thames Valley District School Board is committed to providing students with a positive school climate.
A positive school climate includes the following characteristics:
- Students, school staff members, and parents feel safe, included, and accepted.
- All community members demonstrate respect, fairness, and kindness;
- Free from discrimination and harassment;
- Students are encouraged and given support to be positive leaders and role models their school community;
- Principles of equity and inclusive education are present;
- The diversity of learners is reflected in both the learning environment and instructional materials; and
- Every student is inspired and given support to succeed in an environment of high expectations.
It is important to acknowledge that creating a positive school climate depends on multiple elements coming together.
These essential areas include:
- Student Voice;
- Learning Environment;
- Physical Environment;
- Parent Engagement;
- Social-Emotional Environment; and
- School Community.
Under the direction and guidance of the Ministry of Education (Policy/Program Memorandum No. 144 (PPM144), our School Board is committed to supporting schools to create and maintain positive school climates.
Every school in Thames Valley has a Safe and Inclusive School Plan (SISP). This annual plan replaces the former Bullying Prevention and Intervention Plan (BPIP), and the Safe and Accepting School Plan.
This important work is facilitated at the school-level by a school-based team. This team is composed of students, family members, teachers, support staff, community partners, and the principal and/or vice principal.
Reach out to your school principal to get involved.
Restorative Approaches and Peer Power
Restorative Practices
Restorative Practices is an emerging social science that studies how to strengthen relationships between individuals, as well as social connections within school communities. Though new to the social sciences, Restorative Practices has deep roots within Indigenous communities throughout the world. TVDSB staff have embraced the restorative mindset by participating in ongoing professional development focused on learning foundational practices for building classroom and school community.
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What does Restorative Practices Mean? |
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The following video, created by the International Institute for Restorative Practices (IIRP) provides an overview of what Restorative Practices means. Restorative Practices:
Looking for More Resources to Support Your Understanding of Restorative Practices? This poster illustrates the nine interconnected elements of Restorative Practices. These elements create caring and healthy communities. The circle represents the individual and group needs that must be addressed so that all can be successful. At the centre of the circle are the words “well-being and student achievement”, highlighting the important role Restorative Practices play in supporting well-being and learning. |
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| How to Use Restorative Practices Everyday | ||||||||||||||
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When conflict or unfortunate circumstances occur, consider these restorative questions as you reflect upon the situation:
(modified from 'Time to Think: Using Restorative Questions', International Institute for Restorative Practices, 2012) |
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Safe School, Well-Being, and Equity Awards
During the month of June, the Thames Valley District School Board presented Student Leadership Awards in Safe Schools, Well-Being, and Equity to one student from every school (elementary and secondary), including students enrolled in Full Remote Learning. Administrators and school staff were invited to select the award winner for their school based on the criteria of a person who positively impacted the culture of the school environment through contributions within safe schools, mental health and well-being, equity education.
This initiative was an excellent opportunity to promote the outstanding accomplishments of Thames Valley students in the area of Safe Schools, Well-Being, and Equity.
Your Voice Matters
We invite students, staff, and families to share their views about the climate at their/their child's school. As part of the school climate feedback process, we want to raise awareness about what positive school climate is, why it matters, and how everyone contributes to and is impacted by the climate at school.
Want your VOICE heard?
TVDSB provides opportunities for different groups of students to come together to discuss their learning experiences at school. These groups currently include; Students Trustees, Muslim Student Support Group (found under the heading 'Support Groups for Muslim Students' tab), the BIPOC Student Group, Student Senators, and the Equity and Inclusion Advisory Committee (found under the heading 'Administrative Committees').
If you are interested in participating in these groups, please reach out to your school principal for more information.
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